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At the heart of the Middle States Association’s peer administered accreditation process are the thousands of volunteers who serve as visiting team members and chairs, as well as those serving as special visitors, advisory committee members and members of the Commissions. These professionals selflessly perform tasks that maintain the rigor and ensure the consistency of the accreditation process for the hundreds of visits conducted each year. Without the efforts of our volunteers, MSA would not be able to provide the peer review process central to accreditation - and the school improvement that it supports - to our thousands of members in more than 85 countries.

Serving on a visiting team remains the best way to learn about the accreditation process and provides first-hand experience for organizing a visit for your school. It provides an insider’s perspective and offers insights on how a school’s preparations can facilitate the visiting teams’ experience and guarantee an efficient and successful visit for your school. Nollaig Mac an Bhaird, Head Of School, Verdala International School, said, “I know personally that there is no better way to get to understand the process than to be a part of it.”

Although serving as a volunteer is hard work, it also is a tremendous professional development experience. I served as an MSA volunteer team member, team chair and advisory committee member for almost 10 years, and count those experiences among the best professional development opportunities. Volunteering is also a cost-effective means of providing quality professional development for teachers, aspiring administrators and current

administrative staff.

According to Peggy Rohrs Dorta, American School of Milan, “Working on teams and as a chair actually has become one of the best professional development situations I’ve had in years.”

If you have never been an MSA volunteer, or haven’t served recently, visit our website and see what you have been missing. Team member and chair training opportunities also are regularly scheduled at our Philadelphia offices, increasingly offered on-line, and are presented at regional locations throughout the year.

Serving as a MSA-CESS volunteer is a career enhancing, life-changing experience that supports the mission of the Middle States Association to support continuous school improvement and to help ensure that every child in every nation receives a quality education.;

Message from the President, Henry G. Cram Ed.D.

MSA Salutes Volunteers

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Trying to think of a new way to write about the benefits of participating in a peer review visit, I was looking for inspiration. Digging deep into my teaching background, I remembered using word clouds to inspire my young writers and telling those reluctant skeptics, “a picture is worth a thousand words.” So there I was copying the feedback I received from volunteers over the past year, pasting it into the word cloud, pushing the “Create” button and out came all the things I have been telling volunteers for years, not in my words, but in the words of the volunteers themselves and saying it better than I ever could.

Serving on a Peer Review Team is a great experience. All of us at MSA are aware that in today’s world, educators don’t have enough time in each day for all their professional responsibilities. Add to that personal and family obligations and many educators are very reluctant to commit to even one more thing. For those who have never served before, the task may seem even more daunting. That’s certainly how Christine McLean from St. Leo the Great School in Lancaster, PA, felt before going on her first visit, but I’ll let her tell you, in her own words, how her feelings changed after participating:

My experience was far better than expected. It takes a lot for me to leave my classroom of 26 nine-year olds. My team members were generous and collaborative to the amateur on the team: Me…This was the BEST professional development I have ever engaged in during my 10 years of teaching.

Based on the feedback we have received from volunteers over the years, Christine is echoing what the majority of our peer reviewers tell us: participation is worthwhile; the experience is one that builds collegiality and collaboration; and team members rate the professional development aspects of the visit among the best of their experience.

Participating in Peer Review is the added value of the accreditation process. School administrators who have participated in the Middle States process are keenly aware of the benefits of active engagement in the self-study process and the dynamic educational improvements that result. However, often there is less awareness of the benefits of sending staff to serve on visiting teams. At MSA, we appreciate the sacrifice of time and talent involved in releasing a staff member for 3 ½ days and providing coverage for that person. At first glance, it would seem that the sending school incurs all the cost without any benefit. However, Ed Dever, a professional educator with a high school background, has a different perspective after his recent participation on an elementary school visit:

Thank you for the gift of experience as a part of that great team. It was, for me, a wonderful learning experience....you know my 40 years in education were all in a different world. Middle State (is) an environment in which pedagogical dialogues are just truly rewarding for both sides of the evaluation.....

