Wednesday, March 13, 2013
Monday, March 11, 2013
All meetings will take place in the Wagner Room
10:00 – 10:30 – Meet with steering committee co-chairs
10:30 – 11:15 – Meet with entire steering committee. This is period 7 in the schedule
11:15 – 12:00 – Lunch in the Wagner Room with whoever would like to stay and central office administration
12:00 – Walk the building and Joe depart when ready
Thursday, March 7, 2013
Friday, February 15, 2013
Thursday, January 17, 2013
Jill will meet with her board to coordinate and delegate responsibilities to relevant subcommittees.
Molly will reach out to fellow students to invite them to the reception after the scholarship drive on Sunday, April 7.
Friday, January 11, 2013
- Agenda and minutes
- Planned through Sunday of the visit.
- Scheduled another meeting for 1/29/2013
Tuesday, January 8, 2013
Thursday, December 20, 2012
Thursday, November 15, 2012
Complete evidence form for the evidence you brought today. Please attach the 21st century learning rubric that was used for assessment. Before you fill out your evidence sheets, be sure to review your copy of the four instructional standards indicators (we distributed copies).
While all of our work may look like it should be classified as assessment, we have a lot of evidence in that category already.
Give it a hard look to make sure that it can't go into another category.
Link to evidence page on nchsneasc13 website
Tuesday, November 6, 2012
12:30-1:00PM - Steering Committee and Committee Co-Chairs meeting
- Debrief on feedback from October faculty meeting
- Determine schedule for approving standards reports
- Overview of this afternoon’s activities
1:00-3:00PM - NEAS&C work
- Overview - What do we need to accomplish between now and January, 2013
- Collect assessments measured by 21st Century learning rubrics (November 15th)
- Vote on standards reports and executive summaries
- December meeting report TBD (as per today’s SC/CC meeting)
- January meeting reports TBD (as per today’s SC/CC meeting)
- Today’s tasks
- Finalize drafts of standards reports for full faculty approval
- Incorporate feedback from October faculty meeting
- Consider areas of redundancy to reduce pages, if necessary
- Ensure that each indicator has a judgment statement (always, never, sometimes, occasionally, seldom, often, etc)
- Check on evidence in the evidence box to ensure all judgements in the reports are substantiated, by indicator
- Use NEASC website as a guide http://cpss.neasc.org/selfstudy_onsite_visit/selfstudy_materials_for_2013_schools/
- If your report is ready, please start writing executive summaries
- Some Suggestions for process
- Do not try to edit the report whole-group. Instead, split up and revise report in small groups as per peer review from 10/18
- Make it “Ready for Prime Time”
Extension activity (if you have time):
Look for alignment with other reports (now that committee members have each read a different report)
Core values beliefs and learning expectations - December 20th room #110
Curriculum - December 20th room # 206
Instruction - December 20th room # 222
Assessment - December 20th room # 218
Culture and leadership - December 1st room # 210
School resources - December 1st room # 224
Community resources - December 1st room # College, and Career Center
Monday, October 15, 2012
Thursday, October 4, 2012
Sunday, September 16, 2012
Mike: CTE, English, Math, Health and Physical Education
Bill: Social Studies, World Languages, VPA, SPED
Sunday, August 26, 2012
Thursday, June 21, 2012
Thursday, May 17, 2012
Changes to nchsneasc13.info
- Added links to curricula
- Added instructions for submitting digital evidence
Step-by-step instructions for submitting digital evidence
Created a spreadsheet for "what to look for" for each indicator. Each standard has it's own tab - navigate trough the standards by clicking on tabs.
- If you need help arranging meetings with central office/other stakeholders, please complete this form.
- Community Liaisons list is up, but not final. Feel free to convey concerns and/or tweak. We will send the final letter out on May 24, 2012. Please review by then.
- Next meeting, we wil hear about collaboration, healthy living, respect and communication rubric pilots.
- Endicott Survey - special thanks to English Department
- Look for the gaps in evidence collection. What are we missing? Using the evidence spreadsheet, record existing evidence (if not already done) to identify gaps by indicator and department.
