A new staff survey presentation shows mixed conditions across the Montezuma-Cortez School District, with some schools reporting gains in climate and leadership while districtwide concerns remain around student support.
The Teaching and Learning Conditions Colorado survey, or TLCC, had a 99.6% response rate in the district, with 242 of 243 eligible staff responding.
According to a presentation to the District Accountability Committee, districtwide results showed opportunities for improvement in several areas, including social-emotional learning, gifted student support, student behavior and family engagement.
On social-emotional learning, 63% of districtwide responses were positive. That is down 11 points from 2024, and 19 points below the state average.
Support for gifted students was also flagged as an area of concern. Districtwide, 55% of responses were positive on whether gifted students are supported in school, which was 22 points below the state average.
The presentation also included concerns around district leadership. Among a small group of respondents that included charter leaders, principals and assistant principals, 71% gave positive responses on whether district leaders take steps to solve problems. That was down 18 points from 2024. Positive responses on trust and mutual respect between district and school administration were at 63%, down 27 points from 2024.
The survey also showed areas of strength.
At Montezuma-Cortez High School, several categories improved sharply from 2024, including staff evaluation, staff leadership, professional climate, support for staff wellbeing and professional development. The presentation also says support for students with disabilities at the high school rose 24 points from 2024, with 76% positive responses.
At Montezuma-Cortez Middle School, several categories scored above the state average. Professional climate and staff leadership each received 93% positive responses. Shared responsibility for student learning received 91% positive responses.
The presentation also noted concerns at some individual schools. At Kemper Elementary, 41% of responses were positive on whether the school provides effective social-emotional supports for students who need them. At Lewis-Arriola Elementary, 46% of responses were positive on whether students’ social-emotional learning is adequately supported.
For Mesa Elementary, the District Accountability Committee said staff responses showed a large decline from prior years, but said the data may be anomalous because the school was in the middle of a leadership change during the survey window. The committee recommended treating the 2026 results as a baseline for school and district leadership.
The District Accountability Committee listed possible solutions for further consideration, including dedicated personnel to support student behavior and gifted students, more relevant professional development and more consistent communication between schools and families.
