Accreditation SAIS-SACS. guidebook. Version: February 5, 2008

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1 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 1 Accreditation SAIS-SACS guidebook Version: February 5, 2008 SAIS-SACS ACCREDITATION IS ADMINISTERED BY: Southern Association of Independent Schools 1866 Southern Lane, Suite 107, Decatur, GA Phone (404) Fax (404)

2 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 2 Table of Contents SAIS Staff... 3 SAIS Board of Trustees...3 SAIS Accreditation Committee... 4 Introduction... 5 SAIS-SACS Accreditation... 6 Timeline/Check List... 6 The Self-Study... 8 Sample Self-Study Format The Response to Standards & Indicators The Team Visit Visiting Team s Report, Evaluation, and Review The Visiting Team: What to Provide/Expect Sample SAIS-SACS Accreditation Timeline Sample Schedule for an SAIS Accreditation Team Visit Certificates of Accreditation Two-year Report Notification of Change of Head Notification of Crisis Re-accreditation Standards & Indicators With Commentary... 16

3 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 3 SAIS Staff President: Stephen Robinson, Ph.D. steve@sais.org Vice President: Lori Spear, CAE lori@sais.org Accreditation Manager: Michelle Langer michelle@sais.org Administrative Assistant: Martha Jondle Martha@sais.org SAIS Board of Trustees CHAIR Margaret Sissy Wade, Head of School Franklin Road Academy 4700 Franklin Rd Nashville, TN Sandra Adams, Head of School The Summit School 2100 Reynolda Rd Winston-Salem, NC Bob Chambers, Headmaster Athens Academy P.O. Box 6548 Athens, GA Archie Douglas, Headmaster The Montgomery Academy 3240 Vaughn Rd Montgomery, AL Peter Jernberg, President Jackson Academy P.O. Box Jackson, MS Jill Muti, Head of School Ashley Hall 172 Rutledge Ave Charleston, SC Kay Betts, Head of School Episcopal High School of Baton Rouge 3200 Woodland Ridge Blvd Baton Rouge, LA Theo Coonrod, Head of School Saint Mary's School 900 Hillsborough St Raleigh, NC Keith Evans, Head of School Collegiate School 103 North Mooreland Rd Richmond, VA Mike Murphy, Headmaster Shorecrest Preparatory School 5101 First Street NE St Petersburg, FL Marcia Prewitt Spiller, Head of School The Children's School 345 Tenth St NE Atlanta, GA Kirk Walker, Headmaster McCallie School 500 Dodds Ave Chattanooga, TN 37404

4 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 4 SAIS Accreditation Committee CHAIR Bob Chambers, Headmaster Athens Academy P.O. Box 6548 Athens, GA Kay Betts, Head of School Episcopal High School of Baton Rouge 3200 Woodland Ridge Blvd Baton Rouge, LA Barbara Daush, President St. Agnes Academy-St. Dominic School 4830 Walnut Grove Rd Memphis, TN Jeff Jackson, Head of School Mount Vernon Presbyterian School 471 Mt Vernon Hwy NE Atlanta, GA Doreen Kelly, Head of School Ravenscroft School 7409 Falls of the Neuse Rd Raleigh, NC Jill Muti, Head of School Ashley Hall 172 Rutledge Ave Charleston, SC Kirk Walker, Headmaster McCallie School 500 Dodds Ave Chattanooga, TN Bob Brigham, Assistant Head of Academic Affairs Rabun Gap-Nacoochee School 339 Nacoochee Dr Rabun Gap, GA Archie Douglas, Headmaster Montgomery Academy 3240 Vaughn Rd Montgomery, AL Myron Harrington, Executive Director Palmetto Association of Independent Schools PO Box Charleston, SC Mike Murphy, Headmaster Shorecrest Preparatory School 5101 First Street NE St Petersburg, FL Pat Taylor, Headmaster Jackson Academy PO Box Jackson, MS Therese Williams, Superintendent of Schools Catholic Schools Diocese of Nashville 30 White Bridge Road Nashville, TN 37205

5 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 5 Introduction This guidebook is designed to provide SAIS member schools important information and direction as your Independent School undertakes the SAIS-SACS accreditation process. If your school is a member of both organizations, you are able to seek accreditation from SAIS and SACS in a single process. In this way, you incur the expense and investment of only one visit per fiveyear accreditation cycle, adhering to standards/indicators designed to meet the specific needs of the Independent School. Although this document is meant to be comprehensive, it is not exhaustive. Please use it as a guide and timeline for scheduling and completing the steps toward accreditation. Schools participating in the SAIS-SACS process should communicate and work directly with SAIS in all aspects of preparation, and we invite you to contact the SAIS office with questions. Schools currently affiliated with SACS will no longer work with the state SACS office for accreditation efforts, and you will report on your compliance as requested directly to the SAIS office. I trust that this process will be beneficial to your school and the constituents that you serve. Thank you for your continuing efforts on behalf of Independent School education, and the children that benefit. Sincerely, Stephen Robinson, Ph.D. President Southern Association of Independent Schools

