xt7k0p0wt72n https://exploreuk.uky.edu/dips/xt7k0p0wt72n/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1977 bulletins  English Frankfort, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "A handbook for Accrediting Kentucky Schools 1977",  1977 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "A handbook for Accrediting Kentucky Schools 1977",  1977 1977 1977 2022 true xt7k0p0wt72n section xt7k0p0wt72n -.,¢.--. ,-
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i Bivisiun 0f Supervision-Accreditation-Organization
Bureau of instruction

Kentucky Department of Education

james 3. Graham, Superintendent

1977

 

 

 

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A HANDBOOK FOR ACCREDITING KENTUCKY SCHOOLS

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 D. C. ANDERSON, Director
Division of Supervision-Accreditation-Organization

 

The Kentucky Department of Education proudly dedicates this bulletin to D. C. Anderson,
Director of the Division of Supervision-Accreditation-Organization, Bureau of Instruction.

Since 1958 Mr. Anderson has given endless time and energy to further the development of
quality education throughout the Commonwealth.

During these nineteen years of service, Mr. Anderson has been responsible for the accreditation
of Kentucky schools. In 1959 he supervised the writing and publication ofa bulletin on the
accreditation of secondary schools. Then in 1966 he added a publication on the accreditation
of elementary schools. In 1976 these two earlier publications were combined into the Standards
for Accrediting Kentucky Schools.

Now in 1977 it is most fitting that the Handbook for Accrediting Kentucky Schools, an
explanation of Kentucky accreditation statutes and procedures, be dedicated to D. C.
Anderson.

Those of us who have been his co-workers in the Kentucky Department of Education think
of him as both our leader and friend. We can only wish that the future will bring him both
happiness and contentment.

 

 

 

 

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INTRODUCTION

Two basic facts should be considered with reference to this publication. First,.KRS
156.160 states that the Superintendent of Public Instruction shall prepare or cause

to be prepared rules and regulations for grading, classifying, and accrediting all common
schools, public and pri\ate, and for determining the scope of instruction in all schools.
Second, the multiple standards approach requires schools in each classification group

to meet general standards, as well as specific standards.

Therefore, A Handbook for Accrediting Kentucky Schools has been designed to aid the
LEAs in planning programs to meet the accrediting standards. (See Educational Bulletin,
Vol. XLIV, No.11)

 

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TABLE OF CONTENTS

Introduction

Handbook for Accrediting Kentucky Elementary Schools

Handbook for Accrediting Kentucky Middle Schools

Handbook for Accrediting Kentucky High Schools

 

 

 

 

  

 

 

 

 

 

 

  

 

 

 

 

 

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HANDBOOK FOR ACCREDITING KENTUCKY ELEMENTARY SCHOOLS

 

  

 

 

 

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GUIDELINE I —Compliance with Legal Responsibility

 
    
  
 
 
  
  
  
  
  
 
 
 
   
  
  
  
   
 
   
  
  
  
   
 
  
   
   
   
 
  
   

The law makes provisions for local boards of education to establish policies, regulations,
and guidelines regarding the administration of the local school districts.

GUIDELINE ll - Planned Program of School Community Relations

 

 

Evidence of good school-community relations is the degree of participation on the part of
school patrons and the general public in the total school program. When segments of the
community lack understanding of and appreciation for a quality school program, a special
effort should be made to improve community expectations of its schools and to establish a
genuine concern for the rights and responsibilities of pupils, teachers, and administrators.

The district and individual school should take appropriate steps to:

A. Initiate and plan cooperatively a comprehensive and continuing program e
interpreting the school(s) to the people a

B. Utilize a variety of ways and means to inform the parents and the general
public about their schoo|(s) and education in general. Some examples are: _
Newsletters 3
School newspapers 'f l
Radio and television programs 1
Assemblies i I}.
l
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a. Pupil awards
b. Talent shows
c. Slide presentations of school activities
d. Sing alongs
Parent - teacher organizations
Art exhibits
Parent coffees ,
Parent volunteer programs z i :,
Parent - teacher conferences l
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10. Good news communications
11. Telephone calls

