Manual for Evaluation and Accreditation

Transcription

Manual for Evaluation
and Accreditation
For NYSAIS Accreditation visits in the
2014-2015 and 2015-2016 school years
Mark W. Lauria, Ph.D.
Executive Director
Judith Sheridan, Ph.D.
Associate Director for Evaluation and Accreditation
George Swain
Associate Director for Evaluation and Accreditation
Version 3.1
Updates for Version 3.0 Approved by the Commission on Accreditation on February 9, 2011
Dedication
This fully digital NYSAIS Manual for Evaluation and Accreditation Version 3.1 is
dedicated to Lois Bailey who served the New York State Association of
Independent Schools for 27 years as the Associate Director for Evaluation and
Accreditation. We are grateful for her dedication and vision which guided and
assisted hundreds of schools, serving thousands of children, successfully
participate in the NYSAIS process of self-reflection and renewal.
NYSAIS Manual for Evaluation and Accreditation
Page 1 of 80
Version 3.1, July 2013
Table of Contents
(hyperlinks in blue)
Preface (page 3)
Introduction (page 5)
Benefits of Accreditation (page 5)
The Self-Study and Timelines (page 7)
Section One “Mission and Culture” (page 17)
Section Two “Governance” (page 20)
Section Three “School Operations, Finance, and Advancement” (page 26)
Section Four “Admissions and Financial Assistance” (page 35)
Section Five “Educational Program” (page 39)
Section Six “Students and Student Services” (page 44)
Section Seven “Faculty, Administrators, and Non-teaching Personnel” (page 49)
Section Eight “Parents” (page 53)
Section Nine “The School In Its Community” (page 56)
Section Ten “Internal and External Communication” (page 58)
Section Eleven “Conclusion: Process and Reflection” (page 60)
Appendices and Checklists (page 61)
Page 2 of 80
Preface
The New York State Association of Independent Schools (NYSAIS) is authorized
by the New Y ork State Board of Regents to accredit early childhood,
elementary, and secondary schools. NYSAIS derives its authority from the
Board of Regents through its charter, which states that the Association is
authorized “to evaluate and accredit nursery schools, kindergartens, elementary
and secondary schools operating within the State of New York and, as concerns
New York corporations with branches in other states and countries, to evaluate
and accredit those consistent with the laws, rules and regulations of host states
and countries.” The NYSAIS accrediting function operates through its
accrediting arm, the Commission on Accreditation, which has the responsibility
for establishing the criteria for accreditation, creating evaluative materials, and
recommending accreditation of member schools to the NYSAIS Board of
Trustees.
NYSAIS began evaluating its members’ elementary schools in 1969, using a
manual developed by a committee of school heads. Several years later,
NYSAIS schools asked the Association to extend the accrediting process to high
schools. During the early years of accreditation, NYSAIS used, together with
its own criteria and supplements, the New England Association of Colleges and
Schools (NEACS)manual. For this early assistance, NYSAIS is grateful to its
New England neighbor for helping it establish a strong accreditation process
and train a generation of independent school teachers and administrators in the
careful preparation of the school’s self-study, which is the crucial foundation of
peer evaluation and accreditation.
The philosophy that drives the evaluative process that NYSAIS and other state
and regional organizations have adopted and perfected over the years arises
from the belief that each independent school is unique and, providing it meets
certain basic criteria, deserves to be evaluated only in terms of its own mission.
As NYSAIS expects its member schools to regularly undergo periodic reflection,
it seems appropriate that NYSAIS itself should do the same with respect for its
history while maintaining a vision for the future. This third edition of the
NYSAIS Manual for Evaluation and Accreditation reflects the input from
members of visiting committees, educators at the schools which have
undergone the evaluation process, members of the NYSAIS Commission on
Accreditation, and t he NY SAIS staff, all of whom have participated in the
process over the years. Indeed, over 75 members of the NYSAIS educational
community contributed in some way to this edition of the NYSAIS Manual for
Evaluation and Accreditation. We are grateful to the following people who were
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willing to assist NYSAIS in improving the accreditation process for our member
schools:
Akbar Ali
Joseph Bach
Peter Baily
Bart Baldwin
Kristine Baxter
Eric Baylin
Diane Beckman
Alan Bernstein
Laurie Boone Hogen
Maria Buteux Reade
Peter Carioscia
Amy Carson
Drew Casertano
Ben Chant
Sandra “Chap” Chapman
Phil Coburn
Tim Cottrell
Joanna Dean
Libby Doan
Jean Drew
Margaret Drier
Paul Druzinsky
Deborah Edel
Dr. Eileen Dieck
Susan Etess
Anthony Featherston
Maureen Fonseca
Linda Gibbs
W. Glyn Hearn
David “Hock” Hochschartner
Edward Good
Corinne Grandolfo
Sunshine Greene
Laurie Gruhn
Charles Hertrick
Rosemary Hodges
Diane Hulse
Dorothy Hutcheson
Mary Jo “MJ” Quigley
Thomas Kelly
Lorenzo Krakowsky
Donna Linton
Christopher Marblo
Ann Marie Tidona
Richard Marotta
Jessica Marshall
Stephen Miller
William Morris
Carney O’Brien
Seth O’Bryan
Michael O’Donoghue
William Pahlka
Joél Peinado
Laurie Piette
Dane Peters
Alex Ragone
Kevin Rea
Elka Rifkin
Marcie Roberts
Eileen Robin
Beth Schneider
Sandy Schwarz
Edward Sinclair
Archibald Smith
Lydia Spinelli
Tom Stanton
Ann Sullivan
George Swain
Meg Taylor
Leslie Thorne
David Trower
Kate Turley
Robert Vitalo
In addition to relying on broad NYSAIS membership participation and guidance,
the standards created by the National Association of Independent Schools’
(NAIS) Commission on Accreditation helped form the foundation for many of
the NYSAIS Criteria for Accreditation.
Finally, where appropriate, the NYSAIS Criteria for Accreditation have been
used to formulate the NYSAIS Principles of Best Practice for all member schools.
This unified approach to accreditation and best practices provides harmony
between these documents resulting in clear guidance to member schools.
We are indebted to all those, past and present, who have been associated with
the NYSAIS accreditation process and particularly to those who have helped
shape the third edition of the NYSAIS Manual for Evaluation and Accreditation.
Mark W. Lauria, Ph.D.
Executive Director
Lois S. Bailey
Associate Director
January 2011
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Introduction
NYSAIS serves its members in a number of ways, not least of which is to
administer a process of evaluation and accreditation of its members. The key
element in this kind of accreditation is to involve its members in a process of
self-evaluation. If this process is done conscientiously and insightfully, it can
be a reflection of the past and a look into the future through a critical analysis
of all aspects of the school resulting in an informed sense of realistic goals for
t he future. As such, accreditation attests to a school’s quality in terms
everyone readily understands. To say that a school is accredited is to say that
it has met many tests without having to explain at length the nature of those
tests.
Benefits of Accreditation
A regular NYSAIS assessment:
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provides critical analysis to guide a school for improving its practices and
for planning initiatives in its next five years.
satisfies a basic requirement for membership in both NYSAIS and NAIS.
strengthens the voice of NYSAIS in speaking collectively for the interests
of independent schools.
supports protection against over-involvement by state and federal
governmental agencies in the operations of independent schools.
provides a credential that is essential in much corporate and foundation
fundraising.
facilitates school and college admissi on, transfers, and admission of
international students.
allows a school to demonstrate and validate its achievement in fulfilling
its mission and educational objectives.
The evaluation and accreditation cycle includes:
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a written self-s t udy report developed by the school through a
community-wide process that centers on the school’s mission and is
based on the format and topics to be found in this Manual.
an on-site visit by a committee of independent school peers who will,
during a four day stay (Sunday afternoon through Wednesday afternoon),
review the materials that the school has prepared, visit classes, observe
activities, and talk with students, teachers, administrators, non-teaching
personnel, parents, and trustees.
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verification of the self-study report by the Visiting Committee as well as
a determination of the extent to which the school complies with NYSAIS’
Criteria for Accreditation.
a submission by NYSAIS of both the school’s self-study report and the
visiting committee’s report to the NYSAIS Commission on Accreditation,
which recommends the terms of accreditation to the NYSAIS Board of
Trustees.
a determination of accreditation by the NYSAIS Board of Trustees,
notification of terms (not to exceed five years) and release of visiting
committee’s report to the school.
the implementation of school’s own and visiting committee’s
recommendations (or explanation as to why not implemented).
adherence to the follow-up steps as outlined by the NYSAIS Board of
Trustees.
under normal circumstances, the preparation of a progress report in five
years, following guidelines provided by NYSAIS as well as a visit by a
small committee, which will prepare a report for the NYSAIS Commission
on Accreditation.
a continuous ten-year cycle of self-study and accreditation.
The self-study process includes:
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a community-wide process that makes every effort to hear from all the
voices in the school’s immediate community.
a process that is more analytical than descriptive. The questions posed
in this Manual are designed t o provoke this analysis, to be used as
launching points for committee discussion and observations , and an
examination of strengths and areas for development or improvement.
transparency, forthrightness, and honesty.
a concluding self-study section that reflects on how the self-study process
was conducted as well as its outcome and discoveries.
a self-rating on the NYSAIS Criteria for Accreditation Rating Sheet.
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The Self-Study and Timelines
Be mindful that the audi ence for the report is the school’s own
community, the visiting committee, NYSAIS and the NYSAIS Commission
on Accreditation. Prepare the self-study report with a constant eye to
community-wide participation and hearing all the voices. It is important
for community members to be honest, forthright and direct. Creating
committees and subcommittees that cross grade, division, department or
administrative office brings a broad, school-wide perspective to t he
report. Committee and subcommittee reports should focus on analysis
over description and build around the school’s mission statement, full
disclosure of its program and practices, and the congruence between the
two.
Initiating the Process
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If seeking re-accreditation, NYSAIS will be in touch by early February of
the school year prior to the year of the on-site visit.
12 to 18 months in advance of the on-site visit
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Apprise the school community that the school is undertaking the selfstudy and accreditation process.
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Review and affirm, and perhaps revise, the school’s mission statement.
Everything that follows in the self-study process flows from this
statement.
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Appoint a Self-Study Steering Committee.
• The head of the school, except in very small schools or in the case of
unusual circumstances, should neither chair this committee nor be
deeply involved in the overall planning or the writing and editing of
the report.
• To chair the committee, the head should appoint a member of the
faculty or administration who has good standing with the faculty, is
organized and detail orientated, and sees the bigger picture of the
school.
• The head and steering committee chair appoint a steering committee.
If possible, the steering committee should have at least three
members, of which the head is an ex officio member.
• Optimally all committee members should have excellent writing and
editing skills.
! Note that the principal functions of the steering committee are to:
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• Set timelines and deadlines and ensure they are adhered to.
• Develop a report t empl ate in regards to format, particularly for
Section Five (Educational Program) reports.
• Create the self-study subcommittee structure that will actually prepare
the various sub-reports. (There may need to be chairs of
subcommittees.)
• Keep the process moving, help the faculty stay on task and not get
bogged down with unnecessary detail, and apprise the head of
progress and of potential problems (while they are still potential).
• Ensure that student safety is a priority, and that emergency drills are
efficient and well known to teachers and students.
• Review and edit the sub-reports into the final report.
• Collect and organize supplementary materials.
! Be in contact with NYSAIS regarding an informational session for steering
committee members or an on-site NYSAIS presentation or meeting.
! Develop a budget for the evaluation. Normally, this includes expenses for
the visiting committee (travel, accommodations, meals, and supplies), the
incidental and internal expenses associated with the self-study, the costs of
preparing the self-study report, and any expenses related to staff needing
extra release time or in-service days.
6 to 12 months prior to the on-site visit
! During January or February of the year prior to the site visit, NYSAIS will
appoint a visiting committee chair and work with the school to set the dates
of the visit. NYSAIS also will be in communication regarding the composition
of the visiting committee.
! Expect an on-site visit by either NYSAIS’ Associate Director of Evaluation
and Accreditation or the Executive Director.
! Form self-study committees and subcommittees.
! Limit committee members, if possible, to no more than three subcommittee
assignments. All staff should expect to serve on subcommittees, and some
subcommittees will be best served if members of the governing body,
parents and capable students are represented.
! Create committees and subcommittees that cross grades, divisions,
depart ments or administrative offices to bring a broad, school-wide
perspective to the report.
! Establish a report template so that self-study committee and subcommittee
reports are consistent in format and structure.
! Allow ample time for overall editing by the steering committee and general
review by the faculty and governing body. (The final document will need to
be ready for distribution no later than six weeks before the on-site visit.)
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! Assemble materials found in the Document Box at the end of each section
of this Manual and listed in the Appendices and Checklists. The task can be
time consuming, and work should begin on compiling them well before the
on-site visit.
! Review health and safety procedures for the students and staff to assure
that fire drills meet legal requirements and that record keeping is in line with
state and federal standards. The facilities should be reviewed to assure that
fire doors function as intended, lunchrooms and food preparation areas are
sanitary, and that cleaning materials and laboratory chemicals are stored
properly. Considerable embarrassment can be avoided if deficiencies are
corrected before the visiting committee arrives. Refer to “Safety Checklists”
in the Appendices and Checklists section of this Manual for a more detailed
explanation of the guidelines which the visiting committee will use during
the visit.
