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AIAAsc Standards

Standard 1 : School Vision, Mission, and Strategic Goals
Standard 2 : Educational Program
Standard 3 : Administrative and Facility Support Structure
Standard 4 : Student Support Services
Standard 5 : Quality Management and School Improvement


Instructions for Completing the Self-Assessment Document

This document reflects the work of the school's accreditation team. It should be used as a framework to prepare and document the school's qualifications to be accredited.

Step 1 : One year prior to the school's site visit, the school should create an accreditation steering committee and divide responsibility for the standards among the committee members. The committee should represent all stakeholders and all grade levels of the school. This document should represent the steering committee's collective work and findings and should not be the work of one individual.

Step 2 : Create a Word document structured after the standards and the indicators of this document. It is best if the steering committee would develop a separate binder for each standard. This binder is for the school's ongoing use and should not be a document that is only used for the visiting accreditation team. The school must create a soft-copy or electronic copy of this binder with all of the evidence to support compliance with each of the standards and indicators. The site visiting team will use this electronic copy of the accreditation binder. All supporting documents that are created to give evidence and compliance with each of the standards and indicators should be included.

Step 3 : Four weeks prior to the scheduled site visit, e-mail a copy of this document with all of the evidence for each of the indicators to the chair of the visiting team.

Step 4 : This document and the attached exhibits will be used by the visiting accreditation team to validate the school's self-study. The team's findings and recommendations will be based to a large degree on this document.


School and Committee Profile
School Name:
Address:
Website:
E-mail:
Phone:
Owner/s Name and Contact Information:

Prior to documentation of the Standards for Accreditation, the school must show evidence of the following:

Requirements Yes No
1. The school is licensed by or approved by the government of the country where the school is located.    
2. The school has been in operation for a minimum of one year.    

ACCREDITATION STANDARDS

Standard 1: School Vision, Mission and Strategic Goals

The school has developed a vision and mission for the future of its students that includes a view of the world that the students will enter.  The school has developed its vision and mission based on research involving all stakeholders.

Indicators and Rubrics:

1.1 World Vision:  The school's vision of a world view for all of its students is well outlined and is used to guide the mission of the school.


5

The school has developed a comprehensive vision with a world view of the global society that their students as citizens will encounter in the future.

4

The vision of the school is broad and demonstrates a general understanding of the future of a global society.

3

The vision of the school addresses the idea of a global society but does not include specific implications of the society that the students will face.

2

The vision of the school is very general and does not give specific directions for students to understand the world they will encounter upon graduation.

1

The vision of the school is either non-existent or does not address the global society that the students will encounter upon graduation.



1.2 Mission Statement: The school has developed a concise mission statement that reflects its vision and guides all instructional programs, school activities, and community outreach. The school can clearly demonstrate the process through which the mission statement was created and that it involved all stakeholders in its creation.

5

The school has developed a mission statement in cooperation with all stakeholders that is concise and is used as a "window" for all programmatic, curricular and student activities at the school.  

4

The school has developed a concise mission statement that has been developed with many stakeholders and is used periodically to direct the decisions made about the school programs.

3

The school has developed a mission statement, but it is not concise and does not provide opportunity for the mission statement to be used to guide the school's direction in all of its programs.

2

The school has developed a mission statement, but it does not address the specific mission of the school in all of its programs.   Very few stakeholders were involved in the development of the mission statement.

1

The school has not developed an appropriate mission statement that can be used to guide the decision making process for all of the school's programs.


1.3 Mission Development and Use:  The school vision and mission are clearly displayed throughout the facility,  included  in all school publications, and are reflected in and support the school's strategic goals,  guide policies, procedures, and the decision making process.

5

The mission statement is evidenced as a "living and breathing" document that is posted throughout the school, part of all school publications and it is apparent that all decisions made at the school have been made with the mission statement at the forefront.

4

The mission statement is public and most decisions of the school appear to be made with the mission statement as the guide.

3

The mission statement is periodically used in school publications, is posted at some locations around the school, and is used in some of the decision making processes.

2

The mission statement has been used sparingly and is only used occasionally as a guide for school decisions.

1

The mission statement is either non-existent or has not been meaningfully used at the school.


1.4  Measurement of  Mission Statement: The mission statement has been developed in such a way that accomplishment of the mission can be measured,  is evident in all school programs and in the school's culture.

5

All programs and curricular areas use the mission statement to measure the success of the programs and how this success leads to the importance of and accomplishment of the school mission.

4

Most of the programs use measurements that reflect the success of accomplishing the school mission and how it affects the school.

