DCIS at Ford (2205)

Elementary school

14500 MAXWELL PLACE
DENVER, CO 80239

464

Total Students Served

Pre-K - Grade 5

School District:
Denver County 1 (0880)
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District Website

Performance Frameworks & Unified Improvement Plan:

Framework Report PDFs

Unified Improvement Plan (UIP)

Academic Growth

Selected Report Year: 2023
Rating: Performance Plan
Performance Watch Status: Not on Performance Watch
Rating Source: Revised 1-Year Report Rating: Not based on Framework Points Earned

Selected Report Year: 2022
Rating: Performance Plan: Meets 95% Participation
Performance Watch Status: Not on Performance Watch
Rating Source: Rating based on 1-Year Performance Report

Selected Report Year: 2019
Rating: Improvement Plan: Meets 95% Participation
Performance Watch Status: Not on Performance Watch
Rating Source: Rating based on 1-Year Performance Report

Selected Report Year: 2018
Rating: Performance Plan: Meets 95% Participation
Performance Watch Status: Not on Performance Watch
Rating Source: Rating based on 1-Year Performance Report

Selected Report Year: 2017
Rating: Performance Plan: Meets 95% Participation
Performance Watch Status: Not on Performance Watch
Rating Source: Rating based on 1-Year Performance Report

Selected Report Year: 2016
Rating: Improvement Plan
Performance Watch Status: Not on Performance Watch
Rating Source: Rating based on 1-Year Performance Report

Report Year:

Academic Growth

The performance framework is built around a range of student outcome measures organized beneath three performance indicators: Academic Achievement, Academic Growth, and Postsecondary & Workforce Readiness. For the Academic Growth performance indicator, the framework assigns ratings based on median student growth percentile (MGPs) and Percent On-Track to Proficiency calculations that are generated using the Colorado Growth Model. At the elementary and middle school level, Academic Growth metrics are determined for CMAS English Language Arts and Math, and the English Language Proficiency Assessment. At the high school level, PSAT/SAT Evidence Based Reading & Writing and Math are used for growth determinations.

The displays reflect by grade levels, median growth percentiles by assessment for all students and by sub-groups along with their assigned ratings. The color of the triangle indicates the calculated ratings with each colored bars indicating the range of scores associated with the possible ratings.

At the elementary school level, the performance framework determines Academic Growth ratings based on metrics generated using the Colorado Growth Model. These metrics measure student progress from one year to the next on the annual CMAS assessments. Median student growth percentiles (MGPs) are the basic performance metric used to evaluate growth outcomes. For English Language Arts, MGPs are reported for the entire tested population and for the following student subgroups:

Free/Reduced-Price Lunch Eligible Students - These MGP calculations represent growth outcomes for students who are eligible for free or reduced-price lunch.

Minority Students - These MGP calculations represent growth outcomes for students with racial or ethnic backgrounds other than White.

English Learners - These MGP calculations represent growth outcomes for student who speak English as a second language and receive English Language instructional services.

Students with Disabilities - These MGP calculations represent growth outcomes for students who receive services under an Individualized Education Program (IEP).

The framework assigns a rating to each of the MGP calculations outlined above. District and school MGPs will always fall within the range of 1 - 99, with 50 representing the midpoint for the state. Ratings cut points are set at different increments along this range and are consistent for all growth measures that appear in the performance framework.

For each rating, a district or school accumulates a set number of points toward its overall Academic Growth rating. Points are earned in proportion to the level of the rating, so that higher ratings equate to larger point totals. The table below shows how ratings and point values are assigned. Note that in accumulating points toward the overall Academic Growth rating, metrics representing the entire student population are given more weight than metrics representing student subgroups. This is reflected in larger point values associated with the All Students group. For all measures using MGPs, the same cut points are used to determine sub-indicator ratings.

Rating	Median Growth Percentile Range*	All Students: Points Earned/Eligible	Subgroups: Points Earned/Eligible
Exceeds	65-99	8/8	1/1
Meets	50-64.5	6/8	.75/1
Approaching	35-49.5	4/8	.50/1
Does Not Meet	1-34.5	2/8	.25/1

*MGPs are not reported or used in the performance frameworks when fewer than 20 individual student growth percentiles are available.

More information about the Colorado Growth Model is available here.

At the elementary school level, the performance framework determines Academic Growth ratings based on metrics generated using the Colorado Growth Model. These metrics measure student progress from one year to the next on the annual CMAS assessments. Median student growth percentiles (MGPs) are the basic performance metric used to evaluate growth outcomes. For Math, MGPs are reported for the entire tested population and for the following student subgroups:

Free/Reduced-Price Lunch Eligible Students - These MGP calculations represent growth outcomes for students who are eligible for free or reduced-price lunch.

