##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \[ \] Elementary \[ \] Middle \[X\] High
\[ \] K-12 \[ \] Charter

Name of Principal: [Mr. Paul Martin]{.underline}

Official School Name: [Cheyenne Mountain High School]{.underline}

School Mailing Address: [1200 Cresta Road]{.underline}

City: [Colorado Springs]{.underline} State: [CO]{.underline} Zip Code:
[80906-1699]{.underline}

County: [El Paso]{.underline} State School Code Number:
[060-268]{.underline}

Telephone: [(719) 475-6110]{.underline} Fax: [(719)
475-6116]{.underline}

Web site/URL: [www.cmsd.k12](http://www.cmsd.k12/) E-mail:
[martin@cmsd.k12.co.us]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent: [Dr. Walt Cooper]{.underline}

District Name: [Cheyenne Mountain School District #12]{.underline} Tel.:
[(719) 475-6100]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Superintendent's
Signature)

Name of School Board

President/Chairperson: [Mrs. Janet Suthers]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

5.  The nominated school or district is not refusing OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school or the school district as a whole has
    violated one or more of the civil rights statutes or the
    Constitution's equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_[6]{.underline}\_\_
Elementary schools

\_\_[0]{.underline}\_\_ Middle schools

\_\_[1]{.underline}\_\_ Junior high schools

\_\_[1\_]{.underline}\_ High schools

\_\_[1\_]{.underline}\_ Other (Charter School Grades K-9)

\_\_[9]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
[\_\_\_\$10,621]{.underline}\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\_\_\$11,869\_\_\_\_\_\_\_\_\_]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [12]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       181       159         340

  **2**                                                     **10**      185       160         345

  **3**                                                     **11**      151       181         332

  **4**                                                     **12**      192       185         377

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1394
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [84]{.underline} % White

the school: [2]{.underline} % Black or African American

[7]{.underline} % Hispanic or Latino

[6]{.underline} % Asian/Pacific Islander

[1]{.underline} % American Indian/Alaskan Native

**100% Total\***

**\***The total does not add up to 100 due to rounding.

7\. Student turnover, or mobility rate, during the past year: \_\_[6
%]{.underline}

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      40
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      49
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    89
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1394
                            the school as of October 1  

  **(5)**                   Total transferred students  .0638
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           6.38%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [1]{.underline} %

[16]{.underline} Total Number Limited English Proficient

Number of languages represented: \_\_[8]{.underline}\_\_\_\_\_\_

Specify languages: Chinese, French, German, Korean, Polish, Russian,
Spanish, Swedish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[0.7]{.underline}\_%

Total number students who qualify: [\_\_ 10\_\_]{.underline}

> Cheyenne Mountain High School does not participate in the federally
> supported lunch program.

10\. Students receiving special education services: \_\_
[3]{.underline}\_%

[\_\_\_ 38\*]{.underline}\_ Total Number of Students Served

> \*Total does not include 5 students in transition program.
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_[2\_]{.underline}\_Deafness \_\_[8]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[17]{.underline}\_Specific Learning Disability

\_[3]{.underline}\_\_Emotional Disturbance \_\_[1]{.underline}\_Speech
or Language Impairment

\_[2\_]{.underline}\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [3\_\_]{.underline}Mental Retardation \_\_[1\_]{.underline}Visual
> Impairment Including Blindness
>
> [\_1\_]{.underline} Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [\_4]{.underline}\_\_\_\_\_
\_[0]{.underline}\_\_\_\_\_\_

Classroom teachers \_[74\*]{.underline}\_\_\_
\_[2\_]{.underline}\_\_\_\_\_

Special resource teachers/specialists \_[5]{.underline}\_\_\_\_\_
\_[2]{.underline}\_\_\_\_\_\_

Paraprofessionals \_[6]{.underline}\_\_\_\_\_
\_[0]{.underline}\_\_\_\_\_\_

> Support staff \_[0\_]{.underline}\_\_\_\_
> \_[2\_]{.underline}\_\_\_\_\_
>
> Total number \_[89\_]{.underline}\_\_\_ \_[6\_]{.underline}\_\_\_\_\_

\* 17 Full time teachers teach an additional section of classes.

