Academic Performance

District educators believe that a student’s progress is measured not by one assessment at a moment in time, but rather by an entire body of evidence. The body of evidence includes, but is not limited to: projects and performances, common grade or subject-level assessments, teacher-created quizzes and tests, as well as other diagnostic tests administered throughout the school year. 

2021-2022 Teaching Strategies GOLD 

Fall Checkpoint- Aug. 10 – Oct. 29

The graph below shows the number of students, combination of 3- and 4-year old students, in each Teaching Strategies GOLD dimension at the beginning of the 2021-2022 school year. The results are a combination of Colorado Preschool Program students (CPP) and students receiving special education supports within Conrad’s early intervention preschool program. The majority of the students entering preschool as 3 years old or returning 4-year old students fell within the below and meeting widely held expectations performance categories. There were also a few students who entered preschool at an exceeding expectations performance level.

Recognizing where students are performing when they enter Preschool helps guide instruction to meet the needs of all learners. Students are engaged in ongoing, play-based learning and assessments throughout the checkpoint window from the first day of school through mid-October.

Winter Checkpoint- Oct. 30 - Feb. 4

The graph below shows a combination of 3- and 4-year old students in each Teaching Strategies GOLD dimension at the middle of year and where they were performing based on widely held expectations in the nation. The results are a combination of Colorado Preschool Program students (CPP) and students receiving special education supports (IEPs) within Conrad’s early intervention preschool program.

Students made great growth in all of the dimensions from the beginning of the year to mid-year. The Physical dimension is an area that the majority of students excel in.

At Conrad, we focused on building language-rich classrooms to include increasing use of visual supports in partnership with language to help build vocabulary and give students a “voice” to express their wants and needs within the educational environment. Building language also supports students in their social emotional growth and development as they learn to build friendships with peers, manage conflicts, and begin to build self-regulation skills.

Spring Checkpoint- Feb. 5 – May 6

For the Spring checkpoint, students (combination of 3 and 4-year old students) made growth in all areas. There was an increase in students who performed in the “Meets Expectations” and “Exceeds Expectations” growth ranges. An interesting perspective in this checkpoint window was that there were about 30 students who withdrew from Conrad due to military moves which allowed for students who were on the waitlist for attendance to enroll and begin attending Conrad between the months of February- April. Although the Spring Checkpoint should show a year-long progression of learning, for the additional students who began attending later in the school year, as long as they were in attendance for 30+ days they received a baseline checkpoint and finalized checkpoint within those few months. An area of continued growth will continue to focus on language development which can positively impact literacy, math, cognitive and social emotional skill development.