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INTRODUCTION The New England Association of Schools
and Colleges (NEASC) is the oldest of the six
regional accrediting agencies in the United States. Since its inception in
1885, the Association has awarded membership and accreditation to those
educational institutions in the six-state New England region that seek
voluntary affiliation. The governing body of
the Association is its Board of
Trustees which supervises the work of five Commissions: the Commission on Institutions of
Higher Education (CIHE), the Commission on Independent Schools
(CIS), the Commission
on Public Secondary Schools (CPSS), the Commission on Technical and Career
Institutions (CTCI), and the Commission on Public Elementary
Schools (CPES). 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. Those Standards are: Teaching and
Learning Standards Mission and Expectations for Student
Learning
Curriculum Instruction Assessment of Student Learning Support Standards Leadership and Organization School Resources for Learning Community Resources for
Learning 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, and 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. Continued accreditation requires that the school be
reevaluated at least once every ten years and that it show continued progress
addressing identified needs. Preparation for the Evaluation Visit – The School
Self-Study The self-study of Carver High School
extended over a period of 20 school months from September 2000 to the
present. The visiting committee was pleased to
note that student leaders, parents, and a school board member joined the
professional staff in the self-study deliberations. Public schools evaluated by the
Commission on Public Secondary Schools must complete appropriate materials to
assess their adherence to the Standards for Accreditation and the quality of
their educational offerings in light of the school’s mission, learning
expectations, and unique student population. In addition to using the
Self-Study Guides developed by a representative group of New England
educators and approved by the Commission, Carver High School also used
questionnaires developed by the Office for Research and Education at the
University of Maine to reflect the concepts contained in the Standards for
Accreditation. These materials provided discussion items for a comprehensive
assessment of the school by the professional staff during the self-study. It is important that the reader
understand that every subcommittee appointed by the steering committee was
required to present its report to the entire professional staff for approval.
No single report developed in the self-study became part of the official
self-study documents until it had been approved by the entire professional
staff. The Process Used by the Visiting Committee The visiting team built its
professional judgment on evidence collected from the following sources:
Each conclusion on the report was
agreed to by team consensus. Sources of evidence for each conclusion drawn by
the visiting committee appear in parenthesis in the Standards sections of the
report. The seven Standards for Accreditation reports include commendations
and recommendations that in the committee’s judgment will be helpful to the
school as it works to improve teaching and learning and to better meet
Commission Standards. This report of the findings of the
visiting committee will be forwarded to the Commission on Public Secondary
Schools which will make a decision on the accreditation of Carver High School. Overview of Findings Teaching and
Learning at Carver High School
In its self-assessment, Carver High School has identified both its areas of strength and its areas of need; the visiting committee has endorsed many, but not all, of the commendations and recommendations contained in the self-assessment document. The report is an accurate and honest portrayal of Carver High School that will provide direction to the school as it seeks to meet the evolving needs of its students. The school and community must make a further commitment of effort to meet the prescribed actions outlined in the visiting committee’s recommendations. Improvement can occur only if all school stakeholders work collaboratively toward these goals. The school’s mission statement contains realistic and appropriate expectations for student learning. Numerous members from various segments of the school community participated in its formulation. It is viewed by all members of the school community as the document that will guide future decisions in all aspects of school life. The statement is displayed prominently throughout the building and has been disseminated widely. However, because of the general wording in some of the expectations for student learning, further definition will be required before specific measurement of these expectations can be implemented. A pilot study is already under way to refine the rubrics as they are applied in various departments. Finally, although there is an inherent assumption that the school’s vision of its purpose will evolve, teachers, administrators, and community members must continue to review the document on a regular basis. As Carver High School proceeds with its work in the area of the development of curriculum, much attention needs to be paid to the integration of the mission and expectations into these written plans. The faculty is responsible for describing levels
of successful accomplishment for each academic expectation. Course offerings contain some diversity,
but not all students are offered courses that span all interest levels and
abilities. Much work has been done to
create written templates to align the content of course offerings with the state
frameworks, and such general outlines are in place in most content
areas. Much work lies ahead to align
the academic expectations in the school’s statement of purpose with yet to be
written curriculum plans. More must
be done to monitor, evaluate, and to revise this curriculum in the future. The school has strongly endorsed the idea that
professional development sessions should be used for curriculum development
and revision. That commitment needs
to continue. Many faculty members
also call for additional common planning time. Carver must address this expressed need. The administration and faculty must make
