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Community Resources

Overview:
The achievement of the school’s 21st century learning expectations requires active community, governing board, and parent advocacy. Through dependable and adequate funding, the community provides the personnel, resources, and facilities to support the delivery of curriculum, instruction, programs, and services.

Indicators:

Indicator 1:  The community and the district's governing body provide dependable funding for:
  • a wide range of school programs and services
  • sufficient professional and support staff
  • ongoing professional development and curriculum revision
  • a full range of technology support
  • sufficient equipment
  • sufficient instructional materials and supplies.

What to Look for:

§         the school assesses a full-range of budget priorities annually which take into account the school’s educational programs and services, staffing levels, curriculum processes, professional development, instructional materials and supplies, technology, and equipment

§         the school uses data about student 21st century learning expectations  to make budgetary decisions

§         annual budget planning solicits feedback from parents and other community members in the early stages in order to determine school needs and to generate broad-based community support

§         the budget planning process focuses on balancing the need for adequate program and services support with that of fiscal responsibility

§         broad-based communication efforts are made to generate awareness of budget needs, of meetings being held to present the budget, and of the process to be used to vote on the budget

§         the school and district administrators and the district’s governing body provide authoritative and proactive leadership in preparing, presenting, and generating support for passage of the budget

§         similar leadership and proactive planning are provided in determining the need for and the passage of necessary bond issues and/or capital expenditures

§         as the result of the actions above, annual budgets are generally passed with substantial support of the community


Indicator 2:  The school develops, plans, and funds programs:
  • to ensure the maintenance and repair of the building and school plant
  • to properly maintain, catalogue, and replace equipment
  • to keep the school clean on a daily basis.

What to Look for:

§         the school provides the equipment necessary to meet instructional and facility needs

§         the annual operating budget is adequate to fund the routine maintenance and upkeep of the school building and plant

§         clear responsibilities for the maintenance and monitoring of equipment are designated to appropriate personnel (e.g. maintenance director,  head custodian for maintenance equipment; audio-visual coordinator for projectors, etc.; technology coordinator for computers, scanners, etc.)

§         regular maintenance and replacement schedules and cataloguing systems are in place for all furniture and equipment, both instructional and administrative according to a district plan

§         a manager/supervisor of facilities and maintenance oversees the planning and supervision of the maintenance program including the purchasing of adequate supplies, materials, and equipment and the hiring, training, and management of personnel

§         a formal plan/schedule is in place for the regular maintenance and repair of facilities and equipment and for the ongoing cleaning of the facility

§         adequate personnel are in place to ensure that equipment and facilities are well-maintained

§         sufficient funds are provided for the necessary personnel, supplies, materials, and equipment to ensure adequate site and facility maintenance and cleanliness

§         members of the school community express satisfaction with the maintenance and cleanliness of the facility


Indicator 3:  The community funds and the school implements a long-range plan that addresses:
  • programs and services
  • enrollment changes and staffing needs
  • facility needs
  • technology
  • capital improvements.

What to Look for:

§         adequate long-range plans to address programs, staffing, and facility needs as well as capital improvements

§         a strategic long-range plan designed jointly by the school board, administrators, and teachers with involvement by parents, students, and community members delineates future needs in the areas noted above for a five year period

§         the long-range plan identifies chronological steps to be used to address these needs

§         the school uses data to inform regular, thoughtful program planning

§         a formal record-keeping system tracks yearly school enrollment with breakdowns by course and department (or other organizational structure) as well as staffing allocations to provide the data necessary for appropriate planning

§         necessary bond proposals and other mechanisms needed to raise and provide revenue for capital projects are prepared and presented in a timely and efficient manner

§         a formal multi-year technology plan that addresses the needs, costs, and strategic purchasing of technology including computers, software, LCD’s SmartBoards, Promethean Boards, has been developed, is being implemented, and is reviewed and revised on an annual, if not more frequent basis


Indicator 4:  Faculty and building administrators are actively involved in the development and implementation of the budget.

What to Look for:

Do faculty and building administrators have a strong voice in the budgetary process including its development and implementation?

