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About Clovis High School

  • Mission
  • Guiding Principal
  • Educational Plan

CHS Mission


We at CHS, in partnership with parents, students, and the community, will strive to provide a safe
environment conducive to learning by preparing all students for a lifetime of success.

To achieve this task, all parties will work together by utilizing cooperation, communication, and
collaboration, promoting student involvement and accountability.

Success will be accomplished through relationship building among educators, students, parents,
and community members.

What does our mission mean to us?

Preparing . . .
Clovis High School is preparing students for post-secondary success in career and college by:

  • Including literacy and numeracy activities in every core, elective, and career tech class.
  • Guiding all students in the selection of a career pathway.
  • Involving all students in project-based learning in every core, elective, and career-tech class.
  • Offering a variety of advanced placement and dual credit courses.

Every CHS student, no exceptions!

Success . . .
  • Proficiency on the NMSBA
  • College scholarships
  • Jobs after high school
  • Certification in a skill, field or job
  • College Credits during high school
  • Competitive ACT score
  • College Enrollment and college diploma
  • Military service

Core Beliefs
1. Every student has worth, is capable of learning, and can achieve high standards.
2. When students are provided with a safe, caring, and engaging environment, instruction is more effective.
3. Learning will occur when instruction is relevant to students and includes the use of real world experiences.
4. Students have better attendance and behavior when they feel connected to the school community.
5. Communication and collaboration are essential to the learning process.
6. Students and faculty must have both short and long-term goals in order to succeed.
7. When teachers and students have high expectations of each other, learning will occur.
8. Learning is a partnership involving students, parents, administrators, and the community.


Guiding Principal


  1. We analyze data to monitor the results of our efforts and guide our practice.
  2. We base all site decisions on the academic, social, and emotional needs of our students.
  3. We create an academic program that develops a strong foundation in each academic discipline and engages students in rigorous project based work and/or relevant course work.

Clovis High School Educational Plan For Student Success
2013-2014


GOAL: Strengthening Reading Instructional Programs

Within one year, the percentage of all students that are proficient or on track to proficiency (within 3 years) equals the Reading SGT of 56.7%.

STRATEGY 1. Core Reading Program The Core reading program will be fully implemented to correlate to the NM Common Core (K-3), and the Language Arts and Literacy Standards (K-12).

ACTION STEP Student Literacy All CHS teachers will involve students in literacy strategies, which include speaking, listening, reading, and writing, a minimum of one day per week. Effectiveness of the literacy strategies will be measured through student achievement on school, district and state assessments.

ACTION STEP Literacy Design Collaborative Template Task All teachers (excluding Math) will create and use a minimum of one Literacy Design Collaborative template task assignment per semester. All LDCs will include a pre and post assessment to measure student understanding.

ACTION STEP Universal 30 Academic Vocabulary All teachers will embed the Universal 30 Academic Vocabulary in instructional practices to increase student comprehension in all subject areas as measured by student achievement on school, district and state assessments.

STRATEGY 2. Tier II Supports for Students in Reading Intervention Reading Programs intended for flexible use as part of differentiated instruction, or in more intensive intervention, to meet student learning needs in specific areas in alignment with the NM RTI Framework.

ACTION STEP Student Success Center The teacher will identify students who need assistance with reading and refer them to the Student Success Center for academic support to improve knowledge and skills as measured by SCA scores.

ACTION STEP Edgenuity Credit Recovery The teacher will identify students who are credit deficient and placed in Edgenuity classes each semester. Student success is based on course completion.

ACTION STEP Intervention for Student Help The teacher will identify students who receive a "D" or an "F" on their progress report and will assign them to an extra intervention program where they will receive teacher assistance in the area of need. Progress will be monitored by student report card.

ACTION STEP Alternative Setting The teacher will identify students who need intensive intervention and refer them to summer school, night school, Edgenuity, and/or Choices Alternative School as needed. Student success will be measured by completion of the alternative setting program.

ACTION STEP Read 180/Tell Me More The teacher will identify students for placement in Read 180 or Tell Me More based upon their performance and growth on the NMSBA or the Scholastic Reading Inventory, language acquisition test, and/Access Test.

STRATEGY 3. Tier III Supports for Students in Reading Intensive targeted intervention(s) to meet specific student learning needs in alignment with the NM RTI Framework.

