Running Head:
Anthony Paul Niemann
June 27, 2007
Index
Introduction 3
History
of
Office
of Career and Technical Education Responsibilities 4
Office
of Career and Technical Education Responsibilities 5
Recent
History of SACS 7
SACS
Merger 8
Crosswalk
Development and Design 8
Adobe
/ Excel File Creation: Rationale 9
Crosswalk A -
AdvancED Standards (2007) to Previous SACS Standards 10
Standard 1: Vision
and Purpose 10
Standard
2: Governance and Leadership 10
Standard
3: Teaching and Learning 11
Standard
4: Documenting and Using Results 11
Standard
5: Resources and Support Systems 11
Standard
6: Stakeholder Communication and Relationships 11
Standard
7: Commitment to Continuous Improvement 12
Summary 12
Crosswalk B:
AdvancED (2007) to OCTE (2007-2009) 12
Educational
Standards and Indicators 13
SACS Technical
and Vocational Accreditation Benchmark 14
References 16
Appendix A: Old and New
OCTE Standards 17
Appendix B: Crosswalk
(OCTE): 21-Standards to 17-Standards 18
Appendix C: SACS Accreditation Standards for Quality Systems (10) 20
Introduction
The Internship was arranged under the direction of Susan
O’Daniel with the Southern Association of Colleges and Schools (SACS) Office in
History of
The history of technical education in
Office of Career and Technical Education
Responsibilities
Since 2004 Kentucky Community and Technical College
System has been placed under the direction of Kentucky Department of Education.
A state agency known
as
OCTE was assigned leadership responsibilities to assist them. This agency has
been given the following duties:
·
Develops policies and procedures
in compliance with applicable regulations from the Kentucky Administrative
Regulations, Kentucky Professional Standards Board and the Kentucky Department
of Education
·
Develops and monitors budgets
for the district office and area technology centers (ATCs)
·
Operates 55 ATCs that serve 129
of the 176 local school districts
·
Includes supervisors, program
consultants and budget and technology staff to support and monitor ATC activities
and progress
·
Provides professional
development to teachers, principals, and other staff
·
Includes five area supervisors
who are responsible to the deputy executive director to provide support and
guidance to an area comprised of up to 12 ATCs
·
Provides a principal in each of
the 55 ATCs who is directly responsible to the designated area supervisor; and
·
Staffs each ATC with at least
one secretary and one custodian (Office of Career and Technical Education,
2006).
SACS
Accreditation Process Initiated: OCTE Self-Study
OCTE developed assessment standards for schools and
postsecondary centers in 2000. In the fall of 2004, OCTE contacted SACS and
applied for district accreditation, which included accreditation for the 55
ATCs in
·
Deputy Executive Director Lewis
Carter established the following committees to address concerns at the district
level:
Recent
History of SACS
While legislative
initiatives were taking effect in
SACS Merger
In July of 2006 SACS announced the unification of
SACS CASI (Southern Association of Colleges and Schools Council on
Accreditation and School Improvement), NCA CASI (North Central Association
Commission on Accreditation and School Improvement), and NSSE (National Study
of School Evaluation), creating the world’s largest education accreditation body. The new organization
is known as AdvancED, and represents 23,000 public and private schools and
districts in 30 states and 65 countries, serving over 15 million students (Southern
Association of Colleges and Schools, 2006). As one benefit of this merger, AdvancED now
has access to a larger research base. This factor increases their ability to do
research, and thus determine best practices. Accreditation visits by SACS represent
assessments by an organization with a national platform, rather than regional
one. The 10-Standard document used by SACS (located in Appendix C) was revised
to a new set of seven standards which were approved in December of 2006 for use
during accreditation visits beginning in mid-2007 by SACS and NCA.
Crosswalk
Development and Design
After discussions with Kentucky SACS I was given
three tasks related to Vocational and Technical Education Accreditation
Standards. The first task was to provide a crosswalk between the old 10-Standard
SACS document and the new 7-Standard AdvancED document. This crosswalk is
entitled “Crosswalk_A”. It was anticipated that this crosswalk might serve as a
reference or training tool for SACS Quality Review Teams. A second task was to
provide a crosswalk between the new 7-Standard AdvancED document and the new 17-Standard
OCTE document. This crosswalk is entitled “Crosswalk_B”, and should prove to be
helpful to staff and teams for use during their accreditation visits to high
schools in the 2007-2008 school year. It should also be an asset for the Career/Technical
College System to utilize in their continuous improvement process. The
crosswalk will help to ensure continuity by cross referencing new SACS and OCTE
standards that will take effect for the 2007 – 2008 school year.
