From Nov. 13 through 16, Valley Regional High School had an on-site accreditation visit to evaluate the standard of education and identify areas in which to improve in the future. The evaluation was conducted by the Committee on Public Secondary Schools of the New England Association of Schools and Colleges (NEASC), and included 16 teachers and administrators from various New England schools, under chair Donald Gainey, an adjunct professor currently working with NEASC.

The school is evaluated according to seven standards, both during the visit and during a voluntary self-study leading up to the visit. These standards are core values, beliefs, and learning expectations; curriculum; instruction; assessment of and for student learning; school culture and leadership; school resources for learning; and community resources for learning. The self-study was a two-year process, through which educators and administrators at Valley evaluated their performance according to the list of standards and collected evidence that was then presented to the committee.

During the visit, committee members observed classes; spoke to students, staff, and teachers; and shadowed students in different classes.

“We’ve had informal reports that people are very impressed,” said Valley Regional High School Principal Mike Barile. “The next stage in the process is that they complete an official report and we will have been granted accreditation for the next 10 years. We’ve been told that the results of that report can be expected as early as January.”

The report will review the school’s own recommendations for improvement as listed in the self-study, and present its own suggestions.

“As part of the self study we outlined two-year and five-year plans for improvement,” said Barile. “As part of these, we are looking into the possibilities for flexibility in scheduling, increasing opportunities for teacher collaboration, and to create opportunities for teachers to collaborate within departments on best instructional practices.

“We are on a block schedule, currently,” continued Barile. “There are positive aspects to this, but it limits opportunities for staff to collaborate and meet to analyze student achievement on similar course work in order to improve approaches. It also helps to maintain that the written curriculum is the taught curriculum, and that all students can receive what they need, be it challenge, enrichment, or support.”

Barile said he’s both proud and grateful for the educators and staff at Valley, and the environment they create for students, which he believes to be one of their greatest strengths.

“We have a very committed staff, and our school culture and climate are very inclusive and respectful, which creates a welcoming and enriching environment. We are able to provide a wide variety of extra- and co-curricular activities,” he said. “There is also a very student-centered approach in the area, and a very supportive community across Deep River, Chester, and Essex for the school. This lets us have a commitment to educational excellence, and to be committed to always re-evaluating and improving to better meet students needs.”