Sand Creek High School Academic Departments
Sand Creek Zone is building a zone-wide learning system with clear goals and well defined processes that are consistent throughout the zone. The learning system supports effective school innovation plans - plans designed to develop students with the attributes defined in the Sand Creek graduate profile. The zonewide learning system includes assessments designed to measure what is important and the progress of each school in achieving its goals and the goals of the innovation zone.
We're Building an Efficient and Effective Curriculum
The Sand Creek Zone possesses much curricular strength. However, in the present reality of shrinking revenue and State budget cuts, it is critical that our innovation zone identifies what it does best for students. It is also our goal to create a college-ready culture among our entire student body.
When developing a coherent focus for a K-12 innovation zone it is important to begin with the end in mind. In other words, what programs are currently producing student results at the high school level? Currently, Sand Creek High School has implemented a comprehensive fine arts and visual arts program. Current students have earned awards and recognition throughout the state in the fields of visual and performance art. Again, a golden opportunity exists in the Sand Creek Zone to fully develop a Business and Engineering pathway in which students can take multiple courses in Marketing, Business, Communications, Cyber Security, Graphic Design and Engineering.
Sand Creek High School is promoting instruction of the highest quality
Sand Creek High School will be comprised of Professional Learning Community schools. Our school will include collaborative teacher teams focused on student learning through the implementation of research-based instructional strategies, as well as committed to continuously improving student achievement results as measured by multiple assessments.Rick DuFour believes the creation of effective Professional Learning Communities (PLC) is a high-yield strategy in ensuring continuous improvement in student achievement. DuFour asserts, “There is growing consensus that the most promising strategy for sustained, substantive school improvement is developing the capacity of school personnel to function as a professional learning community.” Schools fully engaged as PLC’s intensely focus their efforts on addressing the following questions through their everyday means of conducting business:
Sand Creek High School is hiring and developing excellent teachers who fit the Sand Creek Zone teacher profile. Our teachers…
- What knowledge, skills, and disposition must each student acquire as a result of this course, grade level, and/or unit of instruction?
- What evidence will we gather to monitor student learning on a timely basis?
- How will we provide students with additional time and support in a timely, directive, and systematic way when they experience difficulty in their learning?
- How will we enrich the learning of students who are already proficient?
- How can we use our SMART goals and evidence of student learning to inform and improve our practice?
- Support the mission and vision of the Sand Creek Zone through their professional practice.
- Commit to developing successful and productive citizens through inquiry-based learning
- Model AVID strategies through instructional practices
- Know their content at a college level and to update that knowledge regularly
- Believe and demonstrate that all students can learn to high standards
- Effectively instruct, develop, and model 21st Century Skills in all students
- Facilitate student learning and results
- Use appropriate data to deliver high-quality instruction
- Provide relevant, application-based learning opportunities for all students
- Use technology to amplify the educational experience for all students
- Create and maintain an environment conducive to learning
- Deliver well-aligned curriculum, instruction, and assessment as defined by the zone and respective schools
- Motivate and engage students for post-secondary pursuits
- Develop and maintain excellent relationships with all students
- Commit to closing the achievement gap through sound interventions
- Use best instructional practices in an innovative fashion
SCHS Course Guide
Sand Creek Zone Graduation Requirements
Policy IKF specifies that graduation from District 49 must be based on demonstrated mastery of Colorado Academic Standards. One method of demonstrating mastery is successful completion of a sequence of courses. In the traditional model of earning credits toward graduation, each course is associated with an academic content area as well as a number of credits earned. The following table establishes the baseline expectations for credit-based demonstration of mastery toward high school graduation. In this model, one credit denotes the successful mastery of content that has traditionally been incorporated in a full year of study. Credit is awarded on a semester basis only and requires a passing grade of "D" or higher.
A class of 2019 or 2020 diploma shall be awarded to Sand Creek Zone students who earn the following credits by the of the 2018-2019 school year.
Content Area Credits English 4.0 Social Studies 3.5 Science 3.0 Mathematics (at high school) 3.0 Foreign Language 2.0 Technology 1.0 Fine Arts 1.0 Physical Education 1.0 Health 0.5 Elective Credits 6 Total: 25.0As stated in BOE policy IKF-R, "Graduation Requirements, Courses and Credits," Sand Creek Zone graduates who meet the following requirements will earn a college endorsement: Content Area CreditsEnglish*American Literature and English Literature required 4.0 Social Studies 4.0 Science
*Geometry and Algebra II required
4.0 Foreign Language
*Two years of the same language required
2.0 Fine Arts 1.0 Physical Education 1.0 Health 0.5 Elective Credits 6 Total: 26.5New Graduation Requirements Freshman & Sophomores 2018-2019
Under Colorado’s new graduation requirements, students will have to demonstrate competency in English and Math by scoring at or above the examination minimums set by the state from one of the following (in both content areas): ACT, SAT, Accuplacer, Advanced Placement, International Baccalaureate, ASVAB, or ACT WorkKeys. Mastery may also be demonstrated by the completion of a Capstone Project, earned Industry Certification, or successful completion of 100 level Concurrent Enrollment courses.