The ability of Middle States teams to bring together a variety of educators from a wide

By Irene Raatzs, Manager of Peer Review Systems, MSA-CESS

(continued on page 8)

They Say a Picture is Worth a Thousand Words...

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St. Andrew’s Principal Nancy Matteo

“Bubbles Over” with Enthusiasm for Middle States

“Hi! How are you? I’m ready for anything,” gushes Nancy Matteo as she picks up the telephone for an interview about her experience as a volunteer visiting team member and chair for the Commission on Elementary Schools.

Within minutes she is bubbling with enthusiasm as she discusses her role and responsibilities as principal of Saint Andrew’s Catholic School in Newtown, PA, her recent selection as a 2012 National Catholic Education Association (NCEA) Distinguished Principal and her nomination by NCEA as one of four principals selected to compete at the national level with both public and parochial principals.

Mrs. Matteo, a long time volunteer and team chair for the Commission on Elementary Schools, is an ardent supporter of Middle States Accreditation and the value of volunteering.

“I love going on Middle States visits,” enthuses Mrs. Matteo. “I wish I could go twice a year, but my staff misses me. I think volunteering is the best professional development, bar none. I’ve been doing this for years and have met the most fascinating people and visited wonderful schools.”

Mrs. Matteo acknowledges that the three-day visits are intensive for both the volunteer team and the school, but the benefits are immeasurable. “Once you allay any fears and confirm that you are there to validate and not judge the school, everyone relaxes and begins to enjoy the visit.”

And, according to Mrs. Matteo, “Volunteers learn so much about the schools in a short period of time. I come back with all of these ideas - we need to do this

or we need to do that.” Those observations range from major changes to simple steps to improve classroom efficiency.

Mrs. Matteo cites one visit when, while observing a classroom, noticed that backpacks were left on the floor near desks, which created some chaos when the students had to switch classes. “It’s something that would happen at our school, and it prompted me to suggest that students keep their backpacks in their lockers and just carry the books they needed. It’s something I never would have noticed in a hundred years in my own school.”

In addition to chairing a team visit each year, Mrs. Matteo keeps her volunteer skills sharp with bi-annual accreditation meetings with the staff of Holy Ghost Preparatory School, Bensalem, PA, where she draws on her Middle States experience to offer insight and perspective about “where they’ve been, where they are and where they’re going. “

Mrs. Matteo speaks from experience as a volunteer and as the principal of an accredited school, when she says, “Middle States accreditation is

(continued on page 7)

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Spring 2012 Accreditation ActionsAt their Spring 2012 meetings, the Middle States Commissions on Elementary and Secondary Schools took the following actions:

Actions Taken by the Commission on Elementary Schools

Accreditation - Seven YearsAll Saints Catholic School, Cresson, PAAssumption School, Pittsburgh, PABertha C. Boschulte, St. Thomas, VIChrist the Divine Teacher Catholic

Academy, Pittsburgh, PAColegio Sagrado Corazon de Jesus, Rio

Piedras, PR*Corpus Christi School, Chambersburg, PADivine Mercy Academy, Beaver Falls, PADivine Mercy Catholic Academy, Ozone

Park, NYGood Shepherd School, Perryville, MDHoly Trinity School, McKees Rocks, PAInternational School of Ahafo, GhanaIronbound Catholic Academy, Newark, NJMadonna Catholic Regional School,

Monongahela, PAOur Lady of Fatima School, Aliquippa, PAOur Lady of Guadalupe Academy,

Elizabeth, NJOur Lady of Mercy Academy, Park Ridge,

NJOur Lady of the Hamptons Regional

Catholic School, Southampton, NYOur Lady of the Lake School, Verona, NJPotomac Lighthouse Public Charter

School, Washington, DCReid Temple Christian Academy, Inc.,

Glenn Dale, MDSacred Heart Elementary School,

Pittsburgh, PASaint Amelia School, Tonawanda, NYSaint Athanasius School, Brooklyn, NYSaint Basil the Great School, Kimberton,

PASaint Bede School, Pittsburgh, PASaint Catherine of Siena School, Reading,

PASaint Dominic School, Brick, NJSaint Helena School, Philadelphia, PASaint John the Apostle School, Clark, NJSaint Joseph Academy, Bogota, NJSaint Joseph Regional Elementary School,

