ATTACHED ARE SEVERAL DOCUMENTS TO HELP YOUR SCHOOL PREPARE FOR THE AIAA
ACCREDITATION VISIT. AS YOU READ THROUGH THESE DOCUMENTS PLEASE CONTACT
AIAA OFFICE ( info@aiaasc.com
) IF YOU HAVE ANY QUESTIONS.
ATTACHED ARE:
1.
PAGE 2--GENERAL INFORMATION FOR SCHOOLS TO PREPARE FOR THE VISITING
TEAM.
2.
PAGE 3—THE CHECKLIST FOR THE CANDIDACY VISIT. ALTHOUGH THE SCHOOL
HAS ALREADY CONDUCTED THE CANDIDACY VISIT, THIS IS INCLUDED AS A
REMINDER THAT THESE ITEMS WILL STILL BE VALIDATED BY THE VISITING
TEAM.
3.
PAGE 4—THE CHECLIST FOR THE PROVISIONAL VISIT. AGAIN, THE SCHOOL HAS
ALREADY CONDUCTED THE
3529,6,21$/
VISIT, AND THIS LIST IS INCLUDED AS A
REMINDER THAT THESE ITEMS WILL BE VALIDATED BY THE VISITING TEAM.
4.
PAGES 5-9—FACILITIES CHECKLIST THAT THE TEAM WILL USE TO REVIEW
CLASSROOMS, SCIENCE LABORATORIES, LIBRARY, SCHOOL HEALTH CLINIC AND
RESTROOMS.
5.
PAGE 10--DOCUMENTS (IN ARABIC) THE TEAM WILL CHECK TO ASSURE
GOVERNMENTAL COMPLIANCE.
6.
PAGES 11-12—GUIDELINES ON PREPARATION FOR THE VISITING TEAM AND THE
TEAM ROOM.
7.
PAGE 13—GUIDELINES ON HOW TO SELECT MEMBERS TO PARTICIPATE IN GROUPS
THAT THE VISITING TEAM WILL INTERVIEW.
8.
PAGES 14-24—A LISTING OF EACH ACCREDITATION STANDARD AND EACH
STANDARD INDICATOR AND SUGGESTED EVIDENCE THAT THE SCHOOL WILL
PROVIDE FOR THE VISITING TEAM.
1

Preparation for Accreditation Visits
Travel
Members of the team will make their own travel and flight arrangements.
Lodging and Meals

AIAASC will arrange lodging for the team.

Reasonable expenses for team members during their visit include meals and beverages. Team members should pay for their own laundry, room service and personal telephone calls.

The school should assist team members with telephone, fax, and e-mail communications during their visit to the school.
Reception for Team

The school may choose to host an evening reception for the Visiting Team during the visit.

The reception may take various forms:
1.
With Board and Administration
2.
With Board, Administration, and Steering Committee or other leadership team
3.
With Board, Administration, Faculty and invited Parents
Gifts

The giving of gifts to visiting team members is NOT encouraged.

If a school gives team members a memento, it should be limited to inexpensive items.
Visit Schedule

The team leader will work with the school in advance of the visit to determine the daily schedule.

The school should plan to host the team leader for ½ day before the visit begins to review all arrangements for the team and to discuss any issues that need to be addressed before the full team arrives.

The full team visit will be conducted for two full days after the ½ visit of the team leader.
2

Checklist for Candidacy Visit
Furniture in the offices and classrooms is adequate and in good condition.
Chairs and desks in the classroom are adequate for the number of students served and appropriate for the age of the students in each classroom.
Bulletin Boards and chalk or white boards are adequate for the instructional activities.
Lighting and ventilation in the classrooms are adequate for the instructional activities.
Quality of teaching materials is appropriate and in good condition.
First aid kits are available in all classrooms.
Emergency exit information is available and posted in all classrooms and offices.
Internal and external communications (phone, fax, and internet) are available throughout the school.
Storage space is available and orderly.
The health room is in a suitable location, has appropriate furniture, proper storage of medicines and first aid supplies.
Student health records are properly secured, medical tools and supplies are available. Privacy is provided when needed.
Library is appropriate for the students served including shelves for books and tables/chairs for group work.
Science labs have proper ventilation, appropriate storage of supplies and chemicals, fire extinguishers and blankets are available in the chemistry lab.
Computers in classrooms or in the computer lab have proper electrical grounding and internet service.
Art room contains only fire resistant supplies and sinks are available.
Areas where food is served are safe, clean and hygienic.
Restrooms are clean, hygienic and provide privacy for students.
Stairways are clean, uncluttered and provide adequate passage room for students.
Playgrounds or any area for external use of students are well maintained and safety measures carefully considered.
The exterior of the school is well maintained, neat and attractive.
The school has an emergency response plan and a student safety plan that are communicated to staff and students.
Yes No
3
Comments

