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 who 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:
Mission and Expectations for Student Learning
Curriculum
Instruction
Assessment of Student Learning
Leadership and Organization
School Resources for Learning
Community Resources for Learning
The accreditation program for public schools involves a threefold process: the self-assessment 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-assessment 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.
A steering committee of the professional staff was appointed to supervise the myriad details inherent in the school's self-assessment. At Exeter High School, a committee of seven teachers with the principal serving in an ex officio capacity supervised all aspects of the self-assessment. The steering committee assigned all teachers and administrators in the school to appropriate subcommittees to determine the quality of all programs, activities, and facilities available for young people.
The self-assessment of Exeter High School extended over a period of thirty-two months from January 1998 to October 2000.
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-Assessment Guides developed by a representative group of New England educators and approved by the Commission, Exeter 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-assessment.
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-assessment became part of the official self-assessment documents until it had been approved by the entire professional staff.
A visiting committee of fifteen evaluators was assigned by the Commission on Public Secondary Schools to evaluate the Exeter High School in light of the Commission's Standards for Accreditation. The Committee members spent four days in Exeter, reviewed the self-assessment documents which had been prepared for their examination, and met with administrators, teachers, other school and system personnel, students, and parents to determine the degree to which the school meets the Commission's Standards for Accreditation. Since the evaluators represented public school teachers and administrators, as well as central office personnel, diverse points of view were brought to bear on the evaluation of Exeter High School.
The visiting team built its professional judgment on evidence collected from the following sources:
• review of the school's self-assessment materials
• a total of approximately fifty hours of classroom observation
• numerous informal observations in and around the school
• tours of the facility
• shadowing of fifteen students for a half day
• individual meetings with teachers about their work,
instructional approaches, and the assessment of student
learning
• group meetings with students, parents, school and district
administrators, and teachers
• the examination of student work including a selection of work
collected by the school
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 its 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 Exeter High School.
Although the conclusions of the visiting committee on the school's adherence to the Commission's Standards for Accreditation appear in various sections of this report, the committee wishes to highlight some findings in the paragraphs that follow. These findings are not intended to be a summary of the report.
Teaching and Learning at Exeter High School
Exeter High School and Seacoast School of Technology provide a thorough, enriching, and comprehensive educational program for its students. In its self-assessment, Exeter High School has accurately identified both its accomplishments and needs; the visiting committee has endorsed many, but not all, of its commendations and recommendations. The self-assessment is an accurate and honest portrayal of Exeter High School which will provide direction to the school as it seeks to meet the ever-changing needs of students. This report will lend another voice to the school's own in establishing a direction and agenda for necessary changes. Prescribed actions will require a further commitment of effort by the school and community working collaboratively toward the desired improvement.
The school's mission statement is straightforward and appropriate, the administration and faculty must commit to it as a centerpiece for all subsequent initiatives. The conviction that the school and community stakeholders share an obligation to the educational program of its students as described in the mission statement can be a powerful endorsement for existing and initiatives. A plan for the whole system to achieve the essence of the mission would benefit everyone, and the definition of all stakeholders' responsibilities would provide focus and purpose, essential components to strengthen Exeter High School's day-to-day operation. As the student population is expected to show continued growth, the plan will aid in important decision-making in years to come.
As well as being coordinated internally, Exeter High School has begun aligning its curriculum with the New Hampshire Educational Assessment Program and to national standards. This process will be enhanced by the curriculum resources from the central office, the principal's articulated vision, and either the department heads or another leadership team. Although the curriculum review and alignment effort plan described in the self-study must be improved, an articulated plan of action with specific responsibilities and an acceptable time-line will be invaluable to the school improvement team.
The school climate is one of respect and collaboration, and students were engaged. This is commendable given the large student population and the facility's existing impediments. The principal has established student accountability as a priority. To sustain the favorable school climate, the administration will have to construct and implement a plan to have designated personnel perform non-instructional duties to monitor student activities within the facility.
Exeter High School has committed time and resources in the area of professional development. Initial efforts have been advanced to examine instructional practices as well as perform curriculum review and analyze the vast amounts of student data. The newly devised faculty supervision/evaluation instrument can complement this initiative. A detailed action plan denoting objectives in future professional development initiatives would be beneficial.
Teaching and learning are evident at Exeter High School. The dedicated, professional faculty has an impressive record of advanced degrees and has the expertise which, coupled with a definite plan of action, can improve student learning by enhancing curriculum, instruction, and assessment. While instructional practices are occasionally varied, the primary mode of instruction is lecture. The use of technology for instructional purposes is not frequently found. Professional development activities must focus on diversified teaching methods.
There are many educational opportunities open to students through the diverse program in the high school complemented by that of Seacoast School of Technology. The faculty and staff's pride and personal commitment endorse their belief that the improvements are their individual and collective obligation. The principal has the necessary autonomy and authority to lead. There are adequate staffing levels. A diversified co- and extra-curricular program supplements the academic offerings. The school enjoys support from parents, school board, faculty, staff, and the administration.
Many programs are affected by constraints imposed by the facility. The building was orderly, difficult as that was to achieve with the old junior high building a part of it. The resolution of litigation about the physical plant bond and its alternative plan will go a long way toward enhancing the environment at Exeter High School.
Exeter High School is approximately ten miles southwest of Portsmouth, New Hampshire, and less than ten miles inland from the Atlantic Ocean. The six towns served by the school are Brentwood, East Kingston, Exeter, Kensington, Newfields, and Stratham, and comprise a diverse mix of agricultural, residential, and light industrial interests. The broad variation in housing is reflected in 200-year old colonials and saltboxes, many modern condominiums and new housing developments, and the largest mobile-home park in the state.
The current co-educational Exeter High School was founded in 1954 when the Robinson Female Seminary merged with the Tuck High School for Boys. It remained Exeter High School until the mid- sixties when it became the Exeter AREA High School, then began operation as a cooperative district in 1998. For many years, Exeter residents have pointed proudly to both the town's historical importance in the development of colonial America and to its commitment to quality education. In 1997-98, the per pupil expenditure at Exeter High School was $6,934 (compared to the state average of $6,308), representing 89% of the local resources and 88% of the local property tax.
