MINNESOTA NONPUBLIC SCHOOL ACCREDITING ASSOCIATION
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EVALUATION
STANDARDS & PERFORMANCE INDICATORS
STANDARD 1: Mission and
Philosophy
1.01 MISSION STATEMENT: The school will have a mission statement that concisely articulates a shared vision for the school community and establishes an overall commitment to a particular course of action. (Performance Indicators: written mission statement)
1.02 PHILOSOPHY STATEMENT: The school will have a philosophy statement that articulates the principles, beliefs and/or core values of the educational program. (Performance Indicators: written philosophy statement)
1.03 COMMUNICATION OF STATEMENTS: The school will communicate the mission and philosophy statements to the stakeholders in the school community. (Performance Indicators: publications, official documents, letterhead, logo, website, handbooks, posted statements, team observations and interviews)
1.04 USE OF STATEMENTS: The school will provide evidence that the mission and philosophy statements guide the school’s goals, processes, policies, and procedures. (Performance Indicators: meeting minutes (faculty, curriculum review, strategic planning), handbooks, subject area philosophies, student behavior policies/expectations, team observations and interviews)
1.05 EVALUATION OF STATEMENTS: The school will have mission and philosophy statements that have been developed by appropriate representatives of the various stakeholders and a shared evaluation process that periodically reviews the effectiveness, relevance and quality of the statements. (Performance Indicators: meeting minutes, team observations and interviews)
STANDARD
2: Curriculum and Instruction
2.01 CURRICULUM HANDBOOK: The school will have a written comprehensive curriculum handbook that outlines the standards or criteria for students to successfully complete the prescribed educational program; the school's curriculum handbook will be sequentially organized with a demonstrated correlation between grade levels and course topics. (Performance Indicators: written curriculum handbook (not merely a scope and sequence) or syllabi and department/division objectives (HS), outcomes, expectations for learners, subject area philosophies, curriculum mapping, ability standards, content standards, chronology of skill development (intro/mastery/review), evidence of ongoing curriculum evaluation, in-service opportunities, meeting minutes, team observations and interviews)
2.02 USE OF HANDBOOK: The school will demonstrate that the written curriculum guides instructional practices. (Performance Indicators: unit/lesson plans, variety of assessments, models of differentiated instruction, administrative evaluations of instructional practices, team observations and interviews)
2.03 CONTENTS OF CURRICULUM LR The school's curriculum will provide for at least the following subject areas: basic communication skills (including reading, writing, literature, and fine arts); mathematics and science; social studies (including history, geography, and government); and other subject areas appropriate to the school, such as health, physical education, computer skills, fine arts, and foreign language, either as separate subjects or part of a core area. (Performance Indicators: LR written curriculum handbook)
2.04 VARIETY OF INSTRUCTIONAL PRACTICES: The school will utilize a variety of instructional practices that accommodate varying learning styles and needs. (Performance Indicators: differentiated learning, performance based learning, service learning, cooperative learning, looping and multiage instruction, interdisciplinary instruction, instructional modalities (tactile, auditory, etc.), team observations and interviews)
2.05 CORRELATION WITH MISSION/PHILOSOPHY: The school's curriculum and instructional practices will reflect the mission and philosophy statements of the school. (Performance Indicators: subject area philosophies)
2.06 AWARENESS OF RESEARCH / PROFESSIONAL PRACTICE: The school's written curriculum will reflect an awareness of current research and professional practices. (Performance Indicators: workshop records, resources, professional publications, minutes (staff, curriculum development), membership in professional organizations and records of professional development in curricular best practices, team observations and interviews)
2.07 EVALUATION OF CURRICULUM AND INSTRUCTION: The school will have an established collaborative process for the ongoing evaluation and development of the curriculum handbook, instructional practices, and educational resources. (Performance Indicators: written process of evaluation, written schedule of review, narrative of compliance, process and participants, minutes, instructional in-service review, defined curriculum review cycle, logical/sequential written process, team observations and interviews)
2.08 TECHNOLOGY: The school will have and support appropriate technology that both enhances the learning process and trains students in the use of technology. (Performance Indicators: curriculum handbook, inventory of technological resources (computers, equipment, software, satellite dish, etc.), upgrade/replacement schedule, budget item or financial support,description of how technology is used in instruction (e.g. telecomputing activities, multimedia use and projects, interactive media use and projects), a list of supportive software for the core curriculum, technology plan, e-rate, team observations and interviews
2.09 SPECIAL NEEDS: The school will have a written process for identifying, assessing and prescribing services for learners with special needs; in addition, the school will provide an educational program for advanced learners.(Performance Indicators: onsite diagnostic tools and assessment, onsite interventions, advanced learner programs, identification process, description of access to professional services, entrance or placement) examinations, team observations and interviews
2.10 EFFECTIVE CLASSROOM MANAGEMENT: The school will have classroom environments that are conducive to learning. (Performance Indicators: atmosphere of respect and rapport, conflict resolution process, peer learning, supervision, cooperative learning, program/activities to promote safety, peer mentoring/coaching, team observations and interviews.