List of Items Required for Provisional Visit
ITEM

School Profile Data

Organizational Chart

Governmental License to Operate

Incorporation Documents

Civil Compliance Certificates

Advertisements and Promotional Materials

Policy Manual

Faculty Handbooks

Parent/Student Handbooks

Annual Budget

Salary Scale Information

Facility/Site Plan
YES

Job Descriptions

Personnel Records

Employee Evaluations

Employment Contract or Agreement

List of Professional Staff

Staff Development Plan

Course Descriptions

Curriculum with Standards and Benchmarks or Scope and
Sequence

Example of standard Lesson and Unit Plans

Safety and Medical Emergency Procedures

Student Records

Results of Standardized Tests

Student achievement profiles

Parent, Faculty, and Student Satisfaction Surveys

Individual Teacher Schedules

Individual Class Schedules

Map of the School

Student academic performance results in tables or graphs
NO
4

Classrooms Checklist
Indicators
Sizes of classrooms are suitable for the number of students
Students’ work is displayed in classrooms
Classrooms provide conducive learning environments
Classrooms are safe for students and teachers
The classroom is accessible for administration to monitor
Classrooms have good ventilation
Lighting is sufficient in classrooms
Internet facilities are available in classrooms
Interactive board/projector and computer in all classrooms
Classrooms are clean
Classrooms are well organized
Emergency signs are clearly posted in all classrooms
List of instructions for emergency exit or fire drills is displayed in all classrooms
Fire extinguishers are near each classroom
Coordinators and service workers are readily available on each floor
Classroom time schedule is posted in each classroom
The school mission is displayed prominently throughout the school
Adequate resources are available for students’ learning
5
Science Laboratories Checklist
Yes No

Science Laboratories Checklist
Indicators
Labs are suitable in size for the number of students
Students’ labs are connected to the preparation room
Labs have sufficient equipment and supplies to perform experiments in the curricula
Lists of materials with their expiration dates are prominently displayed
The labs have efficient drainage systems
Efficient lighting and ventilation are in all labs
The labs have availability of a sufficient numbers of sinks
Appropriate furniture is in all labs
Appropriate lab technicians are available as needed
Fire extinguishers are mounted in each lab
Emergency exit instructions are posted in each lab
Where possible there are two exits in each lab
Chemicals are properly stored and are under staff control
The teacher has immediate access for controlling gas and water
Each chemistry lab has a shower
Each chemistry lab has sanitized eye goggles for all students and an eye shower
Lab coats are available for all students
Safety procedures are prominently posted in each lab
Yes No
6

Library Checklist
Indicators
The size of the library is suitable for the number of students
There are a sufficient number of seats for students
There are sufficient numbers of shelves and cupboards for books
A list of available books/magazines/CDs/learning objects is posted
The librarian maintains a record of materials checked out and returned
The learning environment is conducive for students
The library has efficient lighting and ventilation
Furniture in the library is appropriate for the activities
The staffing includes the presence of a qualified librarian
Exit signs in case of emergency are posted
Library schedule is posted for classes visiting library
The library has a data base of all materials
Sufficient Internet connectivity is available for students and staff
The library rules and regulations are posted
Yes No
7

School Health Clinic Checklist
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The size of clinic is sufficient to serve the number of students in the school
A medical doctor is available or on call
A qualified nurse is available during the entire school day
There is a list of available medicines with their expiration dates
Medicines are stored in a locked location and are under staff control
A log of daily visitors is kept
A complete ile for each student in the school is kept in a secure, locked location
First aid kit is available
There is sufficient lighting and ventilation in the clinic
The clinic has appropriate furniture, including a bed that can be screened away from public view for privacy
The clinic is cleaned regularly, and the linens on each bed are changed after each student has used it.
The clinic has a fire extinguisher
Exit signs in case of emergency are posted
Information of each student’s medical insurance is maintained
There is an appropriate waiting area for students who enter the clinic
The clinic is located in a convenient place in the school
The health professional shows understanding of the procedures on how to handle confidential issues related to student health and chronic diseases
There are procedures on how to refer cases that the clinic cannot handle
No
8