Minority Students - These MGP calculations represent growth outcomes for students with racial or ethnic backgrounds other than White.

English Learners - These MGP calculations represent growth outcomes for student who speak English as a second language and receive English Language instructional services.

Students with Disabilities - These MGP calculations represent growth outcomes for students who receive services under an Individualized Education Program (IEP).

Rating	Median Growth Percentile Range*	All Students: Points Earned/Eligible	Subgroups: Points Earned/Eligible
Exceeds	65-99	8/8	1/1
Meets	50-64.5	6/8	.75/1
Approaching	35-49.5	4/8	.50/1
Does Not Meet	1-34.5	2/8	.25/1

*MGPs are not reported or used in the performance frameworks when fewer than 20 individual student growth percentiles are available.

More information about the Colorado Growth Model is available here.

At the elementary school level, the performance framework determines Academic Growth ratings based on metrics generated using the Colorado Growth Model. These metrics measure student progress from one year to the WIDA ACCESS English Language Proficiency (ELP) assessment. For the ELP assessment, median growth percentiles (MGPs) and on-track percentages are used to evaluate growth outcomes.

Both metrics represent the results for all students with two consecutive years of results on WIDA ACCESS assessment. Outcome measures for subgroups of students within the English Language Proficiency results are not reported.

The framework assigns rating to the English Language Proficiency MGPs using the same cut points that have been established for other MGP metrics that appear in the frameworks: ratings cut points are set at 35.0, 50.0, and 65.0. On-Track percentages are set using the same method that is used for assigning ratings to Academic Achievement metrics: each on-track metric is ranked relative to statewide outcomes, and ratings cut points are set at the 15th, 50th, and 85th percentiles.

For each rating assigned to an individual MGP or On-Track metric, a district or school accumulates a set number of points toward its overall Academic Growth rating. Points are earned in proportion to the level of the rating, so that higher ratings equate to larger point totals. The table below shows how ratings and point values are assigned to the ELP growth metrics.

English Language Proficiency Median Growth Percentile

Rating	MGP Range*	Point Values
Exceeds	65-99	2
Meets	50-64.5	1.5
Approaching	35-49.5	1
Does Not Meet	1-34.5	.5

On Track to English Language Proficiency

Rating	Percentile Rank Range	Percentage of Students	Point Values
Exceeds	85-99	82.4-100%	2
Meets	50-84	72.4-82.39%	1.5
Approaching	15-49	63.5-72.39%	1
Does Not Meet	1-14	0-63.49%	.5

*Growth results for student who had a language proficiency designation other than NEP or LEP are not included in performance framework calculations.

More information about the Colorado Growth Model is available here.

2023 Academic Growth - Elementary School

CMAS - English Language Arts - Elementary School - (2023)

View CMAS - English Language Arts Data Table

DISTRICT CODE	DISPLAY NAME	EMH LEVEL	EMH TYPE	REPORT YEAR	REPORT TYPE	DATA SET	SUBINDICATOR	STUDENT GROUP	RATING	GROWTH N-COUNT	MEDIAN STUDENT GROWTH PERCENTILE	PTS EARN	PTS ELIG
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	CMAS - English Language Arts	All Students	Approaching	104	48.0	4	8
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	CMAS - English Language Arts	English Learners	Meets	66	50.5	0.75	1
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Approaching	101	48.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	CMAS - English Language Arts	Minority Students	Approaching	101	48.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	CMAS - English Language Arts	All Students	Meets	101	62.0	12	16
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	CMAS - English Language Arts	English Learners	Exceeds	72	67.5	2	2
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Meets	94	63.5	1.5	2
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	CMAS - English Language Arts	Minority Students	Meets	99	62.0	1.5	2
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	CMAS - English Language Arts	All Students	Approaching	97	40.0	4	8
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	CMAS - English Language Arts	English Learners	Meets	56	50.0	0.75	1
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Approaching	92	38.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	CMAS - English Language Arts	Minority Students	Approaching	92	40.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	CMAS - English Language Arts	All Students	Approaching	119	41.0	4	8
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	CMAS - English Language Arts	English Learners	Approaching	73	46.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Approaching	109	42.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	CMAS - English Language Arts	Minority Students	Approaching	115	41.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	CMAS - English Language Arts	All Students	Exceeds	28	68.5	8	8
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	CMAS - English Language Arts	English Learners	Insufficient Data	n < 20	0.0	0	0
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Meets	22	52.5	.75	1
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	CMAS - English Language Arts	Minority Students	Exceeds	27	69.0	1	1
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	n < 20	0.0	0	0
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	CMAS - English Language Arts	All Students	Meets	80	55.0	6	8
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	CMAS - English Language Arts	English Learners	Meets	32	56.0	0.75	1
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	CMAS - English Language Arts	Free/Reduced-Price Lunch Eligible	Meets	74	55.0	0.75	1
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	CMAS - English Language Arts	Minority Students	Meets	77	53.0	0.75	1
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	CMAS - English Language Arts	Students with Disabilities	Insufficient Data	n < 20	0.0	0	0

