Thunder Valley PK-8 (3192)
555 8TH STREET
FREDERICK, CO 80530
856
Total Students Served
Pre-K - Grade 8
School District:
St Vrain Valley RE1J (0470)
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School Profile
About Thunder Valley PK-8 (3192)
A MESSAGE FROM:
Thunder Valley PK-8
2025-2026
Thunder Valley K-8 school opened in Frederick, Colorado in the Fall of 2013. As a part of the St. Vrain Valley School District, it serves K-8 students from the towns of Dacono and Frederick. Enrollment is 880, of our student population, 63% are Free/Reduced Lunch eligible, 68% are minority students, 29% are ELL students, and 17% are on an IEP (of which 11% of those are enrolled in the school's SSN program). The K-8 Leadership team, along with all staff, participated in the UIP process through gr…
ade level and content team meetings. Grade level and content teams analyzed fall iReady diagnostics data for reading and math and DIBELS data for kindergarten during Instructional Dialogue meetings. Teachers also focused on formative assessments in order to adjust instructional needs. Trends in achievement were consistent across these measures. The team spent the most time in the areas of reading and math ? taking each content area and reviewing current performance, identifying notable trends, prioritizing performance challenges, and refining the root causes to those challenges. With the work of all stakeholders, the Priority Performance Challenges and Root Causes were presented to all certified staff members. Teachers were able to discuss and give feedback. The Leadership team went through a Design Thinking Process to redefine the vision for Thunder Valley. They presented the final three options for staff to vote on. Thunder Valley K-8 has incorporated STEM practices such as Robotics and the Design Thinking Process in electives. The school will use the Design Thinking Process to focus and align student engagement. The five tenants of the Design Thinking Process are Empathy, Define, Ideate, Prototype, and Feedback. Through our Leadership team, we became a Capturing Kids Hearts School. Teachers have gone through training, which has provided common language, SEL support, and a consistent and positive climate and culture among staff and students. We were recently designated as a National Showcase School based on our implementation, progress, and data. Vision: Thunder Valley provides each student with diverse learning experiences that focus on curiosity, creativity, and confidence to find their individual strengths and passions. Climate and Culture: Creating a positive school climate and culture has been the emphasis this year. Thunder Valley has created a committee for positive behavior intervention and support (PBIS) to focus on common expectations and language school-wide K through 8th grade. We continue to celebrate students who follow the Raptor Way during monthly assemblies, where teachers nominate students to be recognized. Thunder Valley will focus on the social-emotional needs of students by using Capturing Kids Hearts as a program to build consistency across our school. Thunder Valley continues to grow in building a culture of collective efficacy and collaboration. The staff has identified three core values: High Expectations, Relationships and Inclusivity. At Thunder Valley K-8: We have HIGH EXPECTATIONS for academics and character: We challenge ourselves and each other to live up to high expectations for our school, our classrooms, and our individual achievements. We help each other persevere and act with integrity so that we can all become more than we ever thought possible. We foster RELATIONSHIPS: Through respectful and strong relationships built on trust, we can hold each other to a higher standard, advance equity in our systems and programs, care for each other to promote belonging, and challenge each other to advance our growth. We believe in Inclusivity: Every person in our school community is respected, valued, and supported. We craft our inclusive community through reflection on our own and others' experiences, perspectives, and identities in order to better understand the impacts of the system we design and create. This is to ensure an environment in which everyone belongs. Professional Development: Professional development priorities are determined by analyzing student performance data, staff experience levels, staff professional goals and Unified Improvement Plan priorities. At Thunder Valley, we believe that the teaching profession is a developmental process and therefore all professional learning should be developmentally aligned, consistent, job-embedded and needs-based. Therefore, Thunder Valley will create a differentiated professional development structure that is relevant to individual responsibilities, level of experience, and school/district initiatives and priorities. Our certified staff members typically meet twice a month. The first Wednesday of the month for late start as well as two hours after school. The focus this year will be on Impact Teams, writing and math instruction. The Admin team provides staff development weekly at collaboration meetings around the same topic but is differentiated for grade-level conversations. Our MTSS team meets weekly with teams for instructional dialogue where they determine how to meet the needs of all students. We will use the teaching and learning model to plan for effective instruction with our classes. In the T/L model, we assess the class in writing, evaluate the assessments, plan for whole class needs and instruction, as well as individual writing goals. We teach those next steps and then reassess to see what growth was made and then plan for next steps. We are growing our writers at Thunder Valley. Finally, our leadership team will continue to grow their skills so they can facilitate professional development by leading their impact team. Special Education: As a Special Education team, we are committed to using formative data to inform instruction and monitor student growth for both ELA and Math. This year, the team collected beginning and mid-year benchmark data, as well as ongoing progress monitoring data using a curriculum-based measurement system as a department. The progress monitoring and benchmark data were then used to better assess progress toward goals and adapt instruction accordingly. Individual case managers used a variety of other formative assessments to identify needs, such as the beginning/advanced decoding survey at the elementary level, in addition to other reading data to adjust planning within Fundations units (phonics curriculum) and develop IEP goals. The team also continues to work on the collective core values and being a champion for students by focusing on fostering positive relationships.
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