Poudre School District probes lagging on‑time graduation rates for students with IEPs; launches targeted outreach and transition supports

Poudre School District R‑1 officials told the Board of Education on Nov. 4 that students supported through individualized education programs (IEPs) are making year‑over‑year academic growth but are graduating on time at lower rates than both district peers and comparable Colorado districts, and the district outlined immediate and longer‑term steps to address the gap.

District Chief Institutional Effectiveness Officer Dr. Dwayne Schmitz said the district’s growth measures (NWEA MAP z‑gain analyses) show students with IEPs generally achieve “a year’s growth in a year’s time” but that achievement and graduation are distinct measures. "We see growth," Schmitz said during the presentation, "but our on‑time graduation numbers are not where we want them to be." (presentation start 06:45:32)

Dr. Jody Rommel, director of integrated services, told the board the district has opened new capacity — four classrooms this fall (three elementary autism center‑based classrooms and one middle‑school effective needs classroom) — and launched the Transition Pathways Academy (TPA) for 18–21 programming and an EEO (extended evidence outcomes) diploma pathway. Rommel said the EEO pathway allowed the district to award diplomas last May to students who previously would have received certificates of completion: "We graduated 18 students last spring" under the new pathway, she said. (presentation 06:45–07:15)

Why it matters: district staff presented three interlocking issues they say explain the on‑time graduation gap for students with IEPs — students not meeting graduation requirements within four years; prior constraints on 18–21 services that kept students in high school past age 18; and inconsistent systems and coding practices that affect how on‑time graduation is recorded. Dr. Rommel said 51 students with IEPs were still enrolled beyond their expected fourth year…