6 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 6 Timeline / Check List SAIS-SACS Accreditation 1. A school seeking accreditation from SAIS-SACS is considered a Candidate School. 2. The Candidate School must be a member of both SAIS and SACS before submitting the Request for Participation (RFP) form online, which can be found at under the accreditation tab. 3. The SAIS-SACS Guidebook outlines the accreditation process for the Candidate School. 4. Optional: Candidate School Accreditation Coordinator and key staff attend accreditation workshop hosted by SAIS. Schedule and registration available at under the workshops & events tab. 5. The Candidate School must complete the RFP online at at least one year prior to the requested team visit date. 6. SAIS will respond within 30 days of receipt of the RFP. If a response has not been received within 30 days, please contact Michelle Langer at SAIS at (404) or michelle@sais.org. 7. SAIS confirms with the Candidate School a team visit date and assigns the chair of the visiting team. 8. The Candidate School can and should begin its self-study as soon as possible upon deciding to seek SAIS-SACS accreditation. Additional guidelines for the self-study are found on page 8 of this guidebook. 9. The Candidate School will make an initial contact with the appointed chair. The school may also contact SAIS at any time during the process when assistance or guidance is needed. A facilitator is not necessary for the SAIS-SACS process, but SAIS will assist with the identification of one if requested. Although the chair will assist schools with logistical questions regarding accreditation, the school should not expect the chair to function as a facilitator of the process. 10. The chair makes a preliminary visit to the school to check for compliance with the standards/indicators. In most cases the preliminary visit will occur before the school completes the self-study. This preliminary visit must occur six months to one year prior to the team visit. 11. The Candidate School provides the chair with a copy of the school s initial response to the standards/indicators at least two weeks prior to the chair s preliminary visit. 12. Visiting team members will be assigned by SAIS, in consultation with the visit chair. If desired, the Candidate School may recommend team members with particular expertise related to the school s programs. 13. At the beginning of the semester the school is to be visited, SAIS will invoice the school for the accreditation fee. This fee includes the chair s honorarium, which will be paid to the chair by SAIS at the completion of the school s accreditation process. Visiting team members do not receive an honorarium. 14. The Candidate School must forward a copy of its self-study and final responses to the standards/indicators to the chair and visiting team members at least four weeks prior to the team visit. The self-study may be sent via or regular mail. Many schools also post the selfstudy on the school website.

7 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page The chair and Candidate School should work together to schedule and facilitate the logistics of a successful team visit. 16. During the team visit the Candidate School should provide access to any and all supporting materials and documents related to ensuring compliance with the standards/indicators. Compliance with the standards is represented by satisfactory response to all indicators. 17. During the team visit the Candidate School should provide appropriate access to staff, students, parents, and other constituents to ensure compliance with standards/indicators. 18. Immediately following the visit, all travel expenses of the team and chair should be paid through the school s normal reimbursement process. The expenses should be reimbursed directly to the team members and the chair. 19. Within 21 days of the team visit, the chair will the visit report to SAIS. The visit report will contain the visiting team s recommendation regarding accreditation. Additionally, the chair will forward to SAIS the school s responses to standards/indicators and its self-study. 20. SAIS will forward the visit report to the Head of School and the Board Chair. The school will then have ten days to respond to the report before SAIS takes any action regarding the school s accreditation status. A response from the school is not required. 21. After a response from the school or 10 days, the SAIS Accreditation Committee will act upon the accreditation recommendation of the visiting team. Following this final approval by the SAIS Accreditation Committee, the Candidate School will receive its accreditation. 22. A certificate of accreditation from SAIS will be sent to the newly accredited school, typically within 90 days after the team visit. The SACS certificate of accreditation will be sent separately from the SACS office. 23. Accredited schools will submit a report to SAIS two years after the team visit. This report is to ensure continued compliance with standards/indicators and to document efforts made in addressing the visiting team s recommendations. 24. Accredited schools are required to host a visiting team every five years to maintain their accreditation. 25. Accredited schools must maintain membership in both SAIS and SACS. 26. Accredited schools must abide by SAIS and SACS policies and procedures. 27. Accredited schools must notify SAIS in a timely manner of a change of Head of School or any crisis which may impact the school s ability to maintain the standards of accreditation.

