Thursday, June 16, 2016

Frequently Asked Questions



All information stated in this post has been documented throughout the blog.

Questions and comments are welcomed! Post may be anonymous. Thank you for taking the time to read this blog. I hope you find some helpful information.





What is accreditation?

  • ·        Accreditation is an external, objective validation of the school's quality and student achievement that fosters continuous school improvement
  • ·        It provides all of its constituents in the school community (students, staff board and parents) a measurable assurance of what the school seeks to provide.
  • ·        Something all good educational organizations seek in order to validate their quality and to verify that they are striving for excellence.


What important role do parents play in accreditation?

Schools should want parents to be actively involved in all important academic and non- academic areas. Parents need to:
  • ·        stay informed about what’s going on at their child’s schools
  • ·        join the school’s improvement team and/or Parent Teacher Associations
  • ·        provide feedback to the school through focus groups, parent meetings, forums, committees and surveys

For the parents, what are the benefits of accreditation?

When a school achieves accreditation, parents and the community can be assured the school is:
  • ·        increasing student achievement through clear content requirements for instruction
  • ·        providing a safe and enriching learning environment
  • ·        running an effective operation

For the students, what are the benefits of accreditation?
  • ·        qualified teachers who are working to improve their minds
  • ·        more focus on student learning not just high quality teaching
  • ·        better transition from grade to grade through mapping of academic grade level standards
  • ·        a rigorous, diverse, and sound curriculum based on quality standards
  • ·        the confidence that they have the knowledge and skills to compete in furthering their education or joining the work force

What are some accreditation agencies?

American Association of Christian Schools
  • established in 1972
  • 60-70  schools in US have AACS Accreditation
  • Benefits of AACS - Click link below for more information

AdvanED
  • ·        34,000 (2016 data) accredited schools and school districts in the United States and 70 other nations (not just school memberships)
  • ·        over 100 years of expertise in accreditation and school improvement

Association of Christian School International- ACSI
  • ·        Nearly 24,000 schools from over 100 countries are members. (Not all members have ACSI accreditation)
  • ·        Renewed their accreditation manual-Reach 2.0 The REACH 2.0 ACSI accreditation is a separate accreditation process from AdvancED
  • ·        Dual accreditation for ACSI and AdvancED is still available

Association of Classical Christian Schools-ACCS
  • ·        300 schools are members.
  • ·        50-60  schools in US have ACCS Accreditation.


Why is the accreditation process necessary?

If the foundational issues which an accreditation process covers in great detail were not in place, it would become the parent’s responsibility to investigate the school their children attend. Think of this investigation just like the inspection which one commissions when they put an offer on a house. The house looks perfect. But is its infrastructure perfect? Are there flaws which are not readily apparent? The inspector's report will reveal the good and the items which need fixing.  That's basically how accreditation works. The properly executed accreditation process celebrates the school's good points and offers suggestions for fixing what is deficient.

The accreditation process for a school is a thorough review of all the things which matter to parents. They want to know that the academics are sound and that the school is managed properly. Accreditation intrinsically implies that all the necessary due diligence have been done. That seal of approval which institutional accreditation gives should be very important to parents.


What are the steps of an accreditation process?

Each organization creates documents explaining the process a school must follow in order to receive accreditation. An accreditation review is ongoing. Every few years a school has a team visit as part of the accreditation process. Each year there isn't a team visit, schools must complete an annual report of progress.


The five key features of accreditation process are:
• Self-study: Institutions and programs prepare a written summary of performance based on accrediting organization’s standards.
• Peer review: Accreditation review is conducted primarily by faculty, administrators, and members of the public.
• Site visit: Accrediting organization normally sends a visiting team to review an institution or program. Team members are volunteers.
• Action (a judgement made by the visiting team of the accrediting organization) Accrediting organization has been commissioned to make decisions about the accredited status of institutions and programs.
• Monitoring and oversight: Institutions and programs are reviewed over time in cycles from every few years to ten years. Normally, these reviews include a site visit.



What accreditation standards and indicators might be included in a school’s self-study?
Although they vary, most accreditation agencies include some type of the following nonnegotiable standards and indicators. The school must show evidence that they are following the standards and indicators to receive accreditation.

