|
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.
| PS-c 1 |
The school delineates the outcomes of learning to be achieved
in each required course and develops a means of evaluating the student's
achievement of those desired outcomes. |
| |
|
| PS-c 2 |
The program provides students with the competencies that enable
all graduates to be qualified for postsecondary programs of education. |
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 to permit wide variation in student development. The school
maintains a diversified and balanced program of student activities designed
to contribute to the educational development of students.
| PS-c 3 |
The educational program is developed for the school's special
purposes and objectives and from a knowledge of the needs of the students. |
| |
|
| PS-c 4 |
Quality programs are accessible for all students. |
| |
|
| PS-c 5 |
The design and content of the program is consistent with the
general and special learning needs of the students at their varying stages
of intellectual, social, emotional, and physical development. |
| |
|
| PS-c 6 |
The program is well articulated and objectives-oriented, structured
to provide a wide range of learning experiences. |
| |
|
| PS-c 7 |
Students and parents are informed of the objectives of each
component of the student's program and about the activities to be undertaken
to help the student achieve those objectives. |
| |
|
| PS-c 8 |
A written procedure has been developed and implemented that
will enable the school to continuously valuate and revise the curriculum
in light of the findings of the evaluation. |
| |
|
| PS-c 9 |
The school meets the appropriate specialized curricular requirements.
|
| |
- The program at the lower school level (including kindergarten and
pre-kindergarten programs) facilitates the development of proficiency
in reading, writing, spelling, listening, expressing ideas, speaking
clearly, critical thinking, using basic mathematical computation skills,
observing carefully, solving problems, participating effectively in
groups, appreciating multicultural and multiethnic diversity, keeping
healthy, enjoying aesthetic experiences, understanding career development,
and clarifying personal values.
- In addition to the program emphases listed in "a" above, the middle
school program includes an array of exploratory experiences.
- In grades 9 through 12, the school provides as a minimum the offerings
listed below, so that students may have an opportunity to become acquainted
with, and develop possible interests and abilities in, each of several
curricular fields. It is the responsibility of the school to plan its
curriculum patterns to serve the students and clientele; consequently,
no grade placement or sequences are specified here.
|
| |
The school offers and teaches during the regular school year
at least 26 units of course work or the equivalent if units are not used
in granting credit. These units are offered in grades 9 through 12 and include
as a minimum the following numbers of units in the field designated: |
| |
- Language Arts (English, speech, journalism): 4 units
- Science: 4 units
- Mathematics: 4 units
- Social Studies: 4 units
- Foreign Languages: 4 units of any one foreign language
- Fine and Performing Arts: Organized experiences in art and
music are offered and operative each year for all students. Instruction
in unified humanities courses, if those courses include content in music
and art, may be substituted for these areas.
- Health and Physical Education: Organized experiences in health
and physical education are offered and operative each year for all students.
-
Computer Literacy: Organized experiences are offered to provide
students with the computer skills necessary for success in college
|
| |
Note: Organized experiences are those giving students
an in-depth exposure to the field by providing a carefully conceived and
well-developed program. They may consist of activities such as interscholastic
sports or intramural participation, a series of seminars on contemporary
music, a pattern of field trips to museums and other cultural institutions,
valuable exposure to or participation in the performing arts, and similar
experiences. Schools are encouraged to explore a variety of ways of making
the arts, health and physical education, and computer competency integral
parts of the education of the student. If credit is to be given for any
of these organized experiences, the instructor must meet NCA CASI qualifications.
In addition to course credits granted in the normal or traditional manner,
alternate provisions outlined in Appendix A may be used. |
| |
|
| PS-c 10 |
The school may offer summer school courses for credit or accept
summer school credit earned in another accredited school. If a school operates
a summer school, the courses offered are under the instruction of teachers
and the supervision of administrators who meet the Commission's standards. |
| |
|
| PS-c 11 |
The school has a written policy, adopted by the governing
board, regarding the acceptance of credits earned elsewhere. |
| |
|
| PS-c 12 |
Procedures have been established for the ongoing evaluation
and improvement of the program of studies. |
| |
|
| PS-c 13 |
All instructional/learning materials are selected with consideration
for the appropriate treatment of racial, ethnic, and cultural groups and
the avoidance of sex stereotyping. |
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.