Hammonton, NJSaint Joseph School, Oradell, NJSaint Margaret of Scotland School,

Pittsburgh, PASaint Margaret School, Reading, PASaint Mary School, Glenshaw, PA

Saint Mary’s Elementary School, Manhasset, NY

Saint Matthew School, Tyrone, PASaint Mel School, Flushing, NYSaint Patrick School, Canonsburg, PASaint Paul Interparochial School, Ramsey,

NJSaint Rosalia Elementary Academy,

Pittsburgh, PASaint Stephen-Saint Edward School,

Warwick, NYSaint Sylvester School, Pittsburgh, PASaint Teresa of Avila Elementary School,

Pittsburgh, PASaint Teresa Regional School, Runnemede,

NJThe Laboratory Charter School of

Communication and Languages, Bala Cynwyd, PA*

The Queen City Academy Charter School, Plainfield, NJ

Waldron Mercy Academy, Merion Station, PA

Washington Middle School for Girls, Washington, DC

Wyoming Area Catholic School, Exeter, PAYeshiva Har Torah, Bellerose, NY

Accreditation - Five YearsBryant Woods Montessori Children’s

House, Columbia, MD

Accreditation-Removal of Stipulations

Faith Christian Academy, Poughkeepsie, NY

Saint Theresa School, Hellertown, PA

Accreditation - Removal of Probation

Saint Francis Xavier School, Philadelphia, PA

Actions Taken by the Commission on Secondary Schools

Accreditation - Ten YearsMarymount International School, England

Accreditation - Seven YearsAaron Academy, New York, NYAcademy Of Mount St Ursula, Bronx, NYArchbishop Stepinac High School, White

Plains, NY Carlos Rosario International Public Charter

School, Washington, DCCarson Long Military Academy, New

Bloomfield, PA*Catonsville High School, Baltimore, MD Cecil County School of Technology, North

East, MDCentral High School, Capitol Heights, MD Century High School, Sykesville, MDCharlotte Amalie High School, Saint

Thomas, VI*Christ the King Regional High School,

Middle Village, NYClarkstown High School South, West

Nyack, NYCrossland High School, Temple Hills, MDDunmore High School, Dunmore, PA East Orange Campus High School, East

Orange, NJElmont Memorial High School, Elmont, NYH. Frank Carey High School, Franklin

Square, NYHazleton Area High School, Hazleton, PAInstitute of Notre Dame, Baltimore, MDKensington Culinary Arts, Philadelphia, PAMaurice J. McDonough High School,

Pomfret, MD Millville Memorial High School, Millville,

NJNorth Carroll High School, Hampstead,

MDNorth Plainfield High School, North

Plainfield, NJNotre Dame Preparatory School, Towson,

MDOur Lady of Lourdes, Poughkeepsie, NY Performing Arts Academy (The) /

Lakehurst Center, Lakehurst, NJPocono Mountain East High School,

Swiftwater, PARancocas Valley Regional High School,

Mount Holly, NJRoselle Catholic High School, Roselle, NJSaint Dominic High School, Oyster Bay, NYSaint Mary’s Ryken High School,

Leonardtown, MDSEED Public Charter School, Washington,

DCSeton Hall Preparatory School, West

Orange, NJThomas McKean High School, Wilmington,

DEUpper Merion Area High School, King of

Prussia, PAVenango Catholic High School, Oil City, PAWest Mifflin Area High School, West

Mifflin, PAWestminster High School, Westminster,

MDWhitehall High School, Whitehall, PA

Accreditation - Ten YearsHazleton Area Career Center Hazleton,

PA*

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Spring 2012 Accreditation Actions (cont.)Accreditation - Remainder Term