! Develop a process for completing the NYSAIS Criteria for Accreditation
Rating Sheet. A compilation of the Criteria may be found at the end of this
manual in the Appendices and Checklists.
! Depending on the complexity of hotel, travel and transport arrangements,
designate someone to handle the visiting committee logistics and the
preliminary scheduling for the on-site visit.
3 to 4 months prior to the on-site visit
! Host an on-site preliminary visit by the visiting committee chair (and in
some instances the assistant chair) with the school head, the board chair,
and the steering committee chair. The topics to cover are listed below.
Progress report on the self-study process and document.
Discussion regarding the information that will accompany the selfstudy document when it is sent.
The schedule for the committee’s visit (note Sample Schedule that
follows) and the arrangements for pre-scheduled meetings with
students, faculty, trustees, and parents. The pre-arranged meetings
with trustees and parents will likely be the only opportunity the
visiting committee has to meet with these constituents.
Discussion between the visit i ng committee chair and the school’s
trustees.
To ease any apprehension, the head and the visiting committee chair
may determine that the visiting committee chair should meet with
some or all staff members regarding the upcoming on-site visit.
The agenda for the head of school’s meeting wit h the visiting
committee on Sunday afternoon.
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Di s cussion regarding who will attend the community reception on
Sunday afternoon and what remarks the visiting committee chair will
make.
Discussion regarding the chair’s optional oral report at the conclusion
of the visit.
Selection of a room at the school where the visiting committee can
work undisturbed which is adequate in size to accommodate all the
materials and equipment that will be needed. Be mindful that the
committee will work in the evenings, and may need tech support as
well as access to restrooms and a supply of refreshments.
Arrangements for accommodations for the vis i t i ng committee
members, which should be as close to the school as possible, and
provisions for feeding the committee throughout the day as well as at
meal times. Because the major expense of the proces s comes in
provision for the committee, the head and visiting committee chair
should arrive at common-sense solutions that will serve the committee
while avoiding a strain on the school’s budget. If the budget is not a
constraint, provisions should not be inappropriately lavish or
elaborate. Gifts for visiting committee members should be modest,
perhaps a school tote bag or shirt.
Finalizing the Self-Study Report
The final document consists of between 75 and 125* pages that include:
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a table of contents that includes details for any subsections.
the school’s responses to the questions asked and the topics outlined in the 10
sections of the Manual.
the conclusion (outline of the process and synthesis of its outcome).
the school’s self-ratings on the NYSAIS Criteria for Accreditation Rating Sheet for
each of the eleven section and additionally a twelfth section pertaining to New York
State laws and regulations.
Report parameters are:
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12-point Times New Roman or Arial font on 8½-by-11 inch paper.
Right margins that are not justified.
Margins that are at least 1 inch.
Pagination as one unit, not by sections.
Assembly into lightweight, loose-leaf binders (for visiting committee members).
Converted into a PDF format for electronic transmission.
*NOTE: if the questions from the Manual are incorporated into the text, another 8-10
pages are allowed.
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2 months prior to the on-site visit
! Contact visiting committee members to determine what computers the
school will need to provide. Ask the visiting committee chair if the committee
needs to be on a network.
• If such is the case, how is the security of the committee’s work
ensured? Is there a wireless network?
• If committee members are using their own computers, what is
required to access the network?
• Provide written directives for accessing the school’s network for both
PC and Mac, i ncl uding passwords, and written directives for
permanently deleting files.
• Computers provided by the school must have internet access, and
appropriate report-writing software. Confirm with the chair what
software is necessary for report writing.
! Determine if the chair wants projection capability in the committee
workroom.
! Arrange for support from the school’s technology department throughout the
visit, including beyond regular school hours, to be certain that printers,
computers and other peripheral devices are functioning properly. If
committee members are using flash drives, how many are needed – one for
each member or shared by two or three?
! Complete the large chart containing staff information; a digital copy of the
chart is available from NYSAIS.
! Request that staff stay an extra 30 or 45 minutes past dismissal on Monday
and Tuesday afternoons of the on-site visit to facilitate contact with visiting
committee members.
! Designate a staff member willing to track the community members who
have and have not had contact with the committee and to alert the chair no
later than Tuesday afternoon at 2 p.m.
! Arrange for nametags for the entire staff as wel l as for the visiting
committee.
! Review Appendices and Checklists as well as the Document Box at the end
of each section of this Manual so that all issues are addressed before the
on-site visit.
! Arrange for transportation of commi ttee members beginning on Sunday
afternoon, during the visit, and continuing until their departure.
Noncontiguous buildings or more than one campus will require the school to
do extensive preliminary planning.
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No later than six weeks before the on-site visit
1) Send to the chair of the committee:
! A letter of welcome that incorporates information about travel and lodging,
the school’s dress code, and a contact person for committee members who
may have any questions. Include an inquiry about dietary restrictions. The
head may want to include a personal overview greeting.
! The self-study report, including the rated Criteria for Accreditation.
! ALL items listed as “to be provided in advance” in the Document Box at the
end of each section.
2) Send to the financial officer assigned to serve on the committee:
head may choose to include a personal overview greeting.
! The link to the online admissions information.
! ALL items listed as “to be provided in advance” in the Document Box at the
end of Section Three.
3) Send to the members of the visiting committee:
head may choose to include a personal overview greeting.
! The link to the online admissions information.
4) Send to your NYSAIS Associate Director at either [email protected] or
[email protected].
! A digital copy of the self-study report.
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2 weeks prior to the arrival of the visiting committee
! Confirm with the visiting committee chair the schedule of pre-arranged
meetings between the visiting committee or parts of the visiting committee
and trustees, parents, administrators, and various groups of staff/faculty
members etc.
! Make final arrangements for computers, printers, accommodations for
projection and tech support.
! Ensure all materials listed in the Document Box at the end of each section
are ready for the visiting committee and have an indexed format. Some
materials may be in print form; many may be digital.
! Arrange for an extra chair in the back of classrooms to accommodate a
visitor.
! Finalize plans for transporting, feeding, and housing the visiting committee.
! Confirm with NYSAIS that the staff wall chart for the visiting committee’s
work room has been completed or is nearing completion.
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During the Visit
The following is a suggested work schedule. It does not include all
subcommittee meetings and may be varied to suit the school’s schedule and
the preferences of the visiting committee chair.
Sample Committee Work Schedule
Committee and Subcommittee Activities
Time
Sunday
Visiting Committee sessions begin
1:00 p.m.
Orientation meeting with head of school
2:30 p.m.
Tour of school led by student guides
3:00 p.m.
Multiple, pre-arranged 20-minute sessions with various self-study committees
and visiting committee members
3:45 p.m.
Social gathering
5:45 p.m.
Visiting committee session
7:00 p.m.
Monday
Visiting committee convenes
8:00 a.m.
Interviews and class visits begin
8:30 a.m.
Governance subcommittee meets with governing body representatives
9:30 a.m.
Admissions subcommittee meets with appropriate staff
10:30 a.m.
Communications/Advancement subcommittee meets with appropriate staff
11:30 a.m.
Lunch with student leaders selected by the school
12:00 p.m.
Student activities subcommittee meets with school-selected representatives
1:00 p.m.
Parents, faculty, non-teaching subcommittees meet with appropriate representatives
2:00 p.m.
Subcommittee work session and snack
3:30 p.m.
Dinner and committee session as per chair’s preference
TBD
Tuesday
8:00 a.m.
Class visits and interviews continue–to be completed today. If boarding school,
subcommittee meets with appropriate staff
9:30 a.m.
Financial management subcommittee meets with appropriate staff
9:30 a.m.
Financial assistance subcommittee meets with appropriate staff
10:30 a.m.
Lunch with students selected by the visiting committee
12:00 p.m.
Student Services subcommittee meets with student representatives
1:00 p.m.
Administration subcommittee meets with administration
1:30 p.m.
Subcommittee and committee work session and snack
3:30 p.m.
Dinner and committee session as per chair’s preference
Wednesday
8:00 a.m.
Visiting committee completes report
O ptional oral report by c hair to s c hool fac ulty
2 :3 0 p.m.
A djournment
3 :0 0 p.m.
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Notes about the visit
Sunday
! Welcome the visiting committee members as they arrive and direct them to
the designated work room. For those who have traveled a distance, a light
meal might be appreciated.
! Provide a tour of the school. Many schools use students as tour guides.
! Arrange for the head of school to meet with the visiting committee (see
Sample Schedule on previous page) The committee will appreciate insight
into situations and conditions that may require particular focus. The head
should not preempt so much of the available time, however, t hat the
committee members have no opportunity to question the head on matters
that need clarification.
! Host a community reception to conclude no later than 7 p.m.
Succeeding days of the visit
! Understand that the committee workroom is off-limits to all but the visiting
committee.
! Ensure that the school carries on as normally as possible, rather than put on
any kind of performance. It is appropriate to reschedule into the time of the
committee’s visit any important regular feature of the school’s program that
the committee might otherwise miss (for example, a normal Friday grade
level gathering).
! Inform the chair of the visiting committee without delay in the event that
the head of school become aware of any unprofessional action on the part
of a committee member.
! Plan for the head and steering committee to be available to the visiting
committee for questions; otherwise let the visiting commit tee function
unhindered.
! Understand that any oral report to the school community by the chair on
Wednesday afternoon will be brief and general in nature.
! Arrange for reimbursement of the out-of-pocket expens es of committee
members.
! On Wednesday morning, the chair will collect travel expense vouchers from
the committee members.
! Direct any questions or concerns about the amounts claimed to NYSAIS.
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Following the Visit
! Approximately 4 to 5 weeks following the on-site visit, NYSAIS will send a
draft copy of the visiting committee’s report to the head of the school and
request a check of factual accuracy and appropriateness of
recommendations. The head of the school is obliged at this time to keep the
contents of the report confidential.
! The NYSAIS Commission on Accreditation and Board of Trustees meet in
January to determine the accreditation of schools hosting fall on-site visits,
and in May for schools with winter and spring visits.
! Notice of the decision about accreditation will come from NYSAIS’ Executive
Director after the Trustees have acted on the recommendat i on of the
Commission on Accreditation.
! The visiting committee’s final report will be sent to the school at this time.
! NYSAIS policy prohibits quoting any part of the visiting committee’s report
or NYSAIS’ covering letter in any school publication or press release
intended for the general public.
! Once accreditation has been granted, mention of NYSAIS should be limited
to the statement, “Accredited by the New York State Association of
Independent Schools.” Material from the visiting committee’s report and
NYSAIS’ covering letter may be used in school and alumni/ae publications
whose circulation is limited to members of the school community.
! The head of the school and steering committee chair are asked to record
comments about the evaluation proces s and the work of the visiting
committee and send them to NYSAIS. These comment s help NYSAIS
improve the various aspects of the process. All comments are confidential,
and candor is appreciated.
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SECTION ONE
Mission and Culture
The mission statement is the school’s foundation that reflects its
unique philosophy, history, and culture. The statement should
be a clear, dynamic document, reviewed at minimum every five
years, and used as a standard of measurement for all aspects of
the school. The program, board policies, and all levels of
decision-making need to be in harmony with the statement.
The culture of the school includes its identity and the collective
and intended way of living and working. The culture developed
in each NYSAIS school shapes the hopes and behavior of all
members of the school community. It also reflects how a school
addresses issues of equity and justice.
NYSAIS Criteria for Accreditation
Mission
1.1 The mission statement is clearly arti culated and understood by all
constituencies of the school community.
1.2
1.3
The mission statement is reviewed at minimum every five years.
The mission statement informs all decisions and programs.
Culture
1.4
The school’s culture is a reflection of its intended values and fosters
mutual respect among all constituencies.
Equity and Justice
1.5
In keeping with its mission and culture, the school promotes an
equitable, just, and inclusive community.
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Questions and Information to Guide the Self-Study
Information
1. Provide a brief history of the school. This should be complete enough to help
all readers of the self-study understand when and for what purposes the
school was founded and any major changes (e.g. evolution of mission or
culture, patterns of enrollment, significant governance or administrative
changes, etc.) that have occurred since the last accreditation.
2. State the mission of the school and any other statements of purpose or core
values used to support the mission statement.
Questions
The following questions and topics are intended as prompts for an analytical
review of this section of the self-study.
Mission
1. How was the current mission statement developed and when was it formally
approved by the governing body of the school?
2. What is the process for the regular review of the mission statement?
3. Where is the mission statement formally published for all constituencies to
see (e.g. the school’s website, admissions materials, employee handbooks,
student handbook, parent handbook, displays, and classroom postings)?
4. Provide examples of the mission statement being used to inform school
decisions.
5. In envisioning the future, what changes (e.g admissions and international
outreach, student body composition, use of technology, program, etc.) are
being considered that may have a potential impact on the school’s mission
and, in turn, many aspects of a s chool’s life? Describe the process and
considerations that determine policy decisions.
Culture
1. What defines the school’s culture and how does t he culture reflect and
support the school’s mission?
