VISITING TEAM REPORT for 10/18/2015-10/20/2015 This is a sample - it is a (mostly) real but redacted report. There are different approaches you and your team can take, but this should provide you an idea of how you might approach the visit report. Also - utilize the samples in the Chairs resources and on the Portal related to writing recommendations. Page 1 of 12
A History of SAIS Accreditation SAIS member schools are part of a remarkable history of quality assurance in education. SAIS began its organizational life in 1903 as the "Mid-South Association of Independent Schools," providing training for teachers in private schools and some early public schools in the southeastern states. In 1953, another organization began as the Southern Association of Independent Schools, providing a forum for independent school administrators to work with public schools through SACS and to contribute to the larger interest in accreditation in the southeast. MAIS and SAIS merged in 1986 to form the present SAIS, with an emphasis on accreditations through SACS for independent schools and professional development for administrators, trustees, and teachers. Today, SAIS works to help both established and emerging schools approach these issues with creativity and innovation. Working at the state, regional, and national levels, SAIS serves and strengthens member schools through the promotion of the highest quality educational standards and ethical conduct. The mission of SAIS is to provide leadership, accreditation services, and professional development resources that will strengthen member schools as they fulfill their missions. The focus of SAIS's interest when it began in 1953 was to develop and maintain relationships with the expanding organization of SACS in order to ensure significant input from independent schools into the exploding world of public school accreditation. The post-wwii years of baby booming, facility planning, teacher training, and legislative entitlement funding eclipsed the scope and role of private education in America close to the current level of service. Part of this history of negotiating standards in a predominantly public-school oriented world of education caused SAIS to embark on its own method of accreditation in the late '90s. The efforts resulted in the SAIS method of accreditation available to member schools. SAIS has designed and implemented a significant program of accreditation to assist member schools as they develop and promote high quality education in this region. This method is based on a school's stated mission and its own unique approach to thorough and vigorous self-examination. In today's world of accountability in schooling, accreditation serves as a critical component of a school's demonstrated effectiveness and ability to provide successful schooling for children. A school that is able to achieve accreditation demonstrates a commitment to a process that requires the school to meet a set of rigorous standards; to engage in a program of continuous school improvement; and to demonstrate quality assurance to its stakeholders through self-evaluation and peer-review. SAIS accreditation provides schools access to an integrated network of services and technical assistance that supports every school's ability to identify and meet its goals for improving student performance and the teaching and learning process. SAIS accredited member schools are part of an international network of accredited schools that have demonstrated success in educating children. As such, SAIS accreditation is recognized throughout the world as a symbol of quality in education for students and teachers. To earn accreditation, schools must meet quality standards, be evaluated by an outside group of peer professionals, and implement a school plan focused on strategic improvement and student performance. Accreditation is voluntary and must be renewed each year. Page 2 of 12
The Review A team representing SAIS conducted an on-site visit to review this school's self-study and standards compliance. The team was comprised of team members whose diverse independent school backgrounds provided an array of expertise. The visiting team sought the answers to these four critical questions within the framework of the school's self-study. The following pages contain the findings. In conducting the on-site reviews, the visiting team was responsible for: 1. Assessing the adequacy of the self-study process; 2. Identifying strengths of the school deserving commendation; 3. Developing recommendations that may help to strengthen the programs of the school; 4. Assessing compliance with the standards of SAIS; 5. Developing a written report of the findings. To fulfill the team's responsibilities, team members: 1. Reviewed documentation provided by the school; 2. Conducted interviews with board members, parents, school personnel, students, and community members; 3. Applied the standards for accreditation; 4. Developed a draft of commendations and recommendations; 5. Contributed to the content and focus of the written report; 6. Provided input as to the determination of accreditation. The primary focus of the self-study process is to demonstrate the capacity of a school to meet the requirements for accreditation. A typical self-study consists of: 1. Analysis and response to accreditation standards; 2. Identification and demonstration of a continuous process of improvement; 3. Implementation of methods that provide for quality assurance The study addresses four critical questions relative to each of the school's stated goals for improvement and mission fulfillment: PROFILE: Where is the school today? The PROFILE should include clear, comprehensive information reflecting current student performance data, stakeholder perspectives, community characteristics, and analysis of strengths and limitations in the areas of student learning and school performance. VISION: Where does the school want to go? The VISION is a clear, compelling purpose communicated through the school's vision and mission statements, beliefs, and core values. PLAN: What is the plan to get there? The PLAN should be based on an analysis of pertinent data, research of the best practices, and alignment with generally-accepted expectations for student learning at schools with similar missions. RESULTS: How will the school know when it has accomplished its plan? The RESULTS are documented evidence demonstrating successful implementation of strategies that resulted in accomplishment of the school's mission and student achievement gains related to the school's mission. Page 3 of 12
