Report of the Quality Assurance Review Team for Accelerated Schools

 

AdvancED is the parent organization of the North Central Association Commission on Accreditation and School Improvement and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement.

 

 

 

John Klieforth, Principal

 

 

 

Table of Contents

 

About AdvancED and NCA CASI/SACS CASI

 

Summary of Findings

•         Commendations

•         Recommendations

•         Next Steps

 

Review of AdvancED Standards for Quality Schools

•         Vision and Purpose

•         Governance and Learning

•         Teaching and Learning

•         Documenting and Using Results

•         Resource and Support Systems

•         Stakeholder Communications and Relationships

•         Commitment to Continuous Improvement

 

Conclusion

 

Appendix

•         Quality Assurance Review Team Members

•         AdvancED Standards for Quality Schools

 

About AdvancED and NCA CASI/SACS CASI

 

Background. Founded in 1895, the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI) accredit public and private schools and districts in 30 states, the Navajo Nation, Latin America, and the Department of Defense Schools worldwide.

 

In 2006, NCA CASI, SACS CASI, and the research and development arm of the accrediting associations, the National Study of School evaluation, unified to form AdvancED. Dedicated to advancing excellence in education, AdvancED provides accreditation, research, and professional services to 23,000 schools in 65 countries, serving 15 million students.

 

NCA CASI and SACS CASI serve as accreditation divisions of AdvancED. Through AdvancED, NCA CASI and SACS CASI have defined shared, research-based accreditation standards that cross state, regional, and national boundaries. Accompanying these standards is a unified accreditation process designed to help schools continuously improve.

 

The Accreditation Process: To earn and maintain accreditation from NCA CASI or SACS CASI schools must:

 

1) Meet the AdvancED Standards for Quality Schools. Schools demonstrate adherence to the seven AdvancED standards which describe the quality practices and conditions that research and best practice indicate are necessary for schools to achieve quality student performance and organizational effectiveness.

 

2) Engage in continuous improvement. Schools implement a continuous improvement process that articulates the vision and purpose the school is pursuing (vision) maintains a rich and current description of students, their performance, school effectiveness, and the school community (profile); employs goals and interventions to improve student performance (plant); and documents and uses the results to inform what happens next (results).

 

3) Demonstrate quality assurance through internal and external review. Schools engage in a planned process of ongoing internal review and self-assessment. In addition, schools host an external quality assurance review team once every five years. The team evaluates the school's adherence to the AdvancED quality standards, assesses the efficacy of the school's improvement process and methods for quality assurance, and provides commendations and recommendations to help the school improve. The team provides an oral exit report to the school and a written report detailing the team's recommendations. The school acts on the team's recommendations and submits a progress report two years following the review.

 

NCA CASI and SACS CASI accreditation engages the entire school community in a continuous process of self-evaluation and improvement. The overall aim is to help schools be the best they can be on behalf of the students they serve.

 

Introduction to the Quality Assurance Review

 

Purpose. The purpose of the Quality Assurance Review is to:

1.       Evaluate the school's adherence to the AdvancED quality standards.

2.       Assess the efficacy of the school's improvement process and methods for quality assurance.

3.       Identify commendations and recommendations to improve the school.

4.       Make an accreditation recommendation for review by the national AdvancED Accreditation Commission.

 

A key aim of the quality assurance review is to verify that the school is operating with institutional integrity - that it is fulfilling its vision and mission for its students.

 

School Preparation. To prepare for the Quality Assurance Review, the school community engages in an in-depth self assessment of each of the seven AdvancED standards. The school identifies and describes the evidence that demonstrates that is it meeting each standard. Through this internal review, the school examines how its systems and processes contribute to student performance and school effectiveness.

 

Summary of Team Activities. The Quality Assurance Review team is led by an AdvancED certified team chair and comprised of professionals from outside the school. The team reviews the findings of the school's internal self-assessment, conducts interviews with representative groups of shareholders, reviews student performance data and other documentation provided by the school, and observes practices and daily operations. The team engages in professional deliberations to reach consensus on the school's adherence to the standards for accreditation. The team provides an oral exit report and prepares a written Quality Assurance Review Team Report designed to help the school improve.

