Irish Elementary School (4282)
515 IRISH DRIVE
FORT COLLINS, CO 80521
328
Total Students Served
Pre-K - Grade 5
School District:
Poudre R-1 (1550)
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About Irish Elementary School (4282)
A MESSAGE FROM:
Irish Elementary School
2025-2026
General Description Irish Elementary is a Dual Language Preschool through 5 grade neighborhood elementary school located in northwest Fort Collins with a K-5 student enrollment of 305, and a preschool enrollment of 64, for a total of 369. The demographics of the school are currently 76.19% Hispanic, 22.86% White (non-Hispanic), and <1% other races. Over 70% of the total population qualify for free and reduced fee lunch benefits. Students who are English language learners make up 49.84% of the to…
tal population at Irish. The number of students who currently qualify for a READ plan grades K-3 is 147. Fifty-seven students at Irish or 13.8% have Individual Education Plans. All Irish students participate in a Dual Language immersion program. Students in preschool through 5th grade receive two literacy blocks per day, one in English, one in Spanish, with content such as math, science, and social studies alternating from English to Spanish per unit. Late-comers in 4 and 5 grade receive modified dual language instruction; which includes the ability to read and respond in English, English language scaffolds and sheltered instruction. All students at Irish are engaged in integrated content and math studies throughout the day along with a balanced complement of art, music, PE and media/technology throughout the week. Scope and sequences are derived from the Colorado state standards. Every staff member meets the criteria for highly qualified. Of the certified staff from Pre-school through 5th grades, 20 of 38 are bilingual. Irish partners with the Poudre School District Early Childhood Department in order to bring six Early Childhood classes to our school for 3 to 5 year olds, as well as six family mentors dedicated to work with 0 to 3 year olds and one family mentor dedicated to the 3 to 5 year olds. School-Wide Title 1 As a school-wide Title 1 funded school, we receive Federal Title 1 dollars to support and enhance our instructional program to ensure the success of students impacted by poverty, mobility, or second language acquisition. Our Title funds provide 4.5 licensed positions and 2 classified: 2 interventionists, one English language development teacher, one instructional coach, 40% counselor, and two Multilingual Family Liaisons. The interventionists provide intense, targeted small group instruction in both literacy and math that address each students' root cause of their deficiency in achievement. They also provide instruction in literacy in students? first language, to balance the language models in the literacy classes to ensure best practices for the dual language program. Finally, they provide direct English language instruction in small groups for English language learners. The two classified positions are family liaisons. Our family liaisons have four equally important roles. One provides written translation of communications that come from the school to parents in the form of website updates and written letters. Both provide oral interpretation during parent meetings. Both recruit parents for involvement activities for the school, including the SAC, the PTO, Parenting Partner groups, and other activities. One is also a McKinney Vento Liaison, providing additional resources for homeless families through the federal McKinney Vento program. This program provides food, housing assistance, transportation assitance, clothing, access to medical and mental health care, as well as academic support resources. Finally, both provide individual mentorship and guidance to families, connecting them with community resources, helping them navigate the school system, and teaching them how to build relationships with the school staff. Our paraprofessional co-teaches with our primary classroom teachers to ensure all students have access to small group literacy and math instruction at their zone of proximal development during core (Tier 1) instructional time. The instructional coach works in three main capacities. First, she facilitates weekly Impact team meetings where teachers bring their formative assessment data in reading, writing and math. Through these meetings, she to helps them analyze their data to look for strengths and deficits, determine next steps in their instruction, and decide root causes of deficiencies in order to plan intervention and coaching or administrative supports for the classrooms. Next, she provides coaching cycle support as a result of the Impact team meetings; planning, co-teaching, observing, and providing feedback to teachers so they can improve their practice in using their data to drive their instruction. Finally, she leads a team of teachers, paras, and consultants to create aligned assessments and process the assessment data so it is in a meaningful format for teachers to use for their reflection and planning. Our counselor provides whole group instruction in social/emotional learning once a week. She also supports small group and individual instruction in social skills, grief counseling, anger management, and self regulation. She provides crisis response support for students and families in need and behavioral support. We also receive Title 1 funding to support professional development, to purchase instructional resources, and to increase and improve parent involvement in the school. Our instructional supply dollars are used to purchase intervention programs and provide professional development to interventionists. Our parent involvement funds provide meals, books and resources for parents during our monthly Arts and Literacy parent nights. Multi-tiered System of Support Irish uses a Multi-tiered System of Support MTSS to ensure that all students are progressing academically, socially, and emotionally. The process includes six essential components to ensure quality and growth: 1.Shared Leadership?The interventionists, along with the instructional coach, assistant principal, principal, and counselor collaborate with classroom teachers in weekly professional learning communities (PLCs) to share best practices in Tier 1 instruction, as well as identify students not yet making progress and brainstorming effective in-the-moment instructional or behavioral interventions that can be embedded in classroom instruction. 2.Data-Based Problem-solving and Decision Making?Using data from common formative assessments in Math, Reading, and Writing, Irish staff collaborate in weekly PLCs to identify effective growth and areas of need. They then use progress monitoring tools such as DIBELS, Lectura, and DIBELS Math to measure the effectiveness of interventions. They also use common English language development progress monitoring tools to measure the progress of oral language development for both English learners and for students with disabilities in language development. Lastly, we use both our common formative assessment data and our summative data from MAP, ACCESS, and CMAS to collaboratively make decisions for school-wide improvement with our leadership team and our School Accountability Committee. 3.Layered Continuum of Supports?Irish ensures all students have access to standards based, research supported Universal instruction by using a standards of practice framework that all teachers use to create their daily schedules and lesson plans. The counselor also provides universal social emotional support through weekly classroom lessons. Since Irish is a dual language school, all students receive leveled, small group language development instruction to ensure growth in oral development in their second language. For students not making progress academically, classroom teachers and interventionists provide small group or individual instruction based on students? root cause needs as identified by common formative assessment data and/or progress monitoring tools. The counselor, principal, assistant principal, school psychologist and Integrated services teacher also provide more targeted support for those students needing more behavioral, sensory, or emotional support. 4.Evidence Based Instruction, Intervention, and Assessment practices---All teachers use the 5 elements of formative assessment to make in the moment instructional decisions, near future decisions, and ''last chance'' decisions using school developed common formative assessments. Students also use these assessments to change learning tactics and classroom culture toward academic rigor. The assessment cycles at Irish are aligned in 3-4 week cycles, and differentiated and intervention grouping and instruction are responsive to a body of evidence using both the common formative assessment and the progress monitoring data. 5.Universal Screening and Progress monitoring?All students are screened for significant reading deficiencies in the Fall using DIBELS, Lectura, and MAP. Reading deficiencies are validated using DIBELS, The Core Phonics assessment, and the PAST. Math deficiencies are identified using MAP and Acadience Math. Students showing deficiencies are progress monitored at least every other week using norm-referenced tools to ensure effective Tier 2 and 3 interventions and instruction. 6.Community and Family partnering?Parents participate in problem solving meetings and are informed using regular progress reports, parent-teacher conferences, home visits, impromptu conferences, email and phone calls to ensure the parents and teachers are collaborating both home and school support for student growth.
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