8 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 8 The Self-Study A School s self-study is a self-study report that is the culmination of a process of self-evaluation used for accreditation purposes. The self-study report is the component in the accreditation process that allows the school to present to the visiting team and SAIS documented evidence to validate compliance with SAIS-SACS standards; plans and progress in the area of school improvement; and methods to ensure quality assurance. It not only represents a snap shot view of where the school is at that time in its history, but also provides a perspective of where the school has been and a plan for where the school will go in the future. The self-study process should be a comprehensive and inclusive undertaking within a school. Although typically facilitated by a school Accreditation Coordinator, all stakeholders in the school should be involved at some level in its development. The more comprehensive the involvement of the entire school community, the better the self-study. This process should include input from faculty, staff, students, parents, trustees, alumni, and any other significant stakeholder. Assessment and evaluation processes such as surveys or focus groups should be used as appropriate. It is also important to consider longitudinal data and historical trends. Although these methods do not provide an exhaustive list of potential data gathering techniques, it is important for the school to understand that the self-study process must include supporting data and documentation to support the understanding of the school. The self-study report should be a comprehensive yet concise document that clearly articulates the school s mission and beliefs, profile, plan for improvement, and the evaluation process utilized to ascertain that improvement is occurring. Although a school maintains the freedom to convey these points in the format of its choosing, it should be kept in mind that this document will be the basis for the visiting team s understanding of the school. It should be written in a manner that will allow the visiting team members to develop a good understanding of the school and the self-study process that has been undertaken. Another very important component of the self-study is the presentation of the data to support the narrative assertions. The findings presented to the visiting team should be supported by various data elements such as survey results, test scores, placement results, or other items representing student achievement gains. Understandably all facets of the school s programs are not quantifiable, so qualitative support is appropriate. The important understanding on this matter is that the results and findings should come from evidence that is documented and this documentation should be referenced in the self-study narrative. Obviously the key findings of the data are reported in narrative form in the selfstudy, along with key data elements that help with understanding. However, in order to make the selfstudy manageable and readable, much of the data will appropriately be represented in the Appendices or as items available for review during the team visit. Schools may choose several approved processes for the basis of determining current status and for their continuous improvement planning. The School Improvement Process, School Renewal Process, or a comprehensive strategic plan may serve as the basis of the self-study. Alternative processes are acceptable as long as it is a self-study method approved by SAIS, SACS, or NAIS. If a school chooses to use an alternative self-study method not currently recognized by SAIS, SACS, or NAIS, a request must be submitted along with your Request for Participation form to SAIS outlining the proposed method. The continuous improvement plan of the school should be represented in four critical areas. The vision is a clear and compelling purpose communicated through the school s vision and mission statements, beliefs, and core values. The profile should include clear, comprehensive information representing the current status of the school as reflected by student performance data, stakeholder perspectives, community characteristics, and analysis of strengths and limitations in the areas of student learning and

9 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 9 school performance. The strategic plan should be based on an analysis of pertinent data, research of best practices, and alignment with generally accepted expectations for student learning at schools with similar missions. The results are documented evidence demonstrating attempts and modifications of strategies that resulted in continuous progress in the school s mission and student achievement gains related to the school s mission. Send a copy of the self-study report to your chair and each visiting team members at least four weeks prior to your team visit to ensure that your visiting team has adequate time for review prior to the team visit. It is also important to consult regularly with the chair in advance of the team visit. The school is responsible for maintaining the master copy of their self-study. The Accreditation Coordinator The accreditation coordinator serves as the liaison between SAIS and the school throughout the accreditation process. This person is responsible for submitting all necessary accreditation materials per the stated guidelines. The accreditation coordinator may or may not be the Head of School. Additional tasks of the accreditation coordinator are determined by the school. The accreditation coordinator also serves as the primary contact for the school s chair and visiting team and manages the visit logistics. The majority of communication from SAIS regarding the school s accreditation process will be directed to the accreditation coordinator via .