| PS-c 20 |
Students have responsibilities in the development and implementation
of the school's rules of conduct and scholarship standards. |
| |
|
| PS-c 21 |
Emphasis is placed on the interrelationships among the areas
of learning throughout the school. |
| |
|
| PS-c 22 |
In the implementation of the program, teachers use instructional
strategies and techniques which are addressed to the special behavioral
characteristics of the various levels served, based upon principles of human
growth and development, and grounded in learning theory consistent with
the desired learning outcomes. |
| |
|
| PS-c 23 |
The school climate is conducive to learning. |
| |
|
| PS-c 24 |
A total pattern of successful instruction includes the following
components: a climate conducive to learning, well-defined instructional
objectives, systematic planning by teachers, the use of varied types of
learning materials and experiences, adaptation of organizational and instructional
procedures to meet the needs of students, and the use of varied evaluation
instruments and procedures. |
| |
|
| PS-c 25 |
Teachers use classroom practices which make the most productive
use of classroom time. |
| |
|
| PS-c 26 |
The school's administrators enforce procedures and regulations
which protect the learning time of students. |
| |
|
| PS-c 27 |
In their teaching methods, the faculty makes use of technologies
and resources that enhance student learning. |
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.
| PS-c 30 |
A program of inservice education to stimulate the continuous
improvement of instruction is maintained. |
| |
|
| PS-c 31 |
Inservice programs are developed through needs assessments,
faculty involvement, and faculty evaluations of each inservice program. |
| |
|
| PS-c 32 |
The school has a program of staff evaluation designed specifically
for the improvement of instruction. |
| |
|
| PS-c 33 |
The professional staff improvement program includes documented
diagnosis of teacher performance and specific processes and resources for
improvement. |
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.
| PS-c 40 |
Teachers are involved in assessing the effectiveness of the
program and in planning for its improvement. |
| |
|
| PS-c 41 |
Students receive regular and frequent assessment of their
progress. |
| |
|
| PS-c 42 |
The results of the school's student assessment program are
used to modify curriculum and instructional methodology. |
Pupil Personnel Services
The school provides the personnel, facilities, and materials required to meet
satisfactorily the specialized needs of its students.
| PS-c 50 |
Personnel are available to ensure appropriate health services
for students. |
| |
|
| PS-c 51 |
The school maintains appropriate health records of students. |
| |
|
| PS-c 52 |
The school provides organized guidance services to give systematic
aid to all students in the solution of various types of educational, vocational,
social, civic, and personal problems. |
| |
|
| PS-c 53 |
The school provides the necessary facilities, clerical help,
and materials for effective guidance and counseling services, including
adequate space for affording privacy for counseling. |
| |
|
| PS-c 54 |
The guidance services provide counseling, appraisal, staff
consulting, referral, educational and occupational planning, and follow-up
activities. |
| |
|
| PS-c 55 |
The school provides guidance services at a ratio of the equivalency
of one counselor for each 200 students. |
| |
Schools are encouraged to try a variety of approaches to the
provision of guidance services, including individual school ratio adjustments.
They may use counselors, supportive personnel, and teachers. Plans for the
guidance program are formalized in writing. Regardless of the school's approach
to the provision of guidance services, the effectiveness of the program
is documented. |
Student Activities Program (Extra Classroom Activities)
The school maintains a diversified and balanced program of extra-classroom
activities designed to make a positive contribution to the educational development
of the students. Efforts are made to foster an appropriate intellectual, cultural,
and school climate; promote growth in student leadership and social interaction
skills; and encourage special student interests.
| PS-c 60 |
The school makes decisions on participation in events based
on the contribution made by an activity to the specific educational objectives
of the school and on the interpretation of board policy. |
| |
|
| PS-c 61 |
Time involved in student and teacher preparation for and participation
in contests and activities does not infringe on the regular school day.
Requests for participation in activities that are excessively disruptive
of the instructional program are denied. |
Back to the top
NCA-CASI HOME : STANDARD
: CP : PS : NEXT
|