STANDARD
3: Learner
Performance
3.01 ASSESSMENT PROCESS: The school will provide a systematic and clearly understood process of learner assessment that includes at least one standardized testing instrument. (Performance Indicators: national or state standardized test reports which may include ACT/SAT test, state standard testing or graduation standards testing; test reports issued to staff/parents, rubrics, portfolios, array of assessment types, curricular management styles)
3.02 ASSESSMENT AND CURRICULUM: The school will have an assessment process that evaluates whether the learners are meeting the standards or criteria to successfully complete the prescribed educational program. (Performance Indicators: teacher-designed tests, unit tests, standardized tests, portfolios, special projects, administrator/principal job descriptions or guidelines indicating whose responsibility this is, team observations and interviews)
3.03 ASSESSMENT DEMONSTRATES ACHIEVEMENT: The school will have an assessment process that documents student growth and achievement over time. (Performance Indicators: student records, indications of success of graduates, results of standardized tests, portfolios, formative assessments.)
3.04 ASSESSMENT RESULTS EFFECT CHANGE: The school will regularly evaluate the results from the learner assessment process, and if necessary, make changes in curriculum and instruction. (Performance Indicators: meeting minute or reports (faculty, curriculum committee), analysis of assessment data, documented changes in curriculum and instruction, administrator/principal job descriptions or guidelines indicating whose responsibility this is, team observations and interviews)
3.05 STUDENT RECORDS: The school will maintain student records containing assessment documentation, in addition to other information required by law and as necessary for the operation of a quality educational program. (Performance Indicators: aggregated test data, grade progress, behavior reports, honors, IEP, health records, team observations and interviews)
3.06 ASSESSMENT RESULTS COMMUNICATED: The school will communicate learner progress to parents and the school community while respecting principles of confidentiality and respect. (Performance Indicators: report cards/progress reports, annual report, aggregated report, conferences, shared portfolios, team observations and interviews)
3.07 ATTENDANCE / TARDINESS: LR The school will have attendance and tardiness policies and procedures that are written, published, communicated and enforced; in addition, the school will in a timely manner complete annual enrollment reports as is required by the local public school district and the state, and maintain copies of such reports. (Performance Indicators: LR policy/procedure handbooks, enrollment report to district and state (numbers, list of student names, addresses, dates of birth, copies of reports), newsletter, team observations and interviews)
STANDARD
4: School
Climate & Facilities
4.01 STUDENT BEHAVIOR EXPECTATIONS: The school will communicate expectations for student behavior and will enforce a student discipline code that is supportive of the school's mission and philosophy, and conducive to learning. (Performance Indicators: handbooks (student/parent), student folders, identification of inappropriate and appropriate student behavior, written discipline code, postings in classrooms, letters to parents, student planners, state reporting guidelines, behavior management systems, team observations and interviews
4.02 CONFLICT RESOLUTION: The school will communicate and use a process for resolving conflicts and grievances within the school community. (Performance Indicators: handbooks (student/parent/faculty), justice in employment policies, team observations and interviews)
4.03 SPACE CONSIDERATIONS: The school and class enrollments are compatible with the capacity of the facility. (Performance Indicators: minutes (faculty/building and ground committee), enrollment trends, maximum capacity policies, feasibility task force studies, team observations and interviews)
4.04 RESOURCES/ FACILITIES: The school‘s resources, instructional materials, equipment, and facilities support the educational program (Performance Indicators: resource inventories, visual review, offsite arrangements, records of long range planning for facilities, team observations and interviews)
4.05 LIBRARY / MEDIA: The school's library and media resources support the educational program. (Performance Indicators: visual review, card catalogs, update listings, ordering procedures, consortium of buyers, current reference materials, available electronic media, team observations and interviews)
4.06 PREVENTIVE MAINTENANCE: The school facilities are safe, sanitary, and routinely maintained to assure effective working order and compliance with all legal and code requirements. (Performance Indicators: preventative maintenance plan, building inspection reports, visual)
