Curriculum Outline for School District 11 Secondary School Comprehensive and
Developmental Counseling Plan
American School
Counselor Association
(ASCA) Standards and
Competencies
Domain: Academic
Academic Standard A:
Students will be able to
acquire the attitudes,
knowledge, and skills that
contribute to effective
learning in school and
across the lifespan.
Competency 1: Improve
Academic Self-Concept
ASCA Indicators: A:A1.1 A1.5
Competency 2: Acquire
Skills for Improving
Learning
ASCA Indicators: A:A2.1 A2.4
Competency 3: Achieve
School Success
ASCA Indicators: A:A3.1 A3.5
Curriculum
Timeline
Cross-Sectional and Longitudinal
Indicators
Colorado Springs School District
11 Goals and Strategic Plan
Correlation
Goals:
Grade Level and
Content
See ‘Curriculum
Descriptors’ pages for
further delineation
Process, Perception, and Results Data as it
relates to increases in the overall goals of both the
district and the individual school.
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades rate, drop-out
rate, longitudinal standardized tests data, and High Risk Indicator Report
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the numbers of
students that attend post-secondary education, and where those students
attend
Documented by:
Process/Results: the number of students that take college
entrance/vocational/military aptitude exams (i.e. PSAT, ACT, ASVAB)
Perception: pre-post tests
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades rate, drop-out
rate, longitudinal standardized tests data, and High Risk Indicator Report
6-9 Guidance
Ongoing
10 Post-Secondary
Focus and
Investigation
First Semester
9-12 Coordination and
Disaggregation of
Required Assessment
Ongoing
6-9 Guidance
Ongoing
6-7 School to Career
Link
Second
Semester
Documented by:
Perception: pre-post tests, student evaluations
7 Introduction to
Secondary
First Semester
Documented by:
Perception: pre-post tests
Results: grades, High Risk Indicator Report
6-9 Guidance
Ongoing
9 Introduction to PostSecondary
First Semester
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades rate, drop-out
rate, longitudinal standardized tests data, and High Risk Indicator Report
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the numbers of
students that attend post-secondary education, and where those students
attend, longitudinal standardized test data, and High Risk Indicator Report
1. Student Achievement
2. Safety
3. High Performing Workforce
4. Community
5. Effective and Efficient Use of
Resources
1.3 All schools will offer a comprehensive
instructional program.
1.5 All classrooms and schools will
demonstrate an orderly environment that
promotes the skills needed both for society
and the workplace.
4.1 An environment will exist where all
parents/guardians are involved in their child's
education.
1.3 All schools will offer a comprehensive
instructional program.
1.4 All students will meet or exceed
graduation requirements.
1.5 All classrooms and schools will
demonstrate an orderly environment that
promotes the skills needed both for society
and the workplace.
1.2 All students will perform at or above a
proficient level in state-assessed academic
subjects, as defined by Colorado.
1.4 All students will meet or exceed
graduation requirements.
10
Curriculum Outline for School District 11 Secondary School Comprehensive and
Developmental Counseling Plan
American School
Counselor Association
(ASCA) Standards and
Competencies
Domain: Academic
Academic Standard B:
Students will complete
school with the academic
preparation essential to
choose from a wide range
of substantial
postsecondary options,
including college.
Competency 1: Improve
Learning
ASCA Indicators: A:B1.1 B1.7
Curriculum
Timeline
Grade Level and
Content
See ‘Curriculum
Descriptors’ pages for
further delineation
10 Post-Secondary
Focus and
Investigation
Second
Semester
6-8 Guidance
Ongoing
Cross-Sectional and Longitudinal
Indicators
Colorado Springs School District
11 Goals and Strategic Plan
Correlation
Process, Perception, and Results Data as it
relates to increases in the overall goals of both the
district and the individual school.
Goals:
1. Student Achievement
2. Safety
3. High Performing Workforce
4. Community
5. Effective and Efficient Use of
Resources
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend
1.3 All schools will offer a comprehensive
instructional program.
1.4 All students will meet or exceed
graduation requirements.
1.5 All classrooms and schools will
demonstrate an orderly environment that
promotes the skills needed both for society
and the workplace.
4.1 An environment will exist where all
parents/guardians are involved in their child's
education.
