WELCOME And Devotions luthed org minnesotanlsa org Videos

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WELCOME And Devotions

WELCOME And Devotions

luthed. org minnesotanlsa. org

luthed. org minnesotanlsa. org

Videos to watch: School Coordinator Team Member Building Your Self-Study in Google Docs

Videos to watch: School Coordinator Team Member Building Your Self-Study in Google Docs

Consultant Site Visit Assignment of your Consultant Function Site Visit Ø Facility Walk-Through Ø

Consultant Site Visit Assignment of your Consultant Function Site Visit Ø Facility Walk-Through Ø Meet with Principal, Faculty, Steering Committee

Completing that Self-Study 1. Surveys

Completing that Self-Study 1. Surveys

PARENT SURVEY QUESTIONS Standard 1 PURPOSE: 1. It is evident that Christ is the

PARENT SURVEY QUESTIONS Standard 1 PURPOSE: 1. It is evident that Christ is the center of all that we do at this school. 2. Our school is focused on student success. 3. This school has a plan for improving student learning. __________________________ TEACHER SURVEY QUESTIONS Standard 3: LEADERSHIP: 1. 2. 3. 4. School leaders openly display their Christian faith. Our school operates effectively and efficiently. Our school promotes high expectations for students in all classes. I am provided with appropriate feedback about my teaching skills.

Completing that Self-Study 1. Surveys 2. Standards Sub-Committees

Completing that Self-Study 1. Surveys 2. Standards Sub-Committees

Standards Sub-Committees 1. One for each standard Ø That’s seven

Standards Sub-Committees 1. One for each standard Ø That’s seven

Standard 1: Purpose Standard 2: Relationships 2 A: School and Congregation 2 B: School

Standard 1: Purpose Standard 2: Relationships 2 A: School and Congregation 2 B: School and Community 2 C: School Climate Standard 3: Leadership 3 A: Governance 3 B: Administration Standard 4: Professional Personnel Standard 5: Teaching and Learning Standard 6: Student Services Standard 7: Facilities

Standards Sub-Committees 1. One for each standard 2. Composition Ø 3 or 4 people

Standards Sub-Committees 1. One for each standard 2. Composition Ø 3 or 4 people v Teacher v Board member v Parent

Standards Sub-Committees 1. One for each standard 2. Composition 3. Tasks Ø Ø Ø

Standards Sub-Committees 1. One for each standard 2. Composition 3. Tasks Ø Ø Ø Craft narratives Put evidence in place Pass judgement on Required Indicators Assign ratings to General Indicators Complete Comment sections

I recommend that the school coordinator “pull apart” the selfco study into individual standards

I recommend that the school coordinator “pull apart” the selfco study into individual standards so that each committee has only their standard available.

Standards Sub-Committees 1. One for each standard 2. Composition 3. Tasks 4. Timeline Ø

Standards Sub-Committees 1. One for each standard 2. Composition 3. Tasks 4. Timeline Ø Start with the end in sight Ø See sample timeline later

Completing that Self-Study 1. Surveys 2. Standards Sub-Committees 3. Complete Narratives

Completing that Self-Study 1. Surveys 2. Standards Sub-Committees 3. Complete Narratives

Required Responses 1. How was the school’s purpose developed? 2. Describe how the school’s

Required Responses 1. How was the school’s purpose developed? 2. Describe how the school’s purpose aligns with its supporting congregation’(s) purpose. 3. Describe the process that was last used to review, clarify and renew the school’s purpose. 4. How does the school demonstrate its unique Lutheran identity through its alignment with vision, values and actions? 5. Describe how the school’s purpose is reflected in the teaching/learning environment in every classroom. 6. Describe the process used to inform new employees about the school’s purpose and the appropriate engagement employees are expected and encouraged to model.

Completing that Self-Study 1. Surveys 2. Standards Sub-Committees 3. Complete Narratives E o r

Completing that Self-Study 1. Surveys 2. Standards Sub-Committees 3. Complete Narratives E o r p s i 4. ID and attach Evidence h t f o t r a e h t s i e c n e d i v ! s s ce

1: 06: New employees are informed about the school’s purpose and its appropriate engagement.

