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Gifted & Talented

You have indicated that your student may require a school that offers gifted & talented programming.

All DCSD Schools personalize learning to meet the needs of a full continuum of learners. Each of our schools provides programming for high-ability learners through a variety of programing practices, including curriculum compacting, content acceleration, and flexible and cluster grouping. For students whose needs are more intensive than can be met in the traditional classroom setting, the District offers the center-based Discovery Program.

We encourage parents to begin by talking to your teachers or principal. For families new to our district, we encourage you to explore the Gifted & Talented pages on the DCSD website https://www.dcsdk12.org/gifted-and-talented.

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English Language Development

You have indicated that your student may require a school that offers a English Language Development program.

All DCSD Schools personalize learning to meet the needs of a full continuum of learners. English learners are served through a variety of programming options based on their individual learning needs. Practices include collaboration, coaching, co-teaching, and direct English language development and content instruction.

We encourage parents to begin by talking to your teachers or principal. For families new to our district, we encourage you to explore the English Language Development pages on the DCSD website https://www.dcsdk12.org/English-Language-Development.

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Literacy InterventionLiteracy Intervention

You have indicated that your student may require literacy support.

All DCSD Schools personalize learning to meet the needs of a full continuum of learners.

We encourage parents to begin by talking to their teachers or principal.

You can learn more about DCSD’s Literacy Intervention programming by visiting https://www.dcsdk12.org/educational-programming-and-services/literacy-in....

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Special Education

You have indicated that your student may require a school that offers special education services.

All DCSD Schools personalize learning to meet the needs of a full continuum of learners, including those who have Individualized Education Program (IEP) or a 504 plans.

Universal and targeted special education support and services are delivered at all school sites within the framework of moderate needs support and itinerant services. Itinerant services include mental health, speech-language, behavior support team, autism assessment and training team, occupational therapy, physical therapy, assistive technology, vision, deaf hard of hearing, and audiology.

Consistent with our mission of empowering all students to achieve world-class outcomes by providing specialized instruction & services, the Special Education Department also provides an intensive level of support in center-based programs for students who experience significant support needs, serious emotional disabilities, deaf and hard of hearing, and autism. Center-based programming is designed to enable students to build the skills required to access and make progress in the general curriculum/environment to the fullest extent possible.

If you believe your student may require additional support, begin by speaking to a teacher or principal.

You can learn more about DCSD’s Special Education department by visiting https://www.dcsdk12.org/special-education.

Close

Gifted & Talented

You have indicated that your student may require a school that offers gifted & talented programming.

All DCSD Schools personalize learning to meet the needs of a full continuum of learners. Each of our schools provides programming for high-ability learners through a variety of programing practices, including curriculum compacting, content acceleration, and flexible and cluster grouping. For students whose needs are more intensive than can be met in the traditional classroom setting, the District offers the center-based Discovery Program.

We encourage parents to begin by talking to your teachers or principal. For families new to our district, we encourage you to explore the Gifted & Talented pages on the DCSD website https://www.dcsdk12.org/gifted-and-talented.

Close

English Language Development

You have indicated that your student may require a school that offers a English Language Development program.

All DCSD Schools personalize learning to meet the needs of a full continuum of learners. English learners are served through a variety of programming options based on their individual learning needs. Practices include collaboration, coaching, co-teaching, and direct English language development and content instruction.

We encourage parents to begin by talking to your teachers or principal. For families new to our district, we encourage you to explore the English Language Development pages on the DCSD website https://www.dcsdk12.org/English-Language-Development.

Close

Literacy InterventionLiteracy Intervention

You have indicated that your student may require literacy support.

All DCSD Schools personalize learning to meet the needs of a full continuum of learners.

We encourage parents to begin by talking to their teachers or principal.

You can learn more about DCSD’s Literacy Intervention programming by visiting https://www.dcsdk12.org/educational-programming-and-services/literacy-in....

Close

Special Education

You have indicated that your student may require a school that offers special education services.

All DCSD Schools personalize learning to meet the needs of a full continuum of learners, including those who have Individualized Education Program (IEP) or a 504 plans.

