MSA Salutes Volunteers - MSA-CESS

Message from the President, Henry G. Cram Ed.D.
MSA Salutes Volunteers
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 costeffective 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 online, and are presented at regional locations throughout the
year.
Serving as a MSA-CESS volunteer is a career enhancing, lifechanging 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.;
1
By Irene Raatzs, Manager of Peer Review Systems, MSA-CESS
They Say a Picture is Worth a Thousand Words...
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
2
(continued on page 8)
St. Andrew’s Principal
Nancy Matteo
“Bubbles Over” with
Enthusiasm for
Middle States
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
i! How are you? I’m ready for anything,” gushes classroom, noticed that backpacks were left on the
Nancy Matteo as she picks up the telephone for an floor near desks, which created some chaos when the
interview about her experience as a volunteer visiting students had to switch classes. “It’s something that
team member and chair for the Commission on would happen at our school, and it prompted me to
suggest that students keep their backpacks in their
Elementary Schools.
lockers and just carry the books they needed. It’s
Within minutes she is bubbling with enthusiasm as she something I never would have noticed in a hundred
discusses her role and responsibilities as principal of years in my own school.”
Saint Andrew’s Catholic School in Newtown, PA, her
recent selection as a 2012 National Catholic Education In addition to chairing a team visit each year, Mrs.
Association (NCEA) Distinguished Principal and her Matteo keeps her volunteer skills sharp with bi-annual
nomination by NCEA as one of four principals selected accreditation meetings with the staff of Holy Ghost
to compete at the national level with both public and Preparatory School, Bensalem, PA, where she draws
on her Middle States experience to offer insight and
parochial principals.
perspective about “where they’ve been, where they
Mrs. Matteo, a long time volunteer and team chair for are and where they’re going. “
the Commission on Elementary Schools, is an ardent
supporter of Middle States Accreditation and the value Mrs. Matteo speaks from experience as a volunteer and
as the principal of an accredited school, when she says,
of volunteering.
“Middle States accreditation is
(continued on page 7)
“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.”
“H
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
3
Spring 2012 Accreditation Actions
At 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 Years
All Saints Catholic School, Cresson, PA
Assumption School, Pittsburgh, PA
Bertha C. Boschulte, St. Thomas, VI
Christ the Divine Teacher Catholic
Academy, Pittsburgh, PA
Colegio Sagrado Corazon de Jesus, Rio
Piedras, PR*
Corpus Christi School, Chambersburg, PA
Divine Mercy Academy, Beaver Falls, PA
Divine Mercy Catholic Academy, Ozone
Park, NY
Good Shepherd School, Perryville, MD
Holy Trinity School, McKees Rocks, PA
International School of Ahafo, Ghana
Ironbound Catholic Academy, Newark, NJ
Madonna Catholic Regional School,
Monongahela, PA
Our Lady of Fatima School, Aliquippa, PA
Our Lady of Guadalupe Academy,
Elizabeth, NJ
Our Lady of Mercy Academy, Park Ridge,
NJ
Our Lady of the Hamptons Regional
Catholic School, Southampton, NY
Our Lady of the Lake School, Verona, NJ
Potomac Lighthouse Public Charter
School, Washington, DC
Reid Temple Christian Academy, Inc.,
Glenn Dale, MD
Sacred Heart Elementary School,
Pittsburgh, PA
Saint Amelia School, Tonawanda, NY
Saint Athanasius School, Brooklyn, NY
Saint Basil the Great School, Kimberton,
PA
Saint Bede School, Pittsburgh, PA
Saint Catherine of Siena School, Reading,
PA
Saint Dominic School, Brick, NJ
Saint Helena School, Philadelphia, PA
Saint John the Apostle School, Clark, NJ
Saint Joseph Academy, Bogota, NJ
Saint Joseph Regional Elementary School,
Hammonton, NJ
Saint Joseph School, Oradell, NJ
Saint Margaret of Scotland School,
Pittsburgh, PA
Saint Margaret School, Reading, PA
Saint Mary School, Glenshaw, PA
Saint Mary’s Elementary School,
Manhasset, NY
Saint Matthew School, Tyrone, PA
Saint Mel School, Flushing, NY
Saint Patrick School, Canonsburg, PA
