5J Faces of Impact
Our chance to highlight staff who help shape the future — one student, one moment, one connection at a time.
March 2026 - Staff Teaming and Collaboration in Weld RE-5J
What Collaboration Means in Weld RE‑5J — and Why It Matters
In Weld RE‑5J, collaboration is more than a meeting on a calendar—it’s a commitment to ensuring every student learns at high levels. Drawing from recognized frameworks such as Colorado Multi-Tiered System of Supports (MTSS), Impact Teams, PLC+, and Professional Learning Communities, our staff works together with a shared purpose: to continuously improve instruction so all students experience success.
These practices create a culture where educators learn from one another, reflect on evidence, and take collective responsibility for student growth. Teams analyze what students know, design tasks that reveal learning, and take action when students need support or extension. This cycle helps teachers strengthen their craft while ensuring students in every classroom benefit from consistent, high‑quality instruction.
Collaboration in education is not unlike what we see in other high‑stakes fields—whether it’s a medical team coordinating patient care, pilots communicating in a cockpit, or athletes relying on one another to execute a play. In each case, success depends on shared goals, clear communication, and a belief that the team’s collective effort leads to better outcomes than working alone.
That same mindset anchors the work of our educators. When staff collaborate, students benefit from the combined expertise, creativity, and care of an entire team—not just one classroom teacher. This page highlights how staff across Weld RE‑5J come together to support students, elevate learning, and live out our commitment to continuous improvement.
Elementary Teaming
Teaming Cycle based on the Core Collaborative Impact Team Model.
Pioneer Ridge ES
Milliken ES
Elwell ES
Milliken IS
Pre-K Testimonials
Middle School Collaboration
Roosevelt Middle School - MTSS
At our middle school, teachers and staff work closely together to ensure every student has the support they need to learn and thrive. As part of our Multi‑Tiered System of Supports (MTSS), grade‑level teams— including core teachers, elective teachers, counselors, and special education staff—meet monthly to talk about how to best support students. These meetings are facilitated by the principal and focus on students who are regularly attending school.
Before each meeting, teachers identify students who may need additional academic or behavioral support, along with the specific skills those students are still developing. During the meetings, staff take time to look closely at each student’s strengths, celebrate what is working across classrooms, and explore new strategies that can help students grow. This process allows teachers to move from simply identifying concerns to taking action with targeted instruction and meaningful interventions.
These collaborative conversations help teachers learn from each other, share what is helping students succeed in different settings, and try new instructional approaches. The teamwork not only benefits students—it empowers staff to reflect on their practice and see the positive impact they can have when they work together.
By the time we headed into Spring Break, our teams had already discussed and developed action plans for nearly 130 students. This collective effort shows our commitment to ensuring every learner feels supported, challenged, and capable of success.
“From this collaborative opportunity staff have, we are seeing shifts and changes in kids. We are creating systems where we are making forward movement with kids.” Aspen Calvillo, RMS Principal
High School Collaboration
Roosevelt High School - 9th Grade Success Team
At Roosevelt High School, the transition into 9th grade is a defining moment in a student’s educational journey. To support students during this important year, the school has launched the 9th Grade Success Team—an early and growing system dedicated to ensuring freshmen start high school with confidence, consistency, and the support they need to thrive.
The team brings together the principal, assistant principal, the 9th‑grade counselor (who facilitates the group), and any staff member who teaches 9th‑grade classes. Every core subject area is represented by at least two teachers, and many elective teachers join as well. By focusing solely on freshmen, the team can identify student needs, celebrate successes, and act quickly on trends they see in grades, attendance, and academic progress.
A foundational belief guides this work: the actions of adults shape the student experience. The team examines how routines, expectations, and classroom structures can be aligned to help students feel confident, prepared, and ready to learn. This includes creating consistent expectations across classrooms, strengthening transitions from middle school, and ensuring students experience predictable, supportive learning environments throughout their day.
Early collaboration has already led to meaningful progress. When the team noticed that 35.6% of freshmen had at least one failing grade in October, teachers across subjects came together to coordinate support strategies. By the end of the semester, that number dropped to 28.2%, and the team has set a goal to reduce it further to 25%. The group also identified an increase in tardies, prompting discussions about belonging, routine, and scheduling to better set students up for success.
This work has had a powerful impact on staff collaboration. Teachers have aligned classroom routines to feel more familiar to students transitioning from middle school, strengthened common planning time within subject areas, and used shared data to inform instruction. Biology teachers, for example, set collective goals, analyzed results together, and adjusted their instruction for future units—changes that will influence curriculum planning for years to come. Teachers also identify students who may need additional support beyond the classroom, such as study hall or academic seminars, ensuring students don’t fall through the cracks.
Assistant Principal Karisa Hocke captures the heart of this effort, saying: “It’s realizing how powerful we really are. We all really love the kids, but sometimes we don’t realize that the things happening inside our rooms actually have a high influence on student experiences—and we can control those conditions.”
Midyear discussions have focused on balancing high expectations with high support. Through these conversations, teachers have recognized where supports need strengthening, where rigor can be increased, and what can be learned when a student thrives in one classroom but struggles in another.
The 9th Grade Success Team is already shaping a more consistent, responsive, and supportive experience for freshmen—and laying a strong foundation for their high school journey.
In February, RMS and RHS educators came together to strengthen student experiences, unify expectations, and ensure belonging when moving from middle to high school.
- January 2026 - Early Childhood in Weld RE-5J
- November 2025 - Elementary STEM
- October 2025 - RMS and RHS Music Team
- September 2025 - MES 1st Grade Team