Restrooms Checklist
Indicators
A sufficient number of restrooms are on each floor
There are separate restrooms for girls and for boys
The restrooms have sufficient lighting and ventilation
The availability of sinks, soap and towels for hand washing is adequate
Toilet tissue is regularly replaced when needed
There is an adequate number of wastebaskets in each restroom
The restrooms are cleaned regularly with a schedule posted as to times they are cleaned
Each restroom has a sufficient sewage system
Separate restrooms for staff are available
The floor is dry and not slippery
Signs are posted for proper hygiene practices for students and for staff
Yes No
9

Documents in Arabic Language and need to be checked by reviewers
ةيبرعلا ةغللاب رفاوتت دقو اهنع لاؤسلا بولطملا تادنتسملا
#
1
2
3
4
5
6
7
8
9
Documents
ةسردملل ليغشتلا صيخرت
School license
يكيرملاا جمانربلل ىرازولا رارقلا
Ministry decree for American program
اهدونبو ةينازيملا ،ةسردملا تاباسح
School budget
يميلعتلا ةرادلإل آموتخم بلاطلا ديق لجس
Students’ enrollment book
ىسفنلاو ىعامتجلإا ىئاصخلإا ططخو قئاثوو تادنتسم
Documents related to psychological and social specialists
ةيميلعتلا ةرادلإا نم نيلسرملا نيهجوملا تاظحلام لجس
Record book for ministry visitors
ةيحصلا ةفرغلا وأ بيبطلا ةفرغب ةدوجوملا تلاجسلاو قئاثولاو تادنتسملا
Record book for health care
ةسردملل ىنوناقلا لثمملا ةيصخشب ةيميلعتلا ةرادلإا وأ ةرازولا ةدافإ دنتسم
Letter of legal representation
،ةيبرعلا ةغللاب تاساردلا ،نيدلا ،ىبرعلاةيبرعلا ةغللاب سردت يتلا داوملا جهانم
ةيضايرلا ةيبرتلاو ةينفلا ةيبرتلا ،ىقيسوملا
Curricula for subjects that taught in Arabic
Present
Not present
Comments
10

Guidelines on how to prepare your school for the visit
The accreditation team visiting your school will want to review copies of documents that support the ratings in your self-assessment.
Attached are two pictures showing how to prepare the copies to the team.
Each box is for one standard. Label the boxes in order, 1 through 5. Organize and label hanging files in each box for each indicator in that standard. Arrange them in order. Put first indicator file in the front. Put the last in the back.
Follow the guidelines for providing documents by standard and indicator that are in the separate document given to you to help prepare for your school’s accreditation visit. If you do not have the recommended documents, provide copies of what you have.
For example, you may put copies of these in the file for Standard 2, Indicator 2.4.




A blank, not filled in, copy of your curriculum scope and sequence mapping tool.
A copy of a completed scope and sequence map for core contents such as English or mathematics.
A list of the subjects which have complete scope and sequence maps.
A list of the subjects that do not have a map, with a short description of what your school is doing to complete those maps.
You may be able to use copies of some documents as evidence for more than one indicator.
Giving the visiting team the copies in that way helps the visit go well. The team may keep some copies to help in writing review report. Please do not put original documents in the boxes.
11

Guidelines on Providing the Site Visit Team’s Workroom
Below are instructions for providing the site visit team’s workroom. Please have the team’s workroom ready by
7:00 a.m. on each visit day. Assume 4 team members unless notified otherwise.
Room Arrangement and Point of Contact

Secure, private room: Team members will go in and out of the workroom throughout the day. A room with a locking door or a room in a monitored area provides security.

Conference table and chairs preferred: A conference table and chairs works best. Use another configuration if necessary.

Documentary evidence: Use the format and process described above for providing documentary evidence.
Place the documentary evidence in the team’s workroom.

Master and class or bell schedule: Provide a copy of the school’s master and class or bell schedule for each team member. The master schedule should show teachers’ names and room numbers.

Single point of contact for requests: Designate a person on your staff as the point of contact for any requests from the site visit team chair. The team chair will direct all requests to that person. Post the person’s name, title, office location or room number, and phone number in the workroom.
Technology

WiFi signal, username, and password: WiFi must be available in the team’s workroom. Post the team’s
WiFi username and password in the workroom.

