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Executive Summary

District Information Grades Served

Phone

NA - NA

3034471010

District Name

Website

State Identification

Boulder Valley Re 2

http://www.bvsd.org

Accredited with Distinction

Federal Identification Description The Boulder Valley School District (BVSD) is located along Colorado’s Front Range, encompassing 500 square miles across Boulder and Broomfield counties. The district serves approximately 27,000 pre-K through 12th-grade students across 56 schools—including traditional elementary, middle, and high schools, PK-8 schools, charter schools, and alternative programs—situated in 11 distinct urban, suburban, and mountain communities, including Boulder, Broomfield, Lafayette, Louisville, Superior, Nederland, and surrounding areas.

BVSD’s student body reflects a range of cultural, linguistic, and socioeconomic backgrounds. Approximately 64% of students identify as White, 22% as Hispanic/Latino, 7% as Two or More Races, and 6% as Asian. Additionally, roughly 26% of students qualify for Free or Reduced-Price Lunch, 14% receive Special Education services under an IEP, and 15% are Multilingual Learners. Contextual factors include a mix of dense urban centers and rural mountain terrain, alongside localized economic variations across neighboring communities, making equitable resource distribution central to district operations. To ensure every student thrives across these diverse contexts, BVSD aligns its resources and improvement efforts around the All Together for All Students strategic framework, prioritizing equitable access, academic excellence, and comprehensive student support.

Relationship of UIP Elements Student Performance

Root Cause

Priorities

ELA Achievement and Growth Disparities Across Focal Student Groups

Major Improvement Strategies

Inconsistent Implementation of Tier 1 High-Quality Instruction (HQI) Inconsistent Implementation of Multi-Tiered Systems of Support (MTSS)

Strengthen consistent Tier 1 understanding & practice for teachers & principals System-wide integration of MTSS A/B framework

Math Achievement & Growth Disparities Across Focal Student Groups

Inconsistent Implementation of Tier 1 High-Quality Instruction (HQI) Inconsistent Implementation of Multi-Tiered Systems of Support (MTSS)

Strengthen consistent Tier 1 understanding & practice for teachers & principals System-wide integration of MTSS A/B framework

Grad+ Attainment Gaps Across Focal Student Groups

Inequitable Structural Access to Grad+ Opportunities

Adjust systems to increase equity across Grad+ pathways

Student Performance Priorities

Student Performance Priority Summary BVSD selected three Student Performance Priorities based on analysis of state assessment data, postsecondary recognition rates, trailing three-year longitudinal trends, and critical input from our District Accountability Committee (DAC) and internal working groups. While overall district performance remains high relative to state averages, disaggregated data reveals pronounced and persistent achievement and growth gaps across student groups over the last three assessment cycles.

1. ELA Achievement & Growth Disparities Across Focal Student Groups Evidence & Longitudinal Trends: State assessment metrics across CMAS ELA, PSAT, and SAT EBRW demonstrate a persistent multi-year disparity between overall district performance and the outcomes of historically marginalized student groups. In 2026, results were as follows: All Students: 72% met or exceeded expectations | MGP: 55 Hispanic/Latino Students: 41% met or exceeded expectations (31-point achievement gap) | MGP: 49 FRL-Eligible Students: 41% met or exceeded expectations (31-point achievement gap) | MGP: 49 Multilingual Learners: 42% met or exceeded expectations (30-point achievement gap) | MGP: 53 Students with IEPs: 30% met or exceeded expectations (42-point achievement gap) | MGP: 49 Reasoning: These 2026 results are similar to trailing data across the last three years, which indicate that while nearly three-quarters of all district students consistently demonstrate proficiency, less than half of Hispanic/Latino, FRL-eligible, Multilingual, and students with IEPs reach state standards. Additionally, median growth percentiles across all four focal groups (49–53) consistently lag behind the district (55). Prioritizing ELA growth and achievement targets—supported by short-cycle interim progress metrics—is critical to ensuring that core literacy instruction and targeted intervention are delivered equitably across all schools.

2. Math Achievement & Growth Disparities Across Focal Student Groups Evidence & Longitudinal Trends: Math performance trends across CMAS Math, PSAT, and SAT Math reflect lower overall baseline performance paired with demographic gaps that have remained relatively consistent over the past three years. In 2026, results were as follows: All Students: 58% met or exceeded expectations | MGP: 56 Hispanic/Latino Students: 28% met or exceeded expectations (30-point achievement gap) | MGP: 50 FRL-Eligible Students: 26% met or exceeded expectations (32-point achievement gap) | MGP: 49 Multilingual Learners: 34% met or exceeded expectations (24-point achievement gap) | MGP: 54 Students with IEPs: 21% met or exceeded expectations (37-point achievement gap) | MGP: 51 Reasoning: Fewer than one-third of Hispanic/Latino, FRL-eligible, and Multilingual students, and only one-fifth of students with IEPs, achieved proficiency in mathematics in 2026. Furthermore, median growth percentiles across these groups (49–54) trail overall district growth (56). This trend, which was consistent over the last three years, limits early access to advanced STEM tracks and high-level secondary coursework. Selecting Mathematics as a priority ensures dedicated monitoring of interim growth data and reinforces the need for consistent, high-quality Tier 1 instruction and structured MTSS support in math.

3. Grad+ Attainment Gaps Across Focal Student Groups

Evidence & Longitudinal Trends: Multi-year participation and completion trends across the district’s Grad+ pillars—College Credit, Industry-Recognized Credentials, Work-Based Learning, and the Seal of Biliteracy—reveal persistent disparities in postsecondary preparation. In 2026, Grad+ attainment was as follows: All Students: 87% Grad+ attainment rate Hispanic/Latino Students: 77% Grad+ attainment rate (10-point gap) FRL-Eligible Students: 72% Grad+ attainment rate (15-point gap) Multilingual Learners: 78% Grad+ attainment rate (9-point gap) Students with IEPs: 66% Grad+ attainment rate (21-point gap) Reasoning: Although overall district Grad+ attainment remains high at 87%, a consistent 3-year trend demonstrates that students with IEPs, FRL-eligible students, Hispanic/Latino students, and Multilingual Learners face structural barriers to accessing high-leverage pathways. District Accountability Committee feedback and internal analysis highlighted that master scheduling constraints and geographic access gaps restrict pathway completion for focal student groups. Prioritizing Grad+ Attainment drives BVSD's commitment to audit high school schedule structures, monitor semester-over-semester college credit accumulation, and eliminate systemic barriers to postsecondary readiness.

