OCTOBER 1, 1999
Involve more community members and students in the regular revision of the statement of purpose and expectations for student learning.
Completed
The development of the common standards included community members, students and faculty. This procedure for the development of changes will be used for future revisions of the statement of purpose.
Develop and implement a plan to utilize student assessment data to review and revise curriculum.
In progress
The mathematics, science, social studies and English departments have reviewed the results of 10th grade state testing. This is an on-going process which is repeated after each testing cycle. The world languages department has adopted a new textbook series in both French and Spanish with greater emphasis on oral-aural skills as national testing indicated some weakness in these areas. A K-12 science committee which meets on a regular basis is reviewing 3rd, 6th and 10th grade test results. The committee is studying six theme areas and has already made some changes in curriculum.
Provide adequate time and funding for curriculum review and development.
In progress
Within the high school, parts of several early release days and workshop days have already been used to develop and discuss the common standards which will guide all curriculum review. District funds have been allocated and applied to K-12 curriculum review and development.
Develop and implement a comprehensive technology plan to support student learning.
Completed
The school’s technology committee, which is comprised of one person from each department and the school technology coordinator, has completed the technology plan to be implemented in the fall of 1999. A copy of the technology plan is available for review. The technology committee continues to meet every month to discuss relevant issues within the school that the committee needs to address. A policy detailing guidelines for the responsible and ethical use of technology has been adopted and publicized.
A separate part of the budget exists for computer-related items. All budget requests for both hardware and software must be submitted to the technology coordinator, and they are approved or denied according to the technology plan as well as funding constraints. Summer 1999 accomplishments included purchasing new computers and making connections to the school’s backbone of classrooms.
Develop and implement a plan to use teacher evaluation to improve instructional strategies and practices.
In progress
Three administrators share in the teacher evaluation process. All teachers meet with the administrator in charge of their evaluation at the beginning of the year to set individual professional goals for that year. Both pre- and post-observation conferences are used to reinforce positive teaching practices, to suggest new strategies and to correct any observed deficiencies.
Provide additional financial resources to ensure that technology and the print and non-print collections continue to meet the needs of the curriculum and the increased student population.
In progress
The per-pupil budget allocation for library/media materials was $29.11 in 1997-98, $30 in 1998-99, and $25.66 in 1999-2000. We are requesting a return to the $30 allocation for 2000-2001 in order to meet the needs of the curriculum and the increased student population.
Clarify the appropriate roles of the superintendent and school board.
Completed
Both the Oyster River School Board and the superintendent have documented descriptions, revised in March 1997, which clarify the roles of each. These are part of the board policy manual and are in accordance with the New Hampshire State Board of Education regulations.
Provide necessary funding to ensure an adequate level of professional and support staff to meet the educational and program needs of all students.
Completed
The number of teachers and support staff such as special education aides has increased each year to meet the demands of increasing enrollment. The total number of teachers is listed for the most recent four years:
| 1996-1997 | 35.5 |
| 1997-1998 | 39.4 |
| 1998-1999 | 42.7 |
| 1999-2000 | 43.7 |
A health aide was added during the 1998-1999 school year. An additional .5 counselor was hired for the 1999-2000 school year.
Provide staff development in dealing with a comprehensive assessment plan and with assessment methods that will serve the school’s statement of purpose and efforts to improve student learning through curriculum and instructional changes.
In progress
As part of the assessment planning process, common standards that accompany the statement of purpose have been developed by the curriculum and assessment task force and presented to the faculty both during the workshop day on March 3, 1999, and during faculty meetings. The intention is to use the standards to develop benchmarks in each department for evaluation and assessment techniques that are common to all. Rubrics and portfolio assessment were presented at a faculty meeting coordinated by the curriculum and assessment task force.
Report progress on the development of criteria with appropriate benchmarks to determine desired levels of student performance in academic and social areas.
In progress
The curriculum and assessment task force has led an effort to identify common standards across the curriculum. Teachers, students and community members have had an opportunity to give input through a variety of forums. The task force studied the summaries and feedback; the final draft was adopted in May 1999. Benchmarks will be worked on in 1999-2000.
Report progress of the development of criteria with appropriate benchmarks to determine the school attainment of expectations for school performance.
In progress
The curriculum and assessment task force is in the process of defining expectations for school performance. Significant measures have been taken to ensure the success of this task. As a school we have developed a detailed list of common standards that involved the full input of the school community. We have discussed progress at faculty meetings, and our school newsletter, the Highlighter, has featured articles about the document. The entire faculty will begin work on appropriate benchmarks in 1999-2000.
