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STANDARDS WORKBOOK and INTERVIEW GUIDE

For the Collection and Recording of Evidence


INTRODUCTION

In order to conduct a comprehensive review of the school’s adherence to each of the Middle States Standards for Accreditation, the Visiting
Team will review, analyze, and synthesize information from widely varied sources during its visit. These sources include direct observation,
extensive interviews with stakeholders, review of the self-study document, and review of evidence and documentation provided by the
school.

The school will make a variety of documents available for the Team’s review during the visit; specific types of evidence available will vary
from school to school, depending on the unique context and students served. The following tables provide an overview of documentation
and evidence that the Team will review to determine the school’s adherence to each Standard for Accreditation. Members of the Visiting
Team will use this workbook to record the evidence seen and heard. ​This record of evidence is extremely important as the evidence will
serve as the basis for the Team’s decision whether the school meets the Standards for Accreditation. As a result of evidence seen and
heard, the Team may offer recommendations for the school to consider or require further action through monitoring issues or
stipulations to improve the school's organizational capacity. A school must meet all 12 Standards to be accredited/re-accredited. If a
Standard(s) is not met, the accreditation recommendation to the school will either be Probation (for previously accredited schools) or a
postponement of the decision (for candidate schools). If the Team determines that a Standard may not be met, the Team Chair should
contact the MSA office for consultation.

The following interview questions are suggestions to use as a basis to frame your own interview questions. They are general in nature and
hope to encourage conversation while keeping in mind the Middle States Standards that apply. There is no expectation that you use the
exact wording or that you ask every question. We hope you find them helpful.

The Workbook also includes sample interview questions related to each Standard. As you have seen in the protocol, in order for a school to
be accredited they must meet all 12 Standards and meet the requirements of the self-study protocol being used. In addition to the
interview questions related to the Standards you have also been provided with interview questions related to the other requirements of the
Middle States protocols: the Planning Process and the Plan for Growth and Improvement.

Standards Workbook 1
Middle States Commissions on Elementary and Secondary Schools
REQUIREMENTS OF THE SELF-STUDY PROTOCOL:
INTERVIEW QUESTIONS
In addition to the Standards, a school must meet several additional requirements of the self-study protocol to be accredited/re-accredited.
Below are sample interview questions regarding the Middle States requirements related to the Planning Process and the development and
implementation of the Plan for Growth and Improvement.

THE PLANNING PROCESS

Types of questions that may be asked during interviews with stakeholder groups (including parents, faculty, students, and school
leadership and governance):
● Describe the process that your school used to conduct self-study. How were you involved?
● Did you use the MSA surveys to assess your school’s adherence to the Standards?
● How did you involve and inform all stakeholders of their opportunity to have input into the self-study process including the
revision/reaffirmation of the mission of the school?
● Do you feel the process was inclusive?
● Describe the makeup of the Planning Team and how and when they met. Describe the roles of the Internal Coordinators and Planning
Team members.
● What role did leadership and governance play on the Planning Team?

THE PLAN FOR GROWTH AND IMPROVEMENT

Types of questions that may be asked during interviews with stakeholder groups:
● Describe the process used to develop your Objectives and Action Plans.
● Are the chosen objectives achievable for your school?
● What activities and communications were used to involve and inform the greater school community about the Plan?
● How will the Plan be monitored over the next 7 years? Who will be involved? How will Periodic Reviews be completed?
● If the school is using Implementation Teams (Action Teams) for the objectives, how were the Teams selected and what role do they play
in the accomplishment of the objectives?
● Are the Action Plans sufficient in detail to ensure the attainment of the Objectives?

Standards Workbook 2
Middle States Commissions on Elementary and Secondary Schools
POSSIBLE INTERVIEW QUESTIONS FOR
SPECIFIC STAFF
CURRICULUM COORDINATORS – See Educational Program Standard
MEDIA SPECIALISTS – See Information Resources Standard
HEALTH SERVICES – See Health and Safety and Student Services Standards
ACTIVITY ADVISORS – See Student Life Standard
GUIDANCE COUNSELORS – See Student Services Standard
FACILITIES MANAGEMENT – See Facilities and Health and Safety Standards
SECURITY, CAFETERIA, AND TRANSPORTATION STAFF – See Student Services Standard

Curriculum

EDUCATIONAL PROGRAM STANDARD FOR ACCREDITATION

The school’s educational program consists of carefully planned and well-executed programs of study that are based on appropriate content
and learning standards, and instructional methods and assessments of student learning that reflect current research and proven practices in
learning and teaching. The educational program is aligned with the school’s mission, approved by the governing body, and sufficiently
financed and supported. The educational program is designed so that all students can achieve at the levels desired by the school’s
community of stakeholders.

