Policies, Standards, and Procedures

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

Schools

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Commission on International and Trans-Regional AccreditationArizona State University

P.O. Box 871008Tempe, Az. 85287-1008

TABLE OF CONTENTS

Introduction to CITA.......................................................................................1

Definition of Tribal Controlled Elementary and Secondary Schools..................3

Process for Accreditation of Tribal Controlled Elementary and Secondary Schools...............................................................................4

Checklist for Thirteen Standards for the Accreditation of Tribal Controlled Elementary and Secondary Schools............................................7

Self-Study Guide for Tribal Controlled Elementary and Secondary Schools....20

Sample Report of the Visiting Team.............................................to be developed

Visiting Team Certification of Self-Evaluation and Standards.........................38

Appendices

Registration Form for Candidacy..................................................................39

The On-Site Visit..........................................................................................42

Policies on Co-Accreditation.........................................................................43{00019643v1}

Policies on Dues and Fees............................................................................44

Twelve Standards for Corporate Review........................................................45

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COMMISSION ON INTERNATIONAL AND TRANS-REGIONAL ACCREDITATION

Introduction

Welcome to the Commission on International and Trans-Regional Accreditation (CITA). This manual has been developed to guide comprehensive tribal schools seeking CITA accreditation and to assist evaluators reviewing those schools for compliance with CITA standards. The manual defines tribal schools and outlines the accrediting process. For initial 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 to validate 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 accreditation commissions. The first cooperative venture was to establish a Commission on International and Trans-Regional Accreditation (CITA). CITA serves the accreditation needs of schools that are 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 now requesting services from the United States regional school commissions. CITA is an accrediting 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 and standards. 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 regional commissions in which the schools are located. The CITA-accredited schools benefit from the expertise 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 the commissions train thousands of peer evaluators. They also cooperate with the National Study of School Evaluation (NSSE), an organization devoted to developing and distributing state-of-the-art guides for self-study, school improvement, and evaluation. The participating commissions are governed by more than 400 commissioners who are established leaders in American education. Through ICSAC, the commissions come together to promote accreditation and school quality. The commissions work cooperatively with federal, state, and local governments and agencies but continue to be independently responsive 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)

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Commission on International and Trans-Regional Accreditation (CITA)

CITA deploys the resources of the regional commissions into international schools, national schools, trans-regional schools, distance education schools, and supplementary schools. CITA has five divisions, and there is a separate protocol and set of standards for each division. The tribal schools are under the auspices of trans-regional schools, but they have unique standards that address cultural and procedural differences in those schools. This manual has been developed in collaboration with the Association of Community Tribal Schools. 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 desire international accreditation. In order to become internationally accredited, a school must meet CITA’s international standards in addition to the standards of the regional commission.

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 CITA contracts 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 distance from the site. The instruction may be delivered by mail, television, Internet, or other means. Distance education schools register with CITA, and CITA contracts with one of the regional school commissions for protocol services.

Division of Trans-Regional Schools

Trans-regional schools have trans-regional identify or control. Many are owned by one company that controls finances, programs, and quality. CITA has standards for the corporations 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 school commission for protocol services.

Division of Supplementary Education Schools

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

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Definition of Trans-Regional Tribal ControlledElementary 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 directly administered by the Bureau of Indian Education.

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PROCESS FOR ACCREDITATION OF TRANS-REGIONALTRIBAL CONTROLLED ELEMENTARY AND SECONDARY SCHOOLS

The initial accreditation of a Trans-Regional Tribal Controlled Elementary or Secondary School will require the appointment of an approved facilitator or team chair for consulting and facilitating the accreditation process. The facilitator may be paid a fee and necessary travel expenses in accordance with the travel policies or regulations of the school. The facilitator shall organize and select the visiting team. He or she may chair the team and schedule 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 Community Tribal 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 on the four areas of finance, business or strategic plan, educational delivery model, and quality 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 twelve standards.

