Creede School District (CSD) is a remote small, rural public school in Southwestern Colorado. During the 2024-2025 school year, we serve 93 students in grades K-12. Forty-four of these students are grades K-5, and forty-seven are in grades 6-12. Our teaching Staff and Special Service Providers include five elementary teachers, five core subject teachers within our middle/high school, two career/technical educators, physical education teacher, a music teacher, an art teacher, a theatre arts teach…
er, an exceptional student services teachers, a paraprofessional and a school nurse. K-1 has one teacher (combined class) while grades 2-5 have one teacher each. 6th grade, 7th grade and 8th grade make up the middle school. Grade 8 through grade 12 make up the secondary school. Creede School District has a new superintendent and K-12 Principal in the 2024-2025 school year. Every day, our goal is to work with and include all of our stakeholders so that our Mission Statement of providing a safe, inclusive, and nurturing environment for students to reach their unique potential in and beyond the classroom comes alive. Our goal of working with our stakeholders will also continue through this UIP as the focus areas of improvement for our district are planned, implemented, and evaluated. In 2022, CSD received a 4.5 year Colorado Multi-Tiered System of Support Grant. At that time CSD created a District Implementation Team that will works alongside our District Accountability Committee to support a framework of team-driven, data-based problem-solving for improving outcomes of every student through family, school, and community partnering and a layered continuum of evidence b-based practices applied at the classroom school, district, region and state level. With a population below 1000 students, the Colorado Department of Education (CDE) allows Creede School district to submit a combined Unified Improvement Plan. This allows the district to look at our K-12 data simultaneously, allowing us to identify trends, prioritize performance challenges, identify root causes, and create action plans with progress monitoring to adjust our action plans accordingly. With our small student population, although the CDE encourages schools and districts to refer to numbers and percentages in our data narrative, the Family Education rights and Privacy Act (FERPA) prohibits the improper disclosure of personally identifiable information (PII) derived from education records. Therefore, our district will use a modified approach to data analysis and reporting our data. We still conducted extensive data analysis with both local data as well as state data, growth data as well as achievement data. This gave us the opportunity to identify trends in both ELA and Math. This same modified approach is used when viewing Creede School District/School's Performance Framework regarding our achievement and growth results. For achievement, data results cannot be publicly viewed when there are fewer than 16 students per grade level and when the results from the Colorado Growth model are less than 20 students per grade level. Therefore, because our numbers are below the threshold for public reporting within various Performance Indicators, Creede School District has indicators labeled as having "insufficient state data." Therefore, due to "insufficient state data", CDE states that Creede School District should develop a plan in response to the previously assigned plan type of Accredited with Distinction.
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.