Since 1990, both the population and prosperity of the region have increased significantly. A 1998 survey of businesses in the area indicated that 67% felt that business was much better in the last year and that this trend was expected to continue for the next 12 months. This contention is supported by low unemployment rates which range from 0.8% in Newfields to 6.3% in East Kingston. The majority of the towns registered unemployment rates lower than 3%. Statistics available about the poverty level vary from town to town. These range from a low of 0.4% of families living below the poverty level in Stratham to a high of 4.3% in Kensington. The 1990 census noted the following most prevalent occupational groups (listed in descending order): professional specialists, executive/ administrative/managerial personnel, administrative support/clerical personnel, sales workers, service workers other than protective, and precision production/craft repair personnel. The largest employers are Exeter Health Resources, Phillips Exeter Academy, Timberland Co. (footwear), Celestica Corp. (formerly Hewlett Packard), OSRAM Sylvania, Inc. (manufacturing), Unitil Corp. (public utilities), Lindt & /Sprugli USA Inc. (chocolates), and Tyco International Ltd. (fire protection equipment). There are also many small businesses and retail concerns in the area. Sixty-seven percent of the community travels to work with an average commute of 23 minutes. Thirty-two percent of the labor force have attained a bachelor's degree or higher.
The high school enrollment (1,432 as of November 1999) is expected to continue to increase steadily; each succeeding class from grade nine to twelve is significantly larger than the previous one. In fact, the greatest increase (over 20%) is from the current 10th grade class to the current 9th grade class. The student population at the high school reflects little racial or cultural diversity. Currently only 2.1 % of the population is non-white with the highest portion of the minority populations consisting of Asians or Hispanics (0.9% each). Seven public and three private elementary schools feed the Cooperative Middle School (CMS) which serves grades 6-8 and has 1,294 students as of November 1999, most of whom continue on to Exeter High School. Exeter presently receives tuition for seven non-resident students. While Exeter is the only public school serving this area, it is not the only option. Exeter is also home to Phillips Exeter Academy, one of the most prestigious preparatory schools in the country. Berwick Academy and St. Thomas Aquinas High School are also within commuting distance. A number of students from the school district choose to attend Phillips Exeter Academy or other private schools each year. However, once in attendance at Exeter High School the population is extremely stable, since an average of only 4.75% of the population has dropped out of the school in each of the past two years. Approximately 90% of the 1999 graduates entered the school together as freshmen four years prior. Student daily attendance averaged 93% over the last two years, while average faculty attendance was 94%.
A variety of innovative programs has been proposed or implemented to meet the needs of our students. These initiatives include the alternative program (Flexeter), the teaming model WEB program, the Sophomore Humanities and Senior Humanities programs, the Teen Pregnancy and Parenting Project Proposal, the Student Assistance Program, the collaboration with Seacoast Mental Health Services, and the innovative programs of the educational support services department. A study of alternative scheduling models, an examination of the discipline and attendance procedures, the creation of a facilities committee to develop a master plan to meet the space and program needs of the school are also being undertaken.
Students' academic successes are recognized at an Academic Awards Ceremony, at the All-A Luncheon, by induction into honor societies, and at the Scholarship Awards Night. Athletic participation and successes are celebrated at end-of-season banquets, school pep-rallies, and assemblies. There are numerous clubs and activities in which students participate such as language clubs, international exchange programs, vocational student organizations, Drama Club, and the school newspaper, The Talon. A large percentage of our students participates in co-curricular activities. In athletics, 980 positions on various teams were filled during this past year while 573 students were members of non-athletic clubs and organizations.
Statistics for the class of 1998 show that 56% of Exeter High School graduates attended four-year colleges, 12% attended two-year schools, 17.7% entered the work force directly, and 3.3% enlisted in the military. Scholastic Aptitude Test (SAT) scores for Exeter High School students have consistently been above both the state and national averages. In testing to meet state standards, our students score above the state averages with most achieving from basic to advanced levels. In order of ascending competency, these levels are novice, basic, proficient, and advanced. There are currently four advanced placement courses offered: AP English Literature and Composition, AP French, AP U.S. History, and AP Chemistry. A number of students prepare for and take the AP exams in U.S. History, Biology, French, Chemistry, Computer Sciences, Calculus, Music Theory, and European History. Students and community members are able to enhance their education through a number of educational opportunities in close proximity to Exeter. Included among these opportunities is an extensive listing of adult and continuing education offerings at Exeter High School, as well as course work and enrichment programs at Phillips Exeter Academy, the New Hampshire Community Technical College at Stratham, and the University of New Hampshire.
The Seacoast School of Technology (SST), the regional vocational/technical center, is attached to Exeter High School but has its own administrative staff. About 120 Exeter High School and 200 regional students from Epping, Newmarket, Raymond, Sanborn, and Winnacunnet High Schools participate in the eleven vocational/technical programs offered at the the Seacoast School of Technology. Sending schools pay 25% of each student's tuition with the state paying the remaining 75%. As a result of the the Seacoast School of Technology Future Search Conference in October 1998, the governance of the Seacoast School of Technology, its model for delivery, and current and new programs are being reviewed to address student and community needs.
The faculty at Exeter High School is very well educated. Six staff members have earned Ph.D.s and another 66 have master's degrees. The staff is also very experienced, averaging 16.95 years of service at Exeter High School.
Exeter High School is aggressively pursuing connections with the business community and employs a work-based learning coordinator. Exeter has received two three-year grants to augment these efforts. In addition, many projects have been initiated under federal and state grants, such as Jobs for New Hampshire Graduates, the Summer Youth Employment and Training Program, and Carl Perkins Vocational Technical Act. Other federal and state grants have funded Safe and Drug Free Schools and the Eisenhower Professional Development Program.
Several challenges that Exeter High School faces in the next few years include improving the current facilities, increasing accessibility to the school while maintaining security, and improving access to and keeping current with existing and developing technologies. Resolution of New Hampshire's unique funding issue remains a major challenge.
Exeter High School fosters the value of learning and pursuit of academic excellence. As members of a comprehensive institution, we prepare our students to assume responsibility in and for our democracy. Students develop as individuals and citizens in their family, school, and our local, national, and worldwide communities. Our students, their parents, our school staff, and our communities share their obligation in this educational and socialization process.
At Exeter High School, we foster intellectual curiosity, critical thinking, self-esteem and respectfulness in our young people. As educators, we must provide our students with the opportunity and resources they will need to develop the academic, social, and vocational skills essential for success in life. Our students will integrate technology into their lives as they develop their potential; our students will understand the importance of career choices in attaining independence in and contributing to the multifaceted demands of the twenty-first century. Our students will learn that literate, articulate, and responsible adults are a community's best assets.
