RE-1 Schools Data/Information
District Mission Statement
*Maslow’s Hierarchy of Needs
"Each year the Cañon City School District takes a careful look at each of its schools through the lens of what it will achieve as a system. We support each school by identifying opportunities for improvement.
Instructional Program Reviews take place each school year from the middle of February through the middle of March. Results are reported back to staff and community by the end of the school year
To prepare for a review, each school staff reflects on the rubric. The Compass Committee, composed of students, staff, parents, administrators, board members, and community leaders, appoints a review team to visit each school. These are called site reviews. They take a full school day and include opportunities for staff and students to present information and evidence as well as opportunities to observe classroom instruction."
Click on the title to access the Program Reviews published on the Canon City Schools website.
Cañon City School District
STATISTICAL DATA, EDUCATIONAL PRACTICES and MISSION STATEMENT
My personal observations
2022 data for Cañon City High School highlights low proficiency in Reading / Writing (56%) and Math (29%) among high school students. (2023 results have not yet been given.)
2023 CMAS test results: Of 3rd-8th grade students, 38.7% met or exceeded expectations in Language Arts (reading/writing) and 22.4% met or exceeded expectations in math.
I am concerned about the 2021 Colorado law that removed the SAT, ACT score requirements for students to enroll in our state colleges and universities. Students may now submit their Capstone projects in lieu of SAT or ACT scores to help determine admissions. While it will allow more students access to college - could it also set them up to fail and give them a false sense of security? SAT scores are used to predict the probability that students can successfully complete the college-level coursework they encounter at a particular school. If their scores are below the recommended level that predicts a student will have 75% chance of being successful, are they going to be able to make it or is it more probable they will fail? With the rising cost of college, is this a risk many of our lower income families can afford to take?
Is this the reason CCHS requires all students to successfully complete a Capstone project in order to graduate? How does this requirement affect our students? What if they have no plans to attend college, but instead, want to take advantage of the Career & Technical Education pathway rather than college - is a Capstone project necessary? Is this why many students choose to attend GOAL Academy - so they can graduate with a diploma without having to do a Capstone project?
I believe that our schools need to shift the focus back to educating our students. Students must be able to read and do basic math in order to function in today's society.
The first core belief of the District's Mission Statement clearly states the willingness of the board to move their focus from educational priorities (Bloom's Taxonomy) to the social-emotional needs of students (Maslow's Hierarchy).
Bloom's Taxonomy gives teachers an idea of how to approach children's learning with instruction that is appropriate for their age, so I believe it should not be moved to a position of secondary importance. (For more information on Maslow and Bloom read the articles above)
Nowhere in the Mission Statement does it address a focus on academic excellence.
For decades teachers and schools have recognized that children's basic needs of food, clothing, shelter and safety (Maslow) must be addressed in order for those children to have the freedom to concentrate on their education. Many programs and safety nets have been put in place to help with that such as school meals, clothing closets, school counselors, connections to social services, etc.
Although social-emotional needs are important, parents should be the ones who primarily guide their children's upbringing and care. Education should remain the primary focus of schools.
Social emotional learning (SEL) is not a new concept, but currently it is being expanded to include many other programs, including some controversial character education programs that promote social activism and identity politics, and it is replacing academic instruction rather than "serving as an important enabling condition for academic achievement."* * https://www.educationnext.org/what-social-emotional-learning-needs-succeed-survive/
If you take the time to study the data from the 2023 Instructional Program Reviews of Canon City schools you will see that there is more emphasis and higher ratings on the social-emotional components rather than the educational components.