12. Average school student-classroom teacher ratio:
    \_\_[18:1\*\_\_]{.underline}

\* Student-teacher ratio does not reflect teachers who teach additional
sections of classes.

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates, and only high schools need to supply drop-off rates. Also
explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  96 %        97 %        96 %        96 %        96 %

  Daily teacher attendance  96 %        95 %        96 %        97 %        95 %

  Teacher turnover rate     17 %        11 %        12 %        22 %        23 %

  Student dropout rate      1 %         1 %         1 %         1 %         1 %
  (middle/high)                                                             

  Student drop-off rate     3 %         3 %         3 %         2 %         2 %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**14.** Show what the students who graduated in Spring 2006 are doing as
of September 2006.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > 311      |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > 79%      |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > 11%      |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > 3%       |
+---------------------------------------------------------+------------+
| Found employment                                        | > 3%       |
+---------------------------------------------------------+------------+
| Military service                                        | > 2%       |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > 2%       |
+---------------------------------------------------------+------------+
| Unknown                                                 | > 0%       |
+---------------------------------------------------------+------------+
| **Total**                                               | 100 %      |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Nestled at the base of Cheyenne Mountain, Cheyenne Mountain High School
is a model of educational excellence not only in the Pikes Peak Region
but also in the state of Colorado. A high school of 1394 students in
grades 9-12, Cheyenne Mountain High School is committed to the mission
that every classroom and every student achieve. No exceptions. No
excuses.

A blend of tradition and innovation, Cheyenne Mountain High School
mirrors its physical building with its blend of mature, experienced
staff and highly qualified fledgling educators. With a faculty average
of twelve years of teaching experience and a students-per-teacher ratio
of 18:1, Cheyenne Mountain High School more closely resembles a small
private college than a public high school. The college campus atmosphere
reflects the college preparatory curriculum taught within. In 2001-2002
Cheyenne Mountain High School opened enrollment to Advanced Placement
courses, resulting in a boom of students participating in these advanced
course offerings. The success which students experienced in AP courses
translated into 92% of the 2006 graduating class matriculating into 2-
and 4-year universities and colleges.

Our community includes students who are motivated to learn; parents who,
caring deeply about their children's education, moved their families to
attend Cheyenne Mountain School District; teachers who want to teach,
are expert at teaching and who care about students; staff members who
are committed to supporting teachers and what happens in classrooms;
non-parent residents who realize that even though they have no children
in school, educational excellence benefits the entire community by
preparing citizens and future leaders; and businesses that value
education for what it means in terms of well- prepared employees.
Cheyenne Mountain High School excels because education is a value in the
community.

Committed and capable teachers are critical to the success of our
students. Our young people flourish in the hands of teachers who help
them to realize their potential, understand their capabilities, build
their self-esteem, encourage their curiosity and prepare them for
life-long learning. Cheyenne Mountain High School is the fortunate
beneficiary of students whose intellectual curiosity and scholarly
discipline have been developed by our phenomenal staff and rigorous
curriculum.

Cheyenne Mountain High School provides a comprehensive curriculum based
upon Colorado Model Content Standards which are the basis of lesson
design and assessment. A comprehensive curriculum includes a base
curriculum geared towards college preparation in line with the Colorado
Commission of Higher Education Standards. Advanced Placement and AP
preparatory courses challenge our academically gifted student, while our
multi-tiered Response to Intervention Program helps to identify students
with gaps in their learning and provides research-based interventions to
ensure that all students succeed. As a result, Cheyenne Mountain High
School students continue to outperform other Colorado students on every
assessment measure.