12. Parent visitation days ; . :
13. Home visits ‘3 j V
14. Open house activities » f
15. Handbooks

 

C. Organize school advisory committees for curricular study and evaluation
1. Formation of school advisory committees

a. Cross-section of community 1

b. Parents from each grade level 5;

c. Non-parent members

d. Persons with various educational levels E

2. Responsibilities of advisory committees

a. Assist in scheduling meetings and planning agendas ;

b. Assist in determining necessary changes in the curriculum

 

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D. Utilize community and other agencies related to pupil services
1. Identify agencies and contact person(s) for each agency
2. Outline procedures for referral of pupils to agencies

E. Encourage use of school facilities and resources by community groups in social,
recreational, and educational activities
1. Develop written board of education policies for use of facilities, including

application for use, supervision of facility, and operational service charges

2. Assist in organizing:

Adult recreational programs

Adult classes

College extension classes

4-H projects

Other activities

9:196!»

F. Each school should develop a plan for school-community relations
1. Central office staff should work cooperatively with each individual school
in the development of a plan for school-community relations
2. Plans for school-community relations should be as comprehensive as local
needs require

GUlDELlNE lll - Statement of Philosophy and Objective

Each individual school should take appropriate steps to develop its own philosophy and
objectives consistent with the unique needs of the pupils it serves and the philosophy and
objectives of the school district.

A. Schools developing a statement of philosophy and objectives should involve

i faculty members, parents, pupils, and other interested persons. The philosophy
I and objectives should be based on reliable research in child growth and develop-
- ment

1. Contributing members should examine and determine their beliefs concerning
the purposes of education and the role of the elementary school in the edu-
cational process

A consensus should be reached on major view points

i A writing committee should be appointed to draft these statements of

5 philosophy and objectives based on this consensus

i 4. The drafting of the statement of philosophy and objectives should be

 

 

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submitted for approval to all persons involved

B. A copy of the school’s stated philosophy and objectives should be available to
the faculty, patrons, pupils, and other interested persons

C. An on-going study of the changes in school population, social structure, tech-
nological development, economic conditions, and patterns of living should be
used as a basis for continuous evaluation and revision of the school’s statement
of philosophy and objectives

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GUIDELINE IV - Design for Learning

The educational development of each pupil mentally, socially, physically, aesthetically,
and emotionally requires a design for learning which recognizes and provides diversity in
learning styles, differing rates of learning, cultural values, and innate ability.

A. Curricular Considerations
The needs of pupils should be identified by the use of appropriate diagnostic
instruments and other means of identification, such as teacher evaluation,
parental information and pupil interest

Curricular decisions and implementations should include:

Placement at appropriate levels in instructional materials

Needed learning experiences to assure pupil success

Methods and materials most appropriate for-each learner

Groupings which permit individualized, small group, and large group
instruction with the flexibility for curricular needs as identified

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B. Personnel Consideration
Competent personnel should be provided to carry out the curriculum design
and the stated objectives of the school

C. Space Consideration
Provisions should be made to permit large and small group instruction. Flexibility
is encouraged to take advantage of available space and pupil needs

D. Evaluation
The design for learning should be continuously evaluated to determine to what
degree the needs of individual pupils and the goals of the school’s instructional
program are being met

GUIDELINE V - Curriculum

The program of Studies for Kentucky Schools offers guidelines upon which local school
districts can develop curricula that meets the particular needs of the pupils served. An ef-
fective program is broad in scope and provides for continuity of learning skills through a
balanced program of experiences.