2. In order to be eligible to apply for CITA accreditation, the school must meet the definition of a tribal controlled school as outlined on the previous page. The head of each eligible school shall complete the registration form and pay $550 dues to the Commission on International and Transregional Accreditation (CITA). The registration form and the dues shall be mailed to the Executive Director of CITA.

3. The Executive Director of CITA will certify the receipt of the registration form and dues and 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 regional accrediting 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 a school improvement plan will be addressed. The Association of Community and Tribal Schools (ACTS) will collaborate on organizing visiting teams.

7. A candidate school may advertise that it is a candidate for accreditation. Under no circumstances is the school allowed to advertise as an accredited school while in candidacy.

Self-Study, Evaluation, and Visiting Team

1. The self-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.

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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 Effective Schools 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 is approximately 12-18 months, depending on a school's readiness and willingness to work to complete the process for final review by the visiting team.

3. The assigned facilitator will review the CITA self-study guide and the evaluation process before the team visit. The facilitator should be ready to schedule a tentative date for 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, the school should have all self-study materials, travel directions, and reimbursement procedures ready to mail to the members of the visiting team. The visiting team should have representation from other tribally controlled schools and/or tribal colleges with education departments.

4. The facilitator shall select and organize a three member visiting team that the facilitator usually chairs. The on site visit will last at least a day and a half. The Tribal Controlled 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 are responsible for providing evidence of meeting the thirteen standards. It is suggested that the 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 the visiting team.

6. The visiting team will complete a report with a recommendation for accreditation status. The visiting team will recommend accredited status if the standards are met and the self-study is acceptable. In addition, the visiting team will provide recommendations on the 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 school and will mail a copy of the team's report to the head of the school and to the appropriate regional accrediting commission.

2. The regional accrediting commission reviews the report and determines the accreditation status of the school. If the school is recommended for accreditation, the Executive Director of CITA will send a letter and a certificate of accreditation to the Trans-Regional school. If joint accreditation is awarded, the executive director of the appropriate regional will notify the school when the accreditation certificate will be mailed or awarded.

Appeal of Accreditation Decisions

1. The appeal of accreditation decisions will be made first through the appropriate regional {00019643v1} 5

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 accrediting commissions every five years using the same process as the initial accreditation process.

2. The regional accreditation commission may require an annual report that can be sent directly to the commission office on a date announced to each accredited school. The self-study, evaluation, and team visit for continuing accreditation will be on a five-year cycle 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 SCHOOLSby the

COMMISSION ON INTERNATIONAL AND TRANS-REGIONAL ACCREDITATION

1. LEGAL STATUSThe 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)( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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. ( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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1.4 Documents that define and describe pending or current legal proceedings are available for examination. (Public documents only; attorney/client correspondence is privileged.)( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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

( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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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. ( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

2.2 The income from all regular sources appears sufficient to support all regular expenditures. ( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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. ( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

2.4 The school is not in or in prospect of moving into financial reorganization under the protection of bankruptcy. ( ) ( ) ( ) ( )Fully Marginally Not Presently Cannot

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Met Met Met Be Met

2.5 Evaluators have access to a balance sheet that describes the overall financial operations and financial condition of the school. ( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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3. EDUCATIONAL SERVICESThe 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 been

developed by the staff of the school; it is regularly reviewed and is available to the public.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

3.2 The curriculum is defined by scope and sequence. There are content and performance standards and benchmarks at specific exit levels. Positive methods of motivation are used.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

3.3 Group size allows for accommodation of individual differences and differences in learning styles and abilities.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

3.4 Materials and methods of instruction are consistent with the mission, philosophy, or goals of the curriculum and of the school. Instructional methods and materials reflect the culture of the tribal community.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

3.5 The school meets the requirements for a program of learning which leads to a diploma(if applicable).

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( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

3.6 Continuous professional development of staff is provided.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

3.7 The interpersonal relationships between staff and students enhance learning.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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

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4. ADVERTISING AND MARKETING

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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

4.2 The school does not characterize the quality of other schools or other kinds of schools in its advertising or other public comments.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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5. EDUCATIONAL STAFF

