At the Cañon City School District our vision is ?Learning for Life!?. Our school district is built upon four Core Beliefs, and they are aligned to that vision: We meet the social-emotional needs of all students, putting Maslow?s Hierarchy before Bloom?s Taxonomy. We believe learning growth is what matters most, that it requires risk-taking, and the work we do has the greatest impact on growth outcomes. We?re future focused, believing the development of certain traits and skills will prepare stud…
ents for ever-changing careers. We emphasize what is good for kids over the needs and comfort of adults.  As noted in Core Belief #3, we believe a child?s educational experiences must be relevant to their future. We strive for this by attracting the most amazing people in education, and offering parents a choice in education models. Whatever the delivery method, our people operate from the core belief that with our support every child is capable of learning, growing, and realizing their potential. The community will find that our elementary schools, although uniquely distinct in their own ways, all have a deep focus on developing strong reading, writing, and math skills. This is accomplished through strong recruiting, training of staff, high-quality curriculum, and the implementation of outstanding intervention strategies.  Our focus in grades 6-12 is the implementation of a career pathways model to prepare students for college and career opportunities. Cañon City School District grade 6-12 staff is putting into practice ideas first envisioned by our Cañon 2020 committee. These offer student opportunities to explore strengths and weaknesses and areas of personal interest. Secondary educators are guiding children to explore career options through hands-on internships and apprenticeships and instructional pathways relevant to each student?s personal vision. All students complete a Capstone project as a requirement for graduation, which is a culmination of their experience in the district with a heavy emphasis on contribution and collaboration.  What is consistent across the K-12 spectrum, and true in every building, is that we envision and nurture education beyond content memorization and academic skill acquisition. To that end, our Portrait of a Graduate includes 14 Traits and Skills. We know that regardless of the path our graduate pursue after graduation, they will be greatly aided by strengths in the following areas: KNOWLEDGE, INTEGRITY, TENACITY, AGENCY, AGILITY, CIVILITY, INNOVATION, EMPOWERMENT, LEADERSHIP, CONTRIBUTION, COMMUNICATION, REFLECTION, COLLABORATION, SOLUTION-SEEKING. This year we are especially excited to launch our 2024-2027 Strategic Plan, which you?ll be learning more about in the coming weeks and months.  As a community, your ongoing support and partnership are vital as we move forward to implement this Strategic Plan. The plan will soon be available on our websites, and CCSD families will receive physical copies as well. Together, we can build a brighter future for our students and community. #learningforlife Thank you for trusting us with the education of your children!
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.