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Archivo (marzo 2020 - agosto 2020)


CCA High School uses Discovering Mathematics as a curriculum. The instructional materials for the Discovering series meet expectations for alignment to the CCSSM for high school. For focus and coherence, the series showed strengths in the following areas: attending to the full intent of the mathematical content contained in the standards, attending to the mathematical modeling process, spending the majority of time on the content from CCSSM widely applicable as prerequisites (WAPs), engaging students at a level of sophistication appropriate to high school, and explicitly identifying and building on knowledge from Grades 6-8 to the high school standards. For rigor and the mathematical practices, the series showed strengths in the following areas: supporting the intentional development of students' conceptual understanding, opportunities for students to develop procedural skills, utilizing mathematical concepts and skills in engaging applications, displaying a balance among the three aspects of rigor, supporting the intentional development of reasoning and explaining, and supporting the intentional development of seeing structure and generalizing. (EdReports 04/19/2018)


CCA High School uses College Board SpringBoard. The Springboard 2021 materials for grades 9-12 fully meet the expectations of alignment in all grades. Instruction, practice, and application of the standards are at a consistent level of appropriate rigor for each grade. Grade to grade, students experience similar learning engagements and text and task rigor increases. The materials also meet expectations for usability. (EdReports 08/27/2020)

In collaboration with the Instructional Coach and Assistant Principals, educators synergistically incorporate culturally responsive supporting texts alongside College Board Springboard. This enables our students to delve into their cultural diversity while actively participating in a college readiness curriculum.

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Archivo (marzo 2020 - agosto 2020)


CCA High School uses an inclusive instruction model. The Inclusive Instruction Model is a comprehensive approach that aims to meet the diverse needs of all learners within the classroom. It recognizes that every student has unique strengths, abilities, and challenges, and strives to create an inclusive learning environment that supports the success of each individual.

At the heart of the Inclusive Instruction Model is the belief that all students can learn and make progress when provided with appropriate instructional strategies and supports. Inclusive instruction goes beyond simply accommodating students with disabilities or special needs; it encompasses a wide range of learners, including those from different cultural backgrounds, varying language proficiency levels, and diverse learning styles.

Key principles of the Inclusive Instruction Model include:

  • Universal Design for Learning (UDL): UDL is a framework that emphasizes providing multiple means of representation, expression, and engagement to meet the diverse learning needs of students. It involves offering various instructional materials, formats, and strategies that allow for flexibility and accessibility for all learners.

  • Differentiated Instruction: Inclusive instruction recognizes that students learn at different paces and in different ways. Teachers employ differentiated instructional strategies to tailor their teaching to individual students, considering their strengths, interests, and areas for growth. This approach ensures that all students are appropriately challenged and supported.

  • Collaborative and Cooperative Learning: Inclusive instruction promotes collaboration and cooperation among students. It encourages peer interaction, group work, and cooperative learning activities to foster a sense of belonging, mutual support, and shared learning experiences.

  • Assistive Technologies and Supportive Resources: Inclusive instruction leverages the use of assistive technologies and supportive resources to enhance learning opportunities. These tools can include text-to-speech software, adaptive devices, visual aids, and other assistive technologies that remove barriers and facilitate active participation.

  • Ongoing Assessment and Feedback: Inclusive instruction involves continuous assessment and feedback to monitor student progress and inform instructional decisions. Formative assessments and ongoing feedback help teachers identify areas of strength and areas that require additional support, enabling them to make timely adjustments to instruction.

By embracing the Inclusive Instruction Model, CCA High School creates a learning environment that values diversity, fosters engagement, and supports the growth and achievement of all students. It is an empowering model that recognizes and celebrates the unique contributions and potential of every learner, ensuring that no student is left behind on the journey towards educational success.


Throughout the academic year, CCA High School employs multiple assessments to effectively track and comprehend students' progress, proficiency, and accomplishments. These assessments include NWEA Growth Reading, NWEA Growth Mathematics, NWEA Growth Science, ACCESS for ELLs - WIDA, PSAT 9, PSAT 10, NMSQT, SAT, Advanced Placement, CLEP, WorkKeys and NAEP.


In grades 9-12, students undergo NWEA Growth assessments in Mathematics and Reading, while Science assessments are administered to students in grades 9 and 10. These NWEA Growth assessments are conducted three times annually, during the Fall, Winter, and Spring seasons.


Given the diverse student population at CCA High School, the Access to ELL - WIDA assessment is utilized to oversee English Language Learners and ensure the provision of appropriate support for their needs. This test takes place in February and March.


To gauge college readiness, students in grades 9-12 at CCA High School are required to participate in CollegeBoard assessments. Specifically, 9th-grade students undertake the PSAT9, while 10th-grade students take the PSAT10. In 11th grade, students sit for the NMSQT and SAT exams. Additionally, 12th-grade students have the choice to retake the SAT assessment if desired.

Furthermore, all students are provided with the opportunity to enroll in Advanced Placement (AP) classes, making them eligible to take corresponding AP exams. These exams offer an alternative pathway to earning college credit.

Moreover, CCA High School recognizes the option of earning college credit through the College Level Examination Program (CLEP) exams, available for various courses. This allows students to demonstrate their proficiency and knowledge in specific subjects for potential college credit acquisition.




ACT WorkKeys® Assessments are the cornerstone of ACT workforce solutions. The assessments measure foundational skills required for success in the workplace, and help measure the workplace skills that can affect job performance. 

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