Standards For Accreditation-Schools - 2010

STANDARDSFOR ACCREDITATIONOF SCHOOLS
Adopted2007 Amended2009and2010
MiddleStatesAssociationofCollegesandSchools CommissionsonElementaryandSecondarySchools 3624MarketStreet2WestPhiladelphia,PA19104 (267)2845000 www.cessmsa.org
Commissions on Elementary and Secondary Schools, retain full copyright ownership, rights,andprotectionofallmaterialcontainedinthisdocument.Thisdocumentistobe usedbymembersandcandidatemembersoftheAssociationforaccreditationpurposes only. No part of this document may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval systems, for any other purposes without the written permissionoftheMiddleStatesCommissionsonElementaryandSecondarySchools.
All rights reserved. The Middle States Association of Colleges and Schools,
TABLEOFCONTENTS
Page
Glossary Introduction TheRoleoftheStandardsintheAccreditationProcess TheRoleofIndicatorsofQualityintheAccreditationProcess TheStandardsforAccreditationforSchools AccreditationActions
1 4 4 6 8 37
GLOSSARY
he following terms used in the Standards for Accreditation have specific meaningsasdefinedhere:
AcademicStandardsExpectationsforwhatstudentsareexpectedtoknowandtobe able to do with what they know in the content areas included in the educational program. Accreditation Standards Qualitative statements that reflect researchbased best practicesforschools. Distance Education Education that uses, as its primary mode of instructional delivery, an alternative to traditional classroombased instruction, such as via the Internet,mailedcorrespondence,orfax. Early Age Education A program serving families and their children from infancy throughagesixyearsinsettingssuchasschoolsandearlychildhoodcenters. FacilitiesAschoolsbuilding(s),grounds,furnishings,equipment,andvehicles. FaithBasedIndicatorsIndicatorsofqualitythatapplytouniqueaspectsofCatholic and other faithbased schools. The use of the FaithBased Indicators by Catholic and otherfaithbasedschoolsisvoluntaryandnotrequired,unlesstheiruseisdirectedby theheadofaparentschoolsystemsuchasaDiocesan/Archdiocesanorasimilarsystem of schools. The FaithBased Indicators allow faithbased schools, if they desire, to includeintheirselfstudyandaccreditationprocessIndicatorsofQualitythataddress unique characteristics of and expectations for schools whose mission and educational programaredefinedwhollyorinpartbytheirparticularfaith. Families Parents, guardians, caregivers, or others in a custodial relationship with a learner. Governance The group or individuals charged with overseeing the direction of the school; may be a governing body, board of trustees, board of education, advisory committee,orsomeotherconfiguration.
MiddleStatesStandardsforAccreditationforSchools Page1 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools
Information Resources Electronic, print, and other media, as well as interactive learning materials available through a library, in the classroom, or in the wider community that complement course materials and textbooks and enhance the educationalprogram. LeadershipTheheadoftheschoolandschoolsystem,membersoftheadministrative staffoftheschoolandschoolsystem,andallothersinadministrativepositions. LongRangePlanAplanthatassumesthatthefutureisfixedandalreadyknown;a plannotbasedonavisionofwhatthefuturemightorcouldbebut,instead,focusedon improving existing systems. The locus of control in long range planning is often externaltotheorganization. Mission The unifying theme or vision that illuminates the reason for the schools existence,theaudiencethatitserves,anditsdistinctivecharacter. PhilosophyTheexpressionofbeliefsaboutthenatureofthelearnerandtheprocesses andrelationshipsthatshouldexistwithintheschooltopositivelyaffectlearning. QualityAlevelofexcellenceexpectedbytheschoolsstakeholdersandrespectedby thelargercommunity. RelatedServicesServicesthatrespondtotheneedsofidentifiedstudentswithspecial educationneedssuchasspeechlanguage,occupationaltherapy,physicaltherapy,and otherspecializedservices. SchoolAnytypeofeducationalorganizationseekingschoolaccreditation. SchoolSystemAsystemofschoolsthatmeetsthefollowingcriteria Alegalentity Asystemconsistingofmorethanonecomponentschool Asinglegoverningbody Achiefexecutiveofficerorsuperintendent,or A group of faithbased schools affiliated within a community, organization, or diocese StakeholdersIndividualsorgroupsthathaveastakeinthefutureoftheschool;may be school leaders,teachers,members ofthestaff,students,families,governingbodies, communitymembers,alumni,businesspartners,andothers.
Strategic Plan A plan based on the principle that the locus of control is inside the organization, because planning is based on the organizations vision of a preferred future;planthatassumesthat,asahumanorganization,theinstitutionhastheabilityto exercise control over external factors and can create the future; plan that creates a desiredrealityandoutlinestheactionstobetakentoobtainthatreality. StudentSupportServicesServices,orreferralstoservices,thataddresstheemotional, physical, and social needs of students, and as appropriate involve their families, including guidance and counseling, speechlanguage services, occupational therapy, andphysicaltherapy.
INTRODUCTION
heMiddleStatesAssociationofCollegesandSchools(MSA)wasestablishedin 1887andisanongovernmental,nonprofit,peeradministeredorganization.MSA provides leadership in school improvement for its member schools in many areas of the United States, including but not limited to Delaware, Maryland, New Jersey,NewYork,andPennsylvania,theDistrictofColumbia,theU.S.Caribbean,and schools in many countries outside the United States including but not limited to Europe,theMiddleEast,Asia,andAfrica. TheMiddleStatesAssociationhasthreeaccreditingcommissions: The Commission on Higher Education (MSCHE) serves academic, degree grantinginstitutionsandevaluatesandaccreditspostsecondaryinstitutionsand programs. The Commission on Secondary Schools (MSCSS) evaluates and accredits institutionsprovidingmiddleand/orsecondaryeducation,includingvocational technicalschoolsthatoffernondegreegrantingpostsecondaryprograms. The Commission on Elementary Schools (MSCES) serves institutions that providemiddle,elementary,andearlyageeducation. The elementary and secondary Commissionsoperating as the Commissions on Elementary and Secondary Schoolsevaluate and recommend the granting of accreditation for institutions providing early age through grade 12 or 13 education or anycombinationofgradelevelsservedbytheCommissions.
THEROLEOFSTANDARDSINTHEACCREDITATIONPROCESS
The Middle States Standards for Accreditation are qualitative statements that reflect researchbased best practices for schools. These Standards complement content area standards,whichdesignatewhatstudentsareexpectedtolearn invariouscurriculum areas.Thelattermaybeincorporatedintheaccreditationprocessinavarietyofways, butbecausecontentstandardsvaryamongschools,states,andoverseaslocales,itisnot possible to designate a single set of content standards for all Middle States accredited schools.
Middle States Standards for Accreditation have several important functions in the accreditation process. Most importantly, they serve as a mechanism for improving a schoolsabilitytoproducethelevelsofstudentperformancethatarebothdesiredand expected by its community of stakeholders. Because they are based on research and reflectbestpractices,theyserveasaqualitativeguidetoexpectationsforanaccredited school.Thestandardsarenotdesignedtomakeallschoolslookalike.TheMiddleStates accreditation process respects the individual nature and character of each school. The diversityofMiddleStatesmemberschoolsreflectsthisimportantprinciple.Althoughit isrequiredthatallschoolsmeetthesameStandardsforAccreditation,thereissufficient flexibilitywithintheStandardssothatdifferentschoolscandemonstratetheymeetthe Standardsindifferentways. Standards are used to make accreditation decisions by the Commissions with input fromtheiradvisorycommittees,readers,andstaffsinvariousways,dependingonthe selfstudy protocol selected by the school. The same set of Standards is used with all protocols to provide a consistent model of quality. By no means , however, do the Standardsdeterminewhataschoolmustlooklike. The Commissions on Elementary and Secondary Schools offer several selfstudy and accreditation protocols. Each protocol requires a distinct use of the Standards for Accreditation. Many schools, especially at the elementary levels, are encouraged to use selfstudy instruments that are based on a coherence theory of evaluation. This selfstudy evaluation model requires the school to define itself rather than respond to preset criteria. The visiting team then uses the selfdefinition as a lens to determine whether the nature and quality of the students experiences in the school are consistent with those called for in the selfdefinition. The visiting team provides the school with a critique to strengthen the schools ability to move forward. Trained readers apply the Standards after carefully analyzing the schools selfstudy and the visiting teams report.ThecoherenceofthesedocumentsandadherencetotheStandardsleadstothe Commissionsdecisiononaccreditation. Increasingly,schoolselecttousea strategicplanningselfstudyprotocolor one ofthe numerous collaborative protocols designed by cooperating accreditation agencies that have been approved by the Commissions. In these cases, the school addresses the Standards duringtheselfstudyphaseanddeterminesitsowndegree ofadherence to theStandards.ManyschoolsutilizetheStandardsasaschoolimprovementtoolagainst whichtojudgedevelopmentandperformance.Inthesecases,thevisitingteamapplies
the Standards during the visit and provides specific judgments in a written report on major strengths and areas for improvement. The Commissions staff, in addition to a reader and/or an advisory committee, provides an additional review of the schools adherencestotheStandards. TheCommissions make finalaccreditationdeterminationsbasedonrecommendations fromthisreviewprocess.TheCommissionsconductmultiplelevelsofreviewtoensure aconsistent,informed,andfairdecisionregardingaccreditationismade.
THE ROLE OF INDICATORS OF QUALITY IN THE ACCREDITATION PROCESS

