Weld County School District RE-1 , located in the towns of Gilcrest, LaSalle, and Platteville, serves a diverse and vibrant rural community with approximately 1,536 students across five schools: three elementary schools (Gilcrest Elementary, Platteville Elementary, and Pete Mirich Elementary), one middle school (Valley Middle School), and one high school (Valley High School). The district is deeply committed to providing high-quality education and fostering strong community connections that prep…
are every student for success in an ever-changing world. Vision, Mission, and Values Vision: Together, we are preparing lifelong learners for a changing world. Mission: We provide a challenging, inclusive, and safe learning environment where every student is equipped to become a contributing member of their greater community. Values and Beliefs: We value the unique qualities and diversity within our district and celebrate the strengths of our rural community. We commit to equipping each student to reach their full potential through diverse and challenging opportunities. We believe in cultivating a lifelong love of learning by focusing on the whole child?academically, socially, and emotionally. We partner with families and the community to build strong relationships, ensuring students are equipped with the skills and values needed for lifelong success. We prioritize student safety as the foundation of all our efforts, ensuring every child feels secure, supported, and ready to learn. District Focus Weld RE-1?s districtwide focus is to create a student-centered, equitable learning experience where all students thrive academically, socially, and emotionally. Guided by the new Five-Year Strategic Plan (Viking Strong, United as One), the district emphasizes three focus areas: Empowering and Equipping Students ? ensuring students are academically prepared and offered well-rounded learning and career-readiness opportunities. Empowering and Equipping Staff ? building a collaborative professional culture focused on growth, innovation, and excellence in instruction. Strengthening Partnerships and Strategic Resource Management ? fostering meaningful family and community partnerships and ensuring responsible stewardship of district resources. The district is grounded in Data-Driven Instruction (DDI), continuous improvement, and shared ownership of student outcomes. Staff and students alike are expected to engage with urgency, curiosity, and accountability in the pursuit of academic growth and excellence. Student Demographics Weld RE-1 serves a diverse student population reflective of its surrounding communities: 62% minority students 55% qualifying for Free and Reduced Lunch (FRL) 18% identified as multilingual learners 15% receiving special education services Schools Overview Gilcrest Elementary School (PK?6): Located in Gilcrest, Gilcrest Elementary emphasizes foundational literacy, numeracy, and social-emotional growth in a nurturing and community-driven environment. Pete Mirich Elementary School (PK?6): Located in LaSalle, Pete Mirich Elementary provides a welcoming, inclusive environment that values collaboration and achievement. Platteville Elementary School (PK?6): Located in Platteville, Platteville Elementary offers rigorous academics and enrichment in the arts, music, and physical education. Valley Middle School (7?8): Located in LaSalle, Valley Middle School supports students in their transition to secondary learning, offering strong academic programming and leadership development opportunities. Valley High School (9?12): The district?s high school serves students from all three communities, providing a comprehensive curriculum that includes Advanced Placement (AP) courses, Career and Technical Education (CTE) pathways, and a wide range of extracurricular opportunities. Strategic Commitment Weld RE-1 is Viking Strong?United as One. Through its vision, mission, and values, the district remains steadfast in its purpose: to prepare every student to become a lifelong learner and contributing member of society, grounded in integrity, inclusion, and excellence. Through Valley High School?s Career and Technical Education programs, students explore pathways that connect learning to real-world opportunities, build technical skills, and prepare for postsecondary success. These pathways include: Agriculture ? Students engage in agricultural science, agribusiness, and animal and plant systems, developing leadership and technical skills through the FFA program. Business and Marketing ? Students gain insight into entrepreneurship, finance, and marketing strategies while building essential management and communication skills. Art and Graphic Design ? This pathway allows students to explore visual arts, digital design, and creative media, fostering innovation and artistic expression using modern design tools and technologies. Engineering ? Students learn principles of design, innovation, and problem-solving through hands-on experiences in robotics, drafting, and applied engineering. Construction Trades ? This pathway prepares students with foundational skills in carpentry, welding, and building design, offering opportunities for industry certifications and hands-on project experience. Education ? Students interested in teaching and youth development explore foundational skills in education, child development, and classroom leadership. Career and Technical Education (CTE) ? Provides an overarching framework that connects each pathway to career exploration, work-based learning, and certifications aligned with local and state workforce needs. By 2030, the district will develop and sustain at least five defined career pathways that align with workforce demands and the district?s Profile of a Learner, emphasizing key competencies such as critical thinking, collaboration, creativity, communication, and character.
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.