SAIS Accreditation Policies Accreditation Committee The SAIS Board of Trustees has established the SAIS Accreditation Committee to oversee the accreditation services offered by SAIS. The Accreditation Committee establishes and maintains review boards whose members review and act upon visiting team recommendations. The Board of Trustees reviews and officially approves the schools recommended for accreditation by the Accreditation Committee. Accreditation Appeal Process If the visiting team recommendation to offer accreditation or re-accreditation is rejected, specific reasons will be given and the school may be given a timeframe and assistance to address deficiencies. The decision of a review board may be appealed in writing by the head of school, referencing specific area(s) in which the school was found deficient. A subsequent review board will review the original findings and the appeal materials. If the decision is upheld by the subsequent review board, the decision may be appealed in writing by the head of school to the SAIS Board of Trustees. The school s accreditation status will remain unchanged during an appeals process.the judgment of the SAIS Board of Trustees is final. Interim Report Requirements Accredited schools must submit a two-year interim report to SAIS after the team visit. This report ensures continued compliance with standards/indicators and documents efforts made in addressing the visiting team s recommendations and the school s self-study goals. Member in good standing: Schools must remain a member in good standing, with all annual membership dues paid in full and abiding by policies and procedures. Notification of substantive change / head of school change: Accredited schools must notify SAIS in a timely manner of a substantive change using the form at www.sais.org/change. Changes may include: head of school change, other leadership changes, adding or contracting grade levels, merger, name change, mission change, major construction, crisis situation, litigation, school closure, other changes. In the event of a substantive change, SAIS may request additional information or conduct a visit to the school. Terms of accreditation and re-accreditation: Terms of accreditation are generally for five years commencing on July 1 and concluding on June 30. Schools must host a visiting team prior to the expiration of their term of accreditation and during the same semester of their previous accreditation if a reaccreditation visit and within three years of becoming a candidate for accreditation if an initial accreditation. Any variance to an accreditation timeline must be approved by SAIS. A new self-study is required for each five-year period reflecting evidence of continuous improvement. Non compliance: Stakeholders may file a non-compliance complaint against a school. Upon receipt and verification of a non-compliance report, the school will be given an opportunity to respond to the inquiry. The inquiry, response, and any subsequent written correspondence on the matter may be made available to the accreditation visiting team chair on the next accreditation visit. However, an immediate investigative visit to the school may be undertaken if the response by the school is unsatisfactory or an accumulation of complaints indicates that a school s response is inconsistent with a preponderance of evidence. As is frequently the case, if a school s practices are bordering on non-compliance, a discussion that is triggered by a non-compliance complaint is often a catalyst to remedy such practices. In the event that a school is not compliant, a series of actions will be undertaken with the school such as but not limited to: a request to remedy the non-compliance issue, placing the school on warned status or probation, and an ultimate action of dropping accreditation. Page 4 of 12
Roster of Team Members Team Members Page 4 of 12
School Snapshot this section is written by the school and automatically inserted into the final report Mission is a college preparatory school offering a quality education in an environment where students are protected, nurtured, and challenged with Christian principles that promote the development of the total person. The pursuit of excellence in academics is the hallmark of the Academy, complemented by opportunities to participate in programs that encourage student success. Brief History Originally founded in 1965 as the, the was established in 1965. The academic program was designed around the educational principles of memory work, reasoning and observation, but Christian values were also emphasized as the foundation of the total education experience. The Academy, located downtown, began with grades one through six. Additional grades were added each year, and by 1969, the school served students in kindergarten through grade twelve. as the result of the collaboration of six men who shared the same vision for an educational setting offering the highest quality academics in a Christian environment. In 1981, these two independent schools merged to become what we know today. The strong traditions of academic excellence and emphasis on values of both schools continue as the