1 / 25

A Model for Managing the Self-Study

A Model for Managing the Self-Study. Regional School District No. 8—RHAM High School Hebron, CT. RHAM High School Statistics. 1,107 student population 100 certified staff Rural, eastern Connecticut. Structures in Place at RHAM. Monthly two-hour delayed opening

alan-webb
Télécharger la présentation

A Model for Managing the Self-Study

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A Model for Managing the Self-Study Regional School District No. 8—RHAM High School Hebron, CT

  2. RHAM High School Statistics • 1,107 student population • 100 certified staff • Rural, eastern Connecticut

  3. Structures in Place at RHAM • Monthly two-hour delayed opening • Two Steering Committee co-chairs with 45 minutes per day • Monthly Steering Committee Meetings • Available Teacher-share drive on school network

  4. First steps • Website (Google sites allow for confidentiality) • E-mail account • Survey staff for committee preference (provided in NEASC materials) • Identify Committee Chairs within groupings • Contacting parents for committee involvement

  5. RHAM NEASC website

  6. The Indicators (Prior to beginning process) • Categorization of each indicator’s sources of evidence • i.e. Administration, Guidance, Nursing, Curricular Departments

  7. Standard 2: Curriculum Indicator 5: Effective curricular coordination and vertical articulation exist between and among all academic areas within the school as well as with sending schools in the district. k. A description of the school’s curriculum review cycle, including the time devoted to the development, review, and evaluation of the curriculum.(District Curriculum Coordinator) l. A description of time faculty spend in collaboration activities (e.g. PLCs, Critical Friends Groups, Common Planning Time, et. al.) within content areas, across content areas, and with sending schools for the purpose of articulation of the curriculum. (Dist. Curriculum Coordinator AND Curricular Departments) m. A sample of district K-12 curriculum guides (Dist. Curriculum Coordinator)

  8. Time Spent in Departments (Month 2-4) • Departments meet to gather evidence to satisfy indicator requirements • Narrative and concrete evidence • Determine where gaps in evidence exist • Solved through Survey Monkey, meetings with specialists, etc. • Staff Endicott Survey taken individually during month 3 • Instructions for Student Endicott Survey delivered during month 4

  9. Individual Evidence Collection (Month 4-5) MONTH 4 • Each teacher received personalized evidence folder and checklist • Overview of evidence collection **Student Endicott Survey administered during two weeks MONTH 5 • Individual time to gather evidence and fill out cover sheet • Collect evidence folders at the end of the month **Parent Endicott Survey administered—notification through Alert Now system

  10. Individual Teacher Evidence Checklist

  11. Middle

  12. If you find evidence gaps • Electronic survey of staff • Second, more focused, evidence collection

  13. When evidence collection is finished… • Steering Committee disseminates all collected evidence into separate folders labeled with indicator numbers and letters

  14. Analyzing the Evidence (month 6-7) • Meeting again as committees to review standard and indicators • Committee chairs assign indicators to pairs (if possible) • Read sample narrative to grasp end-result • Look through and begin to organize evidence • Groups determine and report gaps in evidence • Groups begin to determine the extent to which the school fulfills the indicator

  15. Writing the narrative (months 8-9) • Steering committee liaisons guide committees through the writing process (presentation made available electronically to all staff) • Writing begins

  16. Strengths and Needs (month 9) • Each indicator group reviews their narrative section to determine areas of strength and need. • Generate draft of all strengths and needs

  17. Self-Study Narrative Revision • Steering committee compiles and revises entire draft for • Obvious grammatical issues • Consistency of formatting • Additions/subtractions based on changed practices • Gaps or inaccuracies in information

  18. Committee revisions of drafts (months 10-12) • Drafts are reviewed collectively for • Additions/subtractions based on changed practices • Gaps or inaccuracies in information • Collective discussion in preparation for the final rating of standard • Strengths and needs list is refined • Committee groups swap drafts for reading only

  19. Executive Summaries • Prepared by steering committee and committee chairs

  20. Rating standards and voting on strengths and weaknesses (month 13) • Committees meet to review their respective executive summary and, using the NEASC rating guide, agree on a final rating (which goes into the executive summary). • Using electronic surveying, faculty members independently review each standard’s list of strengths and needs and votes on which one (for each standard) is MOST significant.

  21. Voting (month 14) • Faculty reads each standard’s executive summary and votes (though individual survey) to approve or disapprove each standard’s section of the Self-Study Narrative. • Surveying allows for commentary to report reason for disapproval

  22. If standard/s are not approved… • Steering committee looks at faculty commentary and revises drafts • Revote takes place during the next month’s delay

More Related