Legacy Point staff is also trained in the balanced literacy model of writing. Similar to the reading model, this framework also has five elements that center around a writing workshop. 

5 Components of Balanced Literacy in Writing

Modeled Writing 

Modeled writing requires the teacher to do all or most of the thinking and talking and all of the writing. 

“Nothing, absolutely nothing, you will ever do as a teacher will be more powerful than modeling writing in front of your students.” Vicki Spandel - Write This Way: How Modeling transforms the Writing Classroom by Kelly Boswell 

Shared Writing
A writing experience that invites students to collaborate with the teacher to create a piece of writing. The teacher and students construct a piece together, both contributing ideas, with teacher acting as scribe. 

“When you write with your students, you show them what writing is for. You show them the ‘why’ of writing and how to negotiate the journey from the germ of an idea to a final copy.” Donald Graves - A Fresh Look at Writing 

Interactive Writing
Teacher and students collaboratively work together to jointly construct and compose meaningful text .

“Interactive writing provides a means for teachers to engage in effective literacy instruction, not through isolated skills lessons, but within the framework of constructing texts filled with personal and collective meaning.”

Guided Writing
A bridge between shared writing and independent writing that provides students with scaffolded support and tools that lead to independence. 

“Young writers need instruction. They do not improve their writing skills simply because teachers require them to write (Englert, 1992). ... Guided writing provides an important context for teachers' in-the-moment assessment and immediate instructional scaffolding of students' construction of their own, individual texts.”

Independent Writing & Conferring
Students apply their understandings of the writing process and the writer’s craft as they demonstrate their ability to write in a variety of contexts.

“By allowing time for children to write, they expand their writing skills and apply spelling, grammar, and punctuation.” Farmington Literacy Instruction 
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In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008, and Colorado law, the Douglas County School District RE-1 does not unlawfully discriminate against otherwise qualified students, employees, applicants for employment, or members of the public on the basis of disability, race, creed, color, sex, sexual orientation, marital status, national origin, religion, ancestry, or need for special education services. Discrimination against employees and applicants for employment based on age, genetic information, and conditions related to pregnancy or childbirth is also prohibited in accordance with state and/or federal law. Complaint procedures have been established for students, parents, employees, and members of the public. The School District's Compliance Officer and Title IX Coordinator to address complaints alleging sexual harassment under Title IX is Aaron Henderson, 620 Wilcox Street, Castle Rock, Colorado, [email protected], 720-433-1083.

Outside Agencies

Complaints regarding violations of Title VI, (race, national origin), Title IX (sex, gender), Section 504/ADA (handicap or disability), may be filed directly with the Office for Civil Rights, U.S. Department of Education, 1244 North Speer Blvd., Suite 310, Denver, CO 80204. Complaints regarding violations of Title VII (employment) and the ADEA (prohibiting age discrimination in employment) may be filed directly with the Federal Office of Equal Employment Opportunity Commission, 303 E. 17th Ave., Suite 510, Denver, CO 80202, or the Colorado Civil Rights Commission, 1560 Broadway, Suite 1050, Denver, CO 80202.


Special Education records which have been collected by Douglas County School District related to the identification, evaluation, educational placement, or the provision of special education in the district, must be maintained under state and federal laws for the period of five (5) years after special education services have ended for the student. Special education services end when the student is no longer eligible for services, graduates, or completes his/her educational program at age 21, or moves from the district. This notification is to inform parents/guardians and former students of Douglas County School District's intent to destroy the special education records of students who exited special education services as of June 30, 2016. These records will be destroyed in accordance with state law unless the parent/guardian or eligible (adult) student notifies the school district otherwise. After five years, the records are no longer useful to the district, but may be useful to the parent/guardian or former student in applying for social security benefits, rehabilitation services, college entrance, etc. The parent/guardian or eligible (adult) student may request a copy of the records by requesting the records at this link ( Douglas County School District Transcripts and Records Requests ).