SAES 6.21.2014 SAES Standards & Essential Criteria v.6.14 1 Southwestern Association of Episcopal Schools (SAES) Standards of the Association (v.6.14) The mission of the Southwestern Association of Episcopal Schools is to lead, to nurture, and to unify Episcopal schools in order to advance educational excellence within the faith community of the Episcopal Church. The Southwestern Association of Episcopal Schools (SAES) is a member in good standing of the National Association of Independent Schools (NAIS) Commission on Accreditation. It has voluntarily agreed to abide by the Commission’s Criteria for Effective Independent School Accreditation Practices and to submit to a thorough review and evaluation of its accreditation standards, criteria, and procedures. SAES is recognized by state agencies and by eleven Episcopal dioceses within the six states served by SAES. SAES serves Episcopal schools, richly diverse in location, size and scope, throughout the states of Arizona, Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. SAES not only is the single faith-based accrediting association recognized by the National Association of Independent Schools (NAIS) Accreditation Commission, but also is the only Episcopal accrediting association in the United States. Both of these factors combine to place SAES in a unique position to serve Episcopal schools both inside and outside its current six-state boundary. The Standards of SAES reflect the Association’s commitment to promoting high standards of education, developing programs that improve knowledge and skills in leadership, governance, administration, teaching and learning, and spiritual formation. Member schools seeking accreditation must be cognizant of the Standards of SAES and work to meet them. As a matter of both policy and principle, SAES is committed to the highest possible quality of school program and teaching. Key Standards appear below in bold italics, are labeled with capital letters, and define the essence of each category. Essential Criteria are in italics, labeled with lower case letters and specify focus areas that define each Key Standard. When a school enters into the Self-Study process, the school will be asked to provide answers to questions related to each Essential Criteria. Key Standards are arranged in these sections: A. Mission and Philosophy B. Episcopal Identity, School Climate and Culture C. Governance D. Organization and Administration E. Program F. Professional Staff G. School and Community H. Finance I. Facilities and Safety
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Southwes t e rn Assoc ia t ion o f Epis copa l Schoo l s (SAES) Standards o f the Assoc ia t ion (v .6 .14)
The mission of the Southwestern Association of Episcopal Schools is to lead, to nurture, and to unify Episcopal schools in order
to advance educational excellence within the faith community of the Episcopal Church. The Southwestern Association of Episcopal Schools (SAES) is a member in good standing of the National Association of Independent Schools (NAIS) Commission on Accreditation. It has voluntarily agreed to abide by the Commission’s Criteria for Effective Independent School Accreditation Practices and to submit to a thorough review and evaluation of its accreditation standards, criteria, and procedures. SAES is recognized by state agencies and by eleven Episcopal dioceses within the six states served by SAES.
SAES serves Episcopal schools, richly diverse in location, size and scope, throughout the states of Arizona, Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. SAES not only is the single faith-based accrediting association recognized by the National Association of Independent Schools (NAIS) Accreditation Commission, but also is the only Episcopal accrediting association in the United States. Both of these factors combine to place SAES in a unique position to serve Episcopal schools both inside and outside its current six-state boundary.
The Standards of SAES reflect the Association’s commitment to promoting high standards of education, developing programs that improve knowledge and skills in leadership, governance, administration, teaching and learning, and spiritual formation. Member schools seeking accreditation must be cognizant of the Standards of SAES and work to meet them. As a matter of both policy and principle, SAES is committed to the highest possible quality of school program and teaching. Key Standards appear below in bold italics, are labeled with capital letters, and define the essence of each category. Essent ia l Cri ter ia are in italics, labeled with lower case letters and specify focus areas that define each Key Standard. When a school enters into the Self-Study process, the school will be asked to provide answers to questions related to each Essential Criteria. Key Standards are arranged in these sections:
A. Mission and Philosophy B. Episcopal Identity, School Climate and Culture C. Governance D. Organization and Administration E. Program F. Professional Staff G. School and Community H. Finance I. Facilities and Safety
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A. MISSION & PHILOSOPHY A.1. There sha l l be a h igh degre e o f congruence be tween th e s ta t ed miss ion , the ph i lo sophy o f the s choo l as an educa t iona l ins t i tu t ion , and i t s a c tua l program.
a. The mission is clearly understood by the administration, professional staff, parents, students, parents, and those responsible for governance, and is used in planning and decision-making.
b. The purposes and objectives for which the school exists shall include a clearly stated educational philosophy and core
values that address the needs of students and a commitment to creating an environment that encourages freedom of inquiry and the respectful exchange of diverse viewpoints.
c. The mission and core values are incorporated in classroom activities. B. EPISCOPAL IDENTITY, SCHOOL CLIMATE AND CULTURE B.1. The Epis copa l Ident i t y o f the s choo l sha l l be expres s ed wi th in i t s miss ion and governance s t ruc ture , s choo l organizat ion , and opera t ions .
a. The mission of the school recognizes that the Episcopal ethos of the school makes a difference in the daily life of the school community.
b . The school shall clearly define in its governing documents its relationship to the Episcopal Church (diocesan canons, if
any) and its sponsoring organization, if any, and the responsibilities of each. It will provide in its bylaws a clear statement about its church relationship to the vestry, in the case of a parish school, to the bishop in the case of a diocesan or mission school, or as an independent Episcopal school.
c . The governing documents should clearly state a requirement of Episcopal representation of Board members.
d. Board members shall participate in an orientation that includes information about what it means to be an Episcopal
school, including governance practices and the role of all key leaders, intentional pluralism in admissions, religious programming and worship in the school, the philosophy of open inquiry in instruction, and support for service learning. In a parish school, invitations should be extended to the board members and other school leaders to attend church events, introducing them to the parish that hosts the school.
e. Schools designated as parish schools shall clearly define how shared use issues and joint financial obligations are handled
(i.e., who pays whom, for what), as applicable.
f. In a parish school, the vestry shall be invited to an annual orientation about the work of the school to increase an understanding of the complexities and differences between the institutions of school and church, including the unique components of Episcopal character in a parish school. Additionally, invitations should be extended to the vestry and other church leaders to attend school events, introducing them to the community of families that supports the school.
g. The school shall keep its Episcopal Identity evident in the admissions process.
h. The school shall keep its Episcopal Identity evident in the hiring and orientation processes.