Adobe / Excel File Creation: Rationale
The crosswalks were created with two applications: Microsoft
Excel (.xls) and Adobe Acrobat (.pdf). The Excel format was included to ensure that
those without the full version of Adobe Acrobat installed on their computer
would still have an application that would allow them to submit suggestions for
possible modifications to the crosswalks. The Adobe format was included to
ensure a high-resolution document was quickly available for print in the event
that the crosswalks were needed for training purposes via the web. Underscores
were placed in file names in anticipation of having them available via an
internet accessible share point. With the underscore in the name and a network
share point, links to these files would be accessible to evaluators via an
emailed link. Clarity and simplicity was emphasized during the design and
development of the two crosswalks. The crosswalks can be printed out for use in
a classroom, for reference in the field during an assessment, or in
training session for QAR Team Chairpersons. A light color
was used in the crosswalk files for ease of viewing either an electronic copy or
on a printed copy.
A third assigned task in the internship was the creation of this report.
The report ensures that a clear snapshot of the AdvancED and OCTE organizations
was presented. Background information for AdvancED and OCTE organizations and accreditation
standards are readily available to QAR team members. It is hopeful that the two crosswalks and this report might
prove to be valuable in training or indoctrination of new QAR Chairs and school
teams during the 2007 – 2008 school year.
Crosswalk
A - AdvancED Standards (2007) to Previous SACS Standards
Observations
and reflections developed as a result of this internship relate to two specific
crosswalks that were developed. The first crosswalk was entitled “Crosswalk_A”.
AdvancED reduced the number of standards found in the SACS standards from ten
to seven standards in the AdvancED document. The following topics under this
heading refer to AdvancED standards.
Standard 1: Vision
and purpose. Although the title
of the first standard was changed from “Beliefs and Missions” (SACS) to “Vision
and Purpose” (AdvancED), the thrust of the standard and the indicators (evidence)
of the standard remain similar. This standard related directly to the previous
SACS standard.
Standard
2: Governance and leadership. Both organizations used the same title for
Standard 2 – “Governance and Leadership”. Under Governance, both organizations had similar indicators. However, to find
AdvancED Leadership indicators 2.8, 2.11, 2.12, and 2.13 you must look under
three standards other than Leadership in the SACS document. It is not that
indicators are misplaced in the SACS document, but rather that AdvancED has
relocated some indicators that were under Leadership, thereby creating a
clearer definition of the Leadership standard.
Standard
3: Teaching and learning. If there is any sense that
indicators have been left out of an AdvancED standard, this is the one that
some people might select. In actuality, the eleven indicators that make up this
AdvancED standard are found in three separate SACS standards which comprise
twenty separate indicators: SACS 3 – Curriculum; SACS 4 – Instructional Design;
and SACS 5 – Assessment, Measurement, and Effectiveness Results.
Standard
4: Documenting and using results. On close examination of the
indicators in the AdvancED document you find that they are well-placed. As in
the previous AdvancED standard, indicators found under this standard are also
found under SACS standards 3, 4, and 5.
Standard
5: Resources and support systems. This standard equates to the
old SACS Resources Standard 6. In the SACS document this standard was divided
into two sections: Financial Resources and Human Resources. In the AdvancED
document you have these same two sections, but you also have two additional
sections: Physical Resources and Support Systems. The indicators that comprise the new AdvancED
standard come from no less than 6 different SACS standards. Indicators seem to
be meticulously placed in the reformulated AdvancED Standard.
Standard
6: Stakeholder communication and relationships.
On the surface, this AdvancED standard seems to be the same as SACS standard 8
– Staff and Stakeholder Communications and Relationships. You find
that AdvancED wanted to limit the scope of this standard by removing the word
“staff”. There are five indicators in the AdvancED
standard, as opposed to nine indicators in the old SACS standard. The fewer
number of indicators is the result of relocating those associated with “staff”
under other standards. The relocated SACS indicators are found under AdvancED
Standards 2 (Leadership) and 5 (Human Resources).
