New England Association of Schools and Colleges (NEASC)

Transcription

1 New England Association of Schools and Colleges (NEASC) POMPERAUG HIGH SCHOOL Dr. Lorrie Rodrigue, Principal March 10, 2014

2 MISSION The mission of New England Association of Schools and Colleges is to assess and promote the quality of education through the accreditation of its members NEASC, 2014

3 Accreditation by the New England Association of Schools and Colleges assures that members: Strive to achieve rigorous and common standards in education Demonstrate substantive institutional commitment to continual improvement Nurture individual creative accomplishment NEASC, 2014

4 What is Regional Accreditation? NEASC accreditation is a system of accountability Ongoing, voluntary, and comprehensive in scope The process respects differences in institutional populations, missions, and cultures Fosters institutional change grounded in the professional judgment of practicing educators. Based on standards developed and regularly reviewed by the members, which define the characteristics of good schools and colleges. PHS has remained regionally accredited value for students and the community

5 NEASC Founded in 1885, the New England Association of Schools & Colleges is the nation s oldest accrediting association Comprises the six states of Massachusetts, Connecticut, Maine, Rhode Island, New Hampshire and Vermont Serving more than 2,000 public and independent schools, colleges and universities Schools in more than sixty-five nations worldwide More than 1,800 schools accredited by this regional accrediting commission.

6 Percent of Institutions Accredited by NEASC Commission 10% 4.5% 35% 13% 4.5% Schools Abroad Technical and Career Colleges Public Elementary Independent Public Secondary 33%

7 NEASC 10-Year Cycle Self-study which engages the entire educational community in structured analysis, self-reflection, and planning in response to the standards. Peer review which brings perspective to the process through the observations and judgments of a visiting committee of peers from other schools and colleges, informed by the self-study, and based on the standards. Follow-up which is monitored by the commission to ensure that planned and prescribed institutional change is accomplished and which provides for intervention to respond to information gathered in regular reports from the institution

8 Self-Study Process Cycle of 10 years 7 standards Preparation months Survey is conducted as initial data collection (Endicott Survey parents, students, and staff) Collection of evidence based on indicators within each standard Development of self-study reports related to each standard (7 school committees) Critical strengths and needs Site visit by members of the commission

9 Snapshot of PHS Endicott Survey Results (Instruction)

10 The NEASC Standards Core Values, Beliefs, and Learning Expectations Curriculum Instruction Assessment of and for Student Learning School Culture and Leadership School Resources for Learning Community Resources for Learning

11 PHS Core Values, Beliefs, Learning Expectations Students, staff, parents and community members characterize the Pomperaug experience in one word more often than any other: pride. In our classrooms, on our campus and in our greater community, we take pride in our commitment to the following values: In our classrooms, we are committed to fostering academic excellence, independent and self-reflective thinking, and a curiosity to pursue lifelong learning in a 21st Century world. On our campus, we are committed to promoting respect, maximizing opportunities for personal expression, and facilitating a positive school culture. In our community, we are committed to developing responsible, active, and accountable citizens. At Pomperaug High School, we believe that all students can grow as learners, build and enhance community, and conduct themselves with integrity.

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13 PHS Student Learning Expectations The PHS student demonstrates effective communication by interpreting language, revising ideas and positions relative to new understandings, and conveying facts, ideas, emotions, and concepts relevant to purpose and audience. The PHS student demonstrates critical thinking by approaching topics with a healthy skepticism, pursuing solutions to challenging questions or problems, considering alternative perspectives, and conceptualizing, synthesizing, and evaluating information and experiences as a framework for belief and action. The PHS student demonstrates innovation by exhibiting a sense of wonder and curiosity, an internal motivation to push boundaries and take risks, perseverance in the face of failure, and a capacity for producing novel ideas and products. The PHS student demonstrates global citizenship and ethics by honoring the dignity and rights of all people, responding to the needs of the local community and beyond, showing an understanding of the social, cultural, political, environmental, and economic issues faced by citizens of the world, respecting the intellectual and physical property of others, making thoughtful decisions, and accepting responsibility for one s own actions.

14 PHS Learning Expectations 4 Key Areas Communication Critical Thinking PHS Graduate Innovation Global Citizenship/ Ethics

15 Pomperaug High School Innovation Rubric Description Remember Understand Apply Analyze Evaluate Create Higher order/ Metacognitive Learns from and perseveres through setbacks that occur during trial and error Recognizes and consciously seeks those moments of insight and ingenuity that lead to innovative thought Assesses the impact the product or idea will have on others, world, society Introduces a fresh, unique contribution that may inspire further discovery or exploration Students Uncover Generalizations (Enduring Understandings) Conceptual Understanding Develops an original plan Anticipates potential obstacles to refine ideas or concepts Examines ways to further push boundaries and challenge existing conventions Is willing to reassess or defend one s ideas when faced with other perspectives Uses feedback to revise original plan or prototype Skills and Concepts Organizes information, ideas, and concepts in order to make unique connections and identify new possibilities Utilizes appropriate tools and resources to explore those new found possibilities Appraises the merits, flaws, and feasibility of one s ideas Judges one s idea or concept against the status quo Factual Knowledge Exhibits curiosity and wonder; seeks to make sense of the environment, situation, or problem Identifies connections to observations using prior knowledge and intuition Asks critical questions to confirm observations, concepts and ideas 1- Uses factual knowledge 2- Uses skills and concepts to 3- Demonstrates conceptual 4- Demonstrates innovation to identify existing explore ideas understanding of the conventions creative process

16 Unit 5: 10 Cube Challenge Digital Academy Example BACKGROUND: Modeling an object in a 3D computer-generated environment can be challenging. Not only must you consider its shape along the X,Y axes (2D), but also along the Z axis (3D). Sometimes placing all the individual elements in the right location can be difficult. Luckily, most 3D applications allow you to place an item in 3D space at a specific location on the X,Y,Z axes. TASK: You are required to model an object using exactly 10 cube meshes. You are allowed to use the transformation tools in order to Rotate a mesh, Translate the Mesh to a different location, or Scale (Dilate) the mesh to a different size. Please note, you are allowed to scale an object along one axis. This would transform a cube into a cuboid shape. However, you are not allowed to change any other element of the original cube shape. Make an attempt to be original. Go beyond the obvious ideas. PURPOSE: The purpose of this task is to demonstrate your understanding of the X,Y, and Z axes and engage in problem-solving skills. AUDIENCE: Your audience is your classmates, YouTube viewers, and the people who visit your Digital Portfolio.

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19 NEASC April Site Visit SUNDAY, APRIL 6 TH WELCOME AND PANEL PRESENTATION/INTERVIEWS WITH STAFF MONDAY, APRIL 7 TH WEDNESDAY, APRIL 9 TH SITE VISITING TEAM REVIEWS SELF- STUDY REPORTS, EVIDENCE, INTERVIEWS STUDENTS, PARENTS, ADMINISTRATORS APRIL 9 TH SITE VISITING COMMITTEE MEETS WITH FACULTY BEFORE DEPARTING