Power outlets for charging laptops and phones: Provide outlets so each team member can charge a laptop or phone while seated at the work table.

Projector: Provide a projector and screen or surface that allows the team leader to project images from the team leader’s laptop computer. Work with the team leader to determine if special adaptors are needed.

IT point of contact for technical assistance: Designate the person to contact for technical assistance with usernames, passwords, Internet access, the projector, or other technology issues.
Refreshments and Lunch

Refreshments: Provide coffee (regular and decaf), water, and light refreshments.

Lunch: Provide a light lunch in the team’s workroom for each team member. Assume a working lunch unless notified otherwise. The team leader will notify the school if any team members have special dietary needs or restrictions.
12

Group Interviews-Recruiting Members and Scheduling
Below are instructions for recruiting and informing students, parents, and staff for group interviews.

Interview room: Designate a room separate from the team’s workroom for group interviews.

Scheduling group interviews: Work with the site visit team leader to enter exact times on the site visit schedule for the interviews. Group interviews will be no longer than 30 minutes.

All group interviews must conclude by 2 p.m. Assume no group interviews after 2 p.m.

Administrative group: Assume that the morning presentation serves as the administrative group interview.
Team members might request time with individual administrators during the full team visit.

Certified staff group: Include at least one teacher from one core content at each grade level. Include representatives from a variety of contents (for example, grade 9 English/language arts, grade 10 social science, grade 11 mathematics, grade 12 science). Also include one or two teachers representing elective or non-core content classes, and one or two counselors.

If appropriate, include 1-2 representative teachers and counselors in the school’s morning presentation to the site visit team.

Classified staff group: Include individuals representing counseling, budget and accounting, facilities, and any special programs such as volunteer coordination.

Student group: Include 3 students representing each of school’s grade levels, 12 students total. Team members will conduct informal interviews with other students as opportunities and time permit.

Inform interview group members: Group interviews are conversational. No preparation is necessary.
Encourage group members to be candid and open. No individuals’ names are used in AIAASC reports.

Group interviews will start and finish on time: If a group member arrives late, (s)he is welcome to join the group.
13

AIAASC External Review/Site Visit to
The AIAASC External Review/Site Visit Team will review copies of documents during the site visit. Those copies provide part of the evidence the team will use to make its ratings and recommendation. The team will also gather evidence from interviews and observations. PLEASE NOTE: THE SCHOOL’S SELF EVALUATION OF THE
STANDARDS AND INDICATORS SHOULD BE FORWARDED TO THE TEAM LEADER AT LEAST ONE
MONTH BEFORE THE START OF THE VISIT. THIS WILL ALLOW THE TEAM LEADER TO REVIEW THE
SELF STUDY AND SHARE IT WITH THE OTHER TEAM MEMBERS.
Evidence lists by standard and indicator: The listings on the following pages for each accreditation standard and indicator are intended to give schools guidance about which copies of documents to provide for the team’s review. Providing copies of these documents helps the team use its time efficiently and make decisions based on specific evidence.
Please provide one copy of each item listed for each indicator: Some items are listed for more than one indicator. If a copy is not provided, the team will assume the original does not exist.
Schools may include copies of additional documentary evidence: The team will review them as time permits.
Student, Parent, and Faculty Handbooks and School Policy Manuals: Put one original of each handbook or manual in the team’s workroom. Provide a copy of an individual policy or procedure in an indicator file if it is listed for that indicator.
Handbooks and Manuals That Are Online Only: If any of the handbooks or manuals described above are only available online, send the link(s) to the team leader, Do that at least two weeks prior to the visit.
Place all documentary evidence in the site visit team’s workroom: Instructions and a photograph describing how to present the documentary evidence displayed previously.
Instructions for providing the team’s workroom are in a separate document.
Questions: Direct questions about this process to the team leader
The list of documents to provide for each standard and indicator begins on the next page.
14

