Additional Academic Master Plan Details
Why is There a Need for a District Plan?
- Families within the District 11 enrollment boundary are choosing schools and programs other than District 11’s
- Our current programming is not equitably accessible to all of our families
- Programming and pathways need to be strategically located in the District
Acronyms & Terms
AMP: Academic Master Plan
AP: Advanced Placement, college level credit courses offered at high schools
CDE: Colorado Department of Education
CTE: Career and Technical Education
DLIP: Dual Language Immersion Program
FMP: Facility Master Plan
GMP: Gifted Magnet Program
IB: International Baccalaureate
OEE: Outdoor Environmental Education
PRE-K: Pre-school and kindergarten
STEM: Science, Technology, Engineering, and Math
VPA: Visual & Performing Arts/Arts Integration
GLOSSARY OF TERMS
Aligned Programming Pathways: Business and Industry Engagement: Establish a structured, sustainable process through which education and employer communities come together and use economic development data to set priorities. Career Pathways: Design and implement policies and related strategies to strengthen and scale career pathways that span secondary and postsecondary levels, include rigorous core academic and career-technical content, provide high-quality work-based learning opportunities and culminate in credentials that open doors to high-skill, high-demand jobs.
Capacity: the number of students a school building can hold.
Career and Technical Education (CTE): An education pathway that provides direction and instruction in areas leading to careers, work preparation, and life skills.
Career Wheels: In Middle Schools, career wheels allow students to explore the world of work by offering instruction in CTE opportunities.
Concurrent Enrollment (CE)provides high school students with the opportunity to enroll in postsecondary (or college-level) courses and earn credit in high school and college, at no cost to them for tuition. Depending on availability, students may take concurrent enrollment classes in their high school, on a college campus or online. Concurrent Enrollment also includes postsecondary Career and Technical Education (CTE) courses, enabling student to earn credit that can be applied toward a technical certificate or degree.
Dual Language Immersion Program (DLIP): This is a method of teaching a second language in which the learners’ second language (L2) is the medium of classroom instruction. Through this method, learners study school subjects, such as math, science, and social studies, in their L2. The main purpose of this method is to foster bilingualism.
Enrollment: The number of students attending a particular school or division.
Ethnicity: A socially defined category of people who identify with each other based on a perceived shared social experience or ancestry. Membership of an ethnic group tends to be associated with and ideologies of shared cultural heritage, ancestry, history, homeland, language or dialect, and with symbolic systems such as religion, mythology and ritual, cuisine, dressing style, physical appearance, etc.
Expanded College Options: The ability for a student to hold concurrent enrollment with a college while attending high school or by articulation with another school for credits toward graduation and/or a degree or certification.
Extended Studies or Dual Credit (DC) opportunities are courses that are usually taken at the high school where the student is enrolled, and for which the student has the opportunity to earn both Carnegie units (high school credit) and college credit. Students must meet both the Local Education Provider (LEP) and Institution of Higher Education (IHE) qualifications for enrollment. Extended Studies may be offered both on and off campus. Successful completion of extended study course work may be included on the student’s official high school transcript.
Gifted Magnet Program (GMP): The District 11 Gifted Magnet Program fosters academic talent and provides social-emotional support in an immersive program housed at two elementary and two middle schools throughout the district. Students are accepted into the GMP based on a variety of assessment results.
International Baccalaureate: A non-profit, certified program for students aged 3 to 19 that seeks to “develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world.”
Magnet Schools: These are public schools with specialized curriculum. These schools draw students from across the normal boundaries of the district and are free and open to anyone, especially to attract students or groups of students who are marginalized as defined by the D11 Equity Policy. Magnet schools are accountable to state standards.
Quality Neighborhood Schools: D11 is committed to providing a quality neighborhood school to every family regardless of zip code, to include the following:
- Effective Leadership
- Collaborative Teachers
- Supportive Environments
- Ambitious Instruction
- Involved Families
Schools of Innovation: Schools applying for innovation status will leverage unique strengths and local partnerships to design and implement a responsive community school model based on personalized interests and needs of students, educators, and families.
STEM: The entire school’s focus is on STEM and every student participates in a curriculum of science, technology, engineering, and mathematics. A STEM program within a larger school: Some schools create STEM academies within their schools that allow interested students to study STEM in more depth.
Online School: (virtual school or e-school or cyber-school): This program teaches students entirely or primarily online or through the Internet. It has been defined as "education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students.”
Outdoor Education: Outdoor education aims to develop an environmentally literate citizenry by fostering stewardship of the planet and exploring present and future environmental challenges. Through the lens of all disciplines, students investigate the interconnection between humanity and the natural world while developing a sense of place using essential skills such as critical thinking and innovative problem-solving.
Pathways: Vertically aligned programming that spans multiple schools in every grade level to build a student’s knowledge and competencies in a specific content area.
