Accreditation

The High Technology High School community is now engaged in the process of Accreditation for Growth (AFG) as established by the Middle States Association (MSA). This is an exciting challenge that uses strategic planning as a vehicle for school improvement and growth in student performance. To implement this procedure, representatives from various stakeholder groups have been assembled to assist: staff, administration, students, parents, community and business leaders. These stakeholders work together to identify areas in need of improvement, design action plans to address these concerns, and develop methods to measure progress. Once the self-study and planning process is completed, a validation team visit is scheduled to assure that the objectives are addressed and the MSA standards are met. At the end of the visit, the validation team chair gives an oral report that highlights the team's findings. A team written report, which includes commendations and recommendations, is sent at a later date. AFG is a continuous seven-year process, during which time the school must annually self-evaluate how it achieves the objectives set forth in the strategic plan. At the midpoint of the seven-year accreditation timeline, the school takes part in a second validation team visit, which is used to ensure that the plan is actively being implemented. As part of AFG procedure, the community is continuously kept informed of the process. This web page serves as a community outreach and describes tasks that are in progress and those that lie ahead.

Beliefs

  • All students are able to expand knoweldge and achieve educational goals.
  • Effective communication and interpersonal skills are essential for personal growth.
  • A safe and inviting environment encourages excellence and confidence.
  • Diversity fosters respect for an individual's physical, social, and emotional needs.
  • Effective leadership in an ever-changing world requires curiosity, creativity, courage, and adherence to ethical standards.
  • A broad knowledge base, problem-solving strategies, and research skills are essential for success.
  • An exchange of ideas, knowledge, talents, and resources among stakeholders enriches educational opportunities for all.
  • Collaboration enriches the educational experience of both students and staff members.
  • A well-rounded curriculum provides opportunities for challenging and original research.
  • Project-based learning and the application of the design process are critical components of a pre-engineering curriculum.

Objectives

I. By the year 2012, High Technology High School students will demonstrate an increased competence in research, as evidenced by an improvement in research skills to identify, locate and utilize research sources, tools and literature, as evidenced by

  • An increase in the percentage of all sophomores who score ##% or above on the Post-Research Assessment.
  • An increase in the percentage of all 10th-grade students completing a project that meets the criteria for submission to a competition.
  • An increase in the percentage of all 10th-grade students electing to enter a competition.
  • An increase in the percentage of all 10th-grade students completing a project that meets the criteria for submission to an advanced competition.
  • An increase in the percentage of all 10th-grade students submitting a project for which the abstract is published.
  • An increase in the percentage of all 10th-grade students completing a project that meets the criteria for and for which an application for a patent or grant is submitted.
  • An increase in the percentage of all sophomores scoring Superior Proficiency on ## or more indicators on the Sophomore Research Paper Rubric.
  • An increase in the percentage of all juniors scoring Superior Proficiency on ## or more indicators on History Thesis Rubric.

II. By the year 2012, High Technology High School students will demonstrate increased effectiveness in communication and interpersonal skills, as evidenced by

  • An increase in the percentage of all graduating seniors scoring ##/20 or higher on the Presentation Skills Self Evaluation Test.
  • An increase in the percentage of all graduating seniors scoring ##/20 or higher on the Presentation Skills Rubric.
  • An increase in the percentage of seniors scoring Proficient or Superior for cooperative behavior on the teacher-completed Standard Team Challenge Rubric.
  • An increase in the percentage of seniors scoring Proficient or Superior for cooperative behavior on ## or more indicators on the student-completed Standard Team Challenge Rubric.
  • An increase in the percentage of seniors scoring Proficient (78% or higher) on a post-test of interpersonal skills.

Last Updated: 02/18/2012
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