B.2 The s choo l sha l l in c lude bo th worsh ip and r e l i g ious s tud ie s in i t s program to r e f l e c t a ba lance o f fa i th and r eason in the Epis copa l t rad i t ion and r e spe c t fo r ind iv idua l be l i e f s .
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a. Opportunities shall be provided for regular worship that is age appropriate and in accordance with the Book of Common Prayer, as well as the "Doctrine, Discipline and Worship of the Episcopal Church." There shall be opportunities for student participation in worship.
b. Worship experiences shall be sensitive to the diversity of religious identity represented by students and faculty while
remaining faithful to the Episcopal foundation, practices and traditions.
c. The school shall incorporate religious education in its instructional program where both secular knowledge and Christian faith are lifted up.
d. Religious studies for older students shall be as rigorous as other academic courses and include Christian foundations,
other world faith traditions, ethics and moral reasoning, and religion in American history and contemporary life. Religious studies for elementary programs shall be developmentally appropriate and stress commonalities rather than differences between individuals and cultures.
e. The school shall show evidence of the utilization of its religious goals and objectives in meeting the needs of the school
community and providing appropriate pastoral care when needed. B.3 The adminis t ra t ion o f the program re f l e c t s the Epis copa l commitment to be inv i t ing and wel coming toward s tudents f rom var i ed r e l i g ious , cu l tura l , and e conomic backgrounds and fami ly s i tuat ions who would bene f i t f rom th i s program.
a. The Head of School shall hold a personal faith commitment supportive of the spiritual mission and program of the school, shall understand the canonical structure of the Episcopal Church, as well as the role and responsibility of the ecclesiastical head of the sponsoring body, and shall act as the primary ambassador and advocate for Episcopal identity.
b. The school’s key administrative leaders, including admissions officer, division heads, and development officers are
responsible for understanding, communicating and supporting the school’s Episcopal identity, especially when representing the school to prospective families.
c. The school’s teachers, assistants and extracurricular staff shall understand and support the school’s spiritual mission
and Episcopal identity. The school shall provide enlightened discourse about what it means to be an Episcopal school so all faculty and staff can express with confidence the school’s philosophy with parents, students, and each other.
d. Admission policies in the school shall reflect the Episcopal belief in inclusion and include good faith efforts to invite
inquiries from students of diverse backgrounds, who will benefit from the program. The school shall provide financial assistance to otherwise qualified students who are eligible to enroll, being intentional in its efforts to support this need in the budgeting process.
e. The Head of School and rector, in a parish school, shall seek ways to build a collegial, mutually supportive
relationship. B .4 The s choo l sha l l r equir e h igh s tandards o f a cademic exce l l en ce .
a. The school shall design a curriculum that provides both substantive foundational skills and challenging applications to
teach students an appreciation of the common goal of contributing to the well-being of the world which the students will inherit.
b. The school shall continually encourage professional development in current best professional practices, comprehensive curriculum development, and graceful inclusion in the relationships between students and faculty, all of which are hallmarks of Episcopal schools.
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B.5 The s choo l sha l l prov ide oppor tuni t i e s fo r s tudent par t i c ipat ion in meaning fu l programs o f s e rv i c e to o ther s , whi ch emphas ize in c lus ion and the r e spe c t fo r the d ign i ty o f ev ery human be ing .
a. Experiences in service learning shall promote recognition that we are all God’s children in need of compassion, seeking
to be understood, respected, and encouraged.
b. The school shall explore ways to coordinate efforts with its parish or its diocese to support outreach projects. B .6 The s choo l sha l l be a l i v e l y c en t e r o f l earn ing and explora t ion , a c c ep tance and f r i endsh ip , r ever ence and c e l ebra t ion .
a. There shall be a strong correlation between the stated mission and/or purpose of the school and the culture/climate that actually exists in the school.
b. Students shall participate in experiences to develop a social ethic that fosters mutual respect and concern for individual and community rights, regard for property and the environment, and personal integrity and responsibility.
C. GOVERNANCE C.1. There sha l l be prov i s ion in the s choo l ' s by - laws fo r a board o f t rus t e e s whi ch sha l l be e l e c t ed or appo in ted ac cord ing to c l ear ly e s tab l i shed gu ide l ines that sha l l advance the s choo l ’ s miss ion and v i s ion . The board ’ s membersh ip , s t ruc ture , po l i c i e s , and prac t i c e s sha l l suppor t the s choo l ’ s long - t e rm v iab i l i t y and goa l s .
a. The school shall be a legal entity or part of a legal entity, which is in compliance with all applicable federal, state, and local laws and diocesan canons (if any). It shall acquire and maintain 501(c)(3) non-profit status or be part of an institution that has that status by the Internal Revenue Service.
b. The board shall be the governing body of the school.
c. The board shall generate necessary resources for providing and maintaining safe and adequate physical facilities, sufficient staffing, and appropriate instructional resources.
d. The board shall honor the contractual commitments made to students and staff by providing a full year of programming,
and avoiding mid-year disruptions which potentially harm the culture within a school and its reputational sensibilities outside the school.
e. In a parish school, the board shall be separate from the vestry and shall be given the authority to oversee the work of the school, including creating and approving its budget, hiring the Head of School, and setting general operational policies for the school.