Standard 1: School Vision, Mission and Strategic Goals
The school has developed a vision and mission for the future of its students that includes a view of the world that the students will enter. The school has developed its vision and mission based on research involving all stakeholders. (P=Present; NP=Not Present; NA=Not applicable)
No. Indicator Documentary Evidence to Provide
P N
P
N
A
1.1
1.2
1.3
1.4
1.5
World Vision: The school’s vision of a world view for all of its students is well outlined and is used to guide the mission of the school.
Mission Statement: The school has developed a concise mission statement that reflects its vision and guides all instructional programs, school activities, and community outreach. The school can clearly demonstrate the process through which the mission statement was created and that it involved all stakeholders in its creation.
Mission Development and Use: The school vision and mission are clearly displayed throughout the facility, included in all school publications, and are reflected in and support the school’s strategic goals, guide policies, procedures, and the decision making process.
Measurement of Mission Statement: The mission statement has been developed in such a way that accomplishment of the mission can be measured, is evident in all school programs and in the school’s culture.
Review of Mission: The school demonstrates the ongoing review, development, and promotion of the school’s mission statement.
The current vision or purpose statement.
The current mission statement.
Describe how school involved representatives from all stakeholder groups in developing the mission statement.
Describe how the school uses the mission statement to direct decisions made about the school programs.
Copies of documents showing how and where school’s mission statement is posted or published.
Examples might include a screenshot of the school’s home Web page.
Examples of how the school’s curricular areas use the mission statement to measure the success of the programs.
Describe how program successes lead to the accomplishment of the school mission.
Provide the schedule and process for reviewing its mission statement.
Include a sample agenda and attendance record.
Describe how school uses its mission statement in staff meetings and other public meetings as a guide to determine school’s progress toward achieving its mission.
15

Standard 2: The Educational Program
The educational program is the primary focus of the school. Included in the educational program is the curriculum development pedagogy—what a school does in the instructional process. The program is regularly validated by both internal and external assessments of student learning. (P=Present; NP=Not Present;
NA=Not applicable)
P NP NA
No. Indicator
2.1 Mission Driven: The teachers and curriculum are guided by an understanding of the school’s unique mission statement.
Documentary Evidence to Provide
2.2
2.3
Standards Based: The curriculum is based on a clearly referenced and accepted standard which meets all governmental regulations.
Curriculum Design: The development of the curriculum follows accepted organizational formats and follows the adoption/revision policy of the school.
2.4 Curriculum Scope and Sequence: The curriculum demonstrates a complete scope of the subject matter (what is the total body of knowledge that each student should know about the subject matter upon graduation) and sequence (what happens at each grade level to help students to move from one level to another).
2.5 Grade Specific Goals: Each subject at each grade level has specific curricular goals.
2.6 Adjustment for Individual Students: Teachers demonstrate the ability to assist all students to achieve the learning objectives of each subject at each grade level, with specific interventions for students who are below or above grade level expectations.
Examples showing how course goals for all curricular areas are written to reflect and support the school’s mission.
Examples showing how curricular areas meet the standards of the government.
Examples showing how subject contents areas align with accepted professional expectations for those content areas.
School’s policy for adopting or revising curriculum.
Examples showing how curricular areas are organized consistently and model professionally standard formats.
Examples showing how curricular areas are designed with “the end in mind”—what a student should know and be able to do at the completion of the program (or graduation).
Curriculum goals and sequence for each grade level
(excluding Pre-K).
Describe how teachers demonstrate knowledge about how students learn and develop cognitively, emotionally and socially.
2.7 Use of Instructional Materials: Instructional materials are current, in adequate supply and used as a resource for the curriculum and not the sole source for the development of the curriculum.
Describe with examples how teachers use a variety of instructional materials to help teach school’s adopted curriculum.
2.8 Teacher Qualifications: All teaching staff meet the governmental and professional requirements.
A list of all of school’s teachers and their
16

2.9 Teaching Strategies: Teachers demonstrate skill in the “art” of teaching by helping students relate the subject matter to the society in which they live, advance the learning process to higher order thinking skills, and make connections from one area of learning to another.
2.10 Teacher Evaluation: The teachers are regularly evaluated by trained evaluators with input from students, parents and other staff members.
2.11 Professional Development and Collaboration: Teachers are given opportunity for collaboration and participate in professional development activities to improve their teaching skills.
2.12 Teacher use of Technology: Teachers demonstrate an understanding of the available technology resources including the use of computers and other equipment designed to bring technology into the classroom. The teachers have taken time to research what online materials are available including those provided by the publishers of any instructional materials they may use. The teachers have also provided opportunities for students to access online educational materials to further explore topics outside of the classroom. The use of technology instruction is part of the professional development program. professional qualifications.
Describe or provide a copy of the government’s policy on teacher qualifications.
Describe school’s expectations for teachers’ professional preparations.
Describe how teachers help students
 use higher order thinking skills (critical and creative thinking, problem framing and problem solving, intervention, memorization and recall) to understand the subject matter,
 understand how the subject matter relates to the society they face, and
 understand how the subject matter connects to other subject areas.
Provide the
 goals for staff supervision and evaluation.
 staff evaluation schedule.
 classroom observation form, blank, not filled in.
 evaluation report form (annual or other), blank, not filled in.
The professional development plan and schedule.
Agenda and attendance record from a teacher training.
The technology plan.
The agenda and attendance record from a training session for teachers on how to use electronic technology.
Examples of how teachers are encouraging students to use electronic technology in and outside of classrooms.
17

