"On behalf of the Center for Assessment, I wish you continued success in your efforts to maximize student learning. We congratulate you on the unusual and dramatic level of improvement you have already realized in you work at Piscataquis Community High School."
Yours truly, Richard C. Tappan
The National Center for the Improvement of Educational Assessment
P.O. Box 4084
Portsmouth, New Hampshire 03802-4084
Click here to see slides from the conference
The National Center for the Improvement of Educational Assessment Observations of PCHS:
*The school has sophisticated technology and accompanying strategies for instructional use including a lab and library with staff that assists teachers in integrating technology into instruction.
*In American Literature classes, some longer works (Dickens novels for example), are read as excerpts. Some students are provided books on tape to help them keep up with classmates with better reading skills.
*The principal explains that "exposure" is the key to moving students from the two lowest levels of state testing to the two highest levels. The college prep curriculum we saw in practice in science, math, and language arts classes provided that exposure.
*The curriculum is highly articulated from elementary through high school, building on earlier skills, concepts, and themes systematically. There is uniform compliance and application of the curriculum.
*In addition to the usual sports program, the high school has an award-winning music and drama program with photos and awards conspicuous for both artistic and athletic programs.
*The school is committed to preparation of all students for post-secondary education with all students being encouraged by teachers and guidance to develop a plan from the 9th grade on.
*The climate in the school is orderly, positive, polite, and caring with no signs of behavior problems; the classrooms have a "laid back" feel. Students do not report being stressed by academic challenges or demands.
*There is a climate of civility at PCHS. Good manners and polite, confident body language were the norm.
*Expectations for students, teachers, and all others in the school are clearly communicated, and there is a very high level of coordination and communication among members of the professional staff and with students.
*Students verbalize pride in the school and commitment to the objectives and expectations for student performance.
*Collaborative work dominates all classes. Active learning through information-gathering, questioning, testing, exploring, and experimenting were evident in science, social studies, and math classes observed.
*Faculty is content with the school's strategy and curriculum; there is an open, collegial working environment.
The following slides are excerpts from the presentation.
Updated: 1/31/02