Universal and targeted special education support and services are delivered at all school sites within the framework of moderate needs support and itinerant services. Itinerant services include mental health, speech-language, behavior support team, autism assessment and training team, occupational therapy, physical therapy, assistive technology, vision, deaf hard of hearing, and audiology.

Consistent with our mission of empowering all students to achieve world-class outcomes by providing specialized instruction & services, the Special Education Department also provides an intensive level of support in center-based programs for students who experience significant support needs, serious emotional disabilities, deaf and hard of hearing, and autism. Center-based programming is designed to enable students to build the skills required to access and make progress in the general curriculum/environment to the fullest extent possible.

If you believe your student may require additional support, begin by speaking to a teacher or principal.

You can learn more about DCSD’s Special Education department by visiting https://www.dcsdk12.org/special-education.

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eDCSD

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At eDSCD, we understand that not all students thrive in a traditional public school because not all students learn the same way. Colorado Cyber uses cutting edge technology and a high-quality curriculum to offer a rigorous online school option for students looking to reach their full potential. In the Douglas County School District – one of the highest-achieving districts in Colorado – we’ve created a new approach to education. Students enrolled in Colorado Cyber can learn at any time and at their own pace, while also having access to support, feedback and guidance throughout their online experience. This highly interactive K-12 online school encompasses communication, collaboration and feedback from a full time staff of DCSD highly qualified teachers.

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School at a Glance
Attendance Line: 
(303) 387-9465
Principal: Kristy Hart
Calendar: Conventional
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School At A Glance

312 Cantril Street
Castle Rock, CO 80104
United States
Phone: (303)387-9465
Fax: (303)387-9544
Principal Name: Kristy Hart

School Life

School Size: 
Small
Open program capacity depending on time of enrollment.
Open Enrollment Status: Accepting
Admission Criteria
Students will go through an admission interview and screening to determine proper placement. Criteria for successful admission include: ability to work in a self-paced environment, self advocating, time management skills, proficient with technology, and have an academic support system.
Class Size Philosophy: 
Teacher to student ratios are kept below average district numbers in order to allow teachers the ability to work with students to create personalized learning plans, use differentiation and work one-on-one or in small groups.
School Amenities and Building Resources
School Amenities
Counseling Center
Full time SPED, psychologist and counseling staff.
Garden
Innovation Spaces
Resources
Summer School
Two 3-week intensive summer sessions in which students enroll for the purpose of grade replacement or acceleration.
Student Wellness
District-Level: Prevention & School Culture
Implemented Student Wellness & Prevention Framework
Sustainability
Energy Conservation
Quick Facts
School Type: 
Calendar: Conventional
Flexible School Hours
Students work on semi-self paced schedule. Students are required to log in, attend virtual classes and submit assignments in each class each week. There are no minimum number of hours required for attendance if students are successful online learners.
Time Allotment
Art Allotment: 
Flexible
Lunch: 
Flexible
Music Allotment: 
Flexible
Physical Education Allotment: 
Flexible
Recess: 
Flexible
Technology: 
Introduction to Computer Science / Programming Intermediate Computer Science / Programming Multimedia 2 - Web Design Multimedia 2 – 3D Art and Animation
Technology Allotment: 
Flexible
Information Technology
One to one computer check out available for full time students.
Personally Owned Devices Allowed
Support Staff
Professional Learning Specialist
Psychologist
Social Worker

Personalized Learning

Meeting the Unique Needs of All Learners

The Douglas County School District is dedicated to serving a full continuum of learners, where students feel safe, valued and connected in order to reach their highest potential.

English Language Development

ESL specialists and content teachers make instructional decisions to ensure that English Language development and content learning occurs throughout the school day.

Gifted and Talented

Gifted education contact will collaborate and/or consult with classroom teachers to appropriately extend the content for identified gifted learners.

Literacy Intervention

Content teachers and literacy interventionists collaborate to provide specialized reading and writing support.

Health Services

Providing for the needs of students with an emphasis on those with health challenges, so that all students have an equal opportunity to excel.