C.2 . The s ize and compos i t ion o f the board sha l l r e f l e c t the exper t i s e and d iver s i t y needed to a ch i eve the miss ion , v i s ion , and s t ra t eg i c goa l s o f the s choo l . Recru i tment sha l l l ink a t rus t e e ’ s po t en t ia l con tr ibut ion to the shor t and long- t e rm goa l s o f the board .
a. There shall be a plan for the succession of leadership on the board to enable smooth transitions and sustain the momentum of ongoing board work.
b. There shall be a plan for the orientation of new trustees.
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c. Trustees shall be generous with their commitment to advancement of the school, reflected in part by regular attendance at all meetings, participation in major school events, and a willingness to financial commitment.
d. The board shall conduct an annual self-evaluation, both as individual trustees and as a corporate entity.
C.3 .The work o f the board sha l l fo cus on f iduc iary , s t ra t eg i c , and genera t iv e tasks .
a. The board shall create bylaws that include duties of loyalty to the school, compliance with the rules of conduct articulated in the board handbook, and are best practice in all actions and communications.
b . The board shall assume responsibility for mitigating risk to the school, be it strategic, operational, financial, or legal.
The board shall review the school’s income statement and comparison to the approved budget monthly, and review reports about other operational issues regularly.
c. The board shall rely on teamwork and robust, candid discourse in its meetings. Board decisions shall be approved by the majority of trustees, rather than one committee or one individual. Additionally, major decisions shall require a defined “super-majority” vote of approval.
d. The board shall keep records of meetings while keeping deliberations confidential. It shall confine its communication
processes outside of board meetings to unified, constructive, and supportive information.
e . The work of the board should be initially addressed in committees whose specific duties are outlined, whose members bring skill and insight to the tasks on hand, and which meet regularly. Committees shall be encouraged to recruit non-board individuals with specific expertise to enhance the work of the Board.
f. The board shall have processes to assess, improve, and sustain its effectiveness through an evaluation of its work
corporately and individually.
g . The board shall develop, follow, update, and support a comprehensive strategic plan and corresponding strategic financial plan.
h. The school shall articulate a policy concerning the location and accessibility of essential records in the event of the
permanent closure of the school (specifically, employment records and student records for graduating 12th graders).
i. The board has a conflict of interest policy that all trustees sign annually.
j. Employees and representatives of the school are expected to practice honesty and integrity and comply with all operating structures. The board has a whistleblower policy that confirms a school’s open door philosophy and requires a trustee, officer, employee, contractor, volunteer, or agent of the school to report - to his/her supervisor, the Head of School/school director, or Audit Committee of the board - violations or suspected violations of any applicable federal, state, and local laws, rules, and regulations relating to the school; and all codes, internal controls, practices and procedures relating to the school.
k. The board shall understand its roles and responsibilities and how they differ from those of the Head of School and other school administrators.
l. The board shall have protocols for addressing conflicts among trustees, and between trustees and other members of the school community before differences escalate to a crisis stage.
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C.4. The board sha l l employ the Head o f Schoo l as i t s so l e employee , de l ega t e the adminis t ra t iv e func t ions o f the s choo l to the Head o f Schoo l , and sha l l r e spe c t the boundar i e s whi ch s eparate board and adminis t ra t iv e ro l e s .
a. It shall be clear that the board has one employee – the Head of School - and the Head of School has one employer – the board as a whole.
b. The board shall nurture and support the Head of School with a process of regular communication and annual
evaluation based on clearly established criteria and goals and an understood procedure that is ethical, fair, and provides for due process.
c. The Head of School shall have a written contract that addresses issues of evaluation, compensation, renewal, non-
renewal, and termination. d. The board shall have a policy concerning protocols for addressing conflicts with the Head of School before differences
escalate to a crisis stage.
e. The board shall work cooperatively and supportively with the Head of School to encourage a well-planned and reassuring transition for the school during periods of administrative change in the school.
D. ORGANIZATION AND ADMINISTRATION D.1. An adminis t ra t iv e s t ruc ture sha l l be deve loped and organized to e f f e c t i v e l y manage da i ly opera t ions and carry ou t the po l i c i e s o f the board o f t rus t e e s .
a. The Head of School shall be qualified by education and experience, preferably with an advanced degree.
b. The Head of School shall employ all faculty, staff and support personnel, and shall be responsible for overseeing a regular evaluation process for all school personnel. There shall be sufficient administrative staff to fulfill all essential management functions.
c. Education and experience shall qualify members of the administration for their assigned responsibilities.
d. The administrative team shall initiate adequate procedures for the review of school organization, administration,
instruction, and facilities, and for the determination of short-and long-range needs. The administration shall involve the faculty and staff when appropriate.
D.2. The adminis t ra t ion sha l l opera te w i th t ransparency , as appropr ia t e , be ing c l ear and open in i t s in t en t , pro c e s s e s and proc edures , and p lanning fo r the fu ture g rowth and deve lopment o f the s choo l .
a. The administration shall create an Administrative Handbook that describes roles, responsibilities, operational procedures, financial management systems, admission policies, and other administrative functions.
b. The administration embraces the concept of inclusion among school personnel and students and their families.
D.3. Personne l , s tudent , and graduate r e cords are mainta ined ac cord ing to bes t prac t i c e s and lo ca l , s ta t e , and f edera l gu ide l ines and d io c e san canons ( i f any) .
a. Personnel records are secured against loss, identity theft or fire/water, with access limited to authorized individuals. The school has a system of on-site and off-site data back-up. The school shall include its records retention and destruction policy in the Employee Handbook.