3

Some measurement is available in some programs to demonstrate that accomplishment of the school's mission will give a positive view of the future for the students.

2

The goals of the mission of the school are rarely measured in the programs.

1

The mission statement is either non-existent or measurement of the goals of the mission statement is non-existent.


1.5  Review of Mission: The school demonstrates the ongoing review, development, and promotion of the school's mission statement.

5

The mission statement is reviewed on at least a yearly basis and it is used regularly in staff meetings and other public meetings as a guide to determine how well the school is doing to accomplish its mission.

4

The mission statement is reviewed on at least a yearly basis and is occasionally used to aid as a discussion topic at school meetings.

3

The mission statement is reviewed occasionally, but on no specific time schedule and is sometimes used to aid discussions at school meetings.

2

The mission statement is only occasionally reviewed and is rarely used to promote the school's programs.

1

The mission statement is either non-existent or is not used in any meaningful way to guide the school's programs.

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Standard 1 - Comments, Commendations, and Recommendations:


Standard 2: The Educational Program


Essential to a quality student experience is the instructional process—including how the curriculum is devised, monitored, changed, and how that curriculum is delivered. The experience and qualifications of the teaching staff, ongoing professional development, use of relevant technologies, and the monitoring and encouragement of the teaching staff are vital.

The educational program is the primary focus of the school.  Included in the educational program is the curriculum development pedagogy—what a school does in the instructional process.   The program is regularly validated by both internal and external assessments of student learning.



Indicators and Rubrics:



2.1 Mission Driven: The teachers and curriculum are guided by an understanding of the school's unique mission statement.


5

The course goals for all curricular areas are written to reflect and support the school's mission.

4

Most of the courses reflect the mission of the school.

3

Some of the courses incorporate the school's mission in their design.

2

Very few of the school's curricular goals reflect the school's mission.

1

The mission is not reflected in the course design and content.


2.2 Standards Based: The curriculum is based on a clearly referenced and accepted standard which meets all governmental regulations.


5

All curricular areas meet the standards of the government, and the content of all subjects is aligned with accepted professional expectations of the specific content area.

4

The curriculum meets the standards of the government, and most curricular areas meet the professional expectations of that content area.

3

The curriculum meets the standards of the government, and some of the courses meet the professional expectations of that content area.

2

The curriculum meets the standards of the government, but only a few of the courses meet the professional expectations of that content area.

1

The curriculum does not meet the requirements of the government.


2.3 Curriculum Design: The development of the curriculum follows accepted organizational formats and follows the adoption/revision policy of the school.


5

All curricular areas are organized consistently and model professional standard formats.  The school has developed a policy for adoption/revision of the curriculum.

4

Most curricular areas are organized in the same professional format.

3

Some curricular areas are formatted in the same style, but consistency across the curricular areas is not evident.

2

Only a few of the curricular design formats are the same and it is difficult to track a pattern from one curricular area to another.

1

There is no consistent format for curricular design.


2.4 Curriculum Scope and Sequence: The curriculum demonstrates a complete scope of the subject matter (what is the total body of knowledge that each student should know about the subject matter upon graduation) and sequence (what happens at each grade level to help students to move from one level to another).


5

All curricular areas are designed with "the end in mind"—what a student should know, be, do, show at the completion of the program (or graduation), and the sequence of what should be expected at each grade level is very clear.

4

Most curricular areas are designed with "the end in mind" and the content standards are clear in most areas.

3

Some of the curriculum demonstrates the "scope" of the content area and a general expectation of the progression of the subject is demonstrated.

2

The design of the curriculum is inconsistent in scope and sequence.

1

Very little of the curriculum shows scope and sequence and there is no consistency from one curricular area to another.


2.5 Grade Specific Goals:  Each subject at each grade level has specific curricular goals.

5

Each course at all grade levels has specific content goals for that grade level and are aligned with the sequence of learning for that subject matter.

4

Most courses at most grade levels have specific content goals for that grade level and are aligned with the sequence of learning for that subject matter.

3

Some courses at some grade levels have specific content goals for that grade level and are aligned with the sequence of learning for that subject matter.

2

Few courses have grade level content expectations and alignment with the sequence of learning for that subject matter.

1

Courses are not designed with grade level expectations are not aligned with the sequence of learning for that subject matter.


2.6 Adjustment for Individual Students: Teachers demonstrate the ability to assist all students to achieve the learning objectives of each subject at each grade level, with specific interventions for students who are below or above grade level expectations.


