Quality Assurance Review Team Oral Exit Report

School AccreditationSchool AccreditationHillel AcademyHillel Academy

April 10 – 13, 2011

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AdvancED is a global leader in advancing excellence in education through continuous improvement, organizational effectiveness, and accreditation.

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The AdvancED Community

World’s Largest Educational Network 27,000 public and private schools

throughout the United States and 69 countries worldwide

All Department of Defense schools 15 million students 18 thousand volunteers More than 3 million teachers

AdvancED is ComprehensiveAccreditation

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School Accreditation ProcessSchool Accreditation Process

School Accreditation

An international protocol for schools committed to systemic, systematic, and sustainable improvement Builds capacity of the school to increase and

sustain student learning Stimulates and supports improvement and

effectiveness throughout the school

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7

School Accreditation

Ensures all people, processes, departments in the school work in concert

Strengthens efforts to meet accountability requirements

Encourages growth beyond compliance to achieve excellence

Promotes continuous not episodic improvement

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8

Cornerstones of Accreditation

Meet the AdvancED Quality Standards

Engage in Continuous Improvement

Demonstrate Quality Assurance through Internal and External Review

To earn and maintain accreditation, schools must:

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AdvancED AdvancED Accreditation Standards for Quality SchoolsAccreditation Standards for Quality Schools

1. Vision and Purpose2. Governance and Leadership3. Teaching and Learning4. Documenting and Using Results5. Resources and Support Systems6. Stakeholder Communications and Relationships7. Commitment to Continuous Improvement

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Purpose & Role of the Quality Assurance Review Team

Determine the extent to which the school meets the AdvancED standards.

Assess the efficacy of the school’s improvement efforts.

Evaluate the effectiveness of the school’s methods for quality assurance.

Provide high-quality feedback with clear required actions and next steps.

Make an accreditation recommendation.

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Activities of the Quality Assurance Review Team

Interviewed Stakeholders Examined Artifacts Observed Practices and the Learning

Environment Collected and Organized Data Engaged in Analysis and Deliberations

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Interviews with Stakeholders

During the on-site Quality Assurance Review, team members interviewed:

– 6 Administrators & Leadership Team– 18 Teachers– 2 Support Staff– 18 Parents and Community Members – 70 Students– 9 BoardTOTAL Stakeholders 123 Classroom Visits - 30

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Criteria Used to Arrive at Findings

When reviewing evidence to arrive at its findings, the team:

Sought a school-wide perspective; Pursued evidence that could be

corroborated through multiple sources; Examined the context and capacity of the

school in relation to its vision, mission, and beliefs; and

Applied the criteria for accreditation.

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The QAR TeamThe QAR Team

The QAR Team delivers high quality feedback by: Assessing each standard, writing narratives describing

evidence, highlighting strengths and opportunities for improvement

Providing commendations that identify and celebrate significant accomplishments in meeting or exceeding standards

Defining required actions to help improve school effectiveness and student learning

Communicating findings orally and in writing Making an accreditation recommendation for review

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Summary of Team’s Findings

Commendations Significant accomplishments in meeting

and/or exceeding accreditation standards and requirements

Required actions Actions that will enhance school

effectiveness and improve student learning; required actions must be addressed by the school as part of its continuing accreditation activities

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Next Steps Written report of findings submitted within 30 days

After receipt of the report, the school is expected to: Review and communicate the findings. Address the required actions. Monitor accreditation standards on an ongoing

basis. Monitor strategies for improvement. Submit an Accreditation Progress Report detailing

progress toward the required actions.

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Commendations

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The dynamic leadership and strategic vision of the Hillel Academy Board has driven the ongoing success and prosperity of the school.

Interviews with all stakeholders, as well as a review of board minutes and the Standards Assessment Report provided ample evidence for this assessment. Board vision and leadership is essential to providing the human and financial resources necessary to achieve personal, professional and academic excellence.

