Accreditation Guidebook€¦ · accreditation standards, engagement of stakeholders, analysis of...

AccreditationGuidebook

Revised:Fall2016

ACCREDITATION FOR THE FUTURE

SAIS ACCREDITATION

SAISaccreditationremainsoneofthemostsoughtafteraccreditationmodelsforhighqualityindependentschools.Theprocessisbasedonthethreekeycomponents–adherencetoSAISstandards,aself-studythatillustratestheschool’splanningandhowitholdsitselfaccountabletothatplanning,andavisitfrompeers.Thinkoftheprocessasathree-leggedstool:allthreelegsmustbeintactforthestooltostand.Inthesameway,schoolsmustengageinallthreephasesoftheprocessinordertoachieveSAISaccreditation.

THREE LEGS OF SAIS ACCREDITATION •Adheretocommunityandresearchbasedstandards•Conductathoroughself-studythatleadstoinstitutionalgoalsforstrengtheningmissionfulfillment•Hostanexternalreviewfrompeereducationalleaders

WELCOME ThisguidebookisdesignedtoprovideimportantinformationanddirectiontoSAISmemberschoolsastheyundertakeaccreditation.Theaccreditationprocessisdesignedtoservetheneedsoftheschool.Itfocusesoncontinuousgrowthandprovidestheopportunitytoengagetheentireschoolcommunityinathoughtfuldiscussioncenteredontheschool’suniquemission.Althoughthisdocumentismeanttobecomprehensive,itisnotexhaustive.Pleaseuseitasaguideandtimelineforschedulingandcompletingthestepstowardaccreditation.ParticipatingschoolsshouldfeelfreetocommunicateandworkdirectlywithSAISthrougheachofthestages.Itrustthatthisprocesswillbebeneficialtoyourschoolandtothecommunitythatyouserve.Thankyouforyourefforts.Sincerely,

KirkWalker,Ph.D.PresidentSAISTheAccreditationDepartmentofSAISisveryhappytobeabletoassistasyoumovethroughyouraccreditationefforts.Pleasefeelfreetocontactuswithquestionsyoumayhaveastheyariseanddifficultiesastheyoccur.Theprocessisdesignedtoberigorousandfulfillingandweareheretoprovideguidanceanddirectionalongtheway.Allthebest,

DamianKavanagh JoanneAndruscavageVicePresident,Accreditation&Membership DirectorofAccreditationSAIS SAIS

TABLE OF CONTENTS SAISStaff.........................................................................................................................................3

SAISBoardofTrustees....................................................................................................................4

SAISAccreditationCommittee........................................................................................................5

AccreditationFortheFuture...........................................................................................................6

AccreditationProcess

VisitTimeline............................................................................................................................9

FirstSteps:Membership.........................................................................................................10

RFPandChairAssignment......................................................................................................11

ChairPreliminaryVisit............................................................................................................12

DuringtheVisit.......................................................................................................................14

AftertheVisit..........................................................................................................................15

FollowupandPolicies............................................................................................................17

RoleoftheChair.....................................................................................................................18

RoleoftheTeamMember......................................................................................................19

AccreditingPartnersandEndorsements................................................................................20

AdvicefortheAccreditationCoordinator...............................................................................21

ScheduleSample.....................................................................................................................22

BuildingtheReport.......................................................................................................................24

SchoolSnapshot............................................................................................................................25

Standards&Indicators..................................................................................................................26

SelfStudyProcessandSchoolReport:TheGrowthMindset

SelfStudyProcess...................................................................................................................49

SelfStudyVignettes................................................................................................................50

SchoolReport.........................................................................................................................52

FAQ................................................................................................................................................55

SAISAccreditationGuidebook©SAIS–Page3

SAIS STAFF

PresidentKirkWalker,Ph.D.(423)[email protected]

ExecutiveVicePresidentLoriSpear,CAE(404)[email protected]

DirectorofAdministrationJuliaGrantham(404)[email protected]

DirectorofMemberServices&Technology

LeeAnneMinnick(404)227-1814

[email protected]

Events&MarketingAssistantAnnaTaylor

(404)[email protected]

VicePresident,Accreditation&MembershipDamianKavanagh,Ed.S.,CAE


DirectorofAccreditationJoanneAndruscavage


Content&Member

EngagementManagerChristinaMimms(404)883-5369

[email protected]

Administrative&AccreditationAssistantCaroleWeems(404)[email protected]


SAIS BOARD OF TRUSTEES as of September 1, 2015

OFFICERS&CHAIRS MEMBERSOFTHEBOARDOFTRUSTEESCHAIR

DennisManningNorfolkAcademyNorfolk,[email protected]

vacantVICECHAIR

ByronHulseyWoodberryForestWoodberryForest,[email protected]

MarkHaleGreensboroDaySchoolGreensboro,[email protected]

DarrenPascavageValwoodSchoolHahira,[email protected]_______________________________CHAIR:ACCREDITATIONCOMMITTEE

JacquelineWesterfieldGrandviewPreparatorySchoolBocaRaton,[email protected]:INVESTMENTCOMMITTEE

DaveMichelmanDukeSchoolDurham,[email protected]

FredAssafPaceAcademyAtlanta,[email protected],[email protected],TNjclark@bodineschool.orgRachelDeemsSpartanburgDaySchoolSpartanburg,[email protected]

CliffKlingJacksonAcademyJackson,MS(601)[email protected]

MarvinLishmanMagnoliaHeightsSchoolSenatobia,MSmlishman@magnoliaheights.comBillMcGeeLegacyChristianAcademyFrisco,[email protected],[email protected]

MarkReedCharlotteCountryDayCharlotte,[email protected]

JayUnderwoodHighMeadowsSchoolRoswell,GAjunderwood@highmeadows.orgSarahWhitesideAltamontSchoolBirmingham,[email protected]

Note:SAISTrusteetermsrunthroughDecember31.

ForthemostcurrentlistofTrustees,pleasevisitourwebsite.


SAIS ACCREDITATION COMMITTEE JacquelineWesterfield,ChairGrandviewPreparatorySchoolBocaRaton,[email protected],TNjclark@bodineschool.orgRachelDeemsSpartanburgDaySchoolSpartanburg,[email protected]

ByronHulseyWoodberryForestWoodberryForest,[email protected],GAjunderwood@highmeadows.orgPalmerKennedyAdventEpiscopalSchoolBirmingham,[email protected]


ACCREDITATION FOR THE FUTURE SAIS:THEACCREDITATIONPROCESSThebestteachersworkveryhardtoappearasunnecessaryaspossible.Droppinghumblyintothebackground,theywanttheirstudentstoshineandcaresodeeplyabouttheirownlearningthattheteacherbecomessimplyafacilitatorguidingstudentstotheirnextdiscovery.Themotivationforstudentsmovesfromextrinsictointrinsic.Asapracticalexample,ateacherputsastudent’sgradeonawritingassignmentatthetopofthefirstpage,andthenmakesmeticulouscommentsonsentencestructure,wordchoice,grammarandpunctuation,andoverallflow.Theonlythingthestudentlooksatisthegrade–theyhavebeenassessedandthetaskiscomplete.Thestudent’sprimaryfocusisontheassessment(whattheteacherneeds)andnotontheprocess(whatthestudentneeds).Butwhathappenswhenyouputonlythecommentsandremovethegrade?Withouttheprize,isthestudentequallycompelledtoengagewiththeirownwriting,tocaredeeplyabouttheircraft,andtointernalizetheirowndriveforsuccess?ThisisthedifferencebetweenaformativeassessmentandasummativeassessmentandisattheheartoftheaccreditationmodelofSAIS.

Justasastudentshouldbetreatedastheyarecapableofbecoming,sotooshouldaschool.ThisisacorevalueuponwhichtheSAISmodelofaccreditationhasbeenbuilt.SAISisdeeplyconcernedwiththequalityofschoolsandwiththecontinuous-growthmindsetthatindividualsandschoolsshouldexhibit.Therearemany,manystandards-basedaccreditingmodelsavailabletoschools–theseallhavethesamecommonlimitation:theirpremiseisafixedmindsetthatengagesataverylowlevelandplaceslimitsontheschool’screativityanddesiretobeunique.SAISaccreditationisavoluntarypracticewidelyacceptedasahighmarkofdistinction.Thethoroughprocesscarefullyconsidersaschool’scapacitytoservetheneedsofitsstudentcommunityinaccordancewithitsuniquemission.TheSAISaccreditationprocessblendstogetherexternalqualityassurances(whichsatisfycompliancemeasures)andpowerful,self-determinedinternalmetricsofadherencetoaschool’smissionandsharedvisionforitsfuture.TheSAISaccreditationprocesscomprisesthreedistinctbutrelatedparts:

1. theschooldemonstratescompliancewithresearchbasedstandardsandindependentschooleffectivepracticesintheareasofMission,Governance,TeachingandLearning,StakeholderCommunication,andResourcesandSupportSystems;

2. theschoolconductsathoroughself-studythatengagesstakeholdersandresultsinaspirationalyetattainableandmeasurablegoalsforitsfuturesustainability;

3. theschoolhostsavisitfrompeereducatorswhorespondtotheschool’svisionforitsfutureandarechargedwithensuringthattheschoolhasaddressedsignificantquestionsregardingtheiradherencetotheirmissionandfuturecapacitiesoffulfillingtheirmission.

Throughstandardscompliance(thecheckforwhichisalmostcompletelyconductedoutsideofandpriortothepeerreviewvisit),SAISschoolsanalyzetheirfinancesandfinancialpolicies;communicationspractices;curriculumreviewprocedures;employmentpoliciesincludingprofessionaldevelopment

treatstudentsastheyarecapableofbecoming


opportunities;fairandethicaladmissionsprocedures;safetyplanning;etc.SAISbelievesthatanaccreditationvisitbasedsolelyonstandardsisnodifferentthantheEnglishstudentwhoseengagementwithassessmentendswhentheyreceivethegrade.Checkingstandardsisnecessary,butitisreallyonlythebeginningofanSAISaccreditationprocess;wheremanyprotocolsend,SAISisjustgettingstarted.SAIS:THEGROWTHMINDSETTheself-studyprocessisonethattheschoolcreatesforitselfandmaybealmostanyrationalformofself-studythataschoolchoosesthatbestsuitsitscommunityandculture.Thethreebasicrequirementsofanyself-studyarethatitismissionfocusedormissiondriven,comprehensiveofallaspectsofschoollife,andinclusiveofrepresentativesofallstakeholdergroups.Theself-studyprocessshouldresultintheidentificationofspecificandmeaningfulinstitutionalgoalstowhichSAISasksaschooltoaddresstheFourCriticalQuestions:

1. Whereistheschooltoday?AProfileoftheschool’scurrentstatuswithrespecttotheselectedinstitutionalgoal(s).

2. Wheredoestheschoolenvisionitwillbeinthefuture?AVisionforwheretheschoolwantstogorelativetotheinstitutionalgoal(s).

3. Whatistheschool’splantogetthere?APlanforachievingthedesiredoutcomesoftheinstitutionalgoal(s).

4. Whatmeasureswilltheschoolusetochartitsprogress?MeasurableResultsthatwilldemonstratetotheschoolitsmovementtowardstheselectedinstitutionalgoal(s).

Aschoolcanuseanyself-studymethodthatleadstotheseends:NAISstrategicvisioningprocess,schoolimprovementplan,schoolrenewalprocess,long-rangeplanning,schoolwideSWOTanalysis,or,significantly,amodelthattheschoolcreatesforitself.ChoosingitsownpathisoneofthemostdistinctivefeaturesoftheSAISaccreditationprocessandisafurtherexpressionofaschool’sindependence.Self-studymethodologiestendtohaveincommonananalysisandresponsetoaccreditationstandards,engagementofstakeholders,analysisofdataanddatacollectionprocesses,benchmarkingandenvironmentalscanning,andmissionrelevanceandmissionfulfillmentdata.RefertothesectionofthisGuidebookonSelf-Studyforthreeexamplesofmethodsschoolshaveused.SAISINTHEWORLDTheSAISmodelofaccreditationhasbeendevelopedandispracticedprimarilythroughoutthesoutheasternUnitedStatesandseveralcountriesandprincipalitieslocatedinLatinAmericaandtheCaribbean.SAIShasbeenengagedwithschoolqualitythroughaccreditationinoneformoranotherformorethanacentury.TherootsofSAIScanbetracedtotheoriginalcreationoftheSouthernAssociationofCollegesandSchools(SACS)whosefoundingmembersincludedcollegepresidentsandheadmastersfromsouthernindependentschools.In1903,theMid-SouthAssociationofIndependentSchools(MAIS)wasformedinordertogivesouthernschoolsanopportunitytoengagewitheachotherthroughnetworking,professionaldevelopment,andsomeinterscholasticactivities.In1953,theSouthern

• Embrace challenges • Persist despite obstacles • See effort as path to

mastery • Learn from criticism • Be inspired by others’

success

Leads to a desire to learn and therefore a tendency to . . .


AssociationofIndependentSchools(SAIS)wasformedbyandforsouthernheadmasterssothattheycouldhaveacoordinatedvoiceintheexpandingworldofschoolaccountabilitythroughaccreditation.TheMid-SouthAssociationandtheSouthernAssociationmergedin1986andretainedtheSAISname.SAISpartnerswithdifferentnationalandinternationalagenciestoaccreditorco-accreditschools.Theseagenciesinclude:AdvancED/SACS,theMiddleStatesAssociationofCollegesandSchools(MSA),theWesternAssociationofSchoolsandColleges(WASC),theAmericanMontessoriSociety(AMS),theAssociationofWaldorfSchoolsofNorthAmerica(AWSNA),theAssociationofChristianSchoolsInternational(ASCI),andseveralstatebasedorganizations,includingtheVirginiaAssociationofIndependentSchools(VAIS)andtheFloridaCouncilofIndependentSchools(FCIS).TheSAISaccreditationprocessandprotocolshavebeenapprovedformallybytheNationalAssociationofIndependentSchools(NAIS)CommissiononAccreditation,theVirginiaCouncilonPrivateEducation(VCPE),andtheNationalCouncilforPrivateSchoolAccreditation.SAISisspecificallynamedasanacceptedaccreditorinstatelawand/orDepartmentofEducationadministrativecodeinmanystates.ThefederalgovernmentrecognizesSAISaccreditationforthepurposesofissuingstudentexchangedocumentationthroughtheDepartmentofHomelandSecurity.TheNationalCollegiateAthleticAssociation(NCAA)recognizesSAISaccreditationindeterminingathleticeligibilityforincomingstudent-athletes.SAIS:ACCREDITATIONFORTHEFUTUREWearealreadymorethanadecadeintothe21stcenturyandschoolsofthefuturerequireanaccreditationmodelofthefuture.Anaccreditationofthefuturemustbefocusedontheneedsoftheindividualschoolandmustbeflexibleenoughtoallowschoolstobecreative.Justasnoschoolshouldimpedetheprogressofanindividualstudent,noaccreditingagencyshouldeitherburdenaschoolwithtediousandirrelevantstepsorlimitaschool’sownbestthinkers.Accreditationservestheneedsoftheschool,nottheneedsoftheassociation.TheSAISmodelofaccreditationisaprocessthatallowsandencouragesaspirationstoshine;thattreatsaschoolasitiscapableofbecoming,partneringwiththemastheyengageintheirowngrowthmindset.

Treatstudentsastheyarecapableofbecoming

Treatschoolsasthey

arecapableofbecoming


THE ACCREDITATION PROCESS: GENERAL VISIT TIMELINE OVERVIEW Thecyclebeginswiththeschoolreadyingitselfthroughaworkshop,submittingarequestforparticipation,respondingtostandards,hostingaPre-Visittoassesscompliancewithstandards,completingself-studyworkandproducinganarrativeoftheschool’sgoalsforgreaterandcontinuedmissionfulfillment,hostingthesitevisitfromagroupofpeerswhowillrespondtothestrategicgoalsoftheschoolreport,andfinallyreceivingnoticefromSAISthattheschoolisaccreditedorre-accredited.18-24monthsbeforevisit • Attendaccreditationworkshop

• ReadGuidebook• Submitrequestforparticipation/Schedulevisit

o FallvisitsaretooccurafterLaborDayandconcludepreferablybeforeThanksgiving(NOTduringtheSAISAnnualMeetinginOctober.

o Springvisitsaretooccuraftermid-Januaryandconcludepreferablybymid-April.