5

All teachers demonstrate knowledge of how students learn and develop cognitively, emotionally and socially.

4

Most teachers demonstrate knowledge of how students learn and achieve the learning objectives.

3

Some teachers demonstrate the ability to understand students' learning needs and how to address these learning needs.

2

Few teachers demonstrate the ability to relate to students at their individual learning levels.

1

Evidence of teachers who understand the individual learning needs of students and how to help them learn is minimal or non-existent.


2.7 Use of Instructional Materials:  Instructional materials are current, in adequate supply and used as a resource for the curriculum and not the sole source for the development of the curriculum.


5

All teachers use a variety of instructional materials as a resource to help teach the school adopted curriculum and are collectively used in the curriculum.

4

Most teachers use a variety of instructional materials to help teach the school adopted curriculum.

3

Some teachers use a variety of instructional materials but demonstrate heavy reliance on the textbooks.

2

Very few instructional materials are used to teach the school adopted curriculum.

1

Little or no instructional materials are used by the teachers and heavy reliance on the textbooks is evident.




2.8 Teacher Qualifications: All teaching staff meet the governmental and professional requirements.


5

All teachers have appropriate professional qualifications that meet both the governmental policies and professional preparation expectations.

4

Most teachers have appropriate professional qualifications that meet both the governmental policies and professional preparation expectations.

3

Some teachers have appropriate professional qualifications that meet both the governmental policies and professional preparation expectations.

2

Very few teachers have appropriate professional qualifications that meet both the governmental policies and professional preparation expectations.

1

The teachers do not have appropriate professional qualifications that meet either the governmental policies or professional preparation expectations.


2.9 Teaching Strategies: Teachers demonstrate skill in the "art" of teaching by helping students relate the subject matter to the society in which they live, advance the learning process to higher order thinking skills, and make connections from one area of learning to another.


5

All teachers demonstrate teaching skills that are creative, challenge cognitive thinking processes and help students use higher order thinking skills (critical and creative thinking, problem framing and problem solving, intervention, memorization and recall) to understand the subject matter, how it relates to the society they face, and how the subject matter is connected to other areas of the curriculum.

4

Most teachers help students understand and use higher order thinking skills and how they are used to understand the subject matter, and how this subject matter relates to society and other subject areas.

3

Some teachers help students develop higher order thinking skills and how these skills enhance the learning process.

2

Few teachers use teaching strategies to help create a learning atmosphere for students that is creative, and teachers mostly rely on delivery of content rather than development of learning strategies to help students understand the content.

1

Most teaching is done by teachers who offer little assistance to students to help them evaluate their learning and apply it to real life situations.


2.10 Teacher Evaluation: The teachers are regularly evaluated by trained evaluators with input from students, parents and other staff members.  

5

All teachers are evaluated on at least a yearly basis by an administrator who is trained to use teacher evaluations as tools to help the teacher improve and input is included from surveys by students, parents, and other staff members to add to the evaluation of the teachers.

4

All teachers are evaluated and some assistance is given to the teachers to help improve their teaching and some use of input from students, parents and, other staff members is included.

3

The teachers are evaluated, but the evaluations do not always include specific ideas for the teacher to improve and there is intermittent use of input from any stakeholders.

2

The teachers are periodically evaluated, but not on a regular basis and the evaluations do not include suggestions for improvement or input from stakeholders.

1

Teacher evaluations are rare and there is no consistent format of the evaluation process.


2.11 Professional Development and Collaboration: Teachers are given opportunity for collaboration and participate in professional development activities to improve their teaching skills.  

5

The school has a clear professional development plan and the teachers regularly participate and benefit from ongoing training.

4

The school has a professional development program in place but could benefit from more specific training for demonstrated needs.

3

The school has a professional development program for teachers that is defined but not yet fully implemented.

2

The school's professional development program is not well organized and needs to adopt an outline of training and a schedule of training for all teachers.

1

The school does not have a professional development program for its teachers and needs to create and implement the plan and provide documentation of this prior to approval of accreditation


2.12 Teacher use of Technology:  Teachers demonstrate an understanding of the available technology resources including the use of computers and other equipment designed to bring technology into the classroom.  The teachers have taken time to research what online materials are available including those provided by the publishers of any instructional materials they may use.  The teachers have also provided opportunities for students to access online educational materials to further explore topics outside of the classroom.  The use of technology instruction is part of the professional development program.

5

Teachers are well trained in the use of technology and have implemented many electronic resources to support their students' learning in and out of the classroom.