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b. Employees’ immigration, if applicable, and medical records are stored in separate, secure files.
c. Student academic records are secured against loss, identity theft or fire/water, with access limited to authorized individual, and with on-site and off-site data back-up.
d. Students’ medical records, including immunization records, are stored in separate, secure files.
e. Students’ confidential admission and college counseling records are filed and culled according to best practice.
f. The school has protocols for the release of student records to a third party.
g. The school maintains sufficient and accurate records of its graduates. D.4. Admiss ion po l i c i e s and procedures sha l l be c l ear ly de f ined and cons i s t en t wi th the s ta t ed miss ion o f the s choo l and sha l l r e f l e c t the s choo l ’ s e f f o r t s to enro l l s tudents mos t l ike ly to bene f i t f rom i t s program.
a. The school shall not exclude students because of race, color, creed, national origin, sexual orientation, or insofar as possible, socio-economic status, in its admission process to the school, or in the administration of any of its educational, financial aid, scholarship, or student activity programs and shall make every good faith effort to encourage an inclusive student body. The school’s non-discrimination policies will be published.
b. The school uses best practices and a clearly defined admissions process and financial aid policy when recruiting and
enrolling students.
c. If the school enrolls exchange students, domestic or international, it uses best practices and a clearly defined admissions and financial aid policy.
d. There shall be full disclosure of the school’s tuition, fees, tuition insurance, financial obligations, and the policies related to financial aid.
e. The school shall adopt a comprehensive enrollment management practices that include new student recruitment and enrollment, retention of current students, and a policy on financial assistance for new and current students.
f. The school provides adequate resources, personnel and budgetary, to meet admission program needs.
g. If the school is a day school and has a homestay program for international, nonimmigrant students, the program shall support the mission of the school.
h. If the school, either day or boarding, enrolls international, non-immigrant students, the school shall be a SEVIS
(Student Exchange and Visitor Immigration Service, a branch of the Department of Homeland Security) certified school.
D.5. The s choo l ’ s deve lopment/fund ra i s ing program suppor t s the s choo l ’ s miss ion and v i s ion .
a . The school has clear development goals. Progress on these goals is reported regularly to the board of trustees.
b . The school has developed external and internal marketing initiatives.
c . The school’s communications are clear and consistent to all constituencies.
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d. The school maintains a continuing relationship with its alumni, as appropriate. E. PROGRAM E.1. The academic program sha l l be deve loped f rom the s choo l ' s s ta t ed miss ion , purposes , and ob j e c t i v e s that r e f l e c t the educat iona l goa l s fo r whi ch the s choo l ex is t s . I t sha l l promote s tudent deve lopment in the major domains o f human l earn ing : cogn i t iv e , so c ia l , emot iona l , phys i ca l and sp ir i tua l , and sha l l s e ek to s e rve a l l s tudents through an awareness o f deve lopmenta l l y e f f e c t i v e ins t ruc t ion .
a. The school shall stress the teaching of critical reasoning and independent thinking and shall offer higher level challenge through factual mastery, skill development, comprehension, application, analysis, synthesis, and evaluation.
b. The program shall have sufficient instructional flexibility for the capabilities, learning styles, and interests of students
enrolled in the school.
c. The program shall include a reasonable balance of core and co-curricular/enrichment. The curriculum shall define essential objectives for these and all courses of study.
d. The school's curriculum shall reflect cognizance of the requirements for education as set forth by the state in which it is
located. The school should be prepared to show cause why those state standards that are not included in the curriculum are not applicable to the school.
e. Schools that identify students with significant learning differences shall include faculty training, a clearly defined referral
process, consultation with any resource staff assisting students, and reasonable modifications as necessary, to guide the students to a successful experience in school.
f. The school shall have systems in place to assist new students to successfully integrate into the school’s academic program. g. The school shall provide adequate library and media resources for the faculty and students, with reasonable time
allotments for their use and with applicable curriculum in place.
h. The school shall provide adequate technology resources for the faculty, students, and administration with reasonable time allotments for their use and with applicable training, curriculum, and acceptable use policies in place.
i. The program shall include experiences that reflect an understanding of our multicultural and diverse society.
j. The program shall include both instructional elements that address sustainability efforts for our world and evidence of a
school culture that models environmental stewardship in day to day activities and operations.
k. The school shall determine the relevance of program enhancements, such as field trips and travel, and insure that these are planned with the safety of children and adults as a priority.
l. If the school offers any special programs (summer programs, before or after school programs, sports, tutorials, etc.), these shall be compatible with the school’s purpose or mission.
m. The school shall provide developmentally-appropriate programs for physical activity and play.
n. The school shall publish developmentally appropriate behavioral expectations, its plans for corrective action that include
communication with parents, consequences for misbehavior, and policies for addressing serious misconduct. The school shall publish policies related to conduct after school hours, if applicable.
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o. The school shall have a process for determining the relevancy of the curriculum.
p. The school shall understand its threshold for enrolling students who are English language learners and shall provide an appropriate amount of academic support necessary for the student to have reasonable success with the school’s program.
E.2. The program s t ruc ture sha l l prov ide a l l o rganizat iona l bas i c s e s s en t ia l to the suc c e s s fu l opera t ion o f the s choo l .
a. The school day and year shall be sufficient for the total school program and in compliance with the laws of the state in
which the school is located.
b. The daily schedule shall provide adequate blocks of instructional and learning time, balanced against non-academic and transitional requirements. Teachers shall have adequate planning and preparation time.
c. Textbooks and essential instructional materials shall be current, accurate, and of high quality.
d. There shall be a sufficient number of students, faculty and staff for the stated mission and purpose of the school, and
class ratios shall be in compliance with sound educational practice and SAES Standards.
e. The school shall create general policies for addressing potential extended closures due to natural disasters, major facility emergencies, or other exceptional interruptions of instruction. The policies should address attendance, alternative or resumption of instruction, obligations to employees, and communications with constituents.
