Located in the Colorado foothills, Zach Elementary is a 24-year-old neighborhood Core Knowledge school that has built its foundation on keeping focused on the "why" of our school, which is our students. Maintaining a strong, clear focus, we continually develop and grow the layers and structures of our school with students at the center. We strive to enrich our students' classroom experience through a broad knowledge base, rich vocabulary, and integrated curriculum. The Core Knowledge Sequence ha…
s concrete learning goals from grade to grade, which create coordination and articulation for instruction, create a consistent academic focus, and provide units of study that motivate students to learn Language Arts, Mathematics, Geography, World History, American History, Music, Visual Arts, and Science. Our vision is to provide the highest quality instruction, best practices, and interventions that match the unique needs of individual students. The staff and families collaborate so that all the systems are in place to make this happen. The educators, teachers, mental health professionals, office team, paraprofessionals, custodians, kitchen staff, and administrators, over the last 24 years, have not only held themselves to high expectations as educators but continually developed their knowledge base through professional development. Together, as a Professional Learning Community, we've built systems that maximize the abilities to support students. We have strong grade-level teams that work together to address what students are learning, how we know they are learning, what we do if they aren't learning, and what we do if they have already learned it. We have paraprofessionals working with some of our students with the highest level of need. We have a kitchen staff that knows all our students. With an overarching Multi-Tiered System of Supports (MTSS), our staff monitor progress specific to interventions, evaluate outcomes, and make data-driven decisions providing comprehensive support to meet all student needs. We also have tier one, tier two, and tier three counseling services to support our students' social emotional needs. Our daily work has proven to great accolades both from the state measurements and as monitored through our community surveys. We were honored to receive awards such as the John Irwin Award School of Excellence for achievement and the Distinguished Improvement Award for growth in 2023, the John Irwin in 2024 along with the National Blue Ribbon Award. These are awards we received give us great feedback that what we are doing is working! The US News and Report ranked us 4th in Colorado for achievement among elementary schools. Eight years ago, we were ranked 13th in the state, so we are proud of that pursuit of excellence and movement forward. We continually score well above expectations on our state testing and scored 100% on our 2023 1-Year School Performance Framework. We rated "exceeds" on both the academic achievement and growth components. However, not just the state measurements demonstrate who we are as a community. We give staff and families surveys twice yearly to monitor our school culture. From the 165 families that took the survey this year, over 93% told us they felt their students are safe, growing, and making connections. We don't just encourage families to work alongside us; we give intention and time around building a culture where our families work with us because this leads to more robust results for our students. One hundred percent of the 165 families who took our survey said we provide enough avenues for everyone to make a positive connection. Families are present at our events and for our schoolwide activities like spirit days and concerts. Families integrate as mentors in our community by reading with students and supporting small group learning time. Families participate in our Parent Teacher Organization (PTO) and School Accountability Committee (SAC.) The PTO facilitates even more volunteerism and participation through schoolwide events such as our FUNd RUN, staff appreciation lunches, Book Bowls, and Back to School Bash. Families support our giving back to our community. Each grade level participates in giving back, whether making cards for our community seniors, doing a park and grounds clean-up, or organizing a schoolwide food drive. This is just a small portion of who we are at Zach, and we feel so very lucky to be in a community that values education and is there to support one another.
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.