Provide examples of how the school’s statement of purpose and expectations have been used to guide decision-making related to such things as curriculum, instruction, professional development, assessment and services.
In progress
Since its adoption in January 1996, the statement of purpose and expectations has become more instrumental in guiding curriculum change. Task forces on curriculum and assessment and grading were created. These task forces use or used the statement of purpose to guide their work. The creation of the common standards is a good example. These standards were created using the statement of purpose and will become an integral part of the statement of purpose. School-based staff development programs were used to create the common standards. Future curriculum work will incorporate the statement of purpose and the common standards.
While much of the district staff development program could be connected to the statement of purpose, the district committee did not receive the statement of purpose until January 1999. Future districtwide staff development programs can be designed with the statement of purpose in mind.
Increasingly, teachers use the statement of purpose individually or collectively, both for curriculum development and for individual staff development.
Ensure that the statement of purpose and expectations for student academic and social performance and school performance expectations serve to guide all school decision-making.
Completed
The statement of purpose is referred to and used as a guiding document for many faculty, department, BLT, and senate discussions. For example, the statement of purpose was used to generate and create our common standards and the school senate.
Utilize the expectations in the statement of purpose to review and revise curriculum.
Completed
The statement of purpose was completed in January 1996. Since then this document has become more instrumental in guiding the changes made or considered in the curriculum in each department. Several departments have made curricular changes that were guided by the statement of purpose. For example, the computer department, in order to involve more technology, has changed from typewriters to computers. The math department is using more forms of evaluation and more verbal responses. Curriculum review and revision is in place and on-going.
Use student assessment and student academic and social performance and expectations for school performance to review and revise the statement of purpose.
In progress
We are currently using teacher, department and schoolwide grade distribution statistics each quarter to help the school evaluate grading. A five-year data collection on grades has begun and a grade assessment committee is beginning work. Standardized test scores for the Scholastic Aptitude Test and sophomore state testing are being considered. The math department currently uses the eighth grade Stanford Achievement Test scores as one of the tools to place students appropriately in freshman classes. More statistical data are being collected each year, and the curriculum and assessment task force will be evaluating this information in the future.
Ensure student expectations and school performance are measurable.
In progress
The expectations of the statement of purpose were designed to be wide-ranging goals. We have created common standards, adopted in May 1999, which have become part of the statement of purpose and have measurable goals.
Devise a plan for the regular review of the statement of purpose so that it reflects the changing needs of the students and community.
Completed
A revision of the statement of purpose was completed with the development of the common standards which became a part of the statement of purpose and expectations in May 1999. The statement of purpose will be reviewed regularly in the future.
Involve more community members and students in the regular revision of the statement of purpose and expectations for student learning.
Completed
The development of the common standards included community members, students and faculty. This procedure for the development of changes will be used for future revisions of the statement of purpose.
Publish student academic and social/personal expectations and school performance expectations.
Completed
The statement of purpose and common standards have been published in the student/parent handbook, the faculty/staff handbook, the school newsletter (Highlighter), and a community newsletter to all homes.
Develop and implement a plan to utilize student assessment data to review and revise the curriculum.
In progress
The mathematics, science, social studies and English departments have reviewed the results of 10th grade state testing. This is an on-going process which is repeated after each testing cycle. The world languages department has adopted a new textbook series in both French and Spanish with greater emphasis on oral-aural skills as national testing indicated some weakness in these areas. A K-12 science committee which meets on a regular basis is reviewing 3rd, 6th and 10th grade test results. The committee is studying six theme areas and has already made some changes in curriculum.
Develop and implement a grade K through 12 articulated curriculum for all disciplines.
In progress
In the summer of 1999, district funds were made available to begin curriculum articulation in social studies and English and to continue work already begun in science. Mathematics has already completed a K-12 curriculum. A districtwide workshop in October, 1999, will be devoted to curriculum development.
Provide adequate time and funding for curriculum review and development.
In progress
Within the high school, parts of several early release days and workshop days have already been used to develop and discuss the common standards which will guide all curriculum review. District funds have been allocated and applied to K-12 curriculum review and development.
Develop and implement a comprehensive technology plan.