E.3. Program conten t , s tudent p la cement , and ins t ruc t iona l var ia t ions sha l l be cons ider ed in the des i gn o f programs for d i f f e r en t ages . [NOTE: Address only the section(s) below that are relevant to the programs in the school.] E.3.EC Early Childhood Programs
a. An early childhood program shall create an environment that facilitates the growth of awareness, exploration, and inquiry, and shall encourage each child’s eagerness to learn.
b. An early childhood program shall include activities balanced between child- and teacher-directed, active/quiet, large
group/small group, indoor/outdoor learning activities, and rest-time or naps where required. c. The early childhood program shall be based on a curriculum that identifies a reasonable balance of core and co-
curricular/enrichment subject areas. A balance of all disciplines shall be introduced through an integrated curriculum presented in learning centers, with manipulative materials, and by encouraging active participation by the children.
d. There shall be adequate and safe play/recreation space for children. e. Programs shall meet or exceed local and state regulations and licensing requirements, as applicable. f. Adult interaction shall recognize the individual, developmental, and spiritual needs of very young children.
g. Assessment of students in EC classrooms should be limited and administered by trained professionals. Assessment
results used for placement or diagnostic purposes shall be kept in the office.
h. The school shall encourage teachers to recognize the rich variability in maturity and learning styles of young children and use developmentally responsive practices with those children who exhibit individual differences from the group.
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i. Group size and staff:child ratios should adhere to the following guidelines.
Age Maximum Group Size Staff:Child Ratio 0-12 mo. 8 1:4
j. The school shall have a placement process for children completing the school’s terminal grade/age. E.3.LS Lower School (Elementary) Programs
a. The educational program provides both instructional and non-instructional time.
b. There shall be adequate play/recreation space for elementary children and a daily schedule of recess.
c. Assessment methods of student progress may reflect developmental variances by grade level. Diagnostic testing for learning differences shall be limited to trained professionals, and assessment results used for placement or diagnostic purposes shall be kept in a secure location and accessed only by designated personnel.
d. The school shall have a placement process for children completing the school’s terminal grade/age.
E.3.MS Middle School Programs
a. There will be a balance of daily academic work and homework that reflects the academic goals of the school and sound educational practice.
b. There shall be adequate advisory and/or counseling programs for student needs.
c. There shall be placement counseling for students completing the school’s terminal grade and their families.
d. There shall be a process for identifying and supporting students’ special learning needs.
e. There shall be a variety of extracurricular activities that promote student leadership, talents, and interests. f. The middle school shall develop activities, events, or traditions that contribute to its identity and encourage student
cohesiveness. E.3.US Upper School (High School) Programs
a. There will be a balance of daily academic work and homework that reflects the academic goals of the school and sound educational practice.
b. There shall be adequate advisory and/or counseling programs for student needs.
c. The school shall publish its graduation requirements, including non-academic obligations such as service work.
d. There shall be placement counseling for graduating students and their families.
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e. There shall be a process for identifying and supporting students’ special learning needs.
f. There shall be a variety of extracurricular activities that promote student leadership, talents, and interests.
g. The school shall develop activities, events, or traditions that contribute to its identity and encourage student cohesiveness.
E.3.RP Residential/Boarding School Programs (programs where students live at the school or in a school sponsored dormitory setting that is a joint venture with other schools)
a. Residential life program shall be consistent with the school’s philosophy, mission, and goals, and its policies and
procedures are clearly defined.
b. The school shall provide a wholesome and nurturing experience that assures a balance between academic and residential life.
c. The school shall make an effort to educate students about residential life. d. The school shall provide adequate dormitory facilities.
e. The school shall provide adequate supervision.
f. Residential staff shall be qualified to meet the needs of students under their supervision.
g. The school shall encourage and facilitate the social interactions of day and boarding students.
h. The school provides for the needs of residential students receiving financial aid in regard to the cost of activities outside of
the regular school day.
i. The school has a system for accounting for students outside the academic day, in evenings, on weekends, and during vacations.
j. The school provides support for its residential students and understands the responsibilities of being in loco parentis.
k. The school understands the unique needs of international students and has support systems in place to address them.
l. The school shall provide a high standard of meals served to residential students with nutritional and varied options.
m. The school shall provide specific training for residential staff on boundary issues with students.
n. The school shall evaluate residential staff regarding their residential duties and responsibilities.
o. The school shall provide access to health care and counseling for boarding students.
p. If the school enrolls international, non-immigrant students who board, the school shall be a SEVIS (Student
Exchange and Visitor Immigration Service, a branch of the Department of Homeland Security) certified school. E.3.HSP Homestay Programs (programs where students live in host family homes)
a. Homestay program shall be consistent with the school’s philosophy, mission, and goals, and its policies and procedures are clearly defined.
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b. If the school, either day or boarding, enrolls international, non-immigrant students, the school shall be a SEVIS (Student Exchange and Visitor Immigration Service, a branch of the Department of Homeland Security) certified school. (See also D.4.h.)
c. The school has a formal contract with homestay families if there is direct placement or with an agency/consultant that
provides homestay placements.
d. The school assures that homestay facilities are safe and clean, and provide sufficient living space.
e. There is a clearly defined process in place to screen host families, including background checks for adult family members, and a process for matching student and family interests.
f. The school requires the adult members of host family to complete, at a minimum, the Safeguarding God’s Children
program and its update as necessary.
g. There is a procedure to include host families and students in defining and understanding the ethical and legal responsibilities of the school, host families, and students.
h. The school has clearly-stated, written, and understood expectations for the school, host families, and students regarding
the student academic program, behavior, and experiences both during the school week and outside of the academic day, in evenings, on weekends, and during vacations, and these expectations and responsibilities are published and disseminated in a school handbook.
i. If homestay students are English language learners, the school has a program to support and build students’ English
language skills.
j. The school offers guidelines to host families in their communication with the parents of homestay students.
k. The school has a process, which includes students and host families, to regularly review the homestay program and the experience of the students for the purpose of improvement.
l. The school shall encourage and facilitate the social interactions of homestay and other students.
m. The school understands the unique needs of international, homestay students and has support systems in place to
address them. E.3.SP Summer Programs E.3.SP.1 The program s t ruc ture sha l l prov ide organizat iona l bas i c s e s s en t ia l to the suc c e s s fu l opera t ion o f the s choo l .
a. The daily schedule shall provide adequate blocks of instructional and learning time, and instructors shall have adequate planning and preparation time.
b. Instructional materials and equipment shall be current and of high quality.
c. Class/activity student-instructor ratios shall be in compliance with sound educational practice and SAES Standards.
