Sierra High School opened in 1984 on the southeast side of Colorado Springs. The mission developed by an administration team for students and staff at Sierra is ?Excellence in Every Endeavor.? Our goal is to teach students how to think, and not what to think, while changing the narrative on what students are capable of achieving through targeted instruction and holistic development. When one chooses Sierra High School, they choose a community school steeped in tradition, where unique talents and…
gifts are exposed, examined, and explored in academics, athletics, and the arts. As Sierra maintains Improvement status, our school continues to follow a block schedule while expanding the Pre-AP philosophy to become a premier Pre-AP campus. Becoming a premier Pre-AP campus means Pre-AP for all, and we continue to offer the following Pre-AP courses: English I, English II, Algebra I, Geometry, Algebra II, Chemistry, Biology, and World History. This verified framework raises both our floor and ceiling and pairs seamlessly with other opportunities within the school including: Advanced Placement, Concurrent Enrollment, Gifted Education, AVID, CSU Alliance, Pikes Peak State College?s D2 Promise, and Career and Technical Education (CTE). In order to adjust to the changing demands of Colorado?s job market, students taking CTE courses now have the opportunity to graduate with certificates that showcase their workforce readiness in areas such as: Microsoft Office Suite Specialist, Athletic Training, Patient Care Technician, Adobe Photoshop, Microsoft Office, ServSafe Hood Handlers, ServSafe Certified Restaurant Professional, ServSafe Food Handlers, SB2 Safety, Ford Motor Company, SnapOn, NCCER Industry, HBI Assessments, and CompTIA Security+. In embodying ?Excellence in Every Endeavor,'' and providing students with rigorous content and pathways, Sierra boosts a campus of future community leaders, innovators, and socially conscious thinkers lead by a dedicated and skilled faculty and staff. Furthermore, we celebrate one of the most diverse learning environments in the state of Colorado. We serve over 900 students, and in 24-25, 84.8% of our population identified within a minority category of which 56.23% were Hispanic, 17.32% were Black, 7% were Two or More Races, 2.14% were Asian, .59% were American Indian, 1.42% were Hawaiian or Pacific Islander, and 15.3% were White. Roughly 21.6% of Sierra students were identified as having an IEP, and 32% of students were flagged as active multi-lingual learners. Additionally, around 72.5% of students qualify for Free or Reduced meals. When developing a Unified Improvement Plan, it is imperative that multiple stakeholders are involved. An initial draft of Sierra High School?s UIP was crafted by an administrative team that included the school?s principal, three assistant principals, athletic director / assistant principal, and instructional coordinator. This draft was then taken to the school?s Teacher Leaders and School Accountability Committee in a joint session to identify areas of improvement, alignment, and approval. From there, the plan was submitted to district personnel for feedback and edits before a final draft was submitted to the Colorado Department of Education.
Accredited with Distinction - This is assigned to the highest performing districts. These districts are meeting or exceeding expectations on the majority of performance tasks.
Accredited - Districts with an overall rating of Accredited are meeting expectations on the majority of performance metrics.
Accredited with Improvement Plan - These districts are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Accredited with Priority Improvement Plan - These districts are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Turnaround Plan - These districts are identified as among the lowest performing districts in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Insufficient State Data - These districts are assigned this accreditation rating when the state does not have enough data to report publicly. To better understand why a district received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.
School Ratings
Performance Plan - Schools with a Performance Plan are meeting expectations on the majority of performance metrics.
Improvement Plan - These schools are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Priority Improvement Plan - These schools are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Turnaround Plan - These schools are identified as among the lowest performing schools in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Insufficient State Data - These schools are assigned this plan type when the state does not have enough data to report publicly. To better understand why a school received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.