Completed
The school’s technology committee, which is comprised of one person from each department and the school technology coordinator, has completed the technology plan to be implemented in the fall of 1999. A copy of the technology plan is available for review. The technology committee continues to meet every month to discuss relevant issues within the school that the committee needs to address. A policy detailing guidelines for the responsible and ethical use of technology has been adopted and publicized.
A separate part of the budget exists for computer-related items. All budget requests for both hardware and software must be submitted to the technology coordinator, and they are approved or denied according to the technology plan as well as funding constraints. Summer 1999 accomplishments included purchasing new computers and making connections to the school’s backbone of classrooms.
Implement the district’s staff development plan.
Completed
Since the 1997-1998 school year, a district staff development committee, with representatives from each building, administrators and central office personnel, has been in charge of planning the five designated professional days. Recent days have included work on common standards and workshops on creative technology use, improved mental health and suicide prevention programs for students, and community building activities. At least two of the days during 1999-2000 will be devoted to K-12 curriculum work. As in the past there is generous support of teacher professional days. Substitutes are provided so that teachers may visit other schools and attend workshops and conferences. Each staff member may be reimbursed up to $150 for approved staff development activities.
Develop and implement a plan to use teacher evaluation to improve instructional strategies and practices.
In progress
Three administrators share in the teacher evaluation process. All teachers meet with the administrator in charge of their evaluation at the beginning of the year to set individual professional goals for that year. Both pre- and post-observation conferences are used to reinforce positive teaching practices, to suggest new strategies and to correct any observed deficiencies.
Develop and implement a plan to provide students with better access to courses at the University of New Hampshire.
Completed
UNH continues to allow qualified students to take its classes. Every student is informed of the possibility for university study at large group scheduling presentations in February. In 1999-2000 this information will also be published in the Highlighter, a school newsletter for parents.
The director of guidance at the high school and an assistant director of admissions at the University of New Hampshire met together and developed a new form for what is called the UNH CATS (Challenging Academically Talented Students) program. The new form explains in detail the procedure to follow for students interested in university study.
Provide appropriate space for all student support services to ensure privacy and confidentiality.
In progress
In June 1998, the student assistance counselor’s office was moved, and adequate space and privacy are now available for this position. In planning for the expansion/renovation of the school, the nurse had several meetings with the architect from September to December 1998, resulting in a provision for adequate space for health services. Provisions for adequate space for resource room, physical therapy, speech and language and occupational therapy services have also been provided in these plans. The district has twice voted down bond issues to pay for the planned expansion/renovation. A third vote is scheduled for November 16, 1999.
Increase staff levels to maintain levels of service as the student population rises.
Completed
An additional full-time special education teacher and an additional .5 FTE guidance counselor were approved for the 1999-2000 school year. Special education aide positions have been added.
Increase handicapped-accessible areas within all student support service facilities.
In progress
Handicapped access to the courtyard was achieved by September 1998 with the addition of a paved ramp. Additional Americans with Disabilities Act (ADA) requirements will be included in the school renovation project.
Develop a process to evaluate the effectiveness of special education support services.
Planned for the future
The high school special education staff and administration will meet by December, 1999, to begin developing the process for evaluating program effectiveness. Methods of data collection will be determined at that time.
Address issue of poor ventilation in health office.
Completed
In the summer of 1998 an exhaust fan was installed in the nurse’s office to address this concern. This has been relatively effective.
Provide additional financial resources to ensure that technology and the print and non-print collections continue to meet the needs of the curriculum and the increased student population.
In progress
The per-pupil budget allocation for library/media materials was $29.11 in 1997-98, $30 in 1998-99, and $25.66 in 1999-2000. We are requesting a return to the $30 allocation for 2000-2001 in order to meet the needs of the curriculum and the increased student population.
Continue to involve the librarian in curriculum development.
Completed
The librarian continues to be involved in curriculum development. She meets with teachers often for ordering books and resources, and to invite teachers to recommend curriculum support materials (books, videos, magazines), although the response from teachers was inconsistent from department to department. The librarian serves as chair of the curriculum and assessment task force which takes input from various advisory groups to initiate the process of curriculum study. She will attend department meetings and give input into course development proposals. She worked with the English and social studies departments on a collaborative "I search" project, and is currently planning new approaches as to how the librarian can instruct students on initiating research.
Establish a central inventory system for audiovisual equipment hardware.
