Programs

High School

High School

The Churchill High School is an amazing close-knit community of educators, parents, support staff, and most importantly, learners. The mission of the Churchill School is to nurture and empower students to become active learners who take responsibility for their own learning, develop their interests and special talents, and become effective self-advocates.

Our students inspire us with their passion, determination, and creativity. It is our goal to inspire them as well. We are proud to be members of this school community who are dedicated to these goals.

List of 1 members.

High School Curriculum

List of 13 frequently asked questions.

  • Student Life

    In the high school, the students learn in a small classroom setting with caring, competent teachers, who have expertise in both their content area and learning disabilities. In addition to providing the New York State Regents Curriculum, our instruction takes into account the multiple learning styles of our students. Our teachers also make themselves available during and after school to ensure that our students are given both the support and challenges they need to be successful.
     
    There are over 140 students in the high school, and each makes unique contributions to our school community.  Some participate in our very active student government and our after school clubs and groups such as, GSA (Gay Straight Alliance), Girls on the Run, Girls Learn and Green Team. Others find a place to express their talents on the playing fields and courts through the many organized sports teams we have, or they contribute to the community through their work in our music, art, and theater programs. All of our students contribute to the world outside of our school as well by participating in our Service Learning program. Our goal is to not only make our students lifelong learners, but also people who strive to make the world a better place.
  • Technology Program

    The High School technology program is designed to help students learn to learn technology. Rather than teaching specific apps or hardware, we teach students to adapt to new technologies and be able to apply what they know to new software and hardware they’ve never used. We provide students with Apple MacBooks or Chromebooks and a variety of apps to facilitate their work as well as enhance their knowledge of technology.

    Our assistive technology program encourages students to integrate technology into their workflow to increase their independence. Whether students need speech to text software, text to speech, or something else, we help students identify assistive tech that really works, work with students to learn and integrate the technology into their process, and evaluate their progress. When students leave Churchill they know what tech they need in order to be successful.

    Woven throughout our mental health and technology courses are lessons dedicated to diital citizenship, cultivating young adults who have appropriate and healthy behaviors and attitudes regarding technology use.

    Additionally, the creative studies program offers an expanding number of courses in computers and technology including web design, programming, a survey of topics in computers and technology as well as studies in technology and society.
     
  • Health & Human Relations

    HHR  (Health and Human Relations) is a ¼ credit class that all Churchill high schoolers take each year. Students meet once per week in a small group setting with either the high school social worker or psychologist. The goals of HHR are to provide a safe and supportive environment for students to discuss their thoughts and feelings as well as provide health education. Students enjoy HHR are as a time to relax, get things off of their minds, and to learn about a variety of health related topics. Most of all, the HHR format allows every student to feel connected and comfortable with our mental health team. Thus,  Churchill is a very unique environment where there is no stigma associated with speaking to a mental health professional- everyone does it! Therefore, we find that our students (and parents) are remarkably open and willing to reach out for individual support when needed. The mental health team also loves the connections they are able to make with the students through this model.

    Through discussion, activities and lessons, the HHR curriculum covers a variety of topics pertinent to teenage life. Over the course of the four years, the students will learn about the following:
    • Stress management
    • Healthy relationships
    • communication/ listening skills
    • Planning and goal setting
    • Decision making
    • Exploring values
    • Learning and learning differences
    • Advocacy skills
    • Mindset
    • Self-esteem
    • Mental illnesses
    • Suicide awareness and prevention
    • Sex education
    • STD prevention
    • Substances/ Substance Abuse prevention
    • Self awareness

    The mental health team is also a resource for parents. They hold a monthly parent forum to provide support to our parent community on a variety of challenges parents may face while parenting teenagers. In addition, parent forum provides an opportunity for parents to connect to other members of the Churchill community.