 

The Quality Assurance Review Team Report. Following the visit, the review team completes the Quality Assurance Review report. After review by a nationally-trained reader, the report is submitted to the school. The report contains commendations and recommendations for improvement.

 

Using the Report - Acting on the Recommendations. The school uses the report to guide its improvement efforts. The school is held accountable for addressing the recommendations identified in the report. The NCA CASI/SACS CASI Stale Office is available to assist schools in addressing the recommendations. Two years following the Quality Assurance Review team visit, the school must submit a progress report detailing the actions and progress the school has made on the team's recommendations. The report is reviewed at the state and national level to ensure the school is addressing the recommendations.

 

Accreditation Recommendation. The Quality Assurance Review team uses the findings from the onsite visit to make an accreditation recommendation that is reviewed at the state level and by the national AdvancED Accreditation Commission. Accreditation is granted by the AdvancED Accreditation Commission and communicated to the school following action from the commission.

 

Summary of Findings

 

A Quality Assurance Review Team representing the North Central Association Commission on Accreditation and School Improvement (NCA CASI), a division of AdvancED, visited the Accelerated Schools in Denver, Colorado on 08/16/2007 - 08/16/2007.

 

During the visit, members of the Quality Assurance Review Team interviewed the Principal, 2 members of the administrative team, 4 students, 1 parents, and 2 teachers. In addition, team members of Board Members and Volunteers were interviewed. The team also reviewed documents, student performance data, and other artifacts provided by the school. Specifically, the team examined the school's systems and processes in relation to the seven AdvancED standards:

 

•         Vision and Purpose

•         Governance and Leadership

•         Teaching and Learning

•         Documenting and Using Results

•         Resource and Support Systems

•         Stakeholder Communications and Relationships

•         Commitment to Continuous Improvement

 

The AdvancED standards focus on systems within a school and systematic methods of attaining high student performance and organizational effectiveness. The power of the standards lies in the connections and linkages between and among the standards. The Quality Assurance Review team used the AdvancED standards to guide its review of the school, looking not only for adherence to individual standards, but also for how the school functions as a whole and embodies the practices and characteristics of a quality school.

 

Through its examination of the school's adherence to the standards, the Quality Assurance Review team identified the following commendations and recommendations.

 

Commendations

 

The Quality Assurance Review team commends the school for the following strengths and accomplishments. While additional strengths are noted in the detailed review of each standard that appears later in this report, the commendations listed below are the strengths that the team believes are most deserving of being highlighted.

 

•         The school maintains a clear and powerful focus on student performance that permeates all levels of the organization. As evidenced by statements from stakeholder interviews and through classroom observations, all shareholders know the school's student performance objectives, are aware of current performance levels, and can articulate what strategies are being implemented to address individual's gaps in performance. This focus has contributed to the school's steady increases in student performance.

 

•         Accelerated Schools has a record of outstanding academic accomplishment with students who have been unsuccessful in traditional educational settings. As evidenced by statements from stakeholder interviews and other documentation, students who have failed in other educational environments, upon graduation from Accelerated Schools, have been admitted to and subsequently graduated from prestigious schools throughout the world. As a result of the school's focused program, students gain self confidence, responsibility and the motivation to succeed.

 

Recommendations

 

In addition to the commendations, the Quality Assurance Review team identified the following recommendations for improvement. The team focused its recommendations on those areas that, if addressed, will have the greatest impact on improving student performance and overall school effectiveness. The school will be held accountable for making progress on each of the recommendations noted in this section. Two years following this review, the school will be asked to submit a progress report on these recommendations.