E.3.SP.2 Program conten t , s tudent p la c ement , and ins t ruc t iona l var ia t ions sha l l be cons ider ed in the des i gn o f programs for d i f f e r en t ages .
a. Summer programs shall meet or exceed local and state regulations, as applicable.
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b. Summer programs shall be compatible with school's stated mission, purposes, and objectives.
E.3.OSP Other School-Related Programs
a. Other programs that involve children, not enrolled in the programs listed above, shall meet SAES Standards. [Note: SAES does not accredit day care type programs that are similar in nature to for-profit care centers.]
E.4 The s choo l prov ides ev idence that i t i s engaged in ongo ing r ev i ew , eva luat ion , and deve lopment o f i t s educa t iona l program, us ing data to ass e s s , r epor t , and moni tor ind iv idua l and co l l e c t i v e s tudent progre s s ; and shows ev idence o f us ing the ass embled data to make program ad jus tments and sus ta inab le de c i s ions .
a. Systems to benchmark student learning reflect the mission of the school. b. Adjustments to curriculum and instruction are based on annual review and analysis of assembled data derived from
evaluation instruments and measures of student learning. c. Individual student learning is systematically evaluated, including the administration of annual standardized tests. d. Individual student progress is reported and communicated to parents on a regular basis. e. Data on individual student progress beyond the school’s terminal year is tracked and used for decision-making about
the school’s program. E.5 The s choo l demonstra t e s that i t s program, prac t i c e s , and ins t i tu t iona l cu l ture are in formed by r e l evant r e s ear ch r egard ing how s tudents l earn and the knowledge and capac i t i e s they wi l l need in the fu ture .
a. The instructional program is informed and implemented to optimize educational opportunities for students. b. The school promotes analytic and creative thinking and problem solving. c. The school expects students to master oral and written communication skills (age/grade appropriate). d. The school emphasizes leadership and teamwork, and gives students opportunities to demonstrate both. e. The school recognizes that technology is an evolving and fundamental tool for learning and teaching. f. E-learning or online courses must be accredited by a recognized online accrediting agency or developed by the school. g. The school’s program, practices, and culture reflect a global perspective, and help students develop open-mindedness,
particularly regarding the values and traditions of others. h. The school encourages adaptability, initiative, and risk-taking in the exploration of new roles, ideas, and strategies.
i. The school fosters integrity, honesty, fairness, and respect as necessary components of ethical decision-making.
F. PROFESSIONAL STAFF F .1 . Al l fa cu l ty and s ta f f sha l l be qual i f i ed fo r the i r pos i t ions and r e spons ib i l i t i e s by educa t ion and exper i ence and sha l l engage in ongo ing pro f e s s iona l deve lopment .
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a. Teachers of infants, toddlers, and preschoolers up to age 3 shall have no less than a Child Development Certificate
(CDC or CDA) or an Associate’s Degree (AAS) reflecting specialization in child development. Teachers of children age 4 and older shall have no less than an appropriate baccalaureate degree. Assistants and extended care staff are not required to have college degrees but may have other child-care related experience.
b. The school shall utilize adequate procedures for recruiting, screening and interviewing prospective faculty and staff, and
each shall have appropriate criminal background and reference checks. Recruitment shall also encourage good-faith efforts to encourage candidates to apply who represent diversity for the school. The Staff Handbook should address school policies on conflict of interest in the hiring process.
c . The school does not discriminate against any person in employment or otherwise because of race, color, national origin, gender, or age in violation of state or federal law or regulations.
d. Faculty and staff shall receive an orientation that includes information about their roles and responsibilities, governance
organization, school policies including confidentiality and professional conduct, and other information set forth in the Employee and Parent Handbooks.
e. The school shall have a required program for on-going professional growth and development for faculty, staff, and
administration that is related to improved instruction and increased learning. f. Each member of the faculty and the staff shall be clearly informed of his/her compensation, terms of employment and
primary responsibilities. Every effort will be made to be equitable in terms of the total load of primary responsibilities and other assignments, and in the development of fair personnel policies, salaries and benefits. Compensation packages shall be sufficient to attract and retain qualified teachers.
g. There shall be an understood program of supervision and regular evaluation of individual faculty and staff performance,
and understood procedures for non-renewal and/or termination of employment. h. Faculty and staff interaction with students shall be appropriate, encouraging, and constructive, and shall reflect the
highest standard of professional conduct, recognizing the innate vulnerability of students of all ages. i. There shall be adequate procedures for identifying changing needs and priorities that determine faculty and staffing
requirements. j. The professional staff shall be involved in the review, planning, development and evaluation of the school's programs.
There shall be adequate opportunities for communication and focused professional conversations during faculty meetings to facilitate effective collaboration.
k. All members of the faculty and staff, including extracurricular staff, shall receive training (such as Safeguarding God’s
Children, Safeguarding God’s People) regarding sexual misconduct and child abuse.
l. Classroom substitutes shall receive an orientation about the school’s mission and philosophy, the scope of their responsibilities, sexual misconduct and child abuse, and school policies relevant to their responsibilities.
m. All faculty and staff shall participate in an annual in-service that addresses the policies of the school related to safety
and security, health and injury management, and the supervision of students.
n. All faculty and staff shall receive the school’s guidelines for appropriate use of social media, email, and other technologies and shall be required to sign the school’s acceptable use policy.
