The Carmel High School family strives to create a positive environment in which all are challenged and inspired to achieve their potentials.
The Carmel Clay Schools Mission Statement
The mission of Carmel Clay Schools is to provide an appropriate educational program and learning environment that will effectively meet the educational needs of its students and citizens and help its students accomplish educational goals that are significant and transferable.
The Carmel High School Philosophy
Carmel High School recognizes that all students deserve the opportunity to develop their potential in order to establish and maintain responsible citizens' roles in a dynamic society.
The school provides a program of educational experiences promoting all appropriate phases of student growth.
In an atmosphere of self-disciplined behavior, the school provides the opportunity for students to mature intellectually, emotionally, socially, physically, and aesthetically.
It is the shared responsibility of the school, home, and community to instill the fundamental principles of American democracy and the view of education as a lifelong process.
Carmel High School is committed to the pursuit of excellence, acknowledging that the quest itself is the most significant aspect of achievement.
By recognizing and allowing for individual differences and special needs, the school through its programs encourages and inspires students to think logically, creatively, and effectively for the benefit of themselves and society.
The Carmel High School Belief Statements:
- Students learn in a variety of ways
- Students learn by being positive risk-takers in an environment that is safe, clean, respectful, caring, and fair.
- All students can learn from a relevant curriculum and experiences beyond the classroom.
- Students learn best when provided with clearly articulated expectations and goals.
- Student motivation and assumption of responsibility are keys to student learning.
- All students offer a unique contribution to the Carmel High School family.
- Students are provided a safe school environment.
- Curriculum and instruction maximize each student's academic potential.
- A nurturing environment supports student learning.
- Students have opportunities to participate in well-rounded curricular and extracurricular programs to support their development.
- Students have access to a highly qualified, student-centered staff.
- Up-to-date facilities and resources support the educational program.
- Parents are partners in each child's education.
- School is an integral part of the community.
- Decisions are based on what is best for all students.
- Continuous improvement promotes excellence in education.
All students will be challenged to maximize their potential through appropriate curriculum and instructional programs.
Effective communication will support and enhance the educational program.
All students will feel valued and experience a sense of worth and belonging.
All stakeholders (students, parents, teachers, and administrators) are well-informed and able to assist students in recognizing and understanding their personal strengths, establishing goals and making decisions as they plan their educational careers in grades K-12.
M1-1: The percentage of students enrolled in rigorous courses (Advanced Placement, Advanced College Project, honors, etc.) is consistent with the number of qualified, high ability students enrolled.
M1-2: The percentage of students enrolled in appropriate courses is consistent with their strengths and interests.
S1-1: Investigate why more students are not enrolled in high level courses (AP/honors)
S1-2: Target, inform and encourage students who are potential candidates for more rigorous courses of available opportunities
S1-3: Offer more programs of choice to meet various student needs and learning profiles (i.e. International Baccalaureate, Advanced Placement, 21st Century model, AVID, vocational).
S1-4: Educate and inform stakeholders regarding students' personal strengths and appropriate program and course options (recognize and reward in a variety of ways).
S1-5: Develop and implement a plan to ensure a smooth transition for all students, especially between grades 5-6, 8-9, 9-10, and 12 and beyond (orientation meetings for students and parents; additional, effective communication regarding program, etc.)
S1-6: Implement and provide professional development for student-led conferences K-12.
All secondary students will experience positive relationships with staff
M2-1: Indiana University Survey of Student Engagement.
M2-2: Surveys and focus groups of current students and recent graduates.
S2-1: Gather and expand baseline data.
S2-2: Develop and implement a plan to establish smaller learning communities at CHS (investigate models; define small learning communities).
S2-3: Implement and provide professional development for student-led conferences K-12.
All students will experience challenging and appropriate instruction.
M3-1: Focus groups/surveys of stakeholders (i.e. why students are not taking upper level classes).
M3-2: Instructional audits.
M3-3: Walk-though informal observations.
M3-4: Indiana University Survey of Student Engagement.
M3-5: Student work.
S3-1: Professional development on differentiated instruction, critical thinking, assessment and student engagement.
S3-2: Investigate weighted grades and open enrollment in honors classes at CHS.
S3-3: Develop the organizational structure to sustain implementation of professional development initiatives.
S3-4: Implement and provide professional development for student-led conferences K-12.
All secondary students will receive responsive and appropriate guidance services.
M4-1: Focus groups/surveys of parents and students on satisfaction with counseling services.
M4-2: Indiana University Survey of Student Engagement.
M4-3: The percentage of students enrolled in appropriate courses is consistent with their strengths and weaknesses.
S4-1: Audit current counseling and guidance practices to determine strengths and weaknesses.
S4-2: Define responsive and appropriate guidance services.
S4-3: Develop and implement a plan for improved guidance services (including the time and opportunity for professional development).
S4-4: Develop and implement a plan to ensure a smooth transition for all students, especially between grades 5-6, 8-9, 9-10 and 12 and beyond.
S4-5: Explore technology to assist counselors with developing a student profile.
Carmel Clay Schools will provide comprehensive and effective communication
M5-1: Focus groups/surveys of stakeholders.
M5-2: Reduced number of parent inquiries.
M5-3: Increased quantity and quality of communication tools (i.e. newsletters, mailings, expanded Web site, public meetings).
S5-1: Provide regular communication via various media to all staff and community members.
S5-2: Communicate program offerings and changes to staff, parents and students.