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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.
| PS-o 1 |
The school has established clearly defined admissions procedures
for the admission of its students. These procedures are made known to all
potential students and their parents. |
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| PS-o 2 |
Enrollment in the school is voluntary. The school has established
procedures to permit the parents to withdraw the student at their discretion
and to allow the student to enter another school or program without prejudice. |
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| PS-o 3 |
Whenever feasible, the student body reflects the racial, ethnic,
and socioeconomic mix of the community the school serves. |
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| PS-o 4 |
The school climate is conducive to learning. |
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| PS-o 5 |
The school provides a positive social and academic climate
that enhances and strengthens the student's self-esteem and academic performance. |
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| PS-o 6 |
The school fosters in its students an understanding of the
divergent value systems that are integral to our pluralistic democratic
society. |
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| PS-o 7 |
The school encourages supportive norms for accomplishing academic
work, but it provides considerable latitude to accommodate diverse styles
of learning. |
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| PS-o 8 |
The school encourages open communication among staff, students,
and community. Large amounts of dialogue and feedback characterize the communication. |
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| PS-o 9 |
The school fosters a sense of belonging and feeling of security
among its students. |
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| PS-o 10 |
There is significant involvement of students in academic pursuits. |
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| PS-o 11 |
Students have appropriate responsibilities in the development
and implementation of the school's rules of conduct and scholarship standards. |
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-o 20 |
The 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. |
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| PS-o 21 |
The school defines clearly its program and its expectations
for students so that the family being served can make an appropriate and
informed choice. |
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| PS-o 22 |
Students and parents are informed of the objectives of ech
component of the student's program and about the activites to be undertaken
to help the student achieve these objectives. |
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-o 30 |
Quality programs are accessible for all students. |
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| PS-o 31 |
The educational program is developed from the school's stated
goals and objectives and from a knowledge of the unique needs of its students.
The program is designed to carry out the educational purpose of the school. |
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| PS-o 32 |
The school's program is designed to develop feelings of self-acceptance
and self-worth; to develop the talents and competencies of each individual;
and to develop basic skills. The program assists the student in coping with
changing environments; it encourages the student to take an active role
in the determination of society's alternative futures; it enables the student
to make more responsible decisions concerning his/her future. |
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| PS-o 33 |
The scope of the school's program of studies is such as to
meet adequately within the context of its stated purposes the educational
and developmental (affective, cognitive, psychomotor) needs of its students. |
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| PS-o 34 |
All instructional/learning materials are selected with consideration
for the appropriate treatment of racial, ethnic, and cultural groups and
the avoidance of sex stereotyping. |
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| PS-o 35 |
The school's program, curriculum, and learning environments
are designed specifically for its student population. |
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-o 40 |
The school maintains adequate records and reports regarding
students, staff, and program that are meaningful in terms of the educational
purposes of the school. |
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| PS-o 41 |
Teachers use classroom practices which make the most productive
use of classroom time.
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| PS-o 42 |
Students and, wherever appropriate, parents are informed in
writing about their rights and responsibilities pertaining to the school
program |
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| PS-o 43 |
The school records educational experiences on the student's
transcript so that they can be interpreted readily by others after the student
graduates or leaves the school. |
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-o 50 |
Staff members are given careful and adequate orientation to
the specific professional requirements of the particular educational program
offered by the school. They also receive continuing support and assistance
beyond this initial orientation. |
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| PS-o 51 |
A staff development program is provided to stimulate ongoing
appraisal and improvement of the educational program. Staff development
programs are developed through needs assessments, faculty involvement, and
faculty evaluations of each inservice program. They include documented diagnosis
of teacher performance and specific processes and resources for improvement.
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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-o 60 |
Teachers are involved in assessing the effectiveness of the
program and in planning for its improvement. |
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| PS-o 61 |
The school provides careful diagnoses of the needs of the
individual student relative to skill development, social and personal development,
and talent development. The school then makes appropriate provision for
meeting these needs of the individual student. |
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| PS-o 62 |
The results of the school's student assessment program are
used to modify curriculum and instructional methodology. |
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| PS-o 63 |
Students receive regular and frequent assessment of their
progress. |
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| PS-o 64 |
The school uses student evaluation procedures which are consistent
with the stated goals and objectives of the school and which measure progress
on the basis of those stated goals and objectives. |
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| PS-o 65 |
The school has procedures for granting credit or for determining
progress/graduation that are based on sound professional judgment and are
consistent with the school's stated purposes. Schools that do not grant
credit based on traditional measures or which promote on measures other
than academic units have clearly defined completion requirements for each
course or learning experience. Completion requirements may be measured through
clock hours of instruction or through the attainment of specified competencies.
The procedures for granting credit or designating progress are in writing
and students, staff, and parents are acquainted with them. |
Pupil Personnel Services
Pupil personnel services are comprehensive and designed to enhance the intellectual,
personal, physical, social, and career development of all students.
| PS-o 70 |
The school makes provision for access to the persons, facilities,
materials, and services required to meet the specialized needs of all its
students. |
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| PS-o 71 |
The school provides guidance services, including counseling,
appraisal, and educational planning. While various approaches to guidance
services are to be encouraged, including differentiated staffing and the
use of off-site services, at least one professional staff member with appropriate
preparation bears direct responsibility for the direction and coordination
of the guidance services. |
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| PS-o 72 |
The school provides or makes available other supportive services,
such as social services and health services, required by the needs of its
particular students. |
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| PS-o 73 |
The school provides individualized assistance that enables
each student to work toward functioning at maximum potential, including
the students with needs for special education. |
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| PS-o 74 |
The school has a plan for medical examinations to identify
students with health problems. It maintains adequate health records for
its students. |
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