10 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 10 Sample Self-Study Format Section One Introduction and Overview of the Process o Cover letter to visiting team o Executive Summary (1-3 page summary of the past 5 years) o Overview of the process utilized to develop the self-study Section Two Current Status o Response to previous visit recommendations (re-accreditation only) A school that is completing its five-year re-accreditation should provide a response to the previous visiting team s recommendations. o Analysis of compliance with standards A succinct written statement of your current status regarding the standards. Provide evidence verifying the school s compliance with standards. Section Three Continuous Improvement o Vision (2-3 page narrative) Mission and Beliefs Summary of process used to develop and assess mission and beliefs (retreats, surveys, etc.) o Profile Brief history Leadership structure (organization chart, job descriptions, etc.) Demographics and community characteristics Stakeholder perspective and involvement Faculty surveys Parent surveys Student surveys Data-based school improvement (test scores, survey results, etc.) o Plan (insert current plan) Summary of the cumulative strategic planning process Current master strategic plan o Results (necessary documentation) Your results are documented evidence demonstrating successful implementation of strategies that resulted in accomplishment of the school s mission and student achievement gains to the school s mission. Section Four Quality Assurance (2-3 page narrative) Describe the methods employed to provide quality assurance. How does the school ensure that the plan for improvement is enacted, monitored, and analyzed on a continuous basis? How does the school communicate the results of its efforts to improve student learning? How does the school manage internal systems, organizational planning, scheduling, evaluation systems, and allocation of resources to ensure they effectively serve and enhance student learning?

11 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 11 The Response to Standards and Indicators It is important to provide evidence of adherence to the SAIS-SACS standards. This is accomplished by providing evidence to each of the indicators that relate to a given standard. Please write a short statement for each indicator providing evidence of compliance. You may request from Michelle Langer (michelle@sais.org) at the SAIS office an electronic version of the standards and indicators. Upon completion of the responses to the indicators, forward them to the visiting team chair not less than two weeks prior to the preliminary chair visit. Additionally, send completed responses along with a copy of the self-study to all visiting team members no less than four weeks prior to the team visit. The Team Visit The visiting team will consist of no fewer than five peer educators. SAIS will assign the chair and will select the team members in consultation with the chair. The school shall be responsible for all travel expenses of the visiting team members and chair. Team member expenses shall be paid through the school s normal reimbursement process. Additionally, when invoiced, the school will remit to SAIS an accreditation fee, which will cover the chair s honorarium. Visits must be a minimum of two and one-half days in length. It may be longer if the chair and the Head of School feel more time is necessary. The visiting team chair will determine, in consultation with the Head of School, the most appropriate visitation schedule and format. A typical visit will begin at noon on day one and conclude no earlier than 3:00 pm of day three. Meal arrangements and transportation details will be arranged by the chair and Head of School, and communicated clearly to the visiting team members well in advance of the team visit. The school must provide the visiting team an adequate work space in which they can examine evidence, deliberate, and construct the final report. This space should be adequate to carry out the work of the team and, given the confidential nature of the visiting team s work, should not be accessible to the school s staff without permission from the chair. Necessary equipment and supplies for the work space should be determined in consultation with the chair. Visiting Team s Report, Evaluation, and Review Within 21 days of the team visit, the chair will the visit report to SAIS, along with the school s responses to standards/indicators, and its self-study. While the visiting team members should review the draft visit report for accuracy, the final report must be sent directly to SAIS from the chair. The visit report will contain the visiting team s recommendation regarding accreditation. SAIS will forward the visit report to the Head of School and to the school s Board Chair. The school will then have 10 days to respond to the report before SAIS takes any action regarding the school s accreditation status. A response from the school is not required. After a response from the school or 10 days, the SAIS Accreditation Committee will act upon the accreditation recommendation of the visiting team. Following this final approval by the SAIS Accreditation Committee, the Candidate School will receive its accreditation.

12 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 12 The Visiting Team: What to Provide/Expect A work room that is sufficient to allow the team to review materials and conduct confidential discussions, and work on the final report Computer access --- find out if team members will bring their own laptops or if you will need to set up access to school laptops or computer lab Water, coffee, snacks (for appropriate number) you may want to check with the individual team members in advance to get their specific drink/dietary requests Directions to hotel, restaurants, any other place team is expected to go you should also include very specific parking instructions for your campus and how to get to the team room from the parking lot Some items the team might find useful are listed below. In most cases, a single copy of each available in the team room would be sufficient. School publications yearbooks, magazines, newsletters, etc Admissions materials brochures, application, guidelines, etc Curriculum guides Strategic plan Extra copies of the self-study Student handbook Staff handbook Parent handbook Board policy manual Any other policies & procedures documents Campus map Surveys conducted with complete demographic data Written response to indicators and any materials referenced therein School calendar Organizational chart Job descriptions College profile info Mission statement Marketing plan Crisis plan Professional development plan Faculty/staff directory Alumni surveys Your school s expense reimbursement form (a copy for each person) IN ADVANCE OF THE VISIT, the SCHOOL ACCREDITATION COORDINATOR should: Let the team know what meals you will provide and what meals they will need to eat on their own for the duration of their visit. Ask if there are any special needs/requests from the team members. Provide good directions and parking information (do they need a parking permit?). Don t forget to provide directions to both school and hotel if needed. Share emergency (home/cell) contact information for school coordinator/host Prepare name badges Do you need signs to direct them team when they first arrive on campus?