IndicatorsofQualityhavebeendevelopedforeachStandard.TheIndicatorsamplifya Standard and show possible ways that a school, evaluator, advisory committee, or reader can demonstrate that a particular Standard is met. Indicators provide greater clarity regarding best practices for each Standard. Schools and evaluators are encouragedtoexpandupontheIndicatorsinordertoemphasizeuniquecharacteristics ofeachschool. Middle States member institutions represent a highly diverse group of schools. The accreditation standards serve as expectations for quality in a school and as guidelines for school improvement through planning and future development. The Indicators provide multiple ways to apply Standards. Although it is expected that all accredited schools will meet the Standards, not all Indicators will apply to or be appropriate for eachschool.ItisimperativethattheuseofIndicatorsrespectstheindividualintegrity ofeachschoolandthatnoattempttoconformaschoolsoperationtotheseIndicators bemade. A number of the Standards for Accreditation include subsets of Indicators that are applicabletodifferenttypesofschoolsandtoschoolswithspecialprogramsorservices. Forexample,theGovernanceandLeadershipStandardincludesasetofIndicatorsfor independent/nonpublic schools and a different set of Indicators for schools in public school districts, archdiocesan/diocesan systems, and other school organizations with a centralofficestaff.ForsomeoftheStandards,therearealsoIndicatorsforschoolsthat have early age programs and Indicators for schools that deliver some or all of their educationalprogramusingdistanceeducation.EachschoolusesonlytheIndicatorsthat
areapplicableandappropriatefortheschoolandmaydeletefromtheirselfstudyany subsetsofIndicatorsthatdonotapplytotheirschool.
THESTANDARDSFORACCREDITATION FORSCHOOLS
OrganizationoftheStandards
The Standards for Accreditation and Indicators of Quality are numbered for ease of reference only. No added weight or other significance should be attributed to those numbers.Additionally, the Standards are organized in two broad categories based on thefollowing: FoundationalStandards:Standardsaddressingbestpracticesinthecomponentsof aschoolthatprovidethefoundationsforqualityintheeducationprogram,services, andresultsintermsofstudentlearning. Philosophy/Mission GovernanceandLeadership SchoolImprovementPlanning Finances Facilities SchoolClimateandOrganization Operational Standards: Standards addressing best practices in delivering the educationprogram,services,andactivitiestothestudents. HealthandSafety EducationalProgram AssessmentandEvidenceofStudentLearning StudentServices StudentLifeandStudentActivities InformationResourcesandTechnology
PHILOSOPHY/MISSION STANDARDFORACCREDITATION
TheStandard: Theschoolhasaclearlywrittenandactivelyimplementedstatement
ofphilosophy/missionthatconveysthegeneralandspecificpurposesofitseducational program, expresses expectations for quality, and serves as the basis for daily operational and instructional decision making as well as longrange planning. Stakeholders give input into the development of the schools philosophy/mission and understandandacceptit.Thisdocumentisalignedwiththecommunityservedandis reviewedperiodicallybystakeholderrepresentatives.
Indicatorsforallschools:
The school takes steps to ensure that students and their families understand andsupporttheschoolsphilosophy/mission. 1.2 The philosophy/mission is consistent with ethical norms and demonstrates respectforpersonsofallraces,creeds,andcultures. 1.3 The philosophy/mission is free of contradiction, ambiguity, and excessive abstraction. 1.4 The school implements a system to assess its effectiveness in fulfilling its philosophy/mission. 1.5 The schools philosophy/mission is clearly communicated in its brochures, promotionalmaterials,policyandproceduralhandbooks,website,andsimilar resources. 1.1
Indicatorsforfaithbasedschools:1
1.6 1.7 1.8 The schools religious identity is articulated clearly in the schools mission, beliefsandpublications. Theschoolsreligiousidentityisintegratedintoitsphilosophy/missionandits schoolwidegoalsandobjectives. Symbolsandartifactsoftheschoolcommunitysfaitharevisibleintheschool.
TheuseoftheFaithBasedIndicatorsforthisandtheotherStandardsforAccreditationbyfaithbased schoolsisvoluntaryandnotrequired,unlesstheiruseisdirectedbytheheadofaparentschoolsystem. The FaithBased Indicators allow faithbased schools, if they desire, to include in their selfstudy and accreditation process Indicators of Quality that address unique characteristics of and expectations for schoolswhosemissionandeducationalprogramaredefinedwhollyorinpartbytheirparticularfaith.
1
GOVERNANCEANDLEADERSHIP STANDARDFORACCREDITATION
TheStandard:Theschoolischartered,licensed,orauthorizedbyastate,nation,or
authoritythatoperatesinthepublicinterest.Thegovernanceandleadershipensurethe integrity, effectiveness, and reputation of the school through the establishment of policy, provision of resources, and assurance of a quality educational program. The governance and leadership act ethically and consistently to assure an atmosphere of mutual respect and purposeful effort on behalf of students and their learning. School leaders foster a productive environment for teaching and learning, timely and open communication with stakeholders, and the vision necessary for daytoday operations andlongtermplanning.
Indicatorsforindependent/nonpublicschools:
GovernanceandLeadership 2.1 The school is in compliance with all applicable statutes, ordinances, and regulations of all civil authorities of the jurisdiction in which the school is located. 2.2 No legal or proprietary ambiguities in ownership, control, or responsibility exist. Partnerships and any corporate linkages in ownership/governance are expressedasenforceableagreements. 2.3 The governance and leadership work cooperatively to establish and maintain clear, written policies and procedures that are consistent with the schools philosophy/mission. These policies and procedures are implemented at all timesandreviewedregularly. 2.4 The governance and leadership provide appropriate opportunities for educationofthetrustees/board,includingorientationandtrainingsessionsso thatallmembersunderstandtheirresponsibilitiesandroles. 2.5 The governance and leadership appropriately recognize the accomplishments ofstaffandstudents.
Governance 2.6 The governance provides the school with effective leadership, support, and continuity, including succession planning to ensure stability of the schools leadership. 2.7 Thegovernancethinksandactsstrategically,reflectingonitsdecisionsandthe consequencesofitsactions. 2.8 Thegovernancesystematicallyevaluatesitsowneffectivenessinperformingits duties. 2.9 Thegovernanceisfocusedonselection,evaluation,andsupportoftheheadof theschool;policy development; planning; assessing theschools performance; andensuringtheavailabilityofadequateresourcestoaccomplishtheschools philosophy/mission. 2.10 Governance refrains from undermining the authority of the leadership to conductthedailyoperationoftheschool. 2.11 Thegovernanceutilizesaclearlydefinedperformanceappraisalsystemforthe head of the school. The appraisal is conducted with the knowledge and participationoftheheadoftheschool. Leadership 2.12 Theheadoftheschoolisaccountabletothegovernanceandisresponsiblefor ensuringexpectedlevelsofstudentperformance. 2.13 The leadership ensures that all school programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel. 2.14 Theleadershipensuresthatprofessional andsupport staffmembersstaywell informedabouteducationaldevelopments. 2.15 The leadership undertakes operational, long range, and strategic planning aimedataccomplishingtheschoolsmissionandgoals. 2.16 Theleadershipadherestoappropriateguidelinesconcerningconfidentialityin communications. 2.17 The school leadership maintains appropriate and constructive relations with families,students,staff,thecommunity,andwitheachotherintheinterestof servingtheneedsofthestudents.
Indicators for schools in public school districts, archdiocesan/diocesan systems,andotherschoolorganizationswithacentralofficestaff:

Governance 2.18 The school is in compliance with all applicable statutes, ordinances, and regulations of all civil authorities of the jurisdiction in which the school is located. 2.19 No legal or proprietary ambiguities in ownership, control, or responsibility exist. Partnerships and any corporate linkages in ownership/governance are expressedasenforceableagreements. 2.20 The governance works cooperatively to establish and maintain clearly formulatedwrittenpoliciesandproceduresthatareconsistentwiththeschools philosophy/mission. The policies and procedures are implemented and reviewedregularly. 2.21 The governance provides appropriate opportunities for education of the trustees/board,includingorientationandtrainingsessionssothatallmembers understandtheirresponsibilitiesandroles. 2.22 Thegovernanceappropriatelyrecognizestheaccomplishmentsofthestaffand students. 2.23 The governance provides the school with effective leadership, support, and continuity, including succession planning to ensure stability of the school leadership. 2.24 Thegovernancethinksandactsstrategically,reflectingonitsdecisionsandthe consequencesofitsactions. 2.25 The governance implements a system for evaluating its own effectiveness in performingitsduties. 2.26 The governance focuses its activities on selecting, evaluating, and supporting the head of the school system, policy development, planning, assessing the organizations performance, and ensuring adequate resources to accomplish theorganizationsphilosophy/mission. 2.27 Governance refrains from undermining the authority of the leadership to conductthedailyoperationoftheschoolsystem. 2.28 Thegovernanceutilizesaclearlydefinedperformanceappraisalsystemforthe headoftheschoolsystem.Theappraisalisconductedwiththeknowledgeand participationoftheheadoftheorganization.
CentralOfficeLeadership 2.29 The head of the school system is accountable to the governance and is responsibleforensuringexpectedlevelsofstudentperformance. 2.30 The central office leadership ensures that all school system programs and activities are adequately and appropriately planned, supervised, resourced, andstaffedwithqualifiedpersonnel. 2.31 Thecentralofficeleadershipstayswellinformedofeducationaldevelopments. 2.32 The central office leadership adheres to appropriate guidelines concerning confidentialityincommunications. SchoolLeadership 2.33 The school leadership maintains appropriate and constructive relations with families,students,staff,thecommunity,andwitheachotherintheinterestof servingtheneedsofthestudents. 2.34 The school leadership undertakes operational, long range, and strategic planningaimedataccomplishingtheschoolsmissionandgoals. 2.35 Theheadoftheschoolisaccountabletothegovernanceandisresponsiblefor ensuringexpectedlevelsofstudentperformance. 2.36 The school leadership ensures that all school programs and activities are adequatelyandappropriatelyplanned,supervised,resourced,andstaffedwith qualifiedpersonnel. 2.37 The school leadership ensures that members of the professional and support staffsstaywellinformedofeducationaldevelopments. 2.38 The school leadership adheres to appropriate guidelines concerning confidentialityincommunications.
Indicatorforschoolsthatprovideallorpartoftheireducationalprogram byadistancemodality:
2.39 Theschoolsleadershipincludespersonnelwithexpertiseindistanceeducation methodologies.
Indicatorsforfaithbasedschools:2
2.40 Thegovernanceandleadershiparticulateandmodelthereligioustenetsofthe school. 2.41 Maintaining the religious identity of the school is a priority of the administration. 2.42 Policies, procedures and decisions of the governing body and leadership are basedinandinformedbythereligiousvaluesandidentityoftheschool. 2.43 Leadershipacceptstheauthorityofthesponsoringreligiousinstitution. 2.44 Planning and decisionmaking by the governance and leadership engages the schoolcommunityinsettingdirectionandensuringthefutureoftheschoolas afaithbasedinstitution. 2.45 Criteria for hiring the schools leadership include an assessment of the candidates understanding and commitment to the religious beliefs and missionoftheschool. 2.46 Governance and leadership promote respect and collaboration among all membersoftheschoolsfaithcommunity. 2.47 Attentionisgiventobuildingarespectfulandcollaborativefaithcommunity amongthefacultyandstaff.
SCHOOLIMPROVEMENTPLANNING STANDARDFORACCREDITATION
TheStandard: The school uses a collaborative process to develop and implement a

written strategic or longrange plan to improve its educational program and services. Plans are aligned with the schools philosophy/mission and its operational plans, and
TheuseoftheFaithBasedIndicatorsforthisandtheotherStandardsforAccreditationbyfaithbased schoolsisvoluntaryandnotrequired,unlesstheiruseisdirectedbytheheadofaparentschoolsystem suchasaDiocesan/Archdiocesanorasimilarsystemofschools.TheFaithBasedIndicatorsallowfaith basedschools,iftheydesire,toincludeintheirselfstudyandaccreditationprocessIndicatorsofQuality thataddressuniquecharacteristicsofandexpectationsforschoolswhosemissionandeducational programaredefinedwhollyorinpartbytheirparticularfaith. MiddleStatesStandardsforAccreditationforSchools Page14 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools
are focused on continuous improvement of student performance, staff professional development,andorganizationalgrowth.
3.1 3.2 The schools improvement plans are developed with broadbased school communityparticipationandinput. Informationabouttheschoolsplanningprocesses,itsimprovementplansand goals, and the results of implementing the improvement plans are communicatedtostakeholdersandthepublic. Improvementplansaresupportedbytheschoolcommunityandapprovedby thegovernancewhereappropriate. Periodic external reviews validate the schools processes for strategic or long rangeplanningandschoolimprovement. The school can document its longrange planning for finances, facilities, and technologyenhancement. Improvement plans are based on an analysis of historical data, baseline performanceinformation,trenddata,andprojections. The schools improvement plans are reviewed periodically to determine the extent to which outcomes meet expectations so that corrective actions can be takenasneeded. Planners consider the capacities of its facilities, equipment, and staff before adoptingnewprograms.
3.3 3.4 3.5 3.6 3.7
3.8
Indicatorforfaithbasedschools:
3.9Thespirituallifeofthecommunityisapriorityinallplanningactivities.
FINANCES STANDARDFORACCREDITATION
The Standard: Financial resources are sufficient to provide the educational