• Assignresponsibilitiesrelatedtoself-studyandSchoolReport,administrationofprocess

• Conductstakeholdersurveys/focusgroupsandotherrelevantdatacollection

• Formulatemajorareasofself-study6-9monthsbeforevisit • Conductpreliminaryvisitwithchair

• Providecompletedresponsestostandardsandindicatorstochairforreview(completedintheSAISAccreditationPortal)

• Continueself-study/beginnarrativewritingofself-studyreport2-4monthsbeforevisit • PrepareandeditSchoolReport;

• Preparelogisticsofteamvisito FinalScheduleo Travelandlodgingarrangements

4weeksbeforevisit • SubmitfinaldraftofSchoolReportandfinaldraftofresponsestostandards/indicatorsintheSAISAccreditationPortal

2weeksbeforevisit • Finalizelastminutedetails

TheVisit • Breatheasighofrelief–thevisitishereanditwillcometoanend.

PostVisit • Visitreportcompletedbywithin10daysoftheendofthevisit.• Schoolreviewsreportforfactualaccuracyapproximatelyone

weekafterreporthasbeencompleted.• AccreditationReviewCommitteemakesrecommendation

regardingaccreditationstatus,within1-3monthsfromtheendofthevisit.DecisionratifiedbySAISBoardatitsregularmeetings.

Followup • SchoolmaintainscompliancewithSAISaccreditationstandardsandprotocolseveryyear

• Schoolsmustdocumentprogresstowardstheirownstrategicgoalsandtotherecommendationsleftthembythevisitingteam.

• SAISwillsendschoolsareminderatthebeginningofthesemester(FallorSpring)twoyearslaterinwhichtheiraccreditationtookplace.Thetwo-yearreportisdueattheendofthatsemester.


FIRST STEP: MEMBERSHIP SAISisamembershiporganizationthatrequiresmemberschoolstobecomeaccredited.Ifyourschoolisnotalreadyamember,youmustapplytojoin.WerecommendthatyoujoinSAISaMINIMUMofthree–foursemesterspriortoyourplannedaccreditationvisitdate.STEP1:DOYOUMEETTHECANDIDACYCRITERIA?ReviewthecriteriatodetermineifyourschooliseligibletobecomeacandidateformembershipinSAIS.ThefinalsteptofullmembershipisbecomingaccreditedbySAIS.AdditionalcandidacycriteriaapplytoschoolsoperatingoutsideoftheUnitedStates.STEP2:FILLOUTTHEMEMBERSHIPAPPLICATIONONLINEIfyourschoolmeetsthecandidacycriteria,thenextstepistocompletetheonlineCandidateforSAISMemberApplication:www.sais.org/MembershipandpaytheApplicationFee.STEP3:DOCUMENTATIONREVIEWIfSAISagreesthatyoumeetthemembershipcriteria(basedonyourapplication),wewillsendyouinstructionsforsubmittingsupportingdocuments.Seebelowforthesampledocumentsrequested.STEP4:SCHOOLVISITAfterthesupportingdocumentshavebeensubmitted,anSAISstaffmemberorrepresentativewillvisityourschool.Youareresponsiblefortravelexpensesassociatedwiththisschoolvisit.STEP5:CANDIDATESTATUSAfteryourschoolhasbeenacceptedasacandidate,youwillreceiveaninvoiceforannualduesbasedonyourschool'soperatingbudgetandmoreinformationabouttheaccreditationprocess.TheAccreditationpageislocatedatwww.sais.org/ACC.CandidacyCriteria Sampledocumentationthatwillberequested

• Haseducationasitsprimarymission• Operatesunderagovernancestructure• Hasatleasttwoconsecutiveyearsofoperating

experience• Offersanacademicprogramandcurriculum

thatservesatleastthreesuccessivegradelevelsacrosstheK-12continuum

• Employsatleasttheequivalentofonefull-timeprofessionalfacultymemberpergradeleveloffered

• Hasbylaws• Operatesundernon-discriminatoryadmissions

andemploymentpoliciesinaccordancewithstateandfederallaw

• Matriculatesstudentsinaphysicalplant• Isfinanciallysustainable• Isfinancedalmostexclusivelybyprivaterather

thanpublicfunds• Hasarticlesofincorporation(maybeheldbya

churchorothergoverningauthority)• Hasanorganizationalstructurethatincludes

separateentitiesthatcarryoutthedistinctfunctionsofgovernanceandday-to-daymanagement

• Hasaheadofschoolwhoisnotthechairofthegoverningbody.

• Listofboardmembersincludingtheirrelationshiptotheschool(e.g.,Parent,CommunityLeader,Alumni)

• Facultyrosterincludingtitle/position• ArticlesofIncorporation(maybeheldbya

churchorothergoverningauthority)• Bylaws(theschoolMUSTbeoperatingunder

theprovisionsofthebylawsthataresubmitted)

• Non-discriminatoryadmissionspolicy• Non-discriminatoryemploymentpolicy• Mostrecentprofessionalexternalauditor

review.• Approvedbudgetforthecurrentschoolyear

showingrevenuesandexpenses(summarynotdetail)

• Currentbalancesheet• Cashflowstatementshowingactualnumbers

fromthebeginningofyourcurrentfiscalyeartothepresentandprojectionsforthepresenttotheendofyourfiscalyear

• Currentaccreditationcertificate(s),ifapplicable

• Writtenevidencethattheorganizationalstructureincludesseparateentitiesthatcarryoutgovernanceandday-to-daymanagementoftheschool.Evidenceofthismaybeshownthroughbylawsortheboardpolicymanual.


RFP AND CHAIR ASSIGNMENT 1. AschoolseekingaccreditationfromSAISisconsideredacandidateschool.

2. TheSAISGuidebookoutlinestheaccreditationprocessforthecandidateschool.

3. TheAccreditationCoordinatorservesastheliaisonbetweenSAISandtheschoolthroughoutthe

accreditationprocess.Thispersonisresponsibleforsubmittingallnecessaryaccreditationmaterialsperthestatedguidelines.TheAccreditationCoordinatormayormaynotbetheHeadofSchool.AdditionaltasksoftheAccreditationCoordinatoraredeterminedbytheschool.TheAccreditationCoordinatoralsoservesastheprimarycontactfortheschool’sVisitingChairandVisitingTeam,andmanagesthevisitlogistics.ThemajorityofcommunicationfromSAISregardingtheschool’saccreditationprocesswillbedirectedtotheAccreditationCoordinatorviae-mail.

4. TheAccreditationCoordinatorandkeystaffshouldconsiderattendinganaccreditation

workshophostedbySAIS.Schedulesandregistrationareavailableatwww.sais.org/ACCworkshops.

5. TheCandidateSchoolmustcompletetheRequestforParticipation(RFP)onlineatleastthree-

foursemesterspriortotherequestedteamvisitdate.FallvisitsaretooccurafterLaborDayandconcludepreferablybeforeThanksgiving(NOTduringtheSAISAnnualMeetinginOctober–datesareavailableatwww.sais.org/events).Springvisitsaretooccuraftermid-Januaryandconcludepreferablybymid-April.AftertheRFPissubmittedandthedatesareconfirmed,yourschoolwillbegivenaccesstotheSAISAccreditationPortal.

6. Thecandidateschoolcanandshouldbeginitsself-studyassoonaspossibleupondecidingto

seekSAISaccreditation.Additionalguidelinesfortheself-studyandtheschoolreportthatresultsfromtheself-studyarefoundinthisGuidebook.

7. SAISconfirmsateamvisitdateandassignsthechairofthevisitingteam.Atthistime,SAISwillgiveaccesstotheSAISAccreditationPortal.SAISwillrespondasquicklyaspossiblewiththeChairassignmentafterreceiptoftheRFP.

8. OnceSAIShasconnectedtheschoolandthechair,eachsideisresponsibleforfosteringgoodcommunication.ThecandidateschoolwillmakeinitialcontactwiththeappointedChair.

9. AconsultantisnotnecessaryfortheSAISprocess,butschoolssometimesuseaconsultantforstrategicvisioningorplanning.

10. SAISwillinvoicetheschoolfortheaccreditationfeeatthetimetheRFPissubmitted.


CHAIR PRELIMINARY VISIT: 6-9 MONTHS BEFORE THE ACCREDITATION TEAM VISIT 1. Thechairmakesapreliminaryvisittotheschoolsix-ninemonthspriortotheteamvisit.The

lengthofapreliminaryvisitvaries–mostlastaboutafulldayandrequireanovernightthepreviousevening.Theschoolisresponsibleforalltravelandlodgingcosts.

2. TheCandidateSchoolshouldhavecompleteditsresponsestothestandards/indicatorsatleasttwoweekspriortothechair’spreliminaryvisit(viatheSAISAccreditationPortal).SAISrequiresaresponsetoeachindicatoraffirmingcompliance,describinghowtheschooliscompliant,andprovidingevidenceofcompliance.Artifactsandotherevidenceshouldrepresenttheschool’sbestevidence,notexhaustiveevidence.Alistofdocumentsandevidencethat,ifabsent,willslowtheaccreditationprocess,isincludedbelowandintheSAISAccreditationPortal.Forthepurposesofthepre-visit,thestandardsdocumentneedstobeascompleteaspossible.Thepre-visitstandardscheckwillfocusmostcloselyoncompliancewithindicatorsrelatedtooperationalissuessuchassafety,finance,andgovernance.PleasecontacttheSAISAccreditationofficeifyouhavequestionsabouthowtoaddressstandardsandindicators.YouraccesstotheSAISAccreditationPortalwillbesentwithyourRFPconfirmation.ALLstandardsresponsesmustbeenteredintotheSAISAccreditationPortal.

3. Inmostcases,thepreliminaryvisitwilloccurbeforetheschoolcompletestheSchoolReportalthoughmuchoftheworkofself-studywillhavebeenaccomplished.

4. Atthepreliminaryvisit,thechairtypicallywill:a. Tourtheschool:determinethebestspacefortheteamroomandforstakeholder

meetingspace–meetingspaceshouldbedeterminedbythemethodologyusedinconductingthemeetings:itistypicallyeitheronelargetableorseveralsmallertables.

b. Reviewcompliancewithstandardsandindicatorswithheadofschool,accreditationcoordinator,representativefaculty,admissionsofficer,businessofficer,advancement,representativetrustees,staffasnecessary

c. ProvidebasicguidanceontheformatoftheSchoolReportasnecessaryd. Confirmfocusareastheschoolisstudyingaboutitselfandworkingtowardsdescribingin

theSchoolReport(thisisthebasisforSAIStoassignteammemberswhoareagoodfitfortheschool)

e. Determinelogisticsofthevisit:schedule,teamroom,technologyneeds,accommodations(itispreferableiftheteamhotelhasaroomorspacetheteamcanmeetinandarestaurantinorattachedtothehotel)

f. Discussexpensesofvisit–theschoolisresponsibleforalltravelandaccommodationsforthepre-visitandforthevisit.Theteamtypicallygoesouttodinneronthesecondnightandthepre-visitprovidesagoodtimetotalkaboutexpectationsregardingreasonableexpensesandalcoholpoliciestheschoolmayhave.

5. ThechairwillcommunicatewithSAISoncethepreliminaryvisithasoccurred.Atthattime,

visitingteammemberswillbeassignedand/orconfirmedbySAIS.ThefocusareasontheRFParegenerallyusedtomatchtheschool’scurrentareasofstudywithpeersofasimilarbackground.Thevisitingteamwillconsistoffivepeereducators(chairandfourteammembers).Insomeinstances,theteammaybesmallerorlargerdependingontheneedsoftheschool.

6. Fourweekspriortothevisit,theCandidateSchoolshouldcompleteandsubmitacopyofitsSchoolReportandfinalresponsestostandardsandindicatorstothechair,visitingteammembers,andSAISviatheSAISAccreditationPortal.


SUGGESTED PRE-VISIT SCHEDULE Mostchairsliketostartthepre-visitfirstthinginthemorning,whichiswhatthisschedulesuggests.Thepre-visitismeanttogivetheschoolanopportunitytohavealloftheirresponsestostandardsandindicatorsreviewedbythechairandprovideaforumtoaddressanyareasofcompliancethatneedstrengthening.Thepre-visitisalsoaverycompressedtime,soitisimportantthatthematerialsarereadytobereviewedatleasttwoweekspriortothepre-visitandthatthechairandschoolmanagethetimetogetherwisely.

Eveningpriortopre-visit Arriveathotel.Mostchairsliketohavedinnertheeveningbeforethepre-visitwiththeheadofschool,theaccreditationcoordinator,andpossiblytheboardchair.

7:00AM-8:00AM Arriveatschoolintimetoseecarpool/dropoffprocedures.

8:00AM-8:30AM Facilitytour

8:30AM-9:30AM Standardsreviewwithaccreditationcoordinator,representativefaculty:Standard1(Mission)

9:30AM-11:00AM Standardsreviewwithacademicleadership,representativefacultyandadmissionsprofessionals:Standard3(TeachingandLearning)andelementsofStandard5(ResourcesandSupportSystems)

11:00AM-11:30AM Standardsreviewwithadvancementandcommunicationsprofessionals,volunteersorvolunteerorganizers:Standard4(Communications)

11:30AM-12:00PM Break/Lunch

12:00PM-1:30PM Standardsreviewwithheadofschool,representativeboard/leadership:Standard2(GovernanceandLeadership)

1:30PM-2:30PM Standardsreviewwithbusinessofficer,representativestaff:Standard5(ResourcesandSupportSystems)andthefinancialelementsofStandard2(Governanceandleadership

2:30PM-3:00PM Reviewvisitlogisticsandschedule

3:00PM Depart


DURING THE VISIT 1. Duringtheteamvisit,theCandidateSchoolshouldprovideaccesstoanyandallsupporting

materialsanddocumentsrelatedtotheself-studyandtheschoolreport.

2. Duringtheteamvisit,theCandidateSchoolshouldprovideappropriateaccesstostaff,students,parents,andotherstakeholders.

3. TeamVisitsmustlastaminimumof2.5days,butmaybelongeriftheChairandtheHeadofSchoolfeelmoretimeisnecessary.InconsultationwiththeHeadofSchool,thevisitingteamChairwilldeterminethemostappropriatevisitscheduleandformat.

4. Theschoolmustprovideanadequateandsecureworkspaceinwhichthevisitingteamcanexamineevidence,deliberate,andconstructthefinalreport.Giventheconfidentialnatureofthevisitingteam’swork,thespacemustnotbeaccessibletotheschool’sstaffwithoutpermissionfromtheChair.NecessaryequipmentandsuppliesfortheworkspaceshouldbedeterminedinconsultationwiththeChair.

5. Theschoolshouldprovideadequatespaceforstakeholdermeetingsandinterviews.

6. Attheendoforimmediatelyfollowingthevisit,alltravelexpensesoftheteamandChairshouldbepaidthroughtheschool’snormalreimbursementprocess.TheexpensesshouldbereimburseddirectlytotheteammembersandtheChair.

a. Occasionallyteammemberswilladdpersonaltraveltothebeginningorendoftheaccreditationvisit–theschoolisonlyresponsibleforexpensesdirectlyrelatedtotheaccreditationvisit.

b. Dinnerontheseconddayofthevisitisusuallyonlyforteammembers.Ifthisisthecase,thechairandtheschoolshoulddiscusslimitsonexpensesandalcoholpoliciespriortothedinner.

c. MileageistobereimbursedatthecurrentIRSrate.d. Giftstotheteammembersarenotrequired,however,iftheschooldecidestodoso,

tokensofappreciationshouldbesmallandmeaningful(abookorgiftcertificate,studentartworkorthankyounote,etc.usuallynotschoollogoitems).

…thinkofthepre-visitasassessingtheschool’sOPERATIONSandthevisitasassessing

theschool’sASPIRATIONS.

Bothhavemeaningandequallycontributetotheschool’smissionfulfillment.


AFTER THE VISIT 1. Within10daysaftertheteamvisit,thechairwillsubmitthevisitreporttoSAISviatheSAIS

AccreditationPortal.Thevisitreportwillcontainthevisitingteam’srecommendationregardingaccreditation.