2. How do the various constituencies (e.g. students, parents, faculty, board,
administration, etc.) contribute to or support the culture of the school?
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3. What are the school’s social, ethical, and intellectual values? Why were they
selected, and how do they manifest in the life of the school?
a. How have these changed within the last five years?
b. How do they contribute to the formation of personal values on the part
of the students?
4. How does the school help students discover and treasure the values by
which it hopes they will live?
5. What are some of the most important cultural events of the school and how
are these expressive of the school’s fundamental values?
Equity and Justice
1. Consistent with the school’s mission, how does the school promote an
equitable, just, and inclusive community?
2. Consistent with the school’s mission, how does the school encourage a sense
of social responsibility and action?
3. If there are issues of difference that set people apart, how does the school
address these concerns in order to promote a sense of underlying unity?
4. How does the school define diversity and how is this diversity cultivated by
the school and reflected in the student body, staff, and governing board?
5. How does the school officially communicate its policies and practices with
respect to differences in ethnicity, race, religion, gender, sexual orientation,
age, socioeconomic level, physical ability, and learning style.
6. What are the provisions for regularly reexami ni ng these policies and
practices?
7. What steps or changes is the school contemplating in addressing issues of
equity and justice in the future?
List the names, titles or positions, of everyone involved in the
development and writing of this section of the self-study.
Documents to be provided ON SITE, preferably in DIGITAL format
Copies of the school catalog and any documents or weblinks where the
school’s mission and purposes and objectives are formally published
Page 19 of 80
SECTION TWO
Governance
The school’s governance is led by a deliberative group with
clearly defined roles and responsibilities that are key to the
sustainability of the school. The governing body attends to new
policy and changes in existing policy, all within the spirit of the
mission of the school, and consistently exercises its fiduciary
responsibility while delegating the operational and educational
functions of the school to the head of school.
2.1
The governance of the school is clearly defined, transparent, and
understood by all constituents.
2.2 The governing body provides for the continuity of mission.
2.3 The governing body provides stability in transitions of leadership for itself
and its head of school.
2.4 The governing body provides strategic planning for the school.
2.5 The governing body ensures that adequate financial resources are
provided for the school.
2.6 The governing body has appropriate policies to support the creation,
review and approval of an annual operating and capital budget as well as
a multi-year financial plan.
2.7 The governing body ensures appropriate administrative follow up as a
result of an outside, annual professional audit and the corresponding
management letter.
2.8 The governing body ensures that the s chool has in place adequate
provision for risk assessment and management including the transfer of
risk through appropriate insurance coverage.
2.9 The governing body understands it s central role in institutional
advancement and actively supports these efforts.
2.10 The governing body delegates responsibility for the operations of the
school to the head of school and ensures that the head of school receives
appropriate support, evaluation, and compensation.
2.11 The governing body reviews and maintains appropriate by-l aws that
conform to legal requirements while assuring that the school and
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2.12
2.13
2.14
2.15
2.16
2.17
2.18
2.19
governi ng body operate in compliance with applicable laws and
regulations.
The governing body creates a conflict of interest policy that is reviewed
annually with, and signed by, individual trustees.
The governing body keeps full and accurate records of its meetings,
committees, and policies and widely communicates its decisions.
The governing body is responsible for establishing school policies and the
administration is responsible for establishing administrative practices.
Members of the governing body put aside any s pecial interest when
fulfilling their responsibilities.
The governing body avoi ds sharing negative perceptions with nontrustees and ensures the confidentiality of all conversations that are
conducted by the governing body and its committees.
The governing body part icipates in an effective program of board
development that i ncludes annual new trustee orientation, ongoing
trustee education, evaluation and self-evaluation, and board leadership
succession planning.
When appropriate within its mission, the governing body ensures that
issues of gender, diversity, and multiculturalism are appropriately
considered in policymaking and governing body membership.
The governing body operates effectively and has developed policies and
procedures to guide the governing body and the school leadership in the
implementation of the NYSAIS Criteria for Accreditation.
Governing Body Overview
1. Describe the organizational structure of the governing body (including any
other affiliations or organizations that have oversight of the school, such as
a church or university), and provide a concise analysis of its strengths,
weaknesses, and challenges as well as current and future priorities.
2. What is the process for cultivating, recruiting, electing, and mentoring
members of the governing body?
3. What are the factors used in determining membership on the governing
body, includi ng t hose related to professional, gender, diversity, and
multicultural perspectives?
4. If there are issues that set members of the board apart, how are those
addressed and resolved so that members are brought back together allowing
the board to speak with one voice?
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5. Describe the process and effectiveness of the orientation for new members
of the governing body.
6. Describe the process the governing body undertakes as part of its annual
self-evaluation.
a. How effective is this process?
b. How is the self-evaluation used to improve the performance of the
governing body?
7. Describe the board development in which the governing body participates.
a. Assess the effectiveness of this board development.
b. How does the governing body keep current with the NYSAIS Principles
of Good Practice?
8. How does the governing body communicate its role and responsibilities to
the various constituencies of the school? Include the role of di gital
technology in this assessment and determine the effectiveness of all forms
of communication.
9. Describe the ways in which technology (e.g. use of digital networking and
video communication, online minutes and reports, etc.) is used to facilitate
the functioning of the board as well as the inclusion of a broader spectrum
of board members?
10. To what extent are parents, faculty, and students involved in the
decision-making process?
11. How is feedback from community members used to examine governance
practices and policies?
a. How often does this occur?
b. How is this information used by the governing body to improve its
performance?
12. What major undertakings or events have occurred at the governing body
level over the past five years?
13. Consistent with the school’s mission, how does the governing body
consider environmental and global sustainability issues in its polices and
practices?
14. What is the school’s strategic planning process and when was the plan
created?
a. Who is responsible for the school’s strategic planning?
b. How has the plan been implemented?
c. What is the process for monitoring its implementation?
d. Assess the effectiveness of the strategic plan.
15. W hat was the process for determining the mission-appropriate
composition of the student population (e.g. proportion of international
students, students with special needs, boarding/day distribution,
diversity, etc.)
Page 22 of 80
17.
18.
19.
In what ways does the governing body consider gender, diversity, and
multicultural issues in its policymaking and hiring?
When a conflict of interest is identified by individual members of the
board, how is this addressed?
What are the process and procedures for review, adherence, and
compliance with the stated by-laws?
Financial Oversight
1. Who on the governing body is responsible for financial oversight of the
school?
a. What financial reports are regularly received and reviewed?
b. Are there any special considerations in choosing investments?
c. What is the governing body’s role in the annual budget process as well
as multi-year projections?
2. If the school has an endowment fund, how is it managed and what policy
governs its management? Who provides oversight to the management of the
funds?
3. What procedures are in place for monitoring the school’s compliance with
local, state, and federal legislation as it applies to the financial operations of
a not-for-profit institutions?
4. Who provides oversight in the preparation and review of the IRS 990 and
other related documents?
5. Describe the role and procedures that have been established and
implemented for the Audit Committee?
6. How and by whom are decisions made concerning annual tuition levels?
Leadership
1. If the head of school has been hired within the last four years, describe the
process for recruiting and appointing the head of school.
2. If the school has a long-term head of school, what steps are in place for
leadership succession?
3. How does the governing body s upport the head of school including the
relationship between the head of school and the board chair. Analyze the
effectiveness of the support.
4. Describe the process and effectiveness of the evaluation of the head of
school.
a. Who reviews the results of the evaluation?
b. How are the results used to support and improve the performance of
the head of school?
5. Describe and evaluate the process used to determine the head’s
compensation.
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6. What is the process for deciding whether or not to renew the contract of the
head of school?
7. How is board leadership cultivated, recruited, and supported (if not covered
in the general overview above)?
8. Assess the governing body’s effectiveness in providing stability including
during transitions of leadership for the head of school and the chair of the
governing body.
9. How does the governing body grant autonomy to the administration
sufficient to carry out policies in an unimpeded fashion?
Development/Institutional Advancement
NOTE:
Please refer to related development/institutional advancement
questions in “Section Three: School Operations, Finance, and
Advancement.” Members of the governing body should work in
conjunction with the professional advancement staff to respond to the
questions and analysis of this part of the self-study report.
1. Who is responsible for determining the institutional advancement efforts?
2. How are overall fundraising goals, as well as specific fundraising activities,
determined?
3. Describe ways in which members of the governing body provide financial
support to the school.
4. Describe ways in which the governing body provides leadership in soliciting
support from individuals, corporations, and foundations.
5. Assess the effectiveness of the governing body in the advancement efforts
of the school.
6. Assess the effectiveness of the relationship between the governing body and
the professional advancement staff in implementing the school’s overall
fundraising goals.
Board Policies and Records
1. What are the policies that the governing body has adopted to place the
school in compliance with federal mandates such as the Family Leave Act,
Blood-borne Pathogens (AIDS policy), EPA directives (asbestos, lead,
radon), and the Americans with Disabilities Act (ADA)?
2. Describe how corporate records are retained in light of best practices and
New York State corporate law.
Page 24 of 80
Analysis of Strengths, Weaknesses, and Challenges
1. Please analyze the strengths, weakness, and future challenges in the
governance of the school that have not already been addressed.
List the names and titles or positions of everyone involved in the
Documents to be provided TO THE CHAIR WITH the self-study report
six weeks ahead of the visit
Copy of the current by-laws of the governing body.
A copy of the governing body’s most recent self-assessm ent (a sample
assessment tool is available from NYSAIS) including any analysis that took
place as a result of this assessment. (NOTE: The individual evaluations
by each member of the governing body should be available upon request.)
Copies of current strategic or long-range planning documents.
NOTE: When appropriate, all documents will be kept confidential and
treated on a “need to know” basis.
A list of all members of the governing body including terms of service, length
of tim e each member has served on the governing body, leadership roles
(e.g. chair, treasurer, etc.) and remaining tim e o f service for each member
Copy of original Charter of Articles of Incorporation and as amended.
Policies regarding the evaluation, renewal, compensation, and support of the
head of school.
A list of all governing body committees including the purpose of the
committees, the membership on the committees, and length of service of
each member on the committees.
A copy of the most recent conflict o f interest statements for each member
A copy of all financial oversight policies such as investment, audit, budgetto-actuals, etc.
Page 25 of 80
SECTION THREE
School Operations, Finance,
and Advancement
Effective administrative management is essential to sustain the
school and its mission. The school’s administrative structure,
financial and plant operations, advancement practices and
policies, record keeping, and attention to all levels of safety
should be prudent and in harmony with the established mission
of the school.
Administration
3.1 The administration understands and promotes the mission, standards,
and policies of the school, and provides leadership as these evolve and
when they are evaluated.
3.2 The business officer works strategically with the head of school and the
governi ng body to ensure the development and implementation of
appropriate policies for the long-term management of the school.
3.3 The business officer provides important assistance to the head of school
in administering the school and to the governing body in meeting its
fiduciary responsibilities.
3.4 The administration manages the school’s resources in a prudent manner,
consistent with the mission, safeguarding the value of those assets for
the use of future generations of students by establishing appropriate
financial controls and procedures.
3.5 The administration ensures that the human resource policies and
practices are clearly articulated, consistently applied, and conform to
legal requirements.
3.6 The administration participates in ongoing professional development that
might include participation in local, regional, and national associations
that offer personal support and professional assistance and development.
Finance
3.7 To protect the school’s financial resources, the administration and board
employ sound financial planning and management practices and
procedures, including the development of an annual operating and capital
Page 26 of 80
3.8
3.9
budget, multi-year budget projections, appropriate governing body
oversight, and an annual audit.
There is appropriate administrative follow up as a result of the annual
audit of all financial records and its corresponding management letter.
The school has appropriate procedures and personnel in place for
accounting for all assets and liabilities in accordance with GAAP, including
management of accounts receivable.
Financial Assistance
3.10 The school adheres to non-discriminatory practices in the administration
of its financial assistance policies.
3.11 The school provides guidance to students and families on its financial
assistance process and options.
3.12 The school enacts documented procedures that ensure a fair, consistent,
and equitable assessment of each family’s ability to contribute toward
educational expenses while safeguarding the confidentiality of financial
assistance applications, records, and decisions.
Development
3.13 The school has a clear picture of its long and short-term development
needs and the organization, resources, and staffing to carry out its
efforts.
Physical Plant
3.14 The physical facilities and equipment are adequately maintained, and a
plan is in place for their long-term protection and renewal.
3.15 If the school has an early childhood program, all instructional and play
spaces, as well as supporting resources (e.g. lavatories, eating areas) are
adequate and maintained to meet the needs of the children in this
program.
Records
3.16 The school maintains complete and accurate records for every aspect of
the school including financial, students, personnel, legal, corporate,
health and safety, etc.
3.17 The s chool has policies and procedures that govern the retention,
maintenance, and use of past personnel, financial, corporate, and student
records, i ncluding print and digital records, and such records are
protected against catastrophic loss.
3.18 All records are current and maintained in a secure fashion.
Page 27 of 80
Safety
3.19 Materials, routines, and procedures (on and off campus) and the physical
plant are so organized as to promote a safe environment for all members
of the school community.