The commitment to the success of all students is also evident in
Cheyenne Mountain High School's student support services. From the
award-winning Learning and Educating About Disabilities (LEAD) program
to our innovative transition house for transitioning special education
students from school to independent living, Cheyenne Mountain High
School ensures that all students are equipped to meet the challenges of
their future.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1. Assessment Results:**

# 

The No Child Left Behind Act (NCLB) of 2001 requires the Colorado
Department of Education (CDE) to make a determination of Adequate Yearly
Progress (AYP) for every school in the state. CDE calculates AYP for
each school by measuring Colorado Student Assessment Program (CSAP)
participation rates, math and reading performance, and the graduation
rate target for the high school level. Cheyenne Mountain High School
achieved all twenty of the identified AYP goals/targets in 2006.

# 

# The Colorado Student Assessment Program (CSAP) is designed to provide a picture of how students in the state of Colorado are progressing toward meeting academic standards, and how schools are doing to ensure learning success of students. The CSAP measures student performance in reading, writing, mathematics and science relative to the Colorado Model Content Standards. 

In academic year 2005-2006, 100% of all ninth and tenth grade students
at Cheyenne Mountain High School were assessed using CSAP. The
percentage of ninth grade students who scored proficient and advanced in
the area of Reading/Language Arts was 91%. The disaggregated data
indicate that 84% of the Hispanic and 91% of Asian/Pacific Islander
students are proficient or above. Students in the tenth grade scoring at
or above the proficient level in the area of Reading/Language Arts
numbered 89%. The disaggregated data indicate that 92% of Hispanic and
84% of Asian/Pacific Islander students scored at or above the proficient
level.

With respect to math, 69% of ninth grade students scored proficient or
advanced while 40% of Hispanic students and 65% of Asian/Pacific
Islander students scored at or above proficient. Additionally, 63% of
tenth grade students scored proficient or advance, while 54% of Hispanic
students and 53% of Asian/Pacific Islander students were at or above
proficient.

Similar proficiency levels can be seen over the past five years. In
addition, CMHS CSAP scores are consistently some of the highest in the
Pikes Peak region and in the state of Colorado, earning Cheyenne
Mountain High School the distinction of "School of Excellence" since the
inception of the award. Additional state data can be found at
http://www.cde.state.co.us.

The ACT, America's most widely accepted college entrance exam, is a
nationally normed test that gauges how college- and university-bound
students should fare during their first years in a college/university
academic setting. The ACT is required for all Colorado tenth grade
students. The multiple choice test covers four skill areas: English,
mathematics, reading and science. In academic year 2005-2006 Cheyenne
Mountain students averaged a 23.1, while the state average was a 20.3
and the national average was 21.1 on a 1-36 scale.

These data lead to two conclusions: First, Cheyenne Mountain High School
students perform exceptionally well on high-stakes tests. Sustained
excellence in scores indicates that the scope and sequence, curriculum
and methodology are all aligned in such a way as to foster excellent
learning outcomes for all students. Second, based on the various
subgroups of students assessed, statistically significant differences
between our general population and our subgroups occurred in the areas
of writing and mathematics. These data were used to institute additional
support systems in these curricular areas, including the use of
differentiated instruction and the creation of both writing and math
labs. These adjustments will help to close the achievement gaps and make
the curriculum accessible to all ability levels and ethnic groups.

**2. Using Assessment Results:**

The Colorado Department of Education (CDE) is working with Colorado
school districts in the Response To Intervention initiative addressed in
the reauthorization of the Individuals with Disabilities Education
Improvement Act (IDEA, 2004). Response to Intervention (RTI) is a
multi-tiered, problem-solving approach that addresses academic and
behavioral difficulties of all students. It is an integrated improvement
model that is data-driven, standards-based and proactive and
incorporates both prevention and intervention. At Cheyenne Mountain High
School the learning of all students is assessed early and often,
providing ongoing progress monitoring through a variety of assessment
modalities including norm-referenced (PLAN, PSAT, ACT, SAT),
criteria-referenced (CSAP), formative and summative assessments. Data
are used to drive instruction and are employed by classroom teachers and
problem-solving teams to determine appropriateness of the instructional
program as well as to monitor student performance. If there are concerns
regarding a student's progress, increasingly intense tiers of
intervention are available to provide remediation or enrichment for all
students.