Types of questions that may be asked during interviews with stakeholder groups:
● What is your procedure for curriculum review and revision?
● How are budgetary priorities for instructional resources established?
● What processes are in place to assure vertical and horizontal articulation of curriculum?
● What programs support student transition into the school?
● How is differentiated instruction utilized to support the varied educational needs of students?
● Do you have access to school-sponsored staff development?
● Is your area adequately supported financially? Do you have input into your budget?
● Do you have sufficient and appropriate curricular frameworks and resources?
● Is there a positive climate for teaching and learning?

Standards Workbook 3
Middle States Commissions on Elementary and Secondary Schools
● What do you see as the role of staff in improving student performance?

INDICATORS OF QUALITY FOR ALL SCHOOLS


MSA Indicator What was seen and heard Evidence Team’s Decision
The governing body and leadership ensure that the school:
8.1 Has and implements policies and/or Who Knows: ​Currently, K-12 teachers See Curricular Maps Folder ☐​ Exceeds
procedural guidelines and criteria for and David Young. Previously, Molly ☐​ Meets
Neilson held the learning coordinator Policy
regularly reviewing and revising ☐​ Partially Meets
position. All with support from the Professional Handbook - Pages ☐​ Does Not Meet
programs of study/courses, developing Hillary Banks, school counselor. 6-10
new programs of study/courses, and Where to Find: ​Principal, leadership
team, learning coordinator, and Student Survey Slide 20 Ques 1
eliminating programs of study/courses possible some teachers. Faculty Survey PDF page 28
that are determined to be no longer What Do Resources Look Like: Quest 1
effective or that no longer contribute Primarily digital (course sign up
online). Lower ES, mostly paper and Parents Survey PDF page 19
effectively to achieving the school’s
human to human
mission and goals for student learning. Questions: ​Are AP "pass" data
reflected in course sections? Electives
as well, are they reflected in course
sections?
8.2 Publishes for all students and their Who Knows: Secondary -​​ website, Student Survey Slide 20 Ques 2 ☐​ Exceeds
families an overview of the school’s Elementary - website, Verbal ☐​ Meets
Communication, and published in Back Advisory Handbook
educational program and its programs ☐​ Partially Meets
to School Night literature Secondary Student Parent ☐​ Does Not Meet
of study and seeks input as Where to Find: ​Websites, Back to Handbook
appropriate. School Night, Leadership Team,
Admissions Department, course Elementary Student Parent
syllabi, and weekly emails in the ES. Handbook
What Do Sources Look Like: ​Digital, Faculty Survey PDF page 28
paper, and human
Questions: ​Do we seek input? How? Quest 2
When? How can we make sure End of Year Survey Results
information on the website is up to Student Daily Bulletin
date? Do we have documented
evidence of parents requesting Parents Survey PDF page 19
"swaps?"
The governing body and leadership ensure that the school’s educational program includes:

Standards Workbook 4
Middle States Commissions on Elementary and Secondary Schools
8.3 Programs of study that consist of a Who Knows:​​ Dave Y, Molly N, Dan S, 1​. Curriculum Review ☐​ Exceeds
scope and sequence, knowledge and teachers on an individual basis ☐​ Meets
Where to Find:​​ Google drive on team Process:
☐​ Partially Meets
skills to be learned, expectations for folders, Reportables, Teacher 2. ​Secondary Syllabi: ☐​ Does Not Meet
the levels of student learning and Handbook 3.​ LS Unit Planning:
performance, instructional methods, What Do Resources Look Like​​:
Digital Survey to teachers (?), 4. ​Elementary Reportables
and assessment methods. Reportables, Levels of Mastery, Foss, