Cheyenne County Re-5 (0520)
395 NORTH 5TH WEST
CHEYENNE WELLS, CO 80810
182
Total Students Served
2
Schools in District
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Superintendent:
Corey Doss
District Profile
About Cheyenne County Re-5 (0520)
A MESSAGE FROM:
Cheyenne County Re-5
2025-2026
Cheyenne County School District, located on the eastern plains of Colorado houses grades PK-12 in one building. The chief economic driver for the district is agriculture, oil, natural gas, and ranching. The district's student population ranges between 170-180 students when including preschool participation. Cheyenne County's average student/teacher ratio is 1:10.  The district has two full-time administrators, K-12 Superintendent/Elementary principal and a JH/HS Principal. Parental support and …
high academic expectations in the community drive student learning and test scores. Cheyenne County has 11.5% of the student population identified as special education, and 2.5% English Language Learner.  The district's high school encourages and participates in dual credit options in cooperation with Morgan Community College.  Each fall, the district begins to gather and organize data by reviewing performance measures using information and data from the DPF and SPFs including gaps noted in the performance framework results, and data collected when developing the UIP. These data sources include NWEA MAP, DIBELS, ACCESS and Star Early Literacy. In addition to summative, benchmark and progress monitoring data, classroom observations and assessments are considered as well, to support the decision making process of identifying needs. During instructional team meetings, teachers identify needs at the district, school, classroom, and individual student levels. Individual student needs are also considered at RTI meetings on an as needed basis throughout the school year. Findings in reference to the data review compilation and needs are shared with board members during monthly meetings.  The board tracks needs and wants throughout the year along with student performance levels and make adjustments to programs as needed.  The UIP is developed in consideration of improvement strategies to address the identified needs. In addition, Cheyenne Wells School District stakeholders have prioritized increased access to college coursework to provide more well-rounded opportunities for rural students. The district uses the process above as part of a cycle to develop and identify priorities and needs for the current school year and beyond. They have used the needs assessment process to allocate resources in the upcoming school year to provide supplementary interventions serving identified elementary school readers and mathematicians to support early identification, prevention, intervention and acceleration.   The DAC includes instructional staff, parents, community members and administrators. The DAC meets several times throughout the year to review data and monitor student progress and needs along with consortium activities and reports in reference to PD attendance, products and evaluations. They evaluate current programs and consider programs for the upcoming school year. Additional stakeholders attend board meetings and comment along with the school board when DAC reports are shared at board meetings. The superintendent also shares consortium needs assessment data and planned consortium activities with the DAC and school board for approval before signing the Federal fund allocations over to the BOCES to complete the application addressing programs in the upcoming fiscal year. During instructional team meetings, teachers identify needs at the district, school, classroom, and individual student levels. Individual student needs are also considered at RtI meetings on an as needed basis throughout the school year. Findings in reference to the data review compilation and needs are shared with board members during monthly meetings. The board tracks needs and wants throughout the year along with stakeholders who attend board meetings to provide input in the review of student performance levels and work with the administration and instructional staff to consider adjustments to programs as needed. The UIP is developed in consideration of improvement strategies to address the identified needs. The district conducts meaningful and effective outreach to all parents and family members and implements programs, activities and procedures for effective engagement of families through instructional staff data review, parent-teacher conferences and other family engagement events. Teachers have many methods to stay connected and receive input and feedback from parents using Class Dojo to text parents and receive information back from the parents. Every parent of a K-6 student receives a message from teachers on Tuesday. A high percentage of parents stop by the school frequently, and check in to discuss student progress with teachers and the administration. Community events support the district?s relationships with other stakeholders; for example, booster club activities to provide support for school events, community barbecue in the fall and spring and holiday themed celebrations. In addition, winter and spring programs are well attended by members of the community. All activities are supported by the local business community and school supporters.
Final 2025 Performance Rating
Average SAT & PSAT Scores
SAT Grade 11:
- -PSAT Grade 10:
- -PSAT Grade 9:
- -School Year: 2024-2025
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