05- 071 C.M.R. ch. 138, § 1-04
CLEAR and FOCUSED GOALS. The school has a clearly written statement reflective of the needs, beliefs and values of the school community. The statement is supported by written goals and objectives and is consistent with the unit's philosophy. The statement shows evidence of long and short-range planning and assures the involvement of teachers, administrators and community in the process of its development and evaluation.
COMMUNITY/SCHOOL RELATIONS. The school shall have a written, collaboratively planned program of community outreach which encourages parent/guardian and community involvement in the educational process toward the achievement of the school's goals and objectives. School goals,, procedures, and student progress are regularly discussed with and communicated to parents/guardians and citizens.
CURRICULUM. The school demonstrates evidence of a well planned and periodically evaluated curriculum which consistently results in exemplary educational programming. The curriculum, based on the philosophy and goals of the unit, shows a direct relationship between and among subject areas while preserving the specific objectives of each discipline.
FACILITIES. The school plant, site, and equipment are sufficient to support the programs of the school. They are maintained to ensure the safety and health of all occupants and offer an effective setting for the delivery of high quality programs and services to all students.
HIGH EXPECTATIONS. Teachers and administrators have high educational and behavioral expectations for all students. Students demonstrate measurable improvement in academic achievement, life skills development, self discipline, interpersonal growth, and attitudes toward work. The staff demonstrates its belief that all students can learn essential skills and beyond.
INSTRUCTIONAL LEADERSHIP/MANAGEMENT. The school administration effectively manages and provides leadership which promotes the achievement of educational excellence. Instructional leaders make decisions based primarily on instructional and curricula goals. Instructional leaders set high expectations from goals, monitor student progress and direct resources to meet these goals.
INSTRUCTION. The school demonstrates a carefully coordinated effort to provide instructional processes which have consistently resulted in a learning environment which promotes excellence. A variety of instructional techniques is used by a majority of the teachers. Teachers strive to meet the instructional needs of all students. A school-wide agreement exists about the importance of the instructional program and learning time is maximized by well-planned activities.
MONITORING STUDENT PROGRESS. The school frequently and carefully measures, with a variety of methods, student progress toward all goals. These data are disaggregated (i.e. sorted by meaningful subgroups such as male/female, free and reduced hot lunch, or courses of study) and are used to evaluate programs, direct instruction, and redirect resources.
SCHOOL CLIMATE. The school has a climate which promotes individual self-esteem, high expectations for achievement, acceptance of the differences between people, and a positive attitude toward learning. The climate enhances and encourages learning and staff consistently models appropriate behaviors.
STAFF DEVELOPMENT. The school has a carefully planned staff development program guided by sound educational theory that promotes exemplary practices. This program., which is outlined in a written plan, evolves from the instructional and curricula goals of the school and has developmentally appropriate activities available for new and experienced staff.
05- 071 C.M.R. ch. 138, § 1-04