1: 06: New employees are informed about the school’s purpose and its appropriate engagement. Schools must demonstrate with documented evidence and practice that they comply with the following to function at the “operational” level. Place an “X” in the boxes below which currently apply to the school. q New employees are given an orientation packet and have an orientation meeting with the school administrator. q New employees utilize mentors to assist them in learning about the school’s purpose and how to carry it out. q The school’s purpose is outlined in the job description for each employee. Place an “X” in the Rating Box with Reflects the Actual Condition of the School Identify and list supporting Evidence or Practices: Comments: Highly Functional (4) Operational (3) Emerging (2) Identify and list supporting Evidence or Practices: Comments: Not Evident (1)

1: 06: New employees are informed about the school’s purpose and its appropriate engagement.

1: 06: New employees are informed about the school’s purpose and its appropriate engagement. Schools must demonstrate with documented evidence and practice that they comply with the following to function at the “operational” level. Place an “X” in the boxes below which currently apply to the school. q New employees are given an orientation packet and have an orientation meeting with the school administrator. Link Evidence q New employees utilize mentors to assist them in learning about the school’s purpose and how to carry it out. Link Evidence q The school’s purpose is outlined in the job description for each employee. Link Evidence Place an “X” in the Rating Box with Reflects the Actual Condition of the School Identify and list supporting Evidence or Practices: Comments: Highly Functional (4) Operational (3) Emrging (2) Identify and list supporting Evidence or Practices: Comments: Not Evident (1)

1: 06: New employees are informed about the school’s purpose and its appropriate engagement.

1: 06: New employees are informed about the school’s purpose and its appropriate engagement. Schools must demonstrate with documented evidence and practice that they comply with the following to function at the “operational” level. Place an “X” in the boxes below which currently apply to the school. q New employees are given an orientation packet and have an orientation meeting with the school administrator. Link Evidence q New employees utilize mentors to assist them in learning about the school’s purpose and how to carry it out. Link Evidence q The school’s purpose is outlined in the job description for each employee. Do we need Link Evidence to repeat evidence? Place an “X” in the Rating Box with Reflects the Actual Condition of the School Identify and list supporting Evidence or Practices: Comments: Highly Functional (4) Operational (3) Emrging (2) Identify and list supporting Evidence or Practices: Comments: Not Evident (1)

What about that Evidence?

What about that Evidence?

Age nda ks oo b d Han s P s lyer F R Minutes

Age nda ks oo b d Han s P s lyer F R Minutes School Newsletters Pic t Chr ures o f i and stian s artw ymb ols ork Floor Plans s t ge d Bu Sa lar y Sc ale His Co tory an ngre of d S ga ch tion oo l s Tr an sc rip ts Curricula C ch r u h Class Schedules ws e N rs e t t le Ch ur ch B ull eti ns

Completing that Self-Study 1. Surveys 2. Standards Sub-Committees 3. Complete Narratives E o r

Completing that Self-Study 1. Surveys 2. Standards Sub-Committees 3. Complete Narratives E o r p s i 4. ID and attach Evidence h t f o t r a e h 5. Indicatorh. Ratings e t s i e c n e d i v ! s s ce

1: 06: New employees are informed about the school’s purpose and its appropriate engagement.

1: 06: New employees are informed about the school’s purpose and its appropriate engagement. Schools must demonstrate with documented evidence and practice that they comply with the following to function at the “operational” level. Place an “X” in the boxes below which currently apply to the school. q New employees are given an orientation packet and have an orientation meeting with the school administrator. q New employees utilize mentors to assist them in learning about the school’s purpose and how to carry it out. q The school’s purpose is outlined in the job description for each employee. Place an “X” in the Rating Box with Reflects the Actual Condition of the School Identify and list supporting Evidence or Practices: Comments: Highly Functional (4) Operational (3) Emerging (2) Identify and list supporting Evidence or Practices: Comments: Not Evident (1)

Indicator Ratings 3’s are the goal Highly Functional (4) Operational (3) ALL rubrics are

Indicator Ratings 3’s are the goal Highly Functional (4) Operational (3) ALL rubrics are met Emerging (2) Not Evident (1)

Indicator Ratings 2’s are missing a Rubric Highly Functional (4) Operational (3) Emerging (2)

Indicator Ratings 2’s are missing a Rubric Highly Functional (4) Operational (3) Emerging (2) Not Evident (1) This item MUST be included in the Action Plan

Indicator Ratings 1’s are missing multiple Rubrics Highly Functional (4) Operational (3) Emerging (2)

Indicator Ratings 1’s are missing multiple Rubrics Highly Functional (4) Operational (3) Emerging (2) Not Evident (1) This item MUST be included in the Action Plan This will MANDATE Provisional status

Indicator Ratings Highly Functional (4) Operational (3) Emerging (2) Not Evident (1)

Indicator Ratings Highly Functional (4) Operational (3) Emerging (2) Not Evident (1)

Indicator Ratings What about those 4’s? 3’s with Pizazz Over the top Probably a

Indicator Ratings What about those 4’s? 3’s with Pizazz Over the top Probably a Powerful Practice: A pattern of action that exceeds standard compliance. It is innovative and exceeds accreditation expectations. It is an uncommon, calculated risk that results in significant rewards for students.

