Partners In Education (PIE)

​

January 12, 2026

Agenda

1. Budget Survey Results
2. Projected Enrollment 2026/2027
3. Unified Improvement Plan
4. School Goal
5. BOY/MOY Progress
6. Principal Hiring Update

​

​

​

Our Purpose Today

3

We will continue to discuss this topic and update you as more information becomes available.

4

LEVEL MEETING PREVIEW

School Budgeting:

What Is Different as we plan for 2026-27?

• School SBB Reduction: The district will be adjusting base per pupil funding to reduce budgetary allocations to schools.
• We will preserve the factor for at risk funding
• We will increase the factor that gives more money to smaller schools to ensure small schools have adequate funding
• Central Department Reductions: The district announced central department reductions of approximately 6% on average, which is a reduction in ~139 FTE positions and a variety of purchased services, supplies and materials. Because departments support students and schools, there will be service level impacts to schools – though these are expected to be minimal.

5

Coronado’s Budget

6

Jeffco schools are reducing their budgets by a combined ~$14M.

For the 2026-27 school year our one time BRB Reduction is 2.6% ($81,134.00).

The other factors that influence our budget every year include:

• Grade levels we serve
• School size (smaller schools are reducing less than larger schools)
• At-risk student enrollment
• Other sources, including Title I and state reimbursements for some programs
• Our total budget was determined by our projected enrollment for next year, which is 339, a decrease from this year.

Our continued challenge: Enrollment Decline

• SBB allocation is just one component of school budgets.
• Enrollment is the largest factor in determining a school’s budget. When schools have fewer students, they adjust their budgets to serve the number of students they now have.
• School population also impacts school budgets. When fewer students identified as at-risk enroll, schools may receive less at-risk funding from the district or federal Title 1 funding.
• Jeffco’s enrollment continues to decline due to long-term demographic shifts and changes in birth rates. Jeffco faced a more than 5% decline in enrollment over the last four years, or 4,259 fewer students, and this trend is expected to continue at a similar pace.

7

Where we can make budget choices

8

• About 95% of school funding is committed to essential, day-to-day operations (classroom teachers, office staff, and other core needs).
• In Jeffco, principals make decisions on how to use the remaining ~5% of flexible funds.
• At our school we will work together to decide how to use these flexible funds. Principals collaborate with School Accountability Committees (SACs), staff, and families to make thoughtful decisions about this portion of the budget.

Your input matters in shaping how we use the funds we can influence.

​

School Budget Development Timeline

9

• Sept-Nov: Our school has been making preparations for anticipated budget cuts and potential enrollment declines
• Week of Jan 12: School receives projected 2026-27 budget, based on budget reduction and projected enrollment for next year
• Jan–Feb: Budget planning, school priorities survey, and SAC/staff input
• Jan–Mar 2026: Collaborative staffing and budget decisions made, aligned to negotiated agreements
• Impacted JCEA Employees informed no later than March 15
• Impacted JESPA Employees informed as soon as possible, throughout the year
• Spring 2026: Internal hiring process to support impacted staff
• June 2026: Reductions take effect

What this means for our school

10

We will need to make reductions.

• These choices will be difficult and services will be impacted
• Our focus will be:
• Supporting our impacted staff and retaining our people whenever possible in open positions, through natural turnover and attrition
• Protecting resources that our students, staff, and families prioritize to serve students
• Using collaborative decision-making with our staff and SAC
• Being transparent about the process and the trade-offs
• Following all steps in our negotiated agreements

A United Voice for Revenue Generation

11

Across every conversation — from our Partnership for Fiscal Sustainability, Community Partner Convening, Financial Advisory Committee to parents, staff and community members — There has been unequivocal support for pursuing new, local revenue as a cornerstone of Jeffco’s long-term fiscal sustainability.

�This collective belief is grounded in a shared goal: protecting learning, opportunity, and the extraordinary experiences that define Jeffco schools.

Jeffco is the second largest school district in the state and falls behind several Front Range districts when it comes to funding

12

12

Front Range District Funding

Community Budget Survey Results

1. High-Quality Instruction & Specialized Programming

​

Parents are deeply concerned about maintaining the academic "standard" of the school. This includes:

• Gifted & Talented (GT) & AMP: Ensuring these programs remain fully funded to support advanced learners.
• Special Education: Protecting accommodations and individualized support.
• Academic Rigor: Access to meaningful, engaging, and "full" academic experiences rather than just finishing workbooks.

2. Staffing & Classroom Environment

​

There is a clear consensus that the quality of education is tied to the people in the building:

• Teacher Retention: Keeping "good," educated, and supportive teachers.
• Class Size: A strong preference for small class sizes to ensure the "least amount of impact" from budget cuts.
• Support Staff: Funding for paraprofessionals and classroom aides who provide essential "teacher support."