**3. Communicating Assessment Results:**

The Cheyenne Mountain staff are committed to providing all students with
a rigorous and quality education. This commitment is evident in the way
that student progress and school performance is promptly and
comprehensively communicated to students, parents and the community.
Shortly after school resumes in the fall, students and parents are
provided with a complete list of teachers' school phone numbers and
email addresses as well as the high school's response policy which
guarantees all communications a response within 24 hours. At
Back-to-School Night, parents have the opportunity to meet with the CMHS
staff and to receive a detailed overview of the school year and
curriculum. Additional informational parent meetings are held throughout
the year on topics ranging from bullying, drug and alcohol prevention,
Internet safety, safe dating, college admissions, financial aid, various
topics related to special education, RTI, reading, and much more.
Parents also have the opportunity to meet monthly with the principal in
an informal setting through Principal's Coffees.

Written communication is a key component of progress monitoring as well.
CMHS sends home monthly newsletters highlighting important school
events, student success, educational articles, and upcoming activities.
State assessment results are mailed home in early fall followed by the
School Accountability Report (School Report Card) and the District
Annual Report. Student progress is monitored through bimonthly grade
checks, 6-week progress reports and semester report cards. Student
performance on PLAN, PSAT, ACT and SAT tests is communicated to students
in small group settings as part of Cheyenne Mountain High School's
comprehensive guidance department curriculum.

The school's Web site includes important school information including
academics, activities, athletics, weekly calendar of events, *Smoke
Signals* (the newsletter), an alumni link and the homework hotline.
Accessed from the district Web site homepage, MyCampus allows students
and parents to monitor student's grades and attendance online. Through a
secure link, students and parents can view complete gradebook
information to assist in the communication of the student's progress.

**4. Sharing Success:**

Recently named the #1 school district in the State of Colorado, Cheyenne
Mountain School District has a long-standing tradition of excellence. As
such, Cheyenne Mountain High School is frequently contacted by
neighboring schools interested in discussing best practices. CMHS
administrators, teachers and staff welcome opportunities to collaborate
with teachers and staff from other schools by hosting visitors,
exchanging emails, and holding conferences as well as site visits. As an
NCLB Blue Ribbon Award recipient, CMHS would commit resources to support
inquiries and facilitate collaboration among educators.

As members of a Professional Learning Community, Cheyenne Mountain
teachers devote time monthly to collaborate within departmental teams in
order to clarify what students are expected to learn; to monitor and
discuss student progress; to create systems that ensure support for
students who are not learning; and to examine instructional practices in
light of their impact on student learning. In addition, the
professionals in our building share their knowledge and expertise
through in-services in the areas of reading and writing, technology,
differentiated instruction, counseling, school safety, brain research
and the utilization of data to inform instruction. CMHS staff are
routinely tapped to present at the local, state and national levels.
From world language and performing arts to math, CMHS teachers are
recognized for their high level of expertise and commitment to student
learning.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1. Curriculum:**

Cheyenne Mountain High School prides itself on its rigorous college
preparatory, standards-based curriculum. In each of the curricular
areas, there are accelerated and Advanced Placement courses to challenge
gifted students, college preparatory courses to prepare students for
post-secondary options and courses that provide college preparatory
content with additional time and support.

The literature-based English curriculum is threefold. First, the
mechanics of grammar are reviewed with a different emphasis each year.
Second, students are exposed to a variety of literary genres: novels,
short stories, drama, poetry and nonfiction from all corners of the
globe. Third, the study of vocabulary development and enrichment is an
integral part of the curriculum and is reflected in students' expository
work. Elective courses within the English curriculum, which include
reading skills, creative writing, forensics, speech, journalism,
yearbook and newspaper, serve to meet our students' diverse interests
and needs.

