Policies, Standards, and Procedures for the Accreditation of Trans-Regional Tribal Controlled Elementary and Secondary Schools

Policies, Standards, andProcedures for the Accreditation of Trans- Regional Tribal Controlled Elementary and Secondary Schools... 85287-1008 TABLE OF CONTENTS Introduction to CITA...1Def

Policies, Standards, and

Procedures for the Accreditation of Trans- Regional Tribal Controlled Elementary and Secondary

Schools

Commission on International and Trans-Regional Accreditation

Arizona State University P.O Box 871008 Tempe, Az 85287-1008

TABLE OF CONTENTS

Introduction to CITA 1Definition of Tribal Controlled Elementary and Secondary Schools 3Process for Accreditation of Tribal Controlled Elementary

and Secondary Schools 4Checklist for Thirteen Standards for the Accreditation of Tribal

Controlled Elementary and Secondary Schools 7Self-Study Guide for Tribal Controlled Elementary and Secondary Schools 20Sample Report of the Visiting Team to be developed

Visiting Team Certification of Self-Evaluation and Standards 38

Appendices

Registration Form for Candidacy 39The On-Site Visit 42Policies on Co-Accreditation 43

Policies on Dues and Fees 44 Twelve Standards for Corporate Review 45

COMMISSION ON INTERNATIONAL AND TRANS-REGIONAL ACCREDITATION

Introduction

Welcome to the Commission on International and Trans-Regional Accreditation (CITA) Thismanual has been developed to guide comprehensive tribal schools seeking CITAaccreditation and to assist evaluators reviewing those schools for compliance with CITAstandards The manual defines tribal schools and outlines the accrediting process Forinitial accreditation, each school must meet all 13 standards Schools also conduct a self-study and develop a school improvement plan The final step is to host a visiting team tovalidate that the school meets the standards and has conducted an adequate self-study

Background

The International Council of School Accreditation Commissions (ICSAC) was incorporated in

1994 for the purpose of collaboration among the United States regional accreditationcommissions The first cooperative venture was to establish a Commission on Internationaland Trans-Regional Accreditation (CITA) CITA serves the accreditation needs of schools thatare located or controlled across the areas served by two or more regional commissions.Examples of these types of schools are Native American tribal schools, tutorial schools,Montessori schools, and schools sponsored by national or international corporations Also,many schools in other countries recognize the merits of school accreditation and are nowrequesting services from the United States regional school commissions CITA is anaccrediting commission for both international and trans-regional schools

CITA addresses the need for a common accreditation protocol It provides a consistent,reliable, and responsible accreditation service CITA has established protocols andstandards It awards and monitors the accreditation of all schools it accredits

CITA offers international and trans-regional schools a single protocol for all of their units,wherever they are located The support services are usually delegated to the regionalcommissions in which the schools are located The CITA-accredited schools benefit from theexpertise and experience of educators in the regional commissions

CITA is not a super commission that stands above others On the contrary, it operates

under the auspices of the International Council of School Accreditation Commissions(ICSAC), enabling the participating regional commissions to work collaboratively Currently,those regional associations accredit over 30,000 schools in the United States and abroad.Many of the commissions have been leaders in this field for over a century Each year thecommissions train thousands of peer evaluators They also cooperate with the NationalStudy of School Evaluation (NSSE), an organization devoted to developing and distributingstate-of-the-art guides for self-study, school improvement, and evaluation Theparticipating commissions are governed by more than 400 commissioners who areestablished leaders in American education Through ICSAC, the commissions cometogether to promote accreditation and school quality The commissions work cooperativelywith federal, state, and local governments and agencies but continue to be independentlyresponsive to regional needs

(Condensed from The Formation of the Commission on International and Trans-regional Accreditation by John Stoops, ICSAC President, in the Winter 1996 newsletter of the

Northwest Association of Schools and Colleges)

Commission on International and Trans-Regional Accreditation (CITA)

CITA deploys the resources of the regional commissions into international schools, nationalschools, trans-regional schools, distance education schools, and supplementary schools.CITA has five divisions, and there is a separate protocol and set of standards for eachdivision The tribal schools are under the auspices of trans-regional schools, but they haveunique standards that address cultural and procedural differences in those schools Thismanual has been developed in collaboration with the Association of Community TribalSchools ITA accredits the schools and, in most instances, the regional associations also

grant regional accreditation to the CITA schools CITA awards accreditation, but its services

to schools are always provided through the regional commissions

Division of International Schools

The international schools are regionally accredited American schools that desireinternational accreditation In order to become internationally accredited, a school mustmeet CITA’s international standards in addition to the standards of the regionalcommission

Division of National Schools

National schools serve indigenous populations, e.g., Egypt, Pakistan, Poland, Mexico,Canada, Brazil, Ukraine Schools seeking accreditation register with CITA, and CITAcontracts with one of the regional accreditation commissions for protocol services CITA

provides accreditation Regional accrediting associations may not accredit national schools.

