Clovis Municipal Schools      
1900 Thornton St., Clovis, NM 88101 (575) 769-4350

  • Pathway to the Future
  • Mission
  • Goals
  • Guiding Principals
  • CHS Beliefs
  • Educational Plan

Pathway to the Future

Clovis High School is committed to providing each student in grades 10 - 12, with a quality learning experience in preparation for life after graduation. Our school district has decided to return to a "traditional" six period day. The goal at CHS is to make this transition a smooth and positive change. Both a block schedule and traditional schedule have advantages and disadvantages. Ultimately, much of the success that you experience by virtue o any schedule rests squarely on your own shoulders.

As young adults who are in the process of assuming adult responsibilities, students are encouraged to consider the consequences and effects of the choices and decisions that are made. Most students will make both good and bad choices. In either situation, the student will learn something from the experiences and be given support and guidance by the high school staff in that process. The choices and decisions made by the students for the school year will help shape both his/her academic career and character. Students, carefully consider you class choices and the impact they will have on your academic and vocational preparation and the continued strengthening of your character. Each of these elements opens a pathway to your future....

CHOOSE WISELY


CHS Mission

We will do whatever it takes to engage CHS students in rigorous and relevant learning opportunities in order to prepare them for future success.

2008-2009 Goals

  • Numeracy
  • Literacy
  • Character

The percent of students at or above proficiency in math will increase to 46% by May 2008 (15% increase), as measured by the NMHSSA.

*Annual Team Goal
2005-2006 22% - 27% ACTUAL 21.27%
2006-2007 27% - 32% ACTUAL 26.90%
2007-2008 32% - 37%  


Strategies:
  1. Analyze short-cycle assessments administered every nine weeks in the math department, to check for mastery and apply interventions as necessary.
  2. Design weekly lesson plan activities across the math curricula that require students to identify two and three-dimensional geometric shapes and their properties.
  3. Design weekly lesson plan activities across the math curricula that require students to determine basic probabilities or measures of central tendency.
  4. Require students to incorporate written explanations of the process they used to solve a particular problem at least once a week across the math curricula.
  5. Incorporate construction math or agricultural calculations in Ag mechanics classes at least once a week.
  6. Incorporate weekly activities within the special education curricula that require students to analyze their weekly grades within the appropriate subject area using percents, fractions, or ratios.
  7. Incorporate weekly activities across the social studies curricula that require students to create and/or interpret data from graphs, tables, charts, maps or timelines.
  8. Incorporate monthly activities that require students to calculate measurements for projects in Technology classes.
  9. Within the Art Department:
      (a) Address the use of fractions while teaching reciprocity in F-stops a minimum of twice during the semester in Photography classes.
      (b) Address the use of fractions while teaching measurement of clay projects a minimum of twice each semester in Ceramics.
      (c) Address the use of fractions while teaching correct measurement in various projects a minimum of twice each semester in the Arts & Crafts courses.
      (d) Address fractions while teaching perspective and proportion a minimum of twice during each semester in the two-dimensional fine art courses.
  10. Incorporate activities that require students to compute and solve measuring problems once a week after the first 3 weeks of each semester in Baking, Culinary Essentials, ProStart, Clothing Construction and Commercial Sewing.
  11. Incorporate monthly activities that require students to calculate measurements for projects in Technology classes.
  12. Solve simple math problems in the target language, including conversion to the metric system and military time at least once each nine weeks in Foreign Language courses
  13. Incorporate lesson plan activities that require students to make calculations and/or create, analyze and interpret graphs and charts at least once each nine weeks across the science curricula.
  14. Interpret numeric data and incorporate findings into a writing assignment at least once per semester in language arts classes.
  15. Convert standard/metric measurements, calculate construction costs at least twice per semester in industrial technology classes.

The percent of students at or above proficiency in reading will increase to 60% by May 2009 (9% increase), as measured by the NMHSSA.