4.07 HEALTH AND SAFETY ISSUES: LR The school is actively addressing any health and safety issues reported to the school, or that the school is aware of or reasonably should know or should have known about. (Performance Indicators: LR The school has documents that show what the school is doing to address known health and safety issues. These issues can include, but are not limited to, removal or encapsulation of asbestos, asbestos-related repair; cleanup and disposal of polychlorinated biphenyls; cleanup, removal, disposal, repairs related to storing heating fuel or transportation fuels such as alcohol, gasoline, fuel, oil, and other special fuels; lead and other hazardous substances; fire and life safety code hazards; environmental management including area and water quality management; pesticide application and notice; food preparation and service, team observations and interviews
4.08 CRISIS MANAGEMENT: LR The school has written published and communicated policies and procedures for addressing emergency situations and regularly conducts drills and reviews policies/procedures with school community. (Performance Indicators: LR drill logs (fire/tornado/severe weather), crisis management plan (intruders, bomb threats, gas leaks or other emergencies requiring evacuation), fire exit signs, exit maps in each classrooms, faculty in-service, training, team observations and interviews
4.09 RIGHT TO KNOW, BLOODBORNE PATHOGENS: LR The school annually provides professional training to its employees on “right to know” laws regarding the handling and storage of chemicals, bloodborne pathogens, and other biohazards as required by OSHA. (Performance Indicators: LR minutes, posted “right to know”, in-service documentation, handbook (faculty), blood borne pathogen manual, team observations and interviews)
STANDARD
5: Community
Relations5.01 ORIENTATION: The school will provide orientation for all new staff, new/prospective families, new students in age-appropriate ways, and school volunteers. The orientation shall include: school mission and philosophy, roles and responsibilities, school programs, and expectations for learners. (Performance Indicators: workshop descriptions, school calendar (events), handbooks (parent/student), mentorship programs, parent’s nights, school ambassadors, coaching, team observations and interviews)
5.02 REGULAR COMMUNICATION: The school will maintain regular communication between the school and home. (Performance Indicators: newsletters, website, brochures, email correspondence, parent/teacher/student conferences, newspapers, team observations and interviews)
5.03 PUBLICATIONS: The school's written communication will help to develop informed relationships between learners, their families, the school, and the civic community. (Performance Indicators: publication policies/guidelines, school publication samples, team observations and interviews)
5.04 PARENT ORGANIZATIONS: The school will develop and promote opportunities for parents to become involved in the education of their children and help promote the school and its mission. (Performance Indicators: volunteer opportunities, home & school association/PTA, voluntary groups, alumni associations, booster clubs, development groups, team observations and interviews)
5.05 COMMUNITY INVOLVEMENT / PARTNERSHIPS: The school will promote involvement in community activities and events and will develop community partnerships with local and school organizations that sponsor and support educational projects. (Performance Indicators: service organizations, scouting, involvement with business community, involvement with public school district, service projects, team observations and interviews)
5.06 MARKETING/DEVELOPMENT PLAN: The school will have a marketing/development plan in order to increase public visibility, foster community relations, and maintain necessary revenue and enrollment. (Performance Indicators: written marketing/development plan, website, newspaper ads, cable tv, public access tv, brochures, case statement, alumni correspondence, parish/church bulletin, team observations and interviews)
5.07 ANNUAL REPORT: The school will publish and distribute an annual report to parents and other stakeholders. (Performance Indicators: written report, state-of-the-school report, evidence of dissemination to stakeholders, team observations and interviews)
STANDARD
6: Personnel
6.01 ADMINISTRATOR QUALIFICATIONS: The school will have principals/administrators who have Minnesota administrative licensure; or at a minimum, have a masters degree in education from an accredited institution or are enrolled in such a program leading to a qualified degree within a five-year period. (Performance Indicators: verification of compliance for all administrators, personnel records, and/or licensure verification, and/or diploma)