2. ApproximatelyoneweekafterSAISreceivesthereport,SAISwillforwardthevisitreporttotheHeadofSchoolandtheAccreditationCoordinator.Theschoolwillthenhaveupto10calendardaystorespondtothefactualityofthereport.

3. TheSAISAccreditationReviewCommitteewillthenacceptorrejecttheaccreditation

recommendationofthevisitingteam.IftherecommendationisacceptedbytheSAISAccreditationReviewCommittee,thisdecisionwillberatifiedbytheSAISBoardofTrusteesandtheCandidateSchoolwillreceiveSAISaccreditation.IftherecommendationisrejectedbytheSAISAccreditationReviewCommittee,specificreasonswillbegivenandtheschoolmaybegivenatimeframeandassistancetoaddressdeficienciesaspertheaccreditationappealpolicyandprocess:

AccreditationAppealProcess

• Ifthevisitingteamrecommendationisrejectedbythereviewcommittee,specificreasonswillbegivenandtheschoolmaybegivenatimeframeandassistancetoaddressdeficiencies.

• Thedecisionofareviewcommitteemaybeappealedinwritingbytheheadofschool,referencingspecificarea(s)inwhichtheschoolwasfounddeficient.

• Asubsequentreviewcommitteewillreviewtheoriginalfindingsandtheheadofschool’sappealletter.

• Ifthedecisionisupheld,thedecisionmaybeappealedinwritingbytheheadofschooltotheSAISBoardofTrustees.

• Theschool’saccreditationstatuswillremainunchangedduringanappealsprocess.• ThejudgmentoftheSAISBoardofTrusteesisfinal.

4. AcertificateofaccreditationfromSAISwillbesenttoinitiallyaccreditedschools,typicallywithin90daysaftertheteamvisit.Forschoolsearningreaccreditation,certificateswillbesentatthetimeofduesrenewal.


MATERIALS FOR ACCREDITED SCHOOLS

AsamemberofSAIS,youcanproudlydisplaytheSAISlogoonyourwebsiteandinyourprintmaterials.Variousresolutionsandformatsandasamplepressreleaseareavailableatwww.sais.org/logos.


FOLLOW UP AND POLICIES 1. InterimReportRequirements:Accreditedschoolsmustsubmitatwo-yearinterimreporttoSAIS

aftertheteamvisit.Thisreportensurescontinuedcompliancewithstandards/indicatorsanddocumentseffortsmadeinaddressingthevisitingteam’srecommendationsandtheschool’sself-studygoals.

2. Memberingoodstanding:Schoolsmustremainamemberingoodstandingwithallandabidebypoliciesandprocedures.

3. Notificationofchangeofsubstantivechange/headofschoolchange:AccreditedschoolsmustnotifySAISinatimelymannerofasubstantivechangeusingtheformatwww.sais.org/change.Changesmayinclude:headofschoolchange,otherleadershipchanges,addingorcontractinggradelevels,merger,namechange,missionchange,majorconstruction,crisissituation,litigation,schoolclosure,otherchanges.Intheeventofasubstantivechange,SAISmayrequestadditionalinformationorconductavisittotheschool.

4. Statementonretentionofstudentrecordsifaschoolcloses:SAISschoolsarerequiredtoimplementandmaintainarecordsretentionsystemthatmeetsapplicablegovernmentalrequirementsforalloperating,financial,personnel,andstudentrecords(SAISIndicator5.12).Therecordsretentionsystemappliestopaperandelectronicrecords,includesappropriateback-upsystems,anddetailsconsistentprocessesforrecordsdestruction.Instateswherenoguidanceisprovidedbygovernmentalagencies,SAISschoolsshouldconsultwiththeSAISofficetoensureappropriateaccessandmaintenanceofallrelevantrecordsintheeventofschoolclosure.

5. Termofaccreditationandre-accreditation:TermsofaccreditationaregenerallyforfiveyearscommencingonJuly1andconcludingonJune30.Schoolsmusthostavisitingteampriortotheexpirationoftheirtermofaccreditationandduringthesamesemesteroftheirpreviousaccreditationifare-accreditationvisitandwithinthreeyearsofbecomingacandidateforaccreditationifaninitialaccreditation.AnyvariancetoanaccreditationtimelinemustbeapprovedbySAIS.Thevisitwilldemonstratetheschool’sintegrityandtrustworthinessincomplyingwithstandardsandrespondingtopreviousrecommendations.Anewself-studyisrequiredforeachfive-yearperiodreflectingevidenceofcontinuousimprovement.SAISwilltypicallynotifyschoolsoftheirvisit18-24monthspriorandwillasktheschooltocompleteaRequestforParticipationform.

6. Non-compliance:Stakeholdersmayfileanon-compliancecomplaintagainstaschool.Uponreceiptandverificationofanon-compliancereport,theschoolwillbegivenanopportunitytorespondtotheinquiry.Theinquiry,response,andanysubsequentwrittencorrespondenceonthemattermaybemadeavailabletotheaccreditationvisitingteamchaironthenextaccreditationvisit.However,animmediateinvestigativevisittotheschoolmaybeundertakeniftheresponsebytheschoolisunsatisfactoryoranaccumulationofcomplaintsindicatesthataschool’sresponseisinconsistentwithapreponderanceofevidence.Asisfrequentlythecase,ifaschool’spracticesareborderingonnon-compliance,adiscussionthatistriggeredbyanon-compliancecomplaintisoftenacatalysttoremedysuchpractices.Intheeventthataschoolisnotcompliant,aseriesofactionswillbeundertakenwiththeschoolsuchasbutnotlimitedto:arequesttoremedythenon-complianceissue,placingtheschoolonwarnedstatusorprobation,andanultimateactionofdroppingaccreditation.


ROLE OF THE CHAIR Accreditationisbasedonapeer-reviewprocessthatencourageseducatorstoviewtheireffortsasacivicdutywithintheindependentschoolcommunity,ensuringthesustainedqualityofindependenteducation.IntheSAISprocess,thevisitingteamchairassumestheprimaryleadershiprole.Thechair'sroleincludes:

• Coordinatinglogisticswiththecandidateschool• Conductingapreliminaryvisitandconfirmingtheschool’scompliancewithstandards• Facilitatingthevisit• Preparingtheteamforthevisitthroughcommunicationsandacomprehensiveorientation• Managingtheteamandassigningmeaningfultasksandresponsibilities• Overseeingthewritingofavisitreportthatrespondstotheschool’sstatedgoals,making

meaningfulandattainablerecommendationstotheschool• RecommendingtotheSAISAccreditationReviewCommitteewhetherornotthecandidate

schoolshouldbeaccredited• AdheringtothetimelinesforcompletionsetbySAIS• Serving,asrequested,asanaccreditationreviewer

Thisroleinvolvescoordinatingtheschool’sprocessfromthetimeofthepreliminaryvisitthroughthewritingofthevisitreport.Thechairisexpectedtoengagethevisitingteammembersinmeaningfuldiscussionandactivities,buttheultimateresponsibilityfortheaccreditationvisitandvisitreportbelongstothechair.AccreditationisaleadershipeventandthechairisexpectedtohelpgroomthenextgenerationofleadersinSAIS.ChairPrerequisitesInordertoqualifyasachairinSAIS,onemustattendachairtrainingsessionofferedbySAIS,whichincludesathoroughdiscussionoftheaccreditationmaterialsandprocess.Achairmustalso:

• BeaheadoradministratorfromanSAISmemberschool.Retiredheadsandadministratorscancontinuetoserveaschairsforanappropriatetime.

• AttendtheSAISchairtrainingworkshopandrequiredupdatemeetings.• Haveexperienceasanaccreditationteammember.• Notacceptchairassignmentsatschoolswhereaconflictofinterestexists.Examplesofconflicts

ofinterestmightincludepreviousworkexperienceasheadorasenioradministratorattheschooltobechaired;asenseofpersonalobligationtotheheadofschoolrelatedtocareeradvancement;anycurrentorexpectedconsultingorfinancialrelationshipwiththeschooltobechaired;andanyspecialinterestinhavingtheschoolbecomeaccreditedordisaccredited.Exceptionsmaybemadeonacase-by-casebasisifthereareextenuatingcircumstances.

• Actethicallyatalltimesthroughouttheaccreditationprocess:behonestandsincerewithallparticipants,treattheschoolandtheparticipantsasyouwouldliketobetreated.

• Holdthediscoveriesofthevisitinstrictestconfidence.

Accreditationisaleadershipevent


ROLE OF THE TEAM MEMBER SAISaccreditationisbasedonapeer-reviewmodelthatderivesitsgreatestbenefitfrompeereducatorsreviewingtheschool’sself-studyandresponsestostandards/indicatorsandevaluatingtheminlightoftheschool’smissionandevidencegatheredduringtheteamvisit.Thefollowinginformationwillhelpinpreparationtoserveasateammember.ResponsibilitiesofVisitingTeamMembersThechairwillassigntasksforindividualteammembers,usuallyduringtheorientationperiodatthebeginningofthevisitorpriortothevisitviaemail.Thoughtherearemanywaysthatmembersofvisitingteamscanbeusefulintheprocess,theprimarydutiesassignedtoallteammembersaspartofthiscollaborativeeffortare:

• Reviewandevaluatetheschool’sreportaboutitself.Theschoolreportshouldbethoroughandaccurate,andeffectivelycommunicatetheschool’s“story”asitrelatestotheaccreditationstandardsandprocessanditscommitmenttoitsgrowthmindset.Theself-studywillbeaccessibletoteammembersviatheSAISAccreditationPortalforreviewatleastfourweekspriortothevisit.

• Reviewtheschool’sresponsestostandardsandindicators.Thechairofthevisitingteamhasdonemostofthecheckingofcompliancebeforethevisitoccurs.

• Helpwritethevisitreport.Thevisitreportistheresponsibilityofthechair,butiswritteninacollaborativefashionwitheachteammembercontributingtothefinaldocument.Thereportservesasthefeedbacktotheschoolandincludescommendationsandrecommendationsbasedontheschoolreportandtheteamvisit.Thereportisalsothedocumentthatrecommendstheschool'saccreditationstatustotheSAISAccreditationReviewCommittee.

• Displayahighdegreeofprofessionalismandethicalbehavior,fullyengagingtheschoolthroughthelensofitsownuniquemission.

TeamMemberPrerequisitesInordertoserveasateammemberforSAISvisits,onemust:

• BeemployedbyaschoolaccreditedbySAIS,apartner-accreditingagency,oranagencyapprovedbytheNAISCommissiononAccreditation(exceptionsaremadecasebycase).

• AttendtheSAISteam-trainingorientation,whichisledbytheteamchairandtakesplaceatthebeginningofeachaccreditationvisitandcontributemeaningfullytotheworkoftheteam.

• Notacceptteammemberassignmentsatschoolswhereaconflictofinterestexists.Examplesofconflictsofinterestmightincludepreviousworkexperienceasheadorasenioradministratorattheschooltobevisited;asenseofpersonalobligationtotheheadofschoolrelatedtocareeradvancement;anycurrentorexpectedconsultingorfinancialrelationshipwiththeschooltobevisited;andanyspecialinterestinhavingtheschoolbecomeaccreditedordisaccredited.Exceptionsmaybemadeonacase-by-casebasisifthereareextenuatingcircumstances.

• Actethicallyatalltimesthroughouttheaccreditationprocess:behonestandsincerewithallparticipants,treattheschoolandtheparticipantsasyouwouldliketobetreated.

• Maintainconfidentiality.BiasandBaggageIndividualteammembersareselectedfortheprofessionalexperiencesandcapacitiestheybringtotheaccreditationprocess.Theteamservestheneedsoftheschoolandchecksitsownegoandmissionatthedoorinordertoremainfocusedonhelpingtheschoolmeetitsowngoalsandfulfillitsownmission.


ACCREDITING PARTNERS AND ENDORSEMENTS SAISmaintainsrelationshipswithmanyorganizationswithwhichmemberschoolsmaychoosetoseekadditionalaccreditations.SAISaccreditationstandardsandprotocolshavebeenrecognizedandapprovedatthestate,regional,andnationallevel.Thereasonstoseekco-accreditationsvaryfromschooltoschoolandtendtobebasedon:

• historicalrelationships• marketfactors• participationininterscholasticleagues• identityconcerns,etc.

SAISisdeterminedtomaketheaccreditationprocessasfocusedontheschoolaspossibleandworkswithco-accreditorstomakeaseamlessexperienceforyourschool.WhenyousubmityourRFP,pleaseindicateanyco-accreditationsweshouldbeawareof.Commonco-accreditorsincludeAdvancED(SACS,NCA,andNWACareaccreditationdivisionsofAdvancED)andMSA(MiddleStatesAssociationofCollegesandSchools).Fortheseaccreditations,theschoolhasnoadditionalreportingresponsibilities;rathertheteamandtheSAISofficemanagethereporting.Otherco-accreditorsincludestateassociationssuchasFCIS(Florida),VAIS(Virginia),MAIS(Mississippi)orspecificpedagogiessuchasAWSNA(Waldorf)orAMSorAMI(Montessori)orspecificfaithbasedorganizationssuchasNCSAorACSI.Typically,inordertobeaccreditedbyanSAISpartner,theschoolmustpayduestobothorganizationsandfollowtheprotocolssetfromSAISandthepartnerorganization.Somepartnersrequirerepresentationontheteamoradditionalreporting.SAISwillcoordinateaccreditationprotocolswithcooperativeaccreditingagencies.ThroughtheSAISAccreditationPortal,SAISisabletoincorporateco-accreditor’suniquerequirementsandreportingmechanismsintooneprotocol.

ENDORSEMENTS

Throughworkingwithschoolsandotherassociations,SAIScanprovideaframeworkforestablishinganendorsementforavarietyofassurancesincluding:SAISEarlyLearningProgram,CatholicIdentity,GlasserQualitySchool,Episcopalidentity,andtheGlobalEducationBenchmarkingGroup(GEBG).Manyofthesedevelopfromaschool’sdesiretotestitselfagainstvariouscomponentsofitsmission.


ADVICE FOR THE ACCREDITATION COORDINATOR

• Askforanyspecialneeds/requests/dietaryrestrictionsfromtheteammembers.• Providedirectionsandparkinginformationfortheschoolandhotel.Provideparkingpermitsor

notifysecurityasnecessary.• Hangdirectionalsignsoncampusifappropriate.• Shareemergency(home/cell)contactinformationforschoolcoordinator/host.Perhapsgather

emergencyinformationforeachteammemberaswell.• Preparenamebadgesformembers.• Providepaper/pencils/pens.• Providecomputeraccess.Determinewhetherteammemberswillbringtheirownlaptopsorif

youwillneedtosetupaccesstoschoollaptopsorthecomputerlab.• Providewater,coffee,snacksintheteamroom.

Itemsthatmightbeusefultoyourteamtohaveintheteamroom:• Extracopiesoftheschedule• Faculty/staffdirectory• Itemsthatreflectthecultureoftheschoolsuchasyearbooks,magazines,newsletters,student-

createdworks,admissionsmaterials.• Alumnimagazines• Campusmap• Yourschool’sexpensereimbursementform(acopyforeachperson)ortheformontheSAIS

website.NOTEthatyourstandardscompliancedocumentswillhavemostlybeencheckedatthepreliminaryvisitandshouldbelinkedoruploadedintotheSAISAccreditationPortal.Yourchairandteammemberswillhavereadthesematerialspriortothevisit.Thereisnoneedtoprovidealengthy“documentbox”orbindersofadditionalartifacts.Similarly,theschool’sReportforGrowthwillusuallybepresentedindigitalformat–sothereistypicallyNONEEDtoprintthesedocuments.

http://portal.sais.orgTheSAISAccreditationPortalistheweb-basedtoolschoolsusetoaddressstandardsandprovidetheirschoolreportforgrowth.Visitingteamsuseittoaccesstheschool’smaterialsandcomposethevisitreport.Allusershavetheirownlogin.TherearemanyhelpfileslocatedinthePortal.


SCHEDULE FOR SAIS ACCREDITATION TEAM VISIT (SAMPLE) SundayorafternoonstartThisscheduleassumesanafternoonstartonthefirstday,typicallyaSundaytominimizedaysmissed.

