School Accreditation Template

8/3/2019 School Accreditation Template

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Marysville Arts and Technology Accreditation Report 1

Cover page will be here

This template should greatly speed up the production of the accreditation report.

Special thanks to Brian Roberts and Rob Lowry, as I directly created the template

from their work on POCs report.

-Paul LaGrange

Note: I made some sections, such as the table of contents, in a table to insure that

the content lines up as desired. It is intended that the final user will go into table

properties and erase the table border to make the document more professional.


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Table of Contents

Members of the Accreditation Team at Marysville Arts and

Technology.

Mission

Statement

..

Summary of 2010-2012

Accomplishments.

Marysville Arts and Technology (A&T) Accreditation

Report

Part 1: School, Student, Community Profiles

School

Overview

.

School

Characteristics

Facilities

Budget.

.

A&T Courses for 2011-

5


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2012

A&T Staff for 2011-

2012

..

A&T Clubs for 2011-

2012

.

Student

Profile

..

Survey/ the BERC Groups Star Reports on Post

Secondary Outcomes.

Student

Data

..

Community

Characteristics

Survey Community

Beliefs

.

Business

Partnerships


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Part 2: Beliefs and Mission Statement

Marysville School District Guiding

Principles..

A&T Statement of

Purpose

Example:mmmmm

Part 3: Review of the Standards for Accreditation

Northwest Association of Accredited Schools Survey

(2011)..

Center for Educational Effectiveness Report (2011)

..

Star Report- A&T (BERC Group, 2010)

.

Departmental Reflections (Fall 2011)

Career and Technical

Education

Counseling/School

Services.

Fine and Performing

Arts..


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Health and

Fitness

..

Language

Arts

.

Math

Science

..

Social

Studies

.

Special

Education

World

Language

..

Library

Facilities and

Finance


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..

Leadership and

Organization

..

Future Directions for 2012-2013

SIP.

Part 4: The School Improvement Process

Reading and

Writing

.

Cultural

Competency

Mathematics

Safe Learning

Environment

.

Appendix

Appendix A- A&T Picture of a

Graduate..

Appendix B-The Beliefs of the Learning Community of


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A&T


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Members of the Accreditation Team at Marysville Arts and Technology

Steering Committee:

Principal:SLC Lead:SLC Lead:CTE:Counseling:Fine Arts:Health and Fitness:Language Arts:Math:ScienceSocial Studies:

Special EducationWorld Languages:

Department Chairs:

CTE:Counseling:Fine Arts:Health and Fitness:Language Arts:Math:

ScienceSocial Studies:Special EducationWorld Languages:

The Steering Committee would like to thank the entire faculty and supportstaff for their time and effort in developing this document. Without them, thisdocument would not come to fruition. Additionally, we would like to thankthe District office for their support as well.


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Mission Statement

Summary of 2010-2012 Accomplishments

Marysville Arts and Technology (A&T) Accreditation Report

Part 1: School, Student, Community Profiles

School Overview: y

School Characteristics: y

Facilities: y

Budget: y

A&T Courses for 2011-2012: y

A&T Staff for 2011-2012: y

A&T Clubs for 2011-2012: y

Student Profile: y

Survey/ the BERC Groups Star Reports on Post Secondary

Outcomes: y

Student Data: y

Community Characteristics: y

Survey Community Beliefs: y

Local Business Partnerships: y

Part 2: Beliefs and Mission Statement

Marysville School District Guiding Principles:y

A&T Statement of Purpose: y

Example mmm: y

Part 3: Review of the Standards for Accreditation


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Northwest Association of Accredited Schools Survey (2011): y

Center for Educational Effectiveness Report (2011): y

Star Report- A&T (BERC Group, 2010): y

Departmental Reflections (Fall 2011): y


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Department _____________Career and Technical Education________

List all Members who participated in the creation of this document:

Name

Name

Standard #1- Mission, Beliefs, &Expectations for Student

Learning

Guiding Principle:

The Schools mission statement describes the essence of what the school asa community of learners is seeking to achieve. The expectations for student

learning are based on and drawn from the schools mission statement. Theseexpectations are fundamental goals by which the school continually assessesthe effectiveness of the teaching and learning process. Every component ofthe schools community must focus on enabling all students to achieve theschools expectations for student learning.

Strengths

1.

2.

3.

Challenges

1.

2.

3.

Guiding Questions

1.

2.

3.