Standard
7: Commitment to continuous improvement. This standard is
identical to SACS Standard 10 (Continuous Process of Educational Improvement)
with one interesting exception. AdvancED indicator 7.8 does not have a direct
SACS equivalent. However, by including the word “time”, the phraseology of this
indicator closely resembles the phraseology found in SACS indicator 4.4 and
AdvancED indicator 3.6. Indicator 7.8 is listed as follows: Allocates and
protects time for planning and engaging in continuous improvement efforts
system wide. Thus, this indicator loosely translates into SACS indicators that
were specified in the crosswalk.
Summary.
Titles of AdvanceED standards were revised and reduced from ten
standards to seven, causing indicators found in the old SACS standards to be
regrouped under different standards by AdvancED. The total number of indicators
found in the new document was 63, as opposed to 69 indicators that were
included in the old document. In one case (Standard 5: Resources and Support
Systems), an AdvancED standard had two additional subsections. Although the two
documents are similar, the AdvancED document is improved by virtue of the
clarity of indicators and standards that have been reworded and regrouped.
Crosswalk
B: AdvancED (2007) to OCTE (2007-2009)
OCTE, an office
under the Kentucky Department of Education, provides a detailed description of
the documentation required to measure whether each of the 17 individual
standards that were developed for Career and Technical Education programs have
been met (Office of Career and Technical Education, 2007). The 17 standards
have been revised this year (2007) from the previous list of 21 standards that
were used in the 2006 – 2007 school year to assess Career and Technical
Education programs. Kentucky SACS QAR teams may find the OCTE report helpful
when performing accreditation visits or undergoing training. They may also find
the information in Crosswalk B helpful. If the QAR team is assessing whether a
program has met AdvancED Standard 1 they would measure the presence of the
AdvancED indicators found in Crosswalk B. The equivalent OCTE standards that
translate into the listed AdvancED indicators are also found in Crosswalk B. By
using this crosswalk and the Kentucky Department of Education’s documentation
as evidence of the OCTE standards, QAR teams gain an additional tool to
reference attainment of AdvancED standards for high school vocational/technical
programs.
Educational
Standards and Indicators
Educational
standards not only help in developing objectives for the educational process
but they also describe a minimum level of competency a student should attain
after completing coursework. Reliable indicators that can be easily measured provide
proof of attainment of standards. The phraseology used to describe indicators
can vary widely, depending on the standard they are placed under. It is
important to describe indicators in the most precise terms so that it is clear
evidence of the standard under which it is placed. Even though the language for
the terms and indicators must be precise, standards are often given in broad
terms. Perhaps a question for the future is whether standards should be
norm-based or judged by some minimum-level of competency. With the No Child Left Behind Act (NCLB) individual
states still develop their own standards for meeting an agreed-upon standard.
However, states are required to reduce the number of students who fail to meet
the minimum standards each year, as verified by high-stakes assessment programs.
One question to be asked is whether accomplishing the goals and expectations
prescribed by NCLB are reasonable and feasible over each successive year of a
10 year period ending in 2014.
If the
answer to our question above is yes and if secondary technical and vocational education
institutions expect to meet the requirements of NCLB then we must re-examine
the AdvancED document. In terms of meeting the
requirements of NCLB, the most important AdvancED standard is Standard 7:
Commitment to Continuous Improvement. This standard should be closely aligned
to NCLB requirements. In that manner the program, school, or district would most likely be judged by the federal government to be
a success if the institution had been accredited by SACS. The nine indicators under
Standard 7 become very important. For this reason SACS and KY Tech need to
ensure that ATC documents verify attainment of all indicators found under
Standard 7. If Standard 7 has been complied with, ATCs should comply with the
requirements of NCLB. They will also need to continually reassess and modify
Standard 7 as required to comply with the “raised bar” each year.
SACS
Technical and Vocational Accreditation Benchmark
AdvancED Standards are described in general terms and, as such,
represent general educational goals for those seeking accreditation by this
organization. The Kentucky Department of Education (KDE) uses the standards
developed by AdvancED as a base for a self-study to assess where they stood in
gaining accreditation for 55 area technology centers (ATC). With the completion
of accreditation visits using the old SACS standards in the fall of 2006, KY
Tech was awarded district accreditation as a quality school system. In 2007 the
Kentucky ATCs will be accredited under the new AdvancED standards. This
accreditation process for Kentucky ATCs may serve as an international model for
secondary technical and vocational educational standards (Southern Association
for Colleges and Schools, 2007).