 

•         Expand the student assessment system to include program as well as student performance data. Through teacher interviews and a review of the school's assessment system, the team found that relevant data about program effectiveness are not available. At Accelerated Schools the instructional delivery system is strictly adhered to, but the curriculum is varied. This is the reverse of the way instruction is delivered in most settings. Due to the requirement of adherence to the system, it is critical that the school be able to assess the power of the system they have developed. By being able to prove the effectiveness of their methods, the school can make better use of its assessment data for the purposes of improving instruction and individual student performance.

 

•         Develop a transition plan for each student as they transfer or graduate from the school into the next educational setting. Transition plans will need to include an assessment component so that transitional success can be measured. Goals for this transition need to be developed that clearly state what needs to be done by the school, the family and the student to ensure success at the next level. Due to the fact that students at Accelerated Schools are ''at-risk'' of failure unless academic skills, which are ingrained during their stay at Accelerated Schools, transfer successfully to their new site, the importance of a transition plan becomes paramount. Having a way to assess program effectiveness, as seen by student success outside of Accelerated Schools' walls, will be important to the administration as they plan for program adaptations or needed changes.

 

 

Review of AdvancED Standards for Quality Schools

 

The team reviewed the school's adherence to each of the AdvancED standards. The findings from this review are provided in the next section of this report.

 

Next Steps

The school should:

1.       Review and discuss the findings from this report with all shareholders.

2.       Ensure that plans are in place to embed and sustain the strengths noted in the commendations section to maximize their impact on the school.

3.       Develop action plans to address the recommendations made by the team. Include methods for monitoring progress toward the recommendations.

4.       Use the report to guide and strengthen the school's efforts to improve student performance and school effectiveness.

5.       Two years following the Quality Assurance Review, submit the Accreditation Progress Report detailing progress made toward addressing the team's recommendations. The report will be reviewed at the state and national level to ensure that significant progress is being made toward the recommendations. Lack of progress can result in a change in accreditation status.

6.       Continue to meet the AdvancED accreditation standards, submit required reports, engage in continuous improvement, and document results.

 

Resources

AdvancED offers a range of resources to support your school as it ants on the findings in this report. The AdvancED Resource Network, available at www.advanc-ed.org/resourcenetwork, provides an online network of peer-to-peer practices, best practices, and resources and tools designed to help schools with their improvement attires. Available anywhere, any time, the network can be queried for information on a variety of school improvement subjects. The AdvancED Research and Development division provides research, handbooks, and tools to assist schools with continuous improvement. In addition, your state office provides hands-on professional development and ongoing technical assistance. Contact your state office for more information on the range of resources available to you.

 

Celebrating Accreditation

Following the visit, the Quality Assurance Review team submits an accreditation recommendation to AdvancED for state review and for action at the national level by the AdvancED Accreditation Commission, which confers accreditation and communicates it to the school. Upon receiving its accreditation, the school should celebrate its achievement with the school community. The Inca CASI/SACS case logo is available: through the NCA CASI/SACS CASI website for schools to post on their website and in school communications. Flags, door decals, diploma seals, and more can be ordered from the website to help you share your accomplishment with your community.

 

Summary

The accreditation process engages the school in an ongoing journey of continuous improvement. The next steps in this journey are to build on the strengths and address the recommendations noted in this report. Doing so will enable the school to advance in its quest for excellence and deepen the fulfillment of its mission for all students.

 

Standards for Accreditation

 

The primary requirement for accreditation is that the Accelerated Schools demonstrates that it meets the seven standards for accreditation. The findings of the Quality Assurance Review Team regarding the standards for accreditation are summarized on the following pages.

 

Standard 1. Vision and Purpose

 

Standard: The school establishes and communicates a shared purpose and d section for improving the performance of students and the effectiveness of the school.

 

The school has a clear, long-standing vision based on the learning philosophy of the founder. It serves as the basis for materials development, operational decision-making, staff hiring, resource allocation and recruiting/enrollment activities. Written materials including staff and student handbooks, the ''Winning Systems'' program, student incentives, daily report cards and close monitoring of student progress all attest to a vision that is alive on a daily basis. Interviews with students and staff indicate that the direction the school is pursuing is working for students who may not have achieved in a more traditional setting. Classroom observations confirmed the adherence to the philosophy and vision of the school in daily practice through the use of motivational systems, a unique and very consistent methodology and feedback to students.