Student Performance Priority: ELA Achievement and Growth Disparities Across Focal Student Groups Student Performance Priority Category English Language Arts performance What group(s) is this Student Performance Priority focused on? (Choose all that apply OR select "All Student Population." If targeted student group is not listed, choose "Other" to specify.)

What grade(s) is this Student Performance Priority focused on? (Choose all that apply OR select "All Grades Served")

Free/Reduced Eligible Lunch English Learners/Multi-Language Learners Hispanic/Latinx Students with disabilities/IEPs

All Grades Served

What is the current performance of this Student Performance Priority? Current Performance (2025–26 Baseline Data): State assessment metrics across CMAS ELA, PSAT, and SAT EBRW reveal significant achievement and growth disparities between overall district outcomes and those of focal student groups: ELA Achievement (% Meeting/Exceeding Expectations): District Overall: 72% Multilingual Learners: 42% (30-point gap) Hispanic/Latino Students: 41% (31-point gap) FRL-Eligible Students: 41% (31-point gap) Students with IEPs: 30% (42-point gap) ELA Growth (Median Growth Percentile - MGP): District Overall: 55 Multilingual Learners: 53 Hispanic/Latino Students: 49 FRL-Eligible Students: 49 Students with IEPs: 49

What is the 2-year (end of 2027-28) measure and target? By Spring 2028, BVSD focal student groups will increase ELA proficiency over Spring 2026 baselines while maintaining accelerated growth trajectories: Hispanic/Latino: Increase by 4.0 percentage points (from 41.4% to 45.4%) with a 2027–28 MGP of 52.0. FRL-Eligible: Increase by 4.0 percentage points (from 41.3% to 45.3%) with a 2027–28 MGP of 52.0. Multilingual Learners: Increase by 4.0 percentage points (from 42.3% to 46.3%) with a 2027–28 MGP of 53.0. Students with IEPs: Increase by 2.0 percentage points (from 29.8% to 31.8%) with a 2027–28 MGP of 52.0. What is the 1-year (end of 2026-27) measure and target?

Interim Measure and Target

Measurement Dates

Demonstrate a 3–5 percentage point increase in the proportion of focal group students performing at or above grade-level benchmarks compared to the AY26-27 beginning-of-year baseline on mCLASS DIBELS 8, mCLASS Lectura, and Common Lit assessments. Demonstrate a cumulative 6–10 percentage point increase in the proportion of focal group students performing at or above grade-level benchmarks compared to the AY26-27 beginning-of-year baseline on mCLASS DIBELS 8, mCLASS Lectura, and Common Lit assessments, serving as an early indicator for CMAS/PSAT/SAT outcomes.

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By Spring 2027, BVSD focal student groups will increase ELA proficiency over Spring 2026 baselines while establishing accelerated growth trajectories: Hispanic/Latino: Increase by 2.0 percentage points (from 41.4% to 43.4%) with a 2026–27 MGP of 50.5. FRL-Eligible: Increase by 2.0 percentage points (from 41.3% to 43.3%) with a 2026–27 MGP of 50.5. Multilingual Learners: Increase by 2.0 percentage points (from 42.3% to 44.3%) with a 2026–27 MGP of 53.0. Students with IEPs: Increase by 1.0 percentage point (from 29.8% to 30.8%) with a 2026–27 MGP of 50.5.

Demonstrate a 3–5 percentage point increase in the proportion of focal group students performing at or above grade-level benchmarks compared to the AY27-28 beginning-of-year baseline on mCLASS DIBELS 8, mCLASS Lectura, and Common Lit assessments. Demonstrate a cumulative 6–10 percentage point increase in the proportion of focal group students performing at or above grade-level benchmarks compared to the AY27-28 beginning-of-year baseline on mCLASS DIBELS 8, mCLASS Lectura, and Common Lit assessments, serving as an early indicator for CMAS/PSAT/SAT outcomes.

Student Performance Priority: Math Achievement & Growth Disparities Across Focal Student Groups Student Performance Priority Category Math performance What group(s) is this Student Performance Priority focused on? (Choose all that apply OR select "All Student Population." If targeted student group is not listed, choose "Other" to specify.)

What grade(s) is this Student Performance Priority focused on? (Choose all that apply OR select "All Grades Served")

Free/Reduced Eligible Lunch English Learners/Multi-Language Learners Hispanic/Latinx Students with disabilities/IEPs

All Grades Served

What is the current performance of this Student Performance Priority? Current Performance (2025–26 Baseline Data): State assessment metrics across CMAS Math, PSAT, and SAT Math reveal significant achievement and growth disparities between overall district outcomes and those of focal student groups: Math Achievement (% Meeting/Exceeding Expectations): District Overall: 58% Multilingual Learners: 34% (24-point gap) Hispanic/Latino Students: 28% (30-point gap) FRL-Eligible Students: 26% (32-point gap) Students with IEPs: 21% (37-point gap) Math Growth (Median Growth Percentile - MGP): District Overall: 56 Multilingual Learners: 54 Students with IEPs: 51 Hispanic/Latino Students: 50 FRL-Eligible Students: 49

What is the 2-year (end of 2027-28) measure and target? By Spring 2028, BVSD focal student groups will increase Math proficiency over Spring 2026 baselines while maintaining accelerated growth trajectories: Hispanic/Latino: Increase by 2.0 percentage points (from 27.7% to 29.7%) with a 2027–28 MGP of 52.0. FRL-Eligible: Increase by 2.0 percentage points (from 25.7% to 27.7%) with a 2027–28 MGP of 52.0. Multilingual Learners: Increase by 4.0 percentage points (from 33.8% to 37.8%) with a 2027–28 MGP of 54.0. Students with IEPs: Increase by 2.0

Interim Measure and Target

Measurement Dates

Demonstrate a 1-2 percentage point increase in the proportion of focal group students performing at or above grade-level benchmarks compared to the AY26-27 beginning-of-year baseline on IXL and NWEA MAP Math assessments. Demonstrate a cumulative 2-4 percentage point increase in the proportion of focal group students performing at or above grade-level benchmarks compared to the AY26-27 beginning-of-year baseline on

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percentage points (from 21.4% to 23.4%) with a 2027–28 MGP of 52.0. What is the 1-year (end of 2026-27) measure and target? By Spring 2027, BVSD focal student groups will increase Math proficiency over Spring 2026 baselines while establishing accelerated growth trajectories: Hispanic/Latino: Increase by 1.0 percentage point (from 27.7% to 28.7%) with a 2026–27 MGP of 51.0. FRL-Eligible: Increase by 1.0 percentage point (from 25.7% to 26.7%) with a 2026–27 MGP of 50.5. Multilingual Learners: Increase by 2.0 percentage points (from 33.8% to 35.8%) with a 2026–27 MGP of 54.0. Students with IEPs: Increase by 1.0 percentage point (from 21.4% to 22.4%) with a 2026–27 MGP of 51.5.

