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The school is responsible for developing educational programs that reflect
the characteristics of the school community and that increase the intellectual,
personal, physical, social, and career development of the students it serves.
Through the teaching-learning program all students are expected to engage in
rigorous and ever more challenging educational pursuits at all school levels.
Overall the school program is designed to "be ready" to accommodate students
of varying levels of development, prepare students to be productive citizens
in a democratic society, and enable students to become selfdirected learners.
Student Learning Goals
As a result of analyzing information on students and the community,
the school establishes learning goals to give direction to the overall school
program. Learning goals are designed to press all students to excellence and
focus on enhancing the intellectual, personal, physical, social, and career
development of students.
| PS-v 1 |
The learning goals are challenging, are appropriate in terms
of rigor and diversity, meet student needs, and are consistent with the
stated goals of the school program. |
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| PS-v 2 |
Objectives are identified for the specific subject areas and
the various school programs: the diploma-completion program, the school
activity program, student personnel services. These objectives are expressed
in terms of the specific behaviors, skills, and attitudes to be sought in
each program area of the school. These objectives are consistent and coherent
with the major purposes of the institution and with the state plan for vocational/technical
education. |
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| PS-v 3 |
Where appropriate, the school's objectives should be stated
in measurable behavioral and performance terms that will lend themselves
to specific determination of the degree to which they are being realized
in the school. |
Curriculum
The curriculum reflects the needs and interests of the students and community.
The curriculum is designed to increase the intellectual, personal, physical,
social, and career development of the student population and engage students
in rigorous and challenging educational pursuits commensurate with their level
of development. The curriculum provides a balanced school program for all students
and is flexible to permit wide variation in student development.
| PS-v 5 |
Each school provides as a minimum those course offerings needed
to facilitate either diploma-completion work, skill certificate and/or specific
vocational certification requirements. Provisions are made for students
needing to overcome deficiencies in communication and computational skills
or needing to improve their general level of reading ability. |
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| PS-v 6 |
Each vocational school (secondary or adult) offering training
or retraining programs provides no fewer than five distinct vocational offerings
on site. It is the responsibility of the school to plan its curriculum patterns
to serve its students and community. These vocational schools offer and
teach during the regular school year at least the number of units of vocational
courses required by the respective appropriate state governing body. These
units must be the number approved within the minimum of five distinct vocational
offerings. |
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| PS-v 7 |
The school has graduation requirements that specify the total
number of units required for graduation and lists any specific courses that
are required. Where state statute or regulations allow the school discretion
in designating required courses, the school gives appropriate consideration
to the diverse needs of the students served. |
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| PS-v 8 |
The curriculum includes learner goals that reflect the school's
statement of mission and goals. The curricular and co-curricular programs
are designed to address student learning goals and to enhance student development
in a variety of intellectual, personal, physical, and social modes and in
career development. |
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| PS-v 9 |
Quality programs are accessible for all students. |
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| PS-v 10 |
The curriculum utilizes the resources of the community. |
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| PS-v 11 |
The curriculum provides for equity of opportunity and diversity
in learning activities to enable the school to meet student performance
improvement goals. |
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| PS-v 12 |
The curriculum is developed, evaluated, and regularly revised
by the professional staff with appropriate involvement by the school community. |
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| PS-v 13 |
Procedures that foster vertical and horizontal program articulation
within the school and with affiliated schools are in place and operative. |
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| PS-v 14 |
The school is so organized as to foster experimentation and
innovation designed to adapt the institution to the changing needs of its
community. Through a process of continuous assessment and innovation the
school seeks to improve its capacity for serving education needs efficiently
and effectively. The following areas are examples of programs that might
be helpful in serving the educational needs of a community.
Occupational Orientation: Programs in which the purpose, content,
and methods are directed towards increasing student awareness of vocational
and career concerns. (The member school should encourage the development
of occupational information programs in its contributing elementary and
secondary schools.)