ACTION STEP SPED Credit Recovery Lab The teacher will identify students who need intensive intervention and refer them to a teacher driven credit recovery lab with an individualized plan of action. Effectiveness will be measured by the student successfully completing the Credit Recovery Lab.

STRATEGY 4. Professional Development to support Reading

Professional Development in reading for teachers and administrators aligned with the Common Core State Standards including: description of delivery, methodology, length, relationship to student achievement in reading, evidence based and follow up to professional development.

ACTION STEP High Schools That Work Best Practices

All teachers will continue to use and build on HSTW literacy strategies in conjunction with CCSS as measured by student achievement on school, district and state assessments.

ACTION STEP Discovery Education

Teachers will receive training in the interpretation and use of Discovery testing data through out the year to improve instructional practices, that guide student achievement, as measured through Discovery Assessments.

STRATEGY 5. Collaboration Time for Reading Teachers

Dedicated time for data analysis and review to inform planning to deliver targeted instruction and support to students as needed.

ACTION STEP Professional Learning Communities

Teachers meet during Professional Learning Communities weekly to review student performance and make decisions regarding instructional practices targeting student needs. PLC effectiveness will be measured by student performance on daily assignments as well as school, district and state assessments.

STRATEGY 6. Monitoring of Reading Instructional Programs

The classroom teacher delivers the specific program/curriculum in an explicit and systematic manner adhering to the fidelity of the program.

ACTION STEP Discovery Education

English Language Arts teachers at the 10th and 11th grade level will utilize the results from Discovery Education Assessments that are given 3 times a year to provide remediation for students and utilize the resources provided by Discovery Education to enhance classroom instruction. Discovery Education Assessments will be used to measure student success.

STRATEGY 7. College and Career Ready (Grades 8-12)

The school provides opportunities and academic supports to enable all students to succeed in rigorous courses designed for college and career readiness in grades 9-12 Reading.

ACTION STEP Special Programs

Special programs such as the Gifted and Talented, ENLACE, and Upward Bound will be used to guide students in college preparation. Success will be monitored through yearly program reports.

ACTION STEP Career Counselor

The career counselor will encourage students to complete courses designed for college and/or career readiness. Evidence of success can be measured yearly by the number of students who successfully complete these courses.

ACTION STEP Student Advisory

Teachers will provide academic advisory and support to students 2 to 3 times per month to increase student awareness of college and career opportunities. Attendance sheets will be utilized to measure student participation.

ACTION STEP Spring Showcase

Teachers will host a spring showcase that includes reading information and activities designed to increase the college and career readiness of all students. Sign in sheets will be utilized to measure student and parent participation.

STRATEGY 8. Use of Data to Analyze Reading

A dialogue around how students are performing in Reading. This information should guide action step development in the Web EPSS.

ACTION STEP Campus Data Review

All teachers will review Discovery and SCA data, as well as other literacy data during professional learning communities each nine weeks. Department heads will also participate in a campus-wide data review each nine weeks. Teachers will use data to enhance instructional practices to improve student success on NMSBA.

ACTION STEP SBA Data Review

During Professional Learning Communities as well as initial duo training, teachers will participate in an in-depth campus wide data review of NMSBA data, which includes student performance, item analysis, and subgroup performance in order to make decisions for instruction and student needs. Evidence can be measured through teacher lesson plans and NMSBA data.


GOAL: Strengthening Math Instructional Programs

Within one year, the percentage of all students that are proficient or on track to proficiency (within 3 years) equals the Math SGT of 50%.


STRATEGY 1. Core Math Program

The Core Math program will be fully implemented to correlate to the NM Common Core (K-3) and the Math Standards (-12).

ACTION STEP CCSS in Conjunction with PARCC

All math teachers will incorporate mathematical thinking practices essential to CCSS that include Formative Assessment Lessons (FAL) -Pre-Lesson Assessment -The Lesson -Post-Lesson assessments will be included to measure success.

ACTION STEP Universal 30 Academic Vocabulary

All math teachers will embed the Universal 30 Academic Vocabulary in instructional practices to increase student comprehension in all subject areas as measured by student achievement on school, district and state assessments.

STRATEGY 2. Tier II Support for Students in Math

Intervention Math Programs intended for flexible use as part of differentiated instruction, or in more intensive interventions to meet student learning needs in specific areas, in alignment with the NM RTI Framework.

ACTION STEP Student Success Center

The teacher will identify students who need assistance with math and refer them to the Student Success Center for academic support to improve knowledge and skills as measured by SCA scores.