Exeter High School students will demonstrate:
1. The skills needed to read, write, speak, view and listen effectively
2. Competence in mathematical reasoning and computational skills
3. An understanding of the cultures and arts of America and the world
4. Knowledge of computers and other forms of technology
5. An understanding of vocational choices and skills
6. An understanding of the physical and biological world
7. The ability to locate, analyze and evaluate information
Exeter High School students will demonstrate:
1. Ethical and lawful behavior
2. Responsible citizenship
3. Team and leadership skills
Conclusions
The school made a comprehensive effort to update its mission and expectations of student learning to reflect the academic, social and civic expectations of students, teachers, and the community. A committee was formed which included seven faculty members from Exeter High School and Seacoast School of Technology, five students, three adult members of the community, and one school board member. This committee met for over a year with approximately 13 meetings. Several foundational information sources were used to develop the current mission and expectations statement, including the 1990 philosophy statement for the previous New England Association of Schools and Colleges evaluation, information about the School to Work Program, and the Secretary's Commission on Achieving Necessary Skills (SCANS) report. The final draft was given out to community members and the faculty for review. On October 13, 1998 the faculty approved the mission and expectations statement, and later, on August 10, 1999, it was approved by the Exeter Region Cooperative School District Board. The school has published and disseminated the mission and expectations statement to the community through the student/parent guide given to all students. It is discussed with incoming freshman at the new student orientation. It is also contained on the bimonthly agenda and posted on the Exeter Region Cooperative School District web site. Teachers also receive a copy of the mission statement in the Opening of School Handbook at the first teacher's meeting. (mission and expectations statement, district web site, student parent handbook)
The school has established expectations for student learning that are reflected in the school's mission statement. They have identified academic, civic, and social expectations that apply to all students. These expectations attempt to address what all students should know and be able to do by the time they graduate from Exeter High School. However, they are stated in
very general terms and therefore they are hard to measure. (self-assessment materials, examination of assessment materials, teacher interviews)
As of this date no plans have been developed to disseminate or to review the mission statement. The current committee, composed of students, faculty, and community members, has had a turnover of membership since its inception in 1998. There has been a significant change in school leadership in the past two years with the curriculum coordinator leaving in 1998, and a new principal being hired that same year. It is unclear as to what process will be used to evaluate this document in the future to reflect the dynamics of a changing district. (self-assessment materials, teacher interviews, meeting with leadership team)
It appears the school's mission statement for student learning is not being fully used as a basis for important decision making, planning, policy review, and reform. This practice must be corrected, the mission statement for student learning needs to become a more integral part of future planning and actions. (meeting with faculty, parent surveys, self study)
Commendations
1. Hard work in revising the mission and expectations for student learning document
2. Wide variety of constituent groups represented on the Mission and Expectations for Student Learning Committee
Recommendations
1. Complete and implement a document used to evaluate the school's academic expectations for student learning
2. Institute a plan to ensure that the mission and expectations for student learning is documented for review on an ongoing basis
3. Initiate a plan to have the community better informed of the school's mission and expectations statement for student learning
4. Create a new Mission and Expectations for Student Learning Committee charged with an ongoing review
5. Ensure the mission and expectations for student learning document is a part of the culture of the school
6. Align all district mission and expectations for student learning documents
7. Ensure that the academic expectations as articulated in the school's mission are written in measurable terms
8. Ensure the mission and expectations serve to drive decision-making in the school, especially in the areas of curriculum, instruction and assessment
9. Identify the successful level of accomplishment and clarify the means by which such achievement will be determined for each of the school's stated academic expectations as articulated in the mission
10. Ensure that all students understand the learning expectations of the school as articulated in the mission and how and where they are integrated into the curriculum
Conclusions
The academic expectations for students attending Exeter High School (EHS) are expressed in seven statements that describe what students will demonstrate. The written curriculum of each and every course, however, does not reflect these expectations. There are some staff members and even some departments who have made a significant effort to articulate learning standards. Yet, these efforts are neither systemic nor consistent. The science, mathematics, and foreign language departments are further along than others in the articulation and alignment of the curriculum. These departments are also working to ensure that students enrolled in any section of a given course have a similar learning experience. Further, these departments are developing core questions for midterm and final exams. While the state and national curriculum frameworks provide a basis to ensure curriculum coordination, there is no uniform curriculum format used within the district or school. A process for aligning all curricula with the state frameworks and putting academic expectations into a single format has not been implemented. (self-report, teacher interviews, classroom observations, self-study materials)
A curriculum plan would ensure that all students have sufficient opportunity to practice and achieve each of the school's academic expectations for student learning; the lack of a single document or curriculum plan impedes this process. Some students are practicing and achieving each of the academic expectations. Students working on the school newspaper, Talon, for example, demonstrate the academic expectations in a real-life situation. Students in the science, mathematics, and foreign language courses practice the communication skills germane to their discipline in class, homework assignments, and assessments. Teachers report that their primary purpose is to address those expectations that relate to academic performance. Curriculum guides must be made complete in matching student expectations and course content to the New Hampshire State Curriculum Frameworks. (teacher meetings, self-study, self-study materials, teacher interviews)
Teachers, parents, administrators, and school board members are proud of the academic standards set for students at EHS and perceive the curriculum to be academically rigorous. Students in advanced placement (AP), honors, and 100 level courses are given serious and challenging work. According to the course of study, four AP courses are offered. The school reports that, over the last year, 71% of the graduates entered post secondary education. (parent interviews, student interviews, teacher meetings, self-study materials)
While academic and intellectual rigor is evident in upper level courses, this is not as obvious in electives and other level courses. Students in 300 level courses lack appropriate peer role models and diversity of opinions. (classroom observations, self-study materials, teacher interviews)
The integration of content and real-world application is embodied in the Seacoast School of Technology (SST), a career and technical education program for students attending Exeter High School and surrounding districts. SST offers eleven programs in its course of studies. Each of these programs affords students opportunities to apply learning through hands-on, project-based activities. Students in the automotive program, for example, have designed their own curriculum that includes high academic expectations. Additionally, faculty in the SST reach out to their colleagues in the high school to pair courses and students in complementary and related areas of study. For example, the psychology course integrates their curriculum and activities with the Early Childhood Education program. (student interviews, classroom observations, course description guide)
Exeter High School's Senior Humanities is an interdisciplinary, double period study of world literature, social science, music, art, and philosophy. This is offered to seniors who have had a record of academic success. (classroom observation, teacher interviews, parent interviews, student interviews, self-study materials)
Within certain departments and, more specifically, certain courses, students have many opportunities to explore a topic, issue, concept, or area in depth, especially through the elective course structure. Students involved in the study of modern languages have the opportunity to correspond with peers in other countries using their acquired language skills. There is an established sister school relationship with schools in four countries, enabling students to participate in exchange programs. Math strands of geometry, probability, statistics, and discrete math are fully integrated between and among course work. This is further exemplified in the music department through such experiences as Lesson and Small Ensemble Course and Keyboard and Music Theory.