some tough choices about both the master schedule and the daily
schedule. If common planning time is
to be provided, something must give. The faculty and staff of Carver High School openly
admit that some students are at risk of slipping through the cracks in the
academic areas. Some parents pointed
out that their children seem to get by in their classes and to be happy
participating in co-curricular activities such as sports only to discover in
their senior year that their options upon graduation are limited. Some students with vocational needs, for
example, are not accepted at the regional vocational school, Old Colony, or
choose not to apply. There are not
sufficient electives or course offerings to meet their needs or
interests. Some advanced placement
and honors level programs do exist to meet the needs of high achievers,
however. Recently, the school hired
additional special education teachers and aides and designed an alternative
program to meet the needs of students with special needs. The school community must continue its
efforts to provide elective courses, additional comprehensive course
offerings, and community outreach and intern programs to meet the needs of
about a dozen to twenty students in each graduating class. The administration and faculty must
examine the master schedule and the daily schedule to address these issues
with course offerings and electives. While instructional practices within curriculum
areas are varied and reflect current research and practice, the faculty is
not sufficiently involved in interdepartmental professional dialogue. Teachers in individual departments embrace
the use of rubrics to provide opportunity for a wide range of students to
assess their learning. Even more must
be done to develop and to implement instructional strategies that develop
depth of understanding for students at all levels. The school has committed time and money to professional
development for improvement of instructional strategies. The widespread participation of the
faculty in the Understanding Teaching course facilitates dialogue
about pedagogy. In addition, the
integration of technology into instruction has increased for teachers at
Carver High School. One instructional
practice that stands out at Carver is the pervasive use of weekly
forecasts. Teachers provide written
handouts as well as visual reminders on the chalkboards of assignment
schedules, due dates for papers and projects, and upcoming quizzes and tests. The faculty is in agreement concerning the
expectations for student learning and school performance as listed in the
mission, but there is still much work to be done in the area of assessing
whether the expectations are being reached.
Some progress has been made in this area recently especially with
regard to creating templates in alignment with the Massachusetts State
Curriculum Frameworks and the Carver course offerings. Work on assessment in all areas must
continue to be of paramount importance if Carver is to achieve its stated
goal of raising student achievement
Additional practices and processes must be formalized and practiced in
the areas of civic and social expectations. Support of Teaching and Learning at Carver High School
The overall quality of educational opportunities
open to the students is very good. A
diverse educational program is offered but needs to be made even more
comprehensive. Every segment of the
school community must do its part if there is going to be sufficient “support
[for] the townspeople’s belief in their children’s importance as individuals
and their capacity for future success.”
The curriculum must embrace the full spectrum of needs. A sense of mutual respect permeates the
school’s climate. Carver High School
is a good place to be whether one is a student, teacher, administrator, or
member of the support staff. Carver
High School presents an environment that is relaxed, comfortable, and
safe. The faculty, administration,
and support staff are dedicated, loyal, and properly trained. The parent
community has responded well to recent and increased efforts to involve it in
attendance at evening events such as a college/career information night. The student body is polite, well behaved, and openly
exhibits great pride in the school.
Student work is visibly displayed, and student achievement is
recognized in numerous ways. Parents
view the faculty and administrators as caring and accessible. The climate at Carver High School is
excellent. Mutual respect and caring
establish an outstanding learning atmosphere. Students, almost to a person, report how welcome and safe they
feel. High expectations for student
behavior are obvious. Students,
parents, faculty members, and administrators praise the open communication at
all levels. All stake holders
attempt to meet their responsibility for taking part in the decision-making
process. Members of the school
community expressed the perception that their voice was given sufficient
consideration and respect. Although
many can take credit for the success of this communal decision-making
process, the outstanding leadership role of the principal of Carver High
School is noteworthy for implementation of the school’s mission statement. The professional staff shows deep concern for the
well-being of students, a fact that is appreciated by students and
parents. The faculty and
administrators are experienced, competent, and caring. Carver High School has a veteran staff
that values tradition but is willing to investigate new methodology and
implement change appropriate to the improvement of learning. An increasing number of teachers new to
the high school are providing an infusion of new blood. These new faculty members also need
additional supervision and support from administration and peers. The faculty must implement peer mentoring
to a greater degree. Student support services are in place to meet the
needs of all students. A wide variety
of programs offer students opportunities beyond the walls of the individual
classroom. Although staff members
work together to ensure that no student is ignored, communication between
regular and special education staff needs to be made more effective and
continuous. The media center offers an attractive space
inviting to students for research, reading, and study. The library/media specialist is
enthusiastic, embraces developments in the field, and is widely respected as
one of the heroes of the school.