In a multi-tiered system of support, Health Services provides:

  • Medical training and support to school personnel
  • Prevention efforts for communicable diseases
  • Advocacy for students with health concerns
  • Implementation of accommodations so students can focus on learning, including case management for students with intensive care needs

School nurses are healthcare connectors who keep students in classrooms, ready to learn.

Special Education

Universal and targeted special education support and services are delivered at all school sites within the framework of moderate needs support and itinerant services. Itinerant services include mental health, speech-language, behavior support team, autism assessment and training team, occupational therapy, physical therapy, assistive technology, vision, deaf hard of hearing, and audiology.

Consistent with our mission of empowering all students to achieve world-class outcomes by providing specialized instruction & services, the Special Education Department also provides an intensive level of support in center-based programs for students who experience significant support needs, serious emotional disabilities, deaf and hard of hearing, and autism. Center-based programming is designed to enable students to build the skills required to access and make progress in the general curriculum/environment to the fullest extent possible.

School Performance

State Testing
Transitional Colorado Assessment Program (TCAP)

Math

Third grade: 75% Proficient and Advanced

Fourth grade: 0% Proficient and Advanced

Fifth grade: 50% Proficient and Advanced

Sixth grade: 17% Proficient and Advanced

Seventh grade: 27% Proficient and Advanced

Eighth grade: 41% Proficient and Advanced

Ninth grade: 19% Proficient and Advanced

Tenth grade: 18% Proficient and Advanced

Reading

Third grade: 67% Proficient and Advanced

Fourth grade: 20% Proficient and Advanced

Fifth grade: 67% Proficient and Advanced

Sixth grade: 50% Proficient and Advanced

Seventh grade: 33% Proficient and Advanced

Eighth grade: 52% Proficient and Advanced

Ninth grade: 41% Proficient and Advanced

Tenth grade: 58% Proficient and Advanced

Writing

Third grade: 25% Proficient and Advanced

Fourth grade: 0% Proficient and Advanced

Fifth grade: 50% Proficient and Advanced

Sixth grade: 33% Proficient and Advanced

Seventh grade: 27% Proficient and Advanced

Eighth grade: 44% Proficient and Advanced

Ninth grade: 38% Proficient and Advanced

Tenth grade: 42% Proficient and Advanced

Other Assessments
AP (Advanced Placement)
AP - # of Courses Offered: 
4
State Resources

Parent Involvement

School Accountability Committee
In Colorado, it is a statutory requirement for every school to have a School Accountability Committee (SAC). The Education Accountability Act of 2009 SB 09-163 and the Rules for the Administration of Statewide Accountability Measures (Updated April 11, 2013) state that the SAC shall have the following powers and duties: Making recommendations to the principal on the school priorities for spending school moneys, including federal funds, where applicable. Making recommendations to the principal of the school and the superintendent concerning preparation of a school Performance or Improvement plan, if either type of plan is required. Publicizing and holding a SAC meeting to discuss strategies to include in a school Priority Improvement or Turnaround plan, if either type of plan is required, and using this input to make recommendations to the local school board concerning preparation of the school Priority Improvement or Turnaround plan prior to the plan being written. Publicizing the district’s public hearing to review a written school Priority Improvement or Turnaround plan. Meeting at least quarterly to discuss whether school leadership, personnel, and infrastructure are advancing or impeding implementation of the school’s Performance, Improvement, Priority Improvement, or Turnaround plan, whichever is applicable, and other progress pertinent to the school’s accreditation contract. Providing input and recommendations to the DAC and district administration, on an advisory basis, concerning principal development plans and principal evaluations. (Note that this should not in any way interfere with a district’s compliance with the statutory requirements of the Teacher Employment, Compensation and Dismissal Act.) Publicizing opportunities to serve and soliciting parents to serve on the SAC. Assisting the district in implementing at the school level the district’s parent engagement policy. Assisting school personnel to increase parents’ engagement with teachers, including parents’ engagement in creating students’ READ plans, Individual Career and Academic Plans, and plans to address habitual truancy.
Frequency: 
Monthly
Meeting: 
First Friday each month at 12:30 pm.