#Schooling full#
#Schooling professional#

1.1.5 SEAs/LEAs use universally designed and culturally competent curriculum materials (e.g., assignments, tests, textbooks, etc.) that are accessible and relevant to the widest possible range of youth.1.1.4 Each youth develops and begins to implement an individual life plan based on his or her interests, abilities, and goals.1.1.3 Youth are aware of and have access to work-based learning (programs that connect classroom curriculum to learning on job sites in the community), service-learning (programs that combine meaningful community service with academic growth, personal growth, and civic responsibility), and career preparatory experiences such as job shadowing and informational interviewing.

#Schooling full#

1.1.2 SEAs/LEAs provide youth with information about the full range of postsecondary options and encourage youth to participate in secondary courses that will enable them to meet the admission requirements of their chosen postsecondary program of study.1.1.1 Youth are aware of and have access to the full range of those secondary education curricula and programs, including those designed to help them achieve state and/or district academic and related standards and meet admission requirements for postsecondary education.See also Introduction to the National Standards & Quality Indicators.ġ.1 State Education Agencies (SEAs)/Local Education Agencies (LEAs) provide youth with equitable access to a full range of academic and non-academic courses and programs of study. National Standards & Quality Indicatorsīelow are the specific Schooling standards and indicators. Accessing the general curriculum: Including students with disabilities in standards-based reform. Retrieved January 19, 2006, from University of Minnesota, National Center on Secondary Education and Transition Web site: Current challenges facing secondary education and transition services for youth with disabilities in the United States. National Center on Secondary Education and Transition (2004). implement high school graduation standards and options based on meaningful measures of student learning and skills.Įxemplary schools consider the needs of all youth and implement academic and non-academic courses and programs of study that help all youth achieve successful postschool outcomes such as postsecondary education and training, employment, and civic engagement.hire and retain highly qualified staff and.provide assessment, curriculum, experiential learning, and work-based learning experiences that are universally designed in order to provide access to all students.

#Schooling professional#

implement career and technical education programs based on professional and industry standards.

implement curricula and academic programs based on clear state standards.

Schools promote student learning when they: All youth need to participate in educational programs grounded in standards and clear performance expectations and graduate from high school with a diploma that serves as a credential for accessing further education and employment opportunities.

Under the No Child Left Behind Act, all students are required to participate in assessments and accountability systems in order to ensure that (a) schools are held accountable for students’ access to the general education curriculum, (b) schools hold high expectations for all students, and (c) student achievement is improved (National Center on Secondary Education and Transition, 2004).Ĭonditions that promote positive schooling experiences are supported when all students “have access to challenging curriculum and their educational programs are based on high expectations that acknowledge each student’s potential and ultimate contribution to society” (Nolet & McLaughlin, 2000, p. Effective schooling provides individuals with the necessary tools to become productive citizens, pursue higher education and lifelong learning, engage in meaningful employment, and work toward achieving their life goals. Schooling is the process of imparting knowledge and skills to individuals through curriculum and instruction, experiential learning, and work-based learning.