hallmarks of the school. Originally located on the campus of steady growth in enrollment led to the 1996 construction of our present campus. The 2013-2014 academic year marked the largest enrollment in school history with 625 students in grades pre-k through twelve. Maintaining a vision for the future needs of our students, the Board of Trustees and administration have recently undergone a long term strategic planning process continues as an outstanding college preparatory school. Our diverse student body includes young people from, and surrounding communities as well as international students. The strong histories of represent for many people what a quality independent school should be. Leadership The Academy is guided by a Board of Trustees that provides oversight and direction and perpetuates the mission of the school. The school is led by a Headmaster, division principals, directors of major school operational areas, and academic leadership. Self Study The School Improvement Committee (SIC) includes teachers, administrators, Board representatives, students and parents. During the 2008-2009 school year, this committee was charged with the responsibility of leading our on-going school improvement process by developing a three-year strategic plan consistent with our mission and essential to meeting the ever-changing needs of our students. While a framework for defining the school we want to be was created in 2005-2006, this school improvement plan provided further definition by prioritizing goals, identifying action steps, establishing timelines, and outlining processes for monitoring, documenting, and ensuring accountability at all levels. This plan provided leadership clear direction and created substantive opportunities to work collaboratively in the process of continuous improvement. The School Improvement Committee meets monthly during each school year to review progress and develop additional recommendations Page 5 of 12
as needed. Agendas and minutes of each meeting are maintained and available for review. Annual reports from the committee are prepared and distributed to faculty. Improvement STRATEGIC PLAN INITIATIVES CURRICULUM: Review and enhance the curriculum to ensure that content and methodology are consistent with our mission as a college preparatory school. GOAL #1: Utilize school-wide Department committees to ensure challenging and developmentally appropriate content and methods for all students in all classes. GOAL #2: Implement a Secondary Advisory Program. GOAL #3: Expand Servant Leadership Program GOAL #4: Develop a Testing Committee. GOAL #5:Ensure that parents and students are informed of class scope and sequence. PERSONNEL: Retain, recruit and develop teachers who fulfill the mission of the school. GOAL #1: Retain, recruit, and develop teachers who fulfill the mission of the school. DEVELOPMENT, ALUMNI RELATIONS, MARKETING: Create and cultivate programs to maintain alumni relations, expand opportunities for giving, and increase the community's awareness of excellence. Goal #1: Increase Annual Giving. Goal #2: Coordinate fundraising activities. Goal #3: Implement a Publications Timeline. Goal #4: Maintain contact with Alumni. Goal #5: Create an Alumni Board. COMMUNICATIONS: Improve communication among all stakeholders of. GOAL #1: Improve familiarity and communication among Elementary and Secondary faculty. GOAL #2: Improve parent/teacher/student communication by providing students and parents with additional means of acquiring pertinent information. GOAL #3: Provide additional means of stakeholder input to administration. your response to the school's stated improvement goals will occupy the bulk of your visit report. Page 6 of 12
Introduction this is your introduction and overview of the visit - no need to report what the school has already said in their snapshot. Length is however long you want it to be and a page or two is sufficient. The chair usually writes this section. Introduction and Overview of the Visit The SAIS visiting team was warmly received by the community. All constituent groups were open and cooperative, providing the team insight into the culture of the academy. All documentation was available to the team online or in the work room. The team met with the board of the school and representative groups of parents, students, and teachers. The School Improvement Committee and key administrators answered questions about the school's self-study process and the four strategic goals identified for school improvement. The visiting team also visited classrooms and observed teachers and students involved in their day to day activities. The interviews with various stakeholder groups revealed common themes providing insight into the school's very positive culture. All groups mentioned the caring, supportive family atmosphere of the school. They appreciate the whole child emphasis, the Christian foundation, and concern for spiritual growth and character development. Other important common themes mentioned included the sense of safety, variety of programs, competent and caring teachers, and strength of the college-preparatory academic program. The school community also shared appreciation for the small class sizes and the current size of the school's student body. All groups expressed great respect for ' leadership and the board and administration's stewardship of the school's resources. The visiting team was impressed with and commend the board for their understanding of their role in independent school governance. One board member's statement that the board was the "guardian of the school's mission" strongly resonated with the team. The groups interviewed felt that they had voice in the school improvement process and that the process was collaborative. Recent strategic planning activities have been significant and included a strong and innovative technology initiative and substantial professional development for teachers. The school's recent growth has generated discussion about maintaining the supportive family atmosphere and thus the need to wisely manage future growth. Another common improvement theme was possible expansion of course offerings and academic and fine arts co-curricular activities and facilities. The visiting team members felt that the strategic vision developed by the school reflects and has potential to address these common themes for improvement. Page 7 of 12
