Discovery High School (9560)
701 WIDEFIELD DRIVE
COLORADO SPRINGS, CO 80911
Alternative Education Campus (AEC).
64
Total Students Served
Grade 9 - Grade 12
School District:
Widefield 3 (0990)
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School Profile
About Discovery High School (9560)
A MESSAGE FROM:
Discovery High School
2025-2026
Discovery High School focuses on lifelessons and academic needs while servinghigh-risk populations and preparing themfor life beyond high school. We offer on-site classes and credit recovery programs that help students acquire the skills and knowledge necessary for success beyond secondary school. Students can work toward earning their high school diploma. We offer smaller class sizes andalternative attendance pathwaysincluding evening hours. All students who attend Discovery High School have a …
right to learn and experience success. The staff will create a positive learning environment and provide students with ample opportunities to succeed. We will also provide a setting where students will have the chance to experience the meaning of independent ideals, learn responsibility and self-discipline, and develop a personal value system by practicing it. At Discovery High School (DHS), we believe every student is unique and deserves an environment where they can thrive. As a Colorado Department of Education (CDE)-designated Alternative Education Campus (AEC), more than 90% of our students meet the state?s ?at-risk? criteria. This designation underscores the importance of our work, which involves providing individualized social-emotional support and targeted academic interventions to ensure that every learner has the opportunity to succeed. Discovery High School is a vibrant, diverse learning community. Our student body comprises 41.9% who identify as White, 32.3% who identify as Hispanic/Latino, 19.4% who identify as two or more races, 3.2% who identify as Black, 1.6% who identify as American Indian/Alaskan Native, and 1.6% who identify as Native Hawaiian or Other Pacific Islander. Traditionally, nearly 80% of our students qualify for free or reduced-price lunch (currently 55% for the 2025?26 year), reflecting the critical role we play in addressing both academic and non-academic needs. This diversity is a strength, enriching our culture and shaping the inclusive, student-centered approach that defines DHS. Our staff is central to the success of our students. The team includes a principal, counselor, seven teachers, an educational assistant, a campus supervisor, a social worker, and a graduation coach. Together, they ensure students receive personalized support, whether DHS is their chosen school or one recommended by others. A low student-to-teacher ratio enables small class sizes, fosters closer relationships, and provides tailored instruction to meet the diverse needs of our learners. A distinctive feature of our academic program is the Hexter system. Students complete coursework in six-week terms, earning credits in shorter intervals and accelerating progress toward graduation. This structure, combined with the support of our staff, enables students to recover credits efficiently and remain on track with district graduation requirements. The 2025?26 school year brought staff changes in our math instructor, campus supervisor, and educational assistant. Despite these transitions, 93% of staff have been with DHS for at least one year, reflecting stability and commitment within our team. The Unified Improvement Plan (UIP) is developed collaboratively with students, families, staff, and district stakeholders. DHS engages stakeholders in multiple ways: Students provide input during monthly Student Principal Advisory Council meetings. Families and community members participate in engagement nights. District partners contribute through the monthly District Accountability Advisory Committee (DAAC). Staff collaborate weekly in roundtable meetings with our counselor and mental health professionals, quarterly with outside agencies, and monthly with central administration to seek grants and resources. This collaborative structure ensures stakeholder voices are included in identifying challenges, monitoring progress, and adjusting strategies as needed. In 2023?24, DHS participated in the CDE EASI Grant Diagnostic Review, which provided the foundation for our current improvement efforts. The review highlighted key strengths: A safe and supportive physical and emotional environment Strong systems for addressing students? non-academic needs It also identified critical areas for growth: More consistent use of data to monitor engagement and learning Refinement of mission, vision, leadership structures, and resource allocation Building on these findings, DHS has prioritized relationship-building as the cornerstone of its improvement efforts. We recognize that many root causes identified in previous UIPs persist, and we are addressing them by strengthening connections with students and families. These relationships not only foster a sense of belonging but also lay the foundation for postsecondary success. Funding has continued in subsequent school years, 2024-2025 and 2025-2026. Transparency and open communication are essential to our improvement process. In the fall, parents and students were invited to review the ESSA identification and share additional performance concerns. Their feedback was synthesized and shared with the broader community through DAAC. Additionally, each staff member receives a copy of the UIP, ensuring alignment and accountability across the school. At Discovery High School, we are committed to continuous improvement, grounded in equity, relationships, and student success. Together with our stakeholders, we will continue to refine our practices, address challenges, and create pathways for every student to achieve their goals
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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