While the program widely supports the school’s curriculum, increased
staffing is necessary. The New
England Association of Schools and Colleges has a guideline for staffing in
the library/media area. The student
population at Carver, some 600 students, well exceeds the ratio of 400 to 1
that the Association uses to call for a full-time position in that
department. Carver High School must
address the insufficient professional staffing in the library/media
center. Along with staffing, space
allocation and re-allocation must be looked at to minimize conflicts between
the needs of the middle school students and the high school students who
share the use of the facility.
Moreover, there are problems caused by lack of space throughout the
high school. Storage is tight. Creation of more electives and course offerings
to meet the needs of the diverse student population will require further
examination of room allocation as well. The school has numerous avenues for disseminating
information to parents and community who provide great support to the school
in a number of ways. All school
constituents voice great pride in the school. The cable television program and student participation in the
local newspaper are excellent means of communicating with the community. One of the greatest potential challenges facing
Carver High School lies in the possible, increased enrollment coming into the
building in the next few years should housing developments be allowed in
areas now devoted to cranberry bogs.
Administration and school committee must keep a watchful eye on those
developments. Should the housing be built, were nothing done, much would be
lost. Increased enrollment will place
pressure on existing programs; class sizes will become an issue; and space
conflicts will place mutually beneficial programs in competition with each
other. Tough choices will have to be
made. Over-crowding will create a
pressure cooker atmosphere that will threaten the current outstanding school
climate. Building administrators must
represent forcefully the needs of the students and programs to central office
administration and school committee.
No matter how resourceful and creative the teachers and staff are,
they cannot perform magic to create additional spaces required to meet the
needs of the high school’s diverse population. Solutions to these problems will take the concentrated effort
of all constituents in the school community. |
SCHOOL
AND COMMUNITY PROFILE
Carver
High School is located in Carver, Massachusetts, which is 38 miles south of
Boston, nestled between Plymouth, Middleborough, Wareham, and Plympton. The
population of Carver, according to the 2000 Census, was 11,368.
The
main industry in Carver is cranberry production of one of the largest
cranberry-crops in the world. Since 1998, cranberry prices have dropped 83
percent, a drop which has significantly affected the town’s economy. Partly in
response to this, a local cranberry grower is proposing a land development
project that could add as many as 2,000 residential units to Carver. If this
proposal is implemented large increases could be seen in the Carver Public
School population.
Other
businesses in Carver include a family entertainment center, a supermarket, auto
body shops, and small restaurants. King Richard’s Faire and Edaville Railroad
contribute to the town’s economy on a seasonal basis.
The
Carver school district is economically diverse, but racially, culturally, and
ethnically similar. Ninety-five percent of the school population is
Caucasian. The largest minority group
is African American with 3.6 percent of the high school population. No other
minority group makes up more than one percent of the population. There is also
little significant age/grade difference among the high school students.
The
unemployment rate in Carver is approximately .8 percent above the state
average, possibly attributable to the sharp reduction in the price per barrel
of cranberries since 1998. School records show that there are 137 district
families (6.9 %) who currently live below the low-income level established by the
Federal Free Lunch Program.
The
state of Massachusetts’ average expenditure per pupil is $7,387. Carver’s
expenditure per pupil is $6,267. Thirty-two percent of educational funding is
obtained through local resources. Sixty-eight percent is obtained through
state, federal and other sources. Thirty-one percent of local property taxes is
allocated to the public schools.
The
Carver School District consists of the Benjamin Ellis School (two kindergarten
classes), the Governor John Carver Primary School (K-2 and primary multi-age)
the Governor John Carver Elementary School (grades 3-5 and intermediate
multi-age), Carver Middle School (grades 6-8), and Carver High School (grades
9-12). The pre-school program, under the direction of the primary school principal,
is located at Carver Middle School. At this time, there are no non-resident
high school students.