Day1 2:00PM Teammemberscheckintothehotel

Teamorientationmeeting(approximately2hourslong):Thechairleadsthismeeting,usuallyatthehotelITISHELPFULTOHAVEAPROJECTORTOSHOWTHEPRESENTATION

4:30PM Teamarrivesatschoolcampus;welcomebyHeadofSchool,AccreditationCoordinator,andadministrativeteam

5:00PM Campustour6:00PM ReceptionwithTrustees,SteeringCommittee,Facultymembers6:30PM Dinnerwiththeteam,Trustees,SteeringCommitteeandadministrators7:30PM Teamworkingsession;reviewplansforDay2

Day2

7:30AM Teambreakfastandmeetingathoteloratschool8:00AM–10:00AM

Classroomobservations–teammembersspreadoutamongtheschoolandkeepalistofteachers/gradelevels/subjectareasobservedstayingabout5-7minutesinaclassroom

10:00AM-10:30AM

Teammeetingtodebriefaboutobservations

10:30AM-12:00PM

Teammeetswithstakeholdergroups(meetingsaretypically45minutes):suggestedgroups:academicleadershipteam,studentgroups.

12:00PM-12:30PM

Teammeetingtodebriefaboutstakeholdermeetings

12:30PM-1:00PM

Lunchwithteachersandstudents

1:00PM-3:00PM

Individualorsmallgroupappointmentsasdeterminedbychairandschool:finance,facilities,athletics,advancement,counseling,etc.

3:00PM-3:30PM

Teammeetstodebriefaboutappointments

3:30PM-5:00PM

Teammeetswithstakeholdergroups(meetingsaretypically45minutes):suggestedgroups:faculty,alumni.

5:00PM-5:30PM

Teammeetstodebriefaboutstakeholdermeetings

5:30PM-6:00PM

Teamwrapupfortheday,planningfordinnerconversation,eveningwork

6:00PM-10:00PM

Transfertohotel,dinner.Teamcontinuestoworkindividuallyoringroupsathotel


Day3 7:30AM Teambreakfastandmeetingathoteloratschool8:00AM-10:00AM

Teammeetswithstakeholdergroups(meetingsaretypically45minutes):suggestedgroups:parentsandtrustees.

10:30AM-11:00AM

Teammeetingtodebriefaboutstakeholdermeetings

11:00AM-12:00PM

Classroomobservations–teammembersspreadoutamongtheschoolandkeepalistofteachers/gradelevels/subjectareasobservedstayingabout5-7minutesinaclassroom

12:00PM-3:00PM

Teamworkinglunch;individualorgroupmeetingsasneeded;concertedwritingtimetoagreeonstandardscomplianceandrecommendationsinfinalreport.Thechairmeetswiththeheadofschool

3:00PM Chair(andusuallythefullteam)providesoralexitreport.SchoolandChairworktogethertodeterminetheformat:meetingwithHeadofSchooland/ortheSteeringCommitteeand/orfullfacultyandTrustees.

4:00PM Teamvisitconcludes

PROTIP

accreditationvisitsarephysicallydrainingfortheteamandfortheschool;

getalotofsleep

ThisscheduletemplateisavailableinMicrosoftWordathttp://www.sais.org/acc_schedule_template


YourmaterialsthatwillbeassessedbyyourvisitingteamconsistsofthreeelementswhichareenteredintotheSAISAccreditationPortal:SchoolSnapshotTheSchoolSnapshotisaverybriefoverviewoftheschool:mission,briefhistory,leadershipstructureoftheschool,methodologyoftheselfstudy,andtheinstitutionalgoalstheschoolhaschosentoaddressinitsSchoolReportforGrowth.Thissnapshotoftheschoolservesastheintroductorymaterialforthevisitingteamandisautomaticallyportedintotheteam’sfinalvisitreport.ResponsetoStandardsandIndicatorsTheSAISstandardsforaccreditationwerefirstdevelopedanddeployedin2001.Sincethattime,thestandardsandtheapproachtoconfirmingcompliancehaveremainedmostlyintact.SAISusesthestandardandindicatormodelwherebytheschooldemonstratesadherencetoallindicatorsandtherefore,bydefinition,meetstheparticularstandard.Toaddressanindicator,theschoolmakesastatementaffirmingadherence,describeshowitadherestotheindicator,andoffersitsbestevidence–artifacts,procedures,otherdocumentationorstudies–thatclearlysupportsitsclaimthatitmeetsanindicator.SchoolsrespondtoallindicatorsintheSAISAccreditationPortal.Inthemostrecentstandardsreviewprocess,SAISexaminedthenatureofeachindicatortodetermineifitwasa“growth”ora“fixed”indicator.WhatwasrevealedisthattheSAISstandardscontainablendofeachtypeofindicator–therearebinary,yes/noindicators,suchas2.17(theschoolhasanaudit),andtherearealsomoreflexibleindicators,suchas5.4(professionaldevelopmentopportunities–schoolscertainlyhavePD,butcoulditbemoretightlyalignedwithcurrentandlongrangegoals,needsassessment,andmission?).AschoolmustdemonstratecompliancewithALLSAISstandardsandindicatorsinordertobeaccredited,reaccredited,ormaintainaccreditation.Adheringtoallstandardsandindicatorsdenotesthattheschoolisvigorouslyattentivetoitsoperationalefficiencies.Theresponsestostandardsandindicatorsareinitiallyreadandconfirmedbythevisitingteamchairatthetimeofthepre-visitandfullyconfirmedbythevisitingteamatthetimeofthevisit.SchoolReportforGrowthThevisitingteamwillfocusmostoftheireffortsrespondingtoyourSchoolReportforGrowth.Itshouldbeareflectionoftheaspirationsoftheschoolduringthisplanningcycleandshouldbepresentedasacontinuousnarrativerootedintheschoolmissionandreflectiveofthecharacteristicsoftheschoolcommunity.IntheSAISAccreditationPortal,theschoolisabletouploadtheirreportdirectlyorindicatetothevisitingteamhowtheyaretoaccessit.

BUILDING THE REPORT


TheSchoolSnapshotprovidesabriefandhigh-levelglimpseattheschoolandquicklyacquaintstheteammemberswiththemajorstructureandcharacteroftheschool.CompleteeachofthesectionsintheSAISAccreditationPortal.Responsesshouldbebriefanddirectlyaddressthequestionsasked.MissionWhatistheschool’smissionstatement?Howdoesitinformdecisionmakingintheschool?

Afterprovidingtheschool’smissionstatement,brieflydescribetherelationshipbetweenthemissionstatementandthedecisionmakingprocessattheschool–standard1dealsmorethoroughlywiththemissionoftheschool,sobebriefinthissection.

BriefHistoryGiveabriefhistoryoftheschoolandprovidecurrentschoolstatistics(gradelevels,numberofstudents,numberoffaculty/staff.)

Describethefoundingoftheschoolanditshistoryuptothepresentday.Providethecurrentdemographics.ThefullhistoryoftheschoolcanbeincludedintheSchoolReportforGrowth,thissectionisforaquickoverviewoftheschool.

LeadershipWhatisthecurrentleadershipmodel?Howdoesitrelatetothegovernancestructure?

Thissectionprovidesanopportunitytodescribetheoperationalleadershipoftheschool(aPresident/Headmastermodel,HeadofSchoolanddivisionleaders,etc.)andthegoverningleadershipoftheschool(boardrotationschedule,boardcommitteestructure,etc.)andbrieflydiscusstherelationshipbetweenthetwo.

SelfStudyBrieflydescribetheschool'smodelofselfstudy.

Theschoolshoulddescribethemodelandtimelineofself-studyemployedduringthecourseofthisaccreditationcycle.RefertothesectionoftheSAISAccreditationGuidebookonself-studymodels.

ImprovementWhataretheschool’smajorareasofschoolimprovement?

Asaresultofstudyingitself,theschoolwillarriveatoneormoreinstitutionalareasofimprovementformissionfulfillment.Listthesegoalsorstrategicgrowthareas.ReservethefulldescriptionofanalysisandplansforimplementingandmeasuringfortheSchoolReport–thissectionisonlyforlistingandbrieflydescribingthemajorareas.Thesemajorareaswillformthebasisofthevisitingteam’sreporttotheschool.

SCHOOLSNAPSHOT


STANDARD1:MissionTheschoolcommitstoamissionthatleadstocontinuousimprovementforteachingandlearning.

AnSAISaccreditedschool’smissionguidesdecision-making,allocationofresources,andthebuildingofcommunity.

STANDARD2:GovernanceandLeadershipTheschoolprovidesagovernance,leadership,andorganizationalstructurethatpromotesitsmission.

InanSAISaccreditedschool,trusteesandadministratorsclearlyunderstandtheirrolesandareadvocatesfortheschool’smission,vision,andcontinuousimprovement.Leadersencouragecollaborationandsharedresponsibilityforschoolimprovementamongstakeholders.

STANDARD3:TeachingandLearningTheschoolprovidesacurriculumandinstructionalmethodsthatfacilitateachievementofallstudentsinsupportofitsmission.

AnSAISaccreditedschoolprovidesacurriculumthatreflectsbestpractices,strategies,andactivities.Thecurriculumincludesclearlydefinedexpectationsforstudentdevelopmentthataresubjecttoreviewandrevisionatregularintervals.

STANDARD4:StakeholderCommunicationandRelationshipsTheschooldevelopsandmaintainseffectivecommunicationandrelationshipstofurtheritsmission.

AnSAISaccreditedschoolcommunicatesclearlyandaccuratelywithitsstakeholdersandencouragescollaborationtofurtheritsmission.

STANDARD5:ResourcesandSupportSystemsTheschoolhastheresources,services,andpoliciesnecessarytosupportitsmission.

AnSAISaccreditedschoolhassufficienthumanandmaterialresources,employsaqualifiedandcompetentstaff,andprovidesongoingprofessionaldevelopment.Theschoolhaswell-definedandcommunicatedpoliciesandprocedurestopromoteasafe,healthy,andorderlyenvironment.

Thecommentaryinitalicsaftereachindicatorandthesuggestedevidenceisprovidedtohelpyouassembletheappropriateartifactsasyourespondtotheindicatorsinwritingandprepareforyourchairandvisitingteam.Theyarebynomeansexhaustivenordotheyrepresentrestrictionsplacedonschoolsastheycreativelyaddresstheiroperationalefficiencies.Inrespondingtoindicators,theschoolmustindicatethatitbelievesitselftobeincompliancewiththeindicator,provideadescriptionofHOWtheschoolcomplies,andprovideevidenceorartifactsthatsupportitsclaim.

SAISSTANDARDSFORACCREDITATION


Theschoolcommitstoamissionthatleadstocontinuousimprovementforteachingandlearning.

AnSAISaccreditedschool’smissionguidesdecision-making,allocationofresources,andthebuildingofcommunity.

STANDARD1–INDICATORS:1.1 Establishesincollaborationwithitsstakeholdersamissionfortheschoolthatguidesall

planninganddecision-makingandensuresthemissioniscongruentwithprinciplesofacademicscholarship;permittingandencouragingfreedomofinquiry,diversityofviewpoints,andacademicindependent,criticalthinking.Themissionoftheschoolisanessentialwrittenfoundationonwhichallprogramsandorganizationalstructuresarebased.Themissionstatementshouldbereflectedinallofferings,activities,andpersonnelwithintheschool.Themissionstatementiswhatsetsaschoolapartfromothers.Itisastatementoftheuniquecultureoftheschool.Itpermeatestheschoolinplacessuchasthebeginningoftheschool’scharterorbylaws,initshandbooksandviewbooks,initsadmissionsmaterials,onthewallsofclassroomsandoffices,andinthemindsandheartsoftheentireschoolcommunity.Evidencemayinclude:BylawsHandbooksAdmissionsMaterialsWebsite

1.2 Assuresthatgoalsarealignedwithandadvancethemissionoftheschool.

ThegoalsshouldbealignedwithandreflectiveofthemissionoftheschoolandcongruentwithallaspirationsthatguideSAISmemberschools.Examplesofsuchalignmentcantypicallybefoundintheschool’sstrategicplan,itsself-study,minutesofmeetingsaboutschoolpolicyandadministrative/facultydecisions,etc.Schoolsshouldaskthemselves,“Willthisgoalhelpuscarryoutandfulfillourmission?”Evidencemayinclude:SurveysFocusGroupsMinuteswhichincludepolicydecisions

1.3 Ensuresthebeliefsandmissionguidetheinstructionandcurriculumthroughoutthe

schoolandreflectresearchandbestpracticesconcerningteachingandlearning.Regulardiscussionsabouteducationalphilosophy,developmentalpsychology,andorganizationaldesignshouldclearlyreferencethemission.Debateaboutnewdirectionsor

STANDARD1:MISSION


newmethodsofteaching/learningshouldevidenceconsiderationofthemission.Evidencemayinclude:MinutesfromMeetingsofDivisions,Departments,AdministrationProfessionalGrowthOpportunitiesInServicePrograms

1.4 Regularlyreviewsitsmissionandreviseswhenappropriate.Aforceful,vitalmissionrequiresthatschoolsandtheirgoverningboardsreviewthemissionstatementperiodically.Withoutregularreviewandreconsideration,amissioncanbecomenothingmorethanahistoricallandmarkintheschool’sexistence.Thisindicatorshouldnotbetakenasanexpectationthatthemissionstatementwillbechangedeachyear;manyremainusefulfordecades.Butmissionsdorequiremaintenanceandcarefulconsiderationiftheyaretoinfluencetheworkoftheschool.Theintervalsandtimingforsuchreviewareuptotheschool.Evidencemayinclude:MinutesfromFocusGroupsorTrusteemeetingsthatindicatestakeholderinputNotethateachschooldefinesthemeaningoftheword“regular”asitrelatestotheindicatorandtheschool’sownuniqueculture

1.5 Providesevidencethatnoformofbiasorprejudiceisallowedorpracticedwithinthemissionscopeoftheschoolinordertopromoteanequitable,just,andinclusivecommunitythatinspiresstudentstorespectandvaluediversity.ThisindicatorensuresthatallSAISschoolsmodelequityandjusticeintheirdailypractices,intheirrecruitingapproaches,andintheircurriculum.Evidencemayinclude:Evidenceofnondiscriminationpoliciesinhandbooks,website,employmentinformation,studentapplications,schoolpublications

Documentsrelativetostandard1.NOTE:thisisanabbreviatedlistofdocumentstakenfromtheindicators.Theabsenceofdocumentsmarkedbyanasteriskmaydelaytheaccreditationprocess.**Evidenceofnondiscriminationpoliciesinhandbooks,website,employmentinformation,studentapplications,schoolpublications**OtherDocumentslistedwiththeindicatorsforthisstandard

• Evidenceofregularmissionstatementreview• Descriptionofhowmissiondrivesdecisionmakingattheschool• Bylaws• Handbooks• Admissionsmaterials• Survey/Focusgroupresults• MinutesfromMeetingsofDivisions,Departments,Administration• ProfessionalGrowthOpportunities• InServicePrograms


Theschoolprovidesagovernance,leadership,andorganizationalstructurethatpromotesitsmission.

InanSAISaccreditedschool,trusteesandadministratorsclearlyunderstandtheirrolesandareadvocatesfortheschool’smission,vision,andcontinuousimprovement.Leadersencouragecollaborationandsharedresponsibilityforschoolimprovementamongstakeholders.

STANDARD2–INDICATORS:2.1 Operateswithinthejurisdictionofagovernancestructureorcivilauthorityand,when

necessary,hasacharter,license,orpermittooperatewithinthatjurisdiction.

