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Silver Creek High School

Setting and Context: 

School Overview: 

Silver Creek High School (SCHS) is an inclusive community committed to leadership and

excellence in academics, the arts and athletics. U.S. News & World Report ranked SCHS

as a top 5 percent public school in the United States and SCHS has been recognized as

a “Top Public High School” and “Top Public STEM school” by Newsweek. All students

have access to a full continuum of rigorous academic course offerings and a diverse

selection of extra-curricular and co-curricular activities. SCHS is also home to the Silver

Creek Leadership Academy, a four-year program emphasizing leadership through

service, enhanced experience in technology and information literacy, real-world learning

opportunities and personal growth.

Academics:

Silver Creek High School is home to the Silver Creek Leadership Academy, a four-year program emphasizing leadership through service and real-world learning opportunities. New in 2021-2022, Silver Creek will launch a P-TECH Program, in partnership with Front Range Community College, focusing on Cybersecurity, allowing students to earn an associate degree at no cost to the student. With the AP Capstone Program, students are eligible to earn AP Diplomas.

 

Special Education:

Special Education Programmi​ng

The goal of our special education program is to provide an inclusive environment where students with disabilities will find academic, artisitic and athletic success.  

Academic Lab

Each of our special education teachers provides academic labs to their students.  The lab serves as an opportunity for students to engage in guided study, help with their homework and improve skills in reading, writing, and math.

Co-Taught Classes

Silver Creek has arranged for co-taught classes where available in the core curriculum, during the 9th and 10th grade years.  This least restrictive environment places both a special education teacher and regular education teacher in the same classroom.  Both teachers share the instruction and the support of students in the class.

Global Skills Class

Our Global Skills curriculum works with student in grades 9-12, who qualify.  Students engage in activities and study that allows for the understanding of social interactions, social awareness, emotional understanding/awareness, self-control, and acclimation into the larger Silver Creek environment.  Students also focus on study skills, executive functioning, and homework completion.

Sheltered Needs Classroom

Our sheltered needs classroom serves students needing life skills and prepares them to gain independence.  Students are given sheltered instruction in the core content areas of science, math, English, and social studies.  Students also receive life skills preparations with hands-on simulations in cooking, cleaning, light construction and community service.  

Gifted and talented:

Silver Creek aims to challenge students in the academic preparation.  In doing so we meet and exceed the needs of many GT students by offering 22 Advanced Placement classes and honors courses at the 9th and 10th grade levels.

Silver Creek is also home to the Universal High School Program which works primarily with GT students at the high school level who are looking for additional academic and social emotional support.  More information can be found at the Universal High School Website.

 

Demographics:

Student/teacher ratio:  24:1
Number of students:  1,301

Racial breakdown:
White: 76%
Hispanic: 14%

Asian or Pacific Islander: 5% 
Two or more races: 3%

Low Income Families: 14%

Classroom Environment:

During my eight weeks as Silver Creek High School I was able to experience a choice based classroom. My job was to teach certain skills and then provide a theme and guide students through the ideation, creation, and reflection process. Student's made the choice of material and subject matter, I was there to facilitate and assist students as needed. I provided extended learning opportunities with artist presentations, discussions, and introduced new materials such as fabric dyeing and embroidery. 

Social Justice Assessment
-Drawing & Painting-

Objectives:

  • Students will be able to use observation skills to generate and synthesize ideas and interpret meaning by looking at artwork.

  • Students will be able to research and generate possible concepts that can be used to create an artwork. 

  • Students will be able to create an artwork based on the concept of social justice.

  • Students will be able to receive and reflect upon feedback and integrate into artwork as needed.

Enduring Understanding:

Students will understand how to formulate an idea/concept and using artistic intent convey said concept utilizing a two-dimensional medium.

Ideation Photos:

Drawing and Painting Unit Skill Builder Lesson Presentations:

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Final Artwork:

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Time & Change Assessment
-2D Design-

Objectives:

  • Using discussion, students will be able to synthesize ideas and consider the concept of  time.

  • Shown a variety of artists, students will be able to understand different ways of creating artwork based on the theme time and change. 

  • Using CSI activity, students will be able to research and generate possible ideas that can be developed further. 

  • Through sketching and planning, students will be able to evolve potential ideas and create a plan for the final art piece.

  • Using prior knowledge of skills learned and ideation sketches, students will create an artwork that represents the concept of time and change. 

  • Using in-progress artwork, students will be able to reflect on their peers' artmaking and identify concepts and viewpoints to help inform artmaking decisions. 

  • Using completed artwork, students will be able to reflect upon their artmaking using

Enduring Understanding:

Students will understand how to formulate an idea/concept and using artistic intent convey said concept utilizing a two-dimensional medium.

2D Unit Skill Builder Lesson Presentations:

Ideation Photos:

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Final Artwork:

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Embrace the Shake Lesson
-Painting-

Objectives:

  • Using a quick write, students will be able to reflect on the challenges they have faced in their art making this semester. 

  • After watching the Ted Talk “Embrace the Shake”, students will discuss and be able to understand artist Phil Hansen’s reason for making art and what it means to “Embrace the shake”

  • Using a planning sheet, students will be able to set self imposed limitations to tackle their challenges and ideate what they will create for each challenge selected. 

  • Using technique and expression, students will experiment and create three different artworks that embrace a challenge they have faced in their art making thus far. 

  • Using completed artworks, students will be able to reflect on peers and own artwork by considering how challenges were embraced and how students felt about the process.

Enduring Understanding:

By focusing on technique and expression students will be able to persevere through challenges faced in personal art making and turn them into a strength. 

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