Roaring Fork School District Communities

Posted on September 26, 2018 by shawn_manwaring

Glenwood Springs is located at the confluence of the Colorado and Roaring Fork rivers just off Interstate 70. Glenwood Springs is one of three small towns that make up the Roaring Fork School District. This historic town is famous for the mineral-rich waters of Glenwood Hot Springs and Pool attracting visitors for over 125 years and the towering walls of the 16-mile Glenwood Canyon which was carved by the force of the Colorado River and snow-melt from the Continental Divide. Other attractions include the Glenwood Caverns Adventure Park, skiing at Sunlight Mountain Resort, rafting, hiking, mountain and road cycling and much more. According to the U.S. Census Bureau the city population in 2010 was 9,614. Glenwood Springs is also the county seat of Garfield County. For more information on Glenwood Springs visit the Glenwood Springs Chamber site.

Glenwood Springs has two Elementary Schools, one Middle School and one High School.

 


The town of Basalt is a quaint mountain community located in Eagle and Pitkin Counties at the confluence of the Frying Pan and Roaring Fork Rivers along State Highway 82. Incorporated in 1901, the town was named for the basaltic rock formation on Basalt Mountain and began as a railroad town. It is a now a vibrant and diverse community offering a multitude of recreational opportunities. The U.S. Census Bureau stated that the town population of Basalt was 3,857 in 2010. Students located in designated parts of unincorporated Eagle and Pitkin Counties attend school in Basalt. For more information on Basalt visit the Basalt Chamber of Commerce site.

Basalt has one Elementary School, one Middle School and one High School.

 


The Town of Carbondale is located in Garfield County at the confluence of the Crystal and Roaring Fork rivers and the junction of State Highway 82 and 131. Carbondale’s horizon is dominated by the 12,953 foot tall Mount Sopris several miles to the south of town. The town is characterized as a base camp for recreation enthusiasts and includes hiking, biking, golfing, kayaking, and world-class fly fishing. In winter, excellent cross-country skiing is just outside of town at Spring Gulch. The U.S. Census Bureau stated that the city population of Carbondale was 6,427 in 2010. For more information on Carbondale visit the Carbondale Chamber of Commerce site.

Carbondale has one Elementary School, one K-8 Charter School, one Middle School and two High Schools.

 

STRATEGIC PLAN PROGRESS 2015 

Following a year-long process of community vision and planning meetings during the 2013-2014 school year, Roaring Fork School District adopted a new mission statement and strategic plan. At community behest, the district increased its commitment to ensure all students have the knowledge, skill and character to thrive in a changing world; that schools be more welcome and engaging for students, teachers, and parents, that students have a broader range of supports for their academic and social-emotional learning, and that students engage in more real-world learning than can be measured by traditional tests. Over the past year, a lot of work has been accomplished in all five strategic pillars –- academic excellence, character development, talent development, community partnership, and strategic use of resources – of the plan.

Academically, teams of teachers and administrators have been working hard to articulate the necessary knowledge and skills to best prepare students for future learning and best engage their minds as lifelong learners and citizens. Not wishing simply to defer to state tests to define the most important learning for our students, teams of math, English, science, and social studies teachers have articulated the common outcomes we wish all students to master regardless which school in the Roaring Fork School District they attend. The Roaring Fork School District adopted new graduation requirements affecting the class of 2018, increasing an emphasis on college readiness and providing more flexibility to meet the needs of each student. The class of 2018 will also be expected to complete capstone projects, which engage their interests and passions, challenge them to find and solve problems outside of the prescribed curriculum, and bridge learning between the school and the outside world.

Character development is already apparent to parents who received, for the first time this year, feedback on their children’s progress within five Habits of a Scholar, in addition to traditional grades on report cards. In the fall, all students will start the year as members of a crew – a team comprising 15-20 students with a teacher as their crew leader, to build positive school culture, provide at least one place where all students belong, develop character, and provide more counseling and academic advisement.