References
Office of Career and Technical Education. (2006, September). SACS CASI Guided
District Self-Study: Quality Assurance Review.
Office of Career and Technical Education. (2007, May). Program Assessment.
Retrieved
Southern
Association of Colleges and Schools. (2006, July).
1(2), 1.
Southern
Association of Colleges and Schools. (2007, July).
2(1), 1.
Appendix A: Old and New OCTE Standards
|
Old OCTE Standards (21) |
|
|
1 – Curriculum |
|
|
2 – Certificates |
|
|
3 – Lesson Plans |
|
|
4 – Evaluation |
|
|
5 – CATS and KOSS |
|
|
6 – Student Recognition |
|
|
7 – Postsecondary Links |
|
|
8 - Career Planning |
|
|
9 – Follow-Up |
|
|
10 – Facility Safety |
|
|
11 – Student Safety |
|
|
12 – Student Organization |
|
|
13 – Public Relations |
|
|
14 – Families and Community |
|
|
15 – Advisory Committee |
|
|
16 – Industry Certification |
|
|
17 – Work-Based Learning |
|
|
18 – Professional Growth |
|
|
19 – Program Improvement Plan |
|
|
20 – Resources |
|
|
21 - Technology |
|
|
New OCTE Standards (17) |
|
|
1 – Curriculum |
|
|
2 – Lesson/Unit Plans |
|
|
3 – Student Achievement |
|
|
4 – Student Recognition |
|
|
5 – Postsecondary Links |
|
|
6 – Perkins Performance Measures |
|
|
7 – Program Area Safety |
|
|
8 – Student Safety |
|
|
9 – Student Organization |
|
|
10 – Public Relations |
|
|
11 – Families and Community Contributions |
|
|
12 – Advisory Committee |
|
|
13 – Industry Certification |
|
|
14 – Work-Based Learning |
|
|
15 – Professional Growth |
|
|
16 – Program Improvement Plan |
|
|
17 - Technology |
|
Old OCTE Standards (2000-2007)
New OCTE Standards (2007-2009)
Appendix B: Crosswalk (OCTE): 21-Standards to 17-Standards
Crosswalk Developed
by OCTE between the 21-Standards and 17-Standards Documents
Instructions
· Documents in the 21-Standard document will not transfer for the self-study due in May 2008.
· For a team visit, dates on documentation for the 21 Standards must fall within the appropriate assessment year.
· Read the requirements in the new 17-Standard document to ensure that the documentation in the 21-Standard document meets the requirements in the new 17-Standard document.
· Activities in Standards 4, 9, 10 and 11 must be different.
|
21 Standards |
17 Standards |
Comments |
|
|
||
|
1B/2B |
1C |
Master
schedule(s) that aligns with the new Career Pathway in Standard 5A. |
|
1D |
1D |
Syllabi
for all courses aligned with career pathway form and master schedule. |
|
2 |
No
transfer |
|
|
4A |
16D |
Most
recent self-assessment and team assessment scores. |
|
3 |
No
transfer |
|
|
4B/5C |
3F |
KOSSA for last two years and must
identify your program students. |
|
4D |
12A-C |
Advisory
committee recommendations. |
|
4E |
16C |
Two
student samples for every course taught during the previous school year. |
|
5A |
2A |
If
writing samples are technical portfolio writings. |
|
5B |
2B |
|
|
6A-F |
4A-F |
|
|
7B |
5B |
|
|
7C or D |
5C |
|
|
8D1 |
10Q |
|
|
8D2 |
10N |
|
|
8D3 |
10O |
|
|
8D5 |
10P |
|
|
9B |
6B |
|
|
9C |
6C |
|
|
9D |
6E |
|
|
9E |
6F |
|
|
9F |
6G |
|
|
10A |
7A |
*No
documentation needed. |
|
10B |
7B |
|
|
10C |
7C |
|
|
10D |
7D |
|
|
10E |
16E |
State
schools may use the enrollment website report. |
|
11A |
8A |
*No
documentation needed. |
|
11B |
8B |
|
|
11E |
8E |
*No
documentation needed. |
|
11F |
8F-G |
*No
documentation needed. |
|
11G |
8H |
|
|
12A |
9A |
|
|
12B |
9B or C |
The type
of documentation will determine if it will be placed in 9B or 9C |
|
12C |
9D |
|
|
12D |
9E |
|
|
12F |
9F |
|
|
12G |
9G |
|
|
13A |
10A or B |
|
|
13B |
10C |
|
|
13C |
10D |
|
|
13D |
10F |
|
|
13E |
10G |
|
|
13F |
10J |
|
|
13G |
10K |
|
|
13H |
10L |
|
|
13I |
10M |
|
|
13J |
10R |
|
|
14A1 |
11A1 |
|
|