Some staff members have risen to the challenge of emphasizing depth of understanding and offering activities and lessons that demand an assimilation of information beyond the current content and traditional expectations. This is found in some math course work. (self-study materials, classroom observations, teacher interviews)
Opportunities to extend student learning beyond the normal course offerings and the school campus fit within the conventional school model. Students in selected science courses participate in a Great Bay salmon release program. A variety of field trips and extracurricular activities support the existing curriculum. Examples of these include: athletics, band and choir, language societies, drama and theater clubs, National Honor Society, and vocational student organizations. Participation in a range of community service projects is available to students. Students have been involved in City Year in Boston, the Senate Page Program, as well as local political campaigns. (self-study, teacher interviews, student interviews)
Acknowledging that curriculum coordination and articulation between and among all academic areas within Exeter High School are limited, this area must have administrative attention to enhance. This would include dialogue with sending schools. While the district has identified this as an area of need as indicated by the appointment of an assistant superintendent whose role is to review K-6 curriculum, similar personnel and structures have not been put in place at the middle and high schools. Individual departments have made strides in this area as demonstrated by an alignment of curriculum K-12 in the area of science and with the near completion of an aligned curriculum in mathematics. Other areas of academic study have aligned their curriculum within the high school program based on national and state standards. The social studies department in the high school and in the middle school have met to coordinate content and to identify a common publisher of textbooks. Course descriptions have also begun to be developed to insure that similar content is being reviewed for each section offered. Few opportunities are made available for vertical and horizontal alignment, however. (teacher interviews, self study, self study materials)
The inclusion of technology in the classroom was bolstered this year by the addition of computers for all teachers and the employment of full time technical support. The integration of technology into the curriculum appears limited to specific courses. The science and math departments have access to a range of current technology. (teacher meetings, self study, observations)
There is limited ongoing review and evaluation of the curriculum that take into account the assessments of student performance. Individual departments review curriculum based on student performance on the tenth grade statewide assessment while other departments incorporate the results of content specific national examinations. Teachers report that conversations occur within departments as to specific outcomes of these assessments and their relevance to current curriculum. Individual educators report that they review the results of teacher-developed assessments to evaluate the content and teaching methodology employed in their classes. (teacher meetings, self report, self study materials)
The school has begun to dedicate time, financial resources and personnel to review and evaluate curriculum. Two years ago, a curriculum coordinator was hired by the district to address this issue; however, the person currently employed with this mission is focused on grades K-6. Some time designated for curriculum review occurs during bimonthly department meetings, but the agenda for these meetings is not limited to this topic. The mathematics, physical education, and science departments have been provided with release time to assist in the alignment of curriculum with state standards. The allocated time for professional development would be enhanced by an articulated action plan denoting objectives and time lines. (teacher meetings, self study, teacher interviews)
Involvement in the development and revision of curriculum has occurred as individual pursuits rather than school-wide policy. Faculty members do participate in conferences with a focus on specific department needs, for example, the math department's participation in the Phillips Exeter Academy Math/Tech Conference that focused on the use of data to improve curriculum. There is no evidence that a concerted effort has been put forth to adopt a school- wide model based on current research and best practices for the development and implementation of curriculum. (self study, teacher meeting, self study materials)
Commendations
1. Alignment of the math and science curriculums K - 12
2. Integration of content and real world applications in the Seacoast School of Technology
3. Inclusion of an interdisciplinary Senior Humanities course
4. The Sister Schools Program in the World Language Department
5. The number of electives available to students
6. The breadth and variety of co- and extracurricular activities
Recommendations
1. Incorporate research and best practices on teaching and learning into curriculum development and implementation
2. Provide a model for curriculum articulation to be used by all departments
3. Align all curriculum to the mission and expectations for student learning
4. Ensure the curriculum meets the needs of and is rigorous for all students served by the school
5. Establish and implement a process for ongoing curriculum evaluation and review
6. Provide district-wide leadership in curriculum development and implementation
7. Include representation from all levels and schools in the curriculum articulation process
8. Establish, implement, and support interdisciplinary teaching and learning
9. Expand the integration of technology into all appropriate curriculum areas
10. Expand the opportunities for students to participate in real-world application of knowledge and skills
11. Integrate real world application into all courses
12. Increase the opportunities for students to explore a topic, issue, concept, or area in depth through core course offerings
13. Include students and community representatives in the curricular articulation process
14. Ensure that each curriculum area identifies the particular learning expectations in the school's mission for which it is responsible and has established learning standards in support of each
15. Provide that the curriculum plan/course requirements ensure that each student in the school is provided formative opportunities to demonstrate growth in the learning required to meet the academic expectations for students articulated in the mission, as well as to demonstrate through a summative assessment(s) the achievement of each component of these academic expectations.