A. Systemwide Responsibilities

1. Balance
A school district should maintain balance in and among its schoolsto .
provide comparable educational opportunities to all pupils in thevdistrict

2. Quality -
The quality of a local district’s total school program is largely a summation
of the effectiveness of each school. Effective leadership is an essential re-
quirement for achieving expected academic progress, coordination, balance,
comprehensiveness, continuity, and articulation of the educational program

 

  

 

 

 

 

 

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Staff

Responsibilities of the systemwide administrative and supervisory staff:

a. Coordinating systemwide services

b. Providing curricular guidance for scope and sequence allowing broad
systemwide guidelines but permitting each school to plan specifically
for the pupils enrolled

c. Cooperatively establishing broad guidelines which encourage the staff
of each individual school to be as creative and ingenious as possible in
planning and implementing effective instructional programs for the
pupils served

d. Assisting the staff in working toward continuous professional improve-
ment through carefully planned in-service activities

e. Providing a plan for rewriting and implementing curricular improve-
ments as needs are identified

f. Establishing an adequate annual appropriation for purchasing necessary
school supplies and equipment to carry out the effective instructional
programs

Programs for Exceptional Children

The school district, through its own efforts or in cooperation with neighboring

school districts, should provide for the needs of exceptional children in its

attendance area as directed by statute or State Board of Education regulations

Programs for the Gifted and Talented

School districts should provide programs for the gifted and talented as directed

by statute or-State Board of Education regulations

Systemwide Evaluation

Every five years the school district should make an appraisal of its total program

B. Individual School Responsibilities

1.

The major criteria for the classification, accreditation, and recognition of a

school should be in terms of:

a. The stated goals and objectives which are educationally and psychologically
sound and are related to the specific needs of the pupils served

b. An organizational design for learning consistent with the stated goals
and objectives

c. The administrative and instructional provisions for differentiation of
materials and methods according to academic, sociological, psychological,
and physiological needs of all students _ —

d. The continuity of program from level to level

e. The quality of the instructional program as revealed by systematic
measurement and evaluation of achievement based‘ on determined
expectancies

f. The professional activity of the staff, individually and/or collectively,
designed to improve the quality of instruction provided

g. A positive climate for learning, including:
(1) Understanding and supportive teacher attitude

(2) An aesthetically pleasing environment

(3) Physical arrangement for best management of learning
activities and materials

(4) Provisions for the instructional needs of the individual pupil

(5) Awareness of the affective as well as the cognitive and psycho-

motor dimensions of instruction and learning

 

  

2. The elementary principal, as the instructional leader within a school,
has the responsibility for helping the staff among other things to:
a. Determine the needs of the pupils served by the school
b. Establish purposes or goals for meeting the identified needs
c. Organize a design for learning to achieve the stated purposes
of the school
d. Plan, implement, and evaluate the instructional program as approved
by the local board of education
6. Establish an adequate annual budget appropriation for purchasing
necessary school supplies and equipment to carry out the effective
instructional program
f. Assure communication within the school and between the school
and the community
3. The elementary teacher, within the framework of that school, has responsi-
bilities including:
a. Determining the needs of the pupils served
b. Establishing the objectives for meeting the identified needs of pupils
c. Organizing a design for learning
d Planning, implementing, and evaluating the approved instructional
program on a continuing basis
4. Curricular Materials
A systematic procedure should be developed for selecting, utilizing and
evaluating curricular materials. The learners should be provided with a
variety of materials on the appropriate instructional level which are com-
patible with their modes of learning
5. Evaluation
a. Each school should maintain a standardized system of relevant cumulative
records readily accessible to authorized personnel only
b. Cumulative records of academic progress should be kept current
c. Parents/guardians should be kept informed of the progress of students
d. Evaluation of the instructional program should be made in terms of the
degree to which the stated objectives have been met
6. Pupils should be encouraged to explore, under direction, their individual
interests
f. Pupils and parents/guardians should be informed concerning educational
experiences at the next level so that the orientation to school and the
transition between levels will be as smooth as possible

GUIDELINE VI - Pupil Activity Program

In compliance with Standard Vl a non-competitive pupil activity program should be planned
to involve all pupils. Among other things, the program should be designed to assist the pupil
in developing imagination, creativity, positive self-image, self—confidence, physical skills, and
coordination. The partial list of activities below may be used to develop an activity program
that will be beneficial to all pupils.

 

 

 

 

 

 

  

 

 

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A. Assembly programs for varied audiences in which children participate

B.