The social studies curriculum at Cheyenne Mountain High School provides
students with a plethora of learning experiences to help students
develop an understanding of their role in a democracy, as well as in a
global society. Experiences in American government and politics,
comparative government, psychology, sociology, U.S. history, European
history, modern world history, economics and world geography provide
multiple perspectives which prepare students to be responsible world
citizens.

The Cheyenne Mountain High School science curriculum is a lab-based
study of scientific concepts and relationships. Teachers focus on the
development of core knowledge and the application of knowledge as
demonstrated using the scientific method. Following a comprehensive
curriculum, students have the opportunity to pursue studies in the life
sciences through biology, ecology, and anatomy and physiology as well as
in the physical sciences through geology, astronomy, chemistry and
physics. Science enthusiasts can also participate in local, state and
national scientific competitions through the Science Olympiad Team.

Math instruction at Cheyenne Mountain High School is rooted in the Saxon
math curriculum. With spiraling lessons that focus on mathematics
literacy, students continue to acquire new skills while practicing the
automation of learned skills. Through the consistent review of test
data, student progress and instructional methodologies, the math
curriculum has recently expanded to offer additional algebra preparatory
classes as well as Advanced Placement courses. From Math 87 to AP
Calculus and AP Statistics, the math curriculum provides students a
variety of opportunities to pursue their mathematical interests
commensurate with their ability.

World language courses are aligned with the national standards for
Foreign Language Learning as per the American Council of Teaching of
Foreign Language (ACTFL) and include the five "C's": Communication,
Culture, Connections, Comparisons and Communities. Course curriculum
focuses on language proficiency, authentic use of the language and
written communication. Level I through Advanced Placement courses are
offered in each of three languages: French, German and Spanish. In
addition, Advanced Placement literature courses are also offered in both
French and Spanish.

The Fine Arts department at CMHS sets the standard for excellence in art
and music education and is detailed in the Additional Curriculum Area
below.

While many schools offer a rigorous curriculum, what sets Cheyenne
Mountain High School apart from other schools is its Advanced Placement
program. In 2001 Cheyenne Mountain High School set out to increase the
number of students enrolled in Advanced Placement classes. AP classes
were subsequently opened to any student meeting the prerequisites with
an interest in the course content. As a result, the number of students
enrolled in AP classes increased from 213 students taking 412 classes in
2001-2002 to 507 students taking 1100 classes in 2006-2007. In addition,
the number of AP course offerings increased from 17 in 2001-2002 to 23
in 2006-2007. And while the number of students increased dramatically,
the quality of the instruction was sustained as evidenced by the 71%
pass rate (score of 3 or higher on a 5-point scale) on the AP tests
administered in 2005-2006.

**2. English:**

The English program at Cheyenne Mountain High School includes Advanced
Placement, honors, college preparatory and literacy-supported English
courses. The AP English curricula are rigorous courses closely aligned
with the Advanced Placement Course of Studies in preparation for the
spring AP Testing Program.

The honors program offers accelerated courses in the mechanics of
grammar, drawing upon material selected from multiple levels of
textbooks. Moreover, core literary works are studied intensely with the
focus on a student's ability to develop critical appraisal skills.
Vocabulary lists are extensive, challenging the student's knowledge of
Greek and Latin roots and visual vocabulary expansion.

The college preparatory English curriculum is threefold. First the
mechanics of grammar, including verbal and varied sentence patterns, are
reviewed with particular emphasis on application to the formal rules of
exposition. Second, this course serves as an introduction to the basic
literary genres: novels, short stories, drama, poetry and nonfiction.
Third, vocabulary development and enrichment are integral parts of the
curriculum. Subsequently, an enriched vocabulary is required in the
student's expository work.

English classes include instruction in all of the curricular areas at
each grade level. The literacy-supported English courses focus on
reading comprehension and writing skills. Often this course is taken in
conjunction with a reading class and/or enrollment in a writing lab.
Placement in these additional tiers of support is based on a body of
evidence including CSAP and other standardized test data, reading
assessments as well as teacher recommendations. This comprehensive
secondary literacy program is designed to support struggling readers and
writers providing them with research-based support and instruction to
help them perform at grade level.