14A2 |
11A2 |
|
|
14A3 |
11A3 |
|
|
14A4 |
11A5 |
|
|
14A5 |
11A6 |
|
|
14A6 |
11A7 |
|
|
14A7 |
11A10 |
|
|
14B1 |
11B1 |
|
|
14B2 |
11B2 |
|
|
14B3 |
11B3 |
|
|
14B4 |
11B4 |
|
|
14B5 |
11B5 |
|
|
14B6 |
11B6 |
|
|
14B7 |
11B7 |
|
|
15A |
12A |
May count
as one of the required two meetings if all criteria are met. |
|
15B |
12B |
Must meet
all criteria. |
|
15D |
12E |
Must meet
all criteria; need 7 members. |
|
16A-B |
13A-B |
|
|
17A-E |
14
Student folders |
Forms are
documented differently. |
|
18 |
No transfer |
|
|
19 |
No
transfer |
|
|
20 |
No
transfer |
|
|
21A |
17A OR
17I |
|
|
21B |
17B |
|
|
21C |
17C |
|
|
21D |
21D |
|
|
21E |
21E |
|
|
21F |
21F |
|
|
21G |
21G |
|
|
21H |
21H |
|
|
21I |
21K |
|
|
21J |
21L |
|
Appendix C: SACS Accreditation Standards for Quality Systems (10)
Accreditation Standards for Quality Systems
Council on Accreditation and School Improvement page
Southern Association of Colleges and Schools
Standard 1 Beliefs and
A quality system
develops and communicates a vision, beliefs and mission that provide a focus
for the quality of the work of the students and the quality of the work of the
system and schools.
Quality System
Indicators
In fulfillment of the
standard, the system:
1.1 Establishes a vision
for education in the community through the leadership of the governing board of
the system and in cooperation with its stakeholders;
1.2 Identifies
system-wide goals to advance the vision;
1.3 Establishes an
accountability system to document and monitor achievement of its goals;
1.4 Develops and
continuously maintains a profile that describes the system, students, and
community;
1.5 Ensure that the
system’s vision, mission, and beliefs guide the instruction and curriculum
throughout the system and reflect research and best practices concerning
teaching and learning; and
1.6 Reviews its vision,
mission, and beliefs annually and revises them when appropriate.
Standard 2 Governance
and Leadership
A quality system
provides for and promotes stability in the leadership, governance and
organizational structure which include a focus in developing and maintaining a
vision; an emphasis on improving student learning; and support for innovative
efforts that produce desired results.
Quality System
Indicators
Governance
In fulfillment of the
standard, the system under a governing board that:
2.1 Adopts written
policies and procedures that promote the effective operation of the system that
include clearly defined lines of authority, relationships, and accountability
which support the mission, beliefs and goals of the system;
2.2 Permits the
administrative team of the system to implement policies and procedures without
interference;
2.3 Establishes policies
and procedures that recognize and preserve the executive, administrative, and
leadership prerogatives of the head of the system and the schools; and
2.4 Implements policies
and procedures that provide for the orientation and training of the governing
board.
Leadership
In fulfillment of this
standard, the leadership of the system:
2.5 Maintains access to
legal counsel who can advise or obtain necessary information about the legal
requirements and obligations that exist in the state, federal, or other
jurisdictions in which it operates;
2.6 Maintains adequate
insurance or equivalent resources to protect its financial stability and
administrative operations from protracted proceedings and claims for damage;
2.7 Creates and
strengthens collaborative networks of community stakeholders to support student
learning; and
2.8 Allocates and aligns the human, instructional,
financial, and physical resources in support of the vision, mission, beliefs,
and expectations for student learning.