 Think  back to the scenario of the home inspector reviewing your home before you buy it. The list below would be items the inspector checks during their inspection. As a buyer you may not have the educated eye to effectively look for these items but you would have the right to see the inspectors report, ask questions and clearly understand what these things mean before you purchase your home.

As you read through this list of standards and indicators, write down any questions you have. It might be helpful to ask these questions to your child's school.  As a stakeholder of the school, you have the right to humbly ask questions and hopefully receive an answer in the same manner. You wouldn’t buy a house with questions left unanswered would you?  Remember only a few standards and indicators are listed. To see a complete list of criteria, go to the blog post Accreditation Agencies.

Philosophy and Foundation

·        The school communicates its philosophy, vision, mission and core values, and school expected student outcomes to its constituents and community. Indicator 1.2 ACSI Reach 2.0

·        The school must be able to document that it is maintaining its published mission and continues to serve in accord with the ACCS statement of faith. Indicator A.1 ACCS,

·        The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supporting challenging, equitable educational programs and learning experiences for ALL students that include achievement of learning, thinking and life skills. Indicator 1.2 AdvancED,


Governance and Leadership

·        Constituents and stakeholders are provided appropriate input by leadership in the decision-making process, a practice that promotes a culture of participation, responsibility, transparency and ownership. Indicator  2.4 ACSI Reach 2.0

·        The school must have a written constitution and/or bylaws that clearly and comprehensively provide a bases for a school administration and governance; lines of authority and areas of responsibility must be explicit. Indicator C.1 ACCS, 2016

·        A financial review is conducted by an external CPA who has no vested interest in the school at the time of initial accreditation and renewal. The annual statement of financial practices is submitted with the annual accreditation report. Indicator 2.9 ACSI Reach 2.0


Home and Community Relations and Student Services

·        Regular, established, and effective two-way communication occurs between the school and its constituents. Indicator 3.4 ACSI

·        The school systematically seeks input/feedback from current and past students and other constituents in order to adjust its instructional and operational practices. Indicator 3.6 ASCI


Instructional Programs and Resources

·        The curriculum plan includes the following components: 1) schoolwide expected outcomes, 2) an educational philosophy statement, 3) scope and sequence of instruction for each subject area at each grade level. …..specific instructional objectives for each unit of study….developmentally appropriate application of Christlike character and values….. Indicator  5.2 ACSI


·        The school must be able to document that its program is meeting its published goals for student achievement and advancement. Indicator A.2 ACCS


Using Results for Continuous Improvement

·        The school has implemented procedures for regular communication of student achievement to all stakeholders. This communication includes the following: 1) major test used, 2) schoolwide trends in achievement, 3) accomplishment of schoolwide expected student outcomes, and 4) annual progress of individual students. Indicator 5.18 ACSI

·        The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. Indicator 5.4 AdvancED

NOTE: According to AdvancED and ACSI accrediting organizations, self-study reports and site visit reports must be available to all stakeholders.




What might a complete school self-study look like?
Many schools post their accreditation reports on the internet. There are some samples to click on below. Each self-study is unique to the school itself. Notice plans include multiple opportunities for input/ feedback and two-way communication from stakeholder, data charts and graphs on student achievement, and development of academic and non academics plans.


Monte Vista Christian School

Stone Bridge School



Why are standards or grade level student outcomes important?
“If you aim for nothing, you will hit it every time.  ….. Exemplary schools must strive to have regularly reviews, well-written student outcomes. ….. Meaningful statements of student expectations that drive the decisions of an exemplary school.” Stephen Dill “Student Learning: The Big Picture” ACSI Christian School Educator Magazine Vol 19. NO. 3 2015/2016 pg. 7


When defining an exemplary school, what criteria might a parent look for?
This is a rubric developed by ACSI that details four levels- "Flourishing School Continuum-Formative Level, Maturing Level, Effective Level and Flourishing Level.” They perceive the “Effective Level” or “Flourishing Level” as the levels representative of accreditation.



Is having my child attend an accredited school important for my child to get into college?
Some claim that it doesn't matter much whether or not a high school or school district is accredited. The truth of the matter is that accreditation is just one piece of the admissions profile for candidates.  It is, however, a piece that must be completed before one can be accepted. Because AdvancED’s accreditation is widely recognized and known for the quality of their accreditation, they are accepted by almost every college in the US. Although ACSI is not as widely known to some colleges, they are committed to providing support to graduates where colleges do not readily accept their accreditation. Graduates will not know if the college accepts ACSI accredited diplomas unless they contact each school directly.