**3. Fine Arts:**

At Cheyenne Mountain, our community places significant value on art
education as evidenced by the passing of a \$10 million bond election in
1999 to construct a fine arts facility at CMHS. As a result, there are
two additional art rooms, a vocal music practice and performance area,
the Black Box theater (an intimate dramatic arts venue), two visual and
graphic arts computer labs and a video production studio, in addition to
a student and faculty art gallery.

Our visual arts department employs five full-time art teachers who
specialize in their own areas of expertise. CMHS offers AP courses in
3-D Studio Art, Studio Art Drawing and 2-D Design and Art History. The
AP courses are well attended, and students are encouraged to submit
portfolios of their work. Most of the art classes are year-long courses
and are taught in a sequence that allows for students to obtain mastery
over the medium in which they are working. The emphasis of the visual
arts program is on building traditional skills and portfolios while
encouraging creativity and individual expression.

In addition, CMHS students consistently perform well in local, state and
national competitions including Scholastics, the Young People's Art
Exhibit, and Wunderkind. Nearly each year, a CMHS student is chosen to
participate in the prestigious Marie Walsh Sharpe Art Foundation's
summer seminar.

The performing arts department includes instrumental and vocal music as
well as dramatic arts. Instrumental music instruction is available to
students beginning in elementary school, a major contributing factor in
the success of the instrumental programs at the high school. The
symphonic band and wind ensemble routinely receive recognition at local,
state and national levels. Recent accolades include invitations to
perform at the Bands of America National Concert Band Festival in
Indianapolis, Indiana (2004), the Japan-American Grassroots Summit in
Inuyama City, Japan (2005) and the EXPO World's Fair in Nagoya, Japan
(2005) and Carnegie Hall in New York City (2007). In addition, the
symphonic band and the show choirs have performed on multiple occasions
at the Colorado Music Educators' Convention.

All CMHS choirs consistently place in the top three with superior
rankings at local and state competitions. The Dynamix Show Choir has
placed in the top three groups in the state of Colorado for the past
eleven years. On the national level, the Crimson Jazz Choir was named
national champion in 2005 at the NCHSA National Championship in
Washington, D.C. followed by a fifth place at the 2006 national finals.
Two of the eight groups from the United States were Cheyenne Mountain
High School choirs! The fine arts department at Cheyenne Mountain High
School sets the standard for quality arts education.

**4. Instructional Method:**

Instruction at Cheyenne Mountain High School is driven by the commitment
that all students be college- ready. With a pre-collegiate core
curriculum aligned with Colorado State Standards, Cheyenne Mountain High
School teachers utilize a variety of research-based instructional
strategies to address multiple learning modalities and maximize student
learning.

Operating in the upper tiers of Bloom's taxonomy, classroom instruction
combines intensive study of the critical learnings with a focus on the
student's ability to develop critical appraisal skills. Reading
comprehension and writing are essential skills reinforced across the
curriculum. Reading is used to activate background knowledge and
increase the depth of student understanding. Writing serves as a
formative and summative assessment across the curriculum. Students
struggling with reading comprehension and writing skills receive support
through a scaffold of research-based interventions.

Classroom instructional strategies are intended to create relevant
learning experiences through lectures, discussions, Socratic seminars,
cooperative learning, problem solving and hands-on activities. Teachers
differentiate their instruction techniques to make the curriculum
accessible to all students.

**5. Professional Development:**

Professional development at Cheyenne Mountain High School centers on
creating a Professional Learning Community through the development of
"expert groups." Teachers identify areas of interest and proceed to
broaden their professional knowledge and skills by participating in a
variety of local, state and national trainings. Utilizing the
collaborative model of Professional Learning Communities (PLC's),
teachers pass on their expertise to other teachers in the building by
attending in-services, sharing reflective writings or modeling new
skills at department, staff and district meetings. Staff development
days and common planning time are set aside to provide opportunities to
collaborate within the PLC.