Indicator Ratings What about those 4’s? 3’s with Pizazz Over the top Probably a

Indicator Ratings What about those 4’s? 3’s with Pizazz Over the top Probably a Powerful Practice EXTREMELY RARE!! Zion - Rapid

Steering Committee 1. Composition of membership Ø School Coordinator appoints Ø 4 -6 members

Steering Committee 1. Composition of membership Ø School Coordinator appoints Ø 4 -6 members v Principal / School Coordinator v At least one faculty v At least one board member v At least one parent – non-board member v Pastor v If you have an exceptionally responsible student you might consider

Steering Committee 1. Composition of membership 2. View Team Member video

Steering Committee 1. Composition of membership 2. View Team Member video

Steering Committee 1. Composition of membership 2. View Team Member video 3. Tasks Ø

Steering Committee 1. Composition of membership 2. View Team Member video 3. Tasks Ø Ø Ø Final filter Approve narrative Approve Indicator scores Compose School Profile Approve teacher biographical information Ø Help administration and board use the Visiting Team Report as a blueprint for the future

Steering Committee 1. Composition of membership 2. View Team Member video 3. Tasks 4.

Steering Committee 1. Composition of membership 2. View Team Member video 3. Tasks 4. Final filter 5. Triggers Consultant decision to move ahead with site visit Ø Consultant gives final approval for a site visit

How to organize: Work the calendar backwards – • Start with the site visit

How to organize: Work the calendar backwards – • Start with the site visit • Back up four weeks – that’s when everything needs to be ready for the visiting team • Allow about two weeks for a proofreader to sanitize the document • Allow about two weeks for the Steering Committee to give its final stamp of approval • Set dates for completion of each standard • Finalize committees • Steering Committee • Standards committees • In-service staff

Internal Time Schedule St. Budweiser Lutheran School January 16, 2021 - all sub-committee documents

Internal Time Schedule St. Budweiser Lutheran School January 16, 2021 - all sub-committee documents finished January 29, 2021 - deadline for everything to be submitted to consultant February 1, 2021 - start finalizing Google Document March 15, 2021 - everything completed and available for visiting team to view April 22 -24, 2021 - Site Visit

How to organize:

How to organize:

What does the finished product look like?

What does the finished product look like?

http: //www. minnesotanls a. org/ • LINK your evidence from the body of the

http: //www. minnesotanls a. org/ • LINK your evidence from the body of the self-study • ONE CLICK back from evidence to self-study

http: //www. minnesotanls a. org/ Access needs to be granted to: • • •

http: //www. minnesotanls a. org/ Access needs to be granted to: • • • All school committee members Consultant Eventual team members DAC members NAC members

http: //www. minnesotanls a. org/ Self-study will need to be available in two formats:

http: //www. minnesotanls a. org/ Self-study will need to be available in two formats: • • One complete document which will later be saved as a PDF document and made available A collection of seven individual standards plus. .

Action Plan 1. Sample

Action Plan 1. Sample

Action Plan 1. Sample 2. What goes into it? Ø All General Indicators scored

Action Plan 1. Sample 2. What goes into it? Ø All General Indicators scored as a “ 1” or “ 2” Ø A General Indicator scored as a “ 3” MAY be included Ø These will also come from the self-evaluation Ø May be designated by the school or team

Action Plan 1. Sample 2. What goes into it? 3. What happens with it?

Action Plan 1. Sample 2. What goes into it? 3. What happens with it? Ø Submitted to DAC and NAC Ø Becomes the Road Map for the school Ø Who completes it? v School v Site Visiting Team

Action Plan 1. Sample 2. What goes into it? 3. What happens with it?