2.13 Student Assessment: Assessment of student learning is based on the curricular goals, and is systematically used for all subjects at each grade level to determine each student’s entry level knowledge, and end of course knowledge. This information is used to modify or expand the curriculum where necessary to assure student improvement.
2.14 Assessment Design: Teachers use a variety of formative and summative assessments to guide the instructional process.
2.15 External Assessment: The school uses an external, standardized assessment system to validate the performance of all students and how the results of the school’s internal assessments are validated by national and/or international norms.
2.16 Student Performance Communicated: Student performance is regularly documented and shared with students and parents, including examples of the work completed by the students.
Examples of how classroom assessments for students are matched to the program goals for grade level subject matter.
Example end-of-course assessments.
Examples of formative and summative assessments from three different grade levels.
Describe how teachers use those assessments.
Describe the external assessment. Provide the agreement with the school and external assessment company
Describe the external assessment schedule.
Describe how the school uses data from the external assessment.
Describe how teachers keep records of student work.
Describe how teachers share information from those records with students and parents.
18

Standard 3: Administrative and Facility Support
The learning opportunities made available to students will be enhanced by a well- defined and organized administrative support structure. It is important that the administrative functions and responsibilities are communicated to all stakeholders. The facilities and resources of the school and the atmosphere that is part of the learning environment will help determine the adequacy of learning opportunities for students. The school ownership and the financial resources available for the school program will assure continued success of operations. (P=Present; NP=Not Present; NA=Not applicable)
P N N
No. Indicator Documentary Evidence to Provide P A
3.1
3.2
3.3
3.4
Organizational Chart: The school has developed and published an organizational chart that outlines the administrative structure of the school and has developed position descriptions for all employees.
Stakeholder Input: The school has a process for receiving input from all staff members, students and parents regarding school policies and operations.
Staff Meetings: Staff meetings to discuss policies, procedures and general information are conducted on a regular basis.
Student Code of Conduct: The school has developed and made available for all shareholders a code of conduct for students, including a process for progressive discipline.
The organization chart showing positions and names of persons in those positions.
The position descriptions.
The process and timeline for receiving input from stakeholders.
Description of how the school considers that input when making decisions that affect the school and the stakeholders.
The staff meeting schedule.
Three sample staff meeting agendas.
3.5
3 .6
3.7
Appeals and complaints: The school has developed and made available for all stakeholders a policy and procedure for any appeals or complaints from any stakeholder.
Policies and Procedures: The school has developed and made available for all stakeholders policies and procedures manuals for staff and students that clearly outline all school expectations.
School Finances: The board/owner(s) of the school have supplied a budget reflecting adequate resources to assure the school’s continued operation, professional development, and growth.
The code of conduct.
Describe how the school shares its code of conduct with students and their parents.
Copy of the form school uses to document students and parents understand the code of conduct.
The appeals and complaints policy.
Describe how school communicates that policy to parents and others.
Provide one original each of school’s Student/Parent and Faculty Handbook.
Put the handbooks in the site visit team’s workroom.
Copies of forms school uses to document that students, parents, and staff agree with school’s policies.
The team leader and possibly one other team member will review school’s budget with the owner(s) or administration. This information will be confidential and not part of any file.
19

3.8
3.9
Financial Management: The school financial accounts are properly managed by a qualified accountant or bookkeeper on a regular basis.
Student Safety: The school has developed a comprehensive safety plan, ongoing procedures that assure that all physical facilities and grounds are safe for students, and an emergency response plan to guide all staff and students of proper procedures to follow.
Describe how financial records are managed and reviewed.
The emergency and safety plan(s).
The procedures to assure that all physical facilities and grounds are safe for students.
The maintenance and upkeep schedules for buildings and equipment.
Description of how the administration monitors and reviews the maintenance and upkeep schedule.
3.10 Facility Cleanliness and Upkeep: The school facility is adequate to meet the educational objectives of the program and has a regular schedule of cleaning and maintenance to repair any furniture, equipment or damage to the facility.
20