Carver
High School shares a building with Carver Middle School, but each school is run
separately. Each school has its own principal and vice-principal. As of
September 1, 2001, the total high school enrollment was 589. The new student
registration trend has reflected an increase of approximately 6 students each
year for the past five years. There is a projected increase of 7 students for
the school year 2001-2002; this represents an estimated 1.2 percent increase in
enrollment.
There
are several area non-public schools that enroll district students, including
Coyle Cassidy in Taunton and Sacred Heart in Kingston.
The
cultural and ethnic composition of the student body remains relatively
constant. The average dropout rate for the last two years is 4.6 percent. The
average daily student attendance has improved over the past three years due to
a new attendance policy that includes more careful monitoring and more
stringent enforcement. The rate has risen from 88 percent in 1997-98, to 93
percent in 1998-99, and to 94 percent in 1999-00.
In
2001, 62 percent of graduates attended four-year colleges; 24 percent of
graduates attended other post-secondary schools. Thirteen percent joined the
workforce.
Nearby
educational opportunities available to students include Bridgewater State
College, UMass-Dartmouth, Massasoit Community College, Cape Cod Community
College, and Stonehill College.
Over
the past five years, a number of initiatives has been undertaken to strengthen
the school environment and its academic offerings.
The
Carver Police Department staffs a DARE/Community Resources Officer part-time at
the high school. A grant has been submitted to post a full-time Community
Resource Officer at the high school. Another initiative supported by the Carver
Police Department has been the adoption of a school attendance officer. This
has lead to greater student accountability and improved attendance.
Another
initiative to improve Carver’s academic environment came in the fall of 1999.
The high school revised its schedule to provide extended class time and greater
consistency in teacher planning.
In the
fall of 2000, Carver initiated a Comprehensive Health Plan for its students.
The program curriculum includes lifetime physical activities, skills for
personal wellness, and family and social health.
Carver’s
longest running initiative, the Interactive Mathematics Program (IMP), is a
problem-based math program that replaces the traditional Algebra 1, Geometry,
Algebra 2 sequence. Students who have chosen the IMP math strand have tested
slightly above or at the levels of students in the regular math sequence.
In the
2000-2001 school year, the school newspaper, the Carver Crusader, established a
partnership with the local paper, the Carver Reporter. Under the partnership,
two pages of the local paper are produced by members of the Crusader staff and
are devoted entirely to high school news.
Students
have been recognized for their outstanding accomplishments in the following
academic and non-academic areas: art, music, business, computers, law, family
and consumer science, English, foreign language, math, science, social studies,
technology education, foods and nutrition, and athletics.
In
2001, Carver High School received a very strong indicator of significant
improvement in student performance when the state recognized Carver High School
as one of the most improved schools in MCAS performance from 1998 to 2000.
There
are significant issues and challenges that face Carver High School. Carver High
School students are tightly compacted into narrow hallways, a situation that
causes overcrowding between classes.
The addition of one minute of passing time proposed for 2001-2002 may help to
relieve the situation. The lack of diversity in the student population
challenges the high school’s goal to prepare students for a more diverse world.
The high school is sending students into a diverse world from a very homogenous
community. Another challenge the school
faces is lack of parental involvement in the educational process. While there
are many parents who attend numerous activities, overall, parental involvement
and communication about daily school work are limited. To help improve this situation, the high
school has instituted policies to improve communication. The high school has
also established the “School Link” program via the Internet to give parents and
students information concerning school events.
Finally,
the school lacks business-to-school partnerships. It remains a challenge to
provide the opportunities for students who seek to enter the workforce after
graduation to develop and practice the skills necessary to enter a career
successfully.
CARVER HIGH SCHOOL
MISSION STATEMENT
September
13, 1999
Carver
High School was founded in 1987 to provide the students of Carver with a clear
sense of their own identity and potential.
As a learning community, we support the townspeople’s belief in their
children’s importance as individuals and their capacity for future success. To
make this support a reality, we believe that students, parent/guardian(s),
faculty, staff, and the Carver community must join as partners in the
evolutionary process of education.
As
partners:
We
will seek academic challenges that demand visible, varied, and increasingly
complex demonstrations of intellectual, social, and personal growth.
We
will support curriculum and resources that will prepare students to meet the
changing needs and increased expectations of our town, our state, and our
global society.
We
will use collaboration and effective communication skills to model and develop
individual responsibility, respect for self, and respect for the rights of
others to learn.