ACTION STEP Edgenuity Credit Recovery

The teacher will identify students who are credit deficient and placed in Edgenuity classes each semester. Student success is based on course completion.

ACTION STEP Intervention for Student Help

The teacher will identify students who receive a "D" or an "F" on their progress report and will assign them to an extra intervention program where they will receive teacher assistance in the area of need. Progress will be monitored by student report card.

ACTION STEP Alternative Setting

The teacher will identify students who need intensive intervention and refer them to summer school, night school, Edgenuity, and/or Choices Alternative School as needed. Student success will be measured by completion of the alternative setting program.

ACTION STEP Read 180/Tell Me More

The teacher will identify students for placement in Read 180 or Tell Me More based upon their performance and growth on the NMSBA or the Scholastic Reading Inventory, language acquisition test, and/Access Test.

STRATEGY 3. Tier III Supports for Students in Math

Intensive targeted intervention(s) to meet specific students learning needs in alignment with the NM RTI Framework.

ACTION STEP SPED Credit Recovery Lab

The teacher will identify students who need intensive intervention and refer them to a teacher driven credit recovery lab with an individualized plan of action. Effectiveness will be measured by the student successfully completing the Credit Recovery Lab.

STRATEGY 4. Professional Development to support Math

Professional Development in Math for teachers and administrators aligned with the Common Core State Standards including: description of delivery, methodology, length, relationship to student achievement in math, evidence based, and follow up to professional development

ACTION STEP High Schools That Work Best Practices

Continue to use and build on HSTW math strategies in conjunction with CCSS as measured by student achievement on school, district and state assessments.

ACTION STEP Discovery Education

Teachers will receive training in the interpretation and use of Discovery testing data through out the year to improve instructional practices, that guide student achievement, as is measured through Discovery Assessments.

STRATEGY 5. Collaboration Time for Math Teachers

Dedicated time for data analysis and review to inform planning to deliver targeted instruction and support to students as needed.

ACTION STEP Professional Learning Communities

Teachers meet during Professional Learning Communities weekly to review student performance, and make decisions regarding remediation and interventions that guide instruction to support student needs, as measured by student performance on daily assignments as well as school, district and state assessments.

STRATEGY 6. Monitoring of Math Program

The classroom teacher delivers the specific program/curriculum in a direct, explicit and systematic manner adhering to the fidelity of the program.

ACTION STEP Discovery Education

Teachers use results from Discovery Education Assessments that are given 3 times a year to provide remediation for students and utilize the resources provided by Discovery Education to enhance math instruction. Discovery Education Assessments will be used to measure student success.

STRATEGY 7. College and Career Ready (Grades 9-12)

The school provides opportunities and academic supports to enable all students to succeed in rigorous courses designed for college-and-career-readiness in grades 9 12 in Math.

ACTION STEP Special Programs

Special programs such as the Gifted and Talented, ENLACE, and Upward Bound will be used to guide students in college preparation. Success will be monitored through yearly program reports.

ACTION STEP Career Counselor

The career counselor will encourage students to complete courses designed for college and/or career readiness. Evidence of success can be measured yearly by the number of students who successfully complete these courses.

ACTION STEP Student Advisory

Teachers will provide academic advisory and support to students 2 to 3 times per month to increase student awareness of college and career opportunities. Attendance sheets will be utilized to measure student participation.

ACTION STEP Spring Showcase

Teachers will host a spring showcase that includes math information and activities designed to increase the college and career readiness of all students. Sign in sheets will be utilized to measure student and parent participation.

STRATEGY 8. Use of Data to Analyze Math

A dialogue around how students are performing in Math. This information should guide action step development in the Web EPSS.

ACTION STEP Campus Data Review

All teachers will review Discovery and SCA data, as well as other literacy data during professional learning communities each nine weeks. Department heads will also participate in a campus-wide data review each nine weeks. Teachers will use data to enhance instructional practices to improve student success on NMSBA.

ACTION STEP SBA Data Review

During Professional Learning Communities as well as initial duo training, teachers will participate in an in-depth campus wide data review of NMSBA data, which includes student performance, item analysis, and subgroup performance in order to make decisions for instruction and student needs. Evidence can be measured through teacher lesson plans and NMSBA data.

Revised 9/25/13


To View and Download the CHS EPSS Strategies Click Here [+]

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Website Modified Tuesday, September 9, 2014 11:21 AM


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