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Children’s publications

Art, Math, and Scienceexhibits

Student Councils

Academic, career related and other clubs
Academic Bowls

Speech and drama groups

Organized play and games

I. Choral groups

j. Excursions and field trips

GUIDELINE VII - Media Services

The school media program is an integral part of the total educational program. It serves

the students and the faculty in the school in support of curriculum. The media center’s
function is to locate, acquire, provide, organize and coordinate the school’s learning resources
and devices and to motivate and assist students and teachers in the effective use of these
resources. A staff of professional and supportive personnel is required to develop and main-
tain such a media program.

A. The media center serves the student by:

l.
2.
3.
4

5.

Providing instruction in the use of the media center and its resources
Assisting in production of media

Assisting in development of skills in listening, viewing, and reading
Providing guidance in the development of desirable reading, viewing,
and listening patterns, attitudes, and appreciations

Helping in development of good study habits, independence in learning,
and critical evaluation

B. The media center serves teachers and administrators by:

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Cataloging all media permanently located within the building

Providing instruction in the use of the media center and its resources
Assisting in production of media

Providing pertinent information regarding student’s progress, problems,
and achievements

Serving as resource personnel in curriculum planning and implementation
Developing and maintaining a professional media collection

Providing sources of media evaluation

Supporting the total school curriculum

Participating in the planning of all areas for effective learning

 

  

 

10. Developing continuous orientation and in-service in advancing instruct-
ional technology

11. Avoiding unnecessary duplication of media

12. Cooperating with other media centers and supportive agencies in the area

13. Providing a centralized area for production of media

1.4. Maintaining statistical records

15. Maintaining inventory and maintenance records of media

C. The media center serves the community by:
l. Cooperating with other media centers and supportive agencies in the area
2. Avoiding needless duplication of expensive materials within the community
which have limited use
3. Providing media facilities on a twelve months basis for approved and
funded programs

GUIDELINE Vlll - Pupil Services

Intellectual growth of the individual is a major objective of the educational enterprise. How-
ever, the physical and mental well being of the pupil is recognized as most significant in the
school’s attempt to meet the needs of pupils. The individual ’5 ability to function effectively
necessitates the acquisition of skills, attributes, knowledge, and qualities essential for self—
fulfillment, self-direction, and responsible citizenship in society.

A. Guidance
Guidance in the elementary school should focus upon the total growth and develop-
ment of each pupil. Emphasis at this level is on meeting the physical, social,
emotional, aesthetical, and intellectual needs of the pupils. The goals are primarily
concerned with providing for each pupil the best possible climate in which learning
can take place, helping each student to grow in his abilities to make disciplined
choices, and to broaden and develop individual interests.

To provide effective guidance, each school should have an organized program of
guidance services as an integrated part of the total educational program.
1. Services should include:
a. Pupil Record Services - Each school should maintain a system of
up-to-date cumulative records and an organized testing program.
There should be evidence that tests are used with discretion and
that provision is made for individual testing when needed
b. Information Services - Information materials should be carefully
organized and utilized by staff members and pupils through the
guidance program. These materials should include: occupational
information, educational information, and personal-social information
c. Counceling Services - Provision should be made for individual and
group counseling of pupils. This should include assisting the pupil
through the counseling relationship to utilize his own resources and
his environmental opportunities in the process of self—understanding,
planning, decision-making, and coping wtih problems relative to his
developmental needs

 

 

 

  

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d. Consultative Services - These services should include assistance to
teachers and other school staff members in understanding the
normal developmental needs of all children, helping pupils with
school adjustment problems, developing a curriculum that will
meet the individual needs of each pupil, interpretation of test
results, and use of educational and occupational information

6. Group Guidance Services - Provision should be made for the use
of group techniques whenever guidance objectives can be reached
most effectively and efficiently through organized group activities

f. Referral Services - Each school should make use of available referral
resources on problems of special learning, health, mental health,
and welfare

g. Evaluation Services - Provision should be made for evaluation
services for the purposes of improving the school guidance program

2. Each school should provide facilities, materials, and equipment essential
to carrying out the major aspect of the guidance program

B. School Health Services
Each elementary school should comply with all provisions of the School Health
Code and should develop established policies and procedures for providing first
aid services.