3. Social-Emotional Learning (SEL) & Mental Health

Emotional well-being is viewed as being just as important as academic growth. Parents want to prioritize:

• Dedicated Staff: Keeping socioemotional staff and counselors.
• GT-Specific SEL: Recognizing that gifted learners have unique emotional needs.
• Discipline & Environment: Maintaining a balanced, supportive, and disciplined social environment.

​

13

Community Budget Survey Results

4. Safety, Health, & Basic Needs

Basic student welfare is a non-negotiable priority for many:

• Physical Safety: General "health and safety" remains a top-tier concern.
• Nutrition: Continued access to free lunch programs.
• Waste Reduction: A desire for better resource management (e.g., fewer partially used workbooks) to ensure funds are spent effectively.

5. Academic Tools & Resources

Parents want to ensure that the "tools for success" are still available despite cuts:

• Curriculum Materials: Ensuring teachers have access to high-quality, appropriate materials.
• Classroom Resources: General funding for the supplies and technology necessary for a modern education.

​

​

14

Community Budget Executive Summary

Following a review of community feedback, it is clear that parents view school funding through the lens of student-facing impact. The consensus is that budget cuts should remain as far from the classroom door as possible, with a specific mandate to protect specialized programming and the "human infrastructure" (teachers and support staff) that defines the student experience.

​

15

Staff Survey Results

1. Retention of Vital Personnel (The "Human Infrastructure")

Staff emphasize that the school's success relies on maintaining current staffing levels across all roles:

• Core Leadership: Classroom teachers and administrators are viewed as the two most critical pieces of a functional school.
• Essential Support Professionals (ESPs): There is a specific warning that the front office is overextended and cannot be managed by a single person; ESPs are considered vital to daily operations.
• Specialized Staff: Strong advocacy for maintaining full-time Social-Emotional Learning (SEL) and Mental Health support.

2. Class Size & Learning Environment

Class size is identified as the single most influential factor in both student achievement and behavior management:

• The "Golden Ratio": Staff identified 18–25 students as the ideal range.
• Impact: Smaller classes are cited as the primary driver for a positive school culture where students feel a sense of safety and belonging.

​

​

16

Staff Survey Results

3. Protection of AMP & Special Programming

Staff are concerned about the long-term cost-benefit of cutting specialist positions:

• Art, Music, & PE (AMP): The school is currently at the minimum staffing level for full-time AMP. Staff warn that further cuts would lead to "shared" positions with other schools, causing instruction to suffer.
• Targeted Interventions: Protecting Orton-Gillingham (OG) Interventions is highlighted as a necessity for academic growth.

4. Administrative & District-Level Accountability

There is a call for transparency regarding where cuts are being made:

• School vs. District: Staff are questioning why the burden of budget cuts is falling on the school level rather than exploring district-level reductions.
• Operational Capacity: A plea to recognize that cutting "behind-the-scenes" staff (like office support) creates a trickle-down effect that impacts everyone's ability to teach.

​

​

​

17

What does this mean for

Administrators (JCAA)?

• Reduction decisions are based on the following criteria:
• Job classification/position
• Documented job performance
• Skill and competency
• Experience
• Past contributions to the district
• Seniority
• JCAA staff may be presented with another open non negotiated position for which they are qualified
• JCAA staff who hold a valid teaching license, if qualified under TECDA, may be entitled to a placement in a teaching role for which they are qualified for one year

​

18

Board Policy GCQA, Employee Handbook

What does this mean for teachers (JCEA)?

19

Prior to the displacement and budget cycle, school or department leaders will collaborate with their ALT or equivalent department team to determine the criteria for the educator displacement rubric.

• The JCEA/District baseline rubric will be used and the shared leadership committee will determine the criteria for the portion of the rubric that is customized for each school/department. It must include the following criteria:
• The educational needs in the building/department;
• The staff member’s length of service in the District and the building/department;
• The staff member’s qualifications which demonstrate that the staff member can address the instructional practices and needs of the school/ department; and
• Evaluation ratings from the previous two years.
• Final displacement decisions will be made by the school or department leader
• Displaced educators will receive a “Priority” status, guaranteeing an interview when the pool of qualified “Priority” applicants is three or fewer
• Displaced non- probationary educators who do not achieve mutual consent will be placed in a position for which they are qualified for one year

JCEA Article 12-4 Displacement

Open Preview

What does this mean for educational support professionals (JESPA)?

20

JESPA Article 15- Reduction in Force

School and Department leaders will determine which job codes are going to be reduced based on their distance from the classroom, service level agreements, and operational needs of the District.