Academy of St Elizabeth, Convent Station, NJ

Immaculata High School, Somerville, NJLacey Township High School, Lanoka

Harbor, NJNew Rochelle High School, New Rochelle,

NY* The Stony Brook School, Stony Brook, NY

Accreditation – Removal of Stipulations

La Salle Academy, New York, NYLehigh Valley Christian High School,

Catasauqua, PAMonsignor Mc Clancy High School, East

Elmhurst, NYTrinity High School, Camp Hill, PA

Probationary Accreditation Lawrenceville High School, Lawrenceville,

NJSterling High School, Somerdale, NJ

Removal of AccreditationDwight Morrow High School, Englewood,

NJ

Actions Taken by the Commissions on Elementary and

Secondary Schools

Accreditation – Ten YearsAmerican School of the Hague,

NetherlandsBonneville School, San Juan, PREpiscopal Academy, Newtown Square, PAKent Place School, Summit, NJMoravian Academy, Bethlehem, PAStaten Island Academy, Staten Island, NY

Accreditation - Seven YearsAcademy of the Holy Names, Albany, NYAmerican International School of

Antananarivo, MadagascarAmerican International School of Bamako,

MaliAmerican International School of Lagos,

NigeriaArlington Baptist School, Baltimore, MDAtlantic Christian School, Egg Harbor

Township, NJColegio Maria Auxiliadora, Carolina, PR*Colegio Nuestra Senora de Lourdes, Rio

Piedras, PRCountry Day School of the Sacred Heart,

Bryn Mawr, PAInspiration Christian Academy, Cabo Rojo,

PRInternational School of Athens, Greece*

International School of Islamabad, Pakistan

International School of Trieste (The), ItalyMaryland School for the Deaf, Frederick,

MDQatar Leadership Academy, QatarSaint Croix Country Day School, Kingshill,

VISalisbury School (The), Salisbury, MDWalton Central School District, Walton, NY Dr. George F. Mack Middle School O’Neill High School Townsend Elementary SchoolWorcester County Public School System,

Newark, MD Berlin Intermediate School Buckingham Elementary School Ocean City Elementary School Showell Elementary School Stephen Decatur Middle School Stephen Decature High School

Accreditation - Six YearsHuntington Learning Center BI0, Bel Air,

MDHuntington Learning Center BI1,

Nottingham, MDHuntington Learning Center GR1,

Catonsville, MDHuntington Learning Center LE0,

Hendersonville, TNHuntington Learning Center PV0, Silver

Spring, MDHuntington Learning Center SU0,

Williamsville, NYHuntington Learning Center SU1, Orchard

Park, NYHuntington Learning Center SU2,

Kenmore, NYHuntington Learning Center SU3,

Pittsford, NY

Accreditation - Five YearsBradenton Christian School, Bradenton, FL

Additional Grades Leman Manhattan Preparatory School,

New York, NY

Accreditation-Removal of Stipulations

Academia La Milagrosa, Cayey, PRDoane Academy, Burlington, NJGuamani Private School, Guayama, PRInternational School of Uganda (The),

Uganda

Probationary Accreditation American Academy for Girls, KuwaitCapitol Chrisitan Academy, Upper

Marlboro, MDClinton Christian School, Upper Marlboro,

MDE.T. Richardson Middle School, Springfield,

PAGrant C. Madill Elementary School,

Ogdensburg, NYHarvey C. Sabold Elementary School,

Springfield, PAInternational School of Florence, ItalyInternational School of Larissa, GreeceJohn F. Kennedy Elementary School,

Ogdensburg, NYLincoln School, Ogdensburg, NYOgdensburg Free Academy, Ogdensburg,

NYScenic Hills Elementary School,

Springfield, PASherman School, Ogdensburg, NYSpringfield High School, Springfield, PA

Recognition of Accreditation by another Agency

Bermuda Institute, Southampton, Bermuda

Friendship Christian School, Raleigh, NCGrace Christian School, Huntington, WVIsland Christian School, Islamorada, FLVictory Baptist School, Millbrook, AL

Removal of AccreditationAfton Central School, Afton, NYAfton Elementary School, Afton, NYEagle View Elementary School, Somerset,