C. School Food Services
Each elementary school should comply with all provisions, laws and regulations
published by or pertaining to the Division of School Food Services of the State Depart-
ment of Education.

D. Transportation
Each elementary school should incorporate the measures taken to maximize each
child’s safety to and from school as provided for by the Division of Pupil Trans-v
portation of the State Department of Education. This would include but not
restricted to field trips and the loading and unloading of pupils.

 

 

GUIDELINE IX - School Staff and Administration

A. School District

1. All schools within the district should operate within established written
policies for school personnel and pupils. Within the framework of the
district policies, each school should develop staff and pupil personnel
policies and procedures. Copies of policies, rules, and regulations should
be made available in a handbook or other printed form

2. The district should provide evidence of a plan to attract and hold well-
prepared and effective teachers

3. Lines of communication should be clearly established between school
board and professional staff. The professional climate should be con-
ducive to harmonious relationships and higher teacher morale

4. Every school system should have a systemwide supervisor of instruction.
Additional supervisory positions should be provided as needed to achieve
the stated objectives.

10

 

 

 5. Each private and parochial school should have the services of super-
visors of instruction equivalent to those required of public school districts

6. A broad program of in-service education should be designed for all staff
to upgrade the quality of teaching and to broaden and enrich the educational
experience for all pupils

7. A professional library and materials center should supplement the teachers’
individual efforts to provide resources for professional growth

GUIDELINE X - School Plant and Facilities

School plant planning begins with a proposed educational program which reflects all
the needs of the school district and its student population. The environmental and
aesthetic effects should enhance the psychological and social attitudes of students,
teachers, school employees and the community.

A. Provisions should be made for:

1. Health and safety safeguards of occupants

2. Sufficient natural and artificial lighting

3. Well—arranged facilities for program needs for the separate curricular
areas and essential services

4. Attractive and pleasant environment

5 Flexible use of space in order to be adaptable to a multiplicity of
programs and organizational patterns

6. Appropriate and preventative maintenance

B. The school district should keep plant and equipment maintenance schedules
and minimum standards for operation and maintenance. Each school should
establish and maintain high standards for functional use and care of all school
property. The buildingsand grounds should be kept clean and sanitary.

C. An accounting system for all equipment should be maintained.

 

11

 

 

  

 

 

 

 

 

 

 

 

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HANDBOOK FOR ACCREDITING KENTUCKY MIDDLE SCHOOLS

 

 

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 GUIDELINE l - Compliance with Legal Responsibility

The law makes provisions for local boards of education to establish policies, regulations,
and guidelines regarding the administration of the local school districts.

GUIDELINE ll - Planned Program of School Community Relations

EvidenCe of good school-community relations is the degree of participation on the part of
school patrons and the general community lack understanding of and appreciation for a
quality school program, a special effort should be made to improve community expectations
of its schools and to establish a genuine concern for the rights and responsibilities of pupils,
teachers, and administrators.

The district and individual school should take appropriate steps to:

A, Initiate and plan cooperatively a comprehensive and continuing program
interpreting the schoo|(s) to the people

B. Utilize a variety of ways and means to inform the parents and the general
public about their schools and education in general. Some examples are:
1. Newsletters
2. School new5papers
3. Radio and television programs
4 Assemblies

a. Student awards

b. Talent shows

c. Slide presentations of school activities

d. Sing alongs

Parent-teacher organizations

Art exhibits

Parent coffees

Parent volunteer programs

Parent-teacher conferences

10. Good news communications

11. Telephone calls

12. Parent visitation days

13. Home visits

14. Open house activities

15. Handbooks

C. Organize school committees for curricular study and evaluation

1. Formation of school advisory committee
a. Cross-section of community
b. Parents from each grade level
c. Non-parent members
d. Persons with various educational levels

2. Responsibilities of advisory committees
a. Assist in scheduling meetings and planning agendas
b. Assist in determining necessary changes in the curriculum

 

 

15

 

  

 

 

 

 

 

 

 

 
 
 
  
 
 

 

 

 

 

 

  

 