*Annual Team Goal
2005-2006 53% - 56% ACTUAL 45.70%
2006-2007 56% - 59% ACTUAL 48.04%
2007-2008 59% - 62%  


Strategies by Department:
  1. Identify the writer’s ideas and recognize how those ideas are developed within the given paragraphs through various weekly activities in language arts classes.
  2. Identify and respond to key concepts from textbooks or supplemental readings and interpret information in written form across the social studies
    curricula at least once per week in social studies classes.
  3. Read teacher-selected articles within the appropriate subject area and state the main idea in expanded written form at least once each week in special
    education classes.
  4. Interpret and write about inspirational or motivational quotes dealing with personal or business ethics weekly in business classes.
  5. Read and identify the main idea within an art- related article at least twice per semester in art classes.
  6. Analyze a math problem and state the solution process in written form at least once per semester in agriculture classes.
  7. Read and summarize a news article once a week in AFJROTC.
  8. Analyze passages and follow formulas to translate from English to another language throughout the semester in modern language classes.
  9. Analyze musical compositions to determine the historical and emotive elements of their texts throughout the semester in music classes.
  10. Analyze, evaluate, and reflect on personal accomplishments in monthly journal writings and critiques in technology classes.
  11. Read passages and identify main ideas and/or follow sequences from written directions or recipes in course-related texts or materials at least once
    each week in family and consumer science classes.
  12. Read passages and identify the main ideas, sequence information, and/or interpret graphs at least once each nine weeks across the science curriculum
    in science classes.
  13. Analyze a given problem or project in the related industrial technology course and write a plan of procedure to solve the problem or build the project
    at least once per semester.
  14. Utilize writing guidelines with minimum writing standards in all classrooms.

The percent of students that demonstrate good ethical decision making skills will increase 15% by May 2008, as assessed by a character survey given to students during PASS in November 2005 and again in April 2006, April 2007 and Fall 2008.
  1. Introduce a character pillar of the week each Monday on the announcements with teachers reinforcing the pillar throughout the week.
  2. Use CAT-TV to produce monthly “character videos,” seen in all classrooms at a given time.
  3. Incorporate video Character Counts! Activities school wide.
  4. Recognize students weekly who exhibit positive character traits through various media and/or rewards.
  5. Analyze the pre-character counts survey, given to all students at the beginning of the year, to determine what character traits need to be addressed.



Guiding Principals
  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 a school community truly centered on the six pillars of character where those pillars are lived and shared; and where academic learning and character development are seen as a common endeavor.
  4. 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.

CHS Beliefs that are Non-negotiable
  1. All adults must believe that all kids can be successful and be committed to making a daily effort to make this happen.
    • Lesson Plans - components that have been identified are required.
    • Literacy must be priority in EVERY classroom or students will not succeed in ANY classroom.
  2. Commit to not allowing students to fail.
    • CATS - Catch Academic Tardiness Soon - a lunch detention for students who don't turn homework in on time; must be immediate
    • We will care about kids without lowering standards
  3. Use common assessments to inform practice.
    • Timely remediation will occur in all classes.
    • Data driven decision making
  4. All faculty and staff will be an Academic Support Specialist for students and colleagues.
    • Every student MUST be known - no student will remain anonymous.
    • No Destructive Lounge Talk (DLT). this is not limited to the lounge, it also includes classrooms, bathrooms, hallways, games, activities, etc. We must respect the students and adults on this campus.
  5. Consistent parent communication.
    • Progress reports every 4.5 weeks (posted on Mozilla and generated by the district)
    • Progress reports/report cards must be accurate
    • The exception is that the progress reports will be signed by the parents and returned to the teacher that handed them out. If parents can't sign the report, a coach and/or extracurricular sponsor will also be interested in the grades; therefore, he/she could sign. As a last resort for a signature, the students who have a faculty/staff mentor could have the mentor sign. However, the goal is for the parent s to be aware of their student's academic progress.
    • Positive phone calls/notes to parents.
  6. Actively and positive participate in PLCs.

Educational Plan for Student Success

In line with the No Child Left Behind Law, the New Mexico Public Education Department requires every school in New Mexico to develop a long-range strategic plan to promote student success and continuous school improvements. This plan sets clear goals, implementation strategies, and evaluation measures to determine its success. The CHS plan is updated and sent to the New Mexico Department of Education on a quarterly basis.

Clovis High School will focus on these areas for its EPSS:
  1. Parents and community members will serve on each of the seven standards for the NCA Accreditation visit
  2. Increase percentage of students at or above the proficient level of NMSBA in Reading
  3. Increase percentage of students at or above the proficient level of NMSBA in Math
 
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