IXL and NWEA MAP Math assessments, serving as an early indicator for CMAS/PSAT/SAT outcomes. Demonstrate a 1-2 percentage point increase in the proportion of focal group students performing at or above grade-level benchmarks compared to the AY27-28 beginning-of-year baseline on IXL and NWEA MAP Math assessments. Demonstrate a cumulative 2-4 percentage point increase in the proportion of focal group students performing at or above grade-level benchmarks compared to the AY27-28 beginning-of-year baseline on IXL and NWEA MAP Math assessments, serving as an early indicator for CMAS/PSAT/SAT outcomes.

Student Performance Priority: Grad+ Attainment Gaps Across Focal Student Groups Student Performance Priority Category Postsecondary Workforce Readiness (Other) What group(s) is this Student Performance Priority focused on? (Choose all that apply OR select "All Student Population." If targeted student group is not listed, choose "Other" to specify.)

What grade(s) is this Student Performance Priority focused on? (Choose all that apply OR select "All Grades Served")

Free/Reduced Eligible Lunch English Learners/Multi-Language Learners Hispanic/Latinx Students with disabilities/IEPs

9 10 11 12

What is the current performance of this Student Performance Priority? Current Performance (2025–26 Baseline Data): District tracking metrics across Grad+ indicator pillars (College Credit, Industry-Recognized Credentials, Work-Based Learning, and Seal of Biliteracy) reveal notable attainment gaps between overall district outcomes and those of focal student groups: Grad+ Attainment Rate (% Completing at Least One Grad+ Pathway Indicator): District Overall: 87% Multilingual Learners: 78% (9-point gap) Hispanic/Latino Students: 77% (10-point gap) FRL-Eligible Students: 72% (15-point gap) Students with IEPs: 66% (21-point gap)

What is the 2-year (end of 2027-28) measure and target? By Spring 2028, BVSD focal student groups will increase overall Grad+ pathway attainment over Class of 2026 baselines to close postsecondary readiness gaps. Hispanic/Latino: Increase by 4.0 percentage points (from 77.0% to 81.0%). FRL-Eligible: Increase by 6.0 percentage points (from 72.0% to 78.0%). Multilingual Learners: Increase by 4.0 percentage points (from 78.0% to 82.0%). Students with IEPs: Increase by 7.0 percentage points (from 66.0% to 73.0%). What is the 1-year (end of 2026-27) measure and target? By Spring 2027, BVSD focal student groups will increase overall

Interim Measure and Target

Measurement Dates

Demonstrate a 10-20 percentage point increase in the proportion of focal group students earning college credit compared to the AY26-27 beginning-of-year baseline. Demonstrate a cumulative 20-40 percentage point increase in the proportion of focal group students earning college credit compared to the AY26-27 beginning-of-year baseline, serving as an early indicator for Grad+ outcomes. Demonstrate a 10-20 percentage point increase in the

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Grad+ pathway attainment over Class of 2026 baselines to close postsecondary readiness gaps. Hispanic/Latino: Increase by 2.0 percentage points (from 77.0% to 79.0%). FRL-Eligible: Increase by 3.0 percentage points (from 72.0% to 75.0%). Multilingual Learners: Increase by 2.0 percentage points (from 78.0% to 80.0%). Students with IEPs: Increase by 3.5 percentage points (from 66.0% to 69.5%).

proportion of focal group students earning college credit compared to the AY27-28 beginning-of-year baseline. Demonstrate a cumulative 20-40 percentage point increase in the proportion of focal group students earning college credit compared to the AY27-28 beginning-of-year baseline, serving as an early indicator for Grad+ outcomes.

READ Act Targets What is the current performance of students in reaching grade level expectations by the end of grade 3? At the end of SY 2025-26, mCLASS DIBELS results for K-3 students showed 77% of students at/above benchmark and 13% of students scoring below the SRD threshold. What is the 2-year (end of 2027-28) measure and target? By the end of 2027-28 mCLASS DIBELS results among K-3 students will show 87% of students meeting or exceeding grade level expectations and 11% of students scoring below the SRD cut score. What is the 1-year (end of 2026-27) measure and target? By the end of 2026-27 mCLASS DIBELS results among K-3 students will show 82% of students meeting or exceeding grade level expectations and 12% of students scoring below the SRD cut score.

What is the current performance of students with a significant reading deficiency (SRD)? At the end of SY 2025-26, mCLASS Lectura results for K-3 students showed 67% of students at/above benchmark and 20% of students scoring below the SRD threshold. What is the 2-year (end of 2027-28) measure and target? By the end of 2027-28 mCLASS Lectura results among K-3 students will show 77% of students meeting or exceeding grade level expectations and 14% of students scoring below the SRD cut score. What is the 1-year (end of 2026-27) measure and target? By the end of 2026-27 mCLASS Lectura results among K-3 students will show

Interim Measure and Target Demonstrate a 2-4 percentage point increase in the proportion of K-3 students performing at or above grade-level benchmarks compared to AY26-27 beginning-of-year baseline on mCLASS DIBELS 8. Demonstrate a cumulative 4-8 percentage point increase in the proportion of K-3 students performing at or above grade-level benchmarks compared to AY26-27 beginning-of-year baseline on mCLASS DIBELS. Demonstrate a 2-4 percentage point increase in the proportion of K-3 students performing at or above grade-level benchmarks compared to AY27-28 beginning-of-year baseline on mCLASS DIBELS 8. Demonstrate a cumulative 4-8 percentage point increase in the proportion of K-3 students performing at or above grade-level benchmarks compared to AY26-27 beginning-of-year baseline on mCLASS DIBELS 8.