Why is a standardized test important?

Students in American schools are increasingly facing high-stakes standardized testing in an effort to improve educational outcomes. While some may debate the merit of an educational environment with an increased emphasis on tests, there is no denying that these tests have come to play a greater role in the college admissions process. It may not always be the best instrument for those who “don’t test well” but it is the hoop that one must jump through to be accepted into college. An impressive score on one of these tests could also make a graduate a more impressive candidate for scholarships, especially those based on merit and academic achievement.


More and more colleges are using these scores for placement into English and math courses. Auburn for example, requires the following ACT scores for math placement.
Course
ACT Math Score Required for Placement
College Algebra
22 and below
Pre-Calculus
23

 Click below for Auburn University Math Placement Document



Does accreditation effect scholarships?
This depends on the scholarship application requirements.

What does Alabama High School Athletic say about accreditation?
Alabama High School Athletic Association states on page 16 of the AHSAA Handbook that all private schools MUST be accredited by SACS (older name for AdvancED) or and equivalent agency to participate in AHSAA. If a schools has an accreditation other than AdvancED it has to be approved by AHSAA.

My child attends a private Christian school. Do they have to follow Common Core?
The following was published by ACSI in their Christian School Educator Magazine Vol 17.1, 2014

“In cases in which we disagree with the truth behind the content, we will continue to train our students to respond with logical arguments that account for their beliefs. In the end, Common Core Standards are a step in the right direction to support the academic needs of our students in relation to the skill sets and knowledge they need to be successful in the twenty-first century. To ignore Common Core Standards completely is to miss the potential for developing students into the leaders of this next generation—leaders who stand for Christ while attaining high levels of academic achievement, which will open doors to make an impact on the world for His kingdom.”
Link to complete article click below

What are some meaningful questions to ask at my child's school?
In pursuit of that transparency, below are some questions to better clarify what's happening in the classroom and school setting. Some of the questions may seem a bit direct, but most educators who are on top of their profession shouldn't take offense to them. In fact, most would welcome the kind of added capacity that questions like these could lead to.

  1. What is the school's mission, vision, and core values?
  2. Is your school accredited?  And by whom?
  3. In what ways does the school provide opportunities for two-way communication and parent support?
  4. What is the school's philosophy for education and how will it relate to my child?
  5. What are the school's academic standards for each grade or subject, and what do I need to know about them?
  6. How does your school academically compare to other schools in the area?
  7. Will you fully prepare my child for college? What is your evidence?
  8. Do you offer Advance Placement AP courses, honor courses or duel enrollment opportunities?
  9. If my child has a weakness in learning, what extra academic support will your school provide for my child?
  10. Will my child be safe?
  11. What electives, sports, and service opportunities are offered?
  12. How are creativity and innovative thinking used on a daily basis in the classroom?
  13. How is critical thinking used on a daily basis in all classrooms?
  14. How are assessments designed to promote learning rather than simple measurement?
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Definitions of Educational Terms







ACSI Association of Christian School International

ACCS Association of Classical Christian Schools


 The following definitions are from the ACSI REACH 2.0 | pg.35-36 | Accreditation Manual 2016.

accreditation The status granted to a school after standards are met, a self-study has been written, a visiting committee has verified the self-study, and the commission has approved the school for accreditation. Accreditation is granted for five years or a period commensurate with that of another agency in a joint accreditation.

achievement testing A standardized testing program typically used annually to measure student achievement, or how well the students perform when compared with a national sample of similar students. Test results assist the school in measuring its effectiveness and give parents additional information about their children’s performance.