§         a formal process is in place for soliciting feedback from teachers and other staff members about budget needs (e.g., department request processes, site-based budget committees, faculty governing councils or steering committees)

§         school instructional leaders (e.g., department heads, deans of faculty, academic coordinators) as well as the principal and other administrators are called upon to make budget requests and to develop the budget

§         instructional leaders and administrators are called upon to speak publicly on behalf of the school budget and to justify requested expenditures

§         school instructional leaders and administrators are delegated the responsibility for allocating and spending the major proportion of monies designated for teaching and learning purposes

§         school instructional leaders and administrators are given current, up-to-date information on the status of budget allocations throughout the school year


Indicator 5:  The school site and plant support the delivery of high quality school programs and services.

What to Look for:

Are the school site and plant sufficient to enhance all aspects of the educational program?

§         adequate and appropriate space is provided to ensure full implementation of the educational program (e.g., science labs, media/information center, sufficient number of classrooms, performing arts areas, cafeteria, and storage areas, etc.)

§         adequate space is provided for the school administration and for student support services (e.g., administrative offices and private conference areas, private conference rooms for special education and guidance personnel, sound-proofed offices for guidance counselors and social workers, appropriate nursing space which provide student privacy and confidentiality, etc.)

§         the school site provides adequate space for outdoor physical education classes and athletic activities; for safe and secure parking for teachers, parents, students, and guests; for fire drills; and for the general entrance, egress, and outdoor recreation of students

§         the school plant/facility is able to adequately support all school programs unless suitable alternative space has been provided

§         the school plant/facility ensures the health, well-being and safety of all occupants


Indicator 6:  The school maintains documentation that the physical plant and facilities meet all applicable federal and state laws and are in compliance with local fire, health, and safety regulations.

What to Look for:

Does the school maintain up-to-date documentation to ensure the school plant and facilities are well-maintained and provide an environment that is healthy and safe for all occupants and meet all applicable local, state, and federal laws and regulations?

§         the plant and facility provides documentation to ensure meet that all applicable federal and state laws and are monitored by the administration (including the storage of chemicals, lists of all chemicals housed in the facility, the maintenance of fire alarms, and fire extinguishers, etc.)

§         ventilation, temperature control, and air quality are regularly checked and meet all local and state health requirements throughout the facility

§         the entire facility is handicapped accessible

§         when the plant and/or other facilities are not in compliance with applicable laws and regulations, the school makes immediate plans to address the problems including necessary repairs and modifications or the use of temporary alternative facilities

§         adequate supplies, materials, equipment, and personnel are provided to ensure that the site and plant are safe, healthy, clean, and well-maintained

§         comments and complaints about school maintenance as it relates to issues of health or safety are regularly solicited from teachers, students, et al. and are acted upon in a timely manner

§         the facility is clean and equipment is well-maintained; any school equipment that is found to be unsafe is immediately removed and repaired

§         requests for repairs are addressed in a timely manner

§         custodial staff and the outdoor maintenance crew are sufficient in number to meet all local fire, health, and safety regulations with regular checks conducted yearly and proper documentation maintained 


Indicator 7:  All professional staff actively engage parents and families as partners in each student’s education and reach out specifically to those families who have been less connected with the school.

What to Look for:

Are students and their families actively engaged as partners in the students’ education as well as encouraged to participate in school programs and activities?

§         teachers and administrators engage in outreach efforts to engage parents in the scholastic lives of their sons and daughters (e.g., frequent parent forums and seminars, invitations to open houses and parent coffees, parent support groups, calls to the home by teachers, etc.) and to attend  co-curricular activities and other events their students participate

§         teachers and administrators work collaboratively with parent and community organizations to increase meaningful outreach strategies to parents who are less connected with the school

§         parents are regularly contacted and involved in conferences regarding the learning needs of their children

§         site-based councils or other forms of school governance encourage parent involvement and input

§         parents are involved as tutors, lecturers, and aides within the school

§         parents are invited to programs which showcase student work, to round-table presentations of student portfolios, etc.