Action Plan 1. Sample 2. What goes into it? 3. What happens with it? 4. Annual Report Ø Cumulative document Ø Submitted annually to DAC Ø May 15 (preferably earlier)

Site Visit 1. When Ø By the end of April Ø At least 9

Site Visit 1. When Ø By the end of April Ø At least 9 months but not more than 24 months after application

Site Visit 1. When 2. How long Ø 3 days Ø First day short

Site Visit 1. When 2. How long Ø 3 days Ø First day short Ø Ends after school on third day with Exit Report

Site Visit 1. When 2. How long 3. Captain Ø May be requested by

Site Visit 1. When 2. How long 3. Captain Ø May be requested by school Ø Appointed by District Commissioner Ø Approved by NLSA Director

Site Visit 1. When 2. How long 3. Captain 4. Team members Ø Must

Site Visit 1. When 2. How long 3. Captain 4. Team members Ø Must be 6, including captain Ø Should represent various interest levels v Administrator v Various levels of teaching expertise v May include non-Lutheran or public educators

Site Visit 1. When 2. How long 3. Captain 4. Team members 5. Conflict

Site Visit 1. When 2. How long 3. Captain 4. Team members 5. Conflict of interest Ø Captain or team members shall not have any connection with the school Ø Examples

Site Visit 1. When 2. How long 3. Captain 4. Team members 5. Conflict

Site Visit 1. When 2. How long 3. Captain 4. Team members 5. Conflict of interest 6. Budget Ø Travel for all members, plus consultant earlier Ø All meals while on site Ø Lodging (2 nights) Ø Snacks and drinks for team while on site

Site Visit 1. When 2. How long 3. Captain 4. Team members 5. Conflict

Site Visit 1. When 2. How long 3. Captain 4. Team members 5. Conflict of interest 6. Budget 7. Site visit schedule Ø See sample

Site Visit 1. When 2. How long 3. Captain 4. Team members 5. Conflict

Site Visit 1. When 2. How long 3. Captain 4. Team members 5. Conflict of interest 6. Budget 7. Site visit schedule 8. Accommodations while on site Ø Private, secure, large enough room to use as home base Ø Projector and screen Ø Wi-Fi

Your self-study will be linked on the minnesotanlsa. org web site for the benefit

Your self-study will be linked on the minnesotanlsa. org web site for the benefit of visiting team members and the District Accreditation Commission.

After the visit is completed, please provide a PDF copy of the entire self-study

After the visit is completed, please provide a PDF copy of the entire self-study document. This is needed to submit to the National Accreditation Commission and to the Synodical office for archival purposes.

Approval Process 1. Visiting Team recommendation Ø Exit report Ø Team captain will share

Approval Process 1. Visiting Team recommendation Ø Exit report Ø Team captain will share recommendations Ø Recommends to DAC

Approval Process 1. Visiting Team recommendation 2. DAC recommendation Ø Meets in late May

Approval Process 1. Visiting Team recommendation 2. DAC recommendation Ø Meets in late May or early June Ø Recommends to NAC

Approval Process 1. Visiting Team recommendation 2. DAC recommendation 3. NAC decision Ø Meets

Approval Process 1. Visiting Team recommendation 2. DAC recommendation 3. NAC decision Ø Meets the last week of July in St. Louis Ø Final decision made at this time

Types of Accreditation 1. NLSA Ø Accredited with Provisions v Has not met a

Types of Accreditation 1. NLSA Ø Accredited with Provisions v Has not met a Required Indicator of Success v Has not provided a Required Evidence v Has been assigned a “ 1” on an Indicator v Has been declared to have a Major Deficiency: Any condition that is based on an NLSA standard which has a severe negative effect on the quality of education, the ministry of the school, and/or endangers the health and safety of the school population. The deficiency must be remedied by the school within the time parameters (no longer than 2 years) prescribed by the Validation Team. v Typically this is for a one-year period

Types of Accreditation 1. NLSA 2. Co-Accreditation Ø Ø Cognia WASC CCLE Middle States

Types of Accreditation 1. NLSA 2. Co-Accreditation Ø Ø Cognia WASC CCLE Middle States

Types of Accreditation 1. NLSA 2. Co-Accreditation 3. State of Minnesota Ø Recognized by

Types of Accreditation 1. NLSA 2. Co-Accreditation 3. State of Minnesota Ø Recognized by the Department of Education (elementary) Ø Recognized by the Department of Human Resources (early childhood)

Annual Fee $650 This fee is set to increase by $50 per year for

Annual Fee $650 This fee is set to increase by $50 per year for several years to fund the development of the on-line version of the self-study. Payable in October Payable only once each year – whether in the cycle or renewing