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

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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 or regulations, 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. ( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

5.3 The school maintains confidentiality of individual staff evaluations.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

6.2 Admissions counseling leads to the identification of developmental goals.( ) ( ) ( ) ( )Fully Marginally Not Presently Cannot

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Met Met Met Be Met

6.3 There is evidence that prejudice or bias is never a factor in admission.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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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 its discussions with evaluators.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

7.2 Members of the staff can describe their duties with full understanding; they know what is expected of them; and they know to whom they are accountable.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

7.3 The head of the school is able to identify goals for the school’s improvement/development and describe strategies for their attainment.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

7.4 The activities of the school are structured, scheduled, and administered in ways that assure the stability, continuity, and reliability of events.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

8.2 The school immediately notified parents (or other identified authority) of unexplained absences.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

8.3 Guidelines for student conduct and dress are identified and known by all students, parents, and members of the staff.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

8.4 Procedures for the termination of any student for cause are established and written.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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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.( ) ( ) ( ) ( )Fully Marginally Not Presently Cannot

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Met Met Met Be Met

9.2 A structure is in place for the establishment and secure preservation of records of all students’ activities from their admission through termination.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

9.3 Exit counseling is provided.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

9.4 Occasional follow-up studies of promoted or graduated students and/or their parents or the community are conducted.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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10. COMMUNICATIONS AND RELATIONSHIPSCommunications 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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

10.2 Staff morale reflects positive staff attitudes toward the school, its students, the parents, the administration, and the school community.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

10.3 There is evidence of communications with other appropriate professionals, schools, and agencies, such as public health and mental health agencies.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

10.4 Provisions are made to assure records and other correspondence defining students’ accomplishments are accurate and consistent with professional standards.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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10.5 Relationships with former students are positive and productive.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

10.6 The school's relationship with the Office of Indian Educational Progress (OEIP) is professional and productive.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

10.7 Relationships with community members and other educational institutions are strong.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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11.PHYSICAL FACILITIES AND EQUIPMENT

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 conducted therein. There is no evidence of inappropriate use or over use.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

11.4 Equipment and media used in instruction are up-to-date, functional, and appropriate for the purposes to which they are dedicated.

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( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

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.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

12.3 The school maintains projections that reveal trends and tendencies underway in its various sub-systems.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

12.4 The school has a plan for its future that indicates goals, needed resources, and identifies those responsible for their accomplishment.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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13.CULTURAL RELEVANCE

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The learning climate reflects a positive cultural image. Native American culture, history, and language are integrated into the curriculum. Community members and tribal elders contribute to classroom instruction. Tribal language and customs are valued. School staff are given training to increase their understanding of tribal culture and values.

13.1 The physical appearance of the school reflects the tribal culture and a cultural climate permeates the school environment. ( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

13.2 Instruction is made relevant to the students by integrating cultural aspects in all applicable content areas. Instructional materials are reviewed for bias historical accuracy. ( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

13.3 Staff receive training in how to integrate culture into the curriculum. ( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

13.4 Tribal language(s) is incorporated into the curriculum. ( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

13.5 Community members and students are involved in the design of the cultural instruction.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

13.6 Community members, including tribal elders, are involved in the classroom.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

13.7 Tribal members make up an equitable portion of certified staff.( ) ( ) ( ) ( )Fully Marginally Not Presently CannotMet Met Met Be Met

COMMENTS

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SELF-STUDY GUIDEfor

TRANS-REGIONAL TRIBAL CONTROLLED ELEMENTARY AND SECONDARY SCHOOLS

For Use in Accreditation ProtocolsConducted by

The Commission on International and Trans-Regional Accreditation

of

The International Council of School Accreditation Commissions, Inc.

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Part I: School and Community Profile

If there is insufficient space for an answer, please attach additional sheets.

1. THE SCHOOL

1.1 When was the school established? Date_______________

1.2 Indicate if the school is a ( ) tribal school_______________

_____grant school______contract school______other

1.3 Describe briefly how the school came into being.

1.4 Describe the territory assigned to the school, indicating the relevant economic or cultural characteristics.

1.5 Describe the training provided by the school and any other training provided to the staff that applies specifically to the school operations.

