The context of the school is described well and provides a good sense of the school and the community it serves. The framework for school improvement activities is outlined.
The context includes relevant facts, information on student performance, and identifies some key trends and future challenges.
Staff and administration participate in the discussion and identification of the Planning Team.
The Planning Team includes primarily staff and administration with some parent and student representation.
Good attention is given to other characteristics to ensure the diversity and representativeness of the Planning Team.
A formal record is kept of Planning Team qualities and care is taken when filling positions on the Team to ensure that diversity is maintained.
A formal, well-understood process for selecting and maintaining Planning Team membership is in place.
An established planning process includes teachers and administration. Limited attempts are made to involve parents, students, or other members of the community in planning efforts.
Ground rules for Planning Team operation are cited by Team members, but they are informal and not written down.
Ideas are discussed by the Planning Team on replacement of members, but terms of office may not exist and a formalized succession plan is not written down.
Successes are occasionally recognized, but not in a formal way.
The role of the Planning Team is well-understood by some members of the Team and other school community members. The role of the Team and its authority is discussed in informal ways, but is not written down.
The Planning Team gives some attention to the orientation of new staff and administration to the school’s AFG/VTV plan and processes.
The Planning Team informally assesses its own effectiveness in rudimentary ways.
The ongoing role of the Internal Coordinators is well-understood by the individuals serving in the role, but may be less well-understood by other members of the schools community they serve. A written job description is in place. The levels and limits of the Internal Coordinators’ authority are understood.
The Internal Coordinators demonstrate a good understanding of strategic planning, group process skills, and student assessment, especially alternative and authentic assessment tools.
The Internal Coordinators are organized and are respected in the school’s community. They are effective in the job role as defined.
The Internal Coordinators keep the administration and staff informed on the progress being made.
The Internal Coordinators are effective liaisons to the Middle States Association, keeping abreast of the latest developments in the AFG or VTV protocol and taking advantage of the resources offered by MSA.
The governing body supports the school’s improvement efforts through the provision of resources, but is not a regular member of the Planning Team.
The governing body considers the contents of the AFG or VTV plan when making its financial, resource, and policy decisions.
The administration is an active and equal participant in the school’s planning efforts.
The administration assists in providing the necessary time, resources, and support to planning and implementation activities.
The school head commits resources to the implementation of action plans.
A clear plan is in place to ensure that stakeholders are informed and involved in AFG or VTV planning activities.
A good variety of communication tools is used including newsletters, web pages, discussion groups, and surveys.
The school conducts surveys and/or discussions to obtain stakeholder feedback on various aspects of the plan.
Most constituencies demonstrate good understanding and support for the AFG or VTV plan and the planning process.
Evidence exists that communication efforts are ongoing and sustained, two-way and dynamic.
The role of the Action Plan/ Implementation Teams is understood by some Team members and selected individuals in the school community. The role of the Teams and their authority is discussed in informal ways, but is not written down.
The Action Plan/ Implementation Teams are comprised of staff and administration.
Some attention is given to other characteristics of diversity on the Teams.
Informal communication exists between the Planning Team and the Action Plan/ Implementation Teams.
Action Plan/Implementation Teams are of an appropriate size.
The work of the Action Plan/Implementation Teams is accepted.
A defined process for reviewing, evaluating, and updating action plans and reviewing progress toward achieving student performance objectives is in place.
Regular reviews are planned and agendas are developed. The input of stakeholders is sought.
The review process is conducted at least annually with informal quarterly or bi-yearly updates.
Information to be reviewed includes student performance data related to the AFG or VTV objectives. An in-depth review of action steps is conducted and indicators of success are highlighted.
An “attitude of continuous improvement” is demonstrated throughout the school.
A rudimentary data collection and management system is in place.
The school has ideas of the types of data it wishes to collect and analyze, but it does not yet have a formalized process in place. An insufficient amount of information is available in one or more key areas.
Little disaggregation or data analysis is conducted, although there is a demonstrated understanding of the need to do so.
A rudimentary review of educational research and anticipated curriculum trends is conducted. The AFG or VTV objectives are broadly related to local, state, and national expectations for student performance.
Some analyses of data are superficial.
Communication of the analysis of the data is provided to stakeholders on a limited basis. Summaries may be confusing or perceived to be “education jargon” to non-educators.
The mission clearly identifies what the school is and what it is striving to become. Student performance and student learning are identified as the top priorities.
The statement includes the following five components:
· audience (whom the school serves or should serve),
· action (what the school does or should do—the “verb”),
· aim (the current or desired purpose for its existence),
· identity (a special unique characteristic or the school’s one-of-a-kindness) and
· function (general means for meeting its aim).
The mission is idealistic without including clichés.
The school is beginning to understand the commitments made in the mission.
The mission is clear and concise and expresses an important purpose and direction for the school.
The beliefs address major issues pertinent to effective decision-making and the operation of the school.
Beliefs appear to be aligned with mission and objectives.
Many statements are well-articulated and thoughtful.
There is good evidence of efforts to communicate the beliefs to stakeholder groups.
The profile of graduates clearly identifies what students are expected to know, what they are expected to do with what they know, and what qualities or characteristics they are expected to demonstrate by the time they graduate and have had the benefit of the school’s educational programs and services.
The Profile addresses the expectations for all students regardless of their plans upon completion of the program. The Profile has clear connections to the ideas espoused in the mission and beliefs can be made.
The students performance objectives are clearly aligned with concepts found in the Profile.
Though not necessarily measurable, evidence can be gathered to illustrate how students can grow into all aspects of the Profile upon completion of the school’s programs and services.
Multiple aspects of student performance are identified in the Profile, demonstrating the complexities of the high expectations the community has for its graduates.
Students can articulate how they exemplify the concepts in the Profile.
Solid efforts to align AFG or VTV objectives with the school’s mission and beliefs are evident.
The AFG or VTV objectives are clearly stated. The focus of the objectives tends to be more narrowly focused. The school has given some consideration to both academic and non-academic areas and expresses the desire to educate the “whole child.”
Good attention has been given to a variety of standardized and internally-designed assessment tools. Performance indicators have been identified, and principles of sound assessment are in evidence.
Targets for student growth have been established and will make the school “stretch” to achieve them.
Solid base line data are provided and is reviewed as a part of the planning process.
Most constituents can generally describe the mission, beliefs, and/or objectives. They can indicate some concrete ways of how to implement the concepts identified in these documents.
Action steps are comprehensive, clearly identified, and well-defined. The action steps are logical and ensure growth toward the achievement of the student performance objectives.
The action plans provide a solid guide for school improvement efforts.
Members of the school community are conversant on the research basis for some of the action steps. Strengths and weaknesses identified in the MSA accreditation standards review provide critical aspects of the action plan.
Action plans contain all of the necessary components. Timelines are reasonable, and adequate resources are provided. Persons responsible for leading and implementing the action plans are identified. Indicators of success are provided.
The MSA standards survey was administered prior to the last Validation Team visit, but has not been recently updated in any way.
The school focuses mainly at the accreditation standards level and is just beginning to understand the implications of the indicators for each standard.
Many staff members and administration are involved in the review and analysis of adherence to the MSA accreditation standards.
Discussions are held to review the school’s perceived strengths and weaknesses, but may not be formalized or regular.
The school meets the minimal requirements to maintain accreditation. Dues and fees are paid, the Annual Profile is submitted, and the team nomination forms are returned, after prompting by MSA staff.
These responses represent a summary of the chosen rubric item in each of the categories. If you are interested in obtaining a complete copy of the rubric, or have any comments or questions about the items above, please complete the form below.