Administrative
1. In an overview narrative, describe the administrative organization of the
school, including who is responsible for the overall management of the dayto-day operations and who make the procedural decisions necessary to
implement the policy decisions of the governing board. Why has this
organization been chosen?
2. How does the school define its various level of staff?
3. What is the structure of the working relationship between the head of school
and the business officer? Assess the strengths and weaknesses of this
structure.
4. Describe the policies and procedures that have been established to ensure
that the school’s resources are being used in a prudent manner, consistent
with the school’s mission. Who is responsible for overseeing these policies
and procedures?
5. Des cribe the ways in which human resources policies and practices are
developed and communicated to the appropriate personnel.
6. How does the administration remain knowledgeable about actions of
government agencies that may affect the school? How does the
administration communicate this information to faculty and support staff?
7. Describe and evaluate the effectiveness of the use of technology in the
administrative functioning of the school. How is budgeting and purchasing
planned and carried out ? What provisions are made for troubleshooting
equipment and networks, for both administrate and academic uses?
8. How are the school’s network and server ensured for safety and integrity?
9. Do the various offices have standardized software and hardware?
10. Describe the professional development in which the school operations,
finance, and advancement staff participate.
a. Assess the effectiveness of this professional development.
b. How do the various members of the business operations, finance, and
advancement s taff keep current with legal requirements and the
NYSAIS Principles of Best Practice?
Page 28 of 80
Finance
1. Describe the process and timing by which the annual budgets and multi-year
financial plans are developed, reviewed and approved.
a. Who updates the budget and how often does this take place during the
year?
b. What is the typical rate of variance between budgeted revenues and
expenses, and actual performance and what process has been adopted
for ongoing review of this statement?
2. In terms of the stated mission of the school, how adequate are the financial
resources of the school?
3. Does the school anticipate any capital campaigns, construction or financing
in the next 5 years? If so, provide a description.
4. Describe the current indebtedness of the school, its funding sources, the
plan for managing it, the percentage of the operating budget allocated to
servicing the debt, and measures being taken to retire the debt.
5. Describe the extent and frequency of financial reporting to the various
constituencies of the school.
6. How does the school reconcile internal management financial reports to
GAAP audited financial statements?
7. What percentage of the current operating budget is derived from sources
other than tuitions and fees? Foundation grants, corporate and matching
gifts, fundraising activities, entrepreneurial activities , and contributed
services should be included.
8. Describe the administrative role in selecting the school’s auditing firm.
9. Describe the administrative procedures used to support the annual audit,
including the preparation of the 990 and the report to the board.
10. Describe the ways in which administrative changes take place as a result
of the annual audit and the management letter?
11. Describe the staff, facilities, and equipment available for the efficient
fi nanci al management of the school. What provisions are made for
bonding personnel handling institutional and agency funds?
12. Describe the procedures used for the procurement of goods and services.
a. Are purchase orders required and properly approved in advance of
commitment?
b. Are multiple bids required for large purchases?
c. Who signs contracts (e.g. service tech, food service, copier company,
etc.)
13. Describe the program for risk management in effect for the physical
assets of the school, liability of all kinds, and any ot her insurance
purchased or provided by the school.
a. What are the sources of information and advice us ed t o arrive at
decisions regarding insurance coverages?
b. Does the governing body review adequacy of coverage?
Page 29 of 80
14.
15.
16.
17.
18.
Does the school have reasonable and enforceable policies for tuition and
fee billing and collection?
Describe the administrative practices for addressing delinquent tuition
accounts.
If the school offers a tuition refund plan, under what circumstances does
the school offer tuition refunds?
How effective is the overall management of accounts receivable?
Assess the feasibility of the long-range financial plan.
a. How does it support the accomplishment of the mission of the school?
b. Are its implicat i ons understood and accepted among the various
constituencies of the school?
c. Are its objectives incorporated in annual budgets?
d. How does the long-range financial plan demonstrate and insure the
financial viability of the school over the next 3-5 years?
1. Describe the procedures between the finance office and the admissions office
for communication about, and allocation of, financial assistance for new
students. (This question is a repeat of t he ques t ion provided to the
admissions office and should be written from the perspective of the business
office)
2. Describe the procedures between the finance office and the appropriate
school personnel for communication about, and al location of, financial
assistance for new and continuing students.
Development/Institutional Advancement
NOTE: Please refer to related development/institutional advancement questions in “Section
Two: Governance.” Members of the professional advancement staff should work in
conjunction with the appropriat e members of the governing body to respond to the
questions and analysis of this part of the self-study report.
1. Describe the organization and staffing of the school’s fundraising program
and how it interfaces with other advancement initiatives, such as public
relations, publications, alumni and parents.
2. Describe the facilities and equipment that expedite the work of the
development staff for both the devel opment side and the financial
accounting for fundraising.
3. Describe the communication methods and strategies used by the
development office in support of fundraising and friend raising goals.
4. What is the process for ensuring that development planning is integral to the
school’s long-range plan?
Page 30 of 80
a. Who is responsible for articulating and implementing this long-range
planning?
b. How are capital and annual fundraising incorporated into the plan and
what is there relationship to each other?
5. Describe the communication process between the administrators responsible
for institutional advancement/development and the governing body.
6. Assess the effectiveness of the relationship bet ween the professional
advancement staff and the governing body in implementing the school’s
overall fundraising goals.
Physical Plant
1. What is the process by which the needs for systematic long-term protection
and renewal of the physical assets of the school are determined and
prioritized?
2. Describe the resources allocated to routine maintenance.
3. What relationship is there with maintenance staff with regard to cleaning and
equipment maintenance?
4. What are the human resources available for emergency repairs (broken
water pipes and steam lines, electrical failure, etc.)?
5. What plans does the school have for developing new facilities or renovating
existing ones?
a. Is ecological design considered?
b. How is construction to be funded?
c. Has a timeline been established?
6. What are the qualifications of the administrator who i s responsible for
maintaining the physical facilities?
7. Are the human, physical, and financial resources that are provided adequate
to maintain the facilities?
a. If not, what optimal provisions should be made?
b. What steps are being taken to achieve these optimum provisions?
8. Describe the physical facilities available to the school for food service for its
students.
a. How does the school ensure that it meets local and state
requirements?
b. What member of the administration supervis es the food service
operation?
9. Is the food service operat i on “in house” or provided by an independent
vendor? If with an independent vendor, is there an adequate contract in
place?
10. What are the challenges in the current arrangements for providing food
services and what changes are under consideration?
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11.
How does the school consider the ecological impact in the food service
program? Include any information about the school’s program to reuse,
reduce, and recycle.
Records
1. Describe the form in whi ch t he school maintains current records for its
employees, students, financial operations, development and corporate
records.
2. How are these records secured from unauthorized access, theft, and
catastrophic loss?
3. What are the procedures for ensuring regular and reliable back up of all
electronic records?
4. What parts of the data gathered in the admissions process are retained for
student’s cumulative records?
5. What is the school’s policy with respect to keeping past records? In what
form are these records maintained?
6. What distinctions are made in the maintenance of the past records of staff,
students, financial operations, development, and the corporation?
7. What steps are taken to reduce these records to only that information that
both conforms to statutory and regulatory requirements and yet retains
value to the school?
8. How long are these records kept?
9. What provisions have been made for t he off-site storage of important
records that would be needed in case of a fire or ot her di saster at the
school?
10. How does the school insure the integrity of the confidentiality of records?
11. Are changes contemplated in the maintenance and use of records in order
to facilitate retrieval of information and safeguarding essential
documents?
12. Are personnel records appropriate?
13. Are personnel policies clearly presented in writing and accessible to staff
members?
14. Has the school considered or implemented imaging to reduce paper and
assist in access to retained records?
Safety
1. By whom and how are safety issues monitored?
2. What is the process for systematic safety inspections?
a. Who conducts these inspections?
b. What financial resources are allocated to this essential work?
3. What are the written procedures for addressing routine safety issues, such
as arrival and dismissal times, fire drills and community lockdowns?
Page 32 of 80
4. How are these procedures communicated to faculty and staff?
5. When was the last systematic review of safety issues and practices
conducted?
6. To whom are safety concerns and accidents reported? How are the reports
stored and action taken documented?
7. What is the process for developing, updating, and communicating
crisis/emergency plans?
Professional Development
1. Describe the professional development in which the business operations staff
participate.
b. Describe the way in whi ch professional development relates to
evaluation.
c. How does the business operations staff keep current with national
practices, legal requirements and the NYSAIS Principles of Best
Practice?
Analysis of Strengths, Weaknesses, and Challenges
1. Pl eas e analyze the strengths, weakness, and future challenges in the
school’s finance, operations, and advancement that have not already been
addressed.
List the names, titles or positions, of everyone involved in the development and writing of this
section of the self-study.
Page 33 of 80
Documents to be provided IN ADVANCE to the visiting
committee chair and the designated committee member
reviewing finances
The school’s last two audited financial statements and management
letters prepared by an independent certified public accountant.
Include the management response to the auditor’s management
letter.
A copy of the current operating budget as well a copy of the longrange financial plan or budget projections.
The most recent year-to-date operating statement , showing
budgeted income and expense compared to actual figures.
The operating statement for the most recently completed year,
showing budgeted income and expense compared to actual figures.
Information about the process used for benchmarking highly
compensated employees.
Sample copies of all most recent financial reports that the governing
body regularly reviews.
“Salary and Benefits Data” (See Appendices and Checklists)
Documents to be provided ON SITE, preferably in digital form
The most recent copy of the IRS Form 990 and supporting schedules
Sample copy of a faculty and staff member’s employment contract
or letter of agreement with the school setting forth the terms of
employment
Short-term and long-term capital expenditure plan
Facilities Master Plan (if applicable)
Schedule for systematic maintenance of facilities and equipment
Report of the latest systematic review of safety issues and practices
Emergency preparedness plan(s)
Documents to show that facilities and personnel meet applicable local
and state public safety and health regulations
Sample copies of forms used to maintain permanent records of
current and former employees
Certificate(s) of Occupancy (when required by ordinance)
Log of emergency drills
Most recent fire inspection report
Page 34 of 80
SECTION FOUR
Admissions and
The policies, practices, and processes by which students are
attracted to the school, then selected, admitted, and supported,
must be in keeping with the mission of the school and regularly
assessed for evenness of application, integrity, and
effectiveness.
4.1
4.2
4.3
4.4
4.5
4.6
Consistent with the stated mission of the school, the admissions process
operates under a clear set of practices for gathering, disseminating, and
maintaining prospective student information, and respects the
confidentiality of students, families, and documents in the admissions
process. Schools will ensure that the admissions process and/or
transcripts have provided sufficient documentat i on of an appropriate
match before offering admission to a student.
The school has in place poli ci es and procedures to insure
nondiscrimination in recruitment and enrollment.
The school maintains an admissions process that respects the needs of
students and families to learn about school programs and activities, by
communicating before an enrollment commitment is required, i n
user-friendly formats: clear information, dates, and timeframes for all
aspects of the admissions process, including total cost of attending the
school and other financial expectations as well as expectations around
financial aid applications and acceptance of an enrollment offer.
The school determines eligibility for admission based on the merits of the
application and then determines how to allocate financial aid resources
to meet student needs and fulfill the mission of the school.
Throughout the admissions process, school representatives apply the
same high standards of integrity whether talking about their own school
or other institutions.
School representatives ensure that all recruitment arrangements support
the best interests of the student and do not result in a conflict of interest
on the part of the school, individual, or firms representing the school.
Page 35 of 80
4.7
4.8
The numbers of the total school population, of grade and administrative
groupings, and of instructional classes are appropriate to the s t ated
mission of the school.
The admissions staff participates in ongoing professional development
that might i nclude participation in local, regional, and national
associations that offer personal support and professional assistance and
development.
Policy
1. What are the policy guidelines for admissions? Include any legacy policy.
2. Describe the process and considerations that determine policy decisions?
3. How is the school’s broad purposes and mission served by these guidelines?
4. What are the school’s policies regarding socioeconomic mix, diversity of
ethnic groups and creeds, range of academic ability and promise and, when
applicable, the inclusion of international students?
Admissions Process
1. Describe the admissions process from that very first contact of interest to
welcoming or declining families, including who is involved in that process.
2. How do admissions s t aff keep apprised of the school’s programs and
expectations?
3. What are the sources for perspective students and the methods used to
contact and cultivate them?
4. How does the school deal with pressure from influences outside the
admissions office, such as “a friend” of a board member, a sending school
etc.?
5. What disposition is made of the admissions folders of applicants who do not
matriculate at the school?
6. What does the school believe to be the strengths and challenges in its efforts
to attract, select, and retain students who are qualified to meet the school’s
standards and its mission?
7. After a candidate has accepted an offer of admission, how does the school
assure that a new student is successfully integrated into the school, making
Page 36 of 80
use of the informat i on, for example, that has been collected for such
purposes as grade placement, sectioning, recommendations for summer
study, rooming assignments, etc.?
Assessment & Analysis
1. Describe any follow-up study that shows correlation between preliminary
expectations for a new student and subsequent performance.