Interim Measure and Target Demonstrate a 3–5 percentage point increase in the proportion of K-3 students performing at or above grade-level benchmarks compared to AY26-27 beginning-of-year baseline on mCLASS Lectura. Demonstrate a cumulative 6–10 percentage point increase in the proportion of K-3 students performing at or above grade-level benchmarks compared to AY26-27 beginning-of-year baseline on mCLASS Lectura. Demonstrate a 3–5 percentage point increase in the proportion of K-3 students performing at or above grade-level benchmarks compared to AY27-28 beginning-of-year baseline on mCLASS Lectura. Demonstrate a cumulative 6–10 percentage point increase in the proportion of K-3 students performing at or above grade-level

On what date will the school measure this interim target? 12 / 18 / 2026 05 / 14 / 2027 12 / 17 / 2027 05 / 12 / 2028

72% of students meeting or exceeding grade level expectations and 17% of students scoring below the SRD cut score.

benchmarks compared to AY27-28 beginning-of-year baseline on mCLASS Lectura.

Root Cause Analysis

ELA Achievement and Growth Disparities Across Focal Student Groups

Inconsistent Implementation of Tier 1 High-Quality Instruction (HQI) Describe this Root Cause, ensuring that it is under the control of the school or district and focused on systems, structures, or practices. Districtwide analysis indicates that student growth and achievement gaps in ELA and mathematics are primarily driven by system-wide variance in the delivery of high-quality, standards-aligned Tier 1 core instruction. This variance leads to unpredictable differentiation and inconsistent application of culturally responsive pedagogy across schools and classrooms. Rather than stemming from student factors, this condition is directly rooted in systemic, district-controlled organizational structures and practices. Specifically, historical district systems have lacked a unified, operational definition of High-Quality Instruction (HQI), resulting in variable instructional standards and an absence of standardized observational and coaching tools across campus leadership teams. Consequently, educators have received inconsistent, actionable feedback on standards-aligned, inclusive instructional practices, while campus administrators have lacked standardized protocols to observe, benchmark, and coach for instructional excellence in a uniform manner. Because this root cause centers on curriculum implementation routines, professional development frameworks, and administrative coaching systems, it resides entirely within the sphere of control of BVSD leadership. Systematically establishing shared HQI understanding, aligned leader coaching protocols, and unified walkthrough tools directly addresses the systemic organizational gaps driving student performance disparities. Root Cause Category Instruction Describe how this Root Cause was identified and validated. Include data sources used, stakeholders involved in the identification process, a rationale for selection, and how process and perception data were leveraged in the validation process. This root cause was selected and validated through a multi-tiered analysis combining quantitative academic metrics, administrative process data, and broad stakeholder perception data: Data Sources Used & Rationale: Analysis of CMAS ELA/Math, PSAT/SAT EBRW/Math, and short-cycle district interim assessments consistently demonstrated persistent achievement and growth gaps across focal student groups. This performance trend established the rationale for investigating universal Tier 1 instructional fidelity across BVSD. Process Data Leveraged: BVSD leadership considered the existence of variable administrative walkthrough logs, curriculum implementation audits, and professional learning attendance data. This process data confirmed system-wide variance in the daily delivery of standards-aligned core instruction and a lack of standardized instructional coaching protocols across schools. Perception Data Leveraged: Input gathered through District Accountability Committee (DAC) reviews and district and school leader feedback highlighted a strong consensus on the need for unified instructional definitions, transparent coaching tools, and consistent Tier 1 expectations across all campuses. Stakeholders Involved: The validation process engaged a collaborative network of stakeholders, including campus principals, district instructional directors, DAC representatives, and BVSD executive leadership. While this root cause builds upon foundational priorities from prior UIP

Inconsistent Implementation of Multi-Tiered Systems of Support (MTSS) Describe this Root Cause, ensuring that it is under the control of the school or district and focused on systems, structures, or practices. Districtwide performance data, prior UIP evaluations, and analysis from internal working groups (including the Next Best Steps Working Group and the Values & Included Working Group) reveal that BVSD's academic, behavioral, and social-emotional intervention frameworks are applied inconsistently across campuses. Rather than stemming from student deficits, this fragmentation is directly driven by systemic organizational gaps and operational variances within district control. Specifically, BVSD has lacked a cohesive, predictable pre-referral intervention process and unified data infrastructure across school sites. This operational gap creates significant variability in how campuses define, identify, label, and track students receiving Tier 2 and Tier 3 interventions. Consequently, these fragmented routines lead to systemic delays in delivering timely academic recovery and behavioral supports (such as de-escalation). Furthermore, this lack of standardized pre-referral decision rules and progress-monitoring protocols directly drives disproportionate special education identification and uneven resource allocation across the district. Because this root cause centers on administrative protocols, pre-referral workflows, intervention data infrastructure, and site-based support routines, it resides entirely within the sphere of control of BVSD leadership. Systematically establishing a unified academic and behavioral MTSS framework, realigning data integrity rules, and embedding mandatory de-escalation and climate protocols across 100% of campuses directly resolves the systemic operational barriers driving student growth and attainment gaps.

Root Cause Category Intervention Systems Describe how this Root Cause was identified and validated. Include data sources used, stakeholders involved in the identification process, a rationale for selection, and how process and perception data were leveraged in the validation process. This root cause was selected and validated through a comprehensive analysis of academic metrics, intervention system audit data, and stakeholder perception feedback: Data Sources Used & Rationale: Analysis of CMAS/PSAT/SAT growth trends, short-cycle interim assessments, and disaggregated Special Education identification rates established the rationale for evaluating districtwide intervention systems. Process Data Leveraged: BVSD leadership examined school-level improvement plans, data warehouse intervention-tracking logs, and districtwide discipline data. Process audits conducted by the Values & Included (V&I) Working Group confirmed system-wide variance in pre-referral intervention workflows, inconsistent labeling of Tier 2/3 students, and an absence of standardized data-triangulation protocols across campuses. Perception Data Leveraged: Input gathered from the District Accountability Committee (DAC), the Next Best Steps Working Group, and the Valued & Included Working Group highlighted broad consensus among leaders and families regarding the need for predictable academic/behavioral intervention protocols, mandatory de-escalation training, and transparent School Accountability Committee (SAC) data-interpretation tools. Stakeholders Involved: The validation process engaged key stakeholder groups, including campus principals, district instructional directors, Special Education leaders, DAC representatives, V&I Working Group members, and BVSD executive leadership. Building upon findings from prior UIP cycles, this root cause was refined to address current pre-referral and climate infrastructure needs.