13 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 13 Fall 2008 Visit Timeline Sample SAIS-SACS Accreditation Timeline 2007 July September October November December April May 2008 June August September (early) September (late) October (mid month) Attend accreditation training / organize process and assign responsibilities related to the self-study and team visit Conduct stakeholder feedback / begin narrative writing and collating relevant data Self-study work continued as appropriate Complete self-study document Final edit / assembly of self-study document Prepare final self-study document / prepare for team visit Mail self-study and team visit information to visiting team chair / team members Site visit Spring 2009 Visit Timeline 2008 January March March May June November December 2009 January February (early) February (late) March (mid month) Attend accreditation training / organize process and assign responsibilities related to the self-study and site visit Conduct stakeholder feedback / begin narrative writing and collating relevant data Self-study work continued as appropriate Complete self-study document Final edit / assembly of self-study document Document to printer / prepare for team visit Mail self-study and team visit Information to visiting team chair / team members Team visit

14 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 14 Sample Schedule for an SAIS-SACS Accreditation Team Visit Day 1 10:00 AM Team members check into the hotel 12:00 PM Team arrives at school campus for an orientation and organizational meeting 2:00 PM Welcomed by Head of School, accreditation coordinator, and administrative team 3:30 PM Campus tour 5:00 PM Team meets with Board of Trustees 6:00 PM Dinner with the team, Board of Trustees, Steering Committee and administrators 7:30 PM Working session with the team and Steering Committee Day 2 7:30 AM Team breakfast 8:00 AM Team meeting 9:00 AM Team meets with faculty/staff of their choice or observes classrooms of their choice 10:10 AM Team meets with school representatives as determined by chair and school 11:15 AM Team visits with teachers and students during lunch 12:30 PM Team working lunch with Steering Committee 2:45 PM Team meets with the Curriculum Committee 3:25 PM Team meets with Assessment Committee 4:00 PM Team working session in the Team Room 4:45 PM Team meets with alumni 5:15 PM Team working dinner Day 3 8:00 AM Team breakfast 8:30 AM Team meets with parents 9:30 AM Team visits faculty/staff, classes, or works on report 11:00 AM Team works on report 12:00 PM Team working lunch 12:30 PM Team finalizes report commendations and recommendations 2:30 PM Team (or chair) provides brief oral exit report to the Head of School and the Steering Committee 3:00 PM Team visit concludes

15 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 15 Certificates of Accreditation SAIS certificates of accreditation will be mailed directly to the school following final approval of the school s accreditation status by the SAIS Accreditation Committee. This typically occurs within 90 days of the team visit. SACS certificates of accreditation will be mailed directly from the SACS office. Two-year Report The SAIS-SACS accreditation process requires that a school file a report on progress toward addressing the recommendations made by the visiting team. This report should be filed with the SAIS office two years from the time of the Team Visit. The school should address the recommendations made by the visiting team and indicate what decisions, efforts, and progress has been made in addressing the recommendations. The two-year report should also include confirmation that the school continues to adhere to the SAIS-SACS standards/indicators. The SAIS office will notify the school of procedures and timeline for filing this report. Notification of Change of Head An accredited school will report to the SAIS office a change of Head of School. This report should be sent to SAIS under the signature of the interim Head of School or the chair of the Board of Trustees. Upon a change in Head of School, SAIS will conduct a visit to the school for the purpose of a new Head of School interview. Notification of Crisis Accredited schools will report to the SAIS office any school related crisis which may affect the school s ability to meet the accreditation standards and indicators. This report should be sent to SAIS under the signature of the Head of School or the chair of the Board of Trustees. In the event that a crisis occurs which may substantially impact the school s ability to carry out its mission and to meet a standards, SAIS will initiate a discussion with the school s leadership concerning the details of the crisis and the school s ability to carry out its mission at an appropriate level of quality. Re-accreditation All SAIS-SACS accredited schools must host a peer review visiting team within one semester before or the semester of the five-year anniversary date of their previous visit. A variance to this timeline must be approved by SAIS. The visit will demonstrate the school s integrity and trustworthiness in complying with standards and responding to previous recommendations. A new self-study is required for each fiveyear period reflecting evidence of continuous improvement.

16 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page SAIS-SACS Standards & Indicators with Commentary These standards are for use by schools having SAIS-SACS visits after July 1, The new standards go into effect on July 1, 2007, and should be applied on ALL visits conducted after that date. The SAIS Accreditation Committee developed and approved these standards and indicators, which replace the 2004 version. The commentary in italics after each indicator is provided to help you assemble the appropriate evidence as you respond to the indicators in writing and prepare for your visiting team. Please contact Michelle Langer, SAIS Accreditation Manager, at or (404) with any questions.