 

There are some remarkable strengths at Accelerated Schools which include but are not limited to the following.

 

-          Low student-teacher ratio and low student enrollment in a setting of collegiality among storing of the programs administrators and teaching staff allow for nearly constant monitoring fidelity to the school 's purpose and progress of each student. The low enrollment also allows for constant examination and adjustments in each student 's program. Time is dedicated each week to accomplish this purpose.

 

-          Clarity and strict adherence to an educational philosophy and aligned instructional practices including time on task, frequent feedback, multi-modal instruction, insistence on mastery is of the stay before progressing (failure is not an option ) and cohesively of the staff.

 

The Situational Survey (an individualized student profile) allows the school to accurately place the student in materials and methods that fit his/her background and will enable immediate progress.

 

The following suggestions are offered to bolster an already strong performance on this standard.

 

-          Revisit and update the vision to ensure it addresses the intention to prepare students for life beyond their experience at Accelerated Schools. Success stories were most apparent during the visit yet the vision seems focused only on success while at school.

 

-          Involve shareholders in the review of vision and mission of the school within today's educational context. The question to be answered may be, ''Is the low enrollment a function of changes in the educational environment which will require a response from the school, the changing nature of today's youth, less than effective marketing or a combination of these factors?�

 

Finding

Accelerated Schools has earned the overall assessment level of ''Operational'' and has met this standard for accreditation.

 

Standard 2. Governance and Leadership

 

Standard: The school provides governance and leadership that promote student performance and school effectiveness.

 

The founding director and associate director have a long history with the school and are actively engaged in the daily operation of the school. Their roles and that of the principal are dearly understood and supported. The purpose and function of the school are patently clear to students and parents from the first interview and include a parent contract specifying their role in the educational program.

 

The operation of Accelerated Schools could well be the quintessential definition of a learning community. Staff and students are incredibly focused and purposeful on the equally strong academic and affective aspects of the program.

 

-          Daily tracking, data collection and reporting of student program: provide a solid basis for instructional decision making, and the motivational systems ensure student and parent involvement.

 

-          A wide range of extra- curricular activities and trips provides opportunities for applied learning, improved relationships among staff and students and less intense activity for students.

 

Suggestions

-          Ensure that adequate succession planning is being done especially regarding the comprehensive role currently being played by the director. This may include revisiting the functions and even composition of the board of directors to ensure they can adequately protect the future of the school as leadership changes inevitably occur.

 

Finding

Accelerated Schools has earned the overall assessment level of ''Highly Functional'' and has met this standard for accreditation.

 

Standard 3. Teaching and Learning

 

Standard: The school provides research-based curriculum and instructional methods that facilitate achievement for all students.

 

Expectations for students and pacing through the curriculum are completely individualized beginning with assessment upon enrollment. The small size of the school and the low student-teacher ratio allow for nearly constant articulation, communication and adjustment of the instructional program to address the needs of students. The morning academic session provides a solid, sequenced foundation of skills and knowledge. Mastery is required before moving on. The afternoon session provides opportunities for applied and extended learning among the myriad of activities and visitations scheduled during that time.

 

The multi-modal instructional method is grounded in brain research and is coupled with motivational systems that keep students moving through the curriculum and achieving success. The success is validated with external assessments as well as testimony from students and parents.

 

The school and its founder are to be commended for creating and sustaining a school which creatively and effectively serves the needs of a sometimes difficult to reach population. It is also important to note that the success of the school appears to be a asshole child'' approach utilizing effective materials, technology, pedagogy and affective reinforcement to create an engaging and motivating environment which produces remarkable success.

 

Follow -up studies of students who have graduated or left the school for other reasons may help strengthen the program and ensure the continued success of accelerated Schools.

 

Finding

Accelerated Schools has earned the overall assessment level of ''Highly Functional'' and has met this standard for accreditation.