We
will strengthen the bond of trust between school and community through service
to town and the sharing of our academic, athletic, and artistic
accomplishments.
CARVER
HIGH SCHOOL ACADEMIC EXPECTATIONS
Spring 2001
All Carver High School students will acquire,
integrate, and apply essential knowledge as outlined in the Massachusetts State
Frameworks.
Carver High School students will…
- demonstrate understanding and respect for diversity, commonality,
and
interdependence of all
communities.
- apply a variety of reading skills and strategies to print and
electronic materials.
- listen actively and critically.
- use information critically and ethically to construct knowledge,
make decisions, and create new ideas.
- employ a variety of technological tools and skills.
- use mathematical skills to interpret information and solve
problems.
- use collaboration skills in a variety of learning activities.
- write with clarity, purpose, and understanding of audience.
- speak with clarity, purpose, and understanding of audience.
- present with clarity, purpose, and understanding of audience.
CARVER HIGH
SCHOOL SOCIAL AND CIVIC EXPECTATIONS
Carver High School Students will…
- treat faculty, staff, and each other with respect.
- demonstrate an understanding of and appreciation for the
similarities and differences among individuals, communities, and
cultures.
- through their active involvement in academic, co-curricular, and
athletic programs, participate in authentic activities that will make a
contribution to both the Carver High School community and the community
beyond the high school doors.
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COMMISSION
ON PUBLIC SECONDARY SCHOOLS TEACHING AND LEARNING STANDARDS MISSION AND EXPECTATIONS FOR STUDENT LEARNING CURRICULUM INSTRUCTION ASSESSMENT OF STUDENT LEARNING |
1 TEACHING AND LEARNING
STANDARD
MISSION AND EXPECTATIONS FOR STUDENT
LEARNING
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The school's mission statement describes the essence
of what the school as a community of learners is seeking to achieve. The
expectations for student learning are based on and drawn from the school's
mission statement. These expectations are the fundamental goals by which the
school continually assesses the effectiveness of the teaching and learning
process. Every component of the school community must focus on enabling all
students to achieve the school's expectations for student learning.
1. The
school's mission statement shall represent the school community's fundamental
values and beliefs about student learning and the purpose of the school and be
consistent with the district's mission statement.
2. The
school shall have established expectations for student learning that:
·
reflect
the school's mission statement;
·
identify
high expectations for all students in academic, civic, and social areas;
·
specifically
state what all students should know and be able to do by the time they graduate
from the school taking into account the skills, competencies, concepts and
understandings identified by district, state, and national standards and by
professional organizations.
- The mission statement and expectations for student learning shall be developed by the school community and approved and supported by the faculty, the school board, and any other school-wide governing organization.
- The school shall utilize a variety of data to
regularly review the mission statement and expectations for student
learning to assure that they reflect student needs, community
expectations, the district mission, and state standards.
- There shall be a separate document developed by the faculty that defines the school's academic expectations for student learning in specific, measurable ways, describes specific levels of performance, and indicates which level is the indicator of successful accomplishment.
- The mission statement and expectations for student learning shall guide the procedures, policies, and decisions of the school and shall be evident in the culture of the school.
Conclusions
The Carver High School
Mission Statement articulates the school community’s fundamental beliefs about
student learning and the purpose of the school and was created by people
representing all aspects of the school and the community. The high school mission statement is
consistent with the district mission statement in the areas of partnership
between the school and the home and in the belief that every student should be
treated with dignity and respect. The
philosophical foundation of the mission statement is the concept of the school
as an outgrowth and expression of the community’s will. The mission emphasizes both the importance
of school/community partnership, and the dual commitment to high student
achievement and respect for self and others. The mission statement is very
familiar to students, staff, and parents.
It is present in parent mailings, the local newspaper, the monthly high
school cable TV program, school notices sent to parents, and it appears in
classroom and hallways. Additionally,
school-wide parent and student meetings have begun with discussion about the
mission statement and its implications. (self-study, parents, school
leadership, students, and teachers)
Based upon Carver High School’s mission statement,
ten academic and three social and civic expectations focus upon the education
and development of all students.