Math Achievement & Growth Disparities Across Focal Student Groups

students receiving Tier 2 and Tier 3 interventions. Consequently, these fragmented routines lead to systemic delays in delivering timely academic recovery and behavioral supports (such as de-escalation). Furthermore, this lack of standardized pre-referral decision rules and progress-monitoring protocols directly drives disproportionate special education identification and uneven resource allocation across the district. Because this root cause centers on administrative protocols, pre-referral workflows, intervention data infrastructure, and site-based support routines, it resides entirely within the sphere of control of BVSD leadership. Systematically establishing a unified academic and behavioral MTSS framework, realigning data integrity rules, and embedding mandatory de-escalation and climate protocols across 100% of campuses directly resolves the systemic operational barriers driving student growth and attainment gaps. Root Cause Category Intervention Systems Describe how this Root Cause was identified and validated. Include data sources used, stakeholders involved in the identification process, a rationale for selection, and how process and perception data were leveraged in the validation process. This root cause was selected and validated through a comprehensive analysis of academic metrics, intervention system audit data, and stakeholder perception feedback: Data Sources Used & Rationale: Analysis of CMAS/PSAT/SAT growth trends, short-cycle interim assessments, and disaggregated Special Education identification rates established the rationale for evaluating districtwide intervention systems. Process Data Leveraged: BVSD leadership examined school-level improvement plans, data warehouse intervention-tracking logs, and districtwide discipline data. Process audits conducted by the Values & Included (V&I) Working Group confirmed system-wide variance in pre-referral intervention workflows, inconsistent labeling of Tier 2/3 students, and an absence of standardized data-triangulation protocols across campuses. Perception Data Leveraged: Input gathered from the District Accountability Committee (DAC), the Next Best Steps Working Group, and the Valued & Included Working Group highlighted broad consensus among leaders and families regarding the need for predictable academic/behavioral intervention protocols, mandatory de-escalation training, and transparent School Accountability Committee (SAC) data-interpretation tools. Stakeholders Involved: The validation process engaged key stakeholder groups, including campus principals, district instructional directors, Special Education leaders, DAC representatives, V&I Working Group members, and BVSD executive leadership. Building upon findings from prior UIP cycles, this root cause was refined to address current pre-referral and climate infrastructure needs.

Grad+ Attainment Gaps Across Focal Student Groups

Inequitable Structural Access to Grad+ Opportunities Describe this Root Cause, ensuring that it is under the control of the school or district and focused on systems, structures, or practices. BVSD analysis indicates that disparities in Grad+ recognition rates (College Credit, Industry-Recognized Credentials, Work-Based Learning, and the Seal of Biliteracy) are driven by inequitable structural access embedded in high school scheduling systems, course offering models, and enrollment workflows across campuses. Rather than reflecting a lack of student interest, ambition, or capability, these attainment gaps stem directly from district- and school-controlled administrative practices and master schedule designs. Specifically, master scheduling routines across comprehensive high schools have historically created course-overlap conflicts between required core academic classes, English Language Development blocks, special education service periods, and specialized Grad+ pathway courses. Furthermore, geographic access barriers—such as varying campus program offerings —disproportionately restrict enrollment for focal student groups (Multilingual Learners, students with IEPs, FRL-eligible students, and Hispanic/Latino students). Additionally, district communications and advising structures have lacked standardized, culturally responsive guidance protocols to proactively track and support focal group students through multi-year pathway completion. Because this root cause centers on master scheduling logic, program allocation, course scheduling policies, and advising frameworks, it resides entirely within the sphere of control of BVSD leadership. Systematically auditing high school master schedules, expanding localized access, and tracking semester-over-semester course persistence directly resolves the structural barriers limiting postsecondary readiness for focal student groups. Specifically, high school master schedules and course catalogs have historically contained structural conflicts that restrict participation for focal student groups. Schedule & Location Conflicts: Master schedules frequently create direct time overlaps between required academic intervention blocks and advanced postsecondary coursework, forcing students to choose between academic recovery and Grad+ opportunities. Geographic Disparities: Course offerings across high school campuses vary significantly, resulting in uneven geographic access to specific industry credentials, CTE programs, and college credit opportunities depending on which school a student attends. Information & Tracking Gaps: Systems for tracking progress toward Guaranteed Transfer Pathways have lacked standardized, transparent tools for counseling teams, students, and families, leading to reactive rather than proactive recruitment and retention. Because this root cause centers directly on course scheduling, catalog design, master schedule audits, and postsecondary tracking infrastructure, it resides entirely within the sphere of control of school and district leadership. Root Cause Category Equity Describe how this Root Cause was identified and validated. Include data sources used, stakeholders involved in the identification process, a rationale for selection, and how process and perception data were leveraged in the validation process. This root cause was selected and validated through a comprehensive analysis of postsecondary readiness metrics, master schedule process data, and stakeholder perception feedback across BVSD high schools: Data Sources Used & Rationale: Analysis of four-year graduation rates, matriculation metrics, and disaggregated completion data across all four Grad+ pillars (College Credit, Industry-Recognized Credentials, Work-Based Learning, and the Seal of Biliteracy) established the rationale for evaluating high school pathway access. Baseline data revealed consistent 9- to 21-percentage-point attainment gaps for Multilingual Learners, students with IEPs, FRL-eligible students, and Hispanic/Latino students compared to the districtwide average. Process Data Leveraged: BVSD leadership and high school principals analyzed high school

course catalogs and master schedule conflicts. Process audits conducted across campus scheduling systems confirmed that core academic course overlaps restricted focal student groups from enrolling in and persisting through higher-level pathway coursework. Perception Data Leveraged: Input gathered through structured feedback sessions with the District Accountability Committee (DAC), high school administrative teams, and district leadership highlighted a strong consensus regarding the need for centralized master schedule equity audits, transparent Guaranteed Transfer Pathway tracking tools, and proactive semester-over-semester persistence monitoring. Stakeholders Involved: The validation process engaged a collaborative network of stakeholders, including high school principals, district Grad+ Team, District Accountability Committee (DAC) representatives, and executive leadership. Building upon prior UIP postsecondary readiness goals, this root cause was refined to focus specifically on dismantling structural scheduling and geographic access barriers.