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Standard #2- Curriculum

Guiding Principle:

The curriculum including coursework, co-curricular activities, and otherschool approved educational experiences, is the schools formal plan to fulfillits mission and expectation for students learning. The curriculum links theschools beliefs, its expectations for student learning, and its instructionalpractices. The strength of that link is dependent upon the commitment andinvolvement of the professional staff to a comprehensive, ongoing review ofthe curriculum.

Strengths

1.

2.

3.

Challenges

1.

2.

3.

Guiding Questions

1.

2.

3.


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Standard #3- Instruction

Guiding Principle:

The quality of instruction in a school is the single most important factor foraffecting the quality of student learning, the achievement of expectations forstudent learning, the delivery of the curriculum, and the assessment ofstudent progress. Instructional practices must be grounded in the schoolsmission, beliefs, and expectations for student learning, supported byresearch in best practices, and refined and improved based on identifiedstudent needs. Teachers are expected to be reflective about theirinstructional strategies and to collaborate with their colleagues about

instruction and student learning.

Strengths

1.

2.

3.

Challenges

1.

2.

3.

Guiding Questions

1.

2.

3.


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Department _____________Counseling________


Name

Name


Learning

Guiding Principle:



Strengths

1.

2.

3.

Challenges

1.

2.

3.

Guiding Questions

1.

2.

3.


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Department _____________Counseling ________

Standard #6- School Services

Guiding Principle:

Student learning and well-being are dependent upon adequate andappropriate support programs and services. The school is responsible forproviding an effective range of integrated resources to enhance and improvestudent learning and well-being and to support the schools mission andexpectations.

Strengths

1.

2.

3.

Challenges

1.

2.

3.

Guiding Questions

1.

2.

3.


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Department _____________Fine and Performing Arts________


Name

Name


Learning

Guiding Principle:



Strengths

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2.

3.

Challenges

1.

2.

3.

Guiding Questions

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Guiding Principle:


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Guiding Principle:



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Standard #4- Assessment

Guiding Principle:

Assessment is an integral part of the teaching and learning process. Itspurpose is to inform students regarding their learning process and teachersregarding ways to adjust the curriculum and instruction to respondeffectively to the learning needs of students. Further, it communicates to theschool community the progress of students in achieving the schoolsexpectations for student learning as well as for course specific learninggoals. Assessment results must be continually analyzed to improvecurriculum and instruction.

Strengths

1.

2.

3.

Challenges

1.

2.

3.

Guiding Questions

1.

2.

3.


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Department _____________ Health and Fitness


Name

Name


Learning

Guiding Principle:



Strengths

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Challenges

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2.

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Guiding Questions

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Guiding Principle:


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Guiding Principle:



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Guiding Principle:


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Department _____________ Language Arts ________


Name

Name


Learning

Guiding Principle:



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Guiding Questions

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Guiding Principle:


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Guiding Principle:



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Guiding Principle:


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Department _____________ Math ________


Name

Name


Learning

Guiding Principle:



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Guiding Questions

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Department _____________ Math ________


Guiding Principle:


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Guiding Questions

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Department _____________ Math ________


Guiding Principle:



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Guiding Questions

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Department _____________ Math ________


Guiding Principle:


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Challenges

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Guiding Questions

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Department _____________ Science ________


Name

Name


Learning

Guiding Principle:



Strengths

1.

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3.

Challenges

1.

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Guiding Questions

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Guiding Principle:


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Guiding Questions

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Guiding Principle:



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Guiding Principle:


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Department _____________ Social Studies ________


Name

Name


Learning

Guiding Principle:



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Guiding Questions

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Guiding Principle:


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Guiding Principle:



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Guiding Principle:


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Department _____________ Special Education ________


Name

Name


Learning

Guiding Principle:



Strengths

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Challenges

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Guiding Questions

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Guiding Principle:


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Guiding Principle:



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Guiding Principle:


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Department _____________ World Language ________


Name

Name


Learning

Guiding Principle:



Strengths

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Challenges

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Guiding Questions

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Guiding Principle:


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Guiding Principle:



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Guiding Principle:


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Department _____________Library________


Name

Name


Learning

Guiding Principle:



Strengths

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Challenges

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Guiding Questions

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Guiding Principle:


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Guiding Principle:



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Guiding Principle:


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Department _____________ Facilities and Finance ________


Name

Name

Standard #7-Facilities and Finance

Guiding Principle:

The School plant (consisting of site, buildings, equipment, and services) is animportant factor in the functioning of the educational program. The schoolplant serves as a vehicle for the implementation of the school mission. Theschool plant should provide for a variety of instructional activities and

programs and for the health and safety ofALL persons. The school plantshould incorporate aesthetic features that contribute to a positiveeducational atmosphere while providing for needed flexibility. In addition toan appropriate facility, sufficient fiscal resources must be available,accounted for, and effectively used in order for any school to accomplish itsmission and expectations for student learning.