Visual & Performing Arts/Art Integration (VPA): By creating an innovative space in which students can express themselves through the arts, this integration promotes personal development, active citizenship, mental, physical, spiritual, and emotional well-being of self and others, as well as self-sustainability, and an understanding of competitiveness and employability.
Work-Based Learning: Work-based learning is a continuum of activities that occur, in part or in whole, in the workplace, providing the learner with hands-on, real world experience. It combines skill development with training opportunities and is a key strategy in Colorado for developing talent and preparing Coloradans for the workforce and evolving labor market. Work-based learning (WBL) programs are instrumental in quality career pathways that enable students and job seekers to secure industry-relevant skills, certifications, and credentials and advance to higher levels of education and employment.
AMP COMMUNITY SURVEY
Please take a moment to complete the survey to help guide us as we build out the Academic Master Plan priorities:
- Academic Master Plan Community Feedback Form (English)
- Formulario de comentarios de la comunidad del plan maestro académico (español)
- Presentación de AMP a la Junta Escolar 14 de abril de 2021 (español)
- AMP Community Update March 29 & 30, 2021
- AMP Community Update March 15 & 16 2021
- Board of Education Presentation 2/17/21
- Community AMP Presentation, December 2020
Plan Maestro Académico: Novedades de la comunidad, Diciembre de 2020
Will students have a voice in the process?
Yes. We encourage students to be a part of the experience! They can express the programs, pathways, and subject matter which are most important to them and that which has made the most impact on their lives.
How will you ensure engagement with our Spanish-speaking community members?
Surveys and documents will be available in Spanish. Translation and interpretation services will be provided as needed.
Do you envision closing any schools?
The Academic Master Plan (AMP) is not about closing schools; it is about providing a quality, meaningful, and life-preparatory education at every site in D11.
Will this make D11 more competitive with surrounding districts?
The AMP will provide the framework for the programs that D11 will offer its students and families. We believe this framework will provide a diversity of educational options and pathways that will engage families within our community as well as those beyond our borders who are seeking the options D11 may afford them.
Is COVID-19 impacting the Academic Master Plan?
Yes. Due to the pandemic, it was impossible to hold in-person World Cafes, a forum previously used to bring the community together for face-to-face discussions. The District held WebEx meetings in the 2020-21 school year to continue the gathering of information from our community and staff, as well as utilizing surveys.
QUALITY NEIGHBORHOOD SCHOOLS
Will pre-school remain in neighborhood schools?
Yes, D11 considers early education imperative for the success of students and to maintain neighborhood schools.
DISTINCTIVE PATHWAY SCHOOLS AND PROGRAMS
Why is the district considering STEM instead of STEAM?
The "A" in STEAM stands for Arts. D11 is committed to arts education and ensuring high-quality, equitable access to the visual and performing arts in all neighborhood schools. This art instruction is considered essential at the elementary level. In addition, D11 has identified two arts integration pathway schools at the elementary level. Columbia and Martinez Elementary Schools will launch their Arts Integration Pathways in the fall of 2023.
Where does preschool fall in the pathway schools?
Preschools will be under consideration when implementing pathway schools and programs. There are different rules for preschools that will need to be taken into consideration.
Are we waiting to hear from the community to prioritize other pathway school programs in the 5-year plan?
Yes, we want to review and utilize the prioritization data coming from the community.
What would some of these pathway school programs look like?
A wide range of opportunities is being considered for future implementation. Stay tuned for more information!
If a school becomes a pathway school, what happens to the students who currently attend the school?
Students who live in the area of a newly designated pathway school may continue to attend that school. At this time, we are not considering potential school boundary changes.
- Demographer’s 2018 Report
- World Cafés Results from October, 2019
- Pikes Peak Business Education Alliance 2019 Employment Study
- District 11 Capacity Committee Fall 2019 Recommendations
- What is the purpose of an Academic Master Plan?
- What is the process and timeline for the Academic Master Plan?
- What is the vision for D11 and how will the AMP tie to this vision?
- How will the plan be implemented?
- Who will provide input on the development of the AMP?
- Will teachers and administrators have a voice in the process?
- Will students have a voice in the process?
- How will you ensure engagement with our Spanish speaking community members?
- Do you envision closing any schools?
- Will this make us more competitive with surrounding district?
- Is COVID-19 impacting the Academic Master Plan?
- How can we be a part of the future planning once specific priorities are chosen?
- Why is the district considering STEM instead of STEAM?
- Where does pre-school fall in the magnet schools?
- Are we waiting to hear from the community to prioritize other magnet school programs in the 5-year plan?
- What would some of these magnet school programs look like?
- If a school becomes a magnet school, what happens to the kids who attend there now?
- Could a school have 2 different magnet programs?