Students must also demonstrate mastery in each content area and earn a minimum of 24.5 credit to receive a high school diploma. Your student’s individual Pathway Plan (also known as ICAP) must be updated each year and will drive the counseling and advising of courses and credits for your student’s high school plan. Students must review pathway plans of study to meet college requirements, military requirements, and/or career and workforce readiness. Students wishing to continue onto post-secondary education will need to research the entrance requirements for that specific institution. Both two-year and four-year colleges and universities have different requirements and minimum exam scores.
Class of 2021 and beyond:
English 4.0 credits
Math 3.0 credits
Science 3.0 credits
Social Studies 3.5 credits (Civics is required for all plans of study)
Or Practical Arts 2.0 credits (determined by Pathway Plan)
Technology 1.0 credits
Fine Arts 1.0 credits
PE/Health 1.5 credits
Electives 5.5 credits
TOTAL ……………………….24.5 CREDITS
Menu of Options for English and Math
Mastery in the area of English and Math must be demonstrated by meeting one of the benchmark minimum scores once in both content areas. The Menu of Options include:
SAT 470 Accuplacer 62 on Reading Comprehension or 70 on Sentence Skills
ACT 18 AP 2
IB 4 ASVAB 31
ACT WorkKeys Bronze
SAT 500 Accuplacer 61 on Elementary Algebra
ACT 19 AP 2
IB 4 ASVAB 31
ACT WorkKeys Bronze
Capstone Project, Industry Certification and Concurrent Enrollment: Students may also demonstrate mastery in English and Math by completing a Capstone Project, earning an Industry Certification recognized by business and industry, and/or successfully passing an English Concurrent Enrollment course and/or Math Concurrent course with a C or higher. Please see BOE Policy IKF-R-1.
Section I: Instruction
Prior to the end of the school year, preferably by the February regular meeting, the Board of Education shall adopt a calendar for the following school year. The calendar shall specify the days during which district schools shall be in session, the days on which the district will close in observation of federal holidays, and the dates of major breaks.
The following criteria apply to the District 49 School Family Calendar and should be used when calculating instructional time:
The Board of Education is required by state law to determine the educational programs delivered in the schools of the district. Curriculum shall be aligned with the Colorado Academic Standards to ensure that each student is provided the educational experiences needed to achieve or exceed grade-level standards or complete the requirements and goals as listed on a student’s Individualized Education Program (IEP).
The Board believes a comprehensive health education program is an integral part of each student's education. The health education program should emphasize the functioning and proper care of the human body and encourage the development of lifelong, positive health habits. In addition, it should inform students about potential physical and mental health hazards they are likely to encounter in various life situations and help them make sound, intelligent decisions when they are confronted with choices that could affect their health or that of others.
Exemption will be granted from a specific portion of the health education curriculum on the grounds that the material taught is contrary to the religious beliefs and teachings or closely held personal beliefs of the student or of the student’s parent/guardian. If the request for the exemption is from a specific portion of the health education curriculum that concerns human sexuality, no reason must be given by the parent/guardian when requesting the exemption.
The Board of Education is dedicated to providing comprehensive programming for the identification and education of gifted students. Gifted students are those students between the ages of four (4) and twenty-one (21) whose abilities, talents and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. The Board believes that a quality instructional program that differentiates curriculum and instruction is essential so all students can learn and grow to their level of potential.
In keeping with the intention of the state of Colorado to offer educational opportunities to those children whose dominant language is other than English, the district shall provide suitable research-based language instructional programs for all identified English language learners in grades kindergarten through 12 in accordance with the requirements of state and federal statutes, Colorado State Board of Education rules and the Colorado Department of Education guidance.
The Board believes that to decrease student dropout rates, increase graduation rates and encourage all students to reach their learning potential, it is important to support students in planning for postsecondary and workforce opportunities throughout their education. To promote students’ postsecondary and workforce success and in accordance with state law, the district shall provide the following opportunities and information.
Implementation Plan for Student Individual Career and Academic Plans
The Board believes that students who wish to pursue postsecondary level work while in high school should be permitted to do so in accordance with this policy and accompanying graduation requirements for successful completion of approved postsecondary courses offered by institutions of higher education.
ASCENT is Concurrent Enrollment that extends the opportunity for postsecondary enrollment one year beyond the 12th grade year for qualified applicants.
As the governing body of the school district, the Board is legally responsible for the selection of instructional materials. Since the Board is a policymaking body, it delegates to the District’s professional personnel the authority for the selection of instructional and library materials in accordance with this policy.