1.6 Under the headings provided, please record information about all staff members. For “Percentage of Employment,” Full-Time Equals 100 percent.

Name PositionPercentageof Employment Certifications

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1.7 Describe how the school advertises its services.

1.8 Does the school have multiple diagnostic assessment for its students?YES_____ NO_____If so, please list the assessment instruments.

What is the drop out rate for grades 8-12?

8th ______% 9th _______ 10th ______ 11th ______ 12th ______

1.9 Please indicate by grade level the number of students enrolled over the past five years and this year. (Note: If school has been operating less than five years, go back only the number of years the school has been operating.)

Years Ago - 5 4 3 2 1Current

GRADE

_____ _____ _____ _____ _____ ______ _____

_____ _____ _____ _____ _____ ______ _____

_____ _____ _____ _____ _____ ______ _____

_____ _____ _____ _____ _____ ______ _____

_____ _____ _____ _____ _____ ______ _____

_____ _____ _____ _____ _____ ______ _____

_____ _____ _____ _____ _____ ______ _____

_____ _____ _____ _____ _____ ______ _____

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1.10 Has the school participated with any community, business, civic, or charitable groups? Please describe.

1.11 What does the staff of the school believe to be the general strengths of the school?

1.12 In what general ways does the staff believe the school needs to improve?

1.13 What are the short-term (i.e. one or two year) goals of the school? (Insert these goals in Part 3 of the Self-Study Report. See page 35.)

1.14 What are the long-range (i.e. three to six year) goals of the school? (Insert these goals in Part 3 of the Self-Study Report.)

1.15 How does the school follow up on the students who have completed its programs?

2. RELATIONSHIPS

2.1 Describe the kinds of support the school regularly (annually) receives in the following areas.

2.1.1 Training and Development

2.1.2 Advice and Vision

2.1.3 Management Support

2.1.4 Materials

2.1.5 Advertising and Public Relations

2.2 Describe the nature and frequency of discussions/planning among teachers, staff, and administrators.

2.4 How often and under what other circumstances do school staff members interact with the staff members of other schools that serve Native American students? Please describe.

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2.5 How often and in what way does the school report to parents?

2.5.1 Academic Progress2.5.2 Educational Issues

2.5.3 Financial/Other

2.6 What do the school staff members perceive as the strengths of the school’s relationship with students?

2.7 In what ways can the relationship with the students and/or parents be improved?

2.8 List the educational institutions in the school’s territory with which the school has a productive working relationship. Briefly describe the relationship.

Name of Institution Description of Relationship

2.9 Describe the relationship between the school and its former students and/or their families.

2.10 To what associations or groups of professional educators do the school or its staff members belong? Please describe.

2.11 Are school facilities or resources used for cultural education within the community? Please describe.

2.12 Do staff members participate in national or regional professional associations? Please describe.

2.13 What do the school’s personnel perceive as the strengths of the school’s relationship with the community and other educational institutions?

2.14 What aspects of the relationships between the school and the community and other educational institutions are in need of improvement?

3. EDUCATIONAL SERVICES

3.1 What does the school philosophy or mission say about the staff relationship with students? Cite evidence that the described relationship is in effect.

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3.2 What does the School’s philosophy or mission say about the methods of instruction? Cite evidence those methods are in effect.

3.3 What does the school philosophy or mission say about the curricula? Cite evidence the described curricula are in effect.

3.4 What does the school philosophy or mission say about the success of the students? Cite evidence that this kind of success is attained.

3.5 What does the philosophy or mission of the school say about monitoring or reporting progress? Cite evidence of the kinds of monitoring or reporting that are in effect.

3.6 What does the philosophy or the mission of the school say about the motivation of students? Cite evidence this kind of motivation is in effect.

