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Long-Range Plan

In 2009, the Cheyenne Mountain School District Board of Education began working on a comprehensive long-range plan designed to help guide future governance, practice, and decision-making in the District.

Designed as a four-stage process, it is the Board’s intent that the plan will enable the District to further its mission of providing a safe learning environment that empowers each student to be a contributing citizen by assuring personal and intellectual development, and to meet our expectation that every school, every classroom, and every student achieves…no exceptions…no excuses.

Five Priorities Driving the Need to Develop a Long-Range Plan

  1. Ensuring our graduates are prepared to the best of their abilities to be highly successful at higher levels of education or in the workforce.
  2. Supporting a safe and healthy learning environment.
  3. Continuing to maintain both high levels of achievement and high levels of growth on external measures of accountability.
  4. Learning, along with our community, what it will take for the Cheyenne Mountain School District to appropriately adapt to an ever-changing future.
  5. Realizing the Superintendent’s Vision of building on Cheyenne Mountain’s tradition of being a district of excellent schools and establishing an excellent school district.

Technology and Facilities Capital Investment Plan

Working to develop the long-range plan goals of (1)  incorporating technology into classroom instruction and (2) providing facilities that reflect and support our value for academic achievement and growth is the focus of an extensive strategic plan and public process that began in January 2013.  Specifically detailed in the focus areas of Academic Achievement and Growth and Fiscal Responsibility, these two goals will be addressed through two parallel processes facilitated by professional consultants.  Led by facilitators from Accelerating Potential, LLC, a District 12-based firm specializing in community engagement, this process will result in a single report by fall of 2014 that will integrate both goals to inform decisions on technology plans and expenditures, capital improvements, and potential bond issue requirements.

Click here to view a blueprint of the Cheyenne Mountain School District 12 Capital Investment Plan.

Stage Four: Implementation, Evaluation, and Recalibration

Time Line: On-going

Stage Four will span the implementation of all action plans and will include application of all measures of success and accountability. The results of these measures will result in the recalibration of each goal and measure in order to ensure continued work toward fulfilling our mission and meeting our expectation.

A full listing of goals, work priorities, and work accomplished identified for each focus area can be viewed by clicking on the following links:

Goals, Work Priorities, and Work Accomplished to Date:  Academic Achievement and Growth

Goals, Work Priorities, and Work Accomplished to Date: Highly Effective Instruction

 Goals, Work Priorities, and Work Accomplished to Date: Community Engagement

 Goals, Work Priorities, and Work Accomplished to Date: Safety and Wellness

 Goals, Work Priorities, and Work Accomplished to Date: Fiscal Responsibility

Stage Three: Action Planning

Time Line:  Fall 2010 / Winter 2011

Stage Three required the Board of Education, the District’s Leadership Team, and key staff and community stakeholders to identify initial work priorities in each focus area.  This work was conducted through a faculty academic summit held in December 2010 and a number of community forums held during January 2011.

 


Results of Community Forums and Academic Summit

Community Forum Results January, 2011

Academic Summit Results -December, 2010
 

Stage Two: Setting Direction

Time Line: Spring 2010

Stage Two of the plan involved the Board of Education and key stakeholders developing focus areas, value statements, and visions of success in response to data collected in Stage One.  The specific focus areas and supporting value statements and visions of success are:
 

Academic Achievement and Growth
We value a culture in which each student is afforded support to excel to his or her full potential, and to develop the ability to apply knowledge and skills through critical and independent thinking.

-Vision of Success-  
We will effectively meet the needs of a myriad of learners at all levels and of varied learning styles.  Every student will show evidence of reasonable growth each year in the core content areas of literacy, math, science, and social studies.
 

Highly Effective Instruction
We value highly effective instructional programs across all curricular areas.

-Vision of Success-  
We value a culture in which highly effective instruction is the norm.  We support professional development, educational resources, technology integration, and a collaborative culture to develop teachers that lead their colleagues to unrivaled accomplishments.
 

Community Engagement
We value proactive, productive and positive community engagement.

-Vision of Success-  
We will recognize and promote active participation by parents and community members that support the District’s mission, done in a manner that fosters trust, respect, understanding, accountability, and professionalism.
 

Safety and Wellness
We value a school environment free from impediment to student safety and wellness, and one in which students can develop the foundational skills needed for lifelong success.

-Vision of Success-  
To the best of our ability, we will strive to maintain a safe school environment, and build capacity  within our student body to facilitate reasoned decision-making with regard to physical, emotional, and social well-being.
 

Fiscal Responsibility
We value fiscal responsibility, transparency and adequacy in executing the District's mission.

-Vision of Success-  
We will have both the short-term and the long-term resources available to maintain and enhance the District’s tradition of excellence.
 

Stage One: Taking Stock

Time Line: December 2008 – May 2010

Stage One of the long-range planning process included a number of District and community-wide data gathering activities designed to help establish a baseline to understand our strengths, challenges, and possibilities.  These activities included Board of Education interviews with Cheyenne Mountain High School graduates, accountability surveys submitted to all District parents, an electronic survey of recent graduates, the 2009 Colorado Student Wellness survey, the District’s inaugural academic summit, a community survey of budget priorities, and multiple community forums. Summary results from many of these activities are included below:


Community Forum Results


Alumni Survey Results


Community Budget Priorities Survey Results


Academic Summit Results


2009 DAAAC Parent Survey Results


2010 DAAAC Parent Survey Results


Healthy Kids Colorado Survey Report


 

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