17 STANDARD 1: VISION & PURPOSE SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 17 The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school. IMPACT: A school that commits to shared beliefs and mission establishes expectations for student learning that are aligned with the school s vision. These expectations serve as benchmarks for assessing student performance and school effectiveness and are supported by school personnel and external stakeholders. The school s mission guides allocations of human, time, material, and fiscal resources. STANDARD 1 INDICATORS: 1.1 Establishes in collaboration with its stakeholders a mission for the school that guides all planning and decision-making The mission of the school is an essential written foundation on which all programs and organizational structures are based. It is the foundation upon which the school is built. It does not depend on a founder or donor; it has a life of its own in the vital activity of the school. It is written, sometimes memorized, always reviewed, and understood by all stakeholders. If there is a motto for the school, it derives from and supports the mission. It can be found at the beginning of the school s charter or bylaws, in its handbooks and viewbooks, in its admissions materials, displayed on the walls of classrooms and offices, and in the minds and hearts of the entire school community. 1.2 Identifies goals to advance the mission of the school and ensures the mission is congruent with principles of academic scholarship: permitting and encouraging freedom of inquiry, diversity of viewpoints, and independent, critical thinking The goals should be aligned with and reflective of the mission. Examples of such alignment can be found in the minutes of meetings about school policy and administrative/faculty decisions. Schools should ask themselves, Will this goal help us carry out our mission? 1.3 Ensures the beliefs and mission guide the instruction and curriculum throughout the school and reflect research and best practices concerning teaching and learning Regular discussions about educational philosophy, developmental psychology, and organizational design should clearly reference the mission. Debate about new directions or new methods of teaching/learning should evidence consideration of the mission, in some cases, suggesting review of the mission itself. If the mission is sound, it will allow for wide ranging discussion on methods and means of achieving it. 1.4 Regularly reviews its mission and revises when appropriate Without regular review and reconsideration, a mission can become nothing more than a historical landmark in the school s existence. Missions do not have to change regularly; many remain useful for decades. But missions do require maintenance and careful consideration if they are to influence the work of the school. The intervals and timing for such review are up to the school.

18 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page Provides evidence that no form of bias or prejudice is allowed or practiced within the mission scope of the school in order to promote an equitable, just, and inclusive community that inspires students to respect and value diversity Assuming that the mission is lawful and powerful for guiding the development of children, no SAIS member school should fear that its mission is too out of the mainstream. One of the grand foundations of non-public education in this nation, dating back to the Pierce v. Society of Sisters decision at the beginning of the last century, is the assurance that all schools have a right to exist as long as they obey established law and serve the general public interest in improving the citizen life of the nation. Within the meaning of this standard and indicator, SAIS member schools go the extra mile of assuring that, within the meaning of their mission, they allow no discrimination and, in fact, promote diverse communities and interactions with fairness and equity.

19 STANDARD 2: GOVERNANCE & LEADERSHIP SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 19 The school provides a governance, leadership, and organizational structure that promote student performance and school effectiveness. IMPACT: School leaders are advocates for the school s vision and improvement efforts. Leaders provide direction and deploy resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. STANDARD 2 INDICATORS: 2.1 Operates within the jurisdiction of a governing board or civil authority and, when necessary, has a charter, license, or permit to operate within that jurisdiction. Evidence should point toward the by laws or charter that clearly states the authority of a school-based, 501c3 credentialed board that makes ALL final decisions related to every aspect of school life and organization. Schools that function under the authority of another 501c3 authority, such as an ecclesiastical bishop or national organization, must show the location of evidence that such authority has been delegated to the school s board. 2.2 Assures that the governing board provides for the continuity of mission. A specific board minute on an annual review basis or a statement in the board handbook requiring such is clear evidence. 2.3 Complies with all applicable statutes and governmental regulations. In real personal or organizational life this is a difficult expectation to guarantee. The spirit of this indicator expects visit team members to be pointed toward documentation that assures compliance to the best of the school s knowledge. It should be remembered that non compliance with some laws and regulations (i.e., number of days in the school year, fire codes, zoning regulations) could put the school in legal and financial jeopardy. 2.4 Maintains access to legal counsel who can advise or obtain necessary information about the legal requirements and obligations that exist in the state, federal, or other jurisdictions in which it operates. The name(s), affiliations, and relationship documents should be indicated by location in the school records. 2.5 Assures that the governing board clearly defines roles and responsibilities for board members and the head of school, and provides procedures for board and head orientation and evaluation. A board handbook is the best evidence. 2.6 Assures that the governing board supports and models inclusive decision-making methods. Examples from the minutes are an excellent indicator.