Major Improvement Strategies

Strengthen consistent Tier 1 understanding & practice for teachers & principals

Major Improvement Strategy Category Curriculum and Content Describe the Major Improvement Strategy and the vision for implementation. This Major Improvement Strategy establishes a unified, system-wide High-Quality Instruction (HQI) understanding to resolve operational variance in universal core instruction across BVSD classrooms. The vision for implementation is to replace variable instructional practices with predictable, standards-aligned core delivery across every campus. By defining shared operational expectations for HQI, deploying standardized observation and walkthrough tools, embedding routine admin-teacher feedback loops, and delivering paired professional development, BVSD ensures rigorous, culturally affirming, best first instruction and early academic support for every student. Which Root Cause/s does this Major Improvement Strategy address? (Check all that apply.) Inconsistent Implementation of Tier 1 High-Quality Instruction (HQI)

Describe the Major Improvement Strategy's evidence base (what the research says about its impact on addressing selected Root Causes and/or improving student outcomes) and explain why it's a good fit for your specific context (e.g., existing assets, identified needs, student population, staff capacity). Selection of Tier 1 Instructional Excellence as a Major Improvement Strategy is directly grounded in research demonstrating that equitable, high-leverage instruction and structured instructional leadership eliminate persistent student achievement and growth gaps: Equitable, Grade-Level Instruction: UnBoundEd’s framework (Equitable Math Instruction, Baldwin et al., 2021) establishes that systemic learning gaps are most effectively closed when all students—regardless of background or prior achievement—regularly engage with grade-level, rigorous, and culturally affirming content. Research emphasizes that providing meaningful, grade-appropriate instruction with targeted scaffolding accelerates learning and fosters academic agency far more effectively than low-level remediation. Instructional Leadership & Systems Execution: Bambrick-Santoyo & Lemov (Leverage Leadership 2.0, 2018) demonstrate that consistent instructional quality across classrooms depends on strong administrative coaching systems. Their research proves that routine instructional walkthroughs, regular observation-feedback loops, and collaborative data-driven instruction significantly improve educator practice and yield measurable gains in student outcomes. Contextual Fit for BVSD: This strategy is uniquely tailored to BVSD’s operational needs, existing leadership infrastructure, and equity priorities: Addressing Identified Systemic Needs: Internal process data—including Schools Team walkthrough observations and principal instructional reports—reveals variabilities in Tier 1 delivery across schools. Prioritizing a unified HQI approach directly targets the root causes driving uneven student growth and achievement gaps in ELA and math. Leveraging Existing Assets & Staff Capacity: BVSD has already established routines for regular leadership walkthroughs and district-school performance reviews. Grounding this strategy in instructional coaching and observational feedback allows BVSD to maximize existing leadership structures and professional learning communities without overburdening school-level capacity with redundant initiatives. Citations: Baldwin, R., Cintron, S., Coe, P., & Sebelski, S. (2021). Equitable Math Instruction, Enacting Instruction That Is Grade Level, Engaging, Affirming, and Meaningful. UnBoundEd Learning. Bambrick-Santoyo, P., & Lemov, D. (2018). Leverage leadership 2.0: A practical guide to building exceptional schools. Jossey-Bass.

What funding will be used to implement and support this Major Improvement Strategy? Choose all that apply. General Fund/Local Funds

Action Plan Action Step

Responsible Party

Start Date

End Date

Deliver Teacher PD on Tier 1 High-Quality Instruction, standards-aligned core delivery, evidence-based strategies, and inclusive classroom practices to maximize focal student engagement with grade-level content.

Academics Team; Schools Team; and School Leadership

08 / 05 / 2026

06 / 09 / 2028

Provide administrator PD on defining, observing, and coaching for Tier 1 High-Quality Instruction. Conduct joint learning walks with district leaders and peer administrators to ground learning in live classroom practice.

Academics Team; Schools Team

08 / 05 / 2026

06 / 09 / 2028

crosswalk existing campus observation tools against district High-Quality Instruction priorities. Utilize audit findings to design a unified suite of districtwide walkthrough and coaching tools.

Academics; Schools Team; Accountability & Evaluation

01 / 04 / 2027

07 / 31 / 2028

Implementation Progress Monitoring Plan

Implementation Progress Monitoring Plan 1

Implementation Milestones

What improvement do you expect to see in adult behaviors or school systems as a result of implementing this strategy? Increased observation and coaching for standards-aligned Tier 1 core instruction

What evidence will you use to measure the improvement? Attendance and visit logs from monthly collaborative district-school administrator learning walks (e.g., Instructional Leadership Meetings, Campus visits by Network Executive Directors)

Who will be responsible for measuring implementation progress?

Implementation Milestone

Date

50% of building leaders will attend at least 3 collaborative site visits with peer leaders to observe for standards-aligned Tier 1 core instruction

01 / 29 / 2027

100% of building leaders will attend at least 3 collaborative site visits with peer leaders to observe for standards-aligned Tier 1 core instruction

05 / 28 / 2027

50% of building leaders observe for standards-aligned Tier 1 core 12 / 17 / 2027 instruction and debrief with Schools Team 3 times

Schools Team; Academics 100% of building leaders observe for standards-aligned Tier 1 core instruction and debrief with Schools Team 3 times

05 / 26 / 2028

System-wide integration of MTSS A/B framework

Major Improvement Strategy Category Targeted Student Academic Supports Describe the Major Improvement Strategy and the vision for implementation. This Major Improvement Strategy establishes a cohesive, system-wide Multi-Tiered System of Supports (MTSS) framework that seamlessly integrates academic interventions and extension (MTSS-A) with behavioral, social-emotional, and school climate systems (MTSS-B). The vision for implementation is to replace fragmented, site-based practices with predictable processes across every campus. By standardizing intervention business rules and building robust data-triangulation and accountability tools, BVSD ensures early, equitable, and predictable support for both academic recovery and student well-being. Which Root Cause/s does this Major Improvement Strategy address? (Check all that apply.) Inconsistent Implementation of Multi-Tiered Systems of Support (MTSS)