Schoolswilloperateindependentlywiththenecessarycharter,licenseorpermitasrequiredbytherelevantjurisdiction.Schoolsthatfunctionundertheauthorityofanother501(C)(3)authority,suchasanecclesiasticalbishopornationalorganization,orasaproprietaryschoolmustshowthelocationofevidencethatsuchauthorityhasbeendelegatedtotheschool.Evidencemayinclude:ByLawsArticlesofIncorporationCopiesofLicenseorpermitsDocumentsthatshowtheauthorityofthegoverningBoard

2.2 Complieswithallapplicablestatutesandgovernmentalregulations.

Theschoolwillcomplywithapplicablestatutesandgovernmentalregulations(federal,state,local)includingthoserelatedtoprogramsforyoungchildren.Itshouldberememberedthatnoncompliancewithsomeregulationscouldputtheschoolinlegalandfinancialjeopardy.Schoolsofferingextendeddayprogramsand/orservingchildrenyoungerthan(senior)kindergartenshallprovideevidencethattheyknowandmeetapplicablestatestatutesandrequirementsrelatedtopre-kprograms.Typically,astateagencyprescribesregulationsfortheseprogramsandschoolsmayormaynotqualifyforexemptions.TobeconsideredforSAISaccreditation,theseprogramsmustbepartoftheoverallschoolprogramandincludedintheschool’sstandardscomplianceandselfstudyandmustbeoperatinginfullcompliancewiththestateagencyand/ormustdemonstrateexemptionfromregulation.Evidencemayinclude:DocumentsinadherencetoFire,Safety,andHealthcodesSafetychecklistsfromlocal,regional,nationalsourcesExtendedCareandDayCareregulationsorexemptioncertificates

STANDARD2:GOVERNANCE&LEADERSHIP


2.3 Obtainsnecessaryinformationaboutthelegalrequirementsandobligationsthatexistin

thestate,federal,orotherjurisdictionsinwhichitoperates.

Leadersinaschoolshoulddemonstratethattheyhaveaccesstotheinformationregardinglegalrequirementsnecessarytooperateaschool.Thename(s),affiliations,andrelationshipsshouldbeindicatedintheschoolrecords.Evidencemayinclude:NamesandcontactinformationforschoolattorneyandaccountantNameandcontactinformationforDepartmentofChildProtectiveServicesEvidenceofFacultytrainingasrequiredforCPR,FirstAid,CPS,etc.

2.4 Establishesbyitsgoverningprocesspoliciestoensurenoconflictofinterestbetweenbusinesses,professionalorparentalrolesanddutiestotheschool.

NoeconomicorotheradvantagemustcometoaTrustee(oremployee)becauseofhisorherroleoraffiliationwiththeschool.Boardmembersshouldnotparticipateindiscussionsthatrelatetoconflictsofinterestinvolvingtheirbusinesses,orthemselves,ortheirfamilyrelationships.Annualsignedconsentforms,orientation,andon-goingtrainingaretypicalmethodsofdemonstratingadherence.Evidencemayinclude:ConflictofintereststatementssignedbyalltrusteesandkeyemployeesPolicystatementsregardingconflictsofinterest,recusal,orcontractbiddingandawardingprocesses

2.5 Assuresthatthegovernancestructuresupportsandmodelsinclusivedecision-makingmethods.

AgovernancebestpracticeisforBoardstofollowproceduresduringmeetingsthatallowforopenandconfidentialconversations;andlikewisetodevelopprotocolstospeakasonevoiceoutsideofmeetings.Evidencemayinclude:ByLawsandMeetingMinutesEvidenceofBoardtrainingrelatedtodecisionmakingDescriptionsofsuccessfuldecision-makingprocesses

2.6 Assuresthatthegovernancestructureestablishescomprehensivemonitoringofoverallschoolpolicies.Thegoverningboardestablishesregularmethodsformonitoringpolicieswhilebalancingtheneedforthemanagersoftheschooltoaddressday-to-dayconcernsEvidencemayinclude:ByLawsAgendaitemsBoardMeetingMinutesDescriptionofmonitoringmethod


BoardPolicyManual2.7 Theschoolengagesinformalandregularstrategicthinkingandplanningalignedwithits

vision,mission,andbeliefsandprovidesforthecontinuityofmission.Evidenceofvisioningandplanningmustbemadeclearandacurrentstrategicplanmustexistandbeavailableforreview.Astrategicplanningprocessthatismission-driven,comprehensiveofallfacetsoftheschool,andinclusiveofrepresentativesofallstakeholdergroups,couldserveasthebasisfortheschool’sself-studyandschoolreportasarequiredcomponentforaccreditation.Evidencemayinclude:Copyoftheschool’sstrategicplanMinutesofplanningandvisioningmeetings,retreats,etc.

2.8 Assuresthatthegovernancestructureprovidesforstabilityintransitionsofleadership.Orderlysuccessionplanningandpracticehelpstoensurethecontinuityofmission.Successionplansshouldaccountforboardmemberandboardleadershiptransitionsaswellasheadofschooltransition.Evidencemayinclude:ByLaws,policies,etc.thatdescribesuccessionplanningproceduresMeetingminutesthatdemonstratediscussionsofsuccessionplanning

2.9 Assuresthatthegovernancestructureclearlydefinesrolesandresponsibilitiesforboardmembersandtheheadofschool,andprovidesproceduresfor:orientation;continuousgrowth,renewalandtraining;andevaluationofboththeboardandtheheadofschool.ClearevidenceofdistinctionbetweentherolesoftheBoardandHeadofSchoolisrequired.Evidencemayinclude:ByLawsandPoliciesHandbookandevidenceofongoingtrainingHeadofSchoolevaluationprocedureBoardevaluationprocedure

2.10 Hasanorganizationalstructurethatincludesseparateentitiesthatcarryoutthedistinctfunctionsofgovernanceandday-to-daymanagement.

TheschoolemploysbestpracticesindeterminingtherolesoftheBoardandtheHeadofSchool.Typicalresponsibilitiesofthegoverningboardinclude:employ,nurture,support,andevaluatetheadministrativeheadoftheschool;managetheinvestmentsandcommissiontheauditoftheschool;assumefiduciaryresponsibilityfortheschool;setpolicyfortheschool.Typicalday-to-dayresponsibilitiesoftheadministrativeheadoftheschoolinclude:oversightofpersonnel,curriculum(aswellasextraandcocurricularofferings),andstudentlife;administrationoftheapprovedbudget.Policymanuals,employmentdocuments,by-laws,admissionsmaterials,boardhandbookstatementscanbeusedtodemonstrateadherencetothisindicator.


Evidencemayinclude:

BoardByLawsandPoliciesMeetingMinutesthatincludereportsfromschooladministrationEvidenceofongoingboardtraining

2.11 Establishespoliciesandproceduresthatrecognizeandpreservetheexecutive,

administrative,andleadershipprerogativesofthemanagersoftheschoolandassurethatthegovernancestructuredoesnotinterferewiththeday-to-dayoperationsoftheschool.

Theschooldemonstratesacleardistinctionbetweenpolicyandmanagement.Evidencemayinclude:BoardBylawsandPoliciesEvidenceofongoingboardtrainingAnnualevaluationoftheHeadofSchool

2.12 Assuresthattheadministrativeheadoftheschoolallocatesandalignsthehuman,

instructional,financial,andphysicalresourcesinsupportofthevision,mission,andbeliefsoftheschool.Theschoolheadshallhaveresponsibilityfortheexpenditureofallfundsraisedinthenameoftheschoolbyboosterclubsandotherrelatedorganizationsofstudents,parents,alumni,orsupporters.

Provideevidenceofalignmentofallocationoffundsandmissionoftheschool.Ensurethattheadministrativeheadoftheschoolhastheauthoritytomanagetheschool’sboardapprovedbudget.Ensurethatallentitiesoftheschoolthatraisefundsoperateundertheauthorityoftheadministrativeheadofschool.Evidencemayinclude:AnnualSchoolBudgetAnnualAuditSchoolPolicyManualStrategicPlan

2.13 Assuresthatthegoverningbodyprovidesadequateriskmanagementpoliciesforthe

protectionoftheschoolandadequatedocumentationofinsuranceorequivalentresourcestoprotectitsfinancialstabilityandadministrativeoperationsfromprotractedproceedingsandclaimsfordamage.Descriptionsofriskmanagementpracticesandpolicies,copiesofinsurancepolicies,agreementswithprobonoorretainedcounsel,descriptionofequivalentresourcesarepossibleresourcestodocumentsadherence.Evidencemayinclude:Emergency/CrisisManagementPlan(seeIndicator5.13)InsuranceDocumentsPoliciesthatdescribesafetyproceduresContactinformationforschoolattorney


2.14 Assuresthatdebtserviceorlinesofcreditaremanagedinsuchwaysastoensurethatfiscalresponsibilityremainsunderthecontrolofthegoverningauthority.

Theschoolmaintainsandenforcespolicies,whichensurefiscalresponsibility.Evidencemayinclude:Auditwithclearmanagementletter(seeIndicator2.17)ByLawsandMeetingMinuteswhichdescribepoliciesandenforcementproceduresCopyoffiledtaxdocuments(typicallyIRSForm990)MeetingMinuteswhichincludeBoardapprovalofAudit

2.15 Assuresthattheschoolisnotin,norinprospectofmovinginto,financialreorganization

undertheprotectionofbankruptcy.Theschooloperateswithoutexcessivedebtandwithinabalancedbudgetformorethanoneyear.

Evidencemayinclude:

AnnualAuditFinancialStatementsfromprioryearCurrentschoolbudgetBalanceSheetDescriptionofCashFlowandLinesofCredit

2.16 Budgetssufficientresourcestosupportitseducationalprogramsandplansforimprovementandmaintainsaplantofundamaintenancereserve.Thefinancialreportsoftheschoolmustbemadeavailabletotheteamonthecampus.Theevidenceofareservefundinplaceindicatesthattheschooltakesthisneedseriouslyandalthoughthereisnotaspecificamounttobesetaside,fiscallyprudentandsoundschoolsprovideforfuturemaintenanceorprogrammaticneedsbasedontheschool’sfinancialcapacity,itsphysicalplantsizeandage,andthecomplexityofitsprograms.Evidencemayinclude:CurrentyearfinancialstatementsandbudgetMeetingminutesand/ordescriptionsofalignmentofstrategicplanandannualbudget

2.17 MaintainsitsaccountsinaccordancewithGenerallyAcceptedAccountingPrinciples(GAAP).Itsaccountsarereviewedorauditedannuallybyanindependentlicensedaccountant.Afullauditisconductedintheyearbeforethevisit.Businessmanuals,procedurehandbooks,acopyoftheaudit,boardminutesacceptingtheaudit,etc.canprovideevidenceofthis.Tobeincompliance,aschoolmustholdafullauditforthefiscalyearascloseaspossibletotheiraccreditationvisit(usuallytheyearimmediatelyprior)andminimallyreviewsintheinterveningyears."Independent"meansnotanemployeeoftheschool.Itisabestpracticetoconductauditsannually.Evidencemayinclude:AuditwithManagementLetter;evidenceofoff-yearreviewsorauditsInterviewwithFinanceCommittee,FinanceManager;FinancialProceduresHandbook


Documentsrelativetostandard2.NOTE:thisisanabbreviatedlistofdocumentstakenfromtheindicators.Theabsenceofdocumentsmarkedbyanasteriskmaydelaytheaccreditationprocess.GovernanceDocuments**Bylaws****Boardpolicymanual****ArticlesofIncorporation****Strategicplan****HeadofSchoolevaluationprocedure****Boarddevelopmentplanandevaluationprocedure****Conflictofintereststatementssignedbyalltrusteesandkeyemployees**FacilityandSafetyDocuments(seealsostandard5)**Licensesorpermitsfortheschooltooperate(ifrequiredinyourmunicipality,city,orstate)****DocumentsdemonstratingadherencetoFire,Safety,andHealthCodes****Safetychecklistsfromlocal,regional,nationalsources****ExtendedCareandDayCarelicenseorexemptionfromlicense****Riskmanagementplans(including,butnotlimitedto:vehiclesafety,requirementsfordrivers,chemicalhandlingandstorage,preventativemaintenanceandinspections,fieldtrips,sportsprograms,outsidecontractors,useoffacilities)**InsuranceDocuments**FinancialDocuments–mustbeavailable,notrequiredtobeuploaded**AnnualSchoolBudget****FinancialAudit****CurrentStatements:FinancialPosition,Activities,CashFlow****DescriptionofLinesofCredit****Copyoffiledtaxdocuments(typicallyIRSForm990)**OtherDocumentslistedwiththeindicatorsforthisstandard

• Namesandcontactinformationforschoolattorneyandaccountant• NameandcontactinformationforDepartmentofChildProtectiveServices• DocumentsthatshowtheauthorityofthegoverningBoard• Policystatementsregardingconflictsofinterest,recusal,orcontractbiddingandawardingprocesses• EvidenceofBoardtrainingrelatedtodecisionmaking• Descriptionsofsuccessfuldecision-makingprocesses• ByLaws,Boardmeetingagendaitems• Descriptionofmonitoringmethod• BoardPolicyManual• Minutesofplanningandvisioningmeetings,retreats,etc.• ByLaws,policies,etc.thatdescribesuccessionplanningprocedures• Meetingminutesthatdemonstratediscussionsofsuccessionplanning• Handbookandevidenceofongoingtraining• Evidenceofongoingboardtraining• FinancialProceduresHandbook• MeetingMinuteswhichincludeBoardapprovalofAudit• Policiesthatdescribesafetyprocedures(seealsostandard5)


Theschoolprovidesacurriculumandinstructionalmethodsthatfacilitateachievementofallstudentsinsupportofitsmission.

AnSAISaccreditedschoolprovidesacurriculumthatreflectsbestpractices,strategies,andactivities.Thecurriculumincludesclearlydefinedexpectationsforstudentdevelopmentthataresubjecttoreviewandrevisionatregularintervals.

STANDARD3–INDICATORS3.1 Developsandalignsthecurriculumandinstructionaldesignwiththeschool’smissionand

expectationsforstudentperformance.Thevisitingteamwillbelookingforevidencethatthecurriculumandinstructionalmethodsarealignedwithstudentexpectationsandthemissionoftheschool.Themissionlanguageshouldshowupofteninminutesorofficialnotesofdivisionmeetingsandinthedescriptionsofhowtheschoolorganizesitsinstructionalprogramtoaccomplishitsobjectives.Evidencemayinclude:CurriculumGuidesScopeandSequenceLessonPlansSyllabiMinutesofgradelevel,department,divisionmeetingsProfessionaldevelopmentopportunities

3.2 Designscurriculumtoencouragestudentstoreachtheirpotential.

Encouragingstudentstoreachtheirpotentialmaysuggestacomprehensiveacademicprogramandco-curricularactivities,differentiation,AP,Honors,IBprograms,dualenrollment,oramyriadofotheropportunitiesandapproaches.Independentschoolscommittotheuniquenessofstudentsandhavedesignedcurriculumwithindividualsinmind.Evidencemayinclude:CurriculumGuidesListofCourseOfferingsAcademicProfileSchoolCalendarListofco-curricularofferingsCollegeAcceptances

STANDARD3:TEACHING&LEARNING


3.3 Providesforarticulationandalignmentacrossallsubjectareasandlevelsofschools.Thevisitingteamwillbelookingforevidenceinconversationsandwrittenstatementsandcurriculumguidesaboutthecoordinationoftheteachingandlearningphilosophyoftheschool.Cohesivemissionlanguageshouldshowupofteninminutesorofficialnotesofinstructionalandcurriculummeetingsandinthedescriptionsofhowtheschoolorganizesitsinstructionalprogramtoaccomplishitsobjectives.Evidencemayinclude:InstructionalandCurriculummeetingminutes/notes CurriculumMapsorScopeandSequenceInServiceAgendas

3.4 Implementscurriculumbasedonclearlydefinedexpectationsforstudentlearning.

Therearenumerousapproachestoexpectationsforstudentlearning.Theseexpectationsshouldbeunderstoodbyallandshouldbeenumerated,asbestaspossibleinadmissionmaterials,handbooks,curriculumguides,etc.andshouldbethesubjectofminutesoffacultyordepartmentmeetings.Notethatthiscurriculummustbeimplemented.Evidencemayinclude:CurriculumGuidesSyllabiandLessonPlansInstructionalandCurriculummeetingminutes/notesSchoolWebsiteAdmissionsMaterials

3.5 Emphasizeselementsofcollaborationandcollegialitythatincludehonesty,integrity,

trustworthiness,responsibility,citizenship,self-discipline,andrespectforothers.Evidenceoftheseattributesinthemission,objectives,program,curriculum,co-curricularactivities,andtheoverallcultureamongstaffandstudentsareusefulpiecesofinformation.Surveyscanprovideanimportantmeansofassessingtheeffectivenessoftheschool’seffortstoemphasizetheseelements.Evidencemayinclude:SurveysCharacterorLeadershipProgramsTeamBuildingActivitiesamongFacultyand/orStudentsAdvisoryMeetingsStudentCouncilAgendas/Minutes