 

Standard 4. Documenting and Using Results

 

Standard: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.

 

The school 's assessment system consists of multiple standardized assessments, surveys and other anecdotal data used to gauge the cognitive growth of their students. Upon admittance to the school, all students are given the CTBS to help determine their grade-level placement and educational programming. Interviews with staff members, students, and parents revealed a strong support for the educational program and the monetary motivational system that ensures a high level of student engagement and effort.

 

The school maintains a profile of its students' progress in reading, math and language arts. The team reviewed the data available for each student. A third of the students at the school come from international schools. As a result, there is a need for data that include the acquisition of English as well academic progress in the core content areas. Data are kept on individual progress rather than cohort data.

 

The team found that the data provide the school with useful information regarding student performance, motivational effectiveness, and stakeholder perceptions. The team, however, did not find evidence that this information is actively reviewed and analyzed for trends and issues that could help inform the school 's improvement efforts.

 

Goals of academic performance of students are clearly stated: However, some claims such as the guarantee that for every 40 hours of concentrated instructional time, there will be one year 's growth in academic learning, do not appear to be carefully tracked. This goal is reported by the school to be met, but data were not available to substantiate the claim.

 

The school has a unique motivational program that has been developed by the founder of the school. Students are paid each day for attendance, class participation, assignments and homework completion. Students and parents report that this is a major component of the success of the program.

 

The team offers the following suggestions for improvement and growth in this standard area:

 

-          Identify and administer a standardized assessment to gauge the progress of the student 's acquisition of English.

 

-          Expand the student assessment system to include program as well as student performance data . The team found, through teacher interviews and a review of the school 's assessment system, that relevant data about program effectiveness are not available. At Accelerated Schools, the instructional delivery system is strictly adhered to, but the curriculum is varied. This is the reverse of the way instruction is delivered in most settings. Due to the requirement of adherence to the system, it is critical that the school be able to assess the power of the system they have developed, By being able to prove the effectiveness of their , ' methods, the school can make better use of its assessment data for the purposes of improving instruction and individual student performance.

 

Finding

Accelerated Schools has earned the overall assessment level of ''Operational'' and has met this standard for accreditation.

 

Standard 5. Resource and Support Systems

 

Standard: The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.

 

Accelerated Schools was established in 1920. The school 's facility is owned and the school is financed and managed by a not-for-profit corporation. The program is computer intensive with students having access to technology for at least three hours a day. The student-teacher ratio is 7:1. In addition to the academic program, students have daily activities that include sports and cultural experiences.

 

The school operates six days a week, 363 days a year, with only two days off, Christmas and New Year 's Day. This allows for fast-tracking, making it possible for students to graduate from high school within 36 months.

 

The staff of the school is very well educated and dedicated to the success of students. Due to the unusually intensive schedule, staff work long hours, drive students to and from school, and participate in the afternoon activities.

 

Professional development is provided during the weekly meeting where student progress is reviewed and the staff receives updates or assistance with their classroom teaching. It does not appear that there is a plan in place for any additional professional development.

 

The team noted several successful practices deserving of recognition:

 

-          Due to the nature of the intensive schedule, students have as much time as needed to succeed. Help is provided each afternoon during activity time or on Saturday for any student struggling with new concepts. Courses may also be taken as many times as necessary until the 80 percent proficiency that is needed to receive credit is reached.

 

-          Course materials, including all worksheets, are provided in both English and the student 's native language. The pages are divided with English on the left and the native language on the right to facilitate immediate translation and assist rapid transition to English.

 

-          Develop a long-range plan for continued support of resources for the school.

 

Finding

Accelerated Schools has earned the overall assessment level of ''Operational'' and has met this standard for accreditation.

 

Standard 6. Stakeholder Communications and Relationships

 

Standard: The school fosters effective communications and relationships with and among its shareholders.