4

Teachers are using technology in a good way but could improve their integration of technology in and out of the classroom.

3

Teachers are using technology in a very limited way.

2

Teachers are not properly trained and have limited technology resources to use.

1

No technology is used in the classrooms.


2.13 Student Assessment:  Assessment of student learning is based on the curricular goals, and is systematically used for all subjects at each grade level to determine each student's entry level knowledge, and end of course knowledge.  This information is used to modify or expand the curriculum where necessary to assure student improvement.

5

All classroom assessments for students clearly are matched to the program goals for the subject matter at each grade level.   Assessments include entry level knowledge of each student, and the program of studies is tailored to each student's level of knowledge.  End of course assessments include all content for that subject and grade level.

4

Most classroom assessments address the specific learning level of each student at the beginning of the course and the end of course assessments are tailored to measure how each student has acquired the course specific learning goals.

3

assessments usually measure the student's level of knowledge at the beginning of the course and end of course assessments measure most of the specific content knowledge that is presented in the course.

2

Assessments are given regularly but do not always measure the student's specific knowledge of the subject at the beginning of the course and the end of course assessments are not comprehensive to cover all the specific course goals.

1

Assessments are not designed to assist each student at his/her level of knowledge and do not measure the comprehensive nature of the course goals.


2.14  Assessment Design: Teachers use a variety of formative and summative  assessments to guide the instructional process.

5

Teachers use a variety of formative and summative assessments in varying formats that match the learning objectives of the course to appropriately support, verify and document learning.

4

Teachers use a variety of formative assessments in some differing formats to measure student acquisition of the subject matter and usually match the objectives of the course.  Summative assessments usually are comprehensive to the learning goals of that course.

3

Teachers periodically give formative assessments but with very little variety in the form of assessments and summative assessments measure some, but not all of the goals of the course.

2

Teachers periodically give assessments to students but the assessments do not always cover the expectations of the course goals and the summative assessments are not comprehensive.

1

Teachers give only periodic assessments for the course program goals and the assessments are not clearly designed to the course content.


2.15  External Assessment: The school uses an external, standardized assessment system to validate the performance of all students and how the results of the school's internal assessments are validated by national and/or international norms.

5

The school has adopted an external assessment system from a company or organization that has been determined to have reliability and validity and is used yearly to compare the performance of the students with national and/or international norms.

4

The school has adopted an external assessment system from a company or organization that has been determined to have reliability and validity that is sometimes used to compare the performance of the students with national and/or international norms.

3

The school has adopted an external assessment system but the system has not been determined to have validity and reliability and only occasionally is used to compare the performance of the school's students with national and/or international systems.

2

The school has adopted an external assessment system but has not determined that it is valid and reliable and is rarely used to compare the performance of the school's student with national and/or international norms.

1

The school has not adopted an external assessment system.


2.16  Student Performance Communicated: Student performance is regularly documented and shared with students and parents, including examples of the work completed by the students.

5

All teachers keep accurate records of all student work (assessments, assignments, projects) and these are regularly shared with students and their parents

4

Teachers usually keep records of all student work and usually share these records with students and their parents.

3

Teachers keep most of the evidence of student performance and sometimes make this evidence available for students and parents.

2

Teachers only occasionally have documented the students' work and make this available to students and their parents only occasionally.

1

Teachers rarely document the work of students and have no process to share this work with students and parents.

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Standard 2 - Comments, Commendations, and Recommendations:


Standard 3: Administrative and Facility Support


The learning opportunities made available to students will be enhanced by a well- defined and organized administrative support structure.  It is important that the administrative functions and responsibilities are communicated to all stakeholders.   The facilities and resources of the school and the atmosphere that is part of the learning environment will help determine the adequacy of learning opportunities for students.  The school ownership and the financial resources available for the school program will assure continued success of operations.


Indicators and Rubrics:


3.1 Organizational Chart: The school has developed and published an organizational chart that outlines the administrative structure of the school and has developed position descriptions for all employees.

5

The school has a clearly defined organizational chart that shows a very clear "chain of command" for all staff members and corresponding position descriptions for all employees.

4

The school has an organizational chart, but it is not always a clear "chain of command" and has position descriptions for most employees.

3

The school has a conceptual organizational chart that is not clear as to "who answers to whom" and has position descriptions for some employees.

2

The school does not have a clear organizational chart and has limited position descriptions.

1

The school does not have an organizational chart and very few, if any, position descriptions.


3.2 Stakeholder Input:  The school has a process for receiving input from all staff members, students and parents regarding school policies and operations.