Conclusions
There is a strong bond of mutual respect between teachers and students and a positive learning climate. Instructional practice does not reflect the opportunity for students to "assume responsibility" for their own learning, nor is there evidence of parent feedback as part of their "shared obligation" in the educational process. Instructional practice in some areas does, however, indicate integration of technology. (Conversations with students, student shadowing, self-study survey)
Lecture is used frequently in instruction. Some teachers use diverse methodology, including formal library research, but a variety of teaching strategies is not evidenced school wide. Students have few opportunities to apply and demonstrate knowledge. However, there is consistent evidence of personalized instruction in many areas. Teachers are readily available for extra help. While the Senior Humanities course is a fine model, it serves only a small part of the population, and there is little other evidence of integrating disciplines to increase student connections. (classroom observations, shadowing of students, meetings with teachers, conversations with students)
Although some vocational and art classes require students to assess their own work, there are few formal or informal opportunities for students to assess their own learning. The use of portfolios, student-generated rubrics, and other self-assessment strategies to improve instruction and student learning is not widespread. (class observation, meetings with teachers, shadowing of students, conversations with students)
Most teachers have advanced degrees and are knowledgeable in their subject areas. They publish in professional journals, teach at universities, and participate in educational societies. Reflective practice and discussion of student work is evident; however, it is not occurring on a school wide basis. (teacher interviews, self study, student conversations)
Teachers use feedback from colleagues and department heads as a means of improving instruction. There is no formal tool for formative evaluation of instructional strategies although one is being tested. There is some evidence students are involved in the summative evaluation of instruction through class surveys. Parents are not used as a source of feedback. (meetings with teachers, parent surveys, student surveys)
The recent addition of a computer technician has increased technology services. Each classroom has a computer available for instructional and teacher use. Teachers can now enhance their practice with the use of technology. In addition, some teachers have web sites available for students to access assignments and make-up work. Instructional training in technology for improving methodology should be provided. (meetings with students, classroom observations, meeting with central office administrators, meetings with teachers)
The school provides opportunities for sabbaticals and course reimbursement. Time and financial resources for other types of professional development are limited. There is no systemic approach to professional development. The opportunities provided by scheduled professional development have not been consistent with instructional needs. The administration and teachers should commit to a short term and detailed professional development action plan. (meetings with teachers and administration, self-study materials, classroom observations)
Although the teacher supervision and evaluation process is transitional, there is little evidence of how it is used to improve student learning. (meetings with teachers, self-study, meeting with the leadership team)
Commendations
1. Dedicated, caring, and compassionate staff
2. Knowledgeable and educated faculty
3. Improvement in technology
4. Course reimbursement and sabbaticals
Recommendations
1. Investigate current research relating to instructional approaches and utilize the results in best practice
2. Allocate more time for teachers to develop subject area curriculum, departmental coordination, and interdisciplinary instructional practices
3. Ensure the faculty evaluation process serves to improve instruction
4. Develop and implement formal and informal opportunities for students to assess their own learning
5. Develop and implement a formal means to collect parental and student feedback to use in instructional improvement
6. Design and implement a formal way for teachers to become reflective practitioners school wide
7. Develop and implement a plan to make discussion of student work central to the professional culture
Conclusions
Many teachers at Exeter High School clearly state expectations for student learning by distributing course outlines at the opening of school. These course outlines include an overview of the course offering, grading system, and expectations for student participation and preparation. In addition, many teachers across the disciplines present students with handouts that clearly delineate guidelines and expectations for quizzes, tests, projects, and labs. Some examples are project sheets, review sheets, and pre-labs. (self study, meetings with parents, meetings with teachers, shadowing of students, examination of assessment materials)
In all departments, there is evidence of the use of specific learning criteria as the basis for grading and reporting. These criteria are often presented to students in the form of rubrics. Art and music use rubrics to measure standards of work quality. The Seacoast School of Technology uses student-developed rubrics to define expectations and outcomes. Other departments use rubrics to evaluate lab reports, oral and written projects, and essays. In each case, these rubrics help students to define teacher and course work expectations and the rationale for grading. (self study, meetings with teachers, shadowing of students, examination of assessment materials, meeting with assessment committee)
While the majority of teachers rely on traditional methods of assessment, such as tests, quizzes, and standardized tests to evaluate student performance, there is evidence that many teachers employ some alternative assessment techniques. These include group and individual projects, interdisciplinary activities, cooperative learning group process, debates, and take-home quizzes. Individual teachers should be recognized for these efforts. Alternative forms of assessment are not a school-wide initiative. Some students are given a range of opportunities to demonstrate the application of knowledge and to actively assess their own learning. (self study, meetings with teachers, shadowing of students, examination of assessment materials, teacher interviews)
Some teachers have used the results of classroom assessment of student learning to evaluate and revise both the curriculum and current instructional practices. The English department is currently preparing rubrics to evaluate writing within each grade level. Several departments have used results of exams and the New Hampshire State Assessment tests to strengthen content areas as needed. Teachers have identified areas of student weakness and have developed activities to reteach, reinforce, and provide opportunities for student growth. Many are currently using open-ended questions, revisions to lab reports and writing assignments, technology based activities, and student samples modeling high expectations to accomplish this goal. (examination of student work, self study, meetings with teachers, shadowing of students, teacher interviews)
Currently, teachers within departments meet informally between classes and after school to share student work and the results of classroom assessment activities and standardized tests. Teachers rarely meet formally within departments or school-wide to address assessment ideas and concerns. Some departments have not yet begun to develop alternative forms of assessment or rubrics. Departments have acknowledged the importance of accomplishing this task. The work associated with assessment strategies can be integrated into future professional development initiatives. (self study, meetings with teachers, meeting with assessment committee, teacher interviews)
Teachers use a variety of methods to communicate to students, families, and necessary school personnel as to how student work and progress are being assessed. These methods include the following: weekly teacher generated progress reports, quarterly school progress reports, quarterly report cards, individualized education plan (IEP) progress reports, teacher posted grade sheets, guidance credit check letters, and letters to parents for students in danger of failing or not graduating. However, there is no process currently in place to report any findings that assess the students' progress in achieving the school's stated academic expectations for student learning. (meetings with teachers, meeting with assessment committee, teacher interviews)
The evaluation plan assessing student achievement in meeting the school's stated civic and social expectations needs to become a more visible and vibrant document. The results gathered by school personnel from Behavior Risk Surveys, Teenage Assessment Project results, school discipline records, and much more need to be documented and also correlated with the school's mission statement. (self study, meetings with teachers, meeting with assessment committee)
Commendations
1. Wide variety of assessment strategies utilized by individual teachers
2. Innovative rubrics developed by individual teachers
3. Frequent and extensive grading reports distributed by individual teachers
