3. Your school’s next activity
• Preparing the Self Study for
Reaccreditation
• Periodic Review
• Mid-Term Report
• ???
Introductions
4. Accreditation by the Middle States
Association of Colleges and Schools is
recognized throughout the world as
meeting “The Gold Standard.”
Middle States Association
5. Goals for Today’s Session
• You will understand and know how to:
– organize for a successful self study – the second time
around
– conduct a Period of Reflection
– renew and continue an effective planning process
– rebuild/extend a viable plan for
growth and improvement
– use available support resources
OR…
6. Goals for Today’s Session
• You will understand and know how to:
– Maintain the momentum of your recent
accreditation visit
– Prepare for the Mid-Term Report
7. Accreditation Continues to be about
Efficacy and Commitment…
• Focusing on student performance
• Emphasizing continuous improvement
• Using data to make decisions
• Planning to overcome constraints
• Monitoring frequently to assess progress
• Involving representative stakeholders
• Sustained implementation of the plan for improvement
…the belief that We can Make a Difference
8. • Staff support
• MSA Website (under development)
• Electronic files on CD
– Self Study Planning Guide
– Template for Self Study
– Mid-Term Report Template
Resources for Member Schools
9. Jackie Gilbert Skype: jacquelinelark
267-284-5042 jgilbert@cess-msa.org
Kelly Christian Skype: kellychristian74
267- 284-5037 kchristian@cess-msa.org
MSA Staff Support
11. FIRST USE SECOND USE
- Context - Context
- Process - Appraisal/Reflection
- Plan - Process
- Standards - Plan
- Standards
Components of AFG
12. • The Role of …
– QSI Central Office
– Governing Body
– Head of School
– Internal Coordinators
– Planning Team
– Action/Implementation Teams
The Planning Process
Revised or Continued
14. • What are the implications of what has
been presented thus far?
• Has our school embraced an inclusive
planning ethic?
• Do stakeholders have a real voice in
decisions?
• Do we schedule time to meet and
discuss our successes and/or failures?
• Do we still have a common goal we are
all working toward?
Real Time Reflection
15. • A narrative and statistical
Profile of…
– I. The School’s Community
– II. The School
– III. Student Performance
How has the school changed since
the initial accreditation?
I. Context of the School
16. • Appraisal Rubric
• Additional Appraisal
Questions
II. Period of Appraisal
Reflection
17. • How did we do?
• What did we learn?
• What will we change?
• What will we keep?
II. Period of Appraisal
Reflection
18. • Each Component of the Planning
Process
• Context of the School
• Achieving the Previous
Accreditation Objectives
• Implementation of the Action
Plans
• Periodic Reviews
• Meeting the Requirements of the
Protocol
Appraisal of the Last Seven
Years
19. • The Role of …
– QSI Central Office
– Governing Body
– Head of School
– Internal Coordinators
– Planning Team
– Action/Implementation Teams
III. The Planning Process for the
Next Seven Years
20. • Membership
• Time
• Structure
The Planning and Organization
of the Periodic Review
21. Data Collection and Structuring
the Periodic Review
• Data Collection
• Communication Data
• Reaching Consensus and
Managing Conflict
Copyright Middle States Association
22. Sustaining a Culture for
Continuous Improvement
• Care and Feeding of the Key Players
• Engaging the School Community through
Communication
• Recognizing and Celebrating Medial
Accomplishments
Copyright Middle States Association
24. IV. The Plan for Growth and
Improvement
•Mission
•Beliefs
•Profile of Graduates
•Internal Scan (if included)
•External Scan (if included)
•Student Performance Objectives
•Action Plans
25. “How effectively do
we deliver on
our mission and
make a distinctive
impact, relative to
our resources?”
Jim Collins
26. Mission and Beliefs
• Although it is not likely that a school’s
fundamental values and ethical code will
change completely in seven years…
– Are the Mission and Belief statements still
appropriate?
– Does the Mission Statement describe
adequately what the school is and what it
desires to become?
27. Profile of the Graduates
• When the students have completed our
educational program…
– What do we expect them to know?
– What do we expect them to be able to do with
what they know?
– What qualities or characteristics do we want
them to demonstrate?
28. Determining Priorities for
Student Performance
Objectives…
• Question to be asked ???????
– What are the gaps between what we want our
students to be able to demonstrate and where they are
now?
– What do we do? How do we do it?
How do we know?
Profile of Student Performance vs.
Profile of Graduates
29. • Option 1: Develop new student performance objectives
in areas identified by the school’s stakeholders as most
important for the school.
• Option 2: Revise the existing student performance
objectives by reaffirming the desired target performances
or raising those performances to a higher level.
• Option 3: A combination of Options 1 and 2.
Determining Priorities for
Student Performance
Objectives…
30. Student Performance Objectives
Topics for Student Performance Objectives
• Academics – global or subject-specific
• Citizenship
• Student engagement
• Community service/Service learning
• Career awareness
• Critical thinking
• Healthy life choices
• Stewardship of the environment
31. Student Performance Objectives
2-4 Measurable Objectives
•Stated as a desired end
result: what students need to
know, to achieve, to be able
to do
•Measurable right now
•Measurable over time
– Measurable means…
I can see it, I can hear it, I can
count it!
32. Student Performance Objectives
• Parts of a Student Performance Objective
– Year of realization
– Performance
– Targets
– Assessments
– Baseline year
– Baseline data
33. Student Performance Objectives
Recommended format for objectives:
By 20## (7 years following team visit), students at ___ QSI
School will demonstrate improved ___ skills, as measured
by:
• Measurement #1
– Baseline year, Baseline data
• Measurement #2
– Baseline year, Baseline data
• Measurement #3
– Baseline year, Baseline data
34. What do “good” objectives look
like?