As measured by:
Perception: pre-post tests, student/parent surveys
Results: grades, High Risk Indicator Report
Ongoing…
6 Orientation 5 to 6
Transition
Competency 2: Plan to
Achieve Goals
ASCA Indicators: A:B2.1 B2.7
8 Orientation
8 to 9 Transition
9 Orientation
6-12 Secondary to
Post-Secondary
begins third quarter
of 5th grade year,
emphasis first
quarter of 6th grade
Ongoing…
begins second
quarter of 8th grade
year, emphasis first
quarter of 9th grade
Ongoing
As measured by:
Perception: pre-post tests, student/parent surveys
Results: grades, High Risk Indicator Report
As measured by:
Perception: student/parent surveys
Results: credit deficiency rate, drop-out rate, High Risk Indicator
Report
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
1.3 All schools will offer a comprehensive
instructional program.
1.4 All students will meet or exceed
graduation requirements.
1.5 All classrooms and schools will
demonstrate an orderly environment that
promotes the skills needed both for society
and the workplace.
4.1 An environment will exist where all
parents/guardians are involved in their child's
education.
11
Curriculum Outline for School District 11 Secondary School Comprehensive and
Developmental Counseling Plan
American School
Counselor Association
(ASCA) Standards and
Competencies
Domain: Academic
Academic Standard B:
Students will complete
school with the academic
preparation essential to
choose from a wide range
of substantial
postsecondary options,
including college.
CONTINUED
Competency 2: Plan to
Achieve Goals
ASCA Indicators: A:B2.1 B2.7
Curriculum
Timeline
Cross-Sectional and Longitudinal
Indicators
Grade Level and
Content
See ‘Curriculum
Descriptors’ pages for
further delineation
Process, Perception, and Results Data as it
relates to increases in the overall goals of both the
district and the individual school.
11-12 Guidance
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades rate,
drop-out rate, longitudinal standardized tests data, and High Risk
Indicator Report
6-11 Course Selection
6-12 Coordination and
Disaggregation of
Required Assessment
Ongoing
Second
Semester
Documented by:
Process/Results: the numbers of students that meet or exceed
The Colorado Commission on Higher Education (CCHE)
requirements (*see addendum 1), the number of students in the
most rigorous coursework possible
Perception: pre-post tests
Ongoing
Documented 6-12 by:
Process/Results: longitudinal standardized test data
Documented 9-12 by:
Process/Results: the number of students that take college
entrance/vocational/military aptitude exams (i.e. PSAT, ACT,
ASVAB)
Perception: pre-post tests
Colorado Springs School District
11 Goals and Strategic Plan
Correlation
Goals:
1. Student Achievement
2. Safety
3. High Performing Workforce
4. Community
5. Effective and Efficient Use of
Resources
1.3 All schools will offer a comprehensive
instructional program.
1.4 All students will meet or exceed
graduation requirements.
1.5 All classrooms and schools will
demonstrate an orderly environment that
promotes the skills needed both for society
and the workplace.
4.1 An environment will exist where all
parents/guardians are involved in their child's
education.
12
Curriculum Outline for School District 11 Secondary School Comprehensive and
Developmental Counseling Plan
American School
Counselor Association
(ASCA) Standards and
Competencies
Domain: Academic
Academic Standard C:
Students will understand
the relationship of
academics to the world of
work, and to life at home
and in the community.
Curriculum
Grade Level and
Content
See ‘Curriculum
Descriptors’ pages for
further delineation
6-8 Guidance
6-12 Secondary to
Post-Secondary
Competency 1: Relate
School to Life Experiences
ASCA Indicators: A:C1.1 C1.6
Timeline
6 School to Career
Link
Cross-Sectional and Longitudinal
Indicators
Process, Perception, and Results Data as it
relates to increases in the overall goals of
both the district and the individual school.
Ongoing
As measured by:
Perception: pre-post tests, student/parent surveys
Results: grades, High Risk Indicator Report
Ongoing
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a
realistic, documented secondary and post-secondary
plan, and the numbers of students that attend postsecondary education, and where those students attend,
longitudinal standardized test data, and High Risk
Indicator Report
Second
Semester
Documented by:
Perception: pre-post tests, student evaluations
10 Guidance
Ongoing
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades
rate, drop-out rate, longitudinal standardized tests data,
and High Risk Indicator Report
8-12 Leadership
Opportunities
Ongoing
Measured by:
Process: the number and variety of opportunities for
leadership in school community
Second
Semester
Documented by:
Process/Results: the numbers of students that meet or
exceed The Colorado Commission on Higher Education
(CCHE) requirements (*see addendum 1), the number of
students in the most rigorous coursework possible
Perception: pre-post tests
9-11 Course Selection
Colorado Springs School District 11
Goals and Strategic Plan Correlation
Goals:
1. Student Achievement
2. Safety
3. High Performing Workforce
4. Community
5. Effective and Efficient Use of Resources
1.3 All schools will offer a comprehensive instructional
program.