opportunitiesdefinedintheschoolsphilosophy/mission.Thebusinesspracticesofthe
schoolareethical.Thesepracticespromoteconfidenceintheschoolsabilitytomanage fiscalandmaterialresourcesinaresponsiblemannerandfollowprescribedbudgeting and accounting principles. The majority of resources raised for school purposes is dedicatedtotheschoolsoperations.
4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 The school implements written financial policies and procedures that are in accordancewithacceptedbusinesspractices. The governance and leadership exercise prudent control over all financial operations. Levels of income and expenditures are in appropriate balance. Current assets aresufficienttomeetcurrentliabilities. Financesarecurrentlystableandprojectionsindicatecontinuingstability. Theschooldevelopsshortandlongrangefinancialplanstoensureresources areavailabletodeliveritseducationalprogramandservices. Stakeholdershaveopportunitiestoprovideinputintofinancialplans.Thestaff isinvolvedindeterminingprioritiesforcurriculumandinstructionalneeds. Families enrolling students in the school are informed in advance of all financialobligationsforattendingtheschool. Those entrusted with overseeing and conducting the financial and business operationsoftheschoolpossessappropriatequalifications. Periodic audits or financial reviews are conducted by qualified external agenciesandtheschoolrespondsappropriately. Theschoolhaswritten,reasonable,andequitabletuition,collection,andrefund policies. The school carries adequate insurance coverage including business interruption,casualty,property,andliabilityinsuranceforemployeesandthe governance/owner,asappropriate. The school makes prudent use of resources available through development activities,grants,foundations,andotherpartnerships.
4.12
Indicatorsforfaithbasedschools:
4.13 Thegovernanceprovidesfinancialresourcesnecessarytosupportandenhance thereligiousnatureoftheschool. 4.14 The governance makes judicious use of financial resources based on the religiousvaluesoftheschool.
4.15 Institutionaladvancementeffortsaresupportedbythegovernance,leadership, staff,parents,andalumni.
FACILITIES STANDARDFORACCREDITATION
The Standard: School facilities are safe, clean, and well maintained. The physical
environmentsupportsdeliveryoftheeducationalprogram/servicesaswellasoptimal student development and achievement. Facilities are appropriate and adequate to implement the philosophy/mission of the school. They are regularly inspected for effective operation and meet all applicable laws including health and safety code requirements.
The schools facilities and equipment are appropriate for achieving its philosophy/missionandarehealthy,safe,andwellmaintained. 5.2 The school plans for, funds, and schedules regular preventative measures, repairs,andmaintenanceofitsfacilitiesandequipment. 5.3 The facilities offer a variety of spaces for providing quality programs and services for all segments of the schools population and include appropriate accommodationfor: a. instruction b. administration c. conferences d. studentactivities e. studentservices f. storageofschoolproperty g. storageforstudentbelongings 5.4 Sufficientsystemsareinplacetomonitorandadjustairqualitytoappropriate levels. 5.5 Lightingisadequateandappropriateinstudentandstaffareas. 5.1
5.6
Sufficient space is available for ingress, egress, and traffic flow within the facilities.
SCHOOLCLIMATEANDORGANIZATION STANDARDFORACCREDITATION
The Standard: The schools organizational structure and climate facilitate
achievement of its core values as expressed in the philosophy/mission. The school culture supports successful implementation of age and developmentally appropriate educational programs and services. Roles, responsibilities, expectations, and reporting relationships are clearly defined. Administrative, instructional, and support staff are qualified, competent, and sufficient in number to effectively provide quality educational experiences. The school regularly conducts staff performance appraisals andoffersprofessionaldevelopmentopportunitiesinformedbyitsphilosophy/mission. Relationshipsamongthestaffandleadershiparecollegialandcollaborative.
6.1 6.2 6.3 6.4 The schools design, organization, climate, and leadership support attainment oftheschoolsphilosophy/mission. Designated, qualified leadership provides coordination, supervision, and directionfortheeducationalprogram,studentservices,andstudentactivities. A logical and clear table of organization for the school includes written job descriptionsthatspecifylevelsofresponsibilityandreportingrelationships. Administrative,instructional,andsupportstaffsarequalified,competent,and sufficient in number to meet the needs of the total educational program, studentservices,andstudentactivities. Staff members, including administrators, are assigned to work based on their education, preparation, experience,expertise,andcommitmenttotheschools success. The school implements written personnel policies and procedures for the operationoftheschoolandmakesthemavailabletoallemployees.
6.5
6.6
6.7
6.8
6.9 6.10 6.11 6.12
6.13 6.14 6.15 6.16 6.17
6.18 6.19
The school implements written policies and procedures for determining adequate compensation, arriving at reasonable workloads and acceptable workingconditions,anddefiningjustandfairtreatmentforallstaff. The school implements written policies and procedures for evaluating staff performance.Performanceappraisalsareconductedwiththeknowledgeofthe staff member and reported in writing as well as verbally. Results are used to make professional development recommendations. Staff members have an opportunitytodiscussandappealtheirappraisals. Staff members are provided opportunities to offer input into the content of theirprofessionaldevelopmentprograms. The school implements written policies and procedures for handling complaints/grievancesbymembersofthestaff. The school implements written policies and procedures for orienting and mentoringnewstaffmembers. The school implements written policies and procedures to ensure that service providers not employed by the school are appropriately oriented, supervised, andsupported. Theworkingenvironmentforthestaffpromotescollegiality,highexpectations, trust,support,andrecognitionforaccomplishmentsandcontributions. Professional satisfaction and good general morale characterize the schools staff. Staff membersarecommittedtotheschool,dedicated to their work,andtake prideintheoutcomeoftheirefforts. The leadership encourages staff members affiliation with professional organizations. The schools families and community demonstrate commitment to, pride in, andsupportfortheschoolthroughparticipation,promotionofitsmission,and financialsupport. Membersofthestaff,students,andtheirfamiliesfeelsafeintheschool. A clearly defined, written code of student conduct supports an environment thatisconducivetolearningandisunderstoodbystudents,staff,andfamilies. Thecodeisenforcedfairlyanduniformly.
Indicators for schools in public school districts, archdiocesan/diocesan systems,andotherschoolorganizationswithacentralofficestaff:

6.20 Alogicalandclearlyunderstoodtableoforganizationexistsforthesystemof schools with written job descriptions that specify levels of responsibility and reportingrelationships. 6.21 The design, organization, and climate of the system of schools support attainmentoftheschoolsphilosophy/mission. 6.22 Administrative, instructional, and support staffs of the central office are qualified, competent, and sufficient in number to meet the needs of the total educationalprogram,studentservices,andstudentactivities. 6.23 Central office staff members possess the qualifications of education, preparation, experience, and commitment that contribute to the schools success. Staff members are assigned to work by reason of their training and expertise. 6.24 Thecentralofficesleadershipandstaffworkcooperativelytocreateaclimate for teaching and learning that fosters the attainment of the schools philosophy/mission. 6.25 Theorganizationimplementswrittenpersonnelpoliciesandproceduresforthe operationofthesystemofschoolsandmakesthemavailabletoallemployees. 6.26 Theorganizationimplementswrittenpoliciesandproceduresfordetermining adequate compensation, arriving at reasonable workloads and acceptable workingconditions,anddefiningjustandfairtreatment. 6.27 Central office leadership supports a comprehensive program of professional developmentforallmembersofthestaffthataddressessystemwidelearning expectations and specific student needs by allocating appropriate time and resources. 6.28 Centralofficeleadershipencouragestheschoolstaffmembersaffiliationwith professionalorganizations.
Indicatorsforschoolswithearlyageprograms:
6.29 Theschoolprogrampromotesyoungchildrenspositiveselfidentity,enhances their sense of emotional well being, supports developing social skills, and facilitatesfriendships. 6.30 Personnelpolicies,appraisalsystems,andprofessionaldevelopmentprograms explicitly focus on staff behaviors that are to be encouraged in the classroom such as teacher interactions with children, acknowledgement of age
appropriate affective development, and developmentally appropriate instructionalpractices. 6.31 The school seeks to achieve recommended ratios, groups sizes, and staff qualifications.
Indicatorforschoolsthatprovideallorpartoftheireducationalprogram byadistancemodality:
6.32 Appropriatelyqualifiedfacultymembersparticipateindistancelearningtasks including grading student work, telephone consultation with students, academiccounseling,courserevision,anddevelopmentofstudyguides.
6.33 Theschoolsenvironmentportraysanidentifiableintegrationoffaith,life,and culture. 6.34 Programsofstudy,activities,athletics,codesofconduct,anddisciplineactions reflectthereligiousvaluesexpressedintheschoolsfoundationaldocuments. 6.35 Appropriate attention is given in all school programs and activities to values andtraditionsthatdemonstrateandreinforcetheschoolsreligiousnature. 6.36 Thefacultyisprovidedwithopportunitiestoadvanceitsunderstandingofthe religiousbeliefsandfoundationaldocumentsoftheschool. 6.37 The school provides formal and informal opportunities for the spiritual developmentofthefacultyandstaffmembers. 6.38 Professional development opportunities regularly provide for the spiritual development of the faculty and staff as spiritual leaders in the school community. 6.39 Thereligiousstudiesprogramforstudentsiswelldefinedandconsistentwith themissionoftheschoolandthesponsoringinstitution. 6.40 Prayer and/or expressions of faith are integral components of the schools curriculumanddailyactivities. 6.41 Studentsplayanappropriateroleinplanning,organizingandconductingthe schoolsfaithbasedexperiences. 6.42 Criteria for hiring school personnel include an assessment of the candidates understandingandcommitmenttothefoundationalbeliefsandmissionofthe school.
6.43 The criteria for performance evaluations of the faculty and staff members include understanding and commitment to the mission and beliefs of the school.
Indicators for all Pennsylvania public, independent, and faithbased schools:

6.44 Theschoolhasandimplementsawrittenpolicythatrequiresallapplicantsfor employmentwiththeschool,includingemployeesofindependentcontractors but excluding employees who do not have direct contact with students, to undergothefollowingbackgroundcheckspriortobeinghiredorcontracted: a. PennsylvaniaStatePoliceRequestforCriminalRecordsCheck; b. PADepartmentofPublicWelfareChildAbuseHistoryClearance;and c. Federal Criminal History Record Information (CHRI) from a FBI fingerprintbasedbackgroundcheck.3 6.45 The school has and implements a written policy that requires the school to reviewapplicantsrequiredbackgroundcheckreportspriortotheirbeinghired orcontractedtodeterminethefitnessoftheindividualtoworkinapositionin whichs/hewillhavecontactwithchildren. 6.46 Theschoolhasandimplementsapolicythatrequirestheschooltokeeponfile copiesoftherequiredbackgroundcheckreportsforallstaffhiredorcontracted onorafterApril1,2007.4
HEALTHANDSAFETY STANDARDFORACCREDITATION
Act114of2006(statelaw)specifiesthatallapplicantsforemploymentwithpublicandprivateschools includingemployeesofindependentcontractors,butexcludingemployeeswhodonothavedirect contactwithstudentsundergobackgroundchecksnotedinIndicator6.11.Inaddition,Act114extended thebackgroundcheckrequirementstoincludestudentteachercandidatespriortotheirfieldexperience. Studentteacherbackgroundcheckreportsaretobesubmittedtotheirhighereducationadministrator. Act114of2006andthePAPublicSchoolCode,Section1111requirespublicandprivateschoolsto keepacopyofeachbackgroundcheckreportforeachstaffpersonhiredonorafterApril1,2007forthe durationoftimetheindividualisemployedbythatschool.Thisalsoappliestoschoolcontractors.