Standard 3 Curriculum
A quality system offers
a research-based curriculum based on clearly defined expectations for student
learning that is subject to review and revision at regular intervals.
Quality System
Indicators
In fulfillment of the
standard, the system:
3.1 Develops curriculum
based on clearly defined expectations for student learning;
3.2 Provides a
curriculum that includes a set of essential knowledge and skills in each
content area;
3.3 Aligns curriculum
with clearly defined expectations for student learning across subject areas and
grade levels;
3.4 Ensures that the
curriculum reflects a commitment to equity, an appreciation of diversity,
recognition of different ways of learning, and challenges each student to
excel;
3.5 Develops written
curriculum guides and support materials that serve as a basis for implementing
the curriculum;
3.6 Promotes in the
curriculum the active involvement of students in the learning process, including
opportunities to explore application of higher order thinking skills and to
investigate new approaches in applying their learning;
3.7 Gathers, analyzes,
and uses data and research in making curriculum choices; and
3.8 Provides a balance
of educational experiences through the curriculum that is based on knowledge of
human growth and development, and relies on sound learning principles.
Standard 4
Instructional Design
A quality system
develops and employs instructional strategies and activities in support of
student achievement of the expectations for learning defined by the curriculum.
Quality System
Indicators
In fulfillment of the
standard, the system:
4.1 Analyzes and uses
the results of assessments of student learning to improve instructional design
and effectiveness;
4.2 Designs and employs
instructional strategies and activities that are research-based and reflective
of best practice;
4.3 Aligns the
Instructional design, including strategies and action plans, with the system’s
mission and expectations for student learning;
4.4 Allocates and
protects instructional time to support student learning;
4.5 Implements an
instructional design that provides all students with instruction that
stimulates and enhances intellectual and creative development of higher order
thinking skills and requires students to apply their learning; and
4.6 Provides a comprehensive program of information
and media services that are aligned with its beliefs, mission and goals.
Standard 5 Assessment,
Measurement, and Effectiveness Results
A quality system uses
effective and continuous performance management systems for assessing,
aligning, and improving student learning and operation performance, including
organizational and instructional effectiveness, at all levels and areas of the
system.
Quality System
Indicators
In fulfillment of the
standard, the system:
5.1 Establishes key
indicators and performance expectations for student learning;
5.2 Develops and
implements a comprehensive system for assessing student progress based on clearly
defined student results for learning;
5.3 Establishes and
provides a comprehensive assessment system that includes current data that
includes a profile of student performance, community characteristics, system
characteristics, and stakeholder perceptions of the system (staff and
stakeholder);
5.4 Employs an
assessment system that provides data for making informed decisions for
continuous improvement;
5.5 Conducts a periodic
analysis of instructional and organizational effectiveness as a basis for improving
the system and schools; and
5.6 Communicates assessment results to all
stakeholders.
Standard 6 Resources
A quality system has
qualified staff that is supported by the financial and physical resources
necessary to fulfill the vision, mission and goals of the system.
Quality System
Indicators
Financial Resources
In fulfillment of the
standard, the system:
6.1 Maintains financial
accounts in accordance with accepted accounting procedures and are audited
annually; (Note: The report of the annual audit is on-site and available to
evaluators.)
6.2 Secures income from
all regular sources that is sufficient to support all regular expenditures and
to assure the continuity and stability of services;
6.3 Manages debt service
or lines of credit in such ways as to assure that fiscal responsibility remains
under the control of system authority;
6.4 Maintains and
monitors a balance sheet that describes the overall financial operations and
financial condition of the system; and
6.5 Develops and
implements an annual budget that provides the resources to support the beliefs,
mission, and educational programs of each school.
Human Resources
In fulfillment of the
standard, the system:
6.6 Employs an
administrative head of the system that has earned a graduate degree from a
regionally accredited or federal or state sanctioned institution with 18 hours
in administration and/or supervision as a part of, or in addition to, the
degree, or meets the legal qualifications of the state in which employed;
6.7 Employs system level
administrative and supervisory staff members having responsibilities for
instructional services that have earned a graduate degree from a regionally
accredited or federal or state sanctioned institution with 18 hours in
administration and/or supervision as a part of, or in addition to, the degree,
or meets the legal qualifications of the state in which employed;
6.8 Develops and
maintains a remuneration plan for all employees;
6.9 Maintains staffing
that is sufficient to meet the vision, mission and goals of the system; and
6.10 Implements a system
of employee evaluation and assessment that includes confidentiality for each
staff evaluation or assessment.