1.5 All classrooms and schools will demonstrate an
orderly environment that promotes the skills needed
both for society and the workplace.
1.6 All students will integrate technology and
information literacy skills into learning.
4.1 An environment will exist where all
parents/guardians are involved in their child's
education.
4.2 The percentage and quality of community/school
partnerships will be maximized.
13
Curriculum Outline for School District 11 Secondary School Comprehensive and
Developmental Counseling Plan
American School
Counselor Association
(ASCA) Standards and
Competencies
Domain: Career
Career Standard A:
Students will acquire the
skills to investigate the
world of work in relation to
knowledge of self and to
make informed career
decisions.
Curriculum
Grade Level and
Content
See ‘Curriculum
Descriptors’ pages for
further delineation
6-8 Guidance
Competency 1: Develop
Career Awareness
ASCA Indicators: C:A1.1 A1.10
Competency 2: Develop
Employment Readiness
ASCA Indicators: C:A2.1 A2.9
Timeline
8-9 Career Awareness
10 Career Focus
8 Link Between
Secondary and PostSecondary
9 Introduction to PostSecondary
10 Post-Secondary
Focus and
Investigation
11 Post-Secondary
Investigation and
Planning
12 Post-Secondary
Planning and
Execution
11-12 Leadership
Opportunities
Cross-Sectional and Longitudinal
Indicators
Process, Perception, and Results Data as it
relates to increases in the overall goals of
both the district and the individual school.
Ongoing
Colorado Springs School District 11
Goals and Strategic Plan Correlation
Goals:
1. Student Achievement
2. Safety
3. High Performing Workforce
4. Community
5. Effective and Efficient Use of Resources
As measured by:
Perception: pre-post tests, student/parent surveys
Results: grades, High Risk Indicator Report
Second
Semester
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
Ongoing
Documented by:
Perception: pre-post tests
Results: grades, High Risk Indicator Report
First
Semester
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
Ongoing
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
Ongoing
Measured by:
Process: the number and variety of opportunities for leadership in
school community
1.3 All schools will offer a comprehensive instructional
program.
1.5 All classrooms and schools will demonstrate an
orderly environment that promotes the skills needed
both for society and the workplace.
1.3 All schools will offer a comprehensive instructional
program.
1.4 All students will meet or exceed graduation
requirements.
1.5 All classrooms and schools will demonstrate an
orderly environment that promotes the skills needed
both for society and the workplace.
14
Curriculum Outline for School District 11 Secondary School Comprehensive and
Developmental Counseling Plan
American School
Counselor Association
(ASCA) Standards and
Competencies
Curriculum
Domain: Career
Career Standard B:
Students will employ
strategies to achieve future
career goals with success
and satisfaction.
Grade Level and
Content
See ‘Curriculum
Descriptors’ pages for
further delineation
11-12 Career
Investigation
Competency 1: Acquire
Career Information
ASCA Indicators: C:B1.1 B1.8
10 Post-Secondary
Focus and
Investigation
6-11 Course Selection
11 Coordination and
Disaggregation of
Required Assessment
Competency 2: Identify
Career Goals
ASCA Indicators: C:B2.1 B2.5
11-12 Career
Investigation
Timeline
Cross-Sectional and Longitudinal
Indicators
Process, Perception, and Results Data as it
relates to increases in the overall goals of
both the district and the individual school.
Ongoing
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
First
Semester
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
Second
Semester
Documented by:
Process/Results: the numbers of students that meet or exceed
The Colorado Commission on Higher Education (CCHE)
requirements (*see addendum 1), the number of students in the
most rigorous coursework possible
Perception: pre-post tests
Ongoing
Documented by:
Process/Results: the number of students that take college
entrance/vocational/military aptitude exams (i.e. PSAT, ACT,
ASVAB)
Perception: pre-post tests
Ongoing
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
Colorado Springs School District 11
Goals and Strategic Plan Correlation
Goals:
1. Student Achievement
2. Safety
3. High Performing Workforce
4. Community
5. Effective and Efficient Use of Resources
1.3 All schools will offer a comprehensive instructional
program.
1.5 All classrooms and schools will demonstrate an
orderly environment that promotes the skills needed
both for society and the workplace.
1.6 All students will integrate technology and
information literacy skills into learning.