3.6 Schedulesinstructionaltimetosupportstudentlearning.

Apartfromrequirementsofstatelaw,suchtimeshouldbeevidentintheschedulingdocumentsfortheschool.Evidencemayinclude:Daily/weeklyschedulesSchoolcalendar


3.7 Plansamission-appropriateacademiccalendarwithaminimumof170days,ormoreifrequiredbystatelaw,duringwhichstudentsandteachersengageinteaching/learningactivities(Note:forhalf-daykindergartenprograms,one-halfdayisequivalenttoonefulldayinmeetingthe170-daystandard).Evidenceofcompliancewithstatelawisadequate,alongwithacopyoftheschool’scalendar.Notethatalthoughstatelawdiffers,generallytherequirementisaminimumoftheequivalentof180daysofinstructionat4-6.5hoursperday(720-1170totalhours).Evidencemayinclude:SchoolCalendarStatelaw

3.8 Assuresthatthecurriculumreliesonsoundlearningprinciples,basedonrelevantresearchandprovidesamissionappropriate,well-balancedvarietyofeducationalexperiencesforallstudents.Theheartandsoulofaschoolisteachingandlearninganditscommitmenttoengagingtherelevantresearchregardingteachingandlearning.In-serviceprograms,professionaldevelopment,and/orotherfacultyseminarscanassureattentiontotheseprinciplesandexperiences.Evidencemayinclude:InServiceAgendasProfessionalDevelopmentOpportunitiesforFaculty/StaffCurriculumMeetingminutes/notes

3.9 Assuresthatthecurriculumpromotestheactiveinvolvementofstudentsinthelearningprocess,includingopportunitiestoexploreapplicationofhigherorderthinkingskillsandtoinvestigatenewapproachesinapplyinglearning.Theschoolmustprovideexamples(writtenand/orobservable)ofsuchactivities.Evidencemayinclude:LessonPlansListsofPrograms/CourseOfferingsUseofRubrics,EssentialQuestions

3.10 Assuresreadyaccesstoinstructionaltechnologyandacomprehensivelibrary/mediacollectionintegratedtosupportlearninggoals.Whiledifferencesandlimitationsmayexistinthevolumeoftechnologyorresourcesaschoolisabletoobtain,thesalientfeatureofthisindicatorishowinstructionaltechnologyandmedia/libraryresourcesarebeingusedtoenhanceandsupportlearninggoals.Evidencemayinclude:TechnologyPlanMedia/ResourcesPlanOperatingBudgetrelatedtothisIndicator


3.11 Assuresthattheschoolhasapolicyandprocedureforrespondingtochallengedmaterials.Modernchallengedmaterialsmayincludebooks,websites,art,socialmedia,etc.Operationalguidelinesforaddressingavarietyofsituationsinamissionappropriatemannershouldexist.Evidencemayinclude:HandbooksDescriptionofchallengeprocessTechnologyAcceptableUsePolicyTechnologyPlan

3.12 Providesacomprehensivesystemforassessingstudentprogressbasedonclearlydefinedstudentresultsforlearning.

Curriculumguides,benchmarkingassessments,reportcards,standardizedtests,progressreports,andrubricscanprovideaframeworkforassessment.Knowingeachstudentindividuallyisahallmarkofindependenteducation.Evidencemayinclude:StandardizedtestsorotherregularassessmentsProgressReports“MissionSkillsAssessment”RubricsCurriculumGuidesReportCards,PortfolioAssessments

3.13 Usesassessmentdataformakingdecisionsforcontinuousimprovementofteachingand

learningprocesses.

Examplesofdocumentedusesofdataforstudentplacement,teacherpreparation,andcurriculumadjustmentsaresourcesofevidence.Evidencemayinclude:AnalysisofstudentassessmentsthroughCurriculumandInstructionalMeetingminutes/notesAdjustmentsinplacement,teacherpreparation,curriculumaredocumentedintheabovemeetingminutes/notes

3.14 Conductsasystematicanalysisofinstructionalandorganizationaleffectivenessanduses

theresultstoimprovestudentperformance.

“Systematic”mayincludeananalysisofsurveysandfocusgroups,assessmentdata,benchmarkingstudies,teachingandlearningprofiles,etc.Regularreviews(bysemesterorannuallyorother)inappropriategroups(division,gradelevel,orother)andtheresultsofthosereviewscouldprovideevidencesofcompliance.Evidencemayinclude:CurriculumandInstructionalMeetingminutes/notesSurveysofparents,teachers,students


Documentsrelativetostandard3.NOTE:thisisanabbreviatedlistofdocumentstakenfromtheindicators.Theabsenceofdocumentsmarkedbyanasteriskmaydelaytheaccreditationprocess.

**CurriculumGuides/CurriculumMap****ListofCourseOfferings****AcademicProfile****SchoolCalendar****Daily/weeklyschedules****Descriptionofchallengedmaterialsprocess**

OtherDocumentslistedwiththeindicatorsforthisstandard

• CurriculumScopeandSequence• LessonPlans• Syllabi• Minutesofgradelevel,department,divisionmeetings• Professionaldevelopmentopportunities• Listofco-curricularofferings• CollegeAcceptances• InstructionalandCurriculummeetingminutes/notes• InServiceAgendas• CharacterorLeadershipPrograms• TeamBuildingActivitiesamongFacultyand/orStudents• AdvisoryMeetings• StudentCouncilAgendas/Minutes• TechnologyPlan• Media/ResourcesPlan• OperatingBudgetrelatedtothisIndicator-technology• TechnologyAcceptableUsePolicy• Standardizedtestsorotherregularassessments• ProgressReports• “MissionSkillsAssessment”Rubrics• ReportCards,PortfolioAssessments• AnalysisofstudentassessmentsthroughCurriculumandInstructionalMeetingminutes/notes• Adjustmentsinplacement,teacherpreparation,curriculumaredocumentedintheabovemeeting

minutes/notes• Surveysofparents,teachers,students


The school develops and maintains effective communication and relationships to further its mission.

AnSAISaccreditedschoolcommunicatesclearlyandaccuratelywithitsstakeholdersandencouragescollaborationtofurtheritsmission.

STANDARD4–INDICATORS:4.1 Fosterscollaborationwithcommunitystakeholderstosupportstudentlearning.

Theschoolmustdemonstrateinvolvementwiththecommunitythroughdiscussions,presentations,communications,andoutreachactivitieswithinternalandexternalstakeholderssuchasstudents,parents,faculty,keycivicgroupsandleaders.Evidencemayinclude:NewsstoriesExitinterviewsCoffeetalksFocusGroups

4.2 Assuresthatcommunicationsamongandbetweenschoolstaff,stakeholders,andalumni

areclearandeffective.

Clearandconsistentcommunicationiskeytoaneffectivemissiondrivenschoolandshouldexistinformatsandmethodsthataddresstheneedsofthosewithwhomcommunicationistakingplace.Evidencemayinclude:SurveysNewslettersParentNightschedulesEmailsSocialMediaMagazineCommunicationsschedulesandplans

4.3 Usestheknowledgeandskillsofparentstoenhancetheworkoftheschool.

Minutesfromperiodicparentmeetingsalongwithanorganizedvolunteerprogramwouldbegoodindicatorsofcompliance.Theremustbeevidencethatparentinputisreceived,reviewed,and,whereapplicable,implemented–whilenotoversteppingtheoperationalauthorityandresponsibilityoftheschool.Evidencemayinclude:MinutesfromparentmeetingsVolunteerguidelinesand/orhandbook

STANDARD4:STAKEHOLDERCOMMUNICATION&RELATIONSHIPS


MinutesfromAdministrativemeetingswhereparentinputisdiscussedFocusgroupsSurveys

4.4 Assuresthatthereisongoingevidenceofcommunicationwithappropriateagencies,suchaspublichealth,mentalhealth,physicians,andotherprofessionals.

Theschoolshouldbeabletodemonstratethatithasestablishedrelationshipswithappropriateexternalcommunityresourcessothatbothroutineandemergencyservicesinawidevarietyoffieldsarereadilyavailable(seealsoIndicator5.11).Evidencemayinclude:Communicationtoandfromcommunityresourcessuchaspolice,firedepartment,city/urbanplanningoffices,childprotectiveservices,stateandlocalemergencymanagement,mentalhealthresources,andotheragenciesandserviceprovidersasappropriate)StatementsinhandbooksindicatingrelationshipswithcommunityresourcesNotethatconfidentialexamplesofreferralsneedNOTbeshared

4.5 Assuresthattheschool’sadvertisingandpromotionalmaterialsreflectaccurateinformationabouttheschool’sprogramsandaccomplishments.

Admissionsmaterials,viewbooks,webandotherinternalandexternalmarketingmaterialsshouldalignwithphysicalandtestimonialevidenceandshouldbeaccurateandtruerepresentationsoftheschool.Claimsmaderegardingschoolaccomplishmentsshouldbeabletobedocumented.Evidencemayinclude:MarketingmaterialsthatdescribetheschoolWebsitecontentPublications

4.6 Gathersinformationaboutgraduatesandotherformerstudents,usingtheresultingdatatoinformtheschool.

Retentionandattritionstudiesofstudents,resultsofalumnisurveys,exitinterviewswithfamiliesthatleavepriortograduation,andwrittensummariesofinterviewswithparentsprovideevidence.Surveysoffaculty/staffandstudentscanalsoprovideimportantdatatohelpimprovetheschool.Evidencemayinclude:SurveydataandanalysisExamplesofdatabaseinformationExamplesofhowinformationgatheredisusedforschoolimprovementandmissionfulfillment


Documentsrelativetostandard4.NOTE:thisisanabbreviatedlistofdocumentstakenfromtheindicators.Theabsenceofdocumentsmarkedbyanasteriskmaydelaytheaccreditationprocess.

**Communicationtoandfromcommunityresourcessuchaspolice,firedepartment,city/urbanplanningoffices,childprotectiveservices,stateandlocalemergencymanagement,mentalhealthresources,andotheragenciesandserviceprovidersasappropriate****Relevantexamplesofcommunicationwithvariousstakeholders**


• Volunteerguidelinesand/orhandbook• Newsstories• Exitinterviews• Coffeetalks• FocusGroups• Surveys• Newsletters• ParentNightschedules• Emails• SocialMedia• Magazine• Communicationsschedulesandplans• Minutesfromparentmeetings• MinutesfromAdministrativemeetingswhereparentinputisdiscussed• Statementsinhandbooksindicatingrelationshipswithcommunityresources• NotethatconfidentialexamplesofmedicalorotherreferralsneedNOTbeshared• Websitecontent• Publications• Surveydataandanalysis• Examplesofdatabaseinformation• Examplesofhowinformationgatheredisusedforschoolimprovementandmissionfulfillment


Theschoolhastheresources,services,andpoliciesnecessarytosupportitsmission.

AnSAISaccreditedschoolhassufficienthumanandmaterialresources,employsaqualifiedandcompetentstaff,andprovidesongoingprofessionaldevelopment.Theschoolhaswell-definedandcommunicatedpoliciesandprocedurestopromoteasafe,healthy,andorderlyenvironment.

STANDARD5–INDICATORS:5.1 Provideswrittenpoliciescoveringrecruitment,employment,assignment,evaluation,and

terminationofservicetoallschoolpersonnel.

Handbooksandothermaterialsshoulddescribeallphasesoffacultyandstaffmembers’associationwiththeschool.Notethattheconceptsinindicator5.1areexpandeduponinindicators5.2,5.3,5.4,and5.5.Regularreviewsofpersonnelpracticeswillhelpkeeptheschooluptodateonthemostrecentlawsandrequirements.HRpoliciesandproceduresshouldalsoincludeconsiderationofvolunteers:intheschool,aschaperones,onthefields,ashostorhomestayfamilies,etc.Evidencemayinclude:EmployeeandVolunteerhandbooksEmployment/VolunteerAgreementsEmployee/VolunteerApplicationsDescriptionofhiringprocessincludingscreeningandbackgroundcheckproceduresforemployeesandvolunteersDescriptionofprofessionaldevelopmentEmployee/VolunteerEvaluationProcessTerminationPolicy

5.2 Assuresthatadministrative,instructionalandsupportstaffarequalifiedandcompetenttoperformthedutiesassignedtothemintheschoolinordertomeettheneedsofthetotalschoolprogramandthestudentsenrolled.

Thefocushereisonthreecharacteristicsofexcellenceatindependentschools–qualificationsofemployees,competenceofemployeesandmeetingtheneedsofstudents.Clearpositiondescriptionsarethebestevidence,coupledwithspecificqualificationsoftheindividualregardingtheirsuitabilityfortheworkassigned.Apartfromcredentialing,certification,oralternativepreparationandsubjectmatteraccumulation,headsordivisionleadersmustbeabletoexplainreasonsforhiring.Evidencemayinclude:DescriptionofexpectedqualificationofemployeesJobpostingsandJob/PositionDescriptionsFacultycharacteristicsanddemographics

STANDARD5:RESOURCES&SUPPORTSYSTEMS


5.3 Assuresthatthereisaneffectiveorientationprogramforfacultyandstaffnewtotheschool.

Programdescriptionwithagendasandminutesprovideagoodexplanation.Considerhowtheschoolassessestheeffectivenessoftheorientationprogramanditscontinuationthroughoutemployee’speriodofbeing“new.”Evidencemayinclude:MentoringprogramFacultyorientationscheduleMinutesofmeetingsdemonstratingsupportforemployeesnewtotheschool

5.4 Assuresthatallstaffmembersparticipateinacontinuousprogramofprofessionaldevelopment.

Allstaff,includingbutnotlimitedtofaculty,administrators,administrative,custodialstaff,boardingandorhomestayfamiliesarepartofthisrequirement.Whilethespecificsoftheprogramareuptotheschoolandmaydifferbasedontheemployee’sroleattheschool,theremustbeevidencethataformalmethodisinplacewhichmayinclude:howindividualsaremadeawareofthisrequirement;howfulfillmentofthisrequirementisrecorded;descriptionsofwhatprofessionalopportunitiesaremadeavailableandhowtheyarealignedwiththestrategicvisionoftheschool;howprofessionaldevelopmentisfunded.Evidencemayinclude:EmployeehandbookEmploymentagreementMinutesfromfacultymeetingswhereopportunitiesarediscussed-couldincludeanynumberofgrowthopportunitiessuchaspedagogicalapproaches,contentareainformation,healthandwellnesstraining,mandatoryreportingproceduresandstudentsafety,etc.)Copiesofflyers,etc.notifyingstaffofopportunitiesReportsgivenbyemployeesregardingprofessionallearningDescriptionsofPLCorCriticalFriendsgroupsAnalysisofstaffparticipationinprofessionallearningforadefinedperiodoftimeDescriptionoftheconnectionsbetweenstrategicinitiatives,assessmentofemployeeneeds,andallocationsoftimeandresourcesdedicatedtoprofessionallearning

5.5 Implementsanevaluationsystemthatprovidesfortheprofessionalgrowthofallpersonnel.

Programsofevaluationofperformancecantakemanyformsandshouldbedevelopedtosupportthegrowthanddevelopmentofemployeeswithinthemissioncontextoftheschool.Thereisnoonecorrectwaytodothis.Athoroughwrittendescriptionoftheevaluationsystemprovidesgoodevidence.Considerhowtheschoolassessestheeffectivenessoftheevaluationprogram.Evidencemayinclude:EmployeehandbookEvaluationproceduresPeerclassobservationplansDescriptionsoflearningcommunity


5.6 Provideswelldefinedandwrittenstudentpoliciesencompassingrecruitment,admissions,administrationoffinancialaid,conduct,discipline,andseparation.

Studentmaterialsshoulddescribeallphasesofstudent’sassociationwiththeschool.Consistencyandcompliancewithstatelawarenecessary.Notethattheconceptsinindicator5.6areexpandeduponinindicators5.7,5.8,and5.9.Evidencemayinclude:AdmissionsmaterialsStudentandParentHandbooksFinancialAidmaterials

5.7 Assuresthattherearewell-defined,publishedadmissionsandfinancialaid/scholarshipprocessesincludingcriteriauponwhichdecisionsaremade,andthatprofessionalethicsarestrictlyobservedintheprocess.