6.02 ELEMENTARY TEACHER QUALIFICATIONS: The elementary school’s grade level teachers and those teaching math, science, social studies, or language arts will have Minnesota teacher licensure; or at a minimum have a baccalaureate degree from an accredited institution. (Performance Indicators: verification of compliance for all teachers, personnel records, diploma, curriculum vitae's, minutes (board)
6.03 ELEMENTARY SPECIALTY TEACHER QUALIFICATIONS: The elementary school’s specialists (world language, fine arts, technology, library, physical education, religions, etc.) will have a baccalaureate degree from an accredited institution; or at a minimum be able to demonstrate proficiency in their teaching area. (Performance Indicators: verification of compliance for all specialty teachers, personnel records, licensure verification, diploma)
6.04 SECONDARY TEACHER QUALIFICATIONS: The secondary school’s teachers and specialists will have Minnesota teacher licensure; or at a minimum have a baccalaureate degree from an accredited institution. (Performance Indicators: verification of compliance for all teachers, personnel records, licensure verification, diploma)
6.05 CRIMINAL BACKGROUND CHECKS: LR The school will conduct appropriate criminal history background checks on all individuals who are offered employment in the school. (Performance Indicators: LR personnel records, report from the bureau of criminal apprehensions, report from respective state agency and the federal bureau of investigation (non-state residents and unlicensed staff), application/hiring process)
6.06 STAFF CODE OF ETHICS: The school will publish and maintain a professional code of ethics for all staff persons. (Performance Indicators: handbooks (faculty), terms of employment, code of ethics, calling assignments, documentation through interviews)
6.07 EVALUATION PROCESS: The school will have an evaluation process for all school personnel that includes job descriptions, annual written reviews, clear expectations, formative feedback on performance, a clear relationship between evaluation and employment decisions, and suggested courses of action to improve performance. (Performance Indicators: written description of process, personnel files, evaluation forms, job descriptions, supervision process, handbooks (employee), team observations and interviews)
6.08 PROFESSIONAL DEVELOPMENT FOR STAFF: The school will have all teaching staff and administrators annually participate in professional development opportunities that are related to student achievement, specific job responsibilities, and goals of the school. (Performance Indicators: staff professional development report, continuing education units, credits, workshop titles, minutes, annual progress report to MNSAA, task forces, submission request forms, assessment tools for determining professional development needs, team observations and interviews)
6.09 BUDGETING FOR PROFESSIONAL DEVELOPMENT: The school will provide necessary resources in the budget for all staff to participate in annual professional development. (Performance Indicators: budget reports, team observations and interviews)
6.10 PERSONNEL RECORDS: The school will have accurate, confidential, and complete personnel records as required by law and as necessary for its effective operations, including professional qualifications and credentials. (Performance Indicators: personnel records including: criminal background checks, W4, I-9 immigration forms, state hiring report, written evaluations, team observations and interviews)
STANDARD
7: Leadership &
Governance
7.01 ADMINISTRATOR: The school will have an onsite administrator who is responsible for the day-to-day administrative leadership and management of the school. (Performance Indicators: onsite verification, team observations and interviews)
7.02 JOB DESCRIPTIONS: The school will provide written position descriptions for all administrative staff, which include roles, responsibilities, and accountability. (Performance Indicators: job descriptions)
7.03 GOVERNANCE: The school will have a governing body or authority to which the administrator is accountable. (Performance Indicators: flow chart, governing body roster, administrator evaluation schedule, team observations and interviews)
7.04 GOVERNANCE OPERATIONS AND DEVELOPMENT: The school has established written roles and responsibilities for members of the governing body, authority, or advisory committee and provides opportunities for orientation, ongoing development and training. (Performance Indicators: job description, documentation of in-service, flow chart, policies and procedures, operating handbook, team observations and interviews)
