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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 712
Locale Rural, Suburban
Principal Andrew Conforti
Demographics
Percentage of students*
2%
English Learners
33%
Free/Reduced Lunch
32%
Students with Disabilities
African American or Black 4%
American Indian/Alaska Native —
Asian 2%
Hawaiian or Pacific Islander 1%
Hispanic or Latino 4%
White 89%
2+ Races —
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: ● We engage in diverse learning experiences rooted in relationships, relevance, rigor, and shared responsibility. ● We work together to build on one another's strengths and perspectives. ● We cultivate a strong and connected community that respects and celebrates all Lakers. ● We demonstrate respect and compassion for ourselves, one another, and our school. ● We create safe spaces where all Lakers can thrive. ● 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 |
|---|---|
|
Assessments For Deeper Learning |
5+ years
|
|
Co-leadership |
5+ years
|
|
Culturally Responsive Practices |
5+ years
|
|
Multi-tiered System Of Support (MTSS) In Academics |
3-4 years
|
|
Universal Design For Learning |
5+ years
|
All Practices
Advancement On Mastery
Student Advisories
Anti-racist Practices
Apprenticeships
Assessments For Agency And Self-directed Learning
Assessments For Career Readiness
Assessments For Social-emotional Skills
Blended Learning
Career Exploration
College Advising & Support
Community And Workforce Partnerships
Competency/mastery-based Education
Disaggregated Data On Student Participation
Early College High School
Extended Learning Time
Flexible Staffing & Alternative Teaching Roles
Grading Policies Focus On Mastery
Higher Education Partnerships
All Courses Designed For Inclusion
Internships
Interoperable Data From Multiple Technologies
Individual Learner Profiles
Individual Learning Paths
Mental Health Services
1:1 Mentoring
Micro-credentials And Badging
Multi-age Classrooms
No Tracked Classes
Project-based Learning
Peer To Peer Support
Performance Based Assessment
High Quality Instructional Materials
Restorative Practices
SEL Curriculum
SEL Integration School-wide
Students Access Their Own Data
Student-led Goal Setting
Self-paced Learning
Students Develop Projects
Trauma-informed Practices
Tutoring
key reasons for innovating
Adapt to a change in demographics in our community
Address systemic inequities
Improve academic achievement
Date Updated: 4/1/2026
*Canopy profile data is self-reported or sourced from NCES data, then verified by school leaders.