Programming Model

Cherry Creek Schools 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 on the 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.
  • CCSD is committed to appropriately matched programming for neurodiverse students through our formalized Program Model Rubric at each level, i.e., Elementary, Middle School, High School 
  • 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 Design

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
• 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