4. Seacoast School of Technology for developing innovative assessment activities and student directed rubrics for evaluation
5. Clearly stated class expectations distributed by many faculty members at the start of the school year
Recommendations
1. Ensure that all teachers are using a wide variety of assessment strategies on a consistent basis
2. Develop and implement specific learning criteria for grading when appropriate
3. Ensure that assessment strategies are shared within departments and school-wide
4. Ensure that the results of assessment are used to improve curriculum and instruction
5. Enhance the action plan whereby teachers share assessment strategies, student work, and academic results in order to improve instruction and curriculum
6. Develop and implement a school-wide professional development program to include alternative assessment strategies
7. Utilize more effectively the student achievement data as it pertains to civic and social expectations
8. Use agreed upon levels of performance, indicators of successful accomplishment, and other data to assess progress of students achieving the school's stated learning expectations as articulated in the mission
9. Regularly report to the community the progress of students in achieving the school's stated learning expectations as articulated in the mission
Conclusions
The lack of stability in the principal's position has impeded a consistent vision and focus on student learning, as well as professional and curriculum development. The fact that there have been four principals in the last ten years at the high school and five principals in the Seacoast School of Technology has resulted in unclear leadership responsibilities. Over the past four years, the administration has gone from a process model to a more authoritative model of administration. (self-assessment materials, meeting with department heads, meeting with parents, meeting with teachers)
The staff and vice principals are seen as a major strength of the school and have played a significant role in the success of the school. Students, parents, and administrators all agree that the faculty is dedicated to the well-being and learning of students. Stability at the principal's position will enhance communications between and among faculty, staff and administration. Some teachers collaborate within their own departments; however, there is little evidence of inter-departmental collaboration or integration. (self-assessment materials, meeting with department heads, meeting with parents)
The principal has been given authority in the areas of curriculum, personnel, finance, technology, and planning of the high school renovation. This is sufficient autonomy and authority to guide the school in its mission and meeting the school's stated expectations for student learning. At times the decision making process is unclear. (meeting with leadership committee, meeting with teachers, self-assessment materials, meeting with department heads)
Presently, the school's organization and structure of the educational program is minimally reflected in the school's mission and expectations for student learning. There is little evidence that the mission statement drives the decision-making process at the teacher, department head, or administrative level. An example is that areas such as curriculum, assessment, instruction, and professional development have been put on hold for the past two years due to the preparation of the New England Association of Schools and Colleges self-assessment document and visit. (self-assessment materials, meeting with teachers, meeting with department heads, meeting with leadership committee, meeting with administrative team)
Exeter High School has determined that homogeneous grouping is the best and primary method of student grouping in the classroom. While there are some courses that are heterogeneously grouped, the leveling of courses drives the academic program. The implications of the recently endorsed middle school concept will require a revisiting of the present grouping patterns. A program of electives and extracurricular and athletic activities enhance the school's efforts to provide for the range of interest, skill, and talent levels that exists among the student population. The mission statement and expectations for student learning does not address the grouping patterns. The homogeneous groupings found at EHS do not meet the spirit of this standard. (self-assessment materials, meeting with teachers, meeting with leadership team, meeting with parents, meeting with department heads)
It is unclear how the schedule relates to the mission statement. Alternatives to the eight period schedule have been investigated; however, no systemic initiative has been implemented.
New school construction may inspire further scheduling discussions among the staff and administration. (self-assessment materials, meeting with support staff, meeting with teachers)
Meaningful roles in decision-making are not evident at the student or parent levels, nor is the role of the teacher consistent in the decision-making process. Intra-departmental decisions may or may not be discussed at the teacher level. The lack of an identified leadership model generates conflict and miscommunication in the decision-making process. (self-assessment materials, meeting with teachers, meeting with students, meeting with administrative team, meeting with leadership team)
Class sizes and imbalances were significantly reduced by an administrative decision that was implemented this academic year. Presently, the issue of large class sizes is not seen as a significant problem. If the student population continues to grow, further examination of this issue would be necessary. (self-assessment materials, meeting with teachers, meeting with guidance personnel, meeting with leadership team)
Teachers meet with their respective departments twice a month to collaborate with their peers. This model provides for strong departments but little integration across disciplines. The time for administration and various departments to collaborate needs to be enhanced. (self-assessment materials, meetings with teachers, meetings with department heads, meeting with leadership committee)
There is a great deal of evidence that the staff is invested in the well-being and learning of students. The students and parents are very appreciative of the time and energy put forth by the staff. While informal, the genuine mutual admiration between students and teachers is refreshing. As the school populations grow towards 2,000 students, there will be a need for more formal personalization of the school environment. (meeting with parents, meeting with support staffs, meeting with administrators)
The community has much to celebrate pertaining to Exeter High School. The school is encouraged to implement various strategies for the community to stay current with the happenings at Exeter High School. (meeting with teachers, meeting with parents, meeting with support staff.
Commendations
1. The staff is seen as a major strength of the school
2. Class sizes were significantly reduced and imbalances were corrected
Recommendations
1. Define, communicate and implement a leadership model focussing on the decision making process
2. Increase communication among and between levels of the educational community
3. Create a plan and implement inter-departmental collaboration
4. Use the mission statement to create leadership and organizational patterns
5. Develop strategies for alternative scheduling and grouping practices
6. Develop and implement a plan outlining how students and parents can be engaged in the decision-making process
7. Articulate a clear and systemic vision of the educational future
8. Develop a detailed action plan to strengthen professional development activities
9. Review and modify grouping and leveling practices to ensure that high levels of achievement are expected of all students
Conclusions
A wide variety of resources, programs, and services is available at Exeter High School (EHS) to address the academic, civic, and social expectations of students. This is consistent with the school's mission and expectations for student learning. However, the existing facility is a serious impediment to effective implementation of these programs and services. The allocation of resources has not given all students equal opportunity to achieve stated academic, social, and civic expectations. All students do not have access to all programs and services at all times. This violates the Americans with Disabilities Act. (self-study, meetings with guidance, meetings with special education, meetings with teachers, meetings with health services)
Guidance counselors are responsible to deliver services to approximately two hundred seventy-five students each. The department, in cooperation with the English department, informs students of course offerings, graduation requirements, and college application procedures. Seacoast Mental Health is a contracted private service employed to assist the guidance department with individual long-term counseling. Guidance counselors make contact with each student at least once each year. While each student is assigned a guidance counselor, regular contact between students and their counselor is not sufficient to personalize each student's educational experience at EHS. In the absence of a formal student mentoring process, many teachers serve as student advisors in an informal capacity. (meetings with guidance, self-study, meetings with teachers)