The staff at CMHS are encouraged to join local, state and national
professional organizations and to attend their conventions. All Advanced
Placement teachers regularly attend one-day workshops as well as
week-long summer institutes to enhance their curricula. CMHS invests
many resources in the investigation of researched-based best practices
as a way of evaluating the current instructional methodologies at the
high school.

**[PART VI -- ASSESSMENT RESULTS]{.underline}**

**STATE CRITERION REFERENCED TEST**

Subject: **Reading** Grade: **9** Test: **Colorado Student Assessment
Program**

Edition/Publication Year: **2005** Publisher: **CTB/McGraw-Hill**

Other subgroups; American Indian or Alaskan Native, Black and ESL, do
not compromise sufficient numbers (10 or more) to be part of the state's
assessment report.

**STATE CRITERION REFERENCED TEST**

Subject: **Math** Grade: **9** Test: **Colorado Student Assessment
Program**

Edition/Publication Year: **2005** Publisher: **CTB/McGraw-Hill**

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2006-2005   2005-2004   2004-2003   2003-2002   2002-2001

  Testing Month              March       March       March       March       March

  **SCHOOL SCORES**                                                           

  \% Proficient and Advanced 65          65          58          63          68

  \% Advanced                31          30          25          29          26

  Number of students tested  344         340         370         329         345

  Percent of students tested 100         98          100         97          99

  Percent of students        0           0           0           0           0
  alternatively tested                                                       

                                                                              

  **SUBGROUP SCORES**                                                         

  1\. White                                                                   

  \% Proficient and Advanced 69          67          59          65          71

  \% Advanced                33          31          26          30          27

  Number of students tested  285         284         329         281         304

                                                                              

  2\. Asia/Pacific Islander                                                   

  \% Proficient and Advanced 65          67          x           59          x

  \% Advanced                30          22          x           27          x

  Number of students tested  23          18          x           22          x

                                                                              

  3\. Hispanic                                                                

  \% Proficient and Advanced 40          46          44          47          41

  \% Advanced                16          31          13          12          18

  Number of students tested  25          26          16          17          22

                                                                              

  4\. Students with                                                           
  Disabilities                                                               

  \% Proficient and Advanced 27          x           x           x           6

  \% Advanced                9           x           x           x           0

  Number of students tested  11          x           x           x           16
  -------------------------- ----------- ----------- ----------- ----------- -----------

Other subgroups; American Indian or Alaskan Native, Black and ESL, do
not compromise sufficient numbers (10 or more) to be part of the state's
assessment report.

**STATE CRITERION REFERENCED TEST**

Subject: **Reading** Grade: **10** Test: **Colorado Student Assessment
Program**

Edition/Publication Year: **2005** Publisher: **CTB/McGraw-Hill**

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2006-2005   2005-2004   2004-2003   2003-2002   2002-2001

  Testing Month             March       March       March       March       March

  **SCHOOL SCORES**                                                          

  \% Proficient and         89          85          85          89          85
  Advanced                                                                  

  \% Advanced               27          19          21          20          21

  Number of students tested 335         364         327         342         302

  Percent of students       100         98          96          96          98
  tested                                                                    

  Percent of students       0           0           0           0           0
  alternatively tested                                                      

                                                                             

  **SUBGROUP SCORES**                                                        

  1\. White                                                                  

  \% Proficient and         89          87          87          91          87
  Advanced                                                                  

  \% Advanced               27          20          22          21          23

  Number of students tested 282         319         278         298         260

                                                                             

  2\. Asia/Pacific Islander                                                  

  \% Proficient and         84          x           86          x           89
  Advanced                                                                  

  \% Advanced               37          x           18          x           11

  Number of students tested 19          x           22          x           18

                                                                             