Standard 4: The Student Support Services
External to the classroom, a multitude of services are provided to support student success. These services include availability of up-to-date media resources and integration of technology in the curriculum. Assistance is given for students who are performing below or above grade level. The school also has available counseling services or referral information to families needing the support. The school has a health room that is available for students who become ill or are in need of medical attention and that is staffed by a qualified health care provider. Further, the school makes available for students co-curricular activities and opportunities for community involvement and service. (P=Present; NP=Not Present; NA=Not applicable)
P N N
No.
4.1
Indicator Documentary Evidence to Provide
List and briefly describe the school’s student support services.
P A
4.2
4.3
4.4
4.5
4.6
4.7
4.8
Adequate Funding: Program coordination and adequate resources have been provided for all school/student services that are external to, but support the classroom instruction.
Support Staff: An adequate number of qualified personnel have been provided to administer the school/student services.
Availability of Technology: Current technology resources are used to improve student learning, are evident throughout the school, and students are provided opportunities to use technology inside and outside the classroom through online resources.
4.4 Student Records and Transcripts: Student progress is regularly reported to students and parents or guardians and a permanent record and transcript is maintained for all students.
Grading Policy: The school has a clearly defined policy for grading and granting of grade completion or credit.
Counseling Services: Academic guidance and counseling services are made available for all students to assist them in planning a course of study that will prepare them to meet their future goals for career and study, and a referral process for community resources is made available.
Health Room: The school has an adequately furnished health room for students and an updated health plan to deal with student needs.
Community Service: The school engages students, parents, and teachers in community service projects.
List the student support services staff with their position titles and qualifications.
The technology plan.
Blank transcript form.
The team might request filled forms for specific purposes during the site visit.
Describe school’s method and schedule for storing student transcripts.
Describe how school provides parents access to students’ records.
The grading policy.
The policy on evaluating and accepting credits from other schools.
Describe school’s guidance and counseling program.
List and briefly describe community resources available for school’s students and families.
Most recent government inspection report, if any.
The community service plan, including requirements for student participation and opportunities for stakeholder involvement in community service activities.
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Standard 5: Quality Management and School Improvement
A school must have an internal system for quality management. The organization is committed to conducting a comprehensive and continuous evaluation for educational and administrative domains to identify areas of strength and assure sustainability, as well as areas of weakness and work on improvement. A
School/Student Improvement Plan is developed after the school has completed a comprehensive school/student profile that indicates the nature of the students the school serves, the community in which the school exists and the performance of students. This profile is then used to develop the School/Student Improvement
Plan that has goals that if accomplished will demonstrate improvement for all students. When students improve, the school improves. All school improvements must be centered on student improvement.
(P=Present; NP=Not Present; NA=Not applicable)
No. Indicator Documentary Evidence to Provide
P N
P
N
A
5.1
5.2
5.3
School/Student Profile: The school/student profile contains comprehensive information about the community, the staff, the students and student performance and growth in the curricular program. The profile information is used to develop the school/student improvement plan.
Goals: The school/student profile directs the goals in the
School/Student Improvement Plan and has goals that are aimed at growth in student performance.
The improvement plan.
The school/student profile, if that is not included in the improvement plan.
The improvement goals.
Describe how school used its school/student profile information to develop those improvement goals.
Documentation for this Indicator is in 5.1.
5.4
5.5
5.6
5.7
Strategies: The strategies listed to accomplish the goals are worthy of the school’s efforts.
Measurements: The school/student improvement plan has incorporated systematic validation by internal and external
(Standard 2.15) assessments.
Stakeholder Involvement: The school/student improvement plan has engaged all stakeholders in its development and in the strategies to assure the success of the goals.
Timelines: The school has developed timelines for the goals in the school/student improvement plan with short term, mid-term and long range targets.
Sustainability: Clear plans are set for continued quality management with strategies, time lines and responsibilities to assure the implementation of the school goals.
Documentation for this Indicator is in 5.1.
Describe how the school involved stakeholders in the development of school’s improvement goals.
Documentation for this Indicator is in 5.1.
Describe how the school’s improvement plan is part of its overall quality management system.
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