Strengths

1.

2.

3.

Challenges

1.

2.

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Guiding Questions

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Department _____________Leadership and Organization________

Standard #5- Leadership and Organization

Guiding Principle:

The way that a school organizes learning for students, fosters leadership,and engages its members has a profound effect on teaching and learning.The professional culture of the school must be characterized by thoughtful,reflective, and constructive discourse about decision-making and practiceswhich support student learning and well-being.

Strengths

1.

2.

3.

Challenges

1.

2.

3.

Guiding Questions

1.

2.

3.


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Future Directions for 2012-2013 SIP

Continuing Work

y

Goals for 2012-2013

y


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Part 4: The School Improvement Process

Reading and Writing

Cultural Competency

Mathematics

Safe Learning Environment


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Appendix A- A&T Picture of a Graduate


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Appendix B-The Beliefs of the Learning Community of A&T


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AppendixSTANDARDS FOR ACCREDITATION

In completing this questionnaire, please indicate the extent to which each indicator is being

met on a scale of 4 to 1.

4- substantially met,

3- mostly met

2- partially met

1- not currently met

TEACHING AND LEARNING STANDARDS

Guiding Principle: The school's mission statement describes the essence of what the

school as a community of learners is seeking to achieve. The expectations for

student learning are based on and drawn from the school's mission statement.These expectations are the fundamental goals by which the school continually

assesses the effectiveness of the teaching and learning process. Every component of

the school community must focus on enabling all students to achieve the school's

expectations for student learning.

1 MISSION, BELIEFS, AND EXPECTATIONS FOR STUDENT LEARNING

4 3 2

1

1.1 The schools mission statement and expectations forstudent learning are developed by the schoolcommunity and are approved and supported by theprofessional staff, the school board, and any other

school-wide governing organization.4 3 2

1

1.2 The school's mission statement represents theschool community's fundamental values and beliefsabout student learning.

4 3 2

1

1.3 The school defines school-wide academic, civic, andsocial learning expectations that are measurableand reflect the schools mission.

4 3 2

1

1.4 For each academic expectation of the mission, theschool has a targeted level of successfulachievement identified in an indicator.

4 3 2

1

1.5 The school uses indicators to assess the school'sprogress in achieving school-wide civic and social

expectations.

4 3 2

1

1.6 The schools mission statement, beliefs, and theschool's expectations for student learning guide theprocedures, policies, and decisions of the school andis evident in the culture of the school.

4 3 2

1

1.7 School regularly reviews the mission, beliefs, andexpectations.


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COMMENTS:


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TEACHING AND LEARNING STANDARD

Guiding Principle: The curriculum including coursework, co-curricular activities, and

other school-approved educational experiences, is the school's formal plan to fulfill

its mission and expectations for student learning. The curriculum links the school's

beliefs, its expectations for student learning, and its instructional practices. The

strength of that link is dependent upon the commitment and involvement of the

professional staff to a comprehensive, ongoing review of the curriculum.

1. CURRICULUM

4 3 2

1

2.1 Each curriculum area identifies those school-wide academicexpectations for which it is responsible.

4 3 2

1

2.2 The curriculum is aligned with the school-wide academic expectationsand ensures that all students have sufficient opportunity to achieveeach of those expectations.

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1

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1

4 3 2

1

4 3 2

1

4 3 2

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2.3 The written curriculum:3.a.prescribes content;3.b.integrates relevant school-wide learning expectations;3.c.includes course-specific learning goals;3.d.suggests instructional strategies;3.e.suggests assessment techniques including the use of school-wide

expectations for student learning.

4 3 2

1

2.4 The curriculum engages all students in inquiry, problem-solving, andhigher order thinking as well as providing opportunities for theauthentic application of knowledge and skills.

4 3 2

1

2.5 The curriculum is appropriately integrated and emphasizes depth ofunderstanding over breadth of coverage.

4 3 2

1

2.6 The school provides opportunities for all students to extend learningbeyond the normal course offerings and the school campus.