Division of Distance Education Schools

Distance educational schools offer academic instruction to students located at a distancefrom the site The instruction may be delivered by mail, television, Internet, or othermeans Distance education schools register with CITA, and CITA contracts with one of theregional school commissions for protocol services

Division of Trans-Regional Schools

Trans-regional schools have trans-regional identify or control Many are owned by onecompany that controls finances, programs, and quality CITA has standards for thecorporations as well as for the schools The corporation or company is evaluated by CITA

If approved, it registers its schools with CITA, and CITA contracts with a regional schoolcommission for protocol services

Division of Supplementary Education Schools

Supplementary schools specialize in supplementing the education of students who attend acomprehensive school Many supplementary schools, such as Sylvan, Huntington, FutureKids, etc., are also trans-regional As a result, there are standards and protocols for theircorporations as well as their schools The company is evaluated by CITA If approved, itregisters its schools with CITA, and CITA contracts with a regional school commission forprotocol services

Definition of Trans-Regional Tribal Controlled Elementary and Secondary Schools

Tribal Controlled Schools

A "tribal controlled school" is a school operated by a tribe or a tribal organization,enrolling students in pre- kindergarten through grade 12 (pre K-12), which has 60%Native American enrollment, is not a local educational agency and is not directlyadministered by the Bureau of Indian Education

PROCESS FOR ACCREDITATION OF TRANS-REGIONAL

TRIBAL CONTROLLED ELEMENTARY AND SECONDARY SCHOOLS

The initial accreditation of a Trans-Regional Tribal Controlled Elementary or SecondarySchool will require the appointment of an approved facilitator or team chair for consultingand facilitating the accreditation process The facilitator may be paid a fee and necessarytravel expenses in accordance with the travel policies or regulations of the school Thefacilitator shall organize and select the visiting team He or she may chair the team andschedule the team visit as well Following is the process for accreditation of the Trans-Regional Tribal Controlled Elementary and Secondary Schools:

Registration and Candidacy

1 The school and facilitator shall receive verification that the Association of CommunityTribal Schools (ACTS) has been approved as a corporate entity ACTS was approved based

on meeting The Twelve Standards for Corporations, the completion of a self-study based onthe four areas of finance, business or strategic plan, educational delivery model, andquality control The corporation onsite review was conducted in Denver in March of 1999.The visiting team confirmed the self-study and certified that ACTS meets the twelvestandards

2 In order to be eligible to apply for CITA accreditation, the school must meet thedefinition of a tribal controlled school as outlined on the previous page The head of eacheligible school shall complete the registration form and pay $550 dues to the Commission

on International and Transregional Accreditation (CITA) The registration form and the duesshall be mailed to the Executive Director of CITA

3 The Executive Director of CITA will certify the receipt of the registration form and duesand provide official acceptance of the Tribal Controlled Elementary or Secondary School as

a candidate for accreditation

4 The Executive Director will assign the school to a regional accreditation commission

5 The school in candidacy may be eligible for accreditation by both CITA and the regionalaccrediting agency Some regional accrediting bodies do not provide joint accreditation

6 A facilitator or team chair from the regional accreditation agency will conduct a review

or readiness visit to determine if the Thirteen Standards for Trans-Regional Tribal

Controlled Elementary and Secondary Schools have been met The process for

self-study and evaluation, the schedule of the visiting team, and the development of aschool improvement plan will be addressed The Association of Community and TribalSchools (ACTS) will collaborate on organizing visiting teams

7 A candidate school may advertise that it is a candidate for accreditation Under nocircumstances is the school allowed to advertise as an accredited school while incandidacy

Self-Study, Evaluation, and Visiting Team

1 The study and evaluation process for tribal schools consists of conducting a

self-study that examines the extent to which the school meets the thirteen Standards for Trans-Regional Tribal Controlled Elementary and Secondary Schools

