Kinard Middle School

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

Kinard Core Knowledge Middle School began its journey as a Professional Learning Community during the first year of operation in 2004-05. Our staff studied Getting Started: Building a PLC, and we began to develop our definition for consensus, our mission, vision, values and goals. During our second year, we studied Whatever It Takes, which helped us redefine our shared values and agreements regarding student learning and collaboration. In 2005-06, our staff began using the Learning by Doing handbook and continues each year to use the continuums, assessments and resources to develop common language and SMART goals. Each year, our collaborative teams create goals and action plans which move us closer to systems of sustainability.

“Cultural shifts” are at the forefront of our professional conversations and work. We started our school embracing the concepts and ideas of a Professional Learning Community; however, we are constantly improving the capacity to sustain the necessary focus on learning, results and collaboration. Our primary goal is sustainability in all areas of the Professional Learning Community. We have developed a collaborative culture deeply rooted in the beliefs and practices of a PLC.

We attribute the excellent achievement of student results to our work as a Professional Learning Community. Our success is a journey, not a destination, as we seek to continuously improve and learn by doing.

1. Monitoring student learning on a timely basis.

Our collaborative teams identify learning outcomes for each content area. Our common course teams develop units, lessons and common assessments. Our teams study lessons using critical friends protocols and analyze student assessment results on a weekly basis. Based on the results, we identify the most effective instructional strategies and re-teach when necessary to ensure learning for all students. For students who have mastered the content, we provide more challenging and self-directed learning opportunities. We have begun our shift to a standards-based reporting system separating the work habits (effort, homework, behavior) from the learning of content.

2. Creating systems of intervention to provide students with additional time and support for learning.

Kinard has developed a variety of interventions to provide additional time and support for student
learning. The major interventions are designed as:

  • Extended Learning Opportunity (ELO): We have scheduled forty minutes at the end of each day for students to receive additional support in any content area. In general, the ELO’s are structured on a continuum ranging from an “open” study hall to required guided study to targeted instruction for with small groups and one-on-one tutoring.
  • “Lunch Bunch”: For students who can do the work but who struggle with work completion, organization and productivity at school or at home, we require “lunch bunch”, in lieu of lunch, until the work is completed.
  • Every Day Literacy and Math Classes: For students who have been identified as needing “intensive” literacy and/or math support, we require an every day class. These students enter middle school significantly below grade level in reading, writing, and math.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

Our #1 priority in organizing our master schedule is to create daily common planning periods for all teachers who teach the same grade level courses in math, English, history, science world language and art. All departments meet weekly during contractual hours. The focus of our collaborative teams begins with building agreement and alignment of the state standards with the Core Knowledge Sequence. Each departmental team collaboratively developed a year-long curriculum map, common assessments, unit plans, lesson plans and the criteria for measuring student proficiency levels.

Teams have created norms, roles, responsibilities and decision-making processes. Meeting agendas are driven by each team’s SMART goals, which are aligned with one or more school goals. Teams analyze lessons and student results which inform universal and targeted instructional strategies. Administration meets quarterly with each of the teams using the Learning by Doing handbook as resource to review and assess “the critical issues for teams.”

TCAP School Scores/State Scores

Grade: 6 Math Reading Writing Science Social Studies
Year 2012 94/61 97/73 93/56 N/A N/A
Year 2013 93/62 95/73 88/58 N/A N/A
Year 2014 88/61 94/71 88/57 N/A N/A
Grade: 7 Math Reading Writing Science Social Studies
Year 2012 85/53 95/68 90/62 N/A N/A
Year 2013 86/55 93/68 92/61 N/A N/A
Year 2014 84/55 92/69 89/61 N/A N/A
Grade: 8 Math Reading Writing Science Social Studies
Year 2012 82/52 95/67 90/55 83/49 N/A
Year 2013 88/51 93/67 91/56 86/49 N/A
Year 2014 83/52 93/66 91/56 N/A N/A

During the last four years, Kinard has ranked in the top five percentile among Colorado’s 563 middle schools in student achievement as measured by the Transitional Colorado Assessment Program (TCAP) in the areas of math, reading, writing and science. Kinard “exceeds” state expectations in all achievement areas and is Poudre School District’s highest performing middle school among nine middle schools, in all test areas, for all grade levels, in each of the three years, surpassing state averages by 20-30%.

Kinard is dedicated to providing students with a full and well-rounded curriculum. All students are required to take at least three semesters of art, music, physical education, technology, and 90% of our students complete at least one high school credited World Language course. 75% of our students successfully complete Algebra or Geometry by the end of their 8th grade year. Over 80% of our students achieve the honor roll and participate in an extra-curricular activity. Student attendance rate is 95%, and less than 1% of our 820 students receive a major disciplinary infraction. Kinard places the highest percentage of students in the district honors music program and has received state recognition in three of the last four years.

We continuously seek ways to involve our parents in the educational process. Each teacher has a personally developed web page which communicates curriculum, lessons and assessment information. Our parents devote over 4,000 hours each year of volunteer service to our school community which supports fundraising events, classroom activities and school accountability teams.


  • Blue Ribbon School Award 2015
  • Green Ribbon School Award 2013
  • John Irwin School of Excellence: Governor’s Award: 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014
  • “Official” Core Knowledge School designation: 2008, 2012
  • Winner of Energy Star Award (Most Energy Efficient School in State of Colorado)
  • Colorado Music Educators Association selection
  • Superior Rating in the state Band Music Nordic Invitational
  • LEED School Energy Efficiency
    • Colorado Environmental Leadership Award: 2011
    • Red Apple Recycling Grant: 2011
    • Bronze Achievement Award: 2012
    • Winner of Energy Star Award (Most Energy Efficient School in State of Colorado)
  • CHAMP (Character in Athletics Make it a Priority) Award: 2005-06
  • Math Counts: 7th place in the state: 2012
  • Lego Robotics State Champion: 2011
  • Science Olympiad Regional Competition Awards: 2011, 2012, 2013, 2014, 2015
  • District Chess Champions: 2012, 2013, 2014, 2015

District Athletic Championships

  • Tennis: 2005, 2006, 2007, 2008, 2009, 2010, 2012, 2013, 2014, 2015
  • Boys Cross Country: 2010, 2011, 2012
  • 8th Football: 2005, 2012
  • 7th Boys Basketball: 2008, 2009, 2011
  • 8th Boys Basketball: 2006, 2009, 2010
  • 7th Girls Basketball: 2006, 2009, 2015
  • 8th Girls Basketball: 2010
  • 7th Girls Volleyball: 2006, 2009, 2010, 2013, 2014
  • 8th Girls Volleyball: 2007, 2010, 2011, 2012, 2013, 2014, 2015
  • Golf: 2008, 2009, 2010, 2014, 2015
  • Boys Track: 2006, 2012
  • Girls Track: 2012