Standard 7 Student
Services
A quality system
identifies and has a network of services that support the development and
well-being, including the health and safety, of each student.
Quality System
Indicators
In fulfillment of the
standard, the system:
7.1 Designs and provides
student support services that meets the needs of students, are continually
reviewed, and are aligned with the vision, beliefs, mission, and expectations
for student learning;
7.2 Provides student
services coordinated with the school, home, and community;
7.3 Develops and
requires written emergency and security plan(s) that ensure the safety and care
of students and stakeholders in the system;
7.4 Maintains secure,
accurate and complete student records system in accordance with state and
federal law and regulations;
7.5 Provides student
services, as appropriate, in the areas of health, counseling, nutrition,
safety, co-curricular, and transportation;
7.6 Promotes the
development of student decision-making skill, ethical and lawful conduct, and
responsible citizenship; and
7.7 Employs a process
for developing and implementing written guidelines for student conduct and
attendance that is communicated to students, parents, and staff.
Standard 8 Staff and
Stakeholder Communications and Relationships
A quality system
develops and supports organizational patterns or structures that promote
effective communications and relationships between and among the schools,
stakeholders and system.
Quality System
Indicators
In fulfillment of the
standard, the system:
8.1 Provides members of
the staff with the information they need concerning students, parents, school
operations, and employment status;
8.2 Demonstrates staff
morale where staff reflects a positive attitude toward the system, schools, and
stakeholders;
8.3 Ensures that
communications among and between system staff, stakeholders and schools are clear
and effective;
8.4 Maintains
constructive and mutually supportive relationships among and between all levels
of the system;
8.5 Provides evidence of
communications with other appropriate agencies such as public or mental health,
physicians, and other related professionals;
8.6 Ensures that records
and other correspondence defining students’ accomplishments are accurate and
consistent with professional standards;
8.7 Involves staff in
the process of designing of professional development programs;
8.8 Provides professional development for staff that
support the overall goals and action plans for the system, including building
knowledge, skills, and potential for
a high level of
performance; and
8.9 Ensures that no form of bias or prejudice is
practiced or sanctioned.
Standard 9 Physical
Facilities
A quality system has the
necessary resources to provide the facilities, sites and equipment for the
educational programs and services to be fully implemented throughout the system
and individual schools.
Quality System
Indicators
In fulfillment of the
standard, the system:
9.1 Maintains compliance
with applicable local, state, and federal law, standards, and regulations;
9.2 Ensures that the
system sites, facilities, and equipment are maintained to provide an environment
that is healthy and safe for all occupants; and
9.3 Has a process in place that includes plans and
implementation for maintaining and improving the system sites, facilities, and
equipment.
Standard 10 Continuous
Process of Educational Improvement
A quality system
establishes, implements, and monitors a continuous process of educational
improvement clearly focused on student performance.
Quality System
Indicators
In fulfillment of the
standard, the system:
10.1 Develops and
implements a strategic plan, aligned with the vision, mission and beliefs of
the system, to guide improvement efforts throughout the system;
10.2 Engages
stakeholders in the development and implementation of plans and processes for
continuous improvement;
10.3 Engages in a
continuous process of improvement that:
articulates the direction and purpose the system
and its schools are pursuing for the future (vision);
provides a rich description of the current
conditions with a focus on student learning (profile);
identifies what actions system personnel will take
to improve student learning (plan); and
documents what has been accomplished and uses
the results to inform what happens next (results).
10.4 Ensures that each
school is engaged in a planning process with improvement goals that complement
the system vision and goals;
10.5 Monitors compliance
with accreditation standards by each school in the system;
10.6 Maintains
continuity and collaborative planning among the elementary, middle and
secondary levels in improvement efforts;
10.7 Provides
professional development for system and school personnel to help them implement
improvement goals and strategies;
10.8 Monitors and makes
progress in meeting goals and standards for student performance that take into
account those required by state and federal agencies; and
10.9 Communicates the results of improvement efforts to stakeholders.