EHS has no formal program of evaluation in place for school resources for learning. The New Hampshire Department of Education (NHDOE ) conducts periodic evaluations of the Educational Support Services Department (ESS). The most recent evaluation of this department by the NHDOE was conducted in November 1996 and will be done again during the 2001-2002 school year. The nursing staff is evaluated on a rubric provided by the National Nurses Association. There is no formal evaluation of the effectiveness of either the guidance program or the library/media services program. (self-study, meetings with guidance, meetings with health services, meetings with teachers, meetings with library/media specialist)
Although collaboration and cooperation among the school resources for learning and classroom teachers are prolific, these opportunities are compromised and diminished by inadequate staffing. The library/media staff enhances student learning by interacting and working cooperatively with other staff and by providing many opportunities for students to access, interpret, and utilize information as it directly applies to their classroom studies. Access to the library media center (LMC) is limited by its capacity and location; however, use by students and staff is regular and frequent. The LMC is open to students and staff before, during, and after school hours. Classroom teachers provide useful feedback to the library/media specialist (LMS) for the purpose of developing the collection in the direction that curriculum dictates. The ESS assists classroom teachers by teaching test-taking strategies to teachers and students. In addition, ESS faculty teach mainstream classes in English, math, and science. Extensive collaboration and cooperation is also evident during the formulation of the more than two hundred individualized education plans (IEPs) prepared by the ESS. Health Services personnel work cooperatively with teachers during the chain of events for the one hundred fifty plus students who come to the health office daily. (meetings with guidance, self-study, meetings with health services, meetings with LMS, meeting with teachers, meetings with students)
The library/media specialist is knowledgeable about the curriculum, meeting frequently with teachers in anticipation of class visits to the library. Information collected during these meetings is used to prepare for the class visit and to generate data for further collection development. Special education teachers assist in curriculum development and modification. The guidance department is aware of course offerings and assists students in the appropriate selection of courses leading to college and career choices. (meetings with guidance, self-study, LMS, teachers)
The LMC is located in an isolated portion of the building. The overall physical size of the library is not sufficient to meet the needs of the student population. The size of the collection of print media is inadequate. The library has 12,500 books, significantly fewer than is needed for a library in a school with more than 1,500 students. The library/media center has only one certified LMS. This staffing level is not adequate to serve the needs of students and staff and does not permit the LMS to develop the library media program. The administrative software in the library does not meet the needs of the staff or students. (meetings with LMS, meeting with principal, meetings with students, self-study)
A wide range of materials, technology, and library/information services is available to students and faculty in a variety of formats and is highly integrated into the curriculum. Policies for selection and removal of resources and for use of technologies and the Internet have been approved by the school board and are available in the LMC and via the school's web page. (self-study, meetings with teachers, meetings with students, web site, observations)
Ongoing communication with students, parents/guardians, and school personnel is frequent and takes many forms. The Student Handbook, Course of Studies booklet, Student/Parent Guide, school web site, numerous newsletters (school, parent, and school board), school newspaper, school booster club, Channel 22 cable station school presentations, freshmen orientation, and College Night for Parents are different methods of communication. (self-study survey, meetings with teachers, meetings with parents, meetings with school board)
Commendations
1. The multiplicity of programs available to address the needs of all students
2. The dedication and commitment of the school resources for learning personnel
3. The dedication and commitment of the student resources for learning personnel to meeting the needs of all students
4. The mainstream teaching done by EHS faculty
5. The collaborative initiatives by the school resources for learning personnel that enhance student learning
6. The collaborative initiatives by the school resources for learning personnel that promote successful integration of information skills
7. The collaborative initiatives by the school resources for learning personnel that facilitate meaningful library collection development
Recommendations
1. Make all areas of the building accessible to all students
2. Provide a library/media center of sufficient size for a school of more than 1500 students
3. Increase the number of print holdings in the library/media collection to support all areas of the curriculum
4. Create and implement a plan to better personalize each student's EHS educational experience
5. Add certified library/media personnel to the professional staff
6. Develop and implement a process to ensure that each student in the school has an adult member of the school community who serves to personalize that student's educational experience
7. Develop meaningful evaluation of program effectiveness for guidance and library/media services
8. Improve the effectiveness of the library management software
9. Ensure the library media specialist is actively involved in the curriculum development and decision-making process
Conclusions
A commitment to the renovation of Exeter High School (EHS) by the EHS staff and students and sending communities is to be praised. A renovation plan has been carefully considered by the staff and community to address identified shortcomings, including those cited in the 1990 New England Association of Schools and Colleges (NEASC) evaluation. A plan for renovation has been proposed and has been supported by the sending communities in a bond vote where over 60% of voters indicated approval. Needs such as improved auditorium, gymnasium, locker rooms, library, cafeteria, and additional athletic fields are being met in the renovation plan. (self-study material, press clippings, meeting with staff, architectural drawings)
The current facilities' deficiencies cannot be ignored while waiting for acceptance of a bond issue and an end to judicial appeal. Health and safety issues as well as handicapped accessibility must be addressed. The following problem areas need to be corrected: ventilation and heating systems, chemical storage, asbestos removal, roof leakage, and handicapped accessibility for all students. Staff and students are in jeopardy under current conditions. (self-study material, observations, facility tour, meetings with staff)
The building deficiencies currently have and will continue to have a profound impact on educational programming. Space is at a premium and the anticipated increase in student enrollment will exacerbate the problem. The English department housed in the old junior high does not allow for effective curriculum integration within the various departments; it is a serious impediment for faculty collaboration. The library is inappropriate for the student population it serves. The technology in the library and many classrooms is either nonexistent or very limited. The areas dedicated to the fine arts are extremely crowded and not conducive to fostering a positive learning climate. Given these physical obstacles, the faculty and staff rise above and provide a very good curriculum. However, this standard must be enhanced, and by doing so, the students, faculty, staff and community will benefit tremendously. (observations, meetings with staff, self study)
Exeter High School is held in high regard by students, staff, school board, and parents. Although there are building deficiencies, most people are pleased by the education provided by a dedicated staff with community support. Students, staff, and parents take pride in the school and what is being achieved, although there is mounting evidence that the care and treatment of the facility is not consistent with the stated pride. The facilities must be better maintained and properly cleaned. (observation, meeting with students, staff, board, and parents, self study material)
Community members are extensively involved in the operation of the Seacoast School of Technology (SST). At the SST community, members have stepped forward to discover needs and volunteered to meet those needs. Organizations such as the Rotary are involved at the center, and recent graduates return to help. Local businesses are supportive as well. There is a parent advisory committee and other examples of community support and extensive parental involvement. At EHS, examples of community involvement are strong booster clubs in athletics, drama, and music. There is a PTA and Project Prom, which take advantage of community resources. Individual clubs and departments take advantage of outside resources, but there is a belief that more could and should be done. (self study materials, meetings with staff, press clippings)