3.7 What does the philosophy or the mission of the school say about counseling (or advising) students and parents? Cite evidence this kind of counseling (or advising) is provided.

3.8 Cite evidence on how the school works to improve the education services it provides to its students and their parents.

3.9 Accreditation standards require that all instructional staff have full understanding of and competence in the philosophy and methods of the school. Cite evidence of how this standard is met.

3.10 Accreditation standards require provisions for the continuous professional development of the staff members. Cite evidence of how this standard is met.

3.11 Accreditation standards require that a complete set of records be kept on all students from the point of admission through completion of the program and any follow-up. Cite evidence of how this standard is met.

3.12 Accreditation standards require that each school have a written guide of conduct and dress for students. Cite evidence of how this standard is met.

3.13 Accreditation requires that print, software, and other supporting material be on hand to supplement and support the students’ in their programs. Cite evidence of how this standard is met.

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3.14 What is the strength of the school’s educational programs?

3.15 In what areas is student performance strongest? Cite specific assessment evidence.

a)

b)

c)

3.16 In what areas is student performance in need of improvement? Cite specific goals that the school wants to reach in terms of student academic performance.

a)

b)

c)

Part 2: Beliefs and Mission

State the written set of beliefs or shared values and the mission statement of the school. Please review questions 3.1 - 3.7 under Educational Services on pages 29-31.

Part 3: Desired Results for Students

List the short range and long range goals of the school. Refer to Part I: School and Community Profile, Section 1.13 and 1.14.

Short Range Goals:

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Long Range Goals:

Part 4: Organizational and Curriculum Alignment

Identify the gap between present performance and short and long range goals. Refer to 3.1 - 3.5 of Part I.

Part 5: Action Plan

List short and long range improvement goals from Part 3. Identify plans to achieve goals, including methods of evaluation. Refer to Section 3.17 of Part 1.

Part 6: Implementing Action Plan – Document Results

The school staff and/or stakeholders will show evidence of progress concerning the implementation of the action plans in Part 5.

Commission on International and Transregional Accreditation

Certification of Self-Evaluation and StandardsTrans-Regional Tribal Controlled Schools

SCHOOL _______________________ SYSTEM or ________________________________CORPORATION

I. Certification of Self-Evaluation

The team certifies that it has reviewed the self-evaluation and the way it was conducted. If a part of the self-evaluation is not acceptable, enter explanatory statements on the back of this page. Commendations and Recommendations are to be attached to this report. Use attachments, if necessary. (Deficiencies in standards do not affect the acceptability of the written report.)

Mission StatementAcceptable

Not Acceptable

The School

Relationships

Educational Services

The self-evaluation is:

II. Evaluation of Standards

The team, through review of the self-evaluation, conferences with personnel, and observations during the visitation, certifies that this school meets the thirteen standards of accreditation except for the {00019643v1} 25

following deficiencies (if no deficiencies, write NONE):

Standard Number Nature and Degree of Deficiency

Use the back of this page to enter changes that will be necessary for the school to meet the standard. Use attachments, if necessary. For initial accreditation, the school is required to meet all standards.

III. Signatures

CHAIRPERSON DATE TEAM MEMBERS

A copy of this report shall be sent to the Executive Director of the Region conducting the protocol.

COMMISSION ON INTERNATIONAL AND TRANS-REGIONAL ACCREDITATION

P. O. Box 246 PARTICIPATING COMMISSIONS

Coopersburg, PA 18036 Com. on Ele. Sch. MSACSPHONE (610) 282-8064 Com. on Sec. Sch. MSACSFAX (610) 282-2547 Com. on Ele. Sch. SACS

Com. on Sec. Sch. SACSCom. on Schools NCACOSCom. on Schools NCACOSCom. on Schools WASC

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REGISTRATION OF A TRIBAL CONTROLLED ELEMENTARY OR SECONDARY SCHOOLFOR A CITA ACCREDITATION PROTOCOL