Completed
The library has recently instituted a bar-code inventory system for all audiovisual items in the inventory. All equipment was clearly tagged and labeled at the end of the 1998-1999 school year. Teachers and staff are expected to sign for all equipment checked out. Audiovisual equipment is stored in a secure media room to safeguard against theft during the summer months.
Provide networking capabilities linking the media center to all other computer stations in the building.
In progress
Many classrooms have been connected to the Internet backbone within the school. Those that are connected have access to the library’s inventory system and are able to access catalogs and search links. Of the six rooms above the library, only one has been connected to the school’s backbone, due to structural constraints within the building. A completion date for connecting the other five rooms has not yet been determined.
Address and resolve the conditions of overcrowding during lunch periods.
In progress
Students are required to sit in a seat. Those without seats are asked to leave the library. Unfortunately, this has just moved the overcrowding to the hallways and elsewhere in the school. This is the most that can be done until the school is expanded/ renovated to provide the needed space.
Increase clerical and maintenance staff where needed.
In progress
Although there will be no increase in the number of clerical staff, additional hours per day and days per year were added for the 1999-2000 school year for existing staff. There is no projected increase for maintenance staff at this time.
Establish a formal orientation program for new faculty and staff.
Completed
During the 1997-1998 school year a formal program was held during the first month of school to help teachers and other staff orient themselves to Oyster River High School. This program will be reviewed annually and improved/modified as needed.
Clarify the appropriate roles of the superintendent and school board.
Completed
Both the Oyster River School Board and the superintendent have documented descriptions, revised in March 1997, which clarify the roles of each. These are part of the board policy manual and are in accordance with the New Hampshire State Board of Education regulations.
Continue the goal of curriculum sharing among departments.
In progress
The school is currently in the process of documenting examples of curriculum sharing within as well as between departments. The curriculum and assessment task force has led the faculty in developing a list of common standards and has also conducted workshops for teachers to share assessment tools and to learn more about the use of portfolio assessment and rubrics. During the 1999-2000 school year departments will work on benchmarks to determine student achievement of the common standards. In addition, meetings for middle school and high school faculty to work together within departments are planned for 1999-2000. The combined faculties will explore issues in transition, expectations, common ground and other topics.
Establish and document a formal evaluation process for assistant principals.
Completed
The process of a formal, annual evaluation of assistant principals was established in 1997. It includes a written self-assessment and is completed when the principal writes a formal evaluation.
Ensure that the faculty evaluation process is used to improve instruction.
Completed
Each faculty member sets his/her goals in the fall of the school year. Discussion between the teacher and the administrator focuses on student achievement and instructional practice during observation sessions. The teacher self-assessment form includes a question on student achievement. The administration emphasizes this in the evaluation.
Clarify the changes in the evaluation process for teachers.
In progress
The new agreement between the Oyster River Teachers’ Guild and the Oyster River Cooperative School District outlines a three-year Professional Development Plan. The purpose is to connect teacher goals to the evaluation process in order to improve instruction. The three-year Professional Development Plan is now being implemented.
Continue the voluntary peer evaluation process.
In progress
A newly negotiated evaluation procedure will be in effect beginning in September 1999. Teachers can evaluate each other at any time there is an agreement between teachers. There are no restrictions other than that it will not be part of the formal evaluation process. The world languages department often does voluntary peer evaluations.
In June 1998 a districtwide supervision and evaluation committee recommended peer team mentoring as a form of voluntary peer evaluation. A mentoring committee is now being formed to pursue this goal.
Continue the development of and implement a plan to alleviate space needs in the following areas: instructional areas, conference areas, special services areas, teacher preparation areas, stage, playing fields, student lockers, locker rooms, locker room showers, parking, gymnasium, library, cafeteria, and kitchen facilities.
In progress
A plan has been developed to expand/renovate the high school to address all of these identified needs. It has been presented as a bond issue to the voters twice and has failed passage both times. A third vote will be held on November 16, 1999. Implementation of the plan will begin immediately upon passage of the necessary bond.
Ensure the even and adequate distribution of heat and air ventilation throughout all areas of the facility.
Planned for the future
Facility renovation is contingent upon the passage of the bond. Part of the planned renovation includes heating and ventilation.
Replace or repair the intercom and public address system to ensure two-way communication between the office and all areas of the facility.
Completed
Intercom and public address system capabilities for all areas of the facility were completed in August 1999.
Increase the number of telephone lines and telephones.
Completed
A new telephone system was installed during the summer of 1998 adding units and increasing the number of lines to five.
Install privacy doors for all lavatory stalls.