1 The school shall use the Self-Study Guide for Trans-Regional Tribal Controlled

Elementary and Secondary Schools and Leadership Beyond the Seventh Generation II, a

publication produced by the National Indian School Board Association and Bureau EffectiveSchools Team This publication is available for order from Phi Delta Kappa by calling 800-766-1156

2 The time frame for completing the self-study and the evaluation of standards isapproximately 12-18 months, depending on a school's readiness and willingness to work tocomplete the process for final review by the visiting team

3 The assigned facilitator will review the CITA self-study guide and the evaluationprocess before the team visit The facilitator should be ready to schedule a tentative datefor the visiting team’s review after the readiness visit or review Approximately one month(may be less if facilitator agrees) prior to the scheduled date of the visiting team, theschool should have all self-study materials, travel directions, and reimbursementprocedures ready to mail to the members of the visiting team The visiting team shouldhave representation from other tribally controlled schools and/or tribal colleges witheducation departments

4 The facilitator shall select and organize a three member visiting team that thefacilitator usually chairs The on site visit will last at least a day and a half The TribalControlled Elementary or Secondary School being evaluated is responsible for the expenses

of the visiting team, including lodging and travel In some states, a small honorarium may

be required The visiting team will review the self-study and the school improvement plan

and will determine compliance with the thirteen Standards for Trans-Regional Tribal

Controlled Elementary or Secondary Schools

5 In preparation for the visiting team, the school staff and/or stakeholders areresponsible for providing evidence of meeting the thirteen standards It is suggested thatthe school staff organize a file box or a notebook with documentation of each of the

indicators of the thirteen standards In any case, the documentation must be included

either in the self-study or be available as suggested above for review and validation by thevisiting team

6 The visiting team will complete a report with a recommendation for accreditationstatus The visiting team will recommend accredited status if the standards are met andthe self-study is acceptable In addition, the visiting team will provide recommendations onthe school’s planning for development and improvement

Accreditation

1 The chair of the visiting team will conduct an exit interview with the head of the schooland will mail a copy of the team's report to the head of the school and to theappropriate regional accrediting commission

2 The regional accrediting commission reviews the report and determines theaccreditation status of the school If the school is recommended for accreditation, theExecutive Director of CITA will send a letter and a certificate of accreditation to theTrans-Regional school If joint accreditation is awarded, the executive director of theappropriate regional will notify the school when the accreditation certificate will bemailed or awarded

Appeal of Accreditation Decisions

1 The appeal of accreditation decisions will be made first through the appropriate regional

accrediting commission’s appeal process.

2 Further and final appeal can be made to CITA

Continuing Accreditation

1 The CITA accreditation is subject to maintenance by the regional accreditingcommissions every five years using the same process as the initial accreditationprocess

2 The regional accreditation commission may require an annual report that can be sentdirectly to the commission office on a date announced to each accredited school Theself-study, evaluation, and team visit for continuing accreditation will be on a five-yearcycle in accordance with the process for CITA

3 A site visit will be required if the annual report shows two or more deficiencies The school bears the financial cost of such a visit.

THIRTEEN STANDARDS for the ACCREDITATION OF TRANS-REGIONAL TRIBAL CONTROLLED ELEMENTARY AND SECONDARY SCHOOLS

by the COMMISSION ON INTERNATIONAL AND TRANS-REGIONAL

ACCREDITATION

1 LEGAL STATUS

The legal status of the school is clearly defined There are no legal or proprietary ambiguities in ownership, control, or responsibility Partnerships and/or any similar linkages are expressed as legal, enforceable agreements; and the school is approved for its operations by the civil authority within whose jurisdiction it is located.

1.1 All documents that define and describe the legal status of the school are on-site and readily available (i.e., articles of incorporation, proprietary registration, partnership agreement, contracts)

1.2 There is a contract, license, or permit issued by the appropriate civil jurisdiction that indicates the governing body has the authority to operate within that

jurisdiction

1.3 There is identified access to a legal authority or counsel qualified to advise the school in its legal status, rights, and responsibilities in the jurisdiction and in regard to other public or private contractual agreements

1.4 Documents that define and describe pending or current legal proceedings are available for examination (Public documents only; attorney/client

correspondence is privileged.)