5

The school has a very well defined process to receive input from all stakeholders and demonstrates that this input is considered when making all decisions that affect the school and the stakeholders.

4

The school usually seeks input from most stakeholders into the decisions made by the school administration and this input is usually considered when making decisions that affect the school community.

3

The school sometimes seeks input from stakeholders about decisions made by the administration and sometimes considers that input in making decisions.

2

The school only occasionally seeks input from stakeholders about school decisions and does not regularly consider input from stakeholders when making school decisions.

1

The school does not seek input from stakeholders when making decisions about the school programs.


3.3 Staff Meetings: Staff meetings to discuss policies, procedures and general information are conducted on a regular basis.

5

The school has staff meetings on at least a monthly basis that are used as information for the staff, discussion of policies and procedures, and for professional opportunities for discussion and development.

4

The school has staff meetings and usually these are for both giving of information and professional growth for the staff.

3

The school has staff meetings periodically, and they are mainly for giving information to staff members.

2

The school does not have regular staff meetings and does not regularly give information to staff about policies and procedures.

1

The school rarely has staff meetings.


3.4 Student Code of Conduct: The school has developed and made available for all shareholders a code of conduct for students, including a process for progressive discipline.

5

The school has developed a code of conduct that is shared in written form with all students and their parents, regarding student behavioral expectations, consequences of violation of these behavioral expectations, and clear communication of the progressive discipline options for violations of the code of conduct.  The understanding of this code is acknowledged by a signed statement from each student and his/her parents.

4

The school has developed a code of conduct for students and is usually shared with parents and students.

3

The school has developed a general concept of a code of conduct and it is usually available to students and their parents when requested.

2

The school has a very general code of conduct but without specifics and/or information about the consequences of the violation of this code of conduct.

1

The school has not developed a code of conduct.


3.5 Appeals and complaints: The school has developed and made available for all stakeholders a policy and procedure for any appeals or complaints from any stakeholder.

5

A written policy for appeals and/or complaints from any stakeholder has been developed and made available for all stakeholders and gives very clear directions as to how to file the appeal/complaint, procedures to follow and the responsibility of the school to respond.  The procedure aims to have the appeal/complaint handled at the lowest level possible and indicate that unless the appeal/complaint alleges a violation of a governmental law or violation of an accreditation standard, the decision of the school administration is final.

4

A policy for appeals and/or complaints from any stakeholder has been developed and is available for most stakeholders and has directions for responding to the complaint.  The procedure includes a statement that unless the appeal/complaint alleges a violation of a governmental law or violation of an accreditation standard, the decision of the school administration is final.

3

A policy for appeals and/or complaints has been developed and available when requested and has general guidelines for any stakeholder regarding the process of handling the appeal/complaint.

2

The stakeholders have partial information for the process of filing an appeal and/or complaint, but the policy has not been clearly written and is only available when requested.

1

The school does not have a policy for stakeholders who want to file an appeal and/or complaint.


3.6 Policies and Procedures: The school has developed and made available for all stakeholders policies and procedures manuals for staff and students that clearly outline all school expectations.

5

The school has developed a manual for staff that includes all information necessary for employment, staff expectations for personal conduct, expectations for working with students, and general school policies and procedures.  The school has a signed statement from each staff member acknowledging agreement with these policies.  Additionally the school has developed a manual for students and their parents explaining enrollment qualifications and procedures, expectations and the consequences of violating these expectations, and general school policies and procedures.   The school has a signed statement from each student and his/her parents acknowledging agreement with the policies.

4

The school has developed policies and procedures manuals for staff and students that list the expectations for each group and has made these available for all stakeholders.

3

The school has developed general policies and procedures for all staff and students and these are available upon request for any stakeholder.

2

The school has general policies and procedures for staff and students but they are not organized in policies and procedures manuals and not generally available for stakeholders.

1

The school has not developed policies and procedures for all staff and students.


3.7 School Finances: The board/owner(s) of the school have supplied a budget reflecting adequate resources to assure the school's continued operation, professional development, and growth.

5

The school is well financed by the school board/owner(s) and has developed a budget to provide for all educational programs, instructional resources, staff professional development, supplies and upkeep of facilities to assure that the educational program will be offered and maintained with a high quality.

4

The school is generally funded by the school board/owner(s) providing ongoing support for the program, instructional resources, supplies and upkeep of facilities and this information is usually available.

3

The school has general funds available for the program, instructional resources, supplies and upkeep of facilities and when funds are available, the school can access these resources.