 

The school works to maintain good communication with shareholders through daily report cards to parents, conferences, and yearly reunions. In addition, the administrated staff is available at any time to discuss concerns. Due to the 7:1 student-teacher ratio, students get one-on-one support throughout their school career. Interviews with students and parents show a high degree of enthusiasm for the help and support students receive.

 

International students are placed with host families in the community. Host families work closely with the school and parents to assure ongoing support for students.

 

The board is composed of members from the community that have a long association with the school. The board meets frequently to maintain the focus and direction of the school.

 

The team noted the following practice as deserving of recognition:

 

-          Host families provide students not only a place to live, but also a connection to the community. Living pith a host family, rather than in a dorm, provide: students with many opportunities to practice their English language skills, experience a family atmosphere and receive the support from adults in a home atmosphere.

 

The team offers the following suggestions for improvement and growth in this standard area:

 

-          Conduct a survey of post graduates to determine how effective Accelerated Schools' curriculum is in preparing students for careers or post-secondary education.

 

Finding

Accelerated Schools has earned the overall assessment level of ''Operational'' and has met this standard for accreditation.

 

 

Standard 7. Commitment to Continuous improvement

 

Standard: The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.

 

The school 's commitment to continuous improvement is evident in daily instructional decision making based on monitored progress and the weekly meetings that are set aside to discuss the progress of each individual student and adaptations that the staff feels need to be made to assure student success. Due to the fact that students must achieve mastery at the 80 percent level to pass a course, students are given a high level of support and assistance to achieve this goal.

 

The team noted the following practice as deserving of recognition:

-          The school 's commitment to the success of each student is admirable. Each teacher is responsible for driving students to school and joining them for after-school activities, tutoring and providing whatever assistance is needed to ensure success. Through these efforts, students are provided with teachers as mentors, not just instructors. As a result of this process, the emotional, as well as intellectual growth of students is met.

 

The team has no recommendations at this time in this standard area.

 

Finding

Accelerated Schools has earned the overall assessment level of ''Highly Functional'' and has met this standard for accreditation.

 

Conclusion

 

The commendations and recommendations in this report are designed to focus the school on those areas that will have the greatest impact on student performance and school effectiveness. While powerful in potential, the commendations and recommendations only have meaning when acted upon by the school. The strength of this report lies in the school's commitment to using the findings to continuously improve. The key is action. The school is encouraged to use the report as a call to action, a tool to sustain momentum iii the ongoing process of continuous improvement.

 

The team identified several recommendations for improvement that the school will need to address. Two years following this review, the school will be required to submit a progress report summarizing its progress toward addressing the team's recommendations.

 

The Quality Assurance Review Team expresses appreciation to John Klieforth, members of the professional staff, students, parents and other community representatives for their hospitality throughout the visit. The team wishes the school and its students much success in quest for excellence through NCA CASI accreditation with AdvancED.

 

 

Appendix

 

Quality Assurance Review Team Members

 

•         Noelle Branch, Chair

•         Russell Ramsey, Team Member

 

AdvancED Standards for Quality Schools

 

The AdvancED Standards for Quality Schools are comprehensive statements of quality practices and conditions that research and best practice indicate are necessary for schools to achieve quality student h Is reach higher levels of implementation lithe performance and organizational effectiveness. As school standards, they will have a greater capacity to support ever-increasing student performance and organizational effectiveness. Each of the seven standards listed below has corresponding indicators and impact statements which can be accessed at www.advanc-ed.org/.

 

Vision and Purpose

The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school.

 

Governance and Leadership

The school provides governance and leadership that promote student performance and school effectiveness.

 

Teaching and Learning

The school provides research-based curriculum and instructional methods that facilitate achievement for all students.

 

Documenting and Using Results

The school enacts a comprehensive assessment system that monitors and documents performing: and uses these results to improve student performance and school effectiveness.

 

Resource and Support Systems

The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.

 

Stakeholder Communications and Relationships

The school fosters effective communications and relationships with among its stakeholders.

 

Commitment to Continuous Improvement

The school established, implements, and monitors a continuous process of improvement that focuses on student performance.