CMAS - Math - Elementary School - (2023)

View CMAS - Math Data Table

DISTRICT CODE	DISPLAY NAME	EMH LEVEL	EMH TYPE	REPORT YEAR	REPORT TYPE	DATA SET	SUBINDICATOR	STUDENT GROUP	RATING	GROWTH N-COUNT	MEDIAN STUDENT GROWTH PERCENTILE	PTS EARN	PTS ELIG
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	CMAS - Math	All Students	Approaching	124	42.0	4	8
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	CMAS - Math	English Learners	Approaching	87	48.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Approaching	120	42.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	CMAS - Math	Minority Students	Approaching	121	41.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	CMAS - Math	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	CMAS - Math	All Students	Meets	119	62.0	12	16
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	CMAS - Math	English Learners	Meets	90	62.0	1.5	2
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Meets	112	61.0	1.5	2
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	CMAS - Math	Minority Students	Meets	117	62.0	1.5	2
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	CMAS - Math	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	CMAS - Math	All Students	Meets	129	56.0	6	8
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	CMAS - Math	English Learners	Meets	88	56.0	0.75	1
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Meets	122	56.5	0.75	1
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	CMAS - Math	Minority Students	Meets	124	57.0	0.75	1
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	CMAS - Math	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	CMAS - Math	All Students	Approaching	150	44.5	4	8
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	CMAS - Math	English Learners	Approaching	104	47.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Approaching	138	43.5	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	CMAS - Math	Minority Students	Approaching	146	44.0	0.5	1
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	CMAS - Math	Students with Disabilities	Insufficient Data	< 20	0.0	0	0
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	CMAS - Math	All Students	Exceeds	41	73.0	8	8
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	CMAS - Math	English Learners	Exceeds	32	74.0	1	1
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Exceeds	36	72.5	1	1
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	CMAS - Math	Minority Students	Exceeds	40	73.5	1	1
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	CMAS - Math	Students with Disabilities	Insufficient Data	n < 20	0.0	0	0
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	CMAS - Math	All Students	Approaching	122	49.0	4	8
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	CMAS - Math	English Learners	Meets	75	56.0	0.75	1
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	CMAS - Math	Free/Reduced-Price Lunch Eligible	Approaching	115	46.0	0.5	1
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	CMAS - Math	Minority Students	Approaching	119	49.0	0.5	1
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	CMAS - Math	Students with Disabilities	Insufficient Data	n < 20	0.0	0	0

English Language Proficiency - Elementary School - (2023)

View English Language Proficiency Data Table

DISTRICT CODE	DISPLAY NAME	EMH LEVEL	EMH TYPE	REPORT YEAR	REPORT TYPE	DATA SET	SUBINDICATOR	STUDENT GROUP	RATING	GROWTH N-COUNT	MEDIAN STUDENT GROWTH PERCENTILE	PTS EARN	PTS ELIG
880	DCIS at Ford (2205)	Elementary School	E	2016	1-Year Report	School	English Language Proficiency	ELP Median Growth Percentile	Exceeds	231	80.0	4	4
880	DCIS at Ford (2205)	Elementary School	E	2017	1-Year Report	School	English Language Proficiency	ELP Median Growth Percentile	Insufficient Data	< 20	0.0	0	0
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	English Language Proficiency	ELP Median Growth Percentile	Approaching	185	42.0	2	4
880	DCIS at Ford (2205)	Elementary School	E	2018	1-Year Report	School	English Language Proficiency	Percent On Track to EL Proficiency	Approaching	185	70.8	0	0
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	English Language Proficiency	ELP Median Growth Percentile	Approaching	199	49.0	1	2
880	DCIS at Ford (2205)	Elementary School	E	2019	1-Year Report	School	English Language Proficiency	Percent On Track to EL Proficiency	Approaching	202	72.3	1	2
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	English Language Proficiency	English Language Proficiency (ELP Growth)	Approaching	140	37.5	1	2
880	DCIS at Ford (2205)	Elementary School	E	2022	1-Year	School	English Language Proficiency	On Track to EL Proficiency (ELP Growth)	Does Not Meet	137	47.4	.5	2
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	English Language Proficiency	ELP Median Growth Percentile	Approaching	172	44.0	1	2
880	Barney Ford Elementary School (2205)	Elementary School	E	2023	1-Year Report	School	English Language Proficiency	Percent On Track to EL Proficiency	Approaching	172	56.4	1	2

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