Budgets and the plan for renovation are a result of collaboration between the staff, administration, and school board. Sometimes the general decision-making process is inconsistent and questioned by students and staff. A clearer, consistent decision-making process should be articulated that is evident to all constituencies. (meetings with teachers, meetings with students, panel presentation)
In many areas, the school board has supported the staff in its mission to enhance student learning. A recent emphasis has been given to providing new technologies. Time and effort have been given to developing a plan for improved instructional space. (meeting with school board, self study materials, meeting with teachers)
The communities have supported yearly operating budgets, capital improvements in a new science wing and technical center, and a new middle school. The district has received grants and needs to continue its efforts to maintain and increase these amounts. The school and community must continually be kept aware of their opportunity, capability, and responsibility to support quality public education. (self-study materials, meeting with school board, meetings with teachers)
The aesthetic quality of Exeter High School is deficient in certain areas which undermine the pride of the students. An award-winning food service program is provided in a dismal environment, and the library is located in an equally unattractive setting. Paint peels from outside building trim, windows are unwashed, and dirt collects in classrooms, closets, and corridors. The Tuck building shows its age with narrow halls, small rooms, and limited showers and locker room. Crowds of students pass on narrow stairs and through congested halls to get to sometimes crowded rooms. (observation, self study materials, facility tour)
Commendations
1. Financial support given to school programs
2. Voter support for a 36 million dollar renovation/construction project
3. Provisions that have been made to provide current technology to students and staff
4. High quality of the food services program
5. Technology in documenting needs/repairs around the buildings and grounds
6. Pride in Exeter High School by students, staff, and community
7. Community support for the Seacoast School of Technology in its initiatives and programs
Recommendations
1. Find adequate storage facilities to reduce clutter
2. Separate dangerous chemicals from the teacher "prep" area in science classes
3. Repair roof leaks throughout the buildings
4. Correct the deficiencies in heating/ventilation systems throughout the high school/annex
5. Locate guidance services in an area that is easily accessible to all students
6. Expand athletic fields to meet the needs of physical education classes/all athletic teams
7. Improve the cleanliness and maintenance of all facilities
8. Reconfigure the nurse's station to ensure security of records, maximum privacy for all students, and proper storage of supplies
9. Make the buildings and grounds fully accessible to all students
10. Give continued attention to "grandfathered" compliance with local safety and health codes, with a goal of achieving total compliance
11. Renovate or build areas that have been cited as deficient in the 1990 NEASC evaluation
12. Design and implement a strategic plan that addresses future programming, staffing, facility, and capital improvement needs
13. Immediately address all health and safety issues identified in this section of the evaluation report
14. Develop and implement a plan to ensure the regular, ongoing and effective maintenance and cleaning of the entire facility
15. Implement a plan to address the identified space and facility needs
This comprehensive evaluation report reflects the findings of the school's self-assessment and those of the visiting committee. It provides a blueprint for the faculty, administration, and other officials to use to improve the quality of programs and services for the students in Exeter High School. The faculty, school board, and superintendent should also be apprised by the building administration yearly of progress made addressing visiting committee recommendations.
Since it is in the best interest of the students that the citizens of the district become aware of the strengths and limitations of the school and suggested recommendations for improvement, the Commission requires that the evaluation report be made public in accordance with the Commission's Policy on Distribution, Use, and Scope of the Visiting Committee Report.
A school's continued accreditation is based on satisfactory progress implementing valid recommendations of the visiting committee and others identified by the Commission as it monitors the school's progress and changes which occur at the school throughout the decennial cycle. To monitor the school's progress in the Follow-Up Program, the Commission requires that the principal of Exeter High School submit routine Two- and Five-Year Progress Reports documenting the current status of all evaluation report recommendations, with particular detail provided for any recommendation which may have been rejected or those items on which no action has been taken. In addition, responses must be detailed on all recommendations highlighted by the Commission in its notification letters to the school. School officials are expected to have completed or be in the final stages of completion of all valid visiting committee recommendations by the time the Five-Year Progress Report is submitted. The Commission may request additional Special Progress Reports if one or more of the Standards are not being met in a satisfactory manner or if additional information is needed on matters relating to evaluation report recommendations or substantive changes in the school.
To ensure that it has current information about the school, the Commission has an established Policy on Substantive Change requiring that principals of member schools report to the Commission within sixty days (60) of occurrence any substantive change which negatively impacts on the school's adherence to the Commission's Standards for Accreditation. The report of substantive change must describe the change itself and detail any impact which the change has had on the school's ability to meet CPSS Standards. The Commission's Substantive Change Policy is included in the Appendix. All other substantive changes should be included in the Two and Five-Year Progress Reports and/or the Annual Report. Each member school is required to submit an Annual Report form to ensure that the Commission office has current statistical data on the school.
The Commission urges school officials to establish a formal follow-up program at once to review and implement all findings of the self-assessment and valid recommendations identified in the visiting committee report. An outline of the Follow-Up Program is available in the Commission's Accreditation Handbook which was given to the school at the onset of the self-assessment. Additional direction regarding suggested procedures and reporting requirements is provided at Follow-Up Seminars offered by Commission staff following the on-site visit.
Roster
Richard A. Lyons(chair) M.S.A.D. #22
Hampden, Maine 04444
Bruce Labs (assistant chair) Haverhill Coop. School District
Woodsville High School
Woodsville, NH 03785
Peter Smith White Mountains Regional High School
Whitefield, NH 03598
Kathleen McCabe Governor Wentworth Regional School District
Wolfeboro Falls, NH 03896
Sherry Newberry Woodstock Union High School
Woodstock, VT 05091
Carol Moore Portsmouth High School
Portsmouth, NH 03801
Melanie Gallo Souhegan High School
Amherst, NH 03031
Stacy Plummer Hollis Brookline High School
Hollis, NH 03049
CarolAnn Gregorious Manchester Memorial High School
Manchester, NH 03102
Gordon Johnk Blue Mountain Union School
Wells River, VT 05081
James O'Neil Conant High School
Jaffrey, NH 03452
Chris Finer Newfound Regional High School
Bristol, NH 03222
Marshall MacKenzie Kearsarge Regional High School
North Sutton, NH 03260
William Murphy Hanover High School
Hanover, NH 03755
Brian Flanaghan Somersworth School District
Somersworth, NH 03878
NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES
Commission on Public Secondary Schools
Principals of member schools must report to the Commission within sixty (60) days of occurrence any substantive change in the school which has a negative impact on the school's ability to meet any of the Commission's Standards for Accreditation. The report of a substantive change must describe the change itself as well as detail the impact of the change on the quality of education in the school. Examples of substantive change areas include the following:
- available programs, including fine arts, practical arts, and
student activities
- available facilities, including upkeep and maintenance
- level of funding
- school day and/or school year
- administrative structure, including the number of administrators
and supervisors
- number of teachers and/or guidance counselors
- number of support staff
- student services
- educational media services and personnel
- student enrollment
- grades served by the school
- the student population that causes program or staffing
modification(s); e.g., the number of special needs students
or vocational students or students with limited English proficiency
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Last Updated:
July 25, 2007 2:48 PM