Garfield Re 2 is a school district of 4,695 students that encompasses the towns of Rifle, Silt, and New Castle along the I-70 corridor on the western slope of Colorado. We have 2 high schools, 2 middle schools, and 6 elementary schools. Sub-groups of note include: approximately 32% of our students qualify for direct English Learner services  approximately 48.6% qualify for free or reduced lunch approximately 40% claim an ethnicity of white approximately 57% claim an ethnicity of Hispanic appr…
oximately 6% qualify for GT services approximately 13% qualify for SpEd services approximately 93.6% daily attendance rate  The district office team Senior Leadership Team along with leaders from all 10 schols, analyzed CMAS data, the District Performance Framework, ACCESS data, internal standardized assessment data, and graduation rates to identify trends and verify root causes. Our District Accountability Committee, and School Board reviewed the data as well. Garfield Re-2 sought feedback from all stakeholders throughout this process. It has been an exciting exercise in listening, collaboration, and unity with a specific focus on the implementation of a Continuous Improvement Cycle district-wide. By working together as a Garfield Re-2 community, this district can be sure that we are preparing and supporting students and staff and engaging our families and community partners. Most importantly, Re-2 will ensure that all students are successful academically, socially, and emotionally, and they graduate ready for college, career, and life. Garfield Re-2 School District is in the third year of our implementation of a formal Strategic Plan to guide all improvement efforts. This plan sets the direction and tenor for the school district for the next year, and creates the synergy and focus to move our District forward as we encourage, nurture and challenge every member of our learning community. Re-2 will measure, monitor, and communicate progress so our taxpayer and community partners can be assured that we are focused on the right work. Garfield Re-2's major improvement areas as documented in the Strategic Plan include: Supports for Student Success Academic Growth & Achievement?Increased performance for all. Career Pathways & College Readiness?Increase access to career and technical education opportunities, professional certifications, and concurrent enrollment courses. Student Wellness?Establish and strengthen systems to meet the mental, social, physical, and emotional needs of all students. Support for Staff Success Sustainable Financial Capacity? Secure and maintain the resources necessary to attract, recruit & retain outstanding staff for our schools. Support All Staff?Maintain high job satisfaction, a productive workplace, and a positive district climate and culture. Support for Community Success Family & Community Partnerships? Improve communications and collaboration with school & community stakeholders; with special emphasis on building authentic connections with our diverse communities. The Garfield Re-2 School District Strategic Plan is designed to outline the theory of change for the school district over a three-year period. In order for the district to achieve the outlined goals and outcomes in the strategic plan, district staff, the superintendent, and the school board will monitor the progress of the goals and update annual action plans for each strategic priority. Year 3 of implementation is focused on measuring outcomes of the Strategic Plan initiatives. For the third year we will focus specifically on improving academic Achievement. Therefore, this UIP directly focuses on the Academic Achievement section of the Garfield Re-2 Strategic Plan. By successfully implementing initiatives under the strategic priorities, Garfield Re-2 School District will bring the focus areas to life in the district. Once those focus areas have been addressed, students in the district will be able to demonstrate the graduate profile skills and competencies. This is the theory of change that will drive the work of the district across all departments for the next three years.
Accredited with Distinction - This is assigned to the highest performing districts. These districts are meeting or exceeding expectations on the majority of performance tasks.
Accredited - Districts with an overall rating of Accredited are meeting expectations on the majority of performance metrics.
Accredited with Improvement Plan - These districts are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Accredited with Priority Improvement Plan - These districts are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Turnaround Plan - These districts are identified as among the lowest performing districts in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Insufficient State Data - These districts are assigned this accreditation rating when the state does not have enough data to report publicly. To better understand why a district received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.
School Ratings
Performance Plan - Schools with a Performance Plan are meeting expectations on the majority of performance metrics.
Improvement Plan - These schools are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Priority Improvement Plan - These schools are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Turnaround Plan - These schools are identified as among the lowest performing schools in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Insufficient State Data - These schools are assigned this plan type when the state does not have enough data to report publicly. To better understand why a school received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.