Reviewofdocumentationalongwithinterviewswithparentswillsupportthisindicator.Evidencemayinclude:AdmissionsmaterialsStudentandParenthandbooksFinancialAidmaterialsStandardsofethicaladmissionspractices

5.8 Acceptsstudentsforwhomthereisareasonableexpectationofsuccessfromthe

program.

Evidenceofcomplianceshoulddemonstrateadmissionsdecisionsbasedonastudent’scompatibilitywiththeschool’smission,program,andacademicguidelines.Evidencemayinclude:AnalysisofsuccessofstudentsDescriptionsofthesuccessfulcandidateasalignedwithmissionandacademicgoalsoftheschool

5.9 Assuresthatguidelinesforstudentconduct,attendance,anddress,anddisciplineare

writtenandcommunicatedtoallstudents,parents,andmembersofstaff.

Writtennoticesarekeyindicatorsofcompliance.Asanexample:whereuniformsarerequired,theteamshouldeasilybeabletocomparethewrittendresscodewiththeactualimplementationofitbythestudentbody.Evidencemayinclude:StudenthandbooksWrittennoticesofguidelinesEvidenceofpertinentassemblies,grademeetings,advisorygroups,studentcommunitybuildingactivities,etc.


5.10 Providescounselingservicesthatmeettheneedsofstudents.

Counselingservicesmayincludecollegecounseling,emotionalcounseling,learningdifferences,spiritualcounseling,etc.Howeverprovided,thesemustshowalignmentwithmissionandneedsofstudents.Facultyshouldbeawareofproceduresinplaceandoftheirroleintheprocess.Evidencemayinclude:InterviewswithparentsandstudentsDescriptionsofservicesinParentandStudenthandbooks

5.11 Assuresthatstudentswhoseneedscannotbemetinschoolarereferredtoappropriate

agenciesorresourcesforassistance.

Havingexistingrelationshipswithoutsideagenciesandresourceproviders(seeindicator4.4)allowsaschooltocontinuetoassiststudentswhoseneedstheschoolcannotmeetfully.Evidencemayinclude:WrittenproceduresinFacultyHandbooksEvidenceoffacultyorientationWrittenagreementswithoutsideproviders

5.12 Theschoolmaintainssecure,accurate,andcompleterecordsofoperations,finances,

personnelandstudentsinaccordancewithstateandfederalregulationsincludingbothpaperandelectronicrecords.Theschoolhasaplantoensureappropriateaccessandmaintenanceofallrelevantrecordsintheeventofaschoolclosure.

SAISschoolsarerequiredtoimplementandmaintainarecordsretentionsystemthatmeetsapplicablegovernmentalrequirementsforalloperating,financial,personnel,andstudentrecords.Therecordsretentionsystemappliestopaperandelectronicrecords,includesappropriateback-upsystems,anddetailsconsistentprocessesforrecordsdestruction.Instateswherenoguidanceisprovidedbygovernmentalagencies,SAISschoolsshouldconsultwiththeSAISofficetoensureappropriateaccessandmaintenanceofallrelevantrecordsintheeventofschoolclosure.Evidencemayinclude:DescriptionsofdatasecurityandaccessDocumentretentionpoliciesPlanforpermanentaccesstodocuments(studentrecords,employeerecords,etc)

5.13 Hasawrittencrisismanagementplan.

Awrittenplanthatisunderstoodandpracticedbyfaculty,staff,andstudentsandthatisregularlyreviewedandevaluatedisthebestevidence.Evidencemayinclude:EvidenceofFacultytrainingasrequiredforCPR,FirstAid,childprotectiveservicesissuesandreporting,etc.


Scheduleofdrillsandanalysisofefficiency/adequacySchoolcrisisplans(facilities,communications,transportation,health,continuity,etc.)

5.14 Providesdocumentationofongoinghealthandsafetyinspectionsandprocedures.

Thiscanbesatisfiedwithcertificatesofinspectionfromagenciesthatarechargedwithinspectingandcertifyingthecampusonsafetymatters.Schoolsofferingextendeddayprogramsand/orservingchildrenyoungerthan(senior)kindergartenshallprovideevidencethattheyknowandmeetapplicablestatestatutesandrequirementsrelatedtopre-kprograms.Typically,astateagencyprescribesregulationsfortheseprogramsandschoolsmayormaynotqualifyforexemptions.TobeconsideredforSAISaccreditation,theseprogramsmustbepartoftheoverallschoolprogramandincludedintheschool’sstandardscomplianceandselfstudyandmustbeoperatinginfullcompliancewiththestateagencyand/ormustdemonstrateexemptionfromregulation.Evidencemayinclude:Certificatesfromhealthdepartment,firedepartment,elevator,etc.inspectionsLicenseorexemptionsfromappropriatestateagenciesasrequired

Documentsrelativetostandard5.NOTE:thisisanabbreviatedlistofdocumentstakenfromtheindicators.Theabsenceofdocumentsmarkedbyanasteriskmaydelaytheaccreditationprocess.PersonnelDocuments

**Employeehandbooks****EmploymentAgreements****EmployeeApplications****Descriptionofhiringprocessincludingscreeningandbackgroundcheckprocedures(bothinitialandperiodic)foremployees****Descriptionofprofessionaldevelopment****EmployeeEvaluationProcess****TerminationPolicy****Descriptionofexpectedqualificationofemployees****JobpostingsandJob/PositionDescriptions****Facultycharacteristicsanddemographics****Facultyorientationscheduleandtopicsaddressed****Descriptionoftheconnectionsbetweenstrategicinitiatives,assessmentofemployeeneeds,andallocationsoftimeandresourcesdedicatedtoprofessionallearning**

StudentDocuments**Admissionsmaterials****StudentandParentHandbooks****Boardingorhomestayprogramhandbook****FinancialAidmaterials****Standardsofethicaladmissionspractices**


Documentsrelativetostandard5,continuedHealth,Safety,Security(seealsostandard2)

**EvidenceofFacultytrainingasrequiredforCPR,FirstAid,childprotectiveservicesissuesandreporting,etc.****Scheduleofdrillsandanalysisofefficiency/adequacy****Schoolcrisisplans(facilities,communications,media,transportation,health,continuity,etc.)****Certificatesfromhealthdepartment,firedepartment,elevator,etc.inspections****Internalinspectionandauditproceduresanddocumentation****Licenseorexemptionsfromappropriatestateagenciesasrequired****Descriptionsofdatasecurityandaccess****Documentretentionpolicies****Planforpermanentaccesstodocuments(studentrecords,employeerecords,etc.)**


• Volunteerhandbooks• VolunteerAgreements• VolunteerApplications• Descriptionofscreeningandbackgroundcheckprocedures(bothinitialandperiodic)for

volunteers• Descriptionofprofessionaldevelopment• VolunteerEvaluationProcess• Mentoringprogram• Minutesofmeetingsdemonstratingsupportforemployeesnewtotheschool• Minutesfromfacultymeetingswhereprofessionalgrowthopportunitiesarediscussed-could

includeanynumberofgrowthopportunitiessuchaspedagogicalapproaches,contentareainformation,healthandwellnesstraining,mandatoryreportingproceduresandstudentsafety,etc.)

• Copiesofflyers,etc.notifyingstaffofopportunities• Reportsgivenbyemployeesregardingprofessionallearning• DescriptionsofPLCorCriticalFriendsgroups• Analysisofstaffparticipationinprofessionallearningforadefinedperiodoftime• Analysisofsuccessofstudents• Descriptionsofthesuccessfulcandidateasalignedwithmissionandacademicgoalsoftheschool• Writtennoticesofguidelines• Evidenceofpertinentassemblies,grademeetings,advisorygroups,studentcommunitybuilding

activities,etc.• DescriptionsofcounselingservicesinParentandStudenthandbooks• WrittenproceduresofreferralsinFacultyHandbooks• Evidenceoffacultyorientationtoreferrals• Writtenagreementswithoutsideprovidersforstudentreferrals


SelfStudyProcessIndependentschoolsbynaturearedifferentfromoneanother.Therefore,theymustbestudiedfromdifferentpointsofviewinorderthatdistinctionsoftheirqualityprogramsbecomeevident.Withthatassumptioninmind,SAISschoolsareaskedtochooseamethodofevaluationthatmostcloselyalignswiththeregular,on-goingvisioningorplanningunderwayattheschool.Self-studyandplanningareindicatorsthattheschoolhascommitteditselftoagrowthmindsetandactivelyengageswithcurrentrealitiesandfutureaspirationsthroughthelensofitsmission.Aschool'sself-studymaybealmostanyrationalformofself-studythataschoolchooseswhichbestsuitsitscommunityandculture.Thethreebasicrequirementsofanyself-studyarethatitismissionfocusedormissiondriven,comprehensiveofallaspectsofschoollife,andinclusiveofrepresentativesofallstakeholdergroups.Theself-studyprocessshouldresultintheidentificationofspecificandmeaningfulinstitutionalgoals.Aschoolcanuseanyself-studymethodgenerallyrecognizedintheindependentschoolworld:astrategicvisioningprocess,schoolimprovementplan,schoolrenewalprocess,long-rangeplanning,schoolwideSWOTanalysis,asguidedbyaconsultant,etc.ChoosingyourownpathisoneofthedistinctivefeaturesoftheSAISaccreditationprocess.Self-studymethodologies

haveincommonananalysisandresponsetoaccreditationstandards,engagementofstakeholders,analysisofdataanddatacollectionprocesses,benchmarkingandenvironmentalscanning,andmissionrelevanceandmissionfulfillmentdata.TheSchoolReport(seebelow)requiresthataschoolidentify,demonstrate,anddocumentacontinuousprocessofimprovement.

Oneofthekeystothesuccessofself-studyandevaluationisthataschoolhasestablishedandusesbenchmarks.Thebenchmarksshouldconsistofrecognizedindicatorsthatmaybeusedasabasisfordeterminingwhetherornotaschoolshowsimprovementfromyeartoyear.Theschool'splanningdocumentsshouldclearlyindicatethebenchmarksanddashboardindicatorschosenbytheschool.Thefollowingsuggestsomepossiblebenchmarksforyoutoconsider,someofwhichareavailabletoparticipantsintheSAISbenchmarkingsurvey:

o Applicationhistorytrends,Yield,i.e.,newenrollmentasapercentageofacceptances,Attritionasapercentageofinitialenrollmentfromoneyeartothenext

o Facultyturnoverasapercentageoftotalfacultyo Changesinscoresontestsgiven:AP,SAT,PSAT,ACT(PLAN,EXPLORE),ERB(CTP,CPAA,Writing),

StanfordAchievementTest,ITBS,CWRA,etc.o Staffdevelopmentfundsasapercentageofoperatingbudget,numberofstaffusingstaff

developmentfundsforspecifictargetedpurposeso Percentageofconstituencymakingdonationstotheschoolo Academicanddisciplineareaspecificbenchmarksassetbyregionalandnationalorganizationso Self-benchmarkingagainstlongitudinalstudiesofvariousaspectsoftheschoolmissiono Appropriate,regular,andreliableopinionmeasuressuchastheSAISValueNarrativeSurveyo Collegeacceptanceandawardstrends

Asaresultofstudyingyourself,youwillrealizethattherearethingsyouwanttostartdoing,thingsyouwanttodobetter,thingsyouwanttostopdoing.Theseformthebasisoftheschool’sgoalsforitselftowhichtheschoolshouldapplythe“FourCriticalQuestions.”

SELFSTUDYANDSCHOOLREPORT:TheGrowthMindset

Choosingitsownbestmethodofself-studymaybeonemoreexampleofanexpressionofa

school'sindependence.


SELF STUDY VIGNETTES SCHOOLALPHAAsSchoolAlphaapproacheditscentennialyear,theycametounderstandthattheywereacademicallystrong,financiallysecure,andfortunateintheirsuccessfulstudents,dedicatedparents,andcommittedfaculty.Yetlivinginaworldofconstantchange,theyintentionallydecidedtofocusasmuchontheirplanningprocessasonspecificinitiatives.Theyengagedinadeliberatetransitionfromconventionalstrategicplanningtoagreaterrelianceon“strategicthinking.”Thekeydifferenceistheresponsivenessofaplanningprocesswherethecreationofnewinitiativesisavitalpartofthelifeoftheschool.Thepriormodeltendedtobemorestatic,generatingandrelyingondocumentsthatwereintendedtomapoutfiveyears.Oftentheseplanswereoutdatedafterayearortwoandrequiredsomuchtimeandenergytocreatethattherewaslittleenthusiasmforrevisitingandupdating.TheschoolspentayearshiftingthefocusoftheBoardtoallowformoregenerativeandstrategicconversationsandapproximately80facultymembers,staff,andadministratorsvisitedwithinnovativeschoolsandorganizationsaroundtheglobemeetingwithnotedexpertsandformingpartnershipstoworkon

collaborativelearning.Theschoolspentthenextyearengagingtheentirecommunitytodeterminehowbesttothriveinthechangingworld.Structureddiscussionsledtoaveryspecificdynamic:theschoolshouldbealeaderineducationalinnovations,butalsoremain

committedtocoreprinciplesofcommunity,characterdevelopment,andinterpersonalrelationships.Thecoreprinciplesservedasthefoundationforthedevelopmentofspecificinitiatives,aswellasanewplanforstrategiccommunication.Ratherthandevelopingpredictableoutcomesandoutcomesthatweredestinedtobeoutmodedevenbeforeimplementation,theschoolchosetocultivateaconstructiveculturecommittedtochangesrootedintheirvaluesandtheprimacyofinterpersonalrelationships.Ratherthanreactingtoeventsastheyoccurredorplacingbetsonspecificandhighlyuncertaintrendsanddevelopments,theydesignedaschoolculturethathelpsthemshapetheirfuture.Specifically,theschooldevelopedshort-terminitiativesintherealmsof:creatingacollaborative,team-orientedculture(reflectingondiversity,globalization,technology,customizededucation,andcollaboration);developingnewfacilities;developingandmoldingnewleadershipfromwithinthefacultyandadministration;developingmoreintegrated,intentionalandstrategiccommunications;buildingshortandlong-termsustainablefinancialmodels.Theschoolalsoengagedindevelopingmethodologiesofmeasuringandchartingtheirprogressthatrelyonbothtraditionalmeans(testscores,WISC,CTP,SAT,AP)andmorequalitativemeans(CWRA,alumnisurveys,ongoingcompetitivemarketanalysis).SCHOOLBETASchoolBetaconductedathree-phase,year-longvisioningexercisefollowingDesignThinkingmethodologies.InPhaseI,stakeholders(students,faculty,alumni,parents,boardmembers,communityleaders,vendors,collegeadmissionsofficers,etc.)firstcreatedAnnotatedSilhouettesoftheportraitof

thesuccessfulstudentandtheirimpactintheworld,thenclassifiedthecharacteristicsgarneredfrommorethansixhundredvisualresponsesintotwomaincategories:elementsthatwere“burningdesires”andelementsthatwere“ripeforchange.”Studentleadersweretrainedand

ledseveraloftheactivitiestocollectdata.InPhaseII,the“CompassPhase,”theleadershipcommitteecollatedemergingthemes,continueddatacollectionthroughapublicblogandapublicvisioningwall,conductedsurveysandinterviewsandtestedthemeswithpeerschoolconversations,roundtables,andopenforums.PhaseIIIarticulatedtheVisionanddefinedfuturepossibilitiesaroundfiveinstitutionalgoalsthatwouldleadtheschooltodistinguishitselfinthe21stCentury.Foreachofthefivegoalsthatemerged,theschooldescribedwheretheywere,wheretheywantedtogo,howtheywouldgetthere,andwhatmeasurestheywouldusealongthewaytocharttheirprogress.