1.5 The school conducts no regular business activity that is outside the corporate or civil sanctions established by its legal status and the school has a governing or advisory body that provides advice and assistance to the school

1.6 The chief executive officer is given the authority to make administrativedecisions without undue interference from parents, staff or the Board

COMMENTS

2 FINANCIAL ADEQUACY

The school is adequately financed Levels of income and expenditure are in reasonable balance Overall financial resources are sufficient to assure the continuity and stability of services Debt service or lines of credit are managed in such ways as to assure school policy remains under the control

of school authority The school is not, nor does it anticipate, financial reorganization under protection from creditors.

2.1 The accounts of the school are maintained in accordance with accepted

accounting procedures and are audited annually The report of the annual audit

is on-site and available to evaluators Any concerns regarding unallowed costs have documented abatement plans to resolve the issue

2.2 The income from all regular sources appears sufficient to support all regular expenditures

2.3 Financial institutions that have loaned money to the school or have credit

extended to the school derive no control of school policy from the loan or the credit agreement

2.4 The school is not in or in prospect of moving into financial reorganization under the protection of bankruptcy

Met Met Met Be Met2.5 Evaluators have access to a balance sheet that describes the overall financial operations and financial condition of the school.

COMMENTS

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3 EDUCATIONAL SERVICES

The educational mission of the school is clearly documented and supported

by school, staff, and administration The curriculum is well-defined and rigorous Methods and materials are professionally sanctioned and instruction is in groups of a size that encourages and permits the effective treatment of individual differences An effective program for students provides a balance of educational experiences which actively involves each child in learning activities, is based on knowledge of human growth and development, and relies on sound learning principles Educational operations reflect opposition to every form of bias or prejudice.

3.1 There is a written statement of mission, philosophy, or goals which has beendeveloped by the staff of the school; it is regularly reviewed and is available tothe public

3.2 The curriculum is defined by scope and sequence There are content andperformance standards and benchmarks at specific exit levels Positive methods

of motivation are used

3.3 Group size allows for accommodation of individual differences and differences inlearning styles and abilities

3.4 Materials and methods of instruction are consistent with the mission, philosophy,

or goals of the curriculum and of the school Instructional methods andmaterials reflect the culture of the tribal community

3.5 The school meets the requirements for a program of learning which leads to adiploma

(if applicable)

( ) ( ) ( ) ( )

3.6 Continuous professional development of staff is provided

3.7 The interpersonal relationships between staff and students enhance learning

Schools with early childhood programs must meet the indicators for a program oflearning as contained in the early childhood program checklist (See appendix.)

COMMENTS

Advertising and marketing are in accord with ethical canons that govern public discussion of educational offerings and accomplishments The school explains what it attempts to do, its methods, and results reasonably anticipated Changes in measured achievement are reserved to clinical discussion, and the school does not characterize the services of other educational institutions.

4.1 The school’s advertising is accurate in describing its purposes, methods, and results

4.2 The school does not characterize the quality of other schools or other kinds of schools in its advertising or other public comments

COMMENTS

5 EDUCATIONAL STAFF

The school presents convincing demonstration that each member of educational and administrative staff is fully qualified to perform the duties

assigned The school evaluates the performance of each member of its staff and provides appropriate consultation and guidance.

5.1 All teaching employees have either a state credential or certification in another state, meet regional accrediting standards, meet national or federal standards orregulations, or, in speciality areas such as art or languages, have a portfolio of educational, personal, or professional accomplishments that reveals they are fully qualified to perform the duties assigned to them

5.2 The educational authorities in charge of the school evaluate the professional performance of each member of the staff and results of the evaluation are privately shared with persons evaluated, with appropriate counseling as needed

5.3 The school maintains confidentiality of individual staff evaluations

5.4 Staff members are in sufficient number as to effectively perform all educational and administrative functions of the school No staff member is regularly

overloaded

COMMENTS

6 ADMISSION AND PLACEMENT PROCEDURES

Admission and placement procedures are well-defined and administered The procedures include evaluation, counseling, and the development of productive relationships with students and parents The student and family are informed of all known costs and of possible optional or contingency costs Students are placed at developmentally appropriate levels and developmental goals are established The school admission procedures reflect opposition to every form of bias or prejudice.

6.1 Admission procedures are established, published, and effectively administered

6.2 Admissions counseling leads to the identification of developmental goals

Met Met Met Be Met6.3 There is evidence that prejudice or bias is never a factor in admission.

COMMENTS

7 MANAGEMENT AND SUPERVISION

There is a table of organization Lines of authority, relationship, and accountability are defined Job descriptions and work schedules are regularly reviewed There is a plan for staff development Staff appointment and termination practices reflect consistency and freedom of bias Periodic state- of-the-school reports are issued An up-to-date policies and procedures manual is printed and regularly reviewed.