Occupational Exploration: Programs designed to familiarize
students with various occupations, the special skills required for them,
and the training requisites. These programs are directed towards assisting
the student to make a meaningful career choice.
Skill Development (Technical and Vocational Preparatory):
Programs designed to prepare occupational secondary students for advanced
or more highly skilled postsecondary vocational/technical education or training.
Skill Development (Job Proficiency Training): Programs
designed to prepare students to enter employment upon completion of the
courses. |
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| PS-v 15 |
Schools may offer noncredit remedial work as necessary to
permit successful progress by students. All such noncredit offerings are
worthwhile educational experiences in a manner appropriate to the particular
requirements of students.
- The courses offered are based on an analysis of the needs and interests
of the student in the community.
- The course offerings are sufficiently diverse to assure that the community's
educational needs for such courses are being met.
- The schedule for offerings is flexible, providing coursework at those
hours and in those time segments most appropriate to the requirements
of adults.
- The length of the various courses need not coincide with the semester
or quarter organization of the school.
- The qualifications for teachers of noncredit courses are subject to
the discretion of the local governing board.
- Reasonable fees may be charged for noncredit courses.
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Teaching-Learning
The teaching-learning program is designed to continually press
students to higher levels of development. Students are expected to be actively
engaged in challenging and rigorous educational activities essential to the
successful functioning of an individual in a democratic society. The teaching-learning
program focuses on the learning goals that have been established.
| PS 20 |
Teachers use classroom practices that make the most productive
use of instructional time, e.g., collaborative learning, issue driven project
work, technology, as appropriate to the subject matter. |
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| PS 21 |
The teaching-learning program is organized to allow each student
to progress in a manner that is flexible and in accordance with individual
development. |
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| PS 22 |
The teaching-learning program emphasizes the interrelationships
among curricular areas. |
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| PS 23 |
Teachers employ a broad range of instructional techniques
to take advantage of the varying intellectual strengths that exist within
the student population. |
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| PS 24 |
Teachers use classroom practices and methodology consistent
with current research. |
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| PS 25 |
The school uses the results of instructional assessments to
press for higher levels of learning for all students. |
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| PS-v 26 |
A total pattern of successful vocational and related instruction
requires many important components which member schools provide. Among these
components are: (1) well defined instructional objectives stated in behavioral
terms, (2) performance criteria for specific skills, (3) systematic planning
by professional staff, (4) the selection and use of varied types of instructional
materials and learning experiences, (5) the specific adaptation of organizational
and instructional procedures to the needs of students, (6) the use of varied
evaluation instruments and procedures, (7) good instruction, and (8) concern
for student morale. |
Staff
Development
The school has a staff development program that is responsive
to the unique needs of the students and school personnel, the characteristics
of the educational program, and the student performance goals of the school
improvement plan.
| PS 30 |
All school personnel are provided staff development commensurate
with their assignment. |
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| PS 31 |
Staff development programs are designed through needs assessments
with input from school personnel in planning and evaluating of the programs. |
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| PS 32 |
Orientation is provided for all personnel new to the building. |
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| PS 33 |
A staff development plan is in place and staff development
activities are connected to and supportive of the school's improvement plan. |
Assessment
The school has an assessment system that is broad in scope and appropriate
to document student development. The results of assessment are used to (a) establish
a teaching-learning program that reflects the strengths, interests, and needs
of the students and community; (b) improve student performance; and (c) determine
the degree to which the school is successful in achieving its goals.
| PS 40 |
Through written reports and individual conferences, parents
are informed frequently and regularly about student progress. |
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| PS 41 |
The school uses a variety of measures including classroom
and standardized measures to document the success of its students. |
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| PS 42 |
Assessment measures are congruent with the learning goals. |
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| PS 43 |
Students receive regular and frequent feedback on their progress. |
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| PS 44 |
Assessment of student learning is the primary indicator for
documenting the effectiveness of the overall school program. |
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| PS 45 |
The school collects information from entering students to
help establish a teaching-learning program that is ready to accommodate
all learners. |
Pupil Personnel Services
Pupil personnel services are comprehensive and designed to enhance the intellectual,
personal, physical, social, and career development of all students.
