NEASCCommittee on Public Secondary Schools

Report of the Visiting Committee for White Mountains Regional High

School Paul MacMillan, CHAIR

 Alan Smith, ASSISTANT CHAIR Michael Berry, PRINCIPAL

The Accreditation Cycle:

Follow-Up

Two-Year Report

Special Progress Reports

Five-Year Report

Evaluation Visit

Self-Study

Pre-Self-Study Report

Ten YearCycle

Introduction:

As the responsible agency for matters of the evaluation and accreditation of public secondary school member institutions, CPSS requires visiting committees to assess the degree to which the evaluated schools meet the qualitative Standards for Accreditation of the Commission.

Qualitative Standards for Accreditation

Teaching and Learning StandardsCore Values, Beliefs, and Learning ExpectationsCurriculumInstructionAssessment of and for Student Learning

Support of Teaching and Learning StandardsSchool Culture and LeadershipSchool Resources for LearningCommunity Resources for Learning

Three Fold Process:

The accreditation program for public schools involves a threefold process: the self-study conducted by the local professional staff the on-site evaluation conducted by the Commission's

visiting committee the follow-up program carried out by the school to

implement the findings of its own self-study and the valid recommendations of the visiting committee and those identified by the Commission in the Follow-Up process

Core Values: Commendations

The positive school culture and climate driven by the social expectations in the “Image of the Graduate”

The reallocated resources to pilot the PRIDE program in meeting the needs of struggling students

The clear delineation of school policies and expectations that are reflected in the school’s culture and daily operation

The school’s core values, beliefs, and 21st century learning expectations are actively reflected in the culture of the school and guide the school’s policies, procedures, decisions, and resource allocations

The development of 21st century learning expectations for all students, which address academic, social, and civic competencies, and are defined by school-wide analytic rubrics that identify targeted high levels of achievement

Core Values:Recommendations

Develop a strategy to assure all members of the WMRHS community understand the core values and beliefs and how they relate to all school-based decisions

Establish a plan to review and revisit WMRHS core values, beliefs, and 21st century learning expectations through a collaborative, dynamic, researched-based and inclusive process

Develop and fully integrate analytic rubrics for all of the school-wide expectations

Curriculum:Commendations

The five-year plan in place for the completion of writing curricula that is aligned with the CCSS, WMRHS’ 21st Century Learning Expectations and their “Image of a Graduate”

The development of a common format for curriculum The establishment of written curriculum for chemistry/physics,

written and oral communication, and world history courses The authentic learning opportunities that exist in the CTE center The ethical use of technology demonstrated through an

appropriate use policy The strategies in place to ensure written curriculum is mirrored

through daily instruction The sufficient access to technology for student learning

Curriculum:Recommendations

Ensure a written curriculum for each high school subject, modeled on the common format used in the K through 8 math and English curricula.

Provide time for teachers to collaborate on lesson plans that are aligned with the curriculum

Develop common assessments to ensure effective curricular coordination and alignment with the written and taught curricula

Ensure adequate and working technology in all classrooms Ensure what is taught in the classroom is aligned with the

written curricula Ensure that there is continuity of the core curriculum from K-12 Renovate and upgrade science labs and science equipment Update the climate controls and electrical services in the building

Instruction:Commendations

The teachers who maintain their expertise in content areas through significant professional development

The cross-disciplinary learning imbedded in the Interactive Mathematics Program

The teachers at WMRHS who work individually and collaborate informally to improve their instructional practices

The financial stipend incentive the district provides to teachers who participate in professional development activities

The Career and Technology courses that foster self-directed learning

The professional commitment of 75 percent of teachers in the building who have been trained in the Critical Skills model

Instruction:Recommendations

Develop a professional development plan with a focus on teaching the Common Core State Standards to improve instructional practices

Develop a plan to increase teachers’ collaborative planning time to improve instructional practices

Ensure teachers improve instructional practices by using feedback from a variety of sources including students, teachers, supervisors, and parents

Use data from formative and summative assessments to enhance instructional strategies

Increase student self-directed learning opportunities across curricular areas

Assessment of and for student Learning

Commendations The development of five school-wide rubrics that provide

consistency in assessing student work The use of Power School as an effective way to report on

student progress The significant improvement on the NECAP assessment

due to preparation by both teachers and administrators The implementation of the Student Support Team (SST)

which uses school data to help identify at-risk students and to deliver timely interventions