• Leaders will review the list of employees in the impacted job code by seniority and utilize this order to determine who the impacted employees are:
• Newly hired probationary employees will be reduced first;
• Seniority: Years of current and past related experience in the affected job classification(s) within the District;
• When the foregoing is substantially equal, the employee with the least amount of continuous service in the District will be reduced.
• The District will make every effort to place an employee recommended for reduction in an open position within the District for which the employee is qualified, as determined by the District.
• An ESP can resign in good standing if they decline their placement, and the District’s obligations for placement are considered met.
• HR will maintain reemployment lists as outlined in article 15-3-3

Visit the Budget Reduction Blueprint webpage for more information

Our Next Steps

We are committed to timely communication and shared decision making. I will . . .

​

• Share this presentation with staff.
• Discuss with our OLT/Staff specific ways to decrease budget.
• Have staff complete displacement process if necessary.
• Discuss with individuals impacted by reduction decisions FIRST before sharing with staff and community, if necessary.
• Work with incoming principal.

​

21

Learning and Engaging

22

Stay up to date and learn more on the #TeamJeffco Intranet page

​

Projected Enrollment

​

​

2025/2026 - October Count = 359 students

​

​

• 2026/2027 District Projected October Count = 339 = $2,83,258 SBB
• Means 20 less students (from this year) = about -$164,280 in addition to the $81,000 already have to cut = -$245,280
• My prediction = 330 students = 9 less students (from prediction) = -$73,926
• Totals = $319,206

​

• Current Total = 272
• Add 31 kindergartners = 303
• Add 27 new students = 330

Being Prepared and Planning Ahead

339 Students -> 330 Students = Difference of $73,926.00 (put in contingency).

​

​

25

Possible Cuts and or Reductions

(not in any particular order)

​

1. Teachers
2. Coach
3. AMP to 2.5
4. SEL to .5
5. Secretaries
6. Clinic Aide
7. Reduce Para Hours by 30 minutes to 90 minutes
8. DTL to .5

Very Clear to Keep Cuts Furthest Away From Children and the Supports for Children!

​

26

Unified Improvement Plan

Unified Improvement Planning (UIP)

• All public districts and schools in Colorado write a UIP annually
• Coronado writes ambitious, but attainable goals aligned with the district plan

Coronado’s 2025-2026 UIP Goals

• Performance Priorities
• CMAS - Increase meets/exceeds in math
• DIBELS - Early Literacy Achievement to address Read Act
• Expand Culture of Safety and Belonging

​

Student Performance Priorities

Major Improvement Strategy: Monitor and strengthen the instructional core for all students and student groups.

​

Current Performance: 54% Meets/Exceeds on Math

​

Measure and Target: 1-Year - 57%, 2-Year 59% at or above the 65th achievement percentile

​

Action Plan:

• Give teachers useful support and training to deepen the use of high-quality, district-approved learning materials and tests
• Apply the depth/complexity of Colorado Academic Standards to ensure strong academic challenge for all students' learning experiences every day
• Share ways to improve "in-the-moment" checking on student learning progress and shift instructional practices as needed
• Plan for school teams to meet regularly to review academic results and tailor teaching to student needs
• Visit classrooms often to give feedback on lesson planning and matching teacher-to-student learning needs

​

​

​

CMAS - Increase meets/exceeds (3-5)

Root Cause:Misalignment between instructional practices and grade level standards

Student Performance Priorities

Major Improvement Strategy: Monitor & strengthen the instructional core for all students and student groups

​

Current Performance: K-3 Combined - 20% well below benchmark on DIBELS 8

​

Measure and Target: 1-Year - 17%, 2-Year 15 % well below performance on DIBELS 8

​

Action Plan:

• Give teachers useful support and training to deepen the use of high-quality, district-approved learning materials and tests
• Apply the depth/complexity of Colorado Academic Standards to ensure strong academic challenge for all students' learning experiences every day
• Share ways to improve "in-the-moment" checking on student learning progress and shift instructional practices as needed
• Plan for school teams to meet regularly to review academic results and tailor teaching to student needs
• Visit classrooms often to give feedback on lesson planning and matching teacher-to-student learning needs

​

DIBELS: Early Literacy Achievement to Meet Read Act Requirements (K-3)

Root Cause: Misalignment between our instructional practices and grade-level standards.