2. What changes have been made in admissions procedures based on such
studies? If no formal studies have been made, comment on whatever
procedures the school follows in order to assess the effectiveness of the
admissions process.
1. Describe the school’s financial assistance resources and policies for both
initial and continuing grants.
2. How is the amount of financial assistance to be granted determined?
3. In what ways does the application of the school’s financial assistance
resources reflect the school’s mission?
4. Describe the procedures between the finance office and the admissions office
for communication about, and allocation of, financial aid. (This question is
a repeat of the question provided to the bus i ness office and should be
written from the perspective of the admissions office.)
5. Describe various financial awards, including endowed scholarships, that call
for other qualifications (e.g. academic or other merit, or membership of a
specific ethnic or religious group) in addition to need, or without reference
to need, and explain how they support the mission of the school.
Strengths, Challenges, Changes under Consideration
1. W hat are the strengths and challenges of the admissions and financial
assistance processes and what areas of change is the school considering?
Professional Development
1. Describe the professional development in which the admissions office staff
participates.
b. How does the admissions office staff keep current with national
practices, l egal requirements and the NYSAIS Principles of Best
Practice?
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Documents to be provided ON SITE, preferably in DIGITAL
format
Copies of or links to all admissions and recruiting materials.
A copy of the current Enrollment Contract.
“Student Financial Assistance Data” (See Appendices and Checklists)
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SECTION FIVE
Educational Program
The educational program stems from beliefs about teaching
and learning which are consistent with the mission and culture
of the school. It demonstrates consideration for the
appropriate intellectual, social, physical, aesthetic, emotional
and ethical development of students in all aspects of school
and student life. The educational program consists of a wellplanned and implemented curriculum based on research, best
practices, subject knowledge, and assessment. To support the
educational program practices, policies and procedures have
been established and sufficient instructional materials and
facilities provided.
5.1
The formal educational program is consistent with the mission and culture
of the school.
5.2
The school demonstrates that its educational programs and practices are
informed by relevant, well-documented research regarding how students
learn and the knowledge and capacities they will need to lead purposeful
and constructive lives and these programs and practices are regularly
reviewed and articulated.
5.3
The educational program is periodically evaluated by the members of the
faculty, and, where appropriate, by other members of the school
community, and the results of the evaluation contribute to the analysis
and modification of the school’s educational program.
5.4
The performance of individual students is regularly as s essed by
developmentally appropriate meas ures consistent with the school’s
mission and meaningful to those who have a legitimate interest in that
performance (viz., students, faculty, parents, admissions officers,
evaluators) and effectively communicated to those constituencies.
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5.5
The school provides evidence of a thoughtful process, respectful of its
mission, for using the collective results of student assessment to analyze
and modify its educational program.
5.6
The school has in place a procedure for follow-up on the success of its
graduates, and uses that information to assess and modify its educational
program.
5.7
All school programs demonstrate consideration for the appropriate
intellectual, social, physical, aesthetic, and emotional development of
students in all aspects of school and student life.
5.8
The issues of equity and justice and anti-bias are addressed in the
educational program, the library holdings and other resources to support
the program.
5.9
If the school has an early childhood program, all instructional and play
spaces, as well as supporting resources (e.g. lavatories, eating areas) are
adequate and maintained to meet the needs of the children in this
program. (This criteria also appears in Section Three, Business Operations
and needs to be addressed in this section from a program viewpoint.)
5.10 Instructional materials, equipment, and student work/learning spaces are
of sufficient quality, quantity, and variety to provide effective support to
the goals and methods of the program.
5.11 The various res ource, learning, and support centers are organized,
supplied, and staffed to provide for the program of the school and the
needs of the students and the faculty.
5.12 Resources, including digital technology, are used appropriately to support
the educational program of the school and are assessed regularly for
effectiveness.
Information and Questions to Guide the Self-Study
The self-study process for this section may be organized by learning areas or
grade levels in light of the school’s own structure and approach to education
and developmental learning. The school will need to determine what is the best
avenue for reflection and analysis of its educational offerings at this particular
time in its history.
Part I: Overview Report
The overview report of the Educational Program is to include:
1. analysis of why the educational program is organized the way it is
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2. analysis of the process and procedures in which the administrat i on and
faculty design, develop, and assess the curriculum and instructional practices
3. analysis of the ways in which the curriculum and instructional practices are
in harmony with the school’s mission as well as identified student needs
4. reflection on how the school determines what knowledge and skills will be
essential for its graduates
5. analysis of the appropriateness of the facility and equipment to meet the
needs of the program and students
6. reflection regarding the rol e of online learning in achieving the school’s
program/mission
7. analysis of why students are assessed the way they are
8. discus s i on on the process used to assess and modify the educational
program in light of information regardi ng t he success of the schools’
graduates
9. analysis of the strengths, challenges, and areas for change in the curriculum
and instructional practices
development and writing of this overview report Section Six.
Part II: Subcommittee reports
Each subcommittee report should:
1. serve as a subset of the program report
2. address the various elements of the program, including all academic as well
as support programs such as learning centers, off-campus programs,
resource centers, service learning programs, etc.
3. include members from outside that subcommittee’s discipline or grade level.
4. follow the format outlined below.
NOTE:
The subsections in Part II are not intended to be a reiteration or
description of curriculum; that curriculum should be included in the
Supplementary Materials Inventory.
Page 41 of 80
Outline of Subcommittee Reports
1. Provide a brief description of the program area.
2. What are the goals of this program area and how do they connect to the
school’s mission, philosophy and culture?
3. How and with what frequency is individual student progress assessed?
4. How does this area of the program help students discover and embrace the
values by which it hopes they will live?
5. How does the program address the students’ intellectual, developmental,
social, emotional, and physical needs?
6. How does this program area connect to and support other areas of the
program?
7. How are diverse backgrounds and perspectives represented?
8. Consistent with the school’s mission, how are
environmental and global sustainability considered?
issues
regarding
9. What t ool s & methods assist in carrying out this area of the program?
(technology, learning theory, educational research etc.)
10.
How does this program area and the resources used to support it mirror
the diversity of the student body and the larger community within which
they will live?
11.
How is this program area assessed, by whom, and with what frequency?
12.
How are teaching plans developed?
13.
What are the strengths and challenges of each program area and what,
if any, changes are planned?
14.
How are individual needs met, e.g. students who need more support as
well as those who excel? (please disregard this question if it will be
discussed in detail in Section Six)
15.
How are the collective results of student assessment used to contribute
to the analysis and modification of this area of the program?
16.
For the subcommittee report on physical education and athletics, how
does the school adhere to the NYSAIS Best Practices for Athletics and the
NYSAISAA (NYSAIS Athletic Association) requirements?
development and writing of each subcommittee report.
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format
Copies or online access to the school calendar, class schedules, and
other materials that will illustrate how the school’s educational vision
is put into practice.
Copies or online access to individual course outlines or descriptions
of programs.
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SECTION SIX
Students and
Student Services
The school’s unique mission is brought to fruition through its
student body–as individuals and collectively in the ways they
interact and learn together. In addition to the educational
program, the school should provide offerings to meet the
developmental needs of the students. Those services include,
but are not limited to, orientation, advising, counseling and
guidance (educational and psy chological) services,
school/college placement, health and nutrition (including food
services), extended day, and auxiliary programs such as
summer and travel programs, transportation, after school
activities. Boarding schools must, by nature, offer additional
services for students, from in loco parentis to suitably developed
evening, weekend and vacation programs.
NYSAIS Criteria for Accreditation:
Student Body
6.1
The composition of the student body is consistent with the mission of the
school.
Student Services
6.2
Where appropriate, the school has established a program for orienting
and mentoring students new to the school.
6.3
The guidance, counseling, and learning services/support programs of the
school meet the needs of the students and are consistent with the
educational program and the stated mission of the school.
6.4
The school recognizes the right of currently enrolled students and families
to consider other educational options, and if a transfer is initiated by the
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family, the school provides appropriate follow up and documentation in
a timely manner.
6.5
The school makes provisions for the nutritional needs of its students.
6.6
The program for health care is adequate to meet the needs of the student
body and includes the prevention and care of illness and injury.
6.7
If applicable, the school has a program of auxiliary or off-campus
activities that is appropriate to the mission of the school and carefully
planned and supervised.
6.8
The purpose of the extracurricular activities and the breadth, supervision,
and resources allocated to student extracurricular activities are in keeping
with the mission of the school.
Boarding Program
6.9
The school has an intentional boarding program that is a unified part of
the total life of the school for both boarding and day students.
6.10 Students are supported in developing respectful, cooperative and
meaningful relationships with those with whom they live–their fellow
students, and the adults and families who care for them.
6.11 The evening, weekend and, if appropriate, vacation offerings are
intentional and meet the needs of the students.
STUDENT BODY
1. Describe the student body and the identifiable subcultures or populations of
the student body. These might be groups defined by gender, race, ethnic
background, academic i nt erests, athletics, or social interests. Include
international students, boarding students, students with special needs, etc.
(Provide data according to the student data charts in the Appendices and
Checklist section of this Manual or comparable charts)
2. How is the student body as a whole consistent with the mission of the
school?
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3. Describe any changes that have taken place in the student body
composition in the last ten years.
4. Describe ways that students are involved in any decision-making processes
in the schools. In boarding schools, how are students involved in decisionmaking and feedback regarding dorm life?
5. In what ways are current students connected with alumni/ae?
GUIDANCE AND SUPPORT
1. What are the processes for student orientation, academic course selection,
monitoring of student academic and emotional progress, minor and major
infractions of rules and behavioral standards, and reporting to parents?
2. How are the students’ special educational needs assessed?
a. What is the process by which appropriate teaching/learning plans are
developed and implemented?
b. What resources outside the school are used both in developing these
plans and implementing them?
3. How is the use of outside tutors or counselors monitored?
4. What procedures are in place for students who decide to leave the school?
5. Describe the process for working with parents and students when a student
is at risk.
6. Outline the customary steps that lead ultimately to a student’s required
withdrawal for academic or disciplinary reasons.
7. Evaluate the counseling/guidance program with respect to the health,
physical and emotional welfare of the students.
8. What supports are in place for students with unique needs (e.g. international
students, special needs students, etc.) and how are they communicated and
reviewed?
9. Evaluate programs offered to help students understand issues of sexuality,
healthy living, and peer relationships.
10.
Describe and assess the placement services offered to matriculating
students or, where appropriate, the college guidance program.
11.
W hat are the strengths and challenges in the guidance and s upport
programs and what, if any, changes are being planned?
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HEALTH SERVICES AND NUTRITION
1. How are the nutritional needs of students identified and addressed?
2. What health services does the school provide for its students?
a. Describe the number, duties and training of the staff providing health
services at the school. (please disregard this question if it was already
addressed in the staff section of the self-study)
b. What processes are in place to insure that local and state health codes
are being followed regarding all aspects of student health?
3. What are the strengths and challenges in the health services and nutrition
programs and what, if any, changes are being planned?
AUXILIARY PROGRAMS AND EXTRACURRICULAR ACTIVITIES
1. If not addressed elsewhere in the self-study report, describe and assess any
off-campus or auxiliary programs and how they support the mission of the
school.
2. What extracurricular activities are available, and how are they determined,
supervised/staffed, funded and assessed for alignment with the mission of
the school and for effectiveness?
3. How do the extracurricular activities as well as the auxiliary programs help
students discover and treasure the values by which it hopes they will live?
4. How does the school as s ess the balance of academics, extracurricular
activities, and the student’s life outside of school?
5. How are issues of equity and justice and anti-bias recognized and promoted
in the extracurricular activities and the auxiliary programs?
6. What are the strengths and challenges in the extracurricular activities and
auxiliary programs and what, if any, changes are being planned?
BOARDING
1. How does the boarding program carry out the mission of the school?
2. What aspects of the boarding program create an age-appropriate peer
community consonant with the school’s mission?
3. What steps are taken to ensure an environment of home-like adult support
for the boarding students?
4. If the boarding population of the school is a minor part of the total, describe
the administrative and programmatic aspects of the boarding program that
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are designed to unify the boarding and the day students into the whole.
Conversely, if the school has a minority of day students, describe the steps
by which efforts are made to unite the day students into the life of the entire
school.
5. Analyze the strengths and the challenges of the boarding program, and the
changes in the program that either are or should be under consideration.
Strengths, Challenges, Changes under Consideration
1. Other than any i t ems described above, what are the strengths and
challenges of the student and student services aspects of the school and
what areas of change are being considered by the school?
Documents to be provided WITHIN the self-study report

“Student Attrition Data” (See Appendices and Checklists)

“Enrollment Data” (See Appendices and Checklists)

A list of extracurricular activities as well as advisors.

A list of any auxiliary programs as well as advisors/coordinators.

If there is a boarding program, provide a list of weekend activities for boarding
students.

For each of the last three terminating classes, show where these students went
following their final year at school (e.g. another school, college, vocation, etc.).

Sample copies of various forms used to collect or record information about
students such as registration forms, application blanks, health forms, grade
report forms, permanent record forms, etc.