| PS 50 |
Pupil personnel services include but are not limited to counseling,
appraisal, staff consulting, referral, and educational and career planning. |
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| PS 51 |
The school regularly conducts an inventory and diagnosis of
students who have physical, social-emotional, mental, or academic characteristics
that require specialized services, and the school participates in delivering
these services. |
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| PS 52 |
The school has a well-planned health services program available
to all students, including the services of a nurse. |
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| PS 53 |
The school has specified procedures to be followed in case
of accidents, emergencies, and disasters. |
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| PS 54 |
The school has the necessary professional and support pupil
personnel services staff to implement the program consistent with the needs
of the student population. |
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| PS 55 |
Appropriate materials, facilities, and services are available
throughout the school and/or district for students whose exceptional abilities,
talents, or handicaps represent unique needs. |
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| PS 56 |
The school has a written description of the school counseling
and guidance program specifying the guidance services performed and the
personnel delivering these services. |
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| PS-v 57 |
Interests and needs inventories are used in the counseling
and guidance of individual students. For those students admitted on the
basis of ability to benefit, the assessment includes student aptitude
which documents the potential to successfully complete the student's declared
program. Note: The assessment for ability to benefit students must be a
nationally recognized, standardized, or industry-developed admissions test. |
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| PS-v 58 |
Each member school provides organized guidance services to
aid present and prospective students in the solution of their various types
of educational, vocational, occupational, social, civic, and personal problems.
Ability to benefit students are closely monitored during their initial
year to ensure their capacity to complete the program to which they have
been admitted. |
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| PS-v 59 |
This school's guidance services supplement those provisions
available in the other participating schools for counseling, appraisal,
staff consulting, educational and occupational planning, and follow-up activities. |
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| PS-v 60 |
The member vocational/adult school provides qualified guidance
counselors at a ratio of at least one counselor for each 450 students (full-time
equivalency) with no school having less than a half-time counselor. Vocational/adult
schools are encouraged to try a variety of approaches to augment guidance
services, including individual school ratio adjustments. They may use counselors,
job placement officers, supportive personnel, and teachers. Instructors
with occupational backgrounds can serve in a valuable occupational counselor
role. Such plans for organizational variations are submitted to the State
Committee for approval. |
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| PS-v 61 |
The vocational/adult school provides organized and systematic
counseling and placement services for those students seeking further education
and/or job placement. |
Student
Activities Program
The North Central Association recognizes the value of leisure, co-curricular,
and extra-classroom activities as components of a successful comprehensive educational
program. The trend towards a reduced work week as well as the increasing numbers
of persons who elect early retirement combine to present the vocational/adult
school with unusual opportunities to provide wholesome leisure and special interest
activities.
Though it is not the primary purpose or obligation of the vocational/adult school
to meet the above needs, they fall within its purview. Leisure, co-curricular,
and extra-classroom activities foster valuable community and school involvement;
encourage an intellectual, cultural, and social climate which develops leadership
and social inter-action skills; and encourage special student interests.
Therefore, whenever appropriate, the school offers leisure-time educational
activities appropriate to the needs of its community. Moreover, it maintains
a program of co-curricular activities appropriate to its own objectives and
program and designed to make a positive contribution to the educational development
of its students.
| PS-v 70 |
A well-balanced program provides opportunity for student participation
in a variety of activities including special interest clubs, vocational
youth organizations, physical activities, student government, and cultural
affairs. Efforts are made to prevent domination of activities by a few students,
and each sponsored activity serves valid educational and occupational purposes. |
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| PS-v 71 |
The administration and supervision of all school-sponsored
activities are delegated by the governing board to the administration and
faculty. All such activities are provided with qualified sponsors who are
employees of the school or non-employees who have been approved by the appropriate
administrator. |
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| PS-v 72 |
The programs of leisure activities reflect the special needs
of patrons of the school and are designed to serve the needs of the community. |
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