The teachers who work collaboratively to develop common assessments

The CTE’s and Mountain View’s Academy’s established use of rubrics on a consistent basis applicable to their content areas

Assessment of and for student learning

Recommendations Develop a formal process, based on school-wide rubrics, to assess

whole-school and individual student progress in achieving the school’s 21st century learning expectations

Develop a system to identify and track every student’s performance in achieving the schools 21st century learning expectations

Continue to provide opportunities for all the staff to examine student work

Regularly review the grading and reporting policy to ensure alignment with the school’s core values and beliefs about learning

Continue to develop the five rubrics that will provide all students with specific and immediate feedback.

Provide training for teachers and allow time for content area teachers to discuss ways to use school-wide and course specific rubrics

School Culture and Leadership:Commendations

The individualized support provided to students by the in-school social worker, Peer Outreach program and the Student Support Team

The principal’s vision, work ethic, and inclusion of staff in shared leadership roles

The high degree of support for the principal by the students and staff

The school culture that is positive, respectful and conducive for student learning

The students’ sentiment of having at least one adult they can go to for support

The teachers’ high participation rate in supervision of co-curricular activities

School Culture and Leadership:Recommendations

  Establish a plan for the principal to have shared authority over

building maintenance Expand opportunities for heterogeneously designed core academic

courses Fully implement a formal advisory program to support students

achieving 21st century learning expectations Organize time to ensure that teachers routinely meet to reflect on

practice and analyze student outcomes Adhere to a focused professional development model across the district Ensure that school leaders regularly use research-based

evaluation and supervision processes that focus on improved student learning

Develop a plan to actively solicit parental and community participation in the school

School Resources for LearningCommendations

The development of a Student Support Team to provide directive intervention strategies for identified and at risk students

The refurbishment of the library media center and room 106 into a student/teacher interactive technology enabled classroom meeting space

The availability of technology and information resources that support teaching and learning

The guidance department for providing student access to personal, academic, career and college counseling

The media center staff for providing time for students to have equitable access to technology and information

The availability of the media center from 7:15 AM until 5:15 PM each day The development and implementation of the Life Skills Program The student support personnel in all departments working together

to make appropriate interventions for at-risk students, utilizing a variety of local and community-based resources

School Resources for LearningRecommendations

Provide outreach for all at-risk students Complete the implementation of the comprehensive

guidance program Ensure that the library media specialist is actively

engaged in the implementation of the school’s curriculum

Increase opportunities and frequency of guidance meetings with individual students

Develop a procedure for coverage of health services when the nurse is out of the building

Community Resources for Learning:

Commendations The administration, faculty, and support staff who

exemplify knowledge, dedication, enthusiasm, and professionalism that is an asset at WMRHS

The maximizing of the educational potential of the property and grounds

The resourceful use of available building space and maximizing the potential of a dated facility

The collaboration with the Mountain View Grand Resort and Spa which provides authentic learning opportunities for students

The dependable funding for school programs and services provided by the school community

The involvement of faculty and administrators in the development and implementation of the school budget

Community Resources for Learning:

Recommendations Develop a long range master plan beyond the

capital budget Authorize the building principal to have greater control

of daily repairs and cleaning of the facility Improve the organization of physical plant and facilities

documentation for compliance with local, state, and federal standards

Provide adequate facilities to support all co-curricular programs

Eliminate student access to the electrical vaults

Accreditation:A professional agreement and partnership

Agree to meet the standards throughout the ten year cycle

Agree to engage in continuous school improvement Agree to be monitored by NEASC Agree to follow through of recommendations

Notification Letter from the Committee

We will receive a notification letter from the Committee on Public Secondary Schools

The letter will confirm accreditation status It will also contain “highlighted recommendations” which

are those that the committee feels are most important for the school.

The Accreditation Cycle:

Follow-Up

Two-Year Report

Special Progress Reports

Five-Year Report

Evaluation Visit

Self-Study

Pre-Self-Study Report

Ten YearCycle

Next Steps for WMRSD and WMRHS We are awaiting the notification letter from the

committee NEASC report will be presented to community member,

parents and stakeholders. NEASC Follow-up committee is in the process of being

formed Mike Berry ***We are determining a

Chairperson. Mike Curtis ***We intend to make the group

seven. Lisa Perras Patsy Ainsworth Jeannine Labounty