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SECTION SEVEN
Faculty, Administrators,
and Non-teaching Personnel
The school’s faculty, administrators and non-teaching personnel
are key to carrying out the program, and ultimately the mission
of the school. Effective hiring and evaluative practices,
professional support and development, as well as adequate
compensation and working conditions are important factors in
creating a positive educational community and an effective
learning environment for the students.
7.1
Consistent with its mission, the school has appropriate practices to insure
nondiscrimination in hiring.
7.2
The school promotes a culture of continued, s ust ained professional
growt h, offering in-service and outside professional development
opportunities to all administrators, faculty, and non-teaching personnel
members, for which there is adequate funding. Staff members are aware
of, and understand, the program.
7.3
The school has a program for the systematic evaluation of all staff
members and staff members are aware of, and understand, the program.
7.4
Salaries and benefits for administrators, faculty, and non-teaching
personnel reflect independent and local school standards. Retirement
provisions and other benefits are understood by the staff members, and
meet all legal requirements.
7.5
There are a sufficient number of administrators, faculty, and non-teaching
personnel to carry out the program of the school, provide for the needs
of the students, and insure the supervision, safety, and health of the
students.
7.6
Staff members successfully carry out the mission via the program of the
school.
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7.7
Faculty and non-teaching personnel assignments are appropriate in terms
of teaching conditions, methods, and total load in both teaching and other
assignments.
7.8
Staff members are qualified by education, training, and experience for the
responsibilities they are assigned.
7.9
The school personnel apply the same high standards of integrity when
they are discussing their own school or other institutions.
review of this section of the self-study. The results of faculty, administrator,
and/or non-teaching personnel surveys are important tools that can be used
when responding to these guiding questions.
1. What measures are in place to ensure fair hiring practices?
2. Refl ect on the appropriateness of the ethnicity and gender of the staff
members in relationship to the student body.
3. How are the conditions of employment, compensation, and benefits outlining
a staff member’s employment determined and conveyed to each staff
member?
4. What are the recruiting, interviewing, and hiring guidelines that have been
developed for the various types of staff?
5. Who is responsible for the recrui t i ng, interviewing, hiring, mentoring,
support, and evaluation of staff members?
6. How do staff members come to know and understand the mission and
culture of the school and their role in carrying out the mission and
supporting the culture?
7. What provisions exist for orientation and mentoring of faculty, with special
considerations for those new to the school and those new to teaching?
8. What provisions exist for orientation and mentoring of non-teaching
personnel?
9. What provisions exist for orientation of administrators new to the school?
What provisions exist for mentoring those new to administration?
10.
What professional development opportunities are afforded faculty?
a. Provide a sample of recent offerings.
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b. How are opportunities communicated to faculty?
c. What is the oversight process of the professi onal development
program?
11.
How do administrat ors distinguish between the need for a learning
specialist for students and the need for further pedagogical training for
faculty who deal with a wide range of student abilities?
12.
How do administrators keep current with developments in their
professional areas, was well as the broader aspects of education?
13.
What training and support is offered to non-teaching personnel for both
immediate and long-term purposes?
14.
How is individual staff performance evaluated? By whom? How often?
Are the various processes believed to be effective?
15.
What is the relationship between professional development of all staff
members and their performance evaluation?
16.
How are staff recognized for their contributions?
17.
What are the provisions and procedures for the termination of
employees?
18.
How is staffing determined, in all positions, so that the program may be
effectively carried out?
20.
How are needs for equipment, facilities, supplies, time, and other
resources determined so that administrators, faculty, and non-teaching
personnel members are able to perform their respective roles effectively?
21.
W hat is the process whereby staff members give suggestions and
feedback?
22.
List areas of concern or changes in staff procedures and policies that are
under consideration.
23.
Analyze the effectiveness of the administrators, faculty, and non-teaching
personnel in carrying out the mission and program of the school.
24.
What are the strengths and challenges regarding all areas of staffing and
what changes, if any, are planned over the next five years?
FOR SCHOOLS WITH BOARDING PROGRAMS
25.
Illustrate ways in which the boarding students and faculty interact.
26.
What are the qualifications and responsibilities of the staff who supervise
boarding students?
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27.
What are the academic responsibilities of the staff supervising boarding
students?
Documents to be provided WITHIN the self-study report
“Staff Ethnicity Data” (See Appendices and Checklists)
“Teaching Staff Data” (See Appendices and Checklists)
Documents to be provided ON SITE, preferably in digital format
Faculty, Administrator and/or non-teaching personnel surveys
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SECTION EIGHT
Parents
The relationship between the parents and the school is an
important factor in the success of each student and the
school in the fulfillment of its mission. At its best the
relationship is mutually supportive and marked by clear,
respectful, and honest communication.
8.1
The school provides channels of communication with parents that are
sufficient and consistent with the purposes and objectives of the school.
8.2 The enrollment agreement between the school and the parents/guardian
and all financial responsibilities are clearly stated in writing.
8.3 The school provides clear expectations regarding parental participation in
the school community.
8.4 The involvement of the parent body in the school community is missionappropriate.
NARRATIVE: Questions 1 through 16 are intended as prompts for a survey of
the school’s parents. As these are suggested prompts, the
school must determine the appropriate questions for its own
purposes at this time in its history. Limiting the length of the
survey will maximize the response rat e. The format of the
questions should be systematic so that all or most all are asking
for a range of answers or might lend themselves to choosing
from a range of options, as opposed to yes/no questions.
The report for this section should summarize and analyze the
responses and indicate the school’s conclusions with regard to
any need for future action or change based on them. The raw
data, or electronic access to the raw data, should be included in
the Supplementary Materials Inventory.
1. What are the most effective ways by which the school communicates with
parents/guardians?
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2. To whom at the school do parents/guardians turn for routine information and
help? How did parents/guardians learn whom to contact? How easy is it to
navigate through the various sources of information?
3. How clear and helpful to parents/guardians are student reports and the
comments included with them?
4. How are regular conferences arranged between parents/guardians and the
teachers and other school staff?
5. Is it easy and comfortable for parents/guardians to arrange a conference at
times other than the regular ones?
6. Does the program of the school meet with your expectations? Are
parents/guardians satisfied with the channels t hat exist for conveying
concerns to the school?
7. How are the school’s expectations regarding the appropriate conduct in the
community of parents/guardians communicated and upheld?
8. What are the ways that parents/guardians support the values and ethics of
the school? How well does the school share and communicate values and
ethics with parents/guardians?
9. What part do parents play in promoting and supporting the school’s culture?
10.
What opport unities has the school provided for parent education
(programs, speakers, etc.) regarding relevant educational, social,
emotional, or physical development issues?
11.
What means has the school used to provide clear and effective
information about the total cost of enrollment-tuition payments and the
way that other charges (e.g. meal plans, books, sports apparel, etc.) are
handled?
12.
Reflecting back to your child’s admission, did the process and any other
information from the school clarify your expectations with regard to (a)
the admissions process itself, (b) the experience the student might have
if he or she were to attend the school, and (c) the financial obligations?
As the parent of a new student, what efforts did the school make to
provide special informati on to you between the time of your child’s
acceptance and the end of the first year of school?
13.
Do you have a written contract with the school covering financial
obligations and understandings? What aspects of the written enrollment
contract were the clearest and most beneficial? Which aspects were the
least clear and beneficial?
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14.
What are the most common means for parents to support the school
(financially, referring potential families, volunteering)? How easy is it to
find and join these efforts?
15.
Describe ways in which the school’s program reflects the school’s mission.
16.
How does the school educate parents about their involvement with their
child’s education that is both age and mission appropriate?
FOR THE SCHOOL
1. If the school has an association of parents, comment on its purpose and
structure (includi ng the use of affinity groups or liaison structure, if
appropriate), who is involved in it, how it funct i ons within the school
community, and what are its current strengths and challenges.
2. How does the school community ensure appropriate parent/guardian
community conduct?
format
Samples of regular parent communication and access to online
communication.
The raw data, or electronic access to the raw data, of any parent
surveys that have been conducted as part of this self-study process.
A copy of, or online access to, the Parent Handbook.
Sample copies of communication from t he parent association (if
applicable) and access to online communication.
Access to the parent association’s by-laws, schedule of meetings, list
of the officers, and class representatives (if applicable).
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SECTION NINE
The School
In Its Community
All school functions within a larger community – from the
neighborhood to the municipality, to the state, country, and
world – in both educational and non-educational capacities.
How a school offers useful contributions to that community,
and takes advantage of its wealth of offerings, inevitably
strengthens the mission and the culture of the school.
9.1
The school interacts with the larger community in ways consonant with
the mission and culture of the school, and these interactions enhance the
larger community.
1. Describe the local community within which the school is located, and analyze
to what extent the community has shaped the mission and culture of the
school and how the location has influenced the school and its offerings (the
latter topic may be covered more extensively in other parts of the self-study
report.)
2. In what ways is the school a “good neighbor” to its surrounding community
and what are the ways that relationship is assessed?
3. If tensions have existed recently between the school and the local
community, describe the circumstances and the steps taken to resolve the
tensions.
4. Describe and analyze efforts the school has made to be a member of the
global community (The topic may be referenced in other sections of the selfstudy report.)
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5. W hat are the interactions, memberships and affiliations of the s chool
community, and individual members thereof with local agencies and
institutions, including educational, government and other not for profits?
6. What are the areas of strength and challenge regarding the school in its
community?
format
!There are no documents needed for this section
Page 57 of 80
SECTION TEN
Internal and
External Communication
Schools will vary widely in the methods, types, and systems
used to communicate with the various constituencies of their
communities as well as in marketing and public relations efforts
and the larger educational world. Communication generally
arises out of the mission of the school, the needs and goals of
its community members, and the complexity of its organization
(boarding, multiple campuses and/or divisions, etc.).
10.1 The school employs methods of communicating with its constituents that
are appropriate to the school’s size, means, culture and mission.
1. What are the internal and external communication needs of the school?
2. What are the means by which the school meets those needs?
3. What role do current and emerging technologies play in both internal and
external communications?
4. What changes have occurred during the past two years in the ways that the
school communicates to its constituents?
5. Illustrate ways that the school’s goals and priorities are communicated to the
various constituencies including students, parents, faculty, administrators,
non-teaching personnel, alums, supporters, local community members, and
the larger educational community.
6. Assess the effectiveness of the various types of internal and external
communication to current and prospective constituency groups of the school.
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format
Provide a cross-section of the various methods of communication
such as,
! newsletters
! websites
! annual report on giving (unless already provided as part of the
development section)
! literary magazines
! head’s communication
! trustee’s communication
! viewbooks
! student announcements
! marketing
! alumni communication, etc.
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SECTION ELEVEN
Conclusion: Process and
Reflection
The conclusion should be viewed as a major synthesis and
reflective statement on the self-study report, and thus include
commentary on the major findings and challenges that have
emerged. Included in this might be areas that the self-study
has revealed as deserving a high degree of attention and areas
that are likely to have slipped underneath the larger goals.
Finally, the school should reflect on areas deserving close
attention in the next five years.
11.1 The school has completed a thorough sel f-evaluation at all levels in
accordance with the procedures outlines by NYSAIS.
1. Summarize how the self-study process was conducted.
2. Provide a synthesis of the major findings about the school that were an
outcome of the self-study process.
format
!There are no additional documents needed for this section
Page 60 of 80
Appendices and
Checklists
Section Two “Governance”
Board Assessment (Sample)
Section Three “School Operations, Finance, and Advancement”
Salary and Benefits Data
Section Four “Admissions and Financial Assistance”
Student Financial Assistance Data
Section Six “Students and Student Services”
Enrollment Data
Student Attrition Data
Section Seven “Faculty, Administrators and Non-teaching
Personnel”
Staff Ethnicity Data
Teaching Staff Data
Safety Checklist
Fire Safety Checklist
General Facility Safety Checklist
Chemical Lab and Storage Safety Checklist
School and Visiting Committee Assessment of the NYSAIS
Criteria for Accreditation
NYSAIS Criteria for Accreditation Rating Sheet
Page 61 of 80
NYSAIS Evaluation and Accreditation
SAMPLE Board Assessment
The following evaluation of fundamental governing body and individual trustee
responsibilities is designed to stimulate thought about how the Board of Trustees should
operate, to assess how the Board might improve its performance, and to assist in the
writing of the Section Two, Governance, of the Self-Study.
For each section, rate the performance of the governing body of the school on the
following scale:
6 = outstanding
5 = very good
4 = satisfactory, for the time being
3 = needs improvement
2 = work has begun, but needs major improvement
1 = topic not yet on board's agenda
Rating
Section One: Mission
The governing body periodically reviews the mission statement and provides for
continuity of the mission in the life of the school.
The governing body assures that the mission is clear and understood by all the
constituencies of the school.
Section Two: Strategic Thinking and Planning
The governing body provides strategic planning for the school.
The strategic plan considers enrollment, staffing, facilities, and financial resources.
Section Three: Fiscal Resources
The governing body ensures that adequate financial resources are available to the
school.
The governing body understands its central role in institutional advancement and
supports these efforts.
Section Four: Fiscal Oversight
The governing body has policies in place to support the creation, review and approval
of an annual operating budget and a capital budget.
The governing board oversees the creation of a multi-year or strategic budgeting
plan.
