Cherry Creek High School Mission, Vision and History
Cherry Creek High School Vision
As members of the Cherry Creek High School community, our vision is to ignite curiosity, empower intellectual growth, and foster engagement in an inclusive community that respects all identities while providing nurturing and expansive experiences.
Cherry Creek High School Mission
Each member of the CCHS community will be equipped intellectually, socially, and emotionally in pursuit of their chosen path.
Cherry Creek School District Mission Statement
Our mission is to inspire every student to think, to learn, to achieve, and to care.
Cherry Creek School District Statement of Philosophy
The school recognizes the dignity and human value of each student by providing opportunities which are designed to develop the intellectual, social, physical, and vocational potential of the student. The curriculum, therefore, should be expansive enough to meet the unique needs of each student and be selective enough to accommodate the needs of the exceptional child.*
This objective necessitates the effective and efficient selection and assignment of a competent and imaginative staff that is encouraged to experiment with new teaching techniques through planning, utilizing, and evaluating.In implementing the curriculum, the professional staff will strive to individualize the instructional components; prescribing, teaching, and assessing as much as possible in order to maximize the individual potential of every learner.
- A public education system must be maintained for all youth.
- Schools must be free to seek the truth. Teachers and students must have the academic freedom of inquiry and expression.
- All youth will have an equal opportunity for education in keeping with their individual capabilities and with their personal and social needs.
- A literate and informed citizenry is a requisite to the life and functioning of a free society.
- Education is an unbroken activity; it should continue after the youth leaves school.
- Change is the most constant factor in life; consequently, education should develop thinking processes which encourage an attitudinal flexibility enabling individuals to adjust to a changing society.
*Exceptional child is defined as any physical or mental characteristic deviating either
above or below that which is considered the average.
- Mental Health and Physical Fitness; The entire school is a laboratory in which proper physical and mental health is developed.
- A diversified physical education program provides for the development of physical fitness by meeting the needs of all students; its design encourages participation in both competitive and noncompetitive activities.
- A healthy mental outlook is encouraged through the school program to enable the student to reach a fuller realization of self by offering varied experiences, both curricular and co-curricular.
- Communication Skills
Emphasis should be placed on the development of precision, lucidity, logic, and understanding in the use of written and spoken language, of skills of analysis and criticism in approaching ideas, and of awareness of and appreciation for the humanistic and aesthetic traditions and disciplines of the arts and sciences.
- Civic Competence and Responsibility
The students should understand the structure, functions, and problems of all types of government and develop the facility for critical reasoning and problem-solving techniques, resulting in the formation of a flexibility of attitudes which will permit them to participate wisely as members of the community, citizens of the state, the nation, and the world.
- Ethical Character
Each student should develop an appreciation for ethical values and modes of conduct for life. The school should provide experiences and activities that recognize and contribute to the dignity and worth of the individual; an awareness of the individual's responsibility to society is a desirable outcome of this objective.
- Use of Leisure Time
The school recognizes the importance of the wise use of leisure time. Opportunities should be provided for experiences of a vocational nature which may result in an enriched adult life.
The History of Cherry Creek High School
Formal education in the Cherry Creek School District began in 1874 in a one-room schoolhouse with one teacher instructing various grades according to the needs of the students. This schoolhouse, located on Parker Road one-half mile northwest of the present Arapahoe Road-Parker Road intersection, constituted the entire Cherry Creek School District No. 19. The District, covering an area of about twenty-five square miles immediately north of the Douglas County line, was approximately bisected by Parker Road. In some years there were as few as seven or eight students; in 1898 the school operated the entire year with only four students. A former student remembers that as early as 1908 older students at Cherry Creek wishing to continue their education beyond eighth grade stayed at homes in Denver during the week to attend Denver schools. School Board records of 1936 showed that a monthly tuition of $7.00 per student was paid to several districts (Parker Consolidated, Englewood, Littleton, Denver) to educate District No. 19's high school students, with the District being responsible for transporting these students by car pool or bus from their homes to schools in other districts. In 1950, seven small school districts in Arapahoe County were consolidated to form Cherry Creek School District No. 5, eliminating original School District #19 and making its one-room schoolhouse obsolete. In 1953 the schoolhouse was sold at public auction; and for the next 16 years, it was used as a storage shed. The consolidation brought the eight schools of Ash Grove, Castlewood, Cherry Creek, Cherry Hills (Cherry Creek), Cunningham, Maple Grove, Mountain View, and Sullivan (Mountain View) together for educating elementary students, but Cherry Creek area high school students did not have their own school until 1955. Appropriately, it was named CHERRY CREEK HIGH SCHOOL. On September 6, 1955, the school opened its doors to 364 high school students (grades 9-12) and an additional 349 younger students (grades 7-8) who had to wait until the following year for their own Cherry Creek Junior High School building to be completed.
Four separate additions were made to the high school building before 1970, more than doubling its size. The Vocational-Practical Arts Center (1970), and the Performing Fine Arts Center (1974) were added to the campus unit between the West Building, which was the entire Cherry Creek High School in 1955, and the East Building. The latter reverted to the high school when Campus Middle School was built in 1971 (grades 7-8) and Cherry Creek became a four-year high school. The humble, $800, one-room original Cherry Creek Schoolhouse, found on a ranch North of Parker, was purchased and brought back to the high school campus in 1969. Restored and now serving as a museum classroom, it rests south of the Vocational Arts Center, just a few yards from Cherry Creek's multimillion dollar modern educational facility.
In 1955 the District was led by Superintendent Clark Stutler and Assistant Superintendent Russell Polton. Superintendents Dr. Robert Shreve, Dr. Otis Dickey, Dr. Edward Pino, Dr. Richard Koeppe, Mr. Jim Huge, Mr. Stutler, Dr. Robert Tschirki, and Dr. Monte Moses. Ms. Mary Chesley has been Superintendent since January 2009. At the high school, there were thirty-five charter faculty members, and Richard Womack served as its first principal. Leonard Shillinglaw was principal for the following ten years (1956-66), followed by Dr. Ivan Muse (1966-68), Dr. Walter Armistead (1968-70), Dr. Donald K. Goe (1970-73), Henry F. Cotton (1973-88), Dr. Mary Gill (1988-1993), and Dr. Kathy Smith (1993-2009). Ryan Silva became principal on July 1, 2009.