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Table of Contents

Table of Contents

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Table of Contents

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  1. Table of Contents • Introduction • Goals & Objectives • NEASC (Indicators 5 & 6) • Flow Chart Indicator 5 • Methodology • Statistical Analyses

  2. IntroductionWith the implication of no child left behind, indicator 5 as described by the commission on public schools (CPSS) is of particular importance because it specifically deals with student diversity in the class rooms. The central question is “Are student grouping patterns consistent with the school’s mission and expectations for student learning as well as current educational research” (CPSS)? Student difference include: ability level, learning disabilities, and minority populations in short to include all students. Are all students achieving school- wide expectations? More specifically is the Nashua High School North Mission Statement that “embraces our diversity and provides for life-long learning while promoting intellectual growth and personal responsibility” actually being adhered to?Indicator 6 as described by the (CPSS) follows as the next logical step. That is as expectations of student diversity is being met, is the master schedule “supporting implementation of the curriculum, instruction, and assessment” for student learning that involves all students – again invoking the no student left behind model. This would include: review of master scheduling, variations of school scheduling, implementation of effective instructional practices, delivery of curriculum, alternative assessments, and flexible use of time (CPSS). Goals and ObjectivesSelf assessment accreditation for indicator 5 will include: grouping patterns of differentiated students in all categories, consulting with other schools with that have” investigated comparable issues”, all student to have equal access to the same curriculum and all are assisted in achieving school-wide expectations, and diversity ofenrollment in all courses so that student of a minority population are not homogeneously tracked.Self assessment accreditation for indicator 6 will include: determination that a review of a master schedule occurs at least every 5 years, prioritize instructional approaches such as project- based on learning to be articulated in the school mission, implementation of effective instructional practices, delivery curriculum, supports alternative assessments, and flexible use of time.

  3. NEASC Self Assessment Accreditation –Indicator 5 & 6 Indicator 5: “Student grouping patterns shall reflect the diversity of the student body, foster heterogeneity, reflect current research and best practices, and support the achievement of the school’s mission statement and expectations for student learning.” Indicator 6: “The schedule shall be driven by the school’s mission and expectations and expectations for student learning and shall support the effective implementation of the curriculum, instruction, and assessment.

  4. Methodology • Statistical Analyses (Nashua North & State of New Hampshire); Heterogeneous class rooms • Questioner: Multiple Choice, Feed back (Teachers, Staff, Administrators) • Interviews • Conclusion

  5. Administration Survey (Program Implementation) – Indicator 5“Student grouping shall reflect the diversity of the student body, foster heterogeneity, reflect current research and best practices, and support achievement of the schools’ mission and expectations for student learning?” Administration Survey According to the Nashua High School North Mission Statement: “The mission of the Nashua High School North is to create a safe, respectful community which embraces our diversity and provides a foundation for life-long learning while promoting intellectual growth and personal responsibility”. 1) Does grouping patterns at NHSN ensure that all students regardless of ability level, are provided with challenging learning experience which enable them to achieve school-wide expectations? Strongly Disagree Disagree Agree Strongly Agree Briefly explain your answer and describe what your expectations are in regard to student diversity and school-wide expectations.

  6. Administration Survey – Indicator 5 (Continued) 2) List all inclusion models or special education strategies employed at NHSN that ensure ALL STUDENTS have access to the same curriculum

  7. Administration Survey – Indicator 5 (Continued) • Are efforts being made to group students more heterogeneously (To end “de facto tracking of students” (CPSS))? Describe or list efforts that are being made.

  8. Administration Survey – Indicator 5 (Continued) 4a) Education is a dynamic field to say the least. Does the administration at NHSN consult with other schools that have investigated comparable issues in regard to student groupings? If so list various schools or institutions that have been consulted or used by NHSN for such an endeavor. 4b) What other educational research is used by the administration for restructuring of future grouping of students?

  9. Administration Survey – Indicator 5 (Continued) 5) Inclusion models are prevalent today in most schools – if not all; including NHSN. But has ALL educational strategies been investigated to ensure ALL students (including learning disabilities, ELL students, physically challenged, emotional students, students with no family support) have equal access to the same curriculum and are assisted in achieving school-wide expectations? List the strategies (besides inclusion) practiced at NHSN. 6) Is student diversity enrollment taking place in ALL COURSES so that student in minority population are not homogeneously tracked?

  10. Teacher Survey– Indicator 5“Student grouping shall reflect the diversity of the student body, foster heterogeneity, reflect current research and best practices, and support achievement of the schools’ mission and expectations for student learning?” According to the Nashua High School North Mission Statement: “The mission of the Nashua High School North is to create a safe, respectful community which embraces our diversity and provides a foundation for life-long learning while promoting intellectual growth and personal responsibility”. 1) Does your class room environment at NHSN ensure that all students regardless of ability level, are provided with challenging learning experience which enable them to achieve school-wide expectations? Strongly Disagree Disagree Agree Strongly Agree Briefly describe how your class room environment, correlates to the circled response that you gave.

  11. Teacher Survey – Indicator 5 (Continued) 2) List all inclusion models or special education strategies used in your class rooms that ensure ALL STUDENTS have access to the same curriculum

  12. Teacher Survey – Indicator 5 (Continued) • Are efforts being made to group students in your class rooms more heterogeneously (To end “de facto tracking of students” (CPSS))? Describe or list efforts that are being made.

  13. Teacher Survey – Indicator 5 (Continued) 4) Education is a dynamic field to say the least. Has the teacher consulted with or use outside sources (library, research, other schools or institutions) to address issues regarding student diversity in the class rooms? If so list various schools or institutions that have you have used or consulted. .

  14. Teacher Survey – Indicator 5 (Continued) 5) Inclusion models are prevalent today in most schools – if not all; including NHSN. But has ALL educational strategies been investigated to ensure ALL students (including learning disabilities, ELL students, physically challenged, emotional students, students with no family support) have equal access to the same curriculum and are assisted in achieving school-wide expectations? List the strategies (besides inclusion) practice in your class room.