Academic Support

Counselors for each of our schools are available for students and families to answer questions and assist with any academic and course information.

Course Registration Information

Concurrent Enrollment

Beyond advanced placement courses, we offer Concurrent Enrollment (CE), enabling students to take classes both on our campus and off campus for college credit, while still enrolled in high school.

We have agreements with several community colleges and four-year universities where students can attend. On campus, students are eligible to take CE courses taught by members of our highly-qualified high school teaching staff for college credit.

With a guarantee transfer of credit to Colorado public universities, this opportunity provides both an additional pathway for rigorous coursework, and is an ideal way for families to save money on college tuition. For out-of-state schools, students must check directly with the school’s admissions department.

For further information about off-campus Concurrent Enrollment at STEM, please contact Kandace Lytle (, College and Career Counselor.

For further information about on-campus Concurrent Enrollment at STEM, please contact Alyssa Woodward (, High School Counselor.

CE Forms and Resources

Credit Equivalency Board Policies

Students completing college-level concurrent enrollment college level courses with a grade of C- or higher will be awarded credit equivalency as follows:

1 semester credit .5 year high school credit
2-3 semester credits 1 year high school credit
4 semester credits 1.5 years high school credit
5 semester credits 2 years high school credit

Multi-Tiered System of Support (MTSS)

Multi-Tiered System of Support (MTSS)

At STEM School Highlands Ranch, a layered continuum of prevention-based supports are in place to improve the outcomes of every student. The framework of a Multi-Tiered System of Supports encompasses support of Health & Wellness, Behavior, Family & Community, Academic and Mental Health.

Response to Intervention (RtI)

Within the MTSS framework we provide a tiered system of academic and behavioral support to help students progress towards their education goals. The RtI program is the first step in helping the educational team (parents, student, teachers) identify the needs of the student. RtI interventions plans are managed by team coordinators and interventions are provided by STEM classroom teachers.

Classroom Teacher

The MTSS and RtI process is managed by grade level MTSS coordinators and an Assistant Director.

MTSS Coordinator

Karen Cook (

School Directors

ES: LynAnn Kovalesky (

MS: Maura Ridder (

HS: Ryan Alsup (

Director of Student Support

Christina Wu (

Executive Director

Dr Penny Eucker (

504 Information

What is Section 504?

Section 504 of the Rehabilitation Act of 1973 is a civil rights statute that protects persons with disabilities from discrimination. It states that:

“No otherwise qualified individual with a disability shall solely by reason of her or his disability be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”

The Americans with Disabilities Act (“ADA”) contains similar prohibitions against discrimination.

Under Section 504, school districts are required to make their programs and activities (including non-academic and extracurricular programs and activities) accessible to all individuals with disabilities and to provide students with disabilities a free appropriate public education (“FAPE”). A FAPE includes the provision of regular or special education, related aids and services, and other accommodations designed to meet the individual educational needs of the student.

Please note that Section 504 applies to all students with disabilities – including those students eligible for services under the Individuals with Disabilities Education Act (“IDEA”).

What do we provide?

At STEM we collaborate with students, teachers, and families to develop appropriate 504 plans that meet the needs of learners with disabilities by providing accommodations to help students benefit from the educational programming and activities of the school.

Standards of Operation:

  • MiddleSchooland HighSchool meetings are scheduled 30 minutes prior to the start of the school day to allow general education teachers to attend. Elementary School meetings are scheduled at the conclusion of the school day for 30 minutes.
  • 504 meetings are scheduled for 30 minutes. If additional time is needed, a second meeting will need to be scheduled. Please review the 504 Plan and supporting documentation before attending the 504 meeting.

Effective Flow of Communication

If you have any questions or concerns regarding your student’s 504 Plan, please use the information below as a guide. Always begin at the top of the chart and move down, as needed, to address concerns and achieve resolution.

Grade-Level Teacher

STEM Section 504 Coordinator

ES (k-5): Kristen Lunde (

MS (6-8): Alex Nardi (A-L) (; Amy Barker (M-Z) (

HS (9-12): Sheri Langston (A-L) (; Alyssa Woodward (M-Z) (

School Directors

ES – LynAnn Kovalesky (

MS: Maura Ridder (

HS: Ryan Alsup (

Director of Student Support

Christina Wu (

District 504 Liaison

Marta McGovern (

Gifted and Talented Information

Who to Contact

Helpful Resources

Important Information: Cognitive Abilities Test (CogAT)

As part of the DCSD Universal Screening process and our commitment to equitable identification for gifted programming, DCSD will administer the Cognitive Abilities Test (CogAT 7) during the weeks of Feb. 8 – March 5, 2021. This assessment indicates the level and pattern of cognitive development of a student in comparison to grade and age mates. Please see below for specific information based on your child’s current grade.

2nd Grade Universal Screen

  • As part of this process, ALL students in 2nd grade who have not been identified for gifted programming will take the Cognitive Abilities Test (CogAT) the week of February 16th.  This assessment indicates the level and pattern of cognitive development of a student in comparison to grade and age mates.  These general reasoning abilities, which start developing at birth and continue through early adulthood, are influenced by experiences gained both in and out of school.

  • If your child is already identified for gifted programming, they will not participate in this universal screen testing. Your Gifted Education Facilitator will contact you directly with more detailed information about this process.

Gifted Identification Referral Testing 

  • If your child is in grades K, 1, 3, 4 and you believe he/she needs evaluation for Gifted Identification and Services, you may refer your child for testing by initiating the Gifted Identification Process.

  • NOTE:  Requesting this assessment automatically initiates the process to evaluate for Gifted Identification.

  • Please request CogAT testing for your child by completing the Referral for Gifted Identification linked HERE

  • Upon receipt of this form the Gifted Education Facilitator will connect with you to discuss next steps in the gifted identification process.

5th Grade Universal Screen from November 2020 –  Makeups

  • Students who were not able to take the test in November will take the CogAT during this February window

  • Students who started the CogAT but were not able to finish will have the chance to take the portion(s) that was not completed during this February window.

100% Virtual/Online Learners

Families with students currently enrolled in eLearning will receive detailed information about their CogAT testing options and logistics directly from the DCSD District Team/eLearning Administration.  If you do not receive this information by Jan 22, 2021, please contact the DCSD Gifted Education Team at:

Please see the following for additional information linked below:

Parents must submit the CogAT Excusal Form by February 5, 2021