Poudre R-1 (1550)
2407 LAPORTE AVENUE
FORT COLLINS, CO 80521
29,133
Total Students Served
52
Schools in District
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Superintendent:
Brian Kingsley
District Profile
About Poudre R-1 (1550)
A MESSAGE FROM:
Poudre R-1
2025-2026
In the Poudre School District, we are committed to the holistic education of children in our 54 schools throughout Northern Colorado. This means that everything we do, every day, is with students? best interests in mind. Supporting improvements in literacy, mental health and belonging, and students graduating with options are the targeted outcomes intended to be improved via implementation of the action steps included in this UIP. Disrupting disproportionality is a core outcome the PSD team work…
s toward every day.  The Poudre School District Board of Education (BOE) has adopted the policy governance model. In this system of governance, the Board of Education sets broad policy that establishes the vision and direction of Poudre School District (PSD) for the Superintendent to implement. The District Ends 1.0 are aspirational and visionary goals for the district from which the Superintendent is able to create opportunities for students that align with the community?s values. ''Ends policies define what results an organization holds itself accountable for producing in the world, for which people, and at what cost. Ends policies, thus, are very distinctive statements. They are not vague generalizations about improving the quality of life. They are not about what an organization does (that is, the activities it engages in) but about the impact it intends to have. As a result, no matter how broadly stated, Ends are ultimately measurable'' (The Policy Governance Field book, p 81). The four District Ends are listed below with related targets and outcomes described in the District Monitoring Report. 1.1 Foundations for Success: PSD students attain milestones to ensure long term academic success. PSD measures and monitors individual student progress against these milestones. 1.2 Success in a Changing World: PSD students are prepared for college and workforce success. PSD ensures access and encourages participation in a wide range of experiences that reflect expectations of a changing world. 1.3 Above and Beyond: PSD students are challenged, motivated, and inspired to reach their personal level of excellence. PSD offers students a broad and diverse set of opportunities that cultivates their talents and offers multiple pathways to high levels of success. 1.4 Connections: PSD students feel academically and socially connected to their school and community. PSD provides engaging opportunities to support students? individual pursuits and interests.  To disrupt disproportionality, Poudre School District is committed to the systemic implementation of the Colorado Multi-Tiered System of Supports (COMTSS) as the foundation for achieving equitable academic, behavioral, and social-emotional outcomes for all students. Anchored in the five essential components of Colorado?s MTSS framework?team-driven shared leadership, data-based problem solving and decision-making, layered continuum of supports, evidence-based instruction/intervention, and universal screening and progress monitoring ?PSD is embedding MTSS practices across district systems to ensure coherence and consistency. Teaming and data-centered decision making are at the center of COMTSS.  Research consistently supports educator teaming as an effective approach in K?12 public education, linking it to improved teaching practices, student outcomes, and school climate. Collaborative teacher teams foster shared responsibility for student learning, enable data-informed instructional decisions, and support professional growth through peer feedback and collective problem-solving. Studies show that schools with strong team structures see greater consistency in curriculum implementation, more effective intervention systems, and stronger student achievement, particularly when teams are given time, structure, and support to function effectively (DuFour & Eaker, 2008; Darling-Hammond et al., 2017). In light of this research and in alignment with COMTSS, PSD core content teams will meet weekly, using protocols (e.g. Teacher Clarity) to purposefully and responsively build high quality tasks and analyze student work to guide collective action toward disrupting proportionality of outcomes.  As part of our 2025?2026 UIP, we are transitioning from fragmented approaches to a unified, MTSS-aligned structure that guides improvement planning, resource allocation, and implementation fidelity. Collaborative leadership teams are engaged in cycles of inquiry focused on observable adult practices, data-informed decision-making, and the use of fidelity tools to monitor progress and drive improvement. These efforts reinforce our commitment to proactively identifying and addressing student needs through prevention, early intervention, and layered support, while advancing our goals for inclusive practices that benefit all learners. Within the COMTSS framework, layered supports are often categorized as Universal/Tier 1, Targeted/Tier 2, or Intensive/Tier 3. These tiers within the layered system of supports are referred to frequently throughout PSD?s action step descriptions and supporting narrative.  