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PROCESS OF SCHOOLING

The school is responsible for developing educational programs that reflect the characteristics of the school community and that increase the intellectual, personal, physical, social, and career development of the students it serves. Through the teaching-learning program all students are expected to engage in rigorous and ever more challenging educational pursuits at all school levels. Overall the school program is designed to "be ready" to accommodate students of varying levels of development, prepare students to be productive citizens in a democratic society, and enable students to become self-directed learners.

Student Learning Goals

As a result of analyzing information on students and the community, the school establishes learning goals to give direction to the overall school program. Learning goals are designed to press all students to excellence and focus on enhancing the intellectual, personal, physical, social, and career development of students.

Improvement Criteria
PS 1 The student learning goals are challenging, are appropriate in terms of rigor and diversity, meet student needs, and are consistent with the stated goals of the school program.

Curriculum

The curriculum reflects the needs and interests of the students and community. The curriculum is designed to increase the intellectual, personal, physical, social, and career development of the student population and engage students in rigorous and challenging educational pursuits commensurate with their level of development. The curriculum provides a balanced school program for all students and is flexible enough to accommodate wide variation in student development.

Membership Criteria
PS 5 The curriculum is based on student learning goals that reflect the school's statement of mission and goals. The curricular and co-curricular programs are designed to address student learning goals and to enhance student development in a variety of intellectual, personal, physical, and social modes and in career development.
   
PS 6 Quality programs are accessible for all students.
   
PS 7 The school meets the appropriate specialized curricular requirements for each level of schooling.
  • The elementary curriculum is broad in scope and provides for a wide range in student readiness and potential for learning through a balanced program of experiences. It places emphasis upon the development of cognitive, psychomotor, and affective skills, plus the knowledge and competencies that establish bases for understanding. Such a program necessitates a curriculum that provides learning experiences in language arts, mathematics, science, social studies, health and safety, physical education, the arts, and the application of technology as a tool for learning.
  • The middle level curriculum has sufficient breadth to serve both general and special needs of early adolescents through a variety of exploratory experiences and courses in the following areas of learning: language arts (English and communication skills), social studies, mathematics, science, fine arts (art and music), practical and technical arts (home economics, industrial technology, career exploration), the application of technology as a tool for learning, physical education, health, and safety.
  • The secondary curriculum includes a core curriculum of residence (on-site) courses or other appropriate alternatives intended to enhance academic skills, career preparation skills, the application of technology as a tool for learning, and successful transitions to the world-of-work or higher education and includes as a minimum the courses listed below. Note: A course is defined as a class that meets daily (or the equivalent) for a full year from which credit (as defined by the school) is granted. Schools may alternate course offerings over a two-year period. In addition to course credit granted in the normal or traditional manner, student success may be recognized utilizing alternate provisions (see Appendix A).
    • Core courses (4 English, 4 mathematics, 4 science, 4 social science)
    • Practical and technical arts [family and consumer sciences, technology education, business education, etc.] (4 courses)
    • Foreign language (2 courses; one language)
    • Fine and performing arts (3 courses including art and music). Note: Instruction in unified humanities (if content in art and music is included) may be substituted for one or more of the three required courses.
    • Health and physical education (1 course)
    • Electives and other (12 courses)
Improvement Criteria
PS 9 The resources of the community are utilized to support the curriculum.
   
PS 10 The curriculum is broad in scope and designed to address the individual strengths, needs, and interests of the students served by the school.
   
PS 11 The curriculum provides for equity of opportunity and diversity in learning activities to enable the school to meet student performance improvement goals.
   
PS 12 The curriculum is developed, evaluated, and regularly revised by the professional staff with appropriate involvement by the school community.
   
PS 13 Procedures that foster vertical and horizontal program articulation within the school and with affiliated schools are in place and operative.

Teaching-Learning

The teaching-learning program is designed to continually press students to higher levels of development. Students are expected to be actively engaged in challenging and rigorous educational activities essential to the successful functioning of an individual in a democratic society. The teaching-learning program focuses on the learning goals that have been established.

Improvement Criteria
PS 20 Teachers use classroom practices which make the most productive use of instructional time.
   
PS 21 The teaching-learning program is organized to allow each student to progress in a manner that is flexible and in accordance with individual development.
   
PS 22 The teaching-learning program emphasizes the interrelationships among curricular areas.
   
PS 23 Teachers employ a broad range of instructional techniques to take advantage of the varying intellectual strengths that exist within the student population.
   
PS 24 Teachers use classroom practices and methodology consistent with current research.
   
PS 25 The school uses the results of instructional assessments to press for higher levels of learning for all students.

Staff Development

The school has a staff development program that is responsive to the unique needs of the students and school personnel, the characteristics of the educational program, and the student performance goals of the school improvement plan.


Membership Criteria
PS 30 All school personnel are provided staff development commensurate with their assignment.
   
PS 31 Staff development programs are designed through needs assessments with input from school personnel in planning and evaluating the programs.
   
PS 32 Orientation is provided for all personnel new to the building.
   
Improvement Criteria
PS 33 A staff development plan is in place and staff development activities are connected to and supportive of the school's improvement plan.

Assessment

The school has an assessment system that is broad in scope and appropriate to document student development. The results of assessment are used to (a) establish a teaching-learning program that reflects the strengths, interests, and needs of the students and community; (b) improve student performance; and (c) determine the degree to which the school is successful in achieving its goals.

Membership Criteria
PS 40 Through written reports and individual conferences, parents are informed frequently and regularly about student progress.
   
PS 41 The school uses a variety of measures including classroom and standardized measures to document the success of its students.
   
Improvement Criteria
PS 42 Assessment measures are congruent with the learning goals.
   
PS 43 Students receive regular and frequent feedback on their progress.
   
PS 44 Assessment of student learning is the primary indicator for documenting the effectiveness of the overall school program.
   
PS 45 The school collects information from entering students to help establish a teaching-learning program that is ready to accommodate all learners.

Pupil Personnel Services

Pupil personnel services are comprehensive and designed to enhance the intellectual, personal, physical, social, and career development of all students.

Membership Criteria
PS 50 Pupil personnel services include but are not limited to counseling, appraisal, staff consulting, referral, and educational and career planning.
   
PS 51 The school regularly conducts an inventory and diagnosis of students who have physical, social-emotional, mental, or academic characteristics that require specialized services, and the school participates in delivering these services.
   
PS 52 The school has a well-planned health services program available to all students, including the services of a nurse.
   
PS 53 The school has specified procedures to be followed in case of accidents, emergencies, and disasters.
   
PS 54 The school has the necessary professional and support pupil personnel services staff to implement the program consistent with the needs of the student population.
   
PS 55 Appropriate materials, facilities, and services are available throughout the school and/or district for students whose exceptional abilities, talents, or handicaps represent unique needs.
   
PS 56 The school has a written description of the school counseling and guidance program specifying the guidance services performed and the personnel delivering these services.

Student Activities Program

The student activities program fosters an appropriate intellectual, cultural, and social climate; promotes growth in student leadership and social interaction skills; and encourages special student interests.

Membership Criteria
PS 60 The school maintains a diversified program of student activities as appropriate for the level of the students served by the school.
   
PS 61 The student activities program is an integral part of the comprehensive educational experiences of students.
   
PS 62 The scope of the student activities program is determined by the needs, interests, and abilities of students and is designed to contribute to the educational development of all students.
   
PS 63 The school community provides the resources needed to support the student activities program.


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