The governing board ensures an annual professional audit, and appropriate
monitoring of the recommendations of the auditor in the management letter.
Page 62 of 80
The governing body ensures that the school has in place adequate provision for risk
management.
Section Five: Relationship with Head of School and Staff
The governing body provides stability in transitions of school leadership.
The governing body delegates responsibility for the operations of the school to the
head of school and ensures that the head of school receives appropriate support and
evaluation.
The respective roles of the governing body and faculty and staff are clearly defined
and understood.
Section Six: Board Membership
The governing body has an effective process to identify, cultivate, and select new
members.
The governing body has an successful program of new trustee orientation, ongoing
trustee development, board evaluation, and board leadership succession planning.
As appropriate within the school’s mission, the governing body ensures that issues
of diversity, gender, and multiculturalism are considered within its membership.
Section Seven: School Image
The members of the governing board promote a positive image of the school in the
community.
The governance of the school is clearly defined, transparent, and understood by all
constituents.
Section Eight: Board Structures and Operations
The governing body reviews and maintains appropriate by-laws that comply with
legal requirements.
The governing body creates a conflict of interest policy that is reviewed annually
with, and signed by, all individual trustees.
Members of the governing body put aside any special interest when fulfilling their
responsibilities.
The governing body is organized with appropriate and effective committees and task
forces.
The governing body keeps full and accurate records of its meetings, committees, and
policies.
The governing body maintains confidentiality of its discussions but communicates its
policies and decisions as appropriate.
The governing body has established policies and procedures to guide itself and school
leadership in the implementation of NYSAIS Criteria for Accreditation.
Page 63 of 80
This part is a Self-Evaluation to be completed by individual board members.
For each section, rate your performance as a trustee on the following scale:
6 = outstanding
5 = very good
4 = satisfactory, for the time being
3 = needs improvement
2 = my performance needs major improvement
1 = I have not considered this topic yet
I understand and support the school’s mission.
I monitor the progress of the school in its strategic plan.
I assist in the fundraising efforts of the school.
I give to the school commensurate with my financial circumstances.
I read and understand the school’s financial reports.
I support and, as requested, advise the head of school.
I take advantage of opportunities to enhance the school’s public image.
I recommend qualified individuals as possible nominees for the governing body.
I participate in board training and development opportunities.
I read materials in advance of board and committee meetings.
As appropriate I suggest agenda items for committees and the governing board to
consider.
I avoid, in fact and perception, conflicts of interest that might embarrass the school
or its governing body.
I participate in meaningful ways in board meetings.
I respect the confidentiality of the board’s executive sessions.
I willingly volunteer to further the school’s mission.
I complete assignments in a responsible and timely manner.
Page 64 of 80
This part of the evaluation allows additional issues to be raised and comments on the
performance of the board.
What do you perceive to be the principle strengths of the school?
On what issues should the governing body concentrate in the next year?
What are the key strengths of this governing board?
In what areas could the governing body improve its performance?
In what areas do you feel you are most effective as a trustee?
In what areas do you feel least effective?
Do you find your work as a trustee satisfying? In what ways?
Page 65 of 80
Salary and Benefits Data
Section Three “School Operations, Finance, and Advancement”
This chart is to be completed and sent to the Chair of the visiting Committee at least six weeks
before the visit of the committee. For the salary portion, consider as teachers all those who spend more
than 50% of their time on teaching and non-administrative duties. Consider as administrators those
who spend more than 50% of their time on administrative duties. Report cash salaries only. This is
the same information as that reported on the NAIS Stats-on-Line survey.
Salaries
Low
High
Median
Mean
FT Teachers
current year
5 years ago
FT Administrators
current year
5 years ago
FT Non-Teaching Staff
current year
5 years ago
Benefits
Indicate if a particular benefit is offered and at what level (e.g. 100%, 80%, etc. or your dollar limit)
Full Time
Part Time
Admin
Head
INSURANCE
Health
Medical
Dental
Prepaid
Other
Life
Long Term Disability
Accident
Liability
Page 66 of 80
Other
HOUSING
House or Apartment
Provided
Housing Allowance
Utilities
Telephone
Maintenance
Equity Loss Compensation
RETIREMENT
TIAA-CREF
School’s Percent
Other Plan
School’s Percent
EDUCATION
Child tuition remission
Employee educational
expenses
AUTOMOBILE
School provided
Allowance
MISCELLANEOUS
Expense allowance
Entertainment allowance
Professional dues
Sabbatical
Leave
Other
On
average,
cash
value
of
benefits equals what per cent of
salary?
Page 67 of 80
Student Financial Assistance Data
Section Four “Admissions and Financial Assistance”
Complete this chart regarding financial assistance and tuition remission data using information for the most recently
completed school year. Financial assistance should include any kind of financial assistance, other than tuition remission.
Tuition remission denotes the reduction in tuition provided as a matter of policy to children of school employees.
Enrollment
Year
Boys
Girls
Boarding
Day
TOTAL
Boys
Girls
$ Amount
Tuition Remission
Boys
Girls
Early
Childhood
Grades
1-5
Grades
6-8
Grades
9-12
TOTAL
Page 68 of 80
$ Amount
NYSAIS Evaluation and
Accreditation
Enrollment Data
Section Six “Students and Student Services”
This
year
Last
year
2 years
ago
3 years
ago
4 years
ago
Boys
Girls
TOTAL
Day
Boarding
African-American
Latino/Hispanic American
Asian American
Middle Eastern American
Multi-racial American
Caucasian American
International
Other
ESL Boys
ESL Girls
*Financial Assistance Boys
*Financial Assistance Girls
Tuition Remission Boys
Tuition Remission Girls
* Numbers receiving financial assistance in any form from the school
Page 69 of 80
Accreditation
Student Attrition Data
Section Six “Students and Student
Services”
Directions: Please complete this data sheet using information from the most recent
terminating class.
4 years
ago
3 years
ago
2 years
ago
Number in class at the start of the school year
Number added during the year
Number who withdrew voluntarily
Number who were required to withdraw
Number who were promoted to next class
Number who successfully completed the program
Page 70 of 80
Last
year
Accreditation
Staff Ethnicity Data
Section Seven
“Faculty, Administrators and Non-teaching
Personnel”
Please provide ethnicity information for all staff by completing a chart for each
category of staff.
This year
Last year
2 years
ago
3 years
ago
4 years
ago
African American
Asian American
Latino/Hispanic
American
Native American
Middle Eastern
American
Multiracial American
Caucasian American
Other
Page 71 of 80
Teaching Staff Data
Section Seven
"Faculty, Administrators, and Non-teaching Personnel”
Chart the changes in faculty numbers in each of the last five school years. Count parttime positions in any category as one-half. Comment as appropriate on any changes or
trends reflected in the tabular information.
Additions
This
year
Last
year
2 years
ago
3 years
ago
4 years
ago
This
year
Last
year
2 years
ago
3 years
ago
4 years
ago
Replacements
New positions due to increased
enrollment
New positions due to new programs
Other
TOTAL
Attritions
Resignations
Leaves of absence
Retirement
Position eliminated
Termination
Other
TOTAL
Please provide the number of successful faculty applications from the following sources:
Source
Number of faculty
Teacher placement agencies
College placement offices
Unsolicited applications
Applications encouraged by the school’s knowledge of the candidate
Internet
Advertisements
Page 72 of 80
Complete this section by showing the total faculty and distribution of the faculty by age,
years of total teaching experience, and years of teaching at this school, including the
current year.
Total teaching staff
Full time
Part time
Number of women
Number of men
Age
<25
25-35
36-45
46-55
56-60
>60
TOTAL
Number of women
Number of men
Distribution of teaching staff by years of total teaching experience, including the
current year
Experience
(years)
1-3
4-6
7-10
11-15
16-20
>20
TOTAL
Number of women
Number of men
Distribution of teaching staff by years of teaching at this school, including the
current year
Years at school
1-3
4-6
7-10
11-15
16-20
>20
TOTAL
Number of women
Number of men
Page 73 of 80
Accreditation
Fire Safety Checklist
NOTE: This checklist is meant to serv e as a guide for best practices as well as in preparing for the on-site
rev iew. It is not meant to replace either local or state rules and regulations which might be applicable
in this area.
Category
Response
Comments
Is the alarm bell functioning properly in all areas?
Is the alarm bell audible in all areas?
Is the alarm bell flashing a light for the hard of hearing or deaf?
Is the alarm bell turned off when the building is fully evacuated?
Is evacuation in a calm, orderly, quiet fashion for both adults
and students?
Are all adults engaged in the p ro cess and aware that in the
event of an emergency, they may have to take on additional
responsibilities?
Is there a staff fire duty assignment list?
Do staff and students have knowledge of exit routes, including
if a means of egress is blocked?
Are there bottlenecks in exiting the building?
What is the sweeping procedure?
What is t h e procedure for accounting for all students and
personnel after the facility is evacuated?
If adults are out of hearing range of each other, what is the
communication procedure?
Fire extinguisher inspections–double check with t he business
manager if inspect io ns seem outdated because frequently
in s p e ction has been done, but the fire department has not
updated the certificates.
Are fire doors equipped with cra s h bars and not propped or
obstructed?
Is there clear signage for exits? For extinguishers?
Is the re co rd of fire drills kept current? How is the sprinkler
system inspected and are records kept? Are the fire pull stations
tested on a regular basis, and who does this testing and are
records kept?
Page 74 of 80
Accreditation
General Facility Safety Checklist
NOTE: This checklist is meant to serve as a guide and is not meant to replace either local or state rules
and regulations which might be applicable in this area.
Category
Response
Comments
Are cleaning chemicals and other materials (e.g. wall
paint) stored safely, with flammables stored separately
and inaccessible to students?
Are students wearing goggles when they are using
power tools or when others in close proximity are
using power tools?
Does the gym or recreation area have safety paddings
and nets?
Are locker rooms sanitary?
If the school has a swimming pool or weight/exercise
room, is the area secure when no adult is present?
Are first aid kits easily accessible to every classroom
(can be as simple as a zip lock bag holding bandaids,
antiseptic wipes, gloves, alcohol pads, disposable
towels, and an extra plastic bag)?
Are hallways and stairwells free from clutter, including
book bags, books, musical instruments, coats, sports
equipment, laptop computers, etc?
Page 75 of 80
Accreditation
Chemical Lab Safety Checklist
NOTE: This checklist is m eant to serve as a guide and is not m eant to replace either local or state rules and regulations
w hich m ight be applicable in this area.
Category
Response
Comments
Are students wearing goggles in science lab when they are
handling chemicals or in close proximity to others handling
chemicals?
Are aprons or smocks worn when using or handling corrosive
chemicals?
Whenever heat sources or open flames are used, is long hair tied
back, and is loose clothing tucked in?
Are the gas shut-off valves functioning properly?
Is there a fire blanket?
Is there an emergency eye and skin wash station?
Are there acid and base spill clean-up kits?
Are there procedures in place to make sure that chemicals never
touch the mouth and that liquids are not pipetted by mouth?
Are there procedures in place to make sure that acids are diluted
by adding to acid to water and not water to acid?
Are students familiar with all safety rules and are they posted?
General Chemical Storage Guidelines
MSDSs (Material Safety Data Sheets) for all chemicals in the lab should be kept
alphabetically in an easily accessible file that is not stored with the chemicals
themselves. MSDSs contain all the necessary safety data for the chemical in
question and can be readily accessed if the need arises. In addition, many fire
departments request access to the MSDSs in the event of a fire so that they know
with what they are dealing.
All flammable chemicals should be kept in a special, locked cabinet designed for
flammable material. The flammability of a chemical is shown on the label and it
is a good practice to store all chemicals with a flammability index of 3 or greater
in such a cabinet.
Certain metals are highly reactive and should be stored in a special locked
cabinet away from other chemicals. Such metals include those that are
inherently reactive, such as sodium, or are reactive because of their finely divided
physical state, such as aluminum dust.
Concentrated acids and bases should never be stored together (their interaction
can generate a great deal of heat). Since concentrated acids are far more
common in a chemistry lab, they are stored separately in a special cabinet
designed for highly corrosive materials.
All other chemicals can be stored on regular shelves, preferably in alphabetical
order for easier location of chemicals.
Chemicals should be kept in a locked room to which students do not have access.
Page 76 of 80
School and Visiting Committee Assessment of the
NYSAIS Criteria for Accreditation 2010
NYSAIS Criteria for Accreditation Rating Sheet
A school is evaluated in terms of its own purposes and objectives as well as the following criteria. First the school, and later the visiting committee, will assign
ratings to each of the membership criteria in accord with the following schedule:
6 = criterion fully and completely met
5 = criterion substantially met
4 = criterion generally met
3 = criterion generally not met
2 = criterion not met in significant respects
1 = criterion not met in any respect
n/a = criterion not applicable
Any rating of 3 or lower by the school should be accompanied by an explanation. The visiting committee may request an explanation when its ratings differ
significantly from those of the school.
CRITERION
NUMBER
SCHOOL
RATING
CATEGORY AND CRITERION
SECTION 1: MISSION AND CULTURE
Mission
The mission statement is clearly articulated and understood by all constituencies of the school community.