Developing talent entails offering the right working conditions and competitive compensation packages, as well as providing the support, resources and training, to ensure a high quality teacher in every classroom. The Human Resources department conducted an in-depth survey of compensation and benefits of districts around the state, and is proposing a multi-year plan to provide competitive compensation packages for all district employees. Meanwhile, for current teachers, increased emphasis was placed on high quality, targeted professional development. A key to increasing professional development was the adoption of a new school calendar, with early-release Wednesdays providing time for teacher professional development concurrent with engaging enrichment opportunities for students. According to the recently released TELL surveys of staff satisfaction, Roaring Fork teachers are now reporting greater satisfaction with working conditions than their peers in other districts; one of the greatest improvements was in professional development. The multi-pronged emphasis on making Roaring Fork Schools a great place to work, offering competitive compensation, and providing high quality professional development will continue as a core strategy for several years.

This year was a transitional year for community partnership. Following on the intensive engagement process last year for strategic visioning and planning, this year was focused more on building internal systems and capacity among the Roaring Fork School District.

Supporting the other pillars is the strategic use of resources – facilities, technology, and overall funding – to create the conditions for success. The district engaged in a community-wide facilities planning process this year, analyzing current needs and anticipating future demands on the physical spaces where our students learn. The work of finalizing plans and securing funding will continue over the summer and fall.

A final area of strategic investment over the past year has been in the Chromebook initiative. As the digital learning environment increasingly becomes essential to accessing information and materials, producing new knowledge, and collaborating with others, the district has a three-year goal of providing access to a device for every student. In addition to providing hardware devices, the district has ramped up professional development and customized support for integrating technology into the classroom.

Next year will see a continuation of most of these efforts, with an increased emphasis on college advising and counseling, parent and community engagement, and character development.

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Categories: Schools

How Many Different Schools in Glenwood Springs

Posted on September 26, 2018 by shawn_manwaring

If you are searching for real estate in the Roaring Fork area than more than likely during your search you have researched this topic.  How many different schools in Glenwood Springs?   When selecting a property to purchase there are many factors to consider.  It turns out that school district is one of the most influential aspects of real estate purchases.

Roaring Fork School District RE-1 (RFSD) is located in the Roaring Fork Valley amidst the majestic Elk Mountain Range, the waters of the Roaring Fork, Crystal and Colorado rivers, and commanding presence of Mount Sopris. The district is comprised of 12 schools serving the communities of Glenwood Springs, Basalt and Carbondale within the counties of Garfield, Eagle and Pitkin in the state of Colorado with four elementary schools, three middle schools, four high schools and one charter school located in Carbondale.

 

Sopris Elementary – With a warm and welcoming atmosphere filled with dedicated teachers and a rich tapestry of culture in our community, Sopris Elementary is a wonderful place to teach and learn.  Sopris Elementary is committed to academic excellence. Together with our families and the community the faculty and students at SES work toward clearly focused educational, personal and social goals. Parents are strongly encouraged to become involved in our school. When parent’s attend school functions they demonstrate to their children that they value school and education. Attending such events such as Open House, Math Nights, parent/teacher conferences, Literacy Night are critical.   Serving on such committees such as Accountability and coming to PTA (Parent Teacher Association) meetings are all important ways that parents learn about what’s going on at school.  Volunteering sets an important example for children about shared responsibility. There are innumerable opportunities to volunteer. Some of these are in the classroom, participating in PTA activities, chaperoning field trips, serving as a room parent, serving on a committee, helping out with the vision and hearing screenings or helping out at the greenhouse. Parents learn about these opportunities through classroom newsletters, the school newsletter, and through PTA flyers and notices or simply by calling their teacher or school office and inquiring.

 

St. Stephens Catholic School – St. Stephen’s Catholic School was founded August 27, 1981. The school began with the help of two sisters of the order of St.Joseph. Father Joseph Leberer was pastor at the time. He and a group of committed parents were devoted to giving children a Christ centered education. Some of these founding parents have grandchil­dren in our school today.

 

Columbine Christian School – Adventists believe a Trinity of three persons–the Father, the Son and the Holy Spirit–make up one God. They made salvation possible when Jesus, the Son, came to earth as a baby in Bethlehem and lived a sinless life in accordance with the Father’s will. When Jesus was crucified for the sins of the people of the world and arose from the dead on the third day, victory was won for everyone.