§         students participate in parent/teacher conferences which deal with their learning needs and progress

§         parents are informed about all programs and services available to their students 


Indicator 8:  The school develops productive parent, community, business, and higher education partnerships that support student learning.

What to Look for:

Are productive parent, business, community, and higher education partnerships in place that support student learning and enable students to see the real-world applications of what they are learning?

§         the school has created formal business and industry partnerships which are consistent with its core values and beliefs about learning and which provide students with opportunities for job shadowing, mentoring, internships, apprenticeships, school-to-career, and summer employment

§         parents regularly serve as partners on committees which support the school’s educational program and services

§         local business and industry leaders play an integral role in planning and implementing school-to-career programs

§         partnerships with local adolescent/community groups support and supplement the regular school program (e.g., local community education sites are available; the YMCA supports a homework helper program; etc.)

§         local colleges and the school are engaged in conversations about how the high school can improve curriculum and instruction in order to better prepare students to succeed in college

§         high school students are able to take courses at local colleges and universities

§         local college partnerships are established to support professional development programs at the high school level for faculty members through training opportunities, granting of credit for in-service experiences, etc.

§         partnerships with teacher education programs have been established to engage student teachers and interns in the high school as added instructional support

§         students are encouraged to participate in real-world activities that link classroom knowledge with authentic application 


R AT I N G   GU I D E

Community Resources for Learning 

A rating of DEFICIENT is appropriate if any of the following exist: 

  • The physical plant and facilities fail to meet all applicable federal and state laws
  • The physical plant is not in compliance with local fire, health, and safety regulations
  • The school site and plant fail to minimally support the delivery of high quality school programs and services or the school’s level of adherence to the Instruction Standard/Indicator 2 and Curriculum Standard/Indicator 6 is significantly compromised by site and plant shortcomings
  • The community and the district's governing body fail to provide dependable funding for: 
    • a wide range of school programs and services
    • sufficient professional and support staff to meet the learning needs of individual students
    • on-going professional development and curriculum revision
    • a full range of technology support
    • sufficient equipment
    • sufficient instructional materials and supplies

A rating of LIMITED is appropriate if the physical plant and facilities meet all applicable federal and state laws and are in compliance with local fire, health, and safety inspections but only minimally supports the delivery of high quality school programs and services, or the community and the district’s governing body provides minimally adequate revenue, but:

  • All professional staff fail to actively engage parents and families as partners in each student’s education and reach out specifically to those families who have been less connected with the school 
  • The school fails to develops productive parent, community, business, and higher education partnerships that support student learning
  • The school fails to develop, plan, and fund programs:
    • to ensure the maintenance and repair of the building and school plant
    • to properly maintain, catalogue, and replace equipment
    • to keep the school clean on a daily basis
  • The community fails to fund and the school fails to implement a long-range plan that addresses:
    • programs and services
    • enrollment changes and staffing needs
    • facility needs
    • technology
    • capital improvements

A rating of ACCEPTABLE is appropriate if the school adheres to indicators outlined in LIMITED, and:

  • The community and the district's governing body provide dependable funding for a wide range of school programs and services, sufficient professional and support staff, on-going professional development and curriculum revision, a full range of technology support, sufficient equipment, and sufficient instructional materials and supplies
  • The school develops, plans, and funds programs to ensure the maintenance and repair of the building and school plant; to properly maintain, catalogue, and replace equipment; and to keep the school clean on a daily basis
  • The community funds and the school implements a long-range plan that addresses programs and services, enrollment changes and staffing needs, facility needs, technology, and capital improvements
  • Faculty and building administrators are actively involved in the development and implementation of the budget  
  • The school site and plant support the delivery of high quality school programs and services

A rating of EXEMPLARY is appropriate if all the descriptors in the ACCEPTABLE rating are met and:

  • All professional staff actively engage in outreach to parents and families as partners in each student’s education and reach out specifically to those families who have been less connected with the school
  • The school actively develops productive parent, community, business, and higher education partnerships that support student learning   
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