Through the school/community partnership, the school aims to produce
students achieving at their highest potential who are responsible, respectful,
and contributing members of the community. A lack of electives and technology
courses and the limited number of course offerings offered by core subjects
prevent all students from fully realizing their potential to meet the changing
needs of our global society, however the comprehensive academic expectations
reflect the school’s mission statement and address skills, competencies, and
concepts primarily identified by the Massachusetts Common Core of Learning and
state frameworks. Further, the academic
expectations provide a starting point for the school in determining how
students are learning, what students are learning in terms of future written
curriculum plan development, and how this learning will be assessed. Beyond mid-year and final exams, no
school-wide mechanism linked to the academic expectations exists to identify or
assess specifically what all students should know by the time they complete
individual courses. This is instead
determined by individual teachers.
Additionally, no evaluation instrument exists that can identify or
assess specifically what all students should know by the time they graduate
from Carver High School. (self-study essay, mission and expectations document,
panel presentation, self-study report, teachers, students)
The committees that developed the mission statement
were composed of students, teachers, administrators, a community member, and a
member of the school committee. The school used a variety of data to develop
the mission statement including surveys distributed to students, faculty, and
community members in 1999, data from demographic information, the Town of
Carver mission statement, the district mission statement, and criteria from the
standardized tests. The mission
statement was approved by the high school faculty and formally adopted by the
school committee in 2001. There are
numerous examples of student work that demonstrate individual teachers’
implementation of the academic expectations and the implementation of the
spirit of the narrative of the mission statement. The faculty communicates well with parents in the form of
progress reports, telephone calls, face-to-face conversations, and weekly
forecasts. Many parents praise faculty
members for their prompt and informative communication. In order to promote
further awareness of the mission statement, each academic department will be
examining the performance levels of the academic expectations and their
applicability to their respective subject areas. Additionally, during the past year, the social studies department
has taught a unit on the mission statement as an example of a governing
document. (self-study, faculty members,
parents, facility tour, student shadowing, school committee)
School administrators and faculty members intend to
begin a formal review of the mission statement with data gathered from such
sources as school and community surveys, faculty surveys, standardized test
scores, and changes in state and national curricular frameworks. The committee intends to review this and
other information annually and revise the mission statement every five years.
(self-study, panel presentation, teachers)
The separate document created by the faculty and
administration to express their first generation performance levels identifies
what all students should know and be able to do in conjunction with the
Massachusetts State Frameworks. The
Carver High School staff has focused upon the mission statement’s academic
component. This set of performance levels has created a basis for measuring
student learning in specific, measurable ways that are founded upon agreed-upon
levels of performance, including the level of acceptable student
accomplishment. This document is not
yet fully implemented by the faculty and is instead left to the individual
teacher to use. A lack of a written
curriculum plan based on the academic expectations prevents faculty members
from fully connecting course subject matter and student assessment to the
mission statement’s expectations. (self-study essay, teachers, Carver High
School Program of Studies)
The mission statement has a role in the social
fabric of the school. There is a true
sense of respect by all for each and every member of the school community. Additionally, there exists strong evidence
of support from the community for the school in its mission. The mission and expectations for student
learning is being used to guide procedures, policies, and decision-making. The Carver High School Student Handbook
reflects the mission statement and expectations for student learning. The student rights and responsibilities section
and the code of conduct establish guidelines for students based on the mission
statement. Individual teachers have
established classroom policies and expectations based on the mission statement.
The mission statement guides classroom practices and social interactions within
the classroom. Policy implementation by
administrators is also done in accordance with the mission statement.
(self-study, school handbooks, teachers, administrators)
Commendations
- Participation of school and community in the development of the
mission and expectations for student learning
- The widespread support of the mission and expectations for student
learning in the school and community
- Emphasis on communicating the statement of mission with the school
population and the community
- Perception of the school community of the mission statement as a
valuable tool for establishing high academic and acceptable social and
civic standards
- The role of the mission statement in the social fabric of the
school
- Communication about students between parents and the faculty
- Academic expectations and their associated performance levels that
will form the basis for further development of curriculum and assessment
- The use of the mission statement to guide procedures, policies,
and decision-making
Recommendations
- Establish a procedure to continuously monitor and assure
successful individual student compliance with the academic expectations
upon completion of academic courses
- Establish a procedure based on the mission statement to determine
exactly how a graduate of Carver High School can demonstrate how he or she
has met the academic and social and civic expectations
- Detail the academic expectations for student learning in each
department and course
- Develop written curriculum plans based on the mission statement
- Implement throughout the disciplines the separate document that
accompanies the mission statement