ACSI Commission on Accreditation The nine-member commission is appointed by the ACSI Board of Directors, and it reports to them. It is made up of three board members and six members elected from the various ACSI regional accreditation commissions. The commission sets accreditation policy, serves as the global schools commission, and hears and adjudicates appeals from the regional commissions.

annual report A report that provides the school and ACSI with a yearly evaluation of how well the school is maintaining the ACSI accreditation standards.

annual statement of financial practices A statement that consists principally of inquiries of personnel and analytical procedures applied to financial data. It is substantially smaller in scope than an audit and is in accordance with generally accepted accounting principles.

assessment (elementary and secondary) Methods of evaluating student performance and attainment—the process of documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs (formative, summative, objective, subjective, formal, informal, etc.).

biblical integration The weaving of God’s truth—in precept, principle, and practice—into teaching and learning in such a way that a unified, God-centered view of life is presented.

certification The status given to teachers who meet specified academic requirements for an ACSI teaching/administration credential.

code of ethics An identified set of standards that each individual commits to upholding in his or her role (see ethical guidelines).

continuous improvement A consistent effort to improve the school’s processes, procedures, and practices that focus on improved teaching, student achievement, and learning.

continuous school improvement plan (CSIP) A school’s specific long-range and short-range goals and plans; strategies for reaching these goals; and assessment, analysis, and reporting procedures to determine whether the goals have been achieved.

core instructional areas Bible, language arts (reading, English, literature, grammar, and composition), mathematics, science, and social studies or history.

core values A set of principles that will guide the practice of the school in fulfilling its mission (see guiding principles).

curriculum The planned instructional program to be delivered to the students. It is not a textbook series.

curriculum guide A description of what is taught throughout the school, and as such it (1) describes the school’s instructional program, (2) helps to ensure continuity between grade levels and subject areas, and (3) provides a basis for evaluation of the school’s instructional program.

curriculum guide/plan introduction The introduction to the curriculum guide/plan, which includes the subject or grade level that the curriculum guide/plan is designed for, an overview of the school’s approach to the subject, and any suggestions that might help those using the guide.

dual enrollment/dual credit program  A program that offers high school students the opportunity to take college-level courses while receiving high school credit for the same course. Depending on the school system, students can participate in dual enrollment while in grades 10, 11, or 12. Each school system has different policies regarding dual enrollment.

 early education Both the care and the education of children before and/or during kindergarten. 

ethical guidelines An identified set of standards that each individual commits to upholding in his or her role (see code of ethics).

evaluation The process used to measure the stated instructional objectives (e.g., observation, oral or written tests).

expected student outcomes What the school intentionally targets for all students to know, believe, understand, prefer, and be able to do in academic and non-academic areas after their tenure in the school. Outcomes are based in the philosophy of the school as well as its statements of mission and vision and then personalized to the lives of the students.

executive leadership A person or group of persons having administrative or supervisory authority in an organization.

financial review A specific procedure conducted by an external CPA in accordance with generally accepted accounting principles (GAAP). It is less thorough and less complete than an audit. A review or an audit is recommended every year, but is required at the time of initial, as well as renewal of, accreditation.

governing body A group of elected or appointed individuals who come together to act as one for the purpose of establishing policies that will enable an organization to achieve its established desirable ends and to avoid results it considers unacceptable. These individuals are “trustees” who have authority when sitting as members of the governing body.

guiding principles/statements A set of principles that will guide the practice of the school in fulfilling its mission (see core values).

head of school The chief administrator. Titles for that role vary significantly from school to school (e.g., principal, administrator, headmaster, head of school, director, president, superintendent).

indicators Descriptions of exemplary practices, processes, and procedures that are evident in educational programs that are highly effective in meeting the standards of accreditation.

instructional goals The general objectives of large blocks of instruction such as yearlong or semester courses. Instructional goals should reflect the rationale, both biblical and educational, for the inclusion of the subject as part of the school’s curriculum.

instructional methods The instructional techniques that a teacher uses (e.g., hands-on activities, peer tutoring, discussion, experimentation, learning centers, debates, role-play, drill and practice) and adapts to the learning styles of the students.

instructional objectives Statements that describe the skills or concepts the student has attained when instruction in a particular subject, grade, unit, or lesson is completed.

midterm report The report at the midterm of accreditation that holds the school accountable for working on the recommendations from the self-study and the visiting committee report.

mission The objective that a school seeks to accomplish in order to fulfill its vision.

oral report An exit report given by the chairperson of the visiting committee to the school’s administrator and others who are invited to the meeting by the school. Significant recommendations and commendations are shared with the school along with the team recommendation concerning accreditation which will be sent to the regional accreditation commission.

philosophy The system of thought that will guide the school.

philosophy of teaching and learning The philosophy that articulates the program’s beliefs about how children learn and how they should be instructed, guided, and assessed. The statement determines the instructional methods and classroom practices deemed appropriate in light of the program’s view of the nature and needs of children.