4 3 21

2.7 There is effective curricular coordination and articulation between andamong all academic areas within the school as well as with otherschools in the district (where applicable).

4 3 2

1

2.8 Instructional materials, technology, equipment, supplies, facilities,and staffing levels, are sufficient to allow for the effectiveimplementation of the curriculum.

4 3 2

1

2.9 The professional staff is actively involved in the ongoingdevelopment, evaluation, and revision of the curriculum based onassessments of student performance in achieving the school's


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academic expectations and course-specific learning goals.4 3 2

1

2.10 The school commits sufficient time, financial resources, and personnelto the development, evaluation, and revision of curriculum.

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2.11 Professional development activities support the development andimplementation of the curriculum.

4 3 2

1

2.12 The program of studies meets the requirements of the state, ministry,or parent organization, as applicable.

4 3 2

1

2.13 The school has a written policy statement concerning the selection ofeducational materials.

COMMENTS:


Guiding Principle: The quality of instruction in a school is the single most important

factor affecting the quality of student learning, the achievement of expectations forstudent learning, the delivery of the curriculum, and the assessment of student

progress. Instructional practices must be grounded in the school's mission, beliefs,

and expectations for student learning, supported by research in best practice, and

refined and improved based on identified student needs. Teachers are expected to

be reflective about their instructional strategies and to collaborate with their

colleagues about instruction and student learning.

3. INSTRUCTION

4 3 2 1 3.1 Instructional strategies are consistent with the school's mission

statement and expectations for student learning.3.2 Teachers use a variety of instructional strategies to:

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

4 3 2 1

2.a.personalize instruction;

2.b.make connections across disciplines;

2.c.engage students as active learners;

2.d.engage students as self-directed learners;

2.e.involve students in higher order thinking to promote depth ofunderstanding;

2.f. provide opportunities for students to apply knowledge orskills;

2.g.promote student self-assessment and self-reflection;

2.h.recognize diversity, multiculturalism, individual differences, andother prevalent unique characteristics of the studentpopulation.

4 3 2 1 3.3 Teachers use feedback from a variety of sources including


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other teachers, students, supervisors, and parents as ameans of improving instruction.

4 3 2 1 3.4 Teachers are proficient in their content area, knowledgeableabout current research on effective instructional approaches, andreflective about their own practices.

4 3 2 1 3.5 Analysis of instructional strategies is a significant part of

the professional culture of the school.4 3 2 1 3.6 Technology is integrated into and supportive of teaching andlearning.

4 3 2 1 3.7 Library information services are available to students andfaculty and utilized to improve teaching and learning.

4 3 2 1 3.8 The school's professional development program is guided byidentified instructional needs and provides opportunities forteachers to develop and improve their instructional strategies.

COMMENTS:


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Guiding Principle: Assessment is an integral part of the teaching and learning

process. Its purpose is to inform students regarding their learning progress and

teachers regarding ways to adjust the curriculum and instruction to respond

effectively to the learning needs of students. Further, it communicates to the schoolcommunity the progress of students in achieving the school's expectations for

student learning as well as course-specific learning goals. Assessment results must

be continually analyzed to improve curriculum and instruction.

4. ASSESSMENT

4 3 2

1

4.1 The school has a process to assess both school-wide andindividual student progress in achieving the academicexpectations of the mission.

4 3 2

1

4.2 The school's professional staff uses data (climate survey,empirical, etc.) to assess the success of the schools

efforts in achieving its civic and social expectations.4 3 2

1

4.3 The school regularly reviews its mission statement,beliefs, and expectations for student learning using avariety of data to ensure that these reflect studentneeds, community expectations, the district mission, andstate and national standards.

4 3 2

1

4.4 For each learning activity, teachers clarify for studentsthe relevant school-wide academic expectations andcourse-specific learning goals that will be assessed.

4 3 2

1

4.5 Teachers base classroom assessment of studentlearning on school-wide and course-specific indicators.

4 3 21

4.6 Teachers use varied assessment strategies to determinestudent knowledge, skills, and competencies and toassess student growth over time.

4 3 2

1

4.7 Teachers meet collaboratively to discuss and sharestudent work and the results of student assessments forthe purposes of revising the curriculum and improvinginstructional strategies.

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4.8 The school's professional development program allowsfor opportunities for teachers to collaborate indeveloping a broad range of student assessmentstrategies.