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o. Summer programs staff and volunteers shall be held to the same requirements as school-year employees regarding qualifications, background checks, orientation, crisis response/emergency training, and sexual misconduct and child abuse training.
F.2. The s choo l ’ s opera t ions are in compl iance w i th r e l evant lo ca l , s ta t e , and f edera l laws and r egu la t ions and d io c e san canons (any) . F.3. Facu l ty are prov ided wi th adequate t ime and re sourc e s to deve lop the curr i cu lum and implement l e s son p lans .
a. Teaching schedules provide preparation and planning time.
b. Instructional materials/resources are funded by the school. F .4 . The s choo l sha l l mainta in appropr ia t e po l i c i e s and implement r e l evant programs and t ra in ing to assure the phys i ca l and emot iona l sa f e ty o f i t s employee s .
a. The school has a harassment policy, which includes bullying and hazing. b. The school has a sexual misconduct/sexual assault policy.
c. The school has policies that clearly stipulate Code of Conduct expectations of all school employees.
G. SCHOOL AND COMMUNITY G.1. Po l i c i e s and procedures sha l l be c l ear ly de f ined and cons i s t en t wi th the s ta t ed miss ion o f the s choo l .
a. There shall be full disclosure of the school's mission, policies, programs, and practices published in all handbooks, and these shall be available in the Student and Parent Handbooks, where appropriate, prior to enrollment.
b. There shall be a clearly defined process for addressing policies of attendance, grades, and credit for alternative or
supplementary courses offered by another accredited institution to any student requiring such enrichment.
c. The school shall publish its requirements for academic achievement. The school shall also publish graduation requirements for high school programs.
d. The school shall maintain appropriate policies and implement relevant programs and training to assure the physical and
emotional safety of its students. G.2. The s choo l enro l l s miss ion-appropr ia t e s tudents who wi l l con tr ibute to the l i f e o f the s choo l and who have the ab i l i t y to be suc c e s s fu l a t the s choo l . G.3. The s choo l sha l l prov ide e f f e c t i v e means and appropr ia t e channe l s o f communica t ing wi th parents about a l l aspe c t s o f s choo l l i f e .
a. The school shall make a syllabus of the curriculum available to parents. b. Student progress shall be reported regularly to parents in an informative and clear manner.
c. Parents shall be invited to participate in the life of the school through collaborative and supportive activities.
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G.4. The s choo l sha l l deve lop an ongo ing r e la t ionsh ip wi th i t s a lumni through r egu lar communica t ions , co l l e c t ion o f da ta on the i r progre s s , and inv i ta t ions to par t i c ipa t e in the l i f e o f the s choo l . G.5. The s choo l in t e rac t s w i th the communi ty in whi ch i t r e s ides .
a. The school shall encourage awareness of its work in the community through marketing and/or development efforts.
b. The school shall use community resources, as needed and appropriate. H. FINANCE H.1. The s choo l sha l l employ sound f inanc ia l p lanning and management po l i c i e s and proc edures , in c lud ing a formal budge t -making proce s s , a long wi th appropr ia t e board o f t rus t e e s ’ over s i gh t .
a. The school shall employ sound accounting methods and practices as prescribed by GAAP, Generally Accepted Accounting Practices.
b. All funds generated by any school activity or organization shall be recorded in the school's books of accounts and shall
be under the direct control of the school.
c. Parish day schools: The school accounting shall not be commingled with the church’s, and the school’s finances shall be overseen by the school’s Board of Trustees, which has fiduciary responsibility.
d. The school shall have a Financial Review or Audit annually. This must be done by an independent CPA.
• Schools with total budgetary revenues of $500,000 or more shall have an annual Audit Report of the school’s financial books by an independent CPA. Once the school has had an audit, schools may alternate audits and reviews, provided that there are no more than two reviews between audits.
• Schools with total budgetary revenues of $500,000 or less may instead have an annual Review Report
produced by an independent CPA.
e. The school shall seek to minimize the risk of injury to its students, staff and faculty and shall seek to minimize the risk of financial loss to the school by having a risk management plan with adequate insurance coverage.
f. All funds generated through the solicitation of donations or grants, stocks, gifts, or gifts in kind shall be managed
according to current regulations, laws, or IRS requirements related to such gifts.
g. The school shall have policies in place for its budgeting process, including the development of a contingency fund, issues of conflict of interest, delinquent accounts collection, tuition remission, financial aid, all fundraising efforts, and endowment fund investment philosophy and spending policies. All financial policies and procedures should be documented in the Administrative Handbook or Business Manual.
h. The board shall create long-range financial projections and a strategic financial plan based on data-driven enrollment
projections and items that have potential financial impact in the strategic plan.
i. The school shall identify any ongoing deficit or long-term debt and shall have a plan for addressing these obligations, including appropriate loan documentation, if applicable.
j. The school shall structure its annual budget to adequately meet school operations and program needs.
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k. If the school has a homestay program (or other program of enrolling international students outside if a traditional boarding program), it shall have a positive impact on the school’s budget, but it should not be viewed as the saving factor of the budget.
l. Financial records are secured against loss, identity theft or fire/water, with access limited to authorized individuals and
on-site and off-site data back-up. Summer Programs: H.2. The s choo l sha l l employ sound f inanc ia l p lanning and management po l i c i e s and pro c edures , in c lud ing a formal budge t -making proce s s , a long wi th appropr ia t e over s i gh t o f summer programs.
a. The school shall employ sound accounting methods and practices as prescribed by GAAP, Generally Accepted Accounting Practices.
b. All funds generated the summer program shall be recorded in the school's books of accounts and shall be under the
direct control of the school.
c. The school shall have a Financial Review or Audit annually that includes summer programs. This must be done by an independent CPA.