precollege admissions testing Registration information and practice materials for precollege tests such as the ACT and SAT given to students. Pretests, usually given in grades 10 and 11, prepare students for the types of questions they will encounter and the degree of content knowledge these tests will require.

profile A written snapshot of the school, as described in Appendix E.

regional accreditation commission The commission elected by the ACSI-accredited schools in each region. The commission meets, usually twice a year, to review and monitor the accreditation activity in the region and to make decisions on school accreditation.

resources The required and supplemental instructional materials that are used in the instructional program and that are identified in the curriculum guides/plans.

rubric An assessment tool to assist schools in measuring their level of compliance with the standards of accreditation.

scaffold To support a child’s learning by asking questions, connecting new information to existing knowledge, providing encouragement for attempting something new, or providing assistance to move understanding to the next level.

scope and sequence Indicates the breadth of the content to be taught and the order in which it will be taught.

self-study The document produced by the steering committee and the various subcommittees of the school as they answer the questions in the evaluative criteria. Subcommittees are composed of administrators, board members, and faculty, and at times parents and students. This document is a collaborative effort of the school groups. It must represent the combined input, analysis, and consensus of all those involved.

spiritual formation The broad area of teaching and nurturing of students in their spiritual development, including their understanding that all truth is God’s truth, they are created in the image of God, they must confront the issue of sin and redemption, they can know God as revealed in Christ and made present in the Holy Spirit, and they have been called to become a disciple of Jesus and become more like Him. In addition, the school’s role in spiritual formation is to help students develop a biblical worldview as they are taught and nurtured intellectually, socially, and physically through every planned learning activity.

stakeholder(s) A person or group of individuals who have direct interest, involvement, or investment in the realization of the mission/vision (e.g., parents, community, faculty, staff).

standards The eight established qualitative conditions for school accreditation.

vision A description of what the (school, department, division, program) will look like in the future. Alternatively, a description of a preferred future.

visiting team The team of educators from outside the school who visit it in order to validate the self-study, assess the accuracy and completeness of the report, and construct a report on their visit. The visiting team evaluates the school according to the ACSI accreditation standards and policies.

visiting team report A report written by the visiting team that is sent to an ACSI regional accreditation commission or the ACSI Commission on Accreditation for international schools with a recommendation about the school’s accreditation. ACSI accreditation commissions are not bound by the recommendation. The final report is given to the school.


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Differences Between Traditional and Progresive Education




http://www.nais.org/Magazines-Newsletters/ITMagazine/Pages/Progressive-and-Traditional-in-Independent-Schools.aspx



Traditional
Progressive
School is a preparation for life.
School is a part of life.
Learners are passive absorbers of information and authority.
Learners are active participants, problem solvers, and planners.
Teachers are sources of information and authority.
Teachers are facilitators, guides who foster thinking.
Parents are outsiders and uninvolved.
Parents are the primary teachers, goal setters, and planners, and serve as resources.
Community is separate from school, except for funding.
Community is an extension of the classroom.
Decision-making is centrally based and administratively delivered.
Decision-making is shared by all constituent groups.
Program is determined by external criteria, particularly test results.
Program is determined by mission, philosophy, and goals for graduates.
Learning is linear, with factual accumulation and skill mastery.
Learning is spiral, with depth and breadth as goals.
Knowledge is absorbed through lectures, worksheets, and texts.
Knowledge is constructed through play, direct experience, and social interaction.
Instruction is linear and largely based on correct answers.
Instruction is related to central questions and inquiry, often generated by the children.
Disciplines, particularly language and math, are separated.
Disciplines are integrated as children make connections.
Skills are taught discretely and are viewed as goals.
Skills are related to content and are viewed as tools.
Assessment is norm-referenced, external, and graded.
Assessment is benchmarked, has many forms, and is progress-oriented.
Success is competitively based, derived from recall and memory, and specific to a time/place.
Success is determined through application over time, through collaboration.
Products are the end point.
Products are subsumed by process considerations.
Intelligence is a measure of linguistic and logical/mathematical abilities.
Intelligence is recognized as varied, includes the arts, and is measured in real-life problem-solving.
School is a task to be endured.
School is a challenging and fun part of life.


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