PAFriedens Elementary School, Friedens, PAJewish Institute of Queens-Queens

Gymnasia, Elmhurst, NYMaple Ridge Elementary School,

Somerset, PAMaryland School for the Blind (The),

Baltimore, MDPhiladelphia Academy Charter School,

Philadelphia, PAPleasant Valley Intermediate School,

Kunkletown, PASipesville Elementary School, Sipesville, PASomerset Area High School, Somerset, PASomerset Area Junior High School,

Somerset, PATrocki Hebrew Academy of Atlantic

County, Egg Harbor Township, NJYeshiva and Mesivta Torah Temimah,

Brooklyn, NY

*Accredited with Stipulations

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Chip Antonelli Receives Susan K. Nicklas

Outstanding Volunteer Award

The Commission on Secondary Schools has awarded the 2012 Susan K. Nicklas Outstanding Volunteer Award to Mr. Carmine (Chip) Antonelli. Antonelli received his framed certificate at the Commission’s spring meeting; his name will be added to the permanent plaque mounted in the Commission’s office.

Actively involved as a Middle States Association volunteer for 12 years, Mr. Antonelli trained as a chair for visiting teams in August 1998. In addition to the nine, full-team visits Antonelli has chaired, he also conducts Accreditation Renewal Visits throughout the year. He made several visits in the Fall of 2011 and has agreed to do an additional two visits this Spring. Antonelli is known for the exacting quality of his reports.

The Commission always receives very positive feedback on Antonelli, not just from the schools he visits, but from his team members who hold his leadership in high regard. Although Antonelli is spending most of his time in Florida now, he always is willing to help when he is back in Suffern, New York.;

Dr. Susan K. Nicklas, for whom the award is named, was the Executive Director of the Middles States Commission on Secondary Schools from 2002, until her retirement in 2005. She set the standard for excellence in service to the Middle States Association throughout her more than 12 years as a member of the Association’s staff. The Commission honors Dr. Nicklas for her many contributions with this annual award to volunteers who have advanced its mission by providing long and valued service.

Outstanding Volunteers Named by Commission on

Elementary SchoolsMary Ann Kase and Kathy Walther are the recipients of the F. Laird Evans Outstanding Volunteer Award for 2012. They received framed certificates at the Middle States Commission on Elementary Schools’ spring meeting; their names will be added to the permanent plaque which hangs in the Commission’s office.

Mary Ann Kase began volunteering with Middle States in 1991 and served as a visiting team chairperson in 1993. In the last 21 years, Kase has chaired teams 27 times, working cooperatively to serve both the Catholic School community and the Elementary School Commission.

Kase also has served as a midpoint visitor, reader, and Ambassador – handling some of the Commission’s most challenging visits with grace and professionalism. Her willingness to step into emergency situations has become her trademark.

Kathy Walther has been with the Elementary Commission since

Dr. F. Laird Evans was the President and Executive Director of the Middle States Commission on Elementary Schools from 1996 to 2010. Through his hard work, courage, creativity and dedication to excellence, Dr. Evans increased the value and stature of the Commission throughout the education world. This award is given annually to volunteers who have advanced the mission of the Middle States Commission on Elementary Schools.

Mary Ann Kase receives her award from Dr. Thomas L. Seidenberger, Chair, CES and Dr. Henry G. Cram, President MSA-CESS.

1997. She has chaired 18 teams in that time, and was one of the original Middle States Ambassadors, adding midpoint and co-operative visits to her resume. Walther consistently promotes the Middle States Association through her professionalism, cooperative leadership style, and positive interaction with schools and team members.;

Chip Antonelli receives his award from Dr. Henry G. Cram, President MSA-CESS.

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Award-Winning Educator, Jane Pruitt, Ed.D., Named Associate Director

We are excited to welcome Jane Pruitt, Ed.D., who joins MSA-CESS as Associate Director. Highly regarded among her colleagues nationwide, Dr. Pruitt, was named an American Association of School Administrators Finalist for the National Women Leaders in Education Award earlier this year.

Dr. Pruitt spent 36 years as a teacher, supervisor and administrator in Worcester and Somerset Counties (Maryland) Public Schools. Most recently, she was the principal of the Career and Technology Center and Supervisor of Career and Technology Education (CTE) in support of the Maryland Schools for Success Accountability Program.