20 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page Establishes by its governing process policies to ensure no conflict of interest between business, professional or parental roles and duties to the school. Annual signed consent forms from each board member are the best indicator. 2.8 Has a governing board that hires one employee, the administrative head of school. A statement in the board handbook and/or orientation materials provides good evidence. 2.9 Establishes policies and procedures that recognize and preserve the executive, administrative, and leadership prerogatives of the head of the school. Clear statements in the board policy manual, the bylaws, the board minutes, and/or the school handbook are evidence of the head s authority Assures that the governing board does not interfere with the day-to-day operations of the school. Clear statements in the board policy manual, the bylaws, the board minutes, and/or the school handbook can serve as evidence of compliance Assures that the governing board establishes comprehensive monitoring of overall school policies. Board minutes, retreat agendas, or other meeting minutes can attest to this Assures that the administrative head of the school allocates and aligns the human, instructional, financial, and physical resources in support of the vision, mission, and beliefs of the school. The school head shall have responsibility for the expenditure of all funds raised in the name of the school by booster clubs and other related organizations of students, parents, alumni, or supporters. Examples in minutes of official administrative reports show compliance Assures that the governing board provides for stability in transitions of leadership. Minutes or meeting notes related to discussion of orderly succession plans for board leadership and for headship are a valuable indication of attention to this important governance duty. Policy statements in board handbooks add clarity to such discussions Analyzes student performance and school effectiveness. Attention to this subject in minutes or board retreats provides evidence 2.15 Assures that debt service or lines of credit are managed in such ways as to ensure that fiscal responsibility remains under the control of the governing authority. The location of financial records regarding debt and credit should be made clear to the visiting team Assures that the school is not in, nor in prospect of moving into, financial reorganization under the protection of bankruptcy. Absence of litigation or court proceedings provides clear evidence. Further evidence might include the lack of any board level records of discussion of liquidation or bankruptcy, and the operation of the school without extensive debt and within a balanced budget for more than one year.

21 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page Assures that the governing board provides adequate risk management policies for the protection of the school. A copy of the insurance policies (or directions to their location) provides good evidence Provides adequate documentation of insurance or equivalent resources to protect its financial stability and administrative operations from protracted proceedings and claims for damage. Written statements by pro bono or retained counsel AND a copy of the liability coverage policy in effect provides evidence Maintains a plan to fund a maintenance reserve. The evidence of a reserve fund in place indicates that the school takes this need seriously. The amount in such a fund depends on the school s financial capacity, its physical plant size and age, and the complexity of its program.

22 STANDARD 3: TEACHING & LEARNING SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 22 The school provides research based curriculum and instructional methods that facilitate achievement for all students. IMPACT: The school that implements a curriculum based on clear and measurable expectations for student learning provides opportunities for all students to acquire requisite knowledge, skills and attitudes. Teachers that use proven instructional practices actively engage students in the learning process, provide opportunities for students to apply knowledge and skills to real world situations, and give students feedback to improve performance. STANDARD 3 INDICATORS: 3.1 Develops and aligns the curriculum and instructional design with the school s mission and expectations for student performance across subject areas and grade levels. The visiting team will be looking for evidence in conversations and written statements about the teaching and learning philosophy of the school. Remember that the emphasis here is on broad subject/grade levels, not within individual classes or courses. The mission language should show up often in minutes or official notes of division meetings and in the descriptions of how the school organizes its instructional program to accomplish its objectives. 3.2 Implements curriculum based on clearly defined expectations for student learning. Expectations should be listed in handbooks or curriculum guides and should be the subject of minutes of faculty meetings. 3.3 Assures that the curriculum relies on sound learning principles and provides a balance of educational experiences, including academic, fine arts, and physical education based on knowledge of human growth and development. In-service programs and/or other faculty seminars can assure attention to these principles and experiences. 3.4 Assures that the curriculum promotes the active involvement of students in the learning process, including opportunities to explore application of higher order thinking skills and to investigate new approaches in applying learning. The school must provide examples (written and/or observable) of such activities. 3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity. A current curriculum guide is the best indicator of evidence. 3.6 Promotes the use of relevant data and research in making curriculum, instructional, and organizational decisions. Minutes on this subject taken in faculty meetings assure continual compliance. 3.7 Provides for articulation and alignment between and among all levels of schools. All school divisions should have written statements that demonstrate the school s attention to this subject.