2

The school has funded some of the needed program, instructional resources, supplies and upkeep of facility needs.

1

The school has very limited financial resources available for needed operation and upkeep of the school.


3.8 Financial Management: The school financial accounts are properly managed by a qualified accountant or bookkeeper on a regular basis.

5

The school financial records are managed by a qualified accountant or bookkeeper and are reviewed on an annual basis.

4

The school financial records are managed by a qualified accountant or bookkeeper, and are reviewed on an "as needed" basis.

3

The school financial records are managed by a staff member who understands financial reporting procedures.  Reviews are not completed on a consistent basis.

2

The school financial records are controlled by a staff member, but the staff member is not trained in how to properly handle financial reporting procedures.  Reviews are rarely completed.

1

The school financial records are incomplete.


3.9 Student Safety: The school has developed a comprehensive safety plan, ongoing procedures that assure that all physical facilities and grounds are safe for students, and an emergency response plan to guide all staff and students of proper procedures to follow.

5

The school has developed and made available to all staff and students, a written safety plan and an emergency response plan that includes directions for procedures to follow in any emergency and has published this plan—including monthly fire drills. Fire escape routes are posted in all classrooms or any area where students and staff are present. Further the school has ongoing procedures to assure that all physical facilities and grounds are safe for students.

4

The school has developed a written emergency response plan and  safety plan that is available for students and staff on request that has general procedures for any emergency and conducts regular fire drills for staff and students.

3

The school has general information for staff and students on procedures for any emergency and conducts fire drills occasionally.

2

The school has some information available for procedures during emergencies but very rarely conducts fire drills for staff and students.

1

The school does not have a plan for the procedures to follow in the instance of any emergency and does not have fire drills for staff and students.


3.10 Facility Cleanliness and Upkeep: The school facility is adequate to meet the educational objectives of the program and has a regular schedule of cleaning and maintenance to repair any furniture, equipment or damage to the facility.

5

The school has developed maintenance and upkeep schedules for all buildings and equipment and this schedule is followed consistently and monitored by a school administrator to assure that all facilities, furniture, and equipment consistently are in good repair and demonstrate "pride" in the school.

4

The school has developed a maintenance and upkeep schedule that is usually followed by the staff and is monitored by an administrator on a semi-regular basis.

3

The school makes efforts to assure that the school facilities, furniture and equipment are maintained appropriately, but does not have a regular schedule for monitoring the maintenance.

2

The school facilities are occasionally cleaned and the furniture and equipment are repaired some of the time.

1

The school facilities are not well maintained and a regular expectation of the upkeep of the facilities, furniture and equipment is not apparent.  

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Standard 3 - Comments, Commendations, and Recommendations:


Standard 4: The Student Support Services


External to the classroom, a multitude of services are provided to support student success.   These services include availability of up-to-date media resources and integration of technology in the curriculum.  Assistance is given for students who are performing below or above grade level.   The school also has available counseling services or referral information to families needing the support.  The school has a health room that is available for students who become ill or are in need of medical attention and that is staffed by a qualified health care provider.  Further, the school makes available for students co-curricular activities and opportunities for community involvement and service.


Indicators and Rubrics:


4.1 Adequate Funding: Program coordination and adequate resources have been provided for all school/student services that are external to, but support the classroom instruction.

5

The school program includes several support services including counseling, media center, health room, co-curricular activities and community service opportunities.

4

The school program includes some support services and necessary funding to enhance the curricular program of the school.

3

The school program has a few support services and some funding to assure that these programs are implemented.

2

The school has very few support services offered in the total program.

1

The school has very little or no support service programs to enhance the classroom instruction.


4.2  Support Staff: An adequate number of qualified personnel have been provided to administer the school/student services.

5

The school/student support services are staffed by qualified educators with specialized training in the area of support services for which they have been employed.

4

The school/student support services usually have staff members assigned to assist and most staff  assigned are professionally qualified in the area for which they have been employed.

3

The school/student support services are offered intermittently throughout the school and some of the programs have staff members assigned to carry out the programs.

2

The school/student support services are only occasionally offered and very few specific staff members assigned to oversee them.

1

The school has little or no school/student support services as part of the program.


4.3 Availability of Technology: Current technology resources are used to improve student learning, are evident throughout the school, and students are provided opportunities to use technology inside and outside the classroom through online resources.

5

The school has made significant investments in technology throughout the school to aid in student learning and these technologies are being used effectively with the students by teachers and other staff members.

4

The school has technology that is being used by students and teachers but on a limited basis.