4 3 2

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4.9 The school's professional staff communicates individualstudent progress in achieving school-wide academicexpectations to students and their families.

4 3 2

1

4.10 The schools professional staff communicates theschool's progress achieving all school-wide expectationsto the school community.

COMMENTS:


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SUPPORT STANDARD

Guiding Principle: The way that a school organizes learning for students, fosters

leadership, and engages its members has a profound effect on teaching and

learning. The professional culture of the school must be characterized by thoughtful,

reflective, and constructive discourse about decision-making and practices thatsupports student learning and well-being.

5. LEADERSHIP AND ORGANIZATION

4 3 2 15.1 The principal has sufficient autonomy and decision-making

authority to lead the school in achieving the mission, beliefs, andexpectations for student learning.

4 3 2 15.2 The principal provides leadership in the school community by

creating and maintaining a shared vision, direction, and focus forstudent learning.

4 3 2 1 5.3 The student to administrator ratio does not exceed 550 studentsto each qualified administrator or prorated fraction thereof.

4 3 2 1 5.4 Staff members as well as administrators other than the principalprovide leadership essential to the improvement of the school.

4 3 2 1 5.5 Staff turnover does not impact school effectiveness.

4 3 2 15.6 The organization of the school and its educational programs

allows for the achievement of the school's mission, beliefs, andexpectations for student learning.

4 3 2 1

5.7 Student grouping patterns reflect the diversity of the studentbody, foster heterogeneity, reflect current research and bestpractices, and support the achievement of the school's mission,beliefs, and expectations for student learning.

4 3 2 15.8 The schedule is driven by the school's mission, beliefs, and

expectations for student learning and supports the effective

implementation of the curriculum, instruction, and assessment.

4 3 2 15.9 Meaningful roles in the decision-making process are accorded to

students, parents, and all members of the school staff topromote an atmosphere of participation, responsibility, andownership.

4 3 2 15.10 There is a formal system through which each student has an

adult staff member who knows the student well and assists thestudent in achieving the school-wide expectations for studentlearning.

4 3 2 15.11 The professional staff members collaborate within and

across departments or grade levels in support of learningfor all students.

4 3 2 1 5.12 All school staff is involved in promoting the well-being and

learning of students.4 3 2 1 5.13 Student success is regularly acknowledged, celebrated, and

displayed.

4 3 2 1 5.14 The climate of the school is safe, positive, respectful, andsupportive resulting in a sense of pride and ownership.

4 3 2 15.15 The school engages in practices that promotes safety and has

established a plan that includes preventions, interventions, crisismanagement, and post-crisis recovery.

4 3 2 1 5.16 The school has a written code of student conduct that was


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cooperatively designed by members of the school communityincluding students, staff, administration, and patrons.

COMMENTS:


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SCHOOL IMPROVEMENT STANDARD

Guiding Principle: A quality school develops and maintains an externally

validated process and plan for school improvement. Goals resulting from the

evaluation process should include targeted levels of achievement and be

measurable.

8. CULTURE OF CONTINUAL IMPROVEMENT

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1

8.1 The school has developed and implemented acomprehensive school improvement plan that isreviewed and revised on an ongoing basis.

4 3 2

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8.2 Results of school improvement are identified,documented, used, and communicated to allstakeholders.

4 3 2

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8.3 The school improvement effort is externally validatedon a periodic basis.

4 3 2

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8.4 The school improvement plan is consistent withexternal accountability requirements such asthose of the state in which the school is located.

These could also be ministry or federalaccountability requirements.

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8.5 The school improvement process provides anorderly process for:

5.a. Selecting the most appropriate areasupon which to focus improvement efforts.

5.b. Developing strategies that are designed toimprove student performance.

5.c. Implementing those strategies.

5.d. Monitoring the process.

5.e. Evaluating the process to ensure that successhas been attained.

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8.6 The school improvement process is the result ofa school self-evaluation that addresses the majorrecommendations for improvement as identifiedin the self-evaluation.

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8.7 The school and community work together tosystematically anticipate and appropriately respond to


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change as the school improvement process isimplemented.

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8.8 Goal statements for the school improvement processare properly aligned with the implementation plan andclearly identify measures of success.

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8.9 A reasonable, specific timeline for the implementationof each area within the school improvement process isidentified.

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8.10 The school improvement process involves a site-basedcouncil or advisory committee.

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School Accreditation Template

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