Laurel Elementary School (5014)
1000 EAST LOCUST STREET
FORT COLLINS, CO 80524
405
Total Students Served
Pre-K - Grade 5
School District:
Poudre R-1 (1550)
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School Profile
About Laurel Elementary School (5014)
A MESSAGE FROM:
Laurel Elementary School
2025-2026
Laurel Elementary School of Arts and Technology is a neighborhood school with a mission and vision to educate the whole child every day. On Laurel's campus one will notice the diversity of students learning and playing together. Over 400 Pre-K through 5th grade students come from a range of socio-economic and ethnic backgrounds that provide a unique educational environment. Our demographics includes a Pre-K program and Kindergarten through 5th grade program. Based on the latest 2023-2024 school …
year data, our Kindergarten through 5th grade program consists of approximately 417 students, including 51.8% identifying male students, 53.2% non-minority identifying students, and 46.8% minority students; approximately 54.1% identify as white, 34.3% as Hispanic, 2.3% as Black or African American, 1% Asian, 1% as American Indian or Alaskan Native, and 7.4% as two or more races. Approximately 49.1% of students have registered and qualified for the Free and Reduced Lunch Program and our mobility rate is 15.4% with a 18.3% mobility incidence rate, which is in alignment with data showing that during the 2022-2023 school year, approximately 16.3% of our students were designated homeless. Approximately 16.2% of our students have an Individualized Education Plan or 504 Plan, 15.9% are Emerging Bilingual, and 6% are identified as Gifted and Talented. A highly qualified staff and lower class sizes ensure a teaching and learning environment that embraces our diversity, and brings multiple perspectives that support rich learning. In the 2023-2024 school year, our 40 licensed staff consisted of highly qualified educators over 77.5% of whom have a Master's or Ph.D. degree and 65% have over 10 years of Pre-K-12 teaching experience. Only 12.5% are in their first 5 years, with 37.5% of licensed staff having been at Laurel 6 or more years. All staff are trained in Impact Team work and meet weekly to grow as an instructional team and meet the academic need of their students. Additionally, more than just the required K-3 reading staff have completed the Colorado Department of Education READ Act training, and in preparation for and during the 2025-2026 school year, staff will be completing specific Imagine Learning/EL Education curricular on going training. Kindergarten through 5th grade class sizes average 22 students. When visiting, one will observe teachers' sensitivity to multiple intelligences and tailored instruction to accommodate student diversity and learning needs. The Laurel community recognizes the role that healthy habits and wellness play in increasing student achievement. Our parents, staff and students organize and participate in a variety of wellness learning opportunities through: Our annual school-wide Laps for Laurel run/walk-a-thon Peacekeeper Circles to support emotional wellness Explicit social-emotional learning instruction through Sources of Strength Daily practices and activities to promote wellness in the classroom. Laurel provides whole-child enrichment opportunities such as: Laurel Strings Program Modern Band Laurel Choir Be Strong Be Fit Before and after school literacy & math opportunities Other activities to improve student engagement and academic growth through an investment in student interests: Running club Art Club Other avenues for community connection Laurel Elementary School of Arts & Technology's current improvement planning process includes: Engaging stakeholders (staff, parents, SAC) in examination of standardized test data Data analysis Root cause analysis Review of major improvement strategies Gathering feedback from the School Accountability Committee (SAC), District Accountability Committee/Team (DAC), and PSD Administrators The Laurel Leadership Team and School Accountability Committee (SAC) review Laurel's Academic Achievement and Growth to create the Unified Improvement Plan. The team consist of Laurel's principal, assistant principal, grade level representatives, interventionists, coaches, parents, and community members. Stakeholders engage through: Data analysis during staff meetings Grade level teaming meetings School Accountability Committee Meetings Based on the data trend analysis, Laurel has prioritized improvement in the following areas: Student performing below state expectations in English Language Arts (ELA) Students who have been identified performing below grade level as measured by math data points NWEA/MAPS, Envision 2.0 unit assessments, and interventionists will continue to engage in Tier 1, Tier 2, and Tier 3 instructional strategies to achieve grade level proficiency. Mental Health and Belonging (students displaying dysregulated and disruptive behavior and students lacking connection to interests) Engaging in a Root Cause Analysis led to a targeted awareness of the need to address: Vertical alignment in ELA Vertical alignment in Mathematics Increasing mental health and behavioral needs to support sense of belonging In 2020-2021, Laurel Elementary School of Arts and Technology had 96 students supported with READ Plans. Acadience is the Poudre School District's READ Act basic literacy assessment. Comparing Acadience assessment performance levels from the spring of 2021 to the spring of 2019 (pre-COVID), we see that the percentage of students supported with a READ Plan that met or exceeded grade level benchmarks decreased from 11.9% to 9.2%, a 2.7% decrease. This indicates that fewer of our students supported with READ Plans reached grade level benchmarks during the COVID pandemic. We can also see that the percentage of students supported with READ Plans that scored at the lowest performance level of "Well Below Benchmark" increased by 6.2% percentage units (75.9-69.7) during the pandemic. Based on Acadience/DIBELS8 "Beginning of Year" to "End of Year" growth calculated using a Z-score gain or change in normative position of individual students relative to national grade-level peers, Laurel students supported with READ Plans grew 0.10 standard deviation units more than students nationwide in 2020-2021. This increase in school-wide "Beginning of Year" to "End of Year" growth seems out of step with the overall decrease in students performing "at or above benchmark" evidenced above. Looking at normative gains relative to nationwide peers by grade levels indicates that the overall change in annual gains is driven by 1st grade outcomes (-0.38 in 2018-2019 to 0.21 in 2020-2021). Note that for each of the other grade levels (2nd-5th) the 2020-2021 annual gains are less than the 2018-2019 annual gains. Laurel staff recognize that distance learning and other disruptions necessitated by the pandemic have been detrimental to the learning of students supported with READ Plans. We are proud of the strong positive annual gains made for students supported with READ Plans in both pre-pandemic and 2020-2021 school years. Following the pandemic, by furthering consistency in our implementation of aligned reading programming, curriculum, and support systems across grade levels, and by additionally leveraging community supports for families and students experiencing systemic barriers to educational access, our school was able to spring ahead. Data from subsequent years shows the emergence of slow growth and then, through further fine-tuning of instructional alignment and intentional team-driven approaches to student supports, the development of high growth levels for our students which has been maintained now year over year. Illustrative of this trend is that in the 2021-2022 school year, 18.71% of students met or exceeded outcomes in the area of Math, and 28.3% of students met or exceeded outcomes in the area of Reading/English Language Arts. By the 2023-2024 school year, the number of students meeting or exceeding outcomes had risen to 21.98% for Math and 36.23% for Reading/English Language Arts. In the 2024-2025 school year, the number of students meeting or exceeding outcomes stayed relatively stagnant for Math (21.91%) but rose again for Reading/English Language Arts to 40.3%. We are proud of the direct line between our schoolwide focus on system-driven reading improvement and the resulting positive data trends. By developing a similar model for math, we hope to see similar positive trends in future years.
Final 2025 Performance Rating
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