3

The school has technology but it is not being effectively used.

2

The school has limited technology in the school available to teachers and students.

1

The school does not use technology in the school.


4.4 Student Records and Transcripts: Student progress is regularly reported to students and parents or guardians and a permanent record and transcript is maintained for all students.

5

The student permanent records and transcripts are complete, maintained according to generally accepted procedures with transcripts maintained in a fire-safe location or backed up electronically. Transcripts are maintained for a minimum of five years after the student has graduated or transferred to another school, and parents or guardians are provided access  to these records upon request.

4

The student records and transcripts are mostly complete, transcripts are maintained in a fire-safe location or backed up electronically and parents or guardians have access to these records upon request.

3

The student records and transcripts are sometimes complete, transcripts are maintained and parents or guardians have access to these records upon request.

2

The student records and transcripts are not created according to any specified procedure and they are not maintained on a regular basis.

1

The school has no policy or procedure on how student records and transcripts are completed or maintained.


4.5 Grading Policy:  The school has a clearly defined policy for grading and granting of grade completion or credit.

5

The school has developed a grading policy which gives guidance for all teachers to help determine what comprises appropriate and consistent assignment of A, B, C, D, and F grades according to a standardized scale.   The school has a policy for evaluation of and acceptance of credits in transfer from other accredited and non-accredited schools.

4

The school has a grading scale which is used by most teachers in assigning grades to student work.  The school has a general policy on acceptance of grades in transfer from other schools.

3

The school lists general expectations for teachers to use in assignment of grades for student work and has a general understanding of how to evaluate and accept transfer credits from other schools.

2

The school gives general instructions to teachers to be consistent in their assignment of grades for student work, but does not monitor the grading to assure consistency.

1

The school does not provide any guidance for teachers in how grades are to be assigned for student work and does not have a policy for acceptance of transfer credits from other schools.


4.6 Counseling Services:  Academic guidance and counseling services are made available for all students to assist them in planning a course of study that will prepare them to meet their future goals for career and study, and a referral process for community resources is made available.

5

The school has a complete guidance and counseling program that assists students with course planning, guidance in preparation for "next steps" after high school graduation, and a complete list of community resources for students or their families who need further services beyond what the school can provide.

4

The school program provides assistance for students in their course planning and career preparation after graduation.   The school provides information about community resources available for students and their families.

3

The school provides general information about academic preparation for high school and opportunities after graduation, as well as some information about community resources when requested.

2

Information for students and their families regarding academic choices and planning for the future is very limited and there is no specific program offered by the school for academic guidance and counseling.

1

Students are provided little or no assistance with academic guidance and counseling.


4.7 Health Room: The school has an adequately furnished health room for students and an updated health plan to deal with student needs.

5

The school has a health room that is fully equipped with emergency medical supplies, provides privacy, and staffed by a qualified medical professional and available for all students.

4

The school has a health room that is generally equipped with emergency medical supplies and has access to qualified medical personnel on an as/needed basis.

3

The school has a health room that is sparsely furnished and a staff member is assigned to monitor the room and help provide medical assistance when needed.

2

The school does not have a health room for medical emergencies but does provide minimal information for staff on how to handle medical issues that arise.

1

The school does not have a program to handle medical emergencies and students do not receive any medical assistance when needed.


4.8 Community Service: The school engages students, parents, and teachers in community service projects.

5

The school strongly emphasizes the importance of community service; students are required to complete some community service project before graduation, and opportunities are provided for all stakeholders to be involved in community activities.

4

The school emphasizes the importance of community service and opportunities are provided for all stakeholders to be involved in some community service.

3

The school recommends community service projects for students and their families, but has no specific requirement for involvement.

2

The school addresses the importance of community service but only refers to it as a recommendation for students.

1

The school does not provide any information on community service and does not have any expectations of students to become involved.

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Standard 4 - Comments, Commendations, and Recommendations:


Standard 5: Quality Management and School Improvement


A school must have an internal system for quality management.  The organization is committed to conducting a comprehensive and continuous evaluation for educational and administrative domains to identify areas of strength and assure sustainability, as well as areas of weakness and work on improvement.   A School/Student Improvement Plan is developed after the school has completed a comprehensive school/student profile that indicates the nature of the students the school serves, the community in which the school exists and the performance of students.  This profile is then used to develop the School/Student Improvement Plan that has goals that if accomplished will demonstrate improvement for all students.  When students improve, the school improves.  All school improvements must be centered on student improvement.