A Strategic mindset

Silhouettes and Compasses


SCHOOLGAMMASchoolGammadecidedtofocusontheirstrengthsandconductedschoolwide“strengths”activities–somewhatbasedontheSWOTanalysistechniques.Theschoolchosetoexaminewhattheywerealreadygoodatandleveragethesepractices,habits,andinstitutionalizedeffectivepractices.Constituentgroupsspenttimediscussingthefivetoeightthingsmostcoretotheschoolanditsmissionandidentity.Groupswerethenaskedtoframestatementsinstudent-orientedlanguage:

• “Ourstudentslearn…”• “Ourstudentsexperience…”• “Ourstudentshavetheopportunityto…”• “Ourstudentsbecome…”

AsurveycommitteecollatedanddistilledthesefindingsintoaStrengthsSurveythatwasadministeredwidelythroughoutstakeholdergroups.NexttheleadershipcommitteeformedVisionstatements

aroundthemostprevalentcharacteristicsoftheschool:Faith,AcademicGrowth,CommunityService,Leadership,ExperientialLearning,LifelongRelationships.Thesixstrengthstatementsweresharedwithawidevarietyofgroupsofconstituentswhowereaskedtoaddressthree

questionsforeachone:Whatarethemostcompellingwayswelivethisout?Isthereanythingweneedtodoinordertobemoreeffectiveorefficientinthisarea?Howcouldwepromoteandsharethisworkmorebroadlyandeffectivelytointernalandexternalaudiences.Thisengagementledtoclearandmeasurablestepsandactionitemsforcontinuingtostrengthentheschoolinthepursuitofitsmission.Inallthreeexamples,theSAISaccreditationVisitingTeamrespondedtotheprocessandtheschool-widegoals,seeingtheschoolthroughthelensoftheirownself-determinedmissionandunderstandingtheschoolusingitsownhistory,culture,andlanguage.Theteamhelpedtheschoolcelebrateitsmethodofself-study,offeredcommendationsandrecommendations,andposedquestionstotheschoolforpossiblefurtherareasofstudybasedentirelyontheteam’sreactiontotheschool’schosenmodelofself-studyandtheconcordantresultsoftheself-study.

Strengths Analysis


SCHOOL REPORT Theschoolreporttellstheschool’sstoryandoffersaclearviewoftheschoolfromanumberofperspectivesandaspirationalgoals.Thebasisoftheschoolreportistheschool’sself-studyefforts.Itdescribesthevisiontheschoolhasforitselfoverthecourseofthenextaccreditationcycle,expressesitsplansandprogressintheareaofschoolimprovement,andpresentsitsmethodologytowardqualityassurance.Theschoolreportshouldbeacomprehensiveyetconcisedocument.Thoughtheschoolhasthefreedomtoconveythesepointsintheformatofitschoosing,thisdocumentwillbethebasisforthevisitingteam’sunderstandingoftheschool.Pleaseorganizeyourreportsothatitisclear.Theschoolreportshouldinclude:

• Introduction• Goal1

o ProfileofGoal1:Howdidthisgoalmaterialize?Whereistheschoolnowwiththisgoal?o VisionforGoal1:Wheredoestheschoolwanttogowiththisgoal?o PlanforGoal1:Howdoestheschoolproposeachievingthegoal?o ResultsforGoal1:Whatmeasurementswilltheschoolusetomeasureprogress?

• Goal2o ProfileofGoal2:Howdidthisgoalmaterialize?Whereistheschoolnowwiththisgoal?o VisionforGoal2:Wheredoestheschoolwanttogowiththisgoal?o PlanforGoal2:Howdoestheschoolproposeachievingthegoal?o ResultsforGoal2:Whatmeasurementswilltheschoolusetomeasureprogress?

• Goal3(repeatasnecessary)• ConclusionsandSummary

Pleasenotethattheprofileandthequalityassurancestructure/assessmentportionofthereportshouldreflectcomprehensivedatacollectionefforts.Theseinformandsupportthenarrativeassertionsandshouldincludedataelements,suchassurveyresults,focusgroups,testscores,placementresults,andotheritemsrepresentingstudentachievementgains.Understandablyallfacetsoftheschool’sprogramsarenotquantifiable,soqualitativesupportisnotonlyappropriatebuthighlyencouragedasderivedfromappropriateandreliablemethodologies.Itisalsoimportanttoconsiderlongitudinaldataandhistoricaltrends.Theplanofschoolimprovementandstrivingtowardsaspirationsistrulytheheartandsouloftheself-studyandoftheschoolreportandinformstheschoolinitsefforts.TheSchoolReportforGrowthshouldberobust–itiswhatthevisitingteamwillbeconcentratingtheireffortsontoleaveyouwithhigh-levelfeedbackandtotrytoposequestionsyoumightnothavethoughtoask.TheschoolisresponsibleformaintainingthemastercopyoftheSchoolReport.


SchoolReportSAMPLEFormatIntroduction/OpeningSection(suggestions)

o Briefintroductionorcoverlettertovisitingteamo ListsofBoardofTrustees,majorcontributorstotheschool’saccreditationefforts.o YoumaychoosetocopytheresponsestotheSchoolSnapshotandexpandupontheelements

suchasadeeperhistoryoftheschool,morenarrativeregardingtheprocesstheschoolfollowedinitsself-study,etc.

o ExecutiveUpdateofthelastfewyears(notethatthissectionisintendedtoprovideahighleveloverviewoftheschool’srecentpast)

o Initialaccreditation:briefsummaryofmajorinitiativesinthelast5yearso Re-accreditation:briefsummarywhichincludesbothprogressongoalssincelastself-

studyandresponsetopreviousvisitrecommendationso Expandedstudentstatistics:gradelevelsserved,numberofstudentsandanyotherrelevant

studentstatistics(boarding,day,international,gender,etc).o Deeperdescriptionoftheschool’sselfstudyprocessthatledtodiscoveringandvalidatingthe

majorareasofschoolimprovementtheschoolisworkingon(thesearethegoalsorvisiontheschoolhasidentifiedasaresultofselfstudy).

Foreachoftheschool’sidentifiedareasofimprovement,addresstheFourCriticalQuestions.Schoolsusuallyformatthesesectionsonegoalatatimealthoughsometimeswitheachcriticalquestionandthegoalsdescribedtherein.GOAL11.Profile–Whereistheschoolrightnow?

Takeadeeperlookintowheretheschoolisinrelationtothisspecificmeaningfulgoalthatasrealizedasaresultofself-study.Thisdeeperlookislikelytobeinformedbycommitteeworkand/orananalysisofdataandbenchmarksthatmightinclude:o Demographicsandcommunityorstakeholdercharacteristicsasrelatedtospecificgoalso Analysisoftheportraitofthegraduate(i.e.missionoutcomes)o Stakeholderperspectives(resultsofsurveysandfocusgroups)o Studentperformancedataandananalysisofstrengthsandlimitationsinareasofstudent

learning,schoolperformance.2.Vision–Wheredoestheschoolwanttogo?

LogicallyprogressingfromtheProfile,theVisionisawell-informedandarticulatedlookatwheretheschoolwantstogoinrelationtothespecificgoalthatwasrealizedasaresultofself-study.Itissignificanttoarticulatehowtheschoolarrivedatitsvision(s)foritselfespeciallyasrelatedtothemissionandbeliefsoftheschool.

3.Plan–Whatistheschool’splantoachievethevision?

ThePlanisadescriptionforongoingengagementwiththegoaltheschoolhaslaidoutforitself.Itistypicallypresentedinnarrativeformat,althoughchartsandgraphsarecommonalso.

o Whatstepswilltheschooltaketorealizeitsgoals?Howwilltheschoolmanageinternalsystems,organizationalplanning,scheduling,andallocationofresourcestoensurethegreatestopportunityforsuccessinachievinggoals?

o Howwilltheschoolregularlycommunicateprogress,setbacks,andanychangesofdirectiontothestakeholdercommunity?


4.Results–Howwilltheschoolmeasureitslevelofsuccessinachievingthevisionandcontinuetousedatatoinformitsfuture?

Yourresultsaredocumentedevidencedemonstratingsuccessfulimplementationofstrategiesthatresultinaccomplishmentoftheschool’simprovementgoal.o Howwilltheschoolsetupsystemstocontinuouslymonitorandanalyzerelevantand

meaningfulinformationanddata?o Willyouincludestakeholderperspectiveandinvolvement:faculty,parent,student,other

constituentsurveys.o Howwillyouuserelevantandmeaningfuldata-informedschoolimprovement(testscores,

surveyresults,benchmarking,focusgroupresponses,story-telling,etc.).GOAL21.Profile–Whereistheschoolrightnow?2.Vision–Wheredoestheschoolwanttogo?3.Plan–Whatistheschool’splantoachievethevision?4.Results–Howwilltheschoolmeasureitslevelofsuccessinachievingthevisionandcontinuetousedatatoinformitsfuture?GOAL3Repeatforadditionalgoals.

CONCLUSIONSANDSUMMARYWhileaconcludingsectionisnotspecificallynecessary,theschoolmaywishtoconsiderbroadlythechallengesorbarriersthatcouldpreventitfromachievingitsstatedgoalsorperhapsfurtherconsiderationsofwhatisachievablenoworatsomepointinthefuture.

TheschoolisencouragedtoutilizenewtechnologiesincreatinganddeliveringtheSchoolReport.IntheSAISAccreditaitonPortal,theschooluploadsthereportorindicatestotheVisitingTeamhowtheyaretoaccessandreadtheSchoolReport.Methodsinclude:uploadingasaPDF,givingaccesstoawebsitetheschoolhascreated,publishingasane-Book,mailingonadriveordisk,sharingaccesstofilesandfolders,etc.


FREQUENTLY ASKED QUESTIONS Howmanygoalsshouldtheschoolhave?

Thereisnotaprescribednumberofgoals.Someschoolsareworkingonchangingmindsetsratherthanspecificgoalsasamethodoftransformingculture.Othershaveselectedseveraldiscreteandattainablegoalsforthemselves.Someschoolsareengagedintackling“big,hairy,audaciousgoals”andothersareengagedinstrengtheningtheircommitmenttoelementsoftheircurrentoperationsormission.Whateveryoudecide,itshouldfityourschool’sculture.SymptomsandCauses:Youmaydiscoverthatyouhavegeneratedasignificantnumberofgoalstoworkon–10,20,30individualitemsyouwanttoaccomplish.Itisverylikelythattherearepatternsorthemesthatwillhelpyoucategorizegoalsintobroaderelementsthatschoolstakeholderswillbebetterequippedtounderstandandassistwith.Youareencouragedtousetheaccreditationprocesstothinkdeeplyandasameansofanalyzingrootcausesandcreatingplansthataddressthem.Operationalefficienciesaresymptomsandaremostlyaddressedinstandards.Aspirationalgoalscanbetransformativeandcanhelpleadaschooltosuccess.

Arewerequiredtocountthenumberofprofessionaldevelopmenthours?SAISrequiresaprogramofcontinuousprofessionaldevelopmentforallfacultyandstaffthatismeaningfulandrelatedtotheschool’smission,culture,andgoalsforthefuture.Theschooldeterminesthespecifications.Theschoolmustalsocomplywithanystateregulationsthatapply.

Whattypeofcertificationorcredentialsdoourteachersneed?Allfacultyandstaffarerequiredtobe‘qualifiedandcompetent’todothejobstheywerehiredtodo.Theschoolisresponsiblefordeterminingwhatthismeansinlightofitsmission.Thevisitingteamshouldbeabletoreviewwhattheschoolhasdeterminedthatsatisfiesthisrequirementandmayreviewjobdescriptionsinadditiontotheindividual’sspecificqualificationsforagivenposition.

Doweneedafullauditorwillarevieworcompilationdo?Indicator2.17requiresthattheschoolcompletesafullopinionGAAPauditduringtheclosestpossibleyearpriortotheaccreditationvisitandthatanindependentlicensedaccountantconductstheaudit.Areview(conductedaccordingtoGAAPstandardsyanindependentlicensedaccountant)issufficientfortheoffyears,althoughwerecommendannualaudits.Audit,review,andcompilationaretechnicaltermsthataredefinedbyanorganizationsuchastheAmericanInstituteofCPA’s."Independent"isdefinedasnotanemployeeoftheschool.RefertothehelpfilelocatedintheAccreditationPortalatIndicator2.17.

Howmanycontacthoursarerequired?Asageneralrule,120-130hourspersubjectequalonecredit–thisistheCarnegieunit,whichisameasureofseattime.Thisisusuallysetbystatelaworbyyourstate’suniversitysystem.ThenumberofdaysofschoolrequiredbySAISmaybelowerorhigherthanwhatisrequiredbyyourstate.RefertothehelpfilelocatedintheAccreditationPortalatIndicator3.7.

Whatisrequiredformytwo-yearreport?

Twoyearsfromthetimeofyourvisit,youareaskedtoaddresstherecommendationsthatweremadebytheteam;todescribetheprogressyouhavemadeonself-studygoals;andtoconfirmthatyouremainincompliancewithSAISstandards/indicators.Youwillreceiveatemplatetocomplete.


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NOTES


SAIS VALUE NARRATIVE SURVEY

SAIS PUBLICATIONS

TheSAISValueNarrativeSurveymeasuresschoolcultureandschoolclimateusingreliableandvalidatedquestionsandmethods.Withover50,000uniquerespondents,thisinstrumentisaleadingtooltohelpyouunderstandwhatmatterstoyourstakeholdersandtheirperceptionsofhowwellyouaredeliveringonyourpromise.

Replacinglouddatawithgooddata

sais.org/SurveyCenter

sais.org/Booklets

TheSAISeNewsletterisfullofarticles,blogs,FastStats,bookreviews,besttweets,andcommunitynews.

sais.org/news

Don’tgetournewsletteryet?Signupatwww.sais.org/eNLsignup

SAIS EVENTS OctoberinAtlanta

TheSAISAnnualConferenceisthepremiereventforindependentschoolleadersinthesoutheast.Enjoythehospitality,comprehensiveprofessionalgrowth,independentideasthatmatter,andnetworkingtimewithfriendsandcolleagues.

sais.org/AC

sais.org/events

TheSAISstandardsaredesignedaroundtheneedsofqualityindependentschoolsinourcommunity.Theyrepresentbestoperationalpracticeswhileallowingandencouragingschoolstocelebratetheirindependence.

Schoolsarefreetoengageinthemethodofself-studywhichbestsuitstheircommunityandculture.Theschoolmustdemonstratethatitsapproachtoself-studyismission-focusedandmission-driven,comprehensiveofallaspectsofschoollife,andinclusiveofrepresentativesfromallstakeholdergroups.Asaresultofself-study,schoolswillcometounderstandthattherearethingstheyarenotdoingtheyshouldstartdoing,thingstheyshoulddobetter,andthingstheyshouldstopdoing.Theseconceptsformthebasisofinstitutionalvisionsforwheretheschoolwantstogoinitsnextplanningcycleandtheschooladdressesfourcriticalquestions:Whereistheschool?Whereisitgoing?Howwillitgetthere?Howwillitjudgeitsprogresstowardsitsgoals?Self-studyandplanningareindicatorsthattheschoolhascommitteditselftoagrowthmindsetandactivelyengageswithcurrentrealitiesandfutureaspirationsthroughthelensofitsmission.

Theschoolhostsateamofbetween4and6peereducatorstoevaluatetheeffectivenessoftheschool’sself-studyandplanningmodelsforitsfuture.ThechairofthepeerteamworkswiththeschooltoensurecompliancewithSAISstandards,primarilyatthepre-visitsix-ninemonthspriortothefullteamvisit.PeereducatorsareselectedbySAIStomatchtheschool’sstrategicvisionforitsgrowth-mindedfuture.UsingtheSAISAccreditationPortal®,thevisitingteamcollaboratestoprovideanarrativereportcommendingtheschool’seffortsintheirplanningprocessesandrecommendingnewdirectionsforchangethatwillultimatelyhelptheschoolfulfillitsmission.Theobjectofthevisitistoservetheschool,nottohavetheschoolservetheteam.

UsingtheSAISAccreditationPortal®,schoolscompleteandmaintainanoverviewsnapshot,documenttheirstandardscompliance,andprovideanarrativereportoftheiraspirationsformissionfulfillment.

SAISSELF-STUDYANDSCHOOLREPORT

PEEREDUCATORVISIT

ThemissionofSAISistostrengthenmemberschoolsbyprovidinghighqualityaccreditationprocesses,

comprehensiveprofessionalgrowthopportunities,andvisionaryleadershipdevelopmentprograms.

SAISinvitesyoutoaddyournametothelistofpotentialvisitingteammembersbyregisteringat

www.sais.org/SignMeUp

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