The Colorado Multi-Tiered System of Supports (COMTSS) is a framework that provides appropriate levels of support to all students based on their individual needs. COMTSS identifies and addresses academic and behavioral challenges early, preventing long-term failure and disengagement. The COMTSS framework promotes equity in access to support services by using data-driven practices to ensure that all students, including those from traditionally underserved backgrounds, receive the help they need to succeed. While MTSS is often associated with interventions for learners progressing toward academic and behavioral standards, COMTSS is equally applicable to students with advanced learning needs to ensure they are appropriately challenged and supported. Utilizing COMTSS, all students receive access to rigorous curriculum and enrichment opportunities at the Universal/Tier-I level. COMTSS for students with advanced learning needs ensures that advanced abilities are not seen as ?done? or ?finished? learning, but rather a call to intentionally deepen and expand educational experiences. Additionally, MTSS encourages a whole-child approach by addressing not only academic needs but also the social-emotional and behavioral development essential to the well-being and success of all students.  Tier 1 ? Universal Supports provide all students with access to high-quality, standards-based instruction within the general education classroom. Instruction is intentionally differentiated to meet the diverse needs of learners, including those identified as Gifted and Talented (GT) as well as those who may be at risk for academic or behavioral challenges. Teachers use universal screening tools, pre-assessments, and formative assessments to identify both advanced learning potential and areas of concern. Evidence-based practices, classroom accommodations, and enrichment strategies?such as curriculum compacting, flexible grouping, and targeted supports?are implemented to ensure appropriate challenge and support. When delivered with fidelity, Tier 1 instruction can meet the needs of a wide range of learners by promoting engagement, growth, and success for all students.  Tier 2 ? Targeted Supports are designed for students who require additional support beyond what is provided through Tier 1 instruction?whether to address skill deficits or to provide greater academic challenge. For students who are not making adequate progress, Tier 2 supports are layered in a thoughtful manner onto current Tier 1 instruction (i.e., in addition to) and often involve small group interventions targeting specific areas of need in reading, math, writing, or behavior. For students demonstrating advanced abilities, supports may include pull-out programs, cluster grouping, or extension projects that offer deeper learning experiences in areas such as advanced math or higher-level reading. These interventions are layered onto Tier 1 instruction and may be short-term or ongoing. Regular progress monitoring is essential to ensure that each student?s unique learning needs, whether for remediation or enrichment, are effectively met and that adjustments are made based on the response to intervention.  Tier 3 ? Intensive Supports are designed for students with the most significant and individualized learning needs?whether they are experiencing persistent academic or behavioral challenges or possess exceptional abilities far beyond grade level. These supports are layered, or in addition to Tier 1 and Tier 2 supports, are highly personalized, and often delivered one-on-one or in very small groups. For students with profound learning challenges, Tier 3 may include specialized programs focused on academic and/or behavior needs. For students who are profoundly gifted, support may involve individualized learning plans, early dual enrollment, grade acceleration, targeted mentorships, or independent study. In all cases, effective Tier 3 implementation requires close collaboration among specialists, general educators, support staff, and families to ensure academic, social-emotional, and behavioral needs are met. Student progress is closely monitored, and plans are regularly adjusted based on data and student response to intervention.  Throughout the work identified in this UIP, PSD staff are mindful of four guiding pillars: Coherence, Access, Rigor, and Environment (CARE). Coherence ensures that every student?s daily academic experience is intentionally aligned to grade-level instruction, fostering achievement and consistency across classrooms. Access focuses on eliminating barriers to learning by providing strategic, evidence-based support that enables all students to engage fully in academic programming. Rigor drives instruction that meets the complexity of grade-level standards while challenging students? thinking in meaningful and engaging ways. Environment prioritizes respect for student identity, affirming each student?s capacity to succeed and recognizing their agency and contributions within the classroom, school, and community. COMTSS and these pillars create the conditions necessary for equitable student outcomes and a learning experience that empowers every student to reach their full potential.
Final 2025 Performance Rating
Average SAT & PSAT Scores
SAT Grade 11:
1075PSAT Grade 10:
1015PSAT Grade 9:
974School Year: 2024-2025
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