Search:
Programming Model


 

INTRODUCTION


The Cherry Creek School District provides a comprehensive continuum of programming available for students who have been identified as possessing outstanding talent and perform or demonstrate the potential to perform at remarkably high levels of achievement when compared with others of their age, experience and/or environment.  This continuum of service model is adapted from the 1998 National Research Center for Gifted and Talented and the 2005 Colorado State Programming Model; it is based on student area(s) of strength and learning needs.

 

A Comprehensive Continuum of Advanced Academic Programming:

  • Supports researched-based strategies which provide opportunities for rich, rigorous learning opportunities
  • Ensures continued academic growth and achievement for advanced learners and supports performance at levels commensurate with their abilities
  • Service delivery occurs at the student's neighborhood school for the most part.
  • Programming for advanced learners varies amongst schools across the district.
    • Cherry Creek is committed to site-based decision making as this practice supports the needs and values of each of its unique communities
    • The recognition and identification of advanced learners, the commitment to meeting their needs, and the dedication to maximize their academic performance remains a uniform priority.

THE DESGN

The Cherry Creek Comprehensive Continuum of Advanced Academic Programming is one component our instructional program that focuses on rigorous standards, 21st Century Learning Skills, innovative curriculum, evidence-based instructional strategies and aligned instructional materials.  There are many types of advanced academic programming options utilized throughout the district; however, the following is a list of the most widely used types within the district.

 

PROGRAM OPTIONS

  • Flexible Cluster Grouping – the flexible regrouping of students based on individual instructional needs.
  • Curriculum Compacting - an instructional strategy in which a student's grasp of a content area is frequently reassessed by the instructor, and following demonstration of mastery of the subject, the student is allowed to progress to the next level or is given more in-depth work in the same subject area
  • Acceleration (by grade and/or subject when appropriate) – moving at a faster pace through academic content, examples include:  early access to kindergarten, grade skipping, advanced placement classes, content area specific acceleration, concurrent enrollment at the high school level, postsecondary options (earning both high school and college credit for college courses completed), and early exit 
  • Differentiation – the modification of product, process, content, or environment based on a student's academic need and intellectual ability
  • Pull-out Classes – classes and activities held during the school day but outside the regular classroom setting
  • Push-in/Team Teaching – Teacher of Advanced Learners co-teaches with the General Education teacher
  • Advanced Placement – college level classes taught in high schools by qualified teachers; students are able to earn college credit if they pass the year-end exam at an advanced level
  • Advanced, Honors, and International Baccalaureate – advanced classes and program options offered at the secondary level by highly qualified teachers
  • Independent Study Projects – specially devised, individualized projects in the student's area of strength, interest, and/or passion area which enrich and/or enhance the student's academic experience; designed and monitored by a qualified teacher and/or mentor
  • Affective Support Classes – specially devised curriculum which addresses the social and emotional needs of advanced learners in a group and/or individual setting
  • Rigorous Enrichment Programs and Projects – additional opportunities for developing intellectual potential, such as Inside Out, Destination Imagination, STEM, and varied elective offerings

 

 

 

 

 

 

 

 

 

 


 

Copyright © Cherry Creek School District #5, 4700 S. Yosemite Street, Greenwood Village, CO 80111 | 303-773-1184
Cherry Creek School District No. 5 does not discriminate on the basis of race, color, national origin, sex, age or disability in admission to its programs, services or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The lack of English language skills shall not be a barrier to admission or participation in the district’s activities and programs. The Cherry Creek School District No. 5 also does not discriminate in its hiring or employment practices. This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance officer: District Compliance Officer or directly to the U.S. Department of Education, Office for Civil Rights, Region VIII, Federal Office Building 1244 North Speer Blvd., Suite #310, Denver, CO 80204.

You are now leaving the Cherry Creek School District (CCSD) portal. Please note that CCSD does not control nor can it guarantee the accuracy, relevance, timeliness, completeness, or appropriateness of any content contained on web sites and/or pages outside of the official CCSD portal. The information or opinions contained on these web sites and/or pages do not necessarily represent the views of the CCSD.

With access to the internet comes the availability of material that may not be of educational value or appropriate for students. While at school, CCSD has taken precautions to restrict access to inappropriate or harmful web sites. However, on the internet it is impossible to control all materials and limit all access to information that has no educational value. CCSD firmly believes that the valuable information and the interaction available on the internet far outweigh the possibility that users may procure material that is not consistent with the educational goals of CCSD.