- Where to report for committee work this afternoon. COWS are available.
|Steering||211 or 212||English COW A|
|Core Values, Beliefs…||230||Math COW A|
|Curriculum||206||Math COW A|
|Instruction||204/205D||Math COW B|
|Assessment||218||Math COW B|
|School Culture and Leadership||210||English COW A|
|School Resources||224||English COW B|
|Community Resources||223||English COW B|
Wednesday, May 9, 2012
Thursday, April 19, 2012
- The Counseling department has an update about piloting the contribution rubric.
- CTE & Math have an update about piloting the problem solving rubric.
- Met with committee co-chairs and department chairs last week. If you need help arranging a meeting with anyone from central office, town organizations or community members, please let us know. We made a form to facilitate requests.
- Visiting committee opportunities in June. Please let us know if you are interested.
- Timeline: Last PD day 1/2 TEPL, 1/2 NEAS&C - Goal: Have very rough draft complete by the end of of day on June 22.
- Endicott Survey
- Code: T126649
- Scroll down
- Click BEGIN SURVEY
- Committee meeting time
Tuesday, April 10, 2012
- 3rd quarter call for evidence
- Evidence cover sheet
- Explanation of where to submit evidence
- How is digital evidence collection going?
- Are there problems? What can we do to facilitate?
- The importance of transparency - having a living, breathing document, "showing our work"
- Articulate meeting needs
- Endicott Survey
- Parent & student committee members
- Game of NCHS Life
Thursday, March 15, 2012
Big takeaways from meetings:
- The self-study report should reflect a common understanding of school-wide assessment practices. One suggestion was to use the same student evidence for Curriculum, Instruction, and Assessment, which we are in the process of doing.
- Prior to the publication of the final draft, these three committees will share their finding to look for alignment.
- Steering committee will facilitate meetings with central office, support staff (NURSES!) and other stakeholders. A form will go out on Friday, March 16 prompting committees members to articulate their needs. The steering committee will schedule requested meetings.
- Each committee will go through the exercise of self-assessing using the NEAS&C rating guide as a group (these are now on the nchsneasc13.info website).
- We’ve appointed an editing committee for the final draft.
- We will be creating a student work portfolio for the visiting committee to review on Sunday night once they return to the hotel, Examples should be assessed by the 21st century learning expectations rubrics.
- Steering committee will appoint a coordinator to liaise with Endicott and track parent participation. May require some “nudging”. Student participation is scheduled for April.
- Would like to encourage faculty to update their committee’s self-study document (the one embedded in your standard page on the nchsneasc13.info website) with in-progress indicator work. We are aiming for transparency in this process. It is important for the committee to see drafts and revisions (document history) as you acquire evidence and apply it to the self-study as measured by indicators.
- School-wide rubrics and 21st century learning expectations: The visiting committee will expect to see that these are bring used throughout the school and across disciplines.
- The steering committee is compiling a list of community stakeholders to participate in committee work - not necessarily face-to-face, but certainly as a part of the the committee's electronic correspondence.
Ever feel shackled by a rubric? Like rubrics are trying to drive a wedge between you and your students? NCHS teacher, unchain yourself! Rubrics don’t have that kind of power.
Rubric is one of those words that has a bum rap; just ask any teacher who knew that a project was a C+ when the rubric insisted it was a B. But perception isn’t reality, and rubrics aren’t just for assessment anymore.
More importantly, rubrics are for communication.
Think about it: we want kids to be effective problem solvers, clear communicators, responsible and productive collaborators, among other things. We also need to teach our course content. How do we know how to connect the important content we teach to the important skills they need to learn? Simple: listen to the rubric.
The bullet points in those boxes are the places where our learning expectations reside. They articulate skills that we have always assumed we were teaching, and they show us something we might not have known: that social studies teachers are asking kids to collaborate the same way they do in an engineering class; that science teachers are demanding the same clear communication as English teachers.
By breaking those skills into their constituent parts, and naming those parts, what we teach becomes clearer to us. And by sharing those expectations with students, they know exactly what they should know. That’s communication, baby.
Then, when students hand in their work, we use the rubric to let them know where they are in their understanding of our learning expectations, and give them a chance to tell us how they plan to improve. So the cycle of communication between teachers and students, with the rubric as common ground, continues to clarify and specify exactly what we want students to achieve.
And we all live happily ever after.