4 3
TheStandard:Asafe,orderly,andhealthyenvironmentforteachingandlearningis
provided.Theschooladherestolocal,state,andfederalgovernmenthealthandsafety requirements.Health,safety,preventive/emergencyprocedures,andcrisismanagement policiesareclearlywritten,welldocumented,implemented,andupdatedregularly.
7.1 Theschoolhassatisfactorywrittenproceduresandfunctionalequipmentwith which to communicate during fire and other emergencies, to summon assistance,andtoevacuatetheschoolsfacilities. The school provides adequate health care at school functions that take place awayfromtheschoolspremises. Appropriate training is provided for all staff members on how to implement emergency and crisis plans, handle accidents and illnesses, and prevent the spreadofinfectiousdiseases. The school appropriately manages the storage and administration of student medications. Theschoolsafelystoresequipmentandsupplies. Asystemexiststoaccountforthewhereaboutsofstudentsatalltimes. The school maintains comprehensive, current health records for all students andstaff. Theschoolconductsandmaintainswrittenrecordsofregularemergencydrills. Designatedmembersofthestaffinformfacultyandfamilies(asappropriateto maintainconfidentiality)aboutstudentshealthorphysicalneeds. Theschoolensuresthatthestaffiskeptuptodateonrelevanthealth,wellness, and safety information and practices, including procedures to deal with individualstudentneeds. Working relationships with local authorities and health service providers are positiveandongoing. The educational program includes opportunities for students to develop knowledge, attitudes, and practices necessary for personal wellness and a healthylifestyle. The school has an effective system to control access to the school by visitors andothernonschoolpersonnel. Staffmembersmodelpositivehealthandsafetypractices. Safedrinkingwaterisavailablethroughoutthedayforthestaffandstudents.
7.2 7.3
7.4 7.5 7.6 7.7 7.8 7.9 7.10
7.11 7.12
7.13 7.14 7.15
Indicatorforschoolswithearlyageprograms:
7.16 Careofinfantsisconsistentwithcurrentprofessionalpractice,especiallywith respect to sleeping, bottlefeeding, diapering, sanitation, nurturing, and daily interactions.
EDUCATIONALPROGRAM STANDARDFORACCREDITATION
The Standard: The educational program consists of a carefully planned and well
executed curriculum that includes appropriate academic standards, solid pedagogy, and assessment, all based on research and best practices. The educational program is aligned with the schools mission, approved by the governance, sufficiently financed, and periodically reviewed by stakeholders. It is developed to address the needs of all studentsandisdesignedtofosterandchallengestudentlearnersatalllevels.Effective policiesandproceduresareinplace,alongwithinstructionalmaterials,technology,and equipment that are appropriate, functional, and well maintained. Written curriculum guidesarecurrent,functional,available,andinuse.Theydefinescopeandsequenceof theeducationalprogramaswellasprogramobjectivesandreflectsoundapproachesto teachingandlearning.
8.1 Written curriculum guides identify program objectives and define the scope andsequenceoftheeducationalprogram.Theguidesarefunctional,available, andinuse. 8.2 The educational program provides instruction in the basic subject areas of language arts and literature (including early language development and literacy skills, speaking, writing, and listening communication skills), mathematics,thesciences,andsocialsciences. 8.3 The educational program includes experiences in visual and performing arts, health,worldlanguages,andphysicaleducation.
8.4 8.5 8.6 8.7
8.8
8.9 8.10
8.11 8.12 8.13 8.14 8.15 8.16
The educational program provides experiences that promote students critical thinking,reasoning,problemsolvingskills,andstudyskills. The educational program includes instruction in effective uses of information technologyandprovidesopportunitiesforapplication. Avarietyofgrouplearningsettings(e.g.,individual,smallgroup,largegroup) isprovidedforstudentsdaily. The educational program offers opportunities for development of social skillssuch as increasing selfcontrol and a sense of individual and group responsibilityininteractionwithadultsandpeers. Written curriculum and instruction policies and procedures provide direction to the staff, leadership, and other stakeholders in the development, implementation,andimprovementoftheeducationalprogram. Provisionismadeforbothhorizontalandverticalarticulationandcoordination oftheeducationalprogramamongalllevelsoftheschool. Anoverviewoftheeducationalprogram,schoolpoliciesandprocedures,and other pertinent information is available in written form to students and their parents. The educational program defines desired student outcomes as expressed in termsofstudentunderstanding,knowledge,attitudes,skills,andhabits. Course or program objectives are simply stated and understandable to students. The educational program considers the ages, cultures, and varying levels of abilityofstudents. The instructional program is designed to meet students needs in accordance withtheschoolsphilosophy/mission. Theeducationalprogramanditsexpectationsforlearningareunderstoodand supportedbytheschoolsstakeholders. Curriculum development is a dynamic, emergent process influenced by the attributesandinterestsofthechildren,theirfamilies,andteachers.
8.17 Familieshaveopportunitiestogiveinputintocurriculumdevelopment. 8.18 The educational program reflects an integrated approach to childrens social, emotional,physical,cognitive,andlanguagedevelopment. 8.19 Teacherstreattheeducationalprogramaseverythingthathappensduringthe day. This includes while children play and explore, eat, interact, toilet, take walks or field trips, engage in planned experiences, and are involved in transitionssuchasarrival,cleanup,anddeparture.
8.20 Both childinitiated and teacherinitiated activities are included in the daily plan. 8.21 Infants and young toddlers primarily receive individual attention and occasionallytakepartinsmallgroups. 8.22 Theeducationalprogramprovides: a. a balance of quiet and active times and flexibly incorporates learners naturalroutinesintotherhythmoftheday. b. daily indoor and outdoor play with a balance between largemuscle and smallmuscleaswellasorganizedandunstructuredexperiences. c. early language development and literacy skills through such activities as conversation, storytelling, singing, poetry, finger plays, games, puppets, pretend play, shared reading of picture books, and other meaningful learningexperiences. d. opportunities for increasing independence in use of materials and equipment. e. structuredandunstructuredopportunitiesforchildrensactiveinvolvement withpeopleandmaterials. f. spontaneouslearningandbuildsonchildrensrepertoiresandcuriosity. g. learningareasdesignedforindividualandgroupexplorationandgrowth. h. theintegrationofroutinedailyactivitiesintolearning. 8.23 The educational program provides experiences that prepare students for a successfultransitiontoelementaryschoolsettings.
Indicatorsforschoolswithelementaryschoolprograms:
8.24 The educational program places emphasis on the development of cognitive, psychomotor, and affective skills, plus the knowledge and competencies that establishthebasisforgreaterunderstanding. 8.25 The educational program provides experiences that prepare students for successfultransitiontomiddleandsecondaryschoolsettings.
Indicatorsforschoolswithmiddleschoolprograms:
8.26 The educational program provides activities and experiences that assist early adolescents in identifying their aptitudes and interests, selfdirected decision making,andbuildingselfworth.
8.27 The educational program provides experiences that prepare students for successful, smooth transitions from elementary school to middle school and fromthemiddleschooltosecondaryschool.
Indicatorsforschoolswithsecondaryschoolprograms:
8.28 The educational program facilitates a smooth transition from elementary or middleschooltosecondaryschool. 8.29 The educational program develops academic knowledge and skills as well as careercompetencies. 8.30 The educational program provides appropriate educational programs for students who are concluding formal study as well as those planning further education. 8.31 The educational program develops habits of the mind and attitudes required forsuccessinfurthereducationandintheworkplace.
Indicatorsforschoolsthatprovideallorpartoftheireducationalprogram byadistancemodality:
8.32 Student interaction (synchronous and asynchronous) with faculty and other studentsisfacilitatedthroughavarietyofmeansasanessentialcharacteristic oftheeducationalprogram. 8.33 Studentsand their families(ifappropriate) are informed aboutany aspectsof theeducationalprogramthatarecreatedordeliveredbyanorganizationother thantheschoolsystem. 8.34 Statedstudentperformanceoutcomesforprogramsdeliveredthroughdistance educationareachievablethroughthatmethodology. 8.35 Instructional materials are developed by authors qualified in distance educationtechniques.Textbooksandotherinstructionalmaterialsaresuitable fordistancelearning. 8.36 Appropriatestudyskillsnecessaryforstudentstoutilizeadistanceeducation model effectively and efficiently are included as part of the educational programandinstructionalprocess.
8.37 The religious nature of the school is appropriately reflected throughout the curriculum.
8.38 Theschoolteachesthefaithofthesponsoringinstitutioninaccordancewithits officialteachingsandtraditions. 8.39Religiouseducationofthestudentsisapriorityinscheduling,budgeting,and planning. 8.40 Thereligiouseducationofthestudentsisaconcernofallfacultymembers. 8.41 Thereligiousdimensionofallareasofthecurriculumisacknowledged. 8.42 The school provides religious formation programs for its faithcommunity members that are based on the faithcommunitys beliefs, values, and traditions. 8.43 Thereligiouseducationprogramisdevelopmentallyappropriateinnature. 8.44 Religious social teachings are integrated throughout the schools educational program. 8.45 The curriculum for the health education program(s) is consistent with the teachingsandvaluesofthereligiousbeliefsonwhichtheschoolisfounded. 8.46 Faithdevelopmentandcommunityserviceprogramsforstudentshaveclearly definedobjectivesreflectingthemissionoftheschool. 8.47 Faith development and community service programs are seen as integral componentsoftheschoolseducationalprograms. 8.48 Faithbased experiences that foster the religious formation of the students are providedregularly.
ASSESSMENTANDEVIDENCEOFSTUDENTLEARNING STANDARDFORACCREDITATION
TheStandard:Theschoolsystematicallycollectsandrigorouslyanalyzesquantifiable
and observable evidence of individual learning and growth from multiple valid and reliable sources. Evidence of student learning is used to evaluate and improve curriculum effectiveness, instructional practices, professional development, and support services. Progress in student learning and performance is expected and is accurately,clearly,andsystematicallyreportedtotheschoolcommunity.
9.1 Theleadershipandstaffcommitto,participatein,andshareinaccountability forstudentlearning.
9.2
9.3
9.4 9.5
9.6 9.7 9.8 9.9
9.10
9.11
9.12 9.13
9.14 9.15
Assessment of student learning and performance is aligned with curriculum and instruction in a coherent system consistent with the schools philosophy/mission. Assessmentresultsareanalyzedwithappropriatefrequencyandrigorfor: a. individualstudentsastheymovethroughtheschool b. cohortsofstudentsastheymovethroughtheschool c. comparable(local,state,andnational)groupsoutsideoftheschool Assessment results are used to make decisions regarding allocation of resources. The assessment of student learning and performance enables students to monitortheirownlearningprogressandteacherstoadapttheirinstructionto studentsspecificlearningneeds. Assessment methods and content address suitable social, emotional, physical, andcognitive/languagegoalsforstudents. Assessments take into account recent, reliable research findings on child developmentandgrowth. Assessments reflect understanding of the unique needs and backgrounds of eachstudent. Records of students learning and performance are maintained. General standards for transcript control and use, including those related to confidentiality,areknownandobserved. Assessment results are the basis for making recommendations to families whosechildrenmaybenefitfromfurtherevaluation.Referralstospecialistsare madeforearlyidentificationofpossibledisabilitiesand/orhealthconditions. Members of the staff work collaboratively with colleagues and families to reviewdataaboutlearnersprogressandtodevelopappropriatestrategiesfor continuedprogress. Familiesareviewedasanimportantsourceofinformationandinsightsabout students. The school communicates its assessment policies and practices to the total school community (e.g., via parent handbooks, web sites, teacher handbooks, policymanuals). Communication with families regarding students progress in learning and performanceisregular,productive,andmeaningful. Students learn and perform at levels expected, or progress is being made to raiseresultsaccordingly.
Indicatorforschoolswithearlyageprograms:
9.16 Children are observed by teachers on a daily basis using a systematic and objectiveprocessforformalandinformalobservationanddocumentation.
9.17 Theschoolimplementswrittenpoliciesandprocedurestoensurethatstudents fulfillprogramrequirementspersonallyandwithoutinappropriateassistance. 9.18 The school implements written policies and procedures to ensure the identity of the students when assessment of learning is conducted electronically or by means other than in a location in which the student is in the presence and underthedirectsupervisionofastaffmember. 9.19 Members of the staff who evaluate student assignments are qualified in the fieldstheyareevaluating. 9.20 Dataonlessonandcoursecompletionratesareusedtoevaluateandrevise,as needed,instructionalandeducationalservices.
9.21 Evaluation of the students knowledge of the religious beliefs and values of theschoolisincludedintheschoolsassessmentprogram.
STUDENTSERVICES STANDARDFORACCREDITATION
The Standard: The school implements written policies and procedures, in

