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Colchester High School
Colchester High School, nominated by Vermont Agency of Education, is a high school in Colchester, Vermont that describes itself as a public district school serving learners from a primarily suburban/rural area.
Location Colchester, Vermont
Governance Public district school
Grades High
Students 734
Locale suburban
Principal Andrew Conforti
Demographics
Percentage of students*
32%
Students with Disabilities
33%
Free/Reduced Lunch
2%
English Learners
White 89%
Hispanic/Latino 4%
Black/African American 4%
2+ Races —
American Indian —
Asian 2%
Hawaiian National 1%
Why Colchester High School was nominated
At Colchester High School academic credit is awarded upon demonstration of proficiency in learning experiences through courses and other non-traditional learning experiences. In courses, students have the opportunity to demonstrate the knowledge and skills for proficiency through a variety of learning experiences and assessments. Each department has delineated two to eight discipline-specific proficiencies that a student is required to meet for graduation. When a student receives credit for a particular course that is an indication that the proficiencies have been met. Taken together, the proficiencies or credits gained will provide a cumulative body of evidence that students have met overall school-wide and discipline-specific graduation expectations and are ready to graduate. All students at CHS develop a Personalized Learning Plan. This plan documents a CHS student's journey. The options for students include but are not limited to, community service, outside coursework, student aide assignments, work-study, independent study, online learning, Advanced Placement courses, Technical Centers, Dual-Enrollment courses, Early College, and internships. In addition, students may apply to Target Graduation, an outcomes-based graduation program, or may apply to attend Colchester Alternative Program (CAP) a smaller learning environment. The work of educators at Colchester High School is guided by the following Core Beliefs: â— We engage in diverse learning experiences rooted in relationships, relevance, rigor, and shared responsibility. â— We work together to build on one another's strengths and perspectives. â— We cultivate a strong and connected community that respects and celebrates all Lakers. â— We demonstrate respect and compassion for ourselves, one another, and our school. â— We create safe spaces where all Lakers can thrive. â— We empower all Lakers to use their voice, pursue their aspirations, and be active and engaged members of our community. Educational decisions are guided by the belief that proficiency-based learning practices in an environment of strong support for students' social and emotional needs will enable them to meet these expectations.
Student experience design
Our mission is for ecxellence and equity in a climate of respect, responsibility, and pride. Our school strives for this by cultivating strong healthy relationships. We believe we have as strong culture at CHS, and recognize not all students feel and experience that the same way. We continue to reflect on our practices and policies to improve our learning experience for all.
Core Practices
| Core Practices | Length of Use |
|---|---|
|
Anti-racist Practices |
3-4 years
|
|
Assessments For Deeper Learning |
5+ years
|
|
All Courses Designed For Inclusion |
5+ years
|
|
Multi-tiered System Of Support (MTSS) In Academics |
1-2 years
|
|
Universal Design For Learning |
5+ years
|
All Practices
Advancement On Mastery
Student Advisories
Assessments For Agency And Self-directed Learning
Bilingual Assessments
Assessments For Career Readiness
Assessments For Social-emotional Skills
Blended Learning
Career Prep And Work-based Learning
Co-leadership
Community And Business Partnerships
Competency/mastery-based Education
Competency Framework
Culturally Responsive Practices
Disaggregated Data On Student Participation
Early College High School
Extended Learning Opportunities
Flexible Staffing & Alternative Teaching Roles
Grading Policies Focus On Mastery
Interdisciplinary
Interoperable Data From Multiple Technologies
Individual Learner Profiles
Individual Learning Paths
Mental Health Services
1:1 Mentoring
No Tracked Classes
Multiple Opportunities To Demonstrate Mastery
Project-based Learning
Peer To Peer Support
Performance Based Assessment
Place-based Learning
High Quality Instructional Materials
SEL Integration School-wide
Social Justice Focus
Students Access Their Own Data
Student-led Goal Setting
Self-paced Learning
Students Develop Projects
Trauma-informed Practices
Tutoring
key reasons for innovating
Address systemic inequities
Date Updated: April 2025
*Canopy profile data is self-reported or sourced from NCES data, then verified by school leaders.