    The mental health team also consults with teachers/faculty to promote mental health in the classroom and throughout the school. In addition to helping support specific student needs, the team works with teachers to integrate practices in their classroom that promote student wellness.  Some examples have included using mindfulness practices in class and integrating strategies to reduce test-taking anxiety.

    With mental health initiatives interwoven throughout the fabric or our school, Churchill is a place where students, families, and faculty are deeply committed to the  social and emotional well-being of our community.
     
  • Speech & Language

    Churchill’s high school students receive speech/language therapy through a push-in model. Delivery of service is primarily conducted in the classroom two times weekly during English and Writing Lab periods, utilizing academic curriculum materials.  In this way, language based skills such as vocabulary development, increasing sentence complexity and writing expository and persuasive essays, can be targeted in a way that is most relevant to academic success. At the same time, clinicians have close contact with teachers to develop methods and strategies that focus on the individual student’s language needs.  As a result, students spend more time directly practicing and applying language strategies in the classroom. They see their growth both in terms of improved quality of completed assignments and in better grades.
     
     
    Initially, new students are screened; if indicated they undergo a more comprehensive speech/language evaluation.  Decisions for inclusion in therapy are based on the results of assessments, observations of the students in the classroom and teacher/parent reports.  Parents may contact their child’s therapist with any questions or concerns.
     
  • English Program

    The High School English Department focuses on developing higher order thinking, analytical skills, and written communication through a close examination of diverse world literature throughout four years. Students read a variety of works including plays, poems, short stories, novels, and non-fiction selections that are a mix of classic and contemporary literature.  
     
    Teachers promote critical analysis through guided discussions, Socratic-style seminar classes, and close reading. These activities help develop students’ independence, reading comprehension skills, and their ability to use textual evidence to support their opinions and claims.

    The English Department also focuses on developing writing skills to prepare our students for life after Churchill. All classes set aside a “writing day” each week during which our high school speech and language therapists push-in to provide additional support. English writing assignments include analytical essays, creative writing, Regents prep, college essays, and persuasive essays. In addition, the English department collaborates with the History department fora writing lab period. Lab focuses on writing skills through current student writing (also supported by the speech and language therapists). Writing lab periods can include direct grammar instruction, writing conferences, goal-setting, and revision or continuation of English/History writing.
     
    The English Department differentiates and scaffolds at every level of instruction and assessment. This includes providing audio recordings of books, chapter summaries and guided notes for our readings. Teaming with the speech and language department, we also provide extensive outlines, graphic organizers, brainstorming activities, and one-on-one writing assistance.
     
  • Visual Arts Program

    Update coming soon!
  • Social Studies Program

    High School Social Studies at Churchill strives to create an engaging and energetic learning environment. Students take four years of social studies at the Churchill School, following the state requirements of two years of Global Studies and Geography followed by U.S. History, Civics, and Economics.

    As Churchill’s Mission values working collaboratively with students, lessons are flexible and student-centered.  Classes are often organized around group activities like station work, gallery walks, creative writing, art/media projects, challenges, and games. In this way, we build on students’ strengths to meet the standard curriculum. As students progress they are exposed to more traditional lectures in efforts to prepare for the college experience.  

    In order to address students’ learning disabilities, accommodations and resources are provided to scaffold learning (i.e. notes, outlines, graphic organizers, repetition, a metacognitive approach). Pacing is adjusted for students and teachers incorporate audio-visuals to address multiple learning styles. Students utilize computers to take notes but are encouraged to try a variety of techniques and choose what works best for them. Students use traditional Cornell method, mapping and outlining, brain frames (graphic organizers). Students also share digital documents and some take handwritten notes in order to engage in class lectures.  

    The Social Studies department works closely with English and our Speech and Language Specialists to build students writing abilities. Regents formats of thematic essays and document-based essays are taken into account, but the skills of providing evidence and analysis are the main focus. This is also stressed when writing research papers. Responsible sourcing and digital literacy play a key role in research as students spend time analyzing appropriateness, credibility, and bias. As students advance through our program we focus on using academic databases. All of our writing is supported with graphic organizers, self-questioning techniques and building off T-BEAR for structure. In addition, the social studies department uses Evernote one form of digital support.