Describe the Major Improvement Strategy's evidence base (what the research says about its impact on addressing selected Root Causes and/or improving student outcomes) and explain why it's a good fit for your specific context (e.g., existing assets, identified needs, student population, staff capacity). Selection of an integrated Multi-Tiered System of Supports (MTSS) for both academics and behavior is directly grounded in research demonstrating that cohesive frameworks, implemented with high fidelity, eliminate systemic intervention delays and drive measurable student growth: Implementation Fidelity and Student Success: Scott et al. (2019) establish that high levels of fidelity in MTSS implementation correlate directly with improved academic and behavioral outcomes for all students. Their findings highlight that tiered support systems require tight, standardized operational protocols across school sites to effectively drive student growth and prevent disproportionate special education referrals. Integrated Tools and Operational Systems: Research by Leonard et al. (2019) emphasizes that scaling successful tiered interventions requires robust district-level infrastructure, standardized assessment tools, and clear business routines for teachers and leaders. Systemic tools—such as standardized data protocols and clear business rules for student identification—ensure that interventions are timely, targeted, and delivered with integrity. Comprehensive Multi-Tiered Execution: Hester (2019) validates that combining academic and behavioral supports into a unified district framework strengthens overall school climate and drives measurable improvements in student performance. Addressing climate, de-escalation, and academic recovery simultaneously provides the necessary foundation for systemic student success. Contextual Fit for BVSD: An integrated MTSS framework aligns directly with BVSD’s identified operational needs, existing infrastructure, and community accountability structures: Addressing Root Cause Fragmentation: Internal process data and working group audits (including the Next Best Steps Working Group and Values & Included Working Group) revealed that academic and behavioral intervention frameworks were applied inconsistently across campuses, delaying student recovery. Standardizing MTSS protocols and data rules directly targets these systemic disconnects. Capitalizing on Existing Infrastructure & Assets: This strategy leverages established BVSD assets, including the central data warehouse. Aligning these existing systems reduces operational redundancy and allows school leadership teams to focus on high-fidelity execution. Citations: Hester, P. J. (2019). Implementing a Multi-Tiered System of Support to Increase Student Success [Ed.D., East Carolina University]. Leonard, K. M., Coyne, M. D., Oldham, A. C., Burns, D., & Gillis, M. B. (2019). Implementing MTSS in Beginning Reading: Tools and Systems to Support Schools and Teachers. Learning Disabilities Research & Practice, 34(2), 110–117. Scott, T. M., Gage, N. A., Hirn, R. G., Lingo, A. S., & Burt, J. (2019). An examination of the association between MTSS implementation fidelity measures and student outcomes. Preventing School Failure: Alternative Education for Children and Youth, 63(4), 308–316.

What funding will be used to implement and support this Major Improvement Strategy? Choose all that apply. General Fund/Local Funds

Action Plan Action Step

Responsible Party

Start Date

End Date

Connect District & School UIPs via an inventory of school UIPs to identify campus goals aligned to Valued & Included and Next Best Steps initiatives. Identify and deploy central resources (PD, tools, protocols) to directly assist schools meeting targets

Valued & Included Working Group; Next Best Steps Working Group; Academics

10 / 15 / 2026

05 / 26 / 2028

Identify a succinct list of district-supported behavior and mental health programs (e.g., Second Step), including clear definitions of high-quality implementation for each, and develop a process for identifying and de-identifying evidence-based resources.

Valued & Included Working Group

10 / 15 / 2026

07 / 30 / 2027

Define clear, standardized business rules for identifying intervention students districtwide. Audit data warehouse infrastructure to eliminate inconsistent tracking practices and update public/internal reporting.

Assessment & Accountability; 10 / 15 / 2026 Next Best Steps Working Group

07 / 30 / 2027

Build school capacity for MTSS-B work through teacher-leader professional development and feedback loop.

Academics

10 / 15 / 2026

07 / 30 / 2027

Complete audit of Valued & Included district initiatives to clarify system priorities and define a coherent trajectory to drive future program implementation and effectiveness monitoring.

Executive Team

10 / 15 / 2026

07 / 28 / 2028

Implementation Progress Monitoring Plan

Implementation Progress Monitoring Plan 1

Implementation Milestones

Implementation Milestone

Date

20% of identified Valued & Included and Next Best Steps supports deployed (e.g., de-escalation training; data protocols for analyzing climate data alongside assessment data)

01 / 29 / 2027

40% of identified Valued & Included and Next Best Steps supports deployed (e.g., de-escalation training; data protocols for analyzing climate data alongside assessment data)

08 / 31 / 2027

70% of identified Valued & Included and Next Best Steps supports deployed (e.g., de-escalation training; data protocols for analyzing climate data alongside assessment data)

01 / 31 / 2028

100% of identified Valued & Included and Next Best Steps supports deployed (e.g., de-escalation training; data protocols for analyzing climate data alongside assessment data)

08 / 31 / 2028

Implement recommendations from Valued & Included audit

08 / 31 / 2028

What improvement do you expect to see in adult behaviors or school systems as a result of implementing this strategy? Supports deployed for school-level Valued & Included and Next Best Steps goals

What evidence will you use to measure the improvement? Proportion of identified supports deployed to relevant schools

Who will be responsible for measuring implementation progress? Valued & Included Working Group; Next Best Steps; Academics; Accountability & Evaluation

Implementation Progress Monitoring Plan 2

Implementation Milestones

What improvement do you expect to see in adult behaviors or school systems as a result of implementing this strategy?

Implementation Milestone

Improved proportionality in out-of-school suspension and SPED identification

Decrease OOS suspension rate to below 3% for Hispanic/Latino 05 / 28 / 2027 students

What evidence will you use to measure the improvement?

Maintain OOS suspension rates 05 / 26 / 2028 for all focal groups <3%

Suspension and SPED identification rates

Who will be responsible for measuring implementation progress?

Date

Lower Hispanic/Latino SPED identification for Significant Learning Disability below a risk ratio of 2.6

05 / 28 / 2027

Maintain all SPED risk ratios below CDE thresholds

05 / 31 / 2028

Accountability & Evaluation; Special Education Department

Implementation Progress Monitoring Plan 3

Implementation Milestones

Implementation Milestone What improvement do you expect to see in adult behaviors or school systems as a result of implementing this strategy? Updated Data Reporting

What evidence will you use to measure the improvement? Increased Transparent Data Reporting and Identification of Data Limitations

Who will be responsible for measuring implementation progress?