Completed
Privacy doors were installed in September 1998.
Replace or repair inoperable water fountains.
Completed
Water fountains are repaired on an on-going basis by the maintenance department.
Ensure that the dispensers for feminine hygiene products are regularly filled.
Completed
The custodians fill the dispensers as necessary on a daily basis.
Repair or replace the hot water system to ensure the availability of hot water to student lavatories and for showers in the locker rooms.
In progress
Replacement/repair of the system is not feasible due to the deterioration of the physical plant. Replacement/repair will be a priority in the school renovation project, which is subject to passage of the bond.
Develop and implement a plan to provide safe conditions for students using the playing fields.
In progress
Extensive repairs have been made, including building playing fields at the middle school, but more field space is needed.
Ensure that the school facility is fully accessible to the handicapped.
In progress
Ramps have been installed to make the building wheelchair accessible. Additional Americans with Disabilities Act (ADA) requirements will be included in the school renovation project.
Install appropriate exterior lighting.
Completed
Lighting project completed. Additional lighting was added to rear of the building, around modulars, in front of tennis courts and the parking area near flagpole.
Remove asbestos as part of the expansion and renovation program.
In progress
A bond issue for expansion/renovation includes $250,000 to implement a three section plan to remove asbestos as recommended. This plan will be implemented when the bond passes.
Install wiring necessary for safety and technology improvement.
In progress
Necessary wiring has been installed to keep up with safety and the addition of new technology. On-going addition of wiring will occur as new technology is purchased.
Provide the necessary technology to support student learning.
In progress
The technology needs of the high school are determined by input from departments, a technology coordinator and a technology committee. These items are budgeted each year, purchased and installed.
Repair leaks and replace moisture-damaged ceiling tiles.
In progress
The roof still has some major leaks, especially in the winter. This recommendation is not practical to act upon until a construction bond is passed for the expansion/renovation of the school.
Facilitate communication between the faculty and staff and the maintenance department to expedite work orders.
In progress
A workable system for maintenance requests has been developed. Work orders are routed to the assistant principal who considers the requests. Approved requests are keyed into a database at the central office and disseminated to maintenance staff. Approved requests are prioritized. The system developed is appropriate but the conditions of the facility are severely inadequate. This in turn has caused problems with the maintenance department being able to address all work orders in a timely fashion.
Develop creative ways to encourage community participation in public forums for the bond issue to renovate and expand the high school.
Completed
The Oyster River School Board has taken on the responsibility of informing the public regarding the bond issue for the renovation and expansion of the high school. They have held public forums and neighborhood coffees, they have presented to community groups and individuals, and they have utilized the media and the Internet.
Continue to utilize the Bobcat Leadership Team to improve communication about community support and involvement.
Completed
The Bobcat Leadership Team has been used to improve community support and involvement by improving communication between administrators, teachers, students and parents. Administrators, department chairpersons, other interested faculty, four student senators, and two parents, one of whom is the chairperson of the Oyster River Educational Workshop/Parent Teacher Organization (OREW/PTO) attend the meetings. A summary of the meetings is given to the parent representatives to be presented at OREW/PTO and the student senators to be presented at the senate. All faculty members receive a copy. As a result of this action, all parties are aware of issues being discussed and decisions being made.
Reach out and involve parents of at-risk students in school activities.
Completed
A number of actions have been taken to involve parents of at-risk students in the school community. The Community Health and Intervention Network (CHAIN) approached the high school about administering a survey for students dealing with issues such as suicide and substance abuse. Students then participated in the Teen Assessment Project (TAP) survey. The results were used as part of the Teen Assessment Project community forums where parents engaged in discussions involving the issues of the survey. The Student Services Team has continued to contact parents to request their involvement. The addition of two phone lines has made communication between school and parents easier and more convenient.
Encourage more student involvement in community service activities.
Completed
All students participate in a job shadowing experience as part of the economics course requirement. This sometimes leads to community service activity. The Community Service Club focuses the volunteer interests and efforts of students. The Interact service club is entering its third year of existence.
Provide necessary funding to ensure an adequate level of professional and support staff to meet the educational and program needs of all students.
Completed
The number of teachers and support staff such as special education aides has increased each year to meet the demands of increasing enrollment. The total number of teachers is listed for the most recent four years:
| 1996-1997 | 35.5 |
| 1997-1998 | 39.4 |
| 1998-1999 | 42.7 |
| 1999-2000 | 43.7 |
A health aide was added during the 1998-1999 school year. An additional .5 counselor was hired for the 1999-2000 school year.