1. DATE OF REGISTRATION_________________________________

1. SCHOOL NAME________________________________________________________________________

2. CURRENT EDUCATIONAL HEAD_________________________________________(Title)___________________________

3. ADDRESS OF SCHOOL

______________________________(Street or Postal)_______________________________________(City)

___________(State) ______________(Zip)_____________________________________(Country)

______________________________(Fax) _____________________________________(E-Mail)

______________________________(WWW)__________________________________(Telephone)

4. LEGAL AUTHORITY that provides for the school (x)4.1 A Tribe( ) 4.2 Religious Affiliation( )4.3 Government( ) 4.4 Contract or Grant( )

LEGAL AUTHORITYNAME___________________________________________________TITLE__________________________________

ADDRESS __________________________(Street/Postal) ________________________________(City)

_________(State) _________(Zip)__________________________________(Country

__________________________(Telephone) ________________________________(FAX)

__________________________(E-Mail) ________________________________(WWW)

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5. INSTITUTIONAL STATUS. The school is:5.1 Alone on site. ( )5.2 Within a complex that includes other schools. ( )5.3 A division or sub division of a larger school. ( )

6. CURRENT GRADES SERVED (check one)Infant to toddler ( ) Early childhood ( ) Kindergarten ( ) Elementary (1-6 or 1-8)( ) Middle (5 or 6-8 or 9)( ) Secondary (9 or 10-12) (

)

6.1 Does the school offer a secondary diploma? Yes ( ) No ( )6.2 Does the school offer the institutional baccalaureate? Yes ( ) No (

)6.3 Does the school offer a special method, e.g., Montessori, Waldorf, special

magnet (specify)_________________________________________________________________

6.4 Does the school accommodate exceptionalities? Yes ( ) No ( )If “yes”, please check those accommodated:Mentally impaired ( ) Physically impaired( ) Speech impaired ( )Hearing impaired ( ) Visually impaired ( ) Ajudicated ( )Specific Learning Disability ( ) Gifted/Magnet ( ) )Socially/Emotionally Impaired( )Other (specify)____________________________________________________________How are these exceptionalities accommodated?

In the classroom with other students ( ) In special pull-out programs ( )

Through educational technology ( )This is a special education school. ( )

6.5 Does the school plan to add grades or special programs in the near future?Yes ( ) No ( )If “yes”, please describe_____________________________________________

7. CURRENT ENROLLMENTFull time Boys__________Girls__________ Total__________Part time Boys__________Girls__________ Total__________

8. NUMBER OF FACULTYFull time__________ Part time__________ Full time equivalent__________

9. LANGUAGE(S) OF INSTRUCTION (if bilingual check two)English ( ) Spanish ( ) Russian( ) Korean ( ) Japanese ( )French ( ) Arabic ( ) Chinese ( ) German ( ) Native

American( )

What provisions are made for students who are not native speakers of the school’s language of instruction?_____________________________________________________________________

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PLEASE READ BEFORE SIGNING

It is understood that upon acceptance of this registration by CITA, our school is entered into the CITA accreditation protocol and will commence payment of the annual dues as indicated below. This amount remains the same for candidacy, accreditation, and accreditation maintenance. It will be the only annual payment our school may be charged by CITA and cannot be changed without prior notice of one year before the effective date of any change.

It is understood that CITA will contract with the regional school commission that provides accreditation for all schools in our region for the general year-to-year services required for our accreditation. This general service is covered by the annual fee paid to CITA. Some (not all) of these commissions have occasional fees for specific, activities such as candidacy visits, requested on-site consultation, and team appointment. We understand that CITA has authorized these commissions to bill our school directly for these occasional fees.

Signature of School Authority:

__________________________________________Title____________________________Current Annual Dues: $800.00

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THE ON-SITE VISIT

The on-site visit is a two-day evaluation by a team of two or three evaluators appointed, organized, and administered by the RCP. The evaluation has four purposes. (NOTE: CITA will furnish the RCP with further administrative/logistical details through publication and video tapes now in plan.)

