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LEARNING EXPECTATIONS

LEARNING EXPECTATIONS. NEASC Re-accreditation Process. Making Re-Accreditation Work for Us. An Opportunity . . . To define who we are To continue our improvement (i.e., alignment, formative assessment, data-driven decision-making).

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LEARNING EXPECTATIONS

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  1. LEARNING EXPECTATIONS NEASC Re-accreditation Process

  2. Making Re-Accreditation Work for Us An Opportunity . . . • To define who we are • To continue our improvement (i.e., alignment, formative assessment, data-driven decision-making)

  3. NEASC’S first of seven standards . . . TEACHING AND LEARNING STANDARDS • Core Values, Beliefs, and Learning Expectations

  4. SCHOOL-WIDE • Must apply to every student and be implemented by every teacher in the school • Needs to be reinforced throughout the curriculum

  5. MEASURABLE Continuous process of: • Data Collection • Data Review • Revised and improved instruction • Demonstrable improved outcomes for students

  6. RUBRICS • Progress toward mastery of learning expectations needs to be measured using school-wide analytic rubrics • Rubrics Committees: We will be creating rubrics committees in the near future to develop rubrics

  7. Less is more . . . • Focus on fewer in order to do them well • No more than 10 learning expectations total for all three competencies (academic, social, civic)

  8. EXAMPLES: • Shepherd Hill H.S. (Dudley, MA) • Merrimack H.S., (Merrimack, NH) • Sutton HS, (Sutton, MA)

  9. The Process and Timeline • Today’s faculty meeting: • Scan school examples of Learning Expectations to see what final products may look like • Review December small group notes from all three groups • Find commonalities and hone down to essential learning expectations • Subcommittees (from NEASC steering committee) will create first drafts and bring them back to the February faculty meeting. (At that meeting we will ask for volunteers to be on rubrics committees.)

  10. Process/timeline continued: • Community and student feedback will be solicited in February (via School Council and Student class officers). • We will post draft learning expectations on ARHS website for additional community feedback.

  11. Process/timeline continued: • We will post everything (discussion notes, drafts, final reports) and take additional faculty/staff feedback on the “NEASC Forum” (accessible via the Go! Site) • Draft rubrics will be available late March and we will begin to develop core values and beliefs in April.

  12. Today’s Small Group Agenda: • Scan school examples of Learning Expectations to see what final products may look like • Review December small group notes from all three groups • Find commonalities and hone down to essential learning expectations

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