Ensure an adequate and dependable level of funding to address all short- and long- range facility needs.
In progress
An on-going effort has been made to present to the voters a bond issue for the expansion/renovation of the school. The third presentation of this bond issue is scheduled for November 16, 1999. The requested technology budget for 2000-2001 is $201,721.
Increase funding to address identified short- and long-term technology needs, including but not limited to, updated and expanded technology, equipment, software, and related professional development.
In progress
Funding for the 1998-1999 school year was requested and allocated in the amount of $195,000. The amount of $156,855 was budgeted and approved for the 1999-2000 school year. The requested technology budget for 2000-2001 is $201,721.
Develop and implement a plan to address issues of overcrowding which adversely impact the climate of the school.
In progress
A construction plan for expansion/renovation of the school was twice presented by the school board to the voters for approval of the necessary bond, and twice defeated. The next presentation to the voters will be November 16, 1999.
Continue to increase and improve communication between and among the administration and the professional staff regarding the details of the implementation of major school initiatives, including, but not limited to, curriculum and assessment.
Completed
The Oyster River High School community participates in a shared decision-making model. Communication, access, and inclusion are facilitated by the following groups: Bobcat Leadership Team, faculty/staff, departments, management team, OREW/PTO, Senate, senate forums, and school task forces. Any group or individual may initiate a topic for consideration. One such initiative from the school senate which was acted upon by both the senate and the faculty was the schoolwide senate forum program.
Refine the statement of purpose so that its expectations can serve to guide the articulation of curriculum and the assessment of student learning.
Completed
During the 1998-1999 school year the curriculum and assessment task force guided the creation of the common standards. This document now helps to guide the articulation of curriculum and assessment.
Determine what evidence positively correlates with those expectations that define what students need to know and be able to do.
Planned for the future
At this point there is not much evidence to show the correlation between the school’s expectations and student outcomes. Since the NEASC visitation we have had workshops related to assessing this correlation, but more needs to be done. The curriculum and assessment task force has considered this question and has included it as a future goal.
Develop a comprehensive assessment plan that includes, but is not limited to, the following: a set of criteria (a shared view of acceptable evidence) that the school is meeting its statement of purpose; a method as to how the evidence will be measured; a description of the roles and responsibilities of personnel and the BLT in using the assessment results and a description as to how the results will be used to review and revise curriculum and instructional practice.
Planned for the future
The curriculum and assessment task force has been occupied with efforts looking at alternative ways of assessment and developing common standards in academic and social areas. The common standards are a specific statement of the skills and abilities which graduates should have achieved. Assessment is a component of on-going K-12 curriculum consideration.
Provide adequate time and resources to ensure that the assessment plan is implemented and evaluated.
Planned for the future
A comprehensive assessment plan has not yet been developed.
Link the discussion on acceptable and valid evidence to the study of grades, their meaning, and the deliberation on variety.
In progress
A grading task force was established in the spring of 1997. The composition of the task force included students, teachers, an administrator, a guidance counselor and parents. The task force met regularly throughout the 1997-1998 school year. The issues addressed were the grading scale, the grade point average (GPA) scale, consistency of grading in multi-section courses, honor roll qualifications, and athletic/co-curricular eligibility. Input was solicited through a public forum, a student senate forum, and faculty discussion. In the spring of 1998 the task force made recommendations which were adopted by the faculty:
Maintain the 8-point grading scale
Lower the GPA scale from 4.5 (A+) to 4.0 (A+)
Have the principal address individual departments relative to the issue of consistency in grading in multi-section courses
Increase eligibility requirement for athletics and co- curricular activities that require a long-term time commitment and provide for mid-quarter review of student status with the possibility of reinstatement of eligibility.
Provide staff development in dealing with a comprehensive assessment plan and with assessment methods that will serve the school’s statement of purpose and efforts to improve student learning through curriculum and instructional changes.
In progress
As part of the assessment planning process, common standards that accompany the statement of purpose have been developed by the curriculum and assessment task force and presented to the faculty both during the workshop day on March 3, 1999, and during faculty meetings. The intention is to use the standards to develop benchmarks in each department for evaluation and assessment techniques that are common to all. Rubrics and portfolio assessment were presented at a faculty meeting coordinated by the curriculum and assessment task force.
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