23 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page Assures that there are written curriculum guides and support materials that serve as a basis for implementing the curriculum. Evidence of currently in use guides is adequate. 3.9 Instructional time is allocated and protected to support student learning. Apart from requirements of state law, such time should be evident in the scheduling documents for the school Plans an academic calendar with a minimum of 175 days (or more if required by state law) during which students and teachers engage in teaching/learning activities (Note: For half-day kindergarten programs, one-half day is equivalent to one full day in meeting the 175-day standard). Evidence of compliance with state law is adequate, along with a copy of the school s calendar Provides comprehensive information and media services that support the curricular and instructional programs and the mission of the school. The school s library or media services guides should make clear the relationship of resources to mission Assures that, in schools without a central library, students have access to all resources necessary to accomplish developmental learning goals. Specific alternatives should be identified and described Assures that the school has a policy and procedure for responding to challenged materials. A written statement on this topic, adopted by the board, is appropriate evidence Assures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that support the curricular and instructional program. Physical evidence of such is adequate.

24 STANDARD 4: DOCUMENTING & USING RESULTS SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 24 The school enacts a comprehensive assessment system that monitors, documents, and uses results to improve student performance and school effectiveness. IMPACT: A comprehensive assessment system provides timely and accurate information that is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. Performance measures generate information that guides decision-making and planning to improve student performance. The assessment system yields information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts. STANDARD 4 INDICATORS: 4.1 Provides a comprehensive system for assessing student progress based on clearly defined student results for learning. A curriculum guide is the best evidence for this, although other policy handbooks may provide evidence as well. 4.2 Uses assessment data for making decisions for continuous improvement of teaching and learning processes. Examples of documented uses of data for student placement, teacher preparation, and curriculum adjustments are sources of evidence. 4.3 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance. Annual or semester reviews in faculty groups by division are evidences of such use Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations. This system and/ or related policies should be available for team members to view.

25 STANDARD 5: RESOURCES & SUPPORT SYSTEMS SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page 25 The school has the resources and services necessary to support its mission and purpose and to ensure achievement for all students. IMPACT: The school that has sufficient human, material, and fiscal resources provides a curriculum that enables students to achieve expectations for student learning, meet special needs, and comply with applicable regulations. The school employs and deploys staff well-qualified for assignments and provides ongoing learning opportunities for all staff to improve effectiveness. STANDARD 5 INDICATORS: 5.1 Assures that administrative, instructional and support staff are qualified and competent to perform the duties assigned to them in the school in order to meet the needs of the total school program and the students enrolled. The focus here is on two characteristics of excellence at independent schools competence of employees and meeting the needs of students. Clear position descriptions are the best evidence, coupled with specific qualifications of the individual regarding their suitability for the work assigned. Apart from certification and subject matter accumulation, heads or division leaders must be able to explain reasons for hiring. Written statements are best, added to portfolios, and available to team members. 5.2 Provides written policies covering recruitment, employment, assignment, evaluation, and termination of service of all school personnel. Employee handbooks are the best evidence. 5.3 Assures that there is an effective orientation program for faculty and staff new to the school. Annual programs with agendas and minutes are the best evidence. 5.4 Assures that all staff participate in a continuous program of professional development. The emphasis is on ALL STAFF, including but not limited to faculty, administrators, administrative, and custodial staff. While the specifics of the program are up to the school, there must be evidence that a formal method is in place. 5.5 Implements an evaluation system that provides for the professional growth of all personnel. Minutes or written examples of fair use are the best evidence. 5.6 Provides counseling services that meet the needs of students. However provided, these must show alignment with mission and needs of students. 5.7 Assures that students whose needs cannot be met in school are referred to appropriate agencies for assistance. Written examples of recent actions are good evidence. 5.8 Establishes written procedures for termination of any student. Consistency and compliance with state law are necessary. Written policies in student and parent handbooks are the best evidence.

26 SAIS-SACS Accreditation Guidebook VERSION: February 5, 2008 Page Has a written crisis management plan. A written plan that is understood and practiced by faculty/staff and that is annually reviewed is the best evidence Provides documentation of ongoing health and safety inspections that verifies an environment that is safe, healthy, and orderly. This can be satisfied with certificates of inspection from agencies that are charged with inspecting and certifying the campus on safety matters. Examples would be, but are not limited to, health inspections of the cafeteria, inspections of fire extinguishers and sprinkler systems, and elevator inspections Maintains the accounts of the school in accordance with generally accepted accounting principles, audited annually by an independent licensed accountant. The report of the annual audit is onsite and available to the accreditation visiting team. Business manuals, procedure handbooks, a copy of the audit, and business manager knowledge provide evidence of this Budgets sufficient resources to support its educational programs and plans for improvement. The financial reports of the school must be made available to the team on the campus. Written assurance of complete disclosure is evidence for this indicator.