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The commitment of the board and administrative leadership to embrace the rigor of multiple international curricula, programs, standards, and assessments (IB, IGCSE, ERB, etc) has resulted in significant improvement in the overall school program particularly at the high school level. Interviews with Board members, faculty, administration, and parents as well as review of student achievement data and stakeholder perception data provided conclusive evidence of this achievement. A school community with the focus and commitment to a shared vision and the willingness to provide the resources to realize the vision provides the best opportunity to achieve excellence.

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The high quality of leadership exhibited by the school director, administration (SMT), teachers, students and parents (PTA) provide an atmosphere of collegiality and high expectations within the school.

Interview and observations clearly demonstrated the pervasiveness of this quality throughout the school.

Leadership demonstrated at all levels of the schools operations provides optimal conditions to achieve excellence and realize the schools potential.

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The commitment and dedication of the Board, administration, teachers, staff, students, and parents to the “Hillel Spirit” embodies a culture of mutual support and high expectations. Observations, interviews and interactions with all stakeholders provided clear and overwhelming evidence of this unique cultural dynamic.

A school culture that is endowed by a sense of pride in itself and is supported by the community at large provides optimal conditions to ensure the short and long term success.

Required Actions

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Develop systems and strategies to bring about greater alignment, unity, and cohesion to the High School and Prep School programs. Interviews with administration, board members, and teachers, as well as a review of student achievement and stakeholder perception data indicated the need to move toward a more unified vision for the overall school program. The achievement of greater alignment and coherence between the High School and Prep School programs would enhance rigor, provide a vehicle to share best practices, improve efficiency, eliminate duplication, and increase matriculation of students from Prep School to High School.

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Research, review and select an alternative personnel appraisal system to provide alignment and consistency to performance evaluation for all levels of the schools operation (Board, Administration, faculty and staff).

Review of strategic planning priorities, and interviews with board and administrative personnel indicated the need to develop strategic vision in this critical area.

The development of a school wide performance appraisal system would provide Hillel Academy with a consistent evaluation system based on shared values and expectations for all stakeholders.

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Create internal systems and assessment strategies aligned with the principles, expectations and requirements of the AdvancED Schools of Excellence (ASE) program.

Interviews with administration, board members, and parents, as well as the belief of the SACS CASI QAR team (April 2011) in the potential of Hillel Academy to achieve exemplary status provided solid evidence to move in this strategic direction.

A move to achieve exemplary recognition would mobilize all members of the school community around a single set of shared expectations that would raise the level of student achievement, enhance the quality of personal and professional relationships, and strengthen the quality of the school program overall.

School Standards Rubrics

Highly Functional

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The school is exceptional in its demonstration of the standard and exhibits practices not commonly found in other schools. A small percentage of schools have standards ratings at this level.

The school is demonstrating the standard and using practices commonly found in other schools. Many schools have standards ratings at this level.

Operational

Emerging

Not Evident

The school is beginning to put in place the practices necessary to meet the standard but is not meeting it. Many schools have standards ratings at this level.The school has not put practices in place or beginning efforts to meet the standard. Some schools have standards ratings at this level.

Ratings by Standard

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Standard Rating

Vision and Purpose

Governance and Leadership

Teaching and Learning

Documenting and Using Results

Resources and Support Systems

Stakeholder Communications and Relationships

Commitment to Continuous Improvement

Highly Functional

Highly Functional

Operational

Operational

Operational

Highly Functional

Operational

Standards Evaluation

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3

4

0

0

Evidence-Based Accreditation

AccreditedAccreditedOn AdvisementWarnedProbation

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Deny or Drop Accreditation

X

Accreditation Status Process

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QAR Team Provides Evidence via Report

State Council Determines Status

AdvancED Accreditation Commission Grants Term of Accreditation

Final Thoughts

On behalf of the Quality Assurance Team, we extend:

Our appreciation for your hospitality, support, and professionalism;

Our respect and acknowledgement of the dedicated staff; and

Our congratulations for completing the Quality Assurance Review process.

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We believe in the We believe in the power to transform.power to transform.

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