The results of Dr. Pruitt’s leadership in Worcester County include the building of a new technical high school, the expansion and

improvement of the CTE instructional program offerings, increased involvement of the business community, and higher levels of student academic and technical achievement.

Dr. Pruitt began her association with Middle States as a volunteer in the 1980s and has served as a Validation Team Chair, in particular the new Excellence by Design Systems Accreditation and those affecting CTE. She adds CTE visits are “lengthy and require an understanding of the nuances and procedures of career and technical education and federal regulations, especially Title IV for post-secondary education.”

Echoing a comment heard often among MSA volunteers, Dr. Pruitt says volunteering is, “one of the best professional development experiences in the world! It sparks so many ideas of how successful techniques can transform a school or program. It’s just great!”

As an associate director for MSA-CESS, Dr. Pruitt says she is “looking forward to cultivating more volunteers in the CTE arena to contribute to a pool of volunteers that is needed for MSA accreditation visits.”

Dr. Pruitt adds, “As a lifelong learner, I’m also looking forward to expanding my sphere of influence. I’ve always worked in Maryland and I’m learning a lot about how other states do business in education.”

After earning a bachelor’s degree in Liberal Studies and a master’s degree in Education Administration and Supervision from Salisbury State University, Dr. Pruitt earned an Ed.D. in Education Policy, Planning and Administration from the University of Maryland. In addition to her recent recognition by AASA, Dr. Pruitt has received numerous awards and accolades throughout her career.;

one of the most worthwhile things a school can do. It charts you on a course and ensures that the school has a vision, which is so important because sometimes we get bogged down in minutia.”

She concludes with a message to her colleagues, “Accreditation is absolutely worth it; it should almost be a requirement of the Department of Education that everyone should go through the process. I know some really fine principals haven’t gone through the process and they’re missing out on an opportunity.” ;

St. Andrew’s Principal Nancy Matteo “Bubbles Over” with Enthusiasm for Middle States

(cont. from page 3)

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spectrum of backgrounds leads to these types of professional exchanges that benefit not only the participants, but the broader educational community. Our feedback consistently tells us that the educators who participate on teams go back to their sending schools with new perspectives on ongoing issues and solutions which can be immediately implemented. In addition, new networking possibilities lead to further collaboration for the benefit of all involved.

Engaging in Peer Review provides outstanding professional development. In our current educational culture, everyone is constantly seeking ways to provide quality professional development. It is not an easy task. With today’s limited budgets, every opportunity must count; every penny must be well-spent. Frequently, having attended and paid for a professional development opportunity, educators find themselves wondering about the value and applicability of the material presented. Those engaged in Peer Review seldom have that feeling of ambiguity. That is certainly the case with Richard Simon, Superintendent of West Islip Public Schools West Islip, NY:

I truly value the Middle States process and used it with my staff as principal of The Wheatley School in East Williston in a very positive and engaging manner. I also found my work as a chair one of the best professional development experiences I have had in my career.

Great experiences, added value, outstanding professional development-all available to you and your school and included in the price of membership in the Middle States Association.

We encourage member schools that have not participated, and are not getting the full benefit of their MSA membership to urge members of your school community to participate. We invite those of you who have not had the experience of being part of a Peer Review Team to sign up today. And, we thank those of you who consistently serve. You are the artists that paint the picture of dynamic school improvement through accreditation, and that picture is worth a thousand words.;

They Say a Picture is Worth a Thousand Words...(cont. from page 2)