Utilize community and other agencies related to pupil services
1. Identify agencies and contact person(s) for each agency
2. Outline procedures for referral of pupils to agencies

E. Encourage use of school facilities and resources by community groups in
social, recreational, and educational activities
1. Develop written board of education policies for use of facilities, in-
cluding application for use, supervision of facility, and operational
service charges
2. Assist in organizing:
Adult recreational programs
Adult classes
College extension classes
4-H projects
Other activities

50¢.“ch

F. Each school should develop a plan for school—community relations
1. Central office staff should work cooperatively with each individual
school in the development of a plan for school-community relations
2. Plans for school-community relations should be as comprehensive as
local needs require

GUIDELINE Ill - Statement of Philosophy and Objectives

The staff, the community, and the students should develop cooperatively a philosophy
and objectives which express their convictions on such essential points as the purposes

of the school, how students learn, the content and methods of instruction, desirable types
of student activities, and the outcomes to be attained. The statement of objectives should
be set forth in specific terms indicating what the school intends to do to meet the needs
and interests of pre-and early adolescents in accordance with the statement of philosophy.
The philosophy. goals, and objectives should be continuously evaluated as to their current
relevance.

A. Philosophy
The educational program designed for the transescent student in the middle
school should be designed to meet the needs of all students by:

1. Providing a developmental program in communicative and mathematical
competencies through a wide array of educational experiences, including
attention to the basic skills

2. Offering a program to help students achieve understanding and awareness
of the aesthetic, social, scientific, health, and physical areas of knowledge

3. Introducing a broad exploratory or personal-interest program that is
directed toward satisfying the student’s natural curiosity and that prepares
the student to make appropriate program selections in high school that
will lead to wise career decisions

4. Offering experiences in and out of the classroom designed to develop
appropriate attitudes and beliefs necessary for living in and contributing

to society

  

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Including a process whereby students receive guidance and media services
designed to help them in learning to solve problems, satisfy needs, and to
make adjustments necessary for learning progression

B. Objectives
The following guidelines are suggested as criteria for developing:
1. Staff
a. A carefully selected staff will determine the quality of the educational
program for students. Persons who are most successful with middle
school students are those who are knowledgeable and concerned about . ,
the unique needs of this age group, who are flexible, and who use the
subject content only as a vehicle for assuring student growth
b. All certified and non-certified personnel should achieve a common "
viewpoint with respect to the purposes of the middle school
c. Essential to effective program development is a schedule that reg-
ularly provides time for continuous in-service for teachers to plan
together
2. Facilities
Space should be planned to provide for a diversity of grouping patterns
which would allow for the implementation of the middle school concept
3. Students
a. The type of pupil population served, their socioeconomic status, the
education of their parents or guardians, and the relevant personal
information should be reflected in the program of the school

 

b. In evaluating the student, the following areas should be reviewed: :
(1) Growth of the student as a learner 2.:

(2) Changes that have occurred in the student academically,
socially, morally, and attitudinally ‘-

(3) Competencies that have been developed in basic skills, ,

citizenship, leadership, and interpersonal relations

4. Community-school relations . .
A varied program of community relations is vital and should include: ‘-
a. An assessment of community needs 1
b. Provision for community input
c. A plan for informing and educating the community about the

school’s design for learning

GUIDELINE IV - Design for Learning I i;

The program for the middle school student should be characterized by unity, balance,
flexibility, and articulation with the schools below and above it.

 

The design for learning should:

A. Be based on realistic goals and objectives of the school and the community which
the school serves and shall reflect the unique educational and maturational needs

and interests of the early adolescent

 

B. Be characterized by unity with all parts contributing to the achievement of the
school’s objectives

17

  

  

 

   
  
 
 
  
  
  
   
 
 
 
 
 
 
 
 
  
   

 

 

  

 

Be characterized by balance with emphasis given to any area or element
of the curriculum in proportion to its importance in the achievement of the
school's objectives

Be characterized by articulation having the sequence of learning experiences
free from gaps and unnecessary repetition so that the middle school program
is truly sequential both within its own grade levels and in the relationship of
its program to those of the elementary school and the high school

Be characterized by f