partnership with families and the community, that provide all students with, or refer them to, services that are age and developmentally appropriate to optimize opportunities for lifelong success. Student services are systematic and integral to the
educational program. They are provided by qualified personnel, sufficiently financed, periodicallyevaluated,andphilosophy/missionappropriate.
StudentSupportServices 10.1 Student support services address academic skills development, social skills development,personalgrowth,andcareerplanning. 10.2 Counselors, administrators, teachers, and/or other staff members share responsibilityforprovidingguidanceandsupporttostudents. 10.3 The school is sensitive to the critical importance of nonacademic needs of students. A process is in place to address students emotional and social needs. 10.4 Assessment data are used to adapt curriculum and teaching methods, provide personalized counseling, and identify appropriate program placementforstudents. 10.5 Careerawarenessactivitiesareprovidedasappropriate. 10.6 Studentsupportservicesextendintoandincorporatecommunityservicesas needed. 10.7 Studentdataarecurrent,comprehensive,andreadilyavailableforusebythe staff. 10.8 Followupstudiesofgraduatesandotherformerstudentsarecarriedoutand dataaresharedwithstafftohelpdeterminetheeffectivenessoftheschools educationalprogramandservices. 10.9 Theschooloffersanorientationprogramfornewstudentsandtheirfamilies to share the schools philosophy/mission, policies, procedures, and expectations. 10.10 Familiesareprovidedwithinformationaboutchilddevelopment,education, and related topics through personal communications, pamphlets, meetings, andreferralstowebsitesandotherresources. TransportationServices 10.11 Written policies and procedures are implemented to ensure the safety of students when being picked up, transported, and dropped off by transportationprovidedbytheschool. 10.12 Appropriatetrainingisprovidedtotransportationproviders.
10.13 Transportationservicesprovidedorcontractedbytheschoolmeetthesafety requirementsofallappropriatelegalauthorities. FoodServices 10.14 Studentdiningareasarefunctionalandhygienic. 10.15 Mealsprovidedbytheschoolmeetgenerallyacceptednutritionalstandards. Informationaboutnutritionalvaluesofthefoodsisavailable. 10.16 Appropriatetrainingisprovidedtofoodservicesproviders. 10.17 Food services personnel meet the health requirements of all appropriate authorities. 10.18 Foodservicefacilitiesareinspectedregularlyandmeetthehealthandsafety requirementsofallappropriateauthorities. ServicesforStudentsWithSpecialNeeds 10.19 The school implements written policies and procedures to identify and addresstheneedsofstudentswithspecialneeds. 10.20 The schoolprovides or refers familiestoappropriate relatedservicesand/or accommodationstomeetstudentneeds. 10.21 As applicable, the school is in compliance with all local, state, and federal requirementsrelatedtostudentswithspecialneeds. AdmissionsandPlacement 10.22 Theschoolimplementswrittenadmissionspoliciesandprocedures. 10.23 The school implements written policies and procedures for placement of studentsinappropriateprogramsandlevels. 10.24 Applicants for enrollment and their families are clearly informed of the philosophy/mission of the school, the nature and extent of the educational program and services available, tuition and fees (if applicable), school policies,andexpectationsforsatisfactorystudentperformance. 10.25 The school accepts students for whom there is a reasonable expectation of successintheeducationalprogramasappropriateandinterpretedbylaw. 10.26 All statements and representations relating to the schools educational programs,services,andresourcesareclear,accurate,andcurrent.
10.27 Prior to admission, prospective students and their parents/guardians are advised about the selfmotivation and commitment needed for successful distance learning and the technical competence required to participate and learnintheeducationalprogram. 10.28 Admissionsinquiriesarehandledinapromptandthoroughmanner. 10.29 Adequate advisory services are available for students who are having difficultywiththeirstudiesaswellasforthosewhoarerapidlearners. 10.30 Studentsareactivelyencouragedtostart,continue,andfinishtheprogramin whichtheyhaveenrolled. 10.31 The institution implements written policies and procedures to evaluate students previous academic work and to provide fair and consistent credit fortheirpreviousstudiesorworkexperience.
10.32 The guidance/counseling services reflect the schools religious identity and mission. 10.33 Counseling and campus ministry personnel cooperate on programs addressingemergingstudentneeds. 10.34 Guidanceservicessupportthedevelopmentofthefaithbasedcommunityof theschool. 10.35 Admissions policies are consistent with the schools religious values and traditions.
STUDENTLIFEANDSTUDENTACTIVITIES STANDARDFORACCREDITATION
The Standard: The school provides access to nondiscriminatory student activities

thatareageanddevelopmentallyappropriatetosupplementtheeducationalprogram. A balance of academic, social, co or extracurricular, and service activities is
maintained. Student activities are selected to foster intellectual, cultural, and social growthaswellasphysicalhealthandwellness.Studentactivitiesprovideopportunities for student leadership and social interaction and encourage development of student interests. These activities are adequately financed, periodically reviewed by stakeholders, managed by school governance and leadership, and appropriate to the schoolsphilosophy/mission.
11.1 Students are offered opportunities to build their skills in handling responsibility, taking initiative, leadership competencies, cooperation, and selfdirection. Students, staff, families, and the community are encouraged to offer input aboutandparticipateinstudentactivities. Staff members, parents, and other volunteers who lead or participate in studentactivitiesareapprovedbytheschoolsleadership,suitablyqualified, andprovideappropriatesupervisiontostudents. The school recognizes student accomplishments, contributions, and responsibilitiesinmeaningfulways. Relationships among staff, volunteers, and students demonstrate respect, fairness,andunderstanding. Theschoolholdseventsthatincludestaff,families,andchildren.
11.2 11.3
11.4 11.5 11.6
Indicatorsforschoolswitharesidentialprogram:
11.7 Theschoolassistsstudentstodevelophealthyrelationshipswithadultsinloco parentisandwithotherstudents. 11.8 Provisions for student privacy, recreation, and religious practice are appropriate. 11.9 Continuousandresponsiblesupervisionbyqualifiedadultsisprovidedforall boarding students, including evenings, weekends, and periods when classes arenotinsession.
11.10 Allstudentactivitiesandathleticsincludeopportunitiesforthefaithformation ofthestudents.
INFORMATIONRESOURCESANDTECHNOLOGY STANDARDFORACCREDITATION
TheStandard:Informationresources,materials,andtechnologyareaccessibleandof
adequate scope, quantity, and quality to facilitate the schools pursuit of its total educationalprogram.Theseresourcesencourageallstudentsandstafftobroadenand extend their knowledge and skills. Access to appropriate information resources and technology is provided for students and staff. Appropriate instruction is offered to developstudentandstaffinquiry,research,andinformationliteracyskills.Information technologyequipmentisfunctionalandwellmaintained.
InformationResources 12.1 Information resources are properly catalogued, housed, and periodically reviewedforrelevancyandcurrency. 12.2 Media center staff is sufficient and appropriately qualified to provide effectiveservicestostudentsandstaff. 12.3 Adequateorientationabouttheuseofmediaservices,learningresources,and equipmentisprovidedtothestaffandstudents. 12.4 Information resources are appropriately supported annually with funding fromtheschoolsbudget. 12.5 Information resources are age and developmentally appropriate, current, andreflectsocialandculturaldiversity. 12.6 Staff and students are provided opportunities to offer input into the types, quality,andformatoftheinformationresourcesprovided. Technology 12.7 The technology resources staff is sufficient and appropriately qualified to provideeffectiveservicetostudentsandstaff. 12.8 Technologyresourcesareappropriatelymaintainedandsupportedannually withfundingfromtheschoolsbudget. 12.9 Adequateskillstrainingontheuseoftechnologyresourcesandequipmentis providedtothestaffandstudents. 12.10 Theschoolimplementswrittenpoliciesandproceduresforacceptableuseof technology.
12.11 Longrange planning activities are in place to ensure that the school keeps pacewithtechnologicalchanges.
12.12 Various forms of technology, including computers, cameras, and audio recordingequipment,areprovidedforsupervised,activeusebychildren. 12.13 Passivemedia(e.g.,television,videos)arelimitedtoappropriatecontentand used only as an infrequent, specific support for topics addressed in the curriculum.
12.14 The technology system is adequate to deliver the educational program, availablewhenneeded,andreliable. 12.15 The school provides students with reasonable technical support for the educationaltechnologyhardware,software,anddeliverysystemrequiredto implementtheeducationalprogram.
ACCREDITATIONACTIONS

