| The district has established a strong, coherent curricular framework grounded in the Three C approach (Context, Content, Cognition), which is aligned with Colorado Academic Standards and routinely updated to reflect changes in those standards. | There is an opportunity to deepen secondary teacher engagement with district curriculum documents and build confidence that the curriculum is meeting all students’ needs |
| Teachers demonstrate high levels of standards literacy, with nearly all reporting a clear understanding of the Colorado Academic Standards and a strong majority actively using district curriculum documents to guide instruction. | Sharing the curriculum vision and structure with families could strengthen the community’s connection to the district’s educational direction |
| The curriculum is collaboratively developed through staff content teams supported by CMSI training, with comprehensive resources (e.g., units, scope and sequence, domain maps, training videos) housed in a shared repository and reinforced through visible domain maps across school spaces. | Increasing accessibility of curriculum materials to families and the broader community represents a meaningful next step in fostering transparency and shared understanding of learning goals. |
| Teachers perceive the curriculum as responsive to diverse student needs and view curriculum alignment work as a meaningful form of professional learning. | Ensuring consistent visibility of domain maps across all school spaces will further reinforce the presence and coherence of the district’s curriculum. |
| Across classrooms, there is strong evidence of a rigorous and engaging instructional environment: teachers hold high expectations, use a wide range of effective strategies (e.g., high-level questioning, cooperative learning, problem-based tasks), and implement structured practices such as formative assessment and gradual release. This results in high levels of student engagement, visible cognitive demand, and consistent connections between learning activities and objectives. | There is an opportunity to increase consistency in the quality of student engagement across classrooms, particularly at the secondary level, while strengthening culturally and linguistically responsive practices to ensure all students feel seen, valued, and supported. |
| Students demonstrate clear understanding of expectations for success and actively participate in learning, applying academic language, higher-order thinking, and prior knowledge. Teachers further support this through responsive practices such as active listening and scaffolding, while students and families identify interactive, hands-on, and choice-based learning as key drivers of engagement. | Continued growth in targeted support systems is needed, including expanding capacity for Multilingual Learner/ELL programming, enhancing supports for English Learners and students with disabilities, and fostering more consistent emotional safety across all school environments. |