Area 1 Title Curriculum Description The school formed vertical teams in order to study the scope and sequence of their curriculum. The school used design thinking elements to understand the student voice in experiencing the curriculum. The studies were led by faculty members who reported back regularly to team leaders across the divisions and across the disciplines. The study phase moved into planning and action phases with significant emphasis placed on mission aligned curricular outcomes for all students. Commendations The visiting team commends the school for the following: the collaborative and collegial effort to vertically align the curriculum under the college preparatory mission of the school. providing an environment in which the faculty enthusiastically appreciate the delivery of professional development on and off campus and online. providing a college preparatory program that equips students to succeed in the college they choose to attend. proactively training students in digital competency and citizenship. Recommendations The visiting team recommends that the school consider the following: evaluating the process and criteria for strategically managing the admissions funnel and waiting pools. how to effectively utilize standardized test data to inform decisions about instruction and curriculum development and aid individual students. developing a "profile of the graduate" designed to codify the various areas of success that defines the wellrounded student. evaluating possible program expansion desired by stakeholders that might include additional college preparatory and college-level courses, academic support services, and academic co-curricular activities and to consider visiting other schools with non-traditional, innovative schedule models and practices that might make targeted expansion possible. You are provided with six areas to use - if the school has less than six main goals, just leave the additional sections blank. The Portal will NOT print a blank section. You also have an "Additional Commendations and Recommendations" section you can use (but do not have to use). Page 8 of 12
Area 2 Title Personnel Commendations The visiting team commends the school for the following: refining and assisting the functioning of the administrative team with the addition of several administrative support and executive level positions. recognizing the need to plan for long term succession in leadership at both the schoolwide and divisional levels. Recommendations The visiting team recommends that the school consider: examining the efficacy of expanding the currently structured counseling responsibilities to include earlier and broader college advisement. Page 9 of 12
Area 3 Title Development, Alumni Relations, Marketing Commendations The visiting team commends the school for the following: wise stewardship of its financial resources and the careful planning of their expenditure. investigating alternative uses of their facilities as potential sources for revenue. progress in establishing a capital campaign to fund mission necessary programs and facilities. expanding efforts to reconnect with alumni and develop ongoing mutually supportive alumni relationships. Recommendations The visiting team recommends the school consider the following: having the Finance Committee of the board develop a Strategic Financial Plan to support the goals of the Strategic Plan. Page 10 of 12
Area 4 Title Enhance the existing physical infrastructure Commendations The visiting team commends the school for the following: seeking to support the growing demand for their college preparatory program by constructing additional elementary and secondary classroom space. enhancing the physical education and athletics program and addressing the safety issue surrounding students running off campus due to the lack of availability of a track. supporting the growth and quality of the fine arts program with the planned development of a multi-use fine arts facility. Recommendations The visiting team recommends that the school consider the following: continuing to include all stakeholders in carefully considering the physical space needs for programmatic growth. (Current faculty and staff members have expertise and vision to inform facility planning for implementing contemporary best practices.) periodically reviewing the facility master plan with input from stakeholders, reporting changes as appropriate. Page 11 of 12
Summary, Conclusion, and Recommendation Summary The SAIS visiting team would like to thank the school for their coordination efforts, support, and cooperation. The faculty members were impressive in their collegiality and high level of engagement and competency in the school improvement process. The community made the team's work encouraging, enjoyable, and intellectually stimulating. The team greatly appreciates the generous hospitality that was extended. Standards Compliance The school is in compliance with all standards of the SAIS accreditation process as verified by documentation, observations, and interviews. Self-Study Quality The self-study conducted by the school meets the standard of quality and thoroughness required by the SAIS accreditation process and answers the four critical questions as outlined in the Guidebook. Recommendation The school is unanimously recommended for accreditation. Page 12 of 12