When He returned to heaven following the resurrection, Jesus left the Holy Spirit to serve as our Comforter and Counselor. He promised to return to earth a second time to complete His plan of salvation and take His people to heaven. Adventists are among the believers who look forward to that day.

Adventists believe that God is concerned with the quality of human life, and that everything–the way we live, eat, speak, think, treat each other, and care for the world around us–is a part of His plan. Our families, our children, our jobs, our talents, our money, and our time are all important to Him.

 

Two Rivers Community School – After years of hard work and perseverance, the Two Rivers Community School will welcome students through its doors fall 2014! Two Rivers Community School (TRCS) is a free public charter school that received authorization from the Colorado Charter School Institute. The school is founded by a group of community members, parents, and teachers who recognize the need for an innovative school of choice in Glenwood Springs, Colorado. TRCS offers K-8 education in a small school environment that provides students with the skills needed to enter secondary school poised for post secondary education, workplace readiness, success, and a love of learning.

This school is based on the nationally-recognized Place-based Learning curriculum combined with Project-based Learning. The combination of these two learning designs is called Place-based Projects or (PBP). In addition, TRCS emphasizes goals specific to engaging family involvement, multicultural understanding, the power of diversity, and a strong Spanish language/literacy program. Students enrolled at TRCS will be representative of the diversity of the local community.

 

Yampa Mountain School – Yampah was formed in 1989 in  response to the growing need to provide a non-traditional educational environment for the increasing number of students who were not being successful at their home school. In 1994, a Teen Parent Program was added to address the needs of students not attending school because of parenting responsibilities.

Originally located in two local churches of Glenwood Springs, in the winter of 2000, the school moved under one roof in a purpose-built facility. In 2001, after an extensive self-study process, the school was designated a Glasser Quality School, by the well renowned psychiatrist and educational theorist, Dr. William Glasser.

The school is fully accredited, and participates in an annual state accreditation review. In 2003, the Teen Parent Program nursery was nationally recognized for their high quality becoming accredited by the National Association for the Education of Young Children. In both 2006 and 2007, the nurseries were again recognized earning the highest rating available, 4-stars, by Qualistar the state’s rating system for early childhood programs.

All YMHS programs are funded through PPOR of our member school districts through a pay per service model. Additional funding for programs is provided by our local Departments of Human Services and a variety of local & state nonprofit organizations.

 

Roaring Fork School District (Glenwood Springs Elementary, Middle & High Schools) – Following a year-long process of community visioning and planning meetings during the 2013-2014 school year, Roaring Fork Schools adopted a new mission statement and strategic plan. At community behest, the district increased its commitment to ensure all students have the knowledge, skill and character to thrive in a changing world; that schools be more welcome and engaging for students, teachers, and parents, that students have a broader range of supports for their academic and social-emotional learning, and that students engage in more real-world learning than can be measured by traditional tests. Over the past year, a lot of work has been accomplished in all five strategic pillars –- academic excellence, character development, talent development, community partnership, and strategic use of resources – of the plan.

Academically, teams of teachers and administrators have been working hard to articulate the necessary knowledge and skills to best prepare students for future learning, and best engage their minds as lifelong learners and citizens. Not wishing simply to defer to state tests to define the most important learning for our students, teams of math, English, science, and social studies teachers have articulated the common outcomes we wish all students to master regardless which school in the district they attend. The district adopted new graduation requirements affecting the class of 2018, increasing an emphasis on college readiness and providing more flexibility to meet the needs of each student. The class of 2018 will also be expected to complete capstone projects, which engage their interests and passions, challenge them to find and solve problems outside of the prescribed curriculum, and bridge learning between the school and the outside world.

Character development is already apparent to parents who received, for the first time this year, feedback on their children’s progress within five Habits of a Scholar, in addition to traditional grades on report cards. In the fall, all students will start the year as members of a crew – a team comprising 15-20 students with a teacher as their crew leader, to build positive school culture, provide at least one place where all students belong, develop character, and provide more counseling and academic advisement.

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Categories: Schools
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