1. Review and confirm the contents of the school’s self-study report.

2. Review and confirm the self-evaluations contained in the school’s self-study report.

3. Provide the school with recommendations on its planning for development and improvement.

4. Confirm that the thirteen standards for supplementary education schools are met.

The report of the on-site visit will be read by the RCP. The RCP will report to CITA on compliance with CITA standards. The school will pay the expenses of the on-site evaluation.

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POLICIES ON CO-ACCREDITATION

1. The RCP may accredit the school if, and only if, CITA accredits the school. When co-accreditation is in effect, the policy is neither or both. It cannot be one but not the other. Where co-accreditation is not in effect, accreditation is by CITA only.

2. The RCP shall not charge an additional fee for its accreditation.

3. The accreditation by the RCP shall have the same term and provisions for maintenance as CITA Accreditation.

4. In its own listings of the schools it accredits, the schools will note that co-accredited schools on the list also have CITA Accreditation.

5. Co-accredited schools will have the same rights and privileges within the RCP as all other schools accredited by the RCP.

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POLICY ON DUES AND FEES

1. The annual dues charges by CITA to all early childhood education schools is $550.00. CITA will invoice the school and forward the proceeds to ICSAC for deposit.

2. CITA shall assign the Early Childhood Education Schools to the RCP’s for protocol services and support from candidacy through accreditation and accreditation maintenance.

3. The RCP shall invoice CITA for $450.00 for each school assigned and for which is actively providing protocol services and support her annum. CITA will forward the invoices to ICSAC together with authorization of payment.

4. Until or unless otherwise determined by CITA, RCP’s may charge the occasional fees to CITA schools it charges all other schools for occasional services. It may not charge fees that are not charged all other schools it serves.

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COMMISSION ON INTERNATIONAL AND TRANS-REGIONAL ACCREDITATION

CORPORATE STANDARDS

Twelve Standards for Corporations that have corporate, franchise, contract, or tribal controlled Trans-Regional Schools.

1. The Corporation is in a financial condition that enables it to assure the stability, continuity, and integrity of its defined services to its corporate, franchise, or contract schools.

2. The responsibilities of the Corporation to its corporate, franchise, or contract schools are well-defined and the resources required for meeting these responsibilities are adequate and are effectively administered.

3. The relationships between the Corporation and those responsible for the local operation of its corporate, franchise, or contract schools are characterized by clear and accurate communication, good will, and mutual support.

4. The business plan of the Corporation demonstrates how it determines the educational offerings; establishes its marketing; identifies and trains the heads of its corporate, franchise, or contract schools; styles the relationships with students; establishes and maintains cash flow; and, implements financial and educational accountability.

5. The Corporation monitors the establishment and provision of the educational programs offered in its corporate, franchise or contract schools; it has standards for the services these schools provide; and, it has provisions to intervene when these standards are unmet.

6. The Corporation has both criteria and a systematic and adequately supported program for the evaluation of its corporate, franchise, or contract schools. It keeps records of its evaluations and conducts periodic reviews of those records to discover indications of unwanted trends or tendencies.

7. Subsequent to its evaluation of its corporate, franchise, or corporate schools, the Corporation provides follow-up recommendations and consultation for the heads and staffs of the schools.

8. The Corporation maintains access to legal counsel which can advice or obtain necessary information about the legal requirements and obligations that exist in the states, nations, or other jurisdictions in which its corporate, franchise, and contract schools are operating.

9. The Corporation maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations from protracted proceedings and claims for damage.

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10. The Corporation has provisions that assure that none of its corporate, franchise or contract schools teaches a prejudice in any form or conducts its activity in such ways as may derogate or deny its services to an identified segment of the public.

11. The Corporation has provisions in place to assure itself that its corporate, franchise, or contract schools record the presence of absence of enrolled students, notifies family or appropriate authority of unexplained absences, and meets all local requirements aimed at maintaining the health and safety of the students.

12. The Corporation has adequate legal and administrative provisions in place that enable it to either close or terminate its connection to any corporate, franchise, or contract school that fails to meet its responsibilities to the Corporation or to the public.

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