hefollowingaretheactiontheCommissionsmaytakeregardingtheaccreditation ofaschool:
Accreditation Actions for Previously Accredited and/or Candidate Institutions (as noted): Accreditation(forpreviouslyaccreditedinstitutionsandcandidateinstitutions) An Accredited institution is an educational organization that meets all MSA Standards for Accreditation, adheres to applicable MSA policies, and meets the requirements of the selfstudy protocol used. The institution agrees to adhere to the requirements for maintenance of accreditation, and there are no outstanding issues relatedtotheStandardsorrequirementsoftheprotocolthatwouldrequiremonitoring or onsite visits beyond the normal expected events required by the protocol utilized. Commissionactionisrequired. Accredited with Stipulations (for previously accredited institutions and candidate institutions) AninstitutionAccreditedwithStipulationsisaneducationalorganizationthatmeets allMSAStandardsforAccreditation,adherestoapplicableMSApolicies,andmeetsthe requirements of the selfstudy protocol used. However, the institution has been given stipulations in one or more areas that require followup and monitoring in order to ensurethat thestipulationsare met.Insuchcases,MSA will identifythe stipulations andspecifythenature,purpose,timelines,andscopeofanycorrectiveactionrequired or additional information to be submitted to the Commission(s) by the institution. Subsequentreportsand/oronsitevisitsmayberequiredtoprovidetheCommission(s) with assurance that appropriate corrective action has been taken. Corrective action must take place within the specified time limit unless otherwise approved by the President/ExecutiveDirector(s).Commissionactionisrequired.
ProbationaryAccreditation(forpreviouslyaccreditedinstitutions) An institution granted Probationary Accreditation is a previously MSA accredited educational organization that does not meet one or more of the MSA Standards for Accreditation,doesnot adhere toapplicableMSApolicies,and/ordoes notfollowthe requirementsoftheselfstudyprotocolused.Theinstitutionisprovidedwithspecific corrective actions that must be followed in order for the institution to have its accreditation in good standing reinstated with MSA. Subsequent reporting and/or onsitevisitsconfirmingthosecorrectiveactionsarerequiredwithindefinedtimelimits in order for the entity to remove probation and gain accreditation for the full term as specified by the protocol used. Probationary Accreditation is typically granted for a periodofoneyear,butshallnotexceedamaximumofthreeyears.Commissionaction isrequired. RemovalofAccreditation(forpreviouslyaccreditedinstitutions) The Commission(s) may remove the accreditation of a previously accredited educationalorganizationforoneormoreofthefollowingreasons: FailureoftheinstitutiontocorrectthedeficienciesthatledtoAccreditationwith Stipulations,LimitedTermAccreditation,orProbationaryAccreditation Failure of the institution to continue to meet the MSA Standards for Accreditation Failure of the institution to adhere to timelines for selfstudy, accreditation maintenance,andplanningexpectations FailureoftheinstitutiontosubmitrequiredMSAreports Failureoftheinstitutiontopayapprovedduesandfees Inability or unwillingness of the institution to adhere to Commission policies and/orprocedures WhentheCommission(s)removetheaccreditationofaninstitution,thisactionwillbe recorded in the Commissions permanent records for the institution. Commission actionisrequired.
AccreditationActionsWhichApplytoCandidateInstitutionsonly LimitedTermAccreditation(forcandidateinstitutions) An institution with Limited Term Accreditation is an educational organization that meetsallMSAStandardsforAccreditation,adherestoapplicableMSApolicies,buthas conditions or issues to address and/or does not fulfill all expectations associated with theaccreditationprotocolused.Insuchcases,theCommissionwillspecifythenature, purpose,andscopeofanyfurtherinformationtobesubmittedbytheinstitution.The corrective action required is of an immediate nature and must be addressed by a specificdeadlineinorder for the institutions accreditationtermtobeextended to the full term of accreditation. Issues are such (in complexity and seriousness) that the Commission recommends a shortened accreditation term and additional monitoring activitiesarescheduled.Afollowupreportandaspecialvisitarerequiredbeforethe accreditation term can be extended. Should the accreditation of the institution be extended to the full term of accreditation, the period of time that the institution is accredited for the limited term shall be subtracted from the normal term of accreditation.Commissionactionisrequired. AccreditationPostponed(forcandidateinstitutions) An institution with Accreditation Postponed is an educational organization, not currently accredited by MSA, for which an accreditation action is postponed because oneormoreoftheStandardsforAccreditationarenotmet,applicableMSApoliciesare notadheredto,and/ordeficienciesintheselfstudyprocesswereidentifiedduringthe teamvisit.Specificcorrectiveactionwillberequired.Anonsitevisitmayberequiredto verify that the specified corrective action has been taken. If evidence of progress in takingcorrectiveactionisnotevidentwithinoneyear,theinstitutionwillbepresented to the Commission for a review of its continued Candidacy. Commission action is required. AccreditationDenied(forcandidateinstitutions) AninstitutionwithAccreditationDeniedisaneducationalorganization,notcurrently accredited by MSA, for which accreditation is denied when there are significant violations of Standards for Accreditation, applicable MSA policies are not adhered to, and major shortcomings in the selfstudy process are identified during the team visit. ViolationswillbespecificallyidentifiedbyMSA.Membershipwillbeterminated.The institutionwillbepermittedtoreapplyforcandidacyonlywhenthedeficiencieshave
beencorrectedandanonsitevisitconfirmsthatcorrectiveactionhasbeentaken.The institution may not reapply for candidacy for at least one year and must initiate the candidacyprocessfromthebeginning.Commissionactionisrequired.

Standards For Accreditation-Schools - 2010

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STANDARDSFOR ACCREDITATIONOF SCHOOLS

MiddleStatesAssociationofCollegesandSchools CommissionsonElementaryandSecondarySchools 3624MarketStreet2WestPhiladelphia,PA19104 (267)2845000 www.cessmsa.org

Glossary Introduction TheRoleoftheStandardsintheAccreditationProcess TheRoleofIndicatorsofQualityintheAccreditationProcess TheStandardsforAccreditationforSchools AccreditationActions

MiddleStatesStandardsforAccreditationforSchools Page3 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

THE ROLE OF INDICATORS OF QUALITY IN THE ACCREDITATION PROCESS

MiddleStatesStandardsforAccreditationforSchools Page6 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

MiddleStatesStandardsforAccreditationforSchools Page7 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

MiddleStatesStandardsforAccreditationforSchools Page8 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

MiddleStatesStandardsforAccreditationforSchools Page9 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

MiddleStatesStandardsforAccreditationforSchools Page11 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

Indicators for schools in public school districts, archdiocesan/diocesan systems,andotherschoolorganizationswithacentralofficestaff:

MiddleStatesStandardsforAccreditationforSchools Page13 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

TheStandard: The school uses a collaborative process to develop and implement a

are focused on continuous improvement of student performance, staff professional development,andorganizationalgrowth.

3.3 3.4 3.5 3.6 3.7

The Standard: Financial resources are sufficient to provide the educational

4.15 Institutionaladvancementeffortsaresupportedbythegovernance,leadership, staff,parents,andalumni.

MiddleStatesStandardsforAccreditationforSchools Page17 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

MiddleStatesStandardsforAccreditationforSchools Page18 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

6.9 6.10 6.11 6.12

6.13 6.14 6.15 6.16 6.17

MiddleStatesStandardsforAccreditationforSchools Page19 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

Indicators for schools in public school districts, archdiocesan/diocesan systems,andotherschoolorganizationswithacentralofficestaff:

MiddleStatesStandardsforAccreditationforSchools Page21 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

Indicators for all Pennsylvania public, independent, and faithbased schools:

7.4 7.5 7.6 7.7 7.8 7.9 7.10

7.13 7.14 7.15

MiddleStatesStandardsforAccreditationforSchools Page23 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

MiddleStatesStandardsforAccreditationforSchools Page24 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

8.4 8.5 8.6 8.7

8.11 8.12 8.13 8.14 8.15 8.16

MiddleStatesStandardsforAccreditationforSchools Page26 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

MiddleStatesStandardsforAccreditationforSchools Page28 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

9.6 9.7 9.8 9.9

MiddleStatesStandardsforAccreditationforSchools Page29 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

The Standard: The school implements written policies and procedures, in

MiddleStatesStandardsforAccreditationforSchools Page30 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

MiddleStatesStandardsforAccreditationforSchools Page32 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

The Standard: The school provides access to nondiscriminatory student activities

11.4 11.5 11.6

MiddleStatesStandardsforAccreditationforSchools Page34 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

MiddleStatesStandardsforAccreditationforSchools Page36 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

MiddleStatesStandardsforAccreditationforSchools Page40 Adopted2007,Amended2009and2010 2010,MiddleStatesCommissionsonElementaryandSecondarySchools

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