7.1 The school has an organizational chart or is able to effectively describe one in itsdiscussions with evaluators

7.2 Members of the staff can describe their duties with full understanding; they knowwhat is expected of them; and they know to whom they are accountable

7.3 The head of the school is able to identify goals for the school’s

improvement/development and describe strategies for their attainment

7.4 The activities of the school are structured, scheduled, and administered in ways that assure the stability, continuity, and reliability of events

COMMENTS

8 STUDENT ATTENDANCE AND CONDUCT

The school accounts for the presence of its students and meets all local regulations for maintaining their health and safety Unexplained absences are reported to parents or equivalent authority in a timely manner A code or description of appropriate dress and conduct is in written form and consistently enforced Procedures for the termination of any student for cause are known and consistently applied.

8.1 There is a clearly designed format and procedures for recording the daily

attendance of each student

8.2 The school immediately notified parents (or other identified authority) of

unexplained absences

8.3 Guidelines for student conduct and dress are identified and known by all

students, parents, and members of the staff

8.4 Procedures for the termination of any student for cause are established and written

8.5 The school environment and all operations are designed and developed with a conscious concern for the health and safety of all students and staff

COMMENTS

9 COUNSELING, RECORDS, AND FOLLOW-UP

Counseling is provided as needed during instruction Exit counseling is proved at the conclusion of instruction Records of admission, progress, achievement, and recommendations for future study are safely and securely preserved Occasional follow-up studies of former students are conducted.

9.1 Developmental, academic, and any personal counseling relevant to academic progress are provided as needed

Met Met Met Be Met9.2 A structure is in place for the establishment and secure preservation of records

of all students’ activities from their admission through termination

9.3 Exit counseling is provided

9.4 Occasional follow-up studies of promoted or graduated students and/or their parents or the community are conducted

COMMENTS

Communications among staff and with students, parents, and schools students regularly attend are clear and complete All are informed of what they need to know in a timely manner Relationships at all levels are constructive and mutually supporting.

10.1 Members of the staff are provided with all the information they need concerning students, parents, school operations, and employment status

10.2 Staff morale reflects positive staff attitudes toward the school, its students, the parents, the administration, and the school community

10.3 There is evidence of communications with other appropriate professionals, schools, and agencies, such as public health and mental health agencies

10.4 Provisions are made to assure records and other correspondence defining

students’ accomplishments are accurate and consistent with professional

standards

10.5 Relationships with former students are positive and productive.

10.6 The school's relationship with the Office of Indian Educational Progress (OEIP) is professional and productive

10.7 Relationships with community members and other educational institutions are strong

COMMENTS

Educational and administrative areas are adequate in size They are clean, comfortable, and functional The building and grounds meet local codes established for educational occupancy for the maximum numbers the school schedules to be there at one time There is a safe access and egress to and from all parts of the facility with adequate provisions for the movement of handicapped persons Equipment and media required for the effective implementation of educational and administrative functions is adequate, up- to-date, and effectively used.

11.1 All physical spaces are sufficient in size to accommodate the activities conductedtherein There is no evidence of inappropriate use or over use

11.2 The school’s physical facilities are inspected and approved for the maximum number of students enrolled by local fire and health authorities Provision is made to assure that the limits are never exceeded

11.3 The school can provide evidence that all provisions and precautions needed to insure the health and safety of staff and students are in place

11.4 Equipment and media used in instruction are up-to-date, functional, and

appropriate for the purposes to which they are dedicated

( ) ( ) ( ) ( )

COMMENTS

12.SCHOOL IMPROVEMENT AND DEVELOPMENT

The school staff conducts a collegial self-study followed by an external peer review and action plan The school maintains a disciplined knowledge of its future with projections of income, expense, enrollment, special populations, and trends in the business environment within which the school operates The school maintains long-range planning (or a strategic planning) document which reveals how it will maintain continuous improvement.

12.1 The school has conducted a self-study that successfully defines its philosophy, mission, or goal

12.2 The self-study contains self-evaluations that identify strengths and areas for improvement The self-study is (in general) confirmed by a team of evaluators using peer review procedures

12.3 The school maintains projections that reveal trends and tendencies underway in its various sub-systems

12.4 The school has a plan for its future that indicates goals, needed resources, and identifies those responsible for their accomplishment

COMMENTS