7.05 BUDGET: The school will have an annual budgetary process and budget that is consistent with the achievement of its goals; in addition, the school will produce an annual budget and financial report, and will make it available to stakeholders. (Performance Indicators: previous year’s budget, current budget, current financial reports, written budgetary process, long-range financial projections, audit report, documentation of published reports, minutes, team observations and interviews)
7.06 TUITION AND FEE SCHEDULE: The school will develop and communicate a tuition and fee schedule. (Performance Indicators: letters to parents, tuition/fee schedule, letters to parents, newsletters, team observations and interviews)
7.07 COMPENSATION STRUCTURE: The school uses a communicated compensation structure for determining faculty salaries and benefit. (Performance Indicators: written salary schedule or compensation structure, salary determination process )
7.08 EMPLOYEE HANDBOOKS: The school has written, updated employee handbooks or published and communicated policies and procedures that affect school faculty and staff. (Performance Indicators: employee handbook and/or published policies and procedures including, but not limited to: job/position descriptions, hours and compensation, family and medical leave act, other leave/time off, sexual discrimination, discrimination, data privacy, violence in the school/workplace, student and employee records, workers compensation, performance reviews/appraisals/evaluation, discipline, reduction in workforce/layoffs, suspensions, voluntary separations, discharge/terminations, grievance/dispute resolution policies/procedures, signed statement of receipt from employees, professional code of ethics for all staff persons.)
7.09 IMMUNIZATION RECORDS: LR The school annually obtains and maintains records of state- required immunizations on its students; the school enforces state immunization requirements. (Performance Indicators: LR immunization records, team observations and interviews)
7.10 ADMISSIONS POLICY: The school will implement admissions policies and procedures in accordance with legal, ethical, and professional acceptable practices, including a statement of nondiscrimination. (Performance Indicators: handbooks, public relations materials, school policies, team observations and interviews)
7.11 PARENT/STUDENT HANDBOOKS: The school will provide parents and students an updated, comprehensive school handbook that includes policies and procedures. (Performance Indicators: handbooks, signed statement of receipt, team observations and interviews)
STANDARD
8: The School Strategic Plan
8.01 SCHOOL STRATEGIC PLAN: The school has developed a written School Strategic Plan that identifies measurable, end-result objectives; strategies for achieving the objectives; and time-specific action steps for fulfilling the strategies. The school will include a narrative for this standard that describes the process that was used to create the strategic plan. (Performance Indicators: school strategic plan for improvement including objectives, strategies, and actions steps; narrative)
8.02 QUALITY OF PLAN: The school has developed a written School Strategic Plan in conformity with the Quality Expectations of MNSAA. The school will provide a narrative that clearly indicates that the strategic plan meets the quality expectations for this standard. (Performance Indicators: The narrative should address the following: How does the strategic plan accurately represent the current state of the school (valid); How is the strategic plan connected to the strengths and challenges found in the self study (connected); What evidence do you have that the strategic plan is supported and endorsed by the stakeholders of the school (support); How does the strategic plan go beyond correcting immediate issues and what long-range vision is in the plan (visionary); How does the strategic plan show its reasonableness in terms of time and resources of the school (reasonable); How does the strategic plan include a focus on student achievement (focus).
8.03 COMMUNICATION OF PLAN: The school uses a process for communicating the School Strategic Plan, in addition to regular updates on progress, to the various stakeholders of the school community. (Performance Indicators: A narrative that describes the school’s plans for communicating and sharing the strategic plan with indications of the means (parent newsletters, annual reports, meeting minutes) for this communication; team observations and interviews)
8.04 EVALUATION AND DEVELOPMENT OF PLAN: The school has a process for regularly evaluating and further developing its School Strategic Plan. (Performance Indicators: A narrative that describes the process that the school will use to regularly evaluate and further develop the strategic plan including groups and individuals that will review the plan, team observations and interviews)
Click here for a pdf file of MNSAA's Standards & Performance Indicators