Date

Updated public and internal dashboards for data related to 06 / 25 / 2027 students receiving interventions

Conduct initial analysis of behavior data and use of restorative interventions and identify data limitations

03 / 31 / 2027

Develop plan for collection of valid and reliable implementation 07 / 30 / 2027 data for AY27-28 for MTSS and restorative interventions

Accountability & Evaluation; Executive Team Provide data update of student experience metrics following 09 / 30 / 2027 school consolidation and closure

Adjust systems to increase equity across Grad+ pathways

Major Improvement Strategy Category Equitable Instructional Practices Describe the Major Improvement Strategy and the vision for implementation. This Major Improvement Strategy establishes a centralized, district-wide operational framework to resolve structural inequities in high school master schedules, course offerings, and enrollment protocols across BVSD campuses. The vision for implementation is to replace fragmented, campus-dependent access with predictable, transparent pathway structures across every high school. By conducting centralized master-schedule equity audits, building transparent Guaranteed Transfer progress-tracking tools, and establishing disaggregated baseline recruitment targets, BVSD ensures equitable access and completion across all four Grad+ pillars (College Credit, Industry-Recognized Credentials, Work-Based Learning, and the Seal of Biliteracy). Which Root Cause/s does this Major Improvement Strategy address? (Check all that apply.) Inequitable Structural Access to Grad+ Opportunities

Describe the Major Improvement Strategy's evidence base (what the research says about its impact on addressing selected Root Causes and/or improving student outcomes) and explain why it's a good fit for your specific context (e.g., existing assets, identified needs, student population, staff capacity). Selection of Equitable Grad+ Pathways as a Major Improvement Strategy is grounded in empirical research demonstrating that removing structural master-schedule barriers, auditing course catalogs, and expanding access to advanced pathways significantly increases postsecondary readiness and degree completion for historically underrepresented students: Expanding Advanced Pathway Access for Focal Groups: An (2013) demonstrates that participation in dual and concurrent enrollment courses significantly increases college persistence and degree attainment, with the most pronounced positive impacts realized by lower-income and first-generation college students. Expanding dual enrollment access directly accelerates postsecondary success and credit accumulation for focal student groups. Mitigating Master Schedule Gatekeeping: Research by Edley & Kim (2018) establishes that high school master schedules frequently act as institutional gatekeepers. Systematically auditing master schedules to identify and remove conflicts between core intervention blocks and advanced pathway courses directly dismantles structural barriers, allowing equitable participation across all four Grad+ pillars. CTE Credentials and Secondary Persistence: Dougherty (2018) provides causal evidence that structured Career and Technical Education (CTE) pathways and industry credential opportunities increase high school graduation rates and postsecondary persistence, particularly for economically disadvantaged students. Contextual Fit for BVSD: Prioritizing Equitable Grad+ Pathways directly aligns with BVSD's identified operational needs, existing assets, and community commitments: Addressing Identified Structural Barriers: Feedback from the District Accountability Committee (DAC) and internal audits highlighted that access to College Credits, Industry Credentials, Work-Based Learning, and the Seal of Biliteracy has varied significantly by high school campus. Master-schedule conflicts and geographic distribution gaps have historically forced focal group students to choose between required core/intervention blocks and advanced Grad+ coursework. Leveraging Existing Infrastructure & Staff Capacity: This strategy builds upon established leadership capacity within BVSD counseling teams, high school administrative leadership, and the Grad + team. Utilizing existing counseling touchpoints and central data infrastructure allows BVSD to deploy Guaranteed Transfer tracking tools and semester persistence monitoring without overwhelming building-level capacity. Citations: An, B. P. (2013). The impact of dual enrollment on college degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis, 35(1), 57–75. Dougherty, S. M. (2018). The effect of Career and Technical Education on human capital accumulation: Causal evidence from Massachusetts. Education Finance and Policy, 13(2), 119–152. Edley, C., Jr., & Kim, R. (2018). Master Scheduling for College, Career, and Civic Readiness. National Center for Restructuring Education, Schools, and Teaching (NCREST).

What funding will be used to implement and support this Major Improvement Strategy? Choose all that apply. General Fund/Local Funds

Action Plan Action Step

Responsible Party

Start Date

End Date

Conduct a centralized district-wide audit of high school master schedules against the Colorado Guaranteed Transfer Pathways to identify core course conflicts, geographic access gaps, and scheduling overlaps with intervention blocks.

Schools Team; School Leadership; Grad+ Team

08 / 05 / 2026

07 / 28 / 2028

Analyze district-wide completion, across College Credit, CTE/Industry Credentials, Work-Based Learning (WBL), and Seal of Biliteracy pathways to establish disaggregated baseline targets.

Grad+ Team; Accountability & Evaluation; Schools Team; School Leadership

08 / 05 / 2026

05 / 28 / 2027

Implementation Progress Monitoring Plan

Implementation Progress Monitoring Plan 1

Implementation Milestones

What improvement do you expect to see in adult behaviors or school systems as a result of implementing this strategy?

Implementation Milestone

More equitable structural access to Grad+ opportunities across high schools

Audit 100% of high school course catalogs to identify similarities and differences in 01 / 29 / 2027 access and opportunities across high school campuses.

What evidence will you use to measure the improvement? Master schedule alignment and increased access to Grad+ opportunities

Who will be responsible for measuring implementation progress? Schools Team; Grad+ Team

Address 60% of schedule alignment equity issues and reduced geographic disparities.

Date

07 / 28 / 2028

100% of high schools review disaggregated Grad+ data to develop plans for identifying and 01 / 29 / 2027 recruiting underrepresented students.

Assurances & Requirements Requirement

Applies to...

Agreement

Data Analysis : Data Analysis: The Unified Improvement Plan is the result of thorough data analysis. Data was analyzed from both local and state sources. Data was disaggregated by student demographics (e.g., students with IEPs, Free & Reduced Lunch eligibility, Multilingual Learners, race/ethnicity), as applicable. Current school performance was analyzed relative to local, state and federal metrics and expectations (e.g. SPF metrics, ESSA indicators).

All Schools and Districts

I agree

Stakeholder Input on Plan Development : Stakeholder Input on Plan Development: The plan was developed in partnership with stakeholders, including the principal and other school leaders, teachers, and the School Accountability Committee (SAC) or District Accountability Committee (DAC). For additional information on Accountability Committees, view the resource linked under "Resources" on this page.

All Schools and Districts

I agree

Stakeholder Progress Monitoring : Stakeholder Progress Monitoring: The site will involve stakeholders—at a minimum, the District Accountability Committee—in progress monitoring the implementation of the plan throughout the school year.

All Schools and Districts

I agree

Data Analysis - READ Act : Data Analysis - READ Act: K-3 reading assessment performance data from at least the last two school years has been analyzed. Data were disaggregated by grade level, by the percentage of students who have significant reading deficiencies, and by the percentage of students who achieved grade level expectations in reading.

Districts and Schools Serving K-3

I agree

District Board Approval : Local Board Adoption: The local board reviewed and adopted the plan.

District

I agree