Saint Paul Interparochial School, Ramsey,
NJ
Saint Rosalia Elementary Academy,
Pittsburgh, PA
Saint Stephen-Saint Edward School,
Warwick, NY
Saint Sylvester School, Pittsburgh, PA
Saint Teresa of Avila Elementary School,
Pittsburgh, PA
Saint Teresa Regional School, Runnemede,
NJ
The 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, PA
Yeshiva Har Torah, Bellerose, NY
Accreditation - Five Years
Bryant 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 Years
Marymount International School, England
Accreditation - Seven Years
Aaron Academy, New York, NY
Academy Of Mount St Ursula, Bronx, NY
Archbishop Stepinac High School, White
Plains, NY
Carlos Rosario International Public Charter
School, Washington, DC
Carson Long Military Academy, New
Bloomfield, PA*
Catonsville High School, Baltimore, MD
Cecil County School of Technology, North
4
East, MD
Central High School, Capitol Heights, MD
Century High School, Sykesville, MD
Charlotte Amalie High School, Saint
Thomas, VI*
Christ the King Regional High School,
Middle Village, NY
Clarkstown High School South, West
Nyack, NY
Crossland High School, Temple Hills, MD
Dunmore High School, Dunmore, PA
East Orange Campus High School, East
Orange, NJ
Elmont Memorial High School, Elmont, NY
H. Frank Carey High School, Franklin
Square, NY
Hazleton Area High School, Hazleton, PA
Institute of Notre Dame, Baltimore, MD
Kensington Culinary Arts, Philadelphia, PA
Maurice J. McDonough High School,
Pomfret, MD
Millville Memorial High School, Millville,
NJ
North Carroll High School, Hampstead,
MD
North Plainfield High School, North
Plainfield, NJ
Notre Dame Preparatory School, Towson,
MD
Our Lady of Lourdes, Poughkeepsie, NY
Performing Arts Academy (The) /
Lakehurst Center, Lakehurst, NJ
Pocono Mountain East High School,
Swiftwater, PA
Rancocas Valley Regional High School,
Mount Holly, NJ
Roselle Catholic High School, Roselle, NJ
Saint Dominic High School, Oyster Bay, NY
Saint Mary’s Ryken High School,
Leonardtown, MD
SEED Public Charter School, Washington,
DC
Seton Hall Preparatory School, West
Orange, NJ
Thomas McKean High School, Wilmington,
DE
Upper Merion Area High School, King of
Prussia, PA
Venango Catholic High School, Oil City, PA
West Mifflin Area High School, West
Mifflin, PA
Westminster High School, Westminster,
MD
Whitehall High School, Whitehall, PA
Accreditation - Ten Years
Hazleton Area Career Center Hazleton,
PA*
Spring 2012 Accreditation Actions (cont.)
Accreditation - Remainder Term
Academy of St Elizabeth, Convent Station,
NJ
Immaculata High School, Somerville, NJ
Lacey Township High School, Lanoka
Harbor, NJ
New Rochelle High School, New Rochelle,
NY*
The Stony Brook School, Stony Brook, NY
Accreditation – Removal of
Stipulations
La Salle Academy, New York, NY
Lehigh Valley Christian High School,
Catasauqua, PA
Monsignor Mc Clancy High School, East
Elmhurst, NY
Trinity High School, Camp Hill, PA
Probationary Accreditation
Lawrenceville High School, Lawrenceville,
NJ
Sterling High School, Somerdale, NJ
Removal of Accreditation
Dwight Morrow High School, Englewood,
NJ
Actions Taken by the
Commissions on Elementary and
Secondary Schools
Accreditation – Ten Years
American School of the Hague,
Netherlands
Bonneville School, San Juan, PR
Episcopal Academy, Newtown Square, PA
Kent Place School, Summit, NJ
Moravian Academy, Bethlehem, PA
Staten Island Academy, Staten Island, NY
Accreditation - Seven Years
Academy of the Holy Names, Albany, NY
American International School of
Antananarivo, Madagascar
American International School of Bamako,
Mali
American International School of Lagos,
Nigeria
Arlington Baptist School, Baltimore, MD
Atlantic Christian School, Egg Harbor
Township, NJ
Colegio Maria Auxiliadora, Carolina, PR*
Colegio Nuestra Senora de Lourdes, Rio
Piedras, PR
Country Day School of the Sacred Heart,
Bryn Mawr, PA
Inspiration Christian Academy, Cabo Rojo,
PR
International School of Athens, Greece*
International School of Islamabad,
Pakistan
International School of Trieste (The), Italy
Maryland School for the Deaf, Frederick,
MD
Qatar Leadership Academy, Qatar
Saint Croix Country Day School, Kingshill,
VI
Salisbury School (The), Salisbury, MD
Walton Central School District, Walton, NY
Dr. George F. Mack Middle School
