Colorado Preparatory Academy Middle School (1501)
8601 TURNPIKE DR., SUITE 100
WESTMINSTER, CO 80031
614
Total Students Served
Grade 6 - Grade 8
School District:
Education reEnvisioned BOCES (9170)
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School Profile
About Colorado Preparatory Academy Middle School (1501)
A MESSAGE FROM:
Colorado Preparatory Academy Middle School
2025-2026
The Education reEnvisioned Board of Cooperative Education Services (BOCES) authorizes multi-district online and blended contract schools, as well as brick-and-mortar contract schools. The BOCES partners with school districts and institutions of higher education. The BOCES mission is to develop and deliver services to BOCES, districts, and authorized schools to expand availability and access to quality, innovative public education programs that Colorado parents and students seek. The BOCES author…
izes ten schools throughout Colorado.  Colorado Preparatory Academy (CPA) is a multi-district online program authorized under Education ReEnvisioned. CPA Middle School is in its thirteenth year of operation. The school currently has 681 students enrolled in grades 6?8. Colorado Preparatory Academy Middle School has experienced a slight decrease after a 2020-2021 bubble year, with student numbers dropping from 1178 to 755, 788, 718, and 678 students over the last five years, as reviewed in the demographic data.   CPA Middle School has 19.1% of the students on IEPS, 49.9% FRL Eligible, and 6.6% of students are Multilingual Learners. The school team consists of 1 principal, 24 General Education teachers, 5 Special Education Teachers, 1 EL teacher, 1 counselor, and 2 Social Workers.  The vision of the Colorado Preparatory Academy is to become the leading school in Colorado by providing unwavering support to students as they prepare for college, the workforce, and overall post-secondary success. Our mission is to empower students through a comprehensive college readiness framework. We focus on four key areas: essential cognitive strategies, academic knowledge and skills, academic behaviors, contextual skills, and awareness. By prioritizing these areas, we aim to equip our students with the necessary tools and competencies to excel in college-level work and beyond.  We offer a superior alternative to conventional classroom instruction, specifically designed to meet the needs of high school students. Our program furnishes learners with the critical skills, knowledge, and competencies necessary to excel in the 21st century and achieve success in post-secondary education and future endeavors.  The UIP planning process and data analysis build upon the previous year?s UIP strategies, incorporating data from the 2024-2025 school year and developing new improvement strategies for the 2025-2026 school year. A diverse and inclusive group comprising school and district leaders, as well as staff members, actively participated in data analysis, root cause analysis, and the development of improvement plans.  CPA MS 2024-2025 data was analyzed to identify trends, with a specific emphasis on improvements and declines at both the indicator and sub-indicator levels. This data was presented to all faculty and staff in August 2025 with initial discussions on the priority performance challenges observed in the data. The data was shared with all faculty and staff in August 2025, initiating discussions on the priority performance challenges identified in the data. Additionally, staff and leadership analyzed fall benchmark data in both STAR 360 for all CPA students. Furthermore, the staff and leadership analyzed Fall STAR 360 reading and math assessments. The goal is to increase YOY growth by 10%, and the school yielded a 5.9% increase YOY on Star 360 Reading assessments during the 2024-2025 school year, with 62% to 67% Reading growth, and yielded a 1.7% decrease YOY change from 61% to 60% Math growth. For both Reading and Math, lower scores at 7th grade had a significant impact on overall school growth.  During ongoing professional development, the staff reviewed the reflections on 2024-2025 data and priority performance challenges and conducted a root cause analysis for each performance challenge.   The five key priorities for enhancing student progress and school improvement to ensure growth/proficiency in writing, reading, and math include:  Effective Tier 1 Instruction and Co-Teaching : Delivering high-quality instruction in the general education setting, utilizing co-teaching strategies to address academic challenges for all students, with a particular focus on vocabulary instruction and reading strategies. Relationships: Fostering strong relationships among students, teachers, and staff to build a supportive and inclusive learning environment. PBIS (Positive Behavioral Interventions and Supports): Implementing strategies and practices that encourage positive behaviors and establishing a safe and respectful school culture, including Check-In Check-Out and wraparound support.  MTSS (Multi-Tiered System of Supports) : Implementing a comprehensive framework designed to provide targeted interventions and support, addressing the diverse academic and behavioral needs of all students.  Furthermore, the leadership team carried out an extensive review of the underlying causes and challenges, synthesizing them into a comprehensive plan. This plan served as the foundation for formulating improvement strategies and action steps. Once the root causes, strategies, and actions were developed and validated, additional meetings were convened with school, district, and state-level leaders to review and strengthen the Unified Improvement Plan (UIP). During these sessions, all aspects of the UIP were carefully examined, ensuring that any necessary additions or revisions were identified and addressed.  The leadership team conducted a thorough analysis of the root causes and challenges, integrating them into a comprehensive plan that formed the foundation for the development of targeted improvement strategies and actionable steps. After the root causes, strategies, and actions were carefully formulated and validated, subsequent meetings were convened with school and district leaders to evaluate and refine the Unified Improvement Plan (UIP). These sessions ensured that all critical components of the UIP were thoroughly reviewed and that any necessary adjustments were made to enhance its effectiveness. This process aimed to align the school UIP with the Education ReEnvisioned BOCES and CPA Action Plan, which was developed based on district-level school observations.  Course Participation and Achievement: CPA Middle School offers accelerated reading and math courses for 5th through 8th-grade students. When reviewing the English and Math accelerated students, we have 10% of our students enrolled in accelerated classes. Our school is dedicated to leveraging data to deliver content that meets the unique needs of our students. In our English and Math courses, instructional practices are adapted and differentiated based on student performance measured by curriculum-based assessments. However, due to the relatively low number of students enrolled in accelerated courses, there is insufficient data to conduct meaningful analyses of disaggregated groups or to compare state achievement data by course level.
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