​

BOY Performance: K-3 Combined - 20% well below benchmark on DIBELS 8

​

Current (MOY) Performance: K-3 Combined - 12% well below benchmark on DIBELS 8

​

EOY Goal: 17% well below benchmark

​

​

​

​

DIBELS Progress - BOY to MOY

Student Performance Priorities

• Major Improvement Strategy: Provide feedback on interplay between teacher, student and SEL content/strategies.
• Current Performance: 65% Responding favorably to the Belonging topic on the Panorama Survey
• Measure and Target: 1-Year - 67%, 2-Year 70 % respond favorably on DIBELS 8
• Action Plan: School will create conditions for teachers to internalize lessons using high quality instructional materials.

​

Expand Culture of Safety and Belonging (3-5)

Root Cause:

• Lack of awareness and systemic and consistent implementation of SEL strategies.

​

​

d

School Goal

Coronado School Goal - Math - 5 points

Rationale:

• One of our major improvement strategies is to increase achievement in math on CMAS. This aligns with our UIP as well as the district elementary focus.

Baseline data:

• On the fall 2025 MAP math benchmark, 65% of 1st-5th graders met or exceeded benchmark.

End of interval:

The percent of students who meet or exceed benchmark in grades 1st-5th.

• 1st EOY benchmark: 175
• 2nd EOY benchmark: 187
• 3rd EOY benchmark: 199
• 4th EOy benchmark: 210
• 5th EOY benchmark: 216

Success criteria:

• 5 pts- Increase of 4% or more; 65% to 69% meets or exceeds benchmark
• 4 pts- 3% increase, 65%-68% meets or exceeds benchmark
• 3 pts- 2% increase, 65%-67% meets or exceeds benchmark
• 2 pts- 1% increase, 65%-66% meets or exceeds benchmark
• 1 pts- 0.05% increase, 65%-65.5% meets or exceeds benchmark
• 0 pts- 0% increase, less than 65% meets or exceeds benchmark

​

​

​

​

• By May of 2026, the percent of students meeting or exceeding the grade level benchmark on 1st-5th MAP math will increase by 4%.

​

​

d

Coronado School Goal - Math - 5 points

Math MOY Progress - Increase of 1% Overall Achievement Percentile

​

​

​

​

​

• By May of 2026, the percent of students meeting or exceeding the grade level benchmark on 1st-5th MAP math will increase by 4%.

​

BOY= average of 65% 1-5th met/exceeded benchmark; MOY= average of 69% of students 1-5th met/exceeded

​

​

d

Literacy MOY Progress - Increase of 6% Overall Achievement Percentile

​

Coronado School Goal - Belonging - 5 points

Rationale:

• One of our major improvement strategies is to expand the culture of safety and belonging. E
• ​

Baseline data:

• In 2025-2026, students are at 64% overall proficient on SSIS.

​

Success criteria:

• 5 pts- 70% overall proficient
• 4 pts-69% overall proficient
• 3 pts- 68% overall proficient
• 2 pts- 67% overall proficient
• 1 pts- 66% overall proficient
• 0 pts- 65% or lower - overall proficient

​

​

Progress: No data yet! Students Currently taking SSIS. Results to come in February.

​

​

​

​

​

By May of 2026, the percent of students overall proficient on the mid-year SSIS screener will increase from 64% to 70%.

​

​

​

d

​

​

​

​

• Teacher and student clarity
• Academic monitoring and lesson level mastery
• Planning for access and challenge
• Data driven response

Plan of Action - Data Meetings

Principal Hiring Update

​

Goal is to select the most talented, knowledgeable leader who is the best match for Coronado.

​

Coronado Committee Makeup:

• Two Coronado Parents
• Four Staff (1 secretary, 1 learning specialist, 1 primary teacher, 1 intermediate teacher)
• Chatfield Community Superintendent
• Additional Community Superintendent
• Articulation Area School Principal or Central Staff Member
• Support personnel from Human Resources and/or School Leadership (non-voting)

​

Student Interview Committee Makeup

• Four Fourth Graders
• Students show each candidate around the school and ask them questions and provide input.

​

​

​

Committee Make-Up

• 1/22/26 Interviews @ Coronado
• Interview with the Principal Interview Committee
• School Tour with an adult and students
• At the conclusion of the process, the Principal Interview Committee will reconvene to deliberate and make a recommendation of their top two candidates to the Community Superintendent
• 1/27/26 Top two finalists attend Instructional Learning Walks at a similar school
• 1/28/26 Bring top two finalist candidates to the Superintendent
• Superintendent makes final Decision
• TBD New Principal Announcement

​

Principal Hiring Update

We’ve looked at many different pieces tonight—budgets, surveys, and growth targets—but they all tell one story. Behind every percentage is a child. That 1% growth we strive for means another student is reading on track, getting better at math and feeling successful. This data isn't a scorecard; it’s our guide. Moving forward, we are committed to keeping our students at the center of every decision, with a firm priority to protect the classroom from the impact of next year’s budget cuts.