• Schools with total budgetary revenues of $500,000 or more shall have an annual Audit Report of the school’s financial books. Once the school has had an audit, schools may alternate audits and reviews, provided that there are no more than two reviews between audits.
• Schools with total budgetary revenues of $500,000 or less may instead have an annual Review Report
produced.
d. The school shall seek to minimize the risk of injury to its students, staff and faculty and shall seek to minimize the risk of financial loss to the school by having a risk management plan that includes summer programs with adequate insurance coverage.
e. The school shall have policies in place for its budgeting process for summer programs.
I . FACILITIES AND SAFETY I .1 . The s choo l sha l l mainta in fa c i l i t i e s that mee t app l i cab l e hea l th , f i r e , emergency , sa f e ty and sani tary codes o f the c i t y , county and s ta t e in which the s choo l i s lo ca t ed .
a . There shall be safe play/activity space for children. b . Outside play areas shall be secure, inspected regularly to ensure safety.
c . Play/activity areas shall be supervised with a safe ratio of adults to children. d. The facility shall receive daily cleaning and maintenance for the health and well-being of the school community. There
shall be adequate janitorial support and maintenance for repairs done in a timely manner. e. The school shall assess the security of the facility and develop policies that address campus access, visitors, supervision,
and student movement around campus.
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f. The school shall have crisis response/emergency management plans in place in the event of a serious injury, natural catastrophe, criminal activity, intruder on campus, campus evacuation, threats, or other significant emergency.
g. The school shall have policies and procedures in place concerning the release of children to the correct legally designated
adults. h. The school shall provide health facilities and support staff adequate for the school's needs and able to handle
emergencies. The school shall also have medication storage and dispensing policies.
i. Food services, if available, shall be licensed and provide nutritionally adequate choices. Policies for the staff handling, preparing, or distributing food shall reflect healthy practices.
j. School vehicles, if applicable, shall comply with federal and state laws regulating licensing, registration, insurance,
inspections, and capacity. k. Student safety and supervision is a priority in all settings including student arrival/dismissal/carpool, transition and
break periods, and between classes.
l. There shall be a designated person who is appointed by the Head of School, not necessarily the Head of School, to serve as the School Safety Advisor. This person oversees and coordinates the school’s safety and security matters, plans, and drills; chairs the school’s safety committee, if one exists; collaborates with the appropriate administrator/church officials to assure that all licenses and insurance coverage are adequate and current; either serves as the communicator/distributor of safety and security information to the school community or assures that this is carried out by another administrator/staff member; serves as a liaison with local and state agencies; conducts regular safety walk-abouts, noting and finding remediation for concerns; and keeps abreast of current best practices and requirements in school safety and security, taking the lead in bringing this information to the attention of the appropriate school personnel.
m. School safety drills, such as fire, lock-down, intruder on campus, and severe weather, are practiced regularly and logs are
kept according to local code requirements. I .2 . The s choo l sha l l mainta in , or have ava i lab l e fo r i t s use , phys i ca l fa c i l i t i e s and p lant adequate to suppor t the needs o f the program.
a. Classrooms provide appropriate space and environment to carry out learning.
b. There is adequate storage for instructional materials and outdoor equipment.
c. Instructional materials, such as chemicals used in science, art, or housekeeping/maintenance are stored and used according to safety guidelines.
I .3 . I f the s choo l conduc t s summer programs, thes e programs sha l l opera t e in fa c i l i t i e s that mee t app l i cab l e hea l th , f i r e , emergency , sa f e ty and sani tary codes o f the c i t y , county and s ta t e in which the s choo l i s lo ca t ed . (See I .1)
a . There shall be safe play/activity space for children.
b . Outside play/activity areas and equipment shall be inspected regularly to ensure safety.
c . Play/activity areas shall be supervised with a safe ratio of adults to children.
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d. The facility shall receive daily cleaning and maintenance for the health and well-being of the school community. There shall be adequate janitorial support and maintenance for repairs done in a timely manner. e. The school shall assess the security of the facility and develop policies that address campus access, visitors,
supervision, and student movement around campus. f. The school shall have crisis/emergency management plans in place in the event of a serious injury, natural
catastrophe, criminal activity, threats, or other significant emergency. g. The school shall have policies and procedures in place concerning the release of children to the correct, legally-
designated adults. h. The school shall provide health facilities and support staff adequate for the school's needs. The school shall
also have medication storage and dispensing policies. i. Food services, if applicable, shall be licensed and provide nutritionally adequate choices. Policies for the staff
handling, preparing, or distributing food shall reflect healthy practices. j. School vehicles, if applicable, shall comply with federal and state laws regulating licensing, registration,
insurance, inspections, and capacity.
k. Student safety and supervision is a priority in all settings including carpool, transition and break periods. I .4 I f the s choo l conduc t s summer programs, i t sha l l mainta in , or have ava i lab l e fo r i t s use , phys i ca l fa c i l i t i e s and p lant adequate to suppor t the needs o f the summer program.
a. Classrooms/activity areas provide appropriate space and environment to accommodate program objectives.
b. There is adequate storage for instructional materials and outdoor equipment.
c. Instructional materials, such as chemicals used in science or art, and housekeeping/maintenance, are stored and used according to safety guidelines.
[NOTE ABOUT SUMMER PROGRAMS: Since the SAES On-Site Visit Team is unable to observe any summer programs, the On-Site Visit Team Report will not comment on the quality of such programs; however, the report will address the impact of these programs on school operations (income from revenue stream, additional insurance coverage, wear-and-tear on facilities, etc.).]