O’Neill High School
Townsend Elementary School
Worcester 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 Years
Huntington Learning Center BI0, Bel Air,
MD
Huntington Learning Center BI1,
Nottingham, MD
Huntington Learning Center GR1,
Catonsville, MD
Huntington Learning Center LE0,
Hendersonville, TN
Huntington Learning Center PV0, Silver
Spring, MD
Huntington Learning Center SU0,
Williamsville, NY
Huntington Learning Center SU1, Orchard
Park, NY
Huntington Learning Center SU2,
Kenmore, NY
Huntington Learning Center SU3,
Pittsford, NY
Accreditation - Five Years
Bradenton Christian School, Bradenton, FL
Additional Grades
Leman Manhattan Preparatory School,
New York, NY
Accreditation-Removal of
Stipulations
Academia La Milagrosa, Cayey, PR
Doane Academy, Burlington, NJ
Guamani Private School, Guayama, PR
International School of Uganda (The),
Uganda
Probationary Accreditation
American Academy for Girls, Kuwait
Capitol Chrisitan Academy, Upper
5
Marlboro, MD
Clinton Christian School, Upper Marlboro,
MD
E.T. Richardson Middle School, Springfield,
PA
Grant C. Madill Elementary School,
Ogdensburg, NY
Harvey C. Sabold Elementary School,
Springfield, PA
International School of Florence, Italy
International School of Larissa, Greece
John F. Kennedy Elementary School,
Ogdensburg, NY
Lincoln School, Ogdensburg, NY
Ogdensburg Free Academy, Ogdensburg,
NY
Scenic Hills Elementary School,
Springfield, PA
Sherman School, Ogdensburg, NY
Springfield High School, Springfield, PA
Recognition of Accreditation by
another Agency
Bermuda Institute, Southampton,
Bermuda
Friendship Christian School, Raleigh, NC
Grace Christian School, Huntington, WV
Island Christian School, Islamorada, FL
Victory Baptist School, Millbrook, AL
Removal of Accreditation
Afton Central School, Afton, NY
Afton Elementary School, Afton, NY
Eagle View Elementary School, Somerset,
PA
Friedens Elementary School, Friedens, PA
Jewish Institute of Queens-Queens
Gymnasia, Elmhurst, NY
Maple Ridge Elementary School,
Somerset, PA
Maryland School for the Blind (The),
Baltimore, MD
Philadelphia Academy Charter School,
Philadelphia, PA
Pleasant Valley Intermediate School,
Kunkletown, PA
Sipesville Elementary School, Sipesville, PA
Somerset Area High School, Somerset, PA
Somerset Area Junior High School,
Somerset, PA
Trocki Hebrew Academy of Atlantic
County, Egg Harbor Township, NJ
Yeshiva and Mesivta Torah Temimah,
Brooklyn, NY
*Accredited with Stipulations
Outstanding Volunteers Named
by 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.
Mary 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.
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
Kase also has served as a midpoint visitor, reader, and Ambassador consistently promotes the Middle States
– handling some of the Commission’s most challenging visits with Association through her professionalism,
grace and professionalism. Her willingness to step into emergency cooperative leadership style, and positive
interaction with schools and team
situations has become her trademark.
members.;
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.
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.
Chip Antonelli receives his award from Dr. Henry G. Cram, President
MSA-CESS.
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.
6
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.;
St. Andrew’s Principal Nancy Matteo “Bubbles Over” with
Enthusiasm for Middle States
(cont. from page 3)
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.” ;
7
They Say a Picture is Worth a Thousand Words...
(cont. from page 2)
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.;
Want to order MSA-CESS Banners, Window Clings or Embossers?
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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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Educational Program: The educational program consists of a carefully planned and well-executed curriculum that includes appropriate academic standards,
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Contact us at info@cess-msa.org or 267-284-5000
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Commissions on
Elementary and Secondary
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