3.4 All staff will use technology to acquire, analyze, and
present information to enhance work performance.
1.3 All schools will offer a comprehensive instructional
program.
1.4 All students will meet or exceed graduation
requirements.
1.5 All classrooms and schools will demonstrate an
orderly environment that promotes the skills needed
both for society and the workplace.
1.6 All students will integrate technology and
information literacy skills into learning.
15
Curriculum Outline for School District 11 Secondary School Comprehensive and
Developmental Counseling Plan
American School
Counselor Association
(ASCA) Standards and
Competencies
Curriculum
Domain: Career
Career Standard C:
Students will understand
the relationship between
personal qualities,
education, training, and the
world of work.
Grade Level and
Content
See ‘Curriculum
Descriptors’ pages for
further delineation
6-7 School to Career
Link
8-9 Career Awareness
10 Career Focus
Competency 1: Acquire
Knowledge to Achieve
Career Goals
ASCA Indicators: C:C1.1 C1.7
11-12 Guidance
9-11 Course Selection
Competency 2: Apply Skills
to Achieve Career Goals
ASCA Indicators: C:C2.1 C2.4
11-12 Career
Investigation
11-12 Guidance
Timeline
Cross-Sectional and Longitudinal
Indicators
Process, Perception, and Results Data as it
relates to increases in the overall goals of
both the district and the individual school.
Second
Semester
Documented by:
Perception: pre-post tests, student evaluations
Second
Semester
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
Ongoing
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades rate,
drop-out rate, longitudinal standardized tests data, and High Risk
Indicator Report
Second
Semester
Documented by:
Process/Results: the numbers of students that meet or exceed
The Colorado Commission on Higher Education (CCHE)
requirements (*see addendum 1), the number of students in the
most rigorous coursework possible
Perception: pre-post tests
Ongoing
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
Ongoing
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades rate,
drop-out rate, longitudinal standardized tests data, and High Risk
Indicator Report
Colorado Springs School District 11
Goals and Strategic Plan Correlation
Goals:
1. Student Achievement
2. Safety
3. High Performing Workforce
4. Community
5. Effective and Efficient Use of Resources
1.3 All schools will offer a comprehensive instructional
program.
1.5 All classrooms and schools will demonstrate an
orderly environment that promotes the skills needed
both for society and the workplace.
1.6 All students will integrate technology and
information literacy skills into learning.
3.4 All staff will use technology to acquire, analyze, and
present information to enhance work performance.
1.3 All schools will offer a comprehensive instructional
program.
1.4 All students will meet or exceed graduation
requirements.
1.5 All classrooms and schools will demonstrate an
orderly environment that promotes the skills needed
both for society and the workplace.
1.6 All students will integrate technology and
information literacy skills into learning.
16
Curriculum Outline for School District 11 Secondary School Comprehensive and
Developmental Counseling Plan
American School
Counselor Association
(ASCA) Standards and
Competencies
Curriculum
Domain: Personal/Social
Development
Personal/Social
Development Standard A:
Students will acquire the
knowledge, attitudes, and
interpersonal skills to help
them understand and
respect self and others.
Grade Level and
Content
See ‘Curriculum
Descriptors’ pages for
further delineation
Process, Perception, and Results Data as it
relates to increases in the overall goals of
both the district and the individual school.
As measured by:
Perception: pre-post tests, student/parent surveys
Results: grades, High Risk Indicator Report
First
Semester
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
10 Guidance
Ongoing
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades rate,
drop-out rate, longitudinal standardized tests data, and High Risk
Indicator Report
6-9 Orientation
Ongoing…
emphasis
first
quarter
As measured by:
Perception: pre-post tests, student/parent surveys
Results: credit deficiency rate, drop-out rate, High Risk Indicator
Report
Ongoing
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades rate,
drop-out rate, longitudinal standardized tests data, and High Risk
Indicator Report
9 Introduction to PostSecondary
10 Post-Secondary
Focus and
Investigation
6-12 Guidance
Competency 2: Acquire
Interpersonal Skills
ASCA Indicators: PS:A2.1 A2.8
Cross-Sectional and Longitudinal
Indicators
Ongoing
6-8 Guidance
Competency 1: Acquire
Self-Knowledge
ASCA Indicators: PS:A1.1 A1.12
Timeline
12 Post-Secondary
Planning and
Execution
Ongoing
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
Colorado Springs School District 11
Goals and Strategic Plan Correlation
Goals:
1. Student Achievement
2. Safety
3. High Performing Workforce
4. Community
5. Effective and Efficient Use of Resources
1.3 All schools will offer a comprehensive instructional
program.