    The high school Social Studies department works to build a safe space where students can engage with the material and express their voices around historical/cultural/political topics. Teachers encourage students to think critically about social studies by examining history through multiple lenses and perspective including geographic, gender, race, sexual orientation, language, family structure, ability/disability, religion, and class. In all curricula, an emphasis is placed on connecting history to currents events, with the goal that our students become informed and engaged global citizens.
  • Service Learning Program

    Service learning is community service with intentional learning being the primary goal coupled with the service. It’s a teaching and learning opportunity that integrates meaningful community service with purposeful instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. The program empowers students to cultivate real-life skills by researching areas of need, providing reflections on their service experiences, and recognizing their accomplishments with end-of-the-year demonstrations.
     
    Students are required to be involved with an organization or participate in a community-focused event each quarter for quarters 1 2, 3, and 4 (totaling at least 4 events each school year). Service Learning encourages students to be consistently involved with their community throughout the school year.
     
    The program started a new system for logging in events. Students will verify their events by logging them onto Helper Helper. Helper Helper is an iPhone and Android app, as well as a website that tracks and validates student participation. The app also allows Churchill to post event opportunities where students can register for various experiences.
     
    At Churchill, we have many options for community service such as the art mentoring program, reading initiative, Bideawee Animal Shelter, Model UN Club, Rescuing Leftover Cuisine, student council, and International Student Learning (a non-profit organization). There are also many opportunities in the neighborhood offering community service experiences.
  • Math Program

    Update coming soon!
  • Physical Education & Athletics

    Update coming soon!
  • Science Program

    Update coming soon!
  • Honors Challenge

    Students who are seeking an additional academic challenge are invited to register for the Honors Challenge program. The program’s focus is to provide students with additional opportunities to engage in more critical thinking through readings, discussions, writing assignments, and a variety of other opportunities. The Honors Challenge program is academically rigorous; it offers both depth of content knowledge and skill development. All students can apply to participate in the Honors Challenge program. Students who participate in the Honors Challenge program have some coursework replaced with more challenging work and some additional work may be added as well. At the same time, students spend more time on their existing classwork because deeper learning demands more; as a result, students are expected to produce work that is at a high academic level and that will be graded according to honors standards.
  • Performing Arts Program

    The Churchill Performing Arts Department is committed to celebrating the uniqueness of each of our students through the exploration of the arts across all divisions, K-12. 
     
    As a multi-divisional department, we strive to create a collaborative environment for our students; where individual ideas are valued, and hard work and commitment result in an unparalleled sense of accomplishment and an even greater appreciation of the performing arts. 
     
    We encourage our students to learn from those who are different from ourselves by exposing them to stories, histories and music that enrich their understanding of the world around them. 
     
    Our curriculum scaffolds learning from elementary school through high school. In Elementary School we lay foundations of rhythm, melody, harmony, dance, coordination and foster student creativity. In Middle School, we dig deeper into developing musicianship and performing capabilities. In High School we offer rigorous courses in which students can develop necessary skills to pursue performing arts as a career.
     
    Each Division presents numerous productions over the course of each year, including dramatic plays, musicals, band concerts, showcases and small group music concerts. The courses offered are:
     
    High School
    Beginning and Advanced Acting Techniques for Performance
    Musical Theater for Performance
    Public Speaking
    Dramatic Literature
    Beginning and Advanced Techniques for Music Performance
    Piano Studies
    Beginning and Advanced Studies In Music Theory
    Electronic Music Composition and Production
     
    For more information on Churchill’s Performing Arts Department, please, feel free to reach out to the Department Chair, Aaron Fisher, ext 3401, who can answer your questions and connect you to the necessary faculty.