1.1
1.2
The mission statement is reviewed at minimum every five years.
1.3
The mission statement informs all decisions and programs.
Culture
The school’s culture is a reflection of its intended values and fosters mutual respect among all constituencies.
1.4
Equity and
Justice
In keeping with its mission and culture, the school promotes an equitable, just, and inclusive community.
1.5
SECTION 2: GOVERNANCE
2.1
The governance of the school is clearly defined, transparent, and understood by all constituents.
2.2
The governing body provides for the continuity of mission.
2.3
The governing body provides stability in transitions of leadership for itself and its head of school.
2.4
The governing body provides strategic planning for the school.
2.5
The governing body ensures that adequate financial resources are provided for the school.
2.6
The governing body has appropriate policies to support the creation, review and approval of an annual operating
and capital budget as well as a multi-year financial plan.
2.7
The governing body ensures appropriate administrative follow up as a result of an outside, annual professional
audit and the corresponding management letter.
2.8
The governing body ensures that the school has in place adequate provision for risk assessment and
management including the transfer of risk through appropriate insurance coverage.
2.9
The governing body understands its central role in institutional advancement and actively supports these efforts.
2.10
The governing body delegates responsibility for the operations of the school to the head of school and ensures
that the head of school receives appropriate support, evaluation, and compensation.
2.11
The governing body reviews and maintains appropriate by-laws that conform to legal requirements while
assuring that the school and governing body operate in compliance with applicable laws and regulations.
2.12
The governing body creates a conflict of interest policy that is reviewed annually with, and signed by, individual
trustees.
2.13
The governing body keeps full and accurate records of its meetings, committees, and policies and widely
communicates its decisions.
2.14
The governing body is responsible for establishing school policies and the administration is responsible for
establishing administrative practices.
2.15
Members of the governing body put aside any special interest when fulfilling their responsibilities.
2.16
The governing body avoids sharing negative perceptions with non-trustees and ensures the confidentiality of
all conversations that are conducted by the governing body and its committees.
2.17
The governing body participates in an effective program of board development that includes annual new trustee
orientation, ongoing trustee education, evaluation and self-evaluation, and board leadership succession
planning.
2.18
When appropriate within its mission, the governing body ensures that issues of gender, diversity, and
multiculturalism are appropriately considered in policymaking and governing body membership.
Page 77 of 80
VISITING
COMMITTEE
RATING
2.19
The governing body operates effectively and has developed policies and procedures to guide the governing body
and the school leadership in the implementation of the NYSAIS Criteria for Accreditation.
SECTION 3: SCHOOL OPERATIONS, FINANCE, AND ADVANCEMENT
Admin
The administration understands and promotes the mission, standards, and policies of the school, and provides
leadership as these evolve and when they are evaluated.
3.1
3.2
The business officer works strategically with the head of school and the governing body to ensure the
development and implementation of appropriate policies for the long-term management of the school.
3.3
The business officer provides important assistance to the head of school in administering the school and to the
governing body in meeting its fiduciary responsibilities.
3.4
The administration manages the school’s resources in a prudent manner, consistent with the mission,
safeguarding the value of those assets for the use of future generations of students by establishing appropriate
financial controls and procedures.
3.5
The administration ensures that the human resource policies and practices are clearly articulated, consistently
applied, and conform to legal requirements.
3.6
The administration participates in ongoing professional development that might include participation in local,
regional, and national associations that offer personal support and professional assistance and development.
Finance
To protect the school’s financial resources, the administration and board employ sound financial planning and
management practices and procedures, including the development of an annual operating and capital budget,
multi-year budget projections, appropriate governing body oversight, and an annual audit.
3.7
3.8
There is appropriate administrative follow up as a result of the annual audit of all financial records and its
corresponding management letter.
3.9
The school has appropriate procedures and personnel in place for accounting for all assets and liabilities in
accordance with GAAP, including management of accounts receivable.
Financial
Assistance
The school adheres to non-discriminatory practices in the administration of its financial assistance policies.
3.10
3.11
The school provides guidance to students and families on its financial assistance process and options.
3.12
The school enacts documented procedures that ensure a fair, consistent, and equitable assessment of each
family’s ability to contribute toward educational expenses while safeguarding the confidentiality of financial
assistance applications, records, and decisions.
D e v e lo p m e n t/
A d v a n ce m e n t
The school has a clear picture of its long and short-term development needs and the organization, resources,
and staffing to carry out its efforts.
3.13
Physical
Plant
The physical facilities and equipment are adequately maintained, and a plan is in place for their long-term
protection and renewal.
3.14
3.15
If the school has an early childhood program, all instructional and play spaces, as well as supporting resources
(e.g. lavatories, eating areas) are adequate and maintained to meet the needs of the children in this program.
Records
The school maintains complete and accurate records for every aspect of the school including financial, students,
personnel, legal, corporate, health and safety, etc.
3.16
3.17
The school has policies and procedures that govern the retention, maintenance, and use of past personnel,
financial, corporate, and student records, including print and digital records, and such records are protected
against catastrophic loss.
3.18
All records are current and maintained in a secure fashion.
Safety
3.19
Materials, routines, and procedures (on and off campus) and the physical plant are so organized as to promote
a safe environment for all members of the school community.
Attach comments
SECTION 4: ADMISSIONS AND FINANCIAL ASSISTANCE
4.1
Consistent with the stated mission of the school, the admission process operates under a clear set of practices
for gathering, disseminating, and maintaining prospective student information, and respects the confidentiality
of students, families, and documents in the admission process. Schools will ensure that the admission process
and/or transcripts have provided sufficient documentation of an appropriate match before offering admission
to a student.
4.2
The school has in place policies and procedures to insure nondiscrimination in recruitment and enrollment.
4.3
The school maintains an admission process that respects the needs of students and families to learn about school
programs and activities, by communicating before an enrollment commitment is required, in user-friendly
formats: clear information, dates, and timeframes for all aspects of the admission process, including total cost
of attending the school and other financial expectations as well as expectations around financial aid applications
and acceptance of an enrollment offer.
4.4
The school determines eligibility for admission based on the merits of the application and then determines how
to allocate financial aid resources to meet student needs and fulfill the mission of the school.
4.5
Throughout the admission process, school representatives apply the same high standards of integrity whether
talking about their own school or other institutions.
4.6
School representatives ensure that all recruitment arrangements support the best interests of the student and
do not result in a conflict of interest on the part of the school, individual, or firms representing the school.
Page 78 of 80
4.7
The numbers of the total school population, of grade and administrative groupings, and of instructional classes
are appropriate to the stated mission of the school.
4.8
The admissions staff participates in ongoing professional development that might include participation in local,
regional, and national associations that offer personal support and professional assistance and development.
SECTION 5: EDUCATIONAL PROGRAM
5.1
The formal educational program is consistent with the mission and culture of the school.
5.2
The school demonstrates that its educational programs and practices are informed by relevant, well-documented
research regarding how students learn and the knowledge and capacities they will need to lead purposeful and
constructive lives and these programs and practices are regularly reviewed and articulated.
5.3
The educational program is periodically evaluated by the members of the faculty, and, where appropriate, by
other members of the school community, and the results of the evaluation contribute to the analysis and
modification of the school’s educational program.
5.4
The performance of individual students is regularly assessed by developmentally appropriate measures
consistent with the school’s mission and meaningful to those who have a legitimate interest in that performance
(viz., students, faculty, parents, admissions officers, evaluators) and effectively communicated to those
constituencies.
5.5
The school provides evidence of a thoughtful process, respectful of its mission, for using the collective results
of student assessment to analyze and modify its educational program.
5.6
The school has in place a procedure for follow-up on the success of its graduates, and uses that information to
assess and modify its educational program.
5.7
All school programs demonstrate consideration for the appropriate intellectual, social, physical, aesthetic, and
emotional development of students in all aspects of school and student life.
5.8
The issues of equity and justice and anti-bias are addressed in the educational program, the library holdings and
other resources to support the program.
5.9
If the school has an early childhood program, all instructional and play spaces, as well as supporting resources
(e.g. lavatories, eating areas) are adequate and maintained to meet the needs of the children in this program.
(This criteria also appears in Section Three, Business Operations and needs to be addressed in this section from
a program viewpoint)
5.10
Instructional materials, equipment, and student work/learning spaces are of sufficient quality, quantity, and
variety to provide effective support to the goals and methods of the program.
5.11
The various resource, learning, and support centers are organized, supplied, and staffed to provide for the
program of the school and the needs of the students and the faculty.
5.12
Resources, including digital technology, are used appropriately to support the educational program of the school
and are assessed regularly for effectiveness.
SECTION 6: STUDENTS AND STUDENT SERVICES
Students
The composition of the student body is consistent with the mission of the school.
6.1
Student
Services
Where appropriate, the school has established a program for orienting and mentoring students new to the
school.
6.2
6.3
The guidance, counseling, and learning services/support programs of the school meet the needs of the students
and are consistent with the educational program and the stated mission of the school.
6.4
The school recognizes the right of currently enrolled students and families to consider other educational options,
and if a transfer is initiated by the family, the school provides appropriate follow up and documentation in a
timely manner.
6.5
The school makes provisions for the nutritional needs of its students.
6.6
The program for health care is adequate to meet the needs of the student body and includes the prevention and
care of illness and injury.
6.7
If applicable, the school has a program of auxiliary or off-campus activities that is appropriate to the mission
of the school and carefully planned and supervised.
6.8
The purpose of the extracurricular activities and the breadth, supervision, and resources allocated to student
extracurricular activities are in keeping with the mission of the school.
Boarding
Program
The school has an intentional boarding program that is a unified part of the total life of the school for both
boarding and day students.
6.9
6.10
Students are supported in developing respectful, cooperative and meaningful relationships with those with whom
they live–their fellow students, and the adults and families who care for them.
6.11
The evening, weekend and, if appropriate, vacation offerings are intentional and meet the needs of the students.
SECTION 7: FACULTY, ADMINISTRATION AND NON-TEACHING PERSONNEL
7.1
Consistent with its mission, the school has appropriate practices to insure nondiscrimination in hiring.
7.2
The school promotes a culture of continued, sustained professional growth, offering in-service and outside
professional development opportunities to all administrators, faculty, and non-teaching personnel members, for
which there is adequate funding. Staff members are aware of, and understand, the program.
7.3
The school has a program for the systematic evaluation of all staff members and staff members are aware of,
and understand, the program.
Page 79 of 80
7.4
Salaries and benefits for administrators, faculty, and non-teaching personnel members reflect independent and
local school standards. Retirement provisions and other benefits are understood by the staff members, and meet
all legal requirements.
7.5
There are a sufficient number of administrators, faculty, and non-teaching personnel members to carry out the
program of the school, provide for the needs of the students, and insure the supervision, safety, and health of
the students.
7.6
Staff members successfully carry out the mission via the program of the school.
7.7
Faculty and non-teaching personnel assignments are appropriate in terms of teaching conditions, methods, and
total load in both teaching and other assignments.
7.8
Staff members are qualified by education, training, and experience for the responsibilities they are assigned.
7.9
The school personnel apply the same high standards of integrity when they are discussing their own school or
other institutions.
SECTION 8: PARENTS
8.1
The school provides channels of communication with parents that are sufficient and consistent with the purposes
and objectives of the school.
8.2
The enrollment agreement between the school and the parents/guardian and all financial responsibilities are
clearly stated in writing.
8.3
The school provides clear expectations regarding parental participation in the school community.
8.4
The involvement of the parent body in the school community is mission-appropriate.
9.1
The school interacts with the larger community in ways consonant with the mission and culture of the school,
and these interactions enhance the larger community.
SECTION 9: THE SCHOOL IN ITS COMMUNITY
SECTION 10: INTERNAL AND EXTERNAL COMMUNICATION
10.1
The school employs methods of communicating with its community members that are appropriate to the school’s
size, means, culture and mission.
SECTION 11: CONCLUSION-PROCESS AND REFLECTION
11.1
The school has completed a thorough self-evaluation at all levels in accordance with the procedures outlined by
NYSAIS.
NEW YORK STATE AND LOCAL LAW, RULES, AND REGULATIONS
(Use YES, NO, or N/A. If a response is NO or N/A, the school should provide an explanation)
12.1
The school provides a program of instruction substantially equivalent to that afforded in the local public schools.
12.2
Courses are offered in mandated subjects.
12.3
The school day and year are substantially equivalent to those in public schools.
12.4
School vehicles are in compliance with transportation laws.
12.5
The school observes local and state health regulations as they pertain to service personnel and facilities.
Records are on file.
12.6
The most recent fire inspection report gives evidence that the school is free from fire code violations.
12.7
The school complies with emergency drill requirements.
12.8
Appropriate attendance records are kept and are on file.
12.9
If the school has a secondary program, the school is registered by the State Education Department.
12.10
If the school has an early childhood program, it complies with all applicable local and state requirements and
regulations, including licensing and training of staff.
12.11
Requirements for pupil immunization have been met and records are available.
12.12
When required by ordinance, a certificate of occupancy is on file.
12.13
The school endorses the Statement of Regents Goals for Elementary and Secondary School students.
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