1.5 All classrooms and schools will demonstrate an
orderly environment that promotes the skills needed
both for society and the workplace.
2.1 The learning and working environment in all District
11 facilities and activities will be (a) physically and (b)
emotionally safe.
4.1 An environment will exist where all
parents/guardians are involved in their child's
education.
4.2 The percentage and quality of community/school
partnerships will be maximized.
17
Curriculum Outline for School District 11 Secondary School Comprehensive and
Developmental Counseling Plan
American School
Counselor Association
(ASCA) Standards and
Competencies
Curriculum
Domain: Personal/Social
Development
Personal/Social
Development Standard B:
Students will make
decisions, set goals, and
take necessary action to
achieve goals.
Grade Level and
Content
See ‘Curriculum
Descriptors’ pages for
further delineation
11 Post-Secondary
Investigation and
Planning
12 Post-Secondary
Planning and
Execution
Competency 1: SelfKnowledge Applications
ASCA Indicators: PS:B1.1 B1.12
Timeline
Cross-Sectional and Longitudinal
Indicators
Process, Perception, and Results Data as it
relates to increases in the overall goals of
both the district and the individual school.
Ongoing
Documented by:
Perception: student survey, pre-post tests
Process/Results: the number of students that have a realistic,
documented secondary and post-secondary plan, and the
numbers of students that attend post-secondary education, and
where those students attend, longitudinal standardized test data,
and High Risk Indicator Report
Ongoing
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades rate,
drop-out rate, longitudinal standardized tests data, and High
Risk Indicator Report
9-11 Course Selection
Second
Semester
Documented by:
Process/Results: the numbers of students that meet or exceed
The Colorado Commission on Higher Education (CCHE)
requirements (*see addendum 1), the number of students in the
most rigorous coursework possible
Perception: pre-post tests
6-9 Orientation
Ongoing…
emphasis
first quarter
As measured by:
Perception: pre-post tests, student/parent surveys
Results: credit deficiency rate, drop-out rate, High Risk Indicator
Report
6-12 Guidance
Colorado Springs School District 11
Goals and Strategic Plan Correlation
Goals:
1. Student Achievement
2. Safety
3. High Performing Workforce
4. Community
5. Effective and Efficient Use of Resources
1.3 All schools will offer a comprehensive instructional
program.
1.5 All classrooms and schools will demonstrate an
orderly environment that promotes the skills needed
both for society and the workplace.
2.1 The learning and working environment in all District
11 facilities and activities will be (a) physically and (b)
emotionally safe.
4.1 An environment will exist where all
parents/guardians are involved in their child's
education.
4.2 The percentage and quality of community/school
partnerships will be maximized.
18
Curriculum Outline for School District 11 Secondary School Comprehensive and
Developmental Counseling Plan
American School
Counselor Association
(ASCA) Standards and
Competencies
Curriculum
Domain: Personal/Social
Development
Personal/Social
Development Standard C:
Students will understand
safety and survival skills.
Grade Level and
Content
See ‘Curriculum
Descriptors’ pages for
further delineation
6-8 Guidance
Timeline
Cross-Sectional and Longitudinal
Indicators
Process, Perception, and Results Data as it
relates to increases in the overall goals of
both the district and the individual school.
Ongoing
As measured by:
Perception: pre-post tests, student/parent surveys
Results: grades, High Risk Indicator Report
Competency 1: Acquire
Personal Safety Skills
ASCA Indicators: PS:C1.1 C1.11
9 Guidance
Ongoing
As measured by:
Process: referrals to alternatives
Perception: pre-post tests, student evaluation
Results: graduation rate, credit deficiency/failing grades rate,
drop-out rate, longitudinal standardized tests data, and High Risk
Indicator Report
Colorado Springs School District 11
Goals and Strategic Plan Correlation
Goals:
1. Student Achievement
2. Safety
3. High Performing Workforce
4. Community
5. Effective and Efficient Use of Resources
1.3 All schools will offer a comprehensive instructional
program.
1.5 All classrooms and schools will demonstrate an
orderly environment that promotes the skills needed
both for society and the workplace.
2.1 The learning and working environment in all District
11 facilities and activities will be (a) physically and (b)
emotionally safe.
4.1 An environment will exist where all
parents/guardians are involved in their child's
education.
4.2 The percentage and quality of community/school
partnerships will be maximized.
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