Indicators and Rubrics:


5.1 School/Student Profile:  The school/student profile contains comprehensive information about the community, the staff, the students and student performance and growth in the curricular program. The profile information is used to develop the school/student improvement plan.

5

The school has developed a thorough school/student profile to discover as much information as can be accumulated about the students, their performance, the program, the staff, the community and any other information that would assist the school in discovering the greatest student needs for the school/student improvement plan.

4

The school has developed a school/student profile that provides much information about the nature of the students, the school and the community and provides assistance for development of the school/student improvement plan.

3

The school has some general information about students and their performance and some general use of this information is used in development of the school/student improvement plan.

2

The school has only minor information about the students and their performance and the information is only used minimally in the school/student improvement plan.  

1

The school has not developed a school/student profile.


5.2 Goals: The school/student profile directs the goals in the School/Student Improvement Plan and has goals that are aimed at growth in student performance.

5

The school has used the school/student profile to pinpoint specific improvement goals that will help all students improve in a specific area (academic or social) and lists expectations for growth and how the growth will be measured.

4

The school has referred to the school/student profile as it developed the school/student improvement plan and has used some of the information to develop the plan.

3

The school has referred to the school/student profile but has developed the school/student improvement goals that are not verified by information validated in the profile.

2

The school/student improvement plan has general goals that do not have a basis in the school/student profile and do not address student growth.

1

The school has not developed goals for student improvement in the school/student improvement plan.



5.3 Strategies: The strategies listed to accomplish the goals are worthy of the school's efforts.

5

All strategies in the school/student improvement plan are developed in terms that are goal driven and the end result of the goals, if they are successful will be student improvement.

4

The strategies in the school/student improvement plan, if successful will usually result in student growth and improvement.

3

The strategies in the school/student improvement plan are worthwhile but do not assure student growth and improvement if the goals are accomplished.

2

The strategies in the school/student improvement plan are very general and have very little correlation to expected student growth and improvement.

1

The strategies in the school/student improvement plan are either very general or have no relation to expected student growth and improvement.



5.4 Measurements:  The school/student improvement plan has incorporated systematic validation by internal and external (Standard 2.15) assessments.

5

The school/student improvement plan has timely internal validation on a regular basis and systematic external validation to assure that the goals are being met and the information is used to update the strategies of the plan.

4

The school/student improvement plan has periodic internal validation and this information is often used to refine the plan.

3

The school/student improvement plan is sometimes validated by assessments on the progress of meeting the goals.

2

There is very little coordination of the school/improvement plan and validation is rarely if ever used.

1

There is no internal or external validation of the progress of the school/student improvement plan.


5.5 Stakeholder Involvement: The school/student improvement plan has engaged all stakeholders in its development and in the strategies to assure the success of the goals.

5

The school has actively involved all staff, families and community to assist in the development of school/student improvement goals.

4

The school has involved all staff, some families and community members to give input into the school/student improvement plan.

3

The school has involved some staff, families and community to give input into the school/student improvement plan.

2

The school has had only minimal involvement from staff, families and community to develop the school/student improvement plan.

1

The school/student improvement plan was developed with very little input from the stakeholders, and was created by a small group of administrators or staff.


5.6 Timelines: The school has developed timelines for the goals in the school/student improvement plan with short term, mid-term and long range targets.

5

The school/student improvement plan has specific short term, mid-term and long range goals that are realistic and can be used as a reliable and regular measurement in the plan.

4

The school/student improvement plan has general goals that usually lead to validation of improvement demonstrated by accomplishment of the goals.

3

The school has long range goals for demonstration of success in the school/student improvement plan and only general short term and mid-term goals.

2

The school/student improvement plan has generalized goals with no specific expectations as to when and how successful the plan is to improve student performance.

1

The school/student improvement plan is very limited and has no specific goals to demonstrate success for the plan.


5.7 Sustainability:  Clear plans are set for continued quality management with strategies, time lines and responsibilities to assure the implementation of the school goals.  

5

The school has developed a thorough school/student profile to discover as much information as can be accumulated about the students, their performance, the program, the staff, the community and any other information that would assist the school in discovering the greatest student needs for the school/student improvement plan.

4

The school has developed a school/student profile that provides much information about the nature of the students, the school and the community and provides assistance for development of the school/student improvement plan.

3

The school has some general information about students and their performance and some general use of this information is used in development of the school/student improvement plan.

2

The school has only minor information about the students and their performance and the information is only used minimally in the school/student improvement plan.  

1

The school has not developed a school/student profile.

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