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Educational Program: The educational program consists of a carefully planned and well-executed curriculum that includes appropriate academic standards, solid pedagogy, and assessment, all based on research and best practices. Thed educational program is aligned with the school’s mission, approved by the governance, sufficiently financed, and periodically reviewed by stakeholders. It is developed to address the needs of all students and isdesigned to foster and challenge student learners at all levels. Effective policies and procedures are in place, along with instructional materials, technology, and equipment that are appropriate, functional, and well maintained. Written curriculum guides are current, functional, available, and in use. They define scope and sequence of the educational program as well as program objectives and reflect sound approaches to teaching and learning. Assessment and Evidence of Student Learning: The school systematically collects and rigorously analyzes quantifiable and observable evidence of individual learning and growth from multiple valid and reliable sources. Evidence of student learning is used to evaluate and improve curriculum effectiveness, instructional practices, professional development, and support services. Progress in student learning and performance is expected and is accurately, clearly, and systematically reported to the school community. Student Services: The school implements written policies and procedures, in partnership with families and the community, that provide all students with, or refer them to, services that are age- and developmentally appropriate to optimize opportunities for life-long success. Student services are systematic and integral to the educational program. They are provided by qualified personnel, sufficiently financed, periodically evaluated, and philosophy/mission appropriate. Student Life and Student Activities: The school provides access to non-discriminatory student activities that are age- and developmentally appropriate to supplement the educational program. A balance of academic, social, co- or extra-curricular and service activities is maintained. Student activities are selected to foster intellectual, cultural, and social growth as well as physical health and wellness. Student activities provide opportunities for student leadership and social interaction and encourage development of student interests. These activities are adequately financed, periodically reviewed by stakeholders, managed by school governance and leadership, and appropriate to the school’s philosophy/mission. Health and Safety: A safe, orderly, and healthy environment for teaching and learning is provided. The school adheres to local, state, and federal government health and safety requirements. Health, safety, preventive/emergency procedures, and crisis management policies are clearly written, well documented, implemented, updated regularly. Information Resources and Technology: Information resources, materials, and technology are accessible and adequate scope, quantity, and quality to facilitate the school’s pursuit of its total educational program. These resouces encourage all students and staff to broaden and extend their knowledge skills. Access to appropriate information resources and technology is provided for students and staff. Appropriate instruction is offered to develop student and staff inquiry, research, and information literacy skills. Infoformation technology equipment is functional and well maintained. Philosphy/Mission: The school has a clearly written and actively implemented statement of philosphy/mission that conveys the general and specific purposes of its educational program, expresses expectations for quality, and serves as the basis for daily operational and instructional decision making as well as long-range planning. Stakeholders give input into the development of the school’s philopshy/mission and understand and accept it. This document is aligned with the community served and reviewed periodically by stakeholder representatives Governance and Leadership: The is chartered, licensed, or authorized by a state, nation, or authoirty that operates in the public interest. The fovernance and leadership ensure the integrity, effectieness, and reputation of the school throuth the establishment of policy, provision of resources, and assurance of a quality educational program. The governance and leadership act ethically and consistently to assure an atmosphere of mutual respect and purposeful effort on behalf of students and their learning. School leaders foster a productive environment for teaching and learning, timely and opern communication with stakeholders, and the vision necessary fo day-to-day operations and long-term planning. School Improvement Planning: The school uses a collaborative process to develop and implement a written strategic or long-range plan to improve its educational program and services. Plans are aligned with the school’s philophy/mission and its operational plans, and are focused on continuous improvement of student performance, staff professional and organizational growth. Finances: Financial resources are sufficient to provide the educational opportunitites defined in the school’s philosophy/mission. The business practices of the school are ethical. These practices promote confidence in the school’s ability to manage fiscal and material resources in a responsible manner and follow prescribed budgeting and accounting principles. The majority of resources raised for school purposes is dedicated to the school’s operations. Facilities: School facilities are safe, clean, and well maintained. The physical environment supports delivery of the educational program/services as well as optimal student development and achievement. Facilities are appropriate and adequate to implement the philosophy/mission of the school. They are regularly inspected for effective operation and meet all applicable laws including health and safety code requirements. School Climate and Organization: The school’s organizational structure and climate facilitate achievement of its core values as expressed in the philosophy/mission. The school culture supports successful implementation of age- and developmentally appropriate educational programs and services. Roles, responsibilities, expectations, and reporting relationships are clearly defined. Administrative, instructional, and support staff are qualified, competent, and sufficient in number to effectively provide quality educational expereiences. The school regularly conducts staff performance appraisals and offers professional development opportunities informed by its philosophy/mission. Relationships among the staff and leadership are collegial and collaborative.

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