  3\. Hispanic                                                               

  \% Proficient and         92          89          63          70          78
  Advanced                                                                  

  \% Advanced               19          6           11          26          6

  Number of students tested 26          18          19          23          18

                                                                             

  4\. Students with                                                          
  Disabilities                                                              

  \% Proficient and         x           x           x           19          19
  Advanced                                                                  

  \% Advanced               x           x           x           0           0

  Number of students tested x           x           x           16          16
  ------------------------- ----------- ----------- ----------- ----------- -----------

Other subgroups; American Indian or Alaskan Native, Black and ESL, do
not compromise sufficient numbers (10 or more) to be part of the state's
assessment report.

**STATE CRITERION REFERENCED TEST**

Subject: **Math** Grade: **10** Test: **Colorado Student Assessment
Program**

Edition/Publication Year: **2005** Publisher: **CTB/McGraw-Hill**

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2006-2005   2005-2004   2004-2003   2003-2002   2002-2001

  Testing Month             March       March       March       March       March

  **SCHOOL SCORES**                                                          

  \% Proficient and         61          58          52          68          59
  Advanced                                                                  

  \% Advanced               16          16          11          15          13

  Number of students tested 335         364         327         342         302

  Percent of students       100         98          96          97          99
  tested                                                                    

  Percent of students       0           0           0           0           0
  alternatively tested                                                      

                                                                             

  **SUBGROUP SCORES**                                                        

  1\. White                                                                  

  \% Proficient and         63          58          54          71          61
  Advanced                                                                  

  \% Advanced               17          17          12          16          13

  Number of students tested 282         321         278         298         259

                                                                             

  2\. Asia/Pacific Islander                                                  

  \% Proficient and         53          x           50          x           67
  Advanced                                                                  

  \% Advanced               16          x           9           x           17

  Number of students tested 19          x           22          x           18

                                                                             

  3\. Hispanic                                                               

  \% Proficient and         54          56          37          43          22
  Advanced                                                                  

  \% Advanced               12          6           5           4           6

  Number of students tested 26          18          19          23          18

                                                                             

  4\. Students with                                                          
  Disabilities                                                              

  \% Proficient and         x           x           x           6           12
  Advanced                                                                  

  \% Advanced               x           x           x           0           0

  Number of students tested x           x           x           16          17
  ------------------------- ----------- ----------- ----------- ----------- -----------

Other subgroups; American Indian or Alaskan Native, Black and ESL, do
not compromise sufficient numbers (10 or more) to be part of the state's
assessment report.

.

**NATIONAL NORM REFERENCED TEST**

Subject: **College Readiness** Grade: **11** Test: **ACT\***

Edition/Publication Year: **2005** Publisher: **ACT, Inc.**

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2006-2005   2005-2004   2004-2003   2003-2002   2002-2001

  Testing Month             April       April       April       April       April

  **SCHOOL SCORES**                                                          

  Total Score               23          23          23          23          22

  Number of students tested 337         312         322         292         281

  Percent of students        100         82          95          86          88
  tested                                                                    

  Number of students        0           0           0           0           0
  alternatively tested                                                      

  Percent of students       0           0           0           0           0
  alternatively tested                                                      

                                                                             

  SUBGROUP SCORES                                                            

  1\. White                 24          26          26          24          25

  Number of students tested 225         168         96          117         156

                                                                             

  2\. Asian/Pacific         23          23          x           x           x
  Islander                                                                  

  Number of students tested 18          19          x           x           x
  ------------------------- ----------- ----------- ----------- ----------- -----------

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2006-2005   2005-2004   2004-2003   2003-2002   2002-2001

  National Mean Score       21          21          21          21          21

  National Standard         5           5           5           5           5
  Deviation                                                                 
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*The state of Colorado requires all high school juniors to take the
ACT.

Other subgroups; African American/Black, American Indian or Alaskan
Native, Mexican American or Chicano and Puerto Rican or Hispanic do not
compromise sufficient numbers (10 or more) to be part of the state's
assessment report