STUDENT PERFORMANCE OBJECTIVE
By the year 2018, students of QSI School will demonstrate
increased reading skills as measured by:
ASSESSMENTS
1.) 100% students meeting or exceeding the Typical Growth
suggested by NWEA on the MAP Reading Test from fall to
spring
Baseline: 2010-2011
ES students= 42% of students met or exceeded Typical Growth
MS students= 64% of students met or exceeded Typical Growth
HS students= 70% of students met or exceeded Typical Growth
Copyright Middle States Association
35. Technical Review of Objectives
Two levels of review
1. By CESS staff for technical criteria
2. By Visiting Team - during the visit for
appropriateness and achievability
Student Performance Objectives
36. • Submitting Objectives for first level of
review to Staff
– in recommended format
– as a word document
– via e-mail
– to your Staff Associate
Be sure to allow sufficient time – technical review often
requires 2 or more submissions
Student Performance Objectives
37. • Action Plans
– The “doing” part of the plan for growth and
improvement
– Serve as the road map for implementation –
the “Mapquest” analogy
– Specific action steps
to be taken to achieve the
performance objectives
Action Planning
38. Activity Step Person(s)
Responsible
Timeline Resources Indicators of
Success
Status/
Date
Completed
Use verbs Titles,
not names
Be specific People
Time
Funding
How we know
the action step
has been
implemented
successfully
Ongoing,
Completed,
Institution-
alized,
Discontin-
ued
When?
Elements of an Action Plan
Action Planning
39. • Building Effective Action Plans
– Include areas from the Standards
(e.g. professional development)
- Consider the root causes of the performance
areas that are not meeting expectations
(disconnect between Profile of Graduates and Student profile)
– Consider the analysis of the self assessment of
the curricular areas
Action Planning
40. • Building Effective Action Plans
– Identify strategies and action steps that make
sense
– Determine a logical order
– Set specific timelines for completion of each
step
– Include detail in mapping out action steps
Action plans should be comprehensive
Action Planning
41. • Building Effective Action Plans
– Consider the availability of resources
– Involve as many of the stakeholders as possible
– Build in systems for periodic review and
revision
– Build in celebrations of success
Action plans should be reasonable and achievable
Action Planning
42. • What are the implications of what has been
presented thus far?
• Have we completed our gap analysis?
• Considered our standards’ survey feedback?
• Are our student performance objectives
measurable and in adherence with MSA
requirements?
• Should we organize action teams and/or
implementation teams to develop comprehensive
action plans?
Real-Time Reflection
43. Twelve MSA Standards
– Philosophy/Mission
– Governance and Leadership
– School Improvement Planning
– Finances
– Facilities
– School Climate and Organization
Measurement of
Organizational Capacity
Foundation Standards
Standards for Accreditation
44. Standards for Accreditation
Twelve MSA Standards
– Health and Safety
– Educational Program
– Assessment and Evidence of
Student Learning
– Student Services
– Student Life and Student Activities
– Information Resources and Technology
Educational
Program, Services,
Activities
Operational
Standards
45. • Each Standard includes
– Comprehensive statement of the Standard
– Indicators
•Provide the basis for stakeholder surveys to
assess adherence to each standard
– Staff
– Student
– Parent
– Other
Mining the Data
Standards for Accreditation
46. Self Assessment of the Twelve MSA
Standards for Accreditation
Method: Surveys and/or
Subcommittees
Meeting the MSA Standards
47. The MSA Standards Surveys
– Standards Surveys for staff, parents and students
and in Spanish are available
– MSA partners with www.surveymonkey.com for
conducting surveys online (amoyer@cess-
msa.org)
– Administer staff, parent, and student surveys
early in the planning process
48. Documents and Evidence
• Support of the Self Assessment Results
• Additional documents may be included
• Begin collection and organization of
documentation early in the self-study process.
Meeting the MSA Standards
49. ** All standards must be met for a
school to be “Accredited”
Meeting the MSA Standards
50. • What are the implications of what has been
presented thus far?
• Have we identified our areas of strength and
in need of improvement?
• Have we begun to address those that are the
most in need of improvement?
• Have we taken the time to celebrate our
successes?
Real-Time Reflection
53. • One day pre-visit by Chair
• 3 ½ day visit
• Simple, modest welcoming reception
• Numerous short, informal classroom visits
• Interviews with stakeholders, committees,
etc.
• Review of evidence
• A determination about meeting standards
and recommending accreditation
• Delivery of oral and written reports
Hosting the Visit
54. The Accreditation Action
• Four step review process
– Recommendations
•Team - collects evidence
•Staff - analyzes report
•Advisory Committee – reviews reports and
analyses
– Accreditation action
•Commissions takes final action
55. • Accreditation Actions
– Accreditation (with or without
Monitoring Issues)*
– Accreditation with Stipulations*
– Probationary Accreditation
– Removal of Accreditation
The Accreditation Action
57. Implementing the Plan
• The School
– Structure of implementation
• Planning Team
• Action/implementation teams
– Periodic review
• Collection, analysis and
reporting of data
• Revision of action plans
– Mid-Term report
• Prepare and submit to MSA
58. The Mid-Term Report
• Third year assessment of…
– The Planning Process
• What are the lessons learned?
– The achievement of the objectives and the
progress in implementing the action plans
• Have the students made the desired progress?
– The school’s adherence to the 12 MSA
Standards
• Are the necessary foundational elements still in
place?
59. Annual monitoring of progress
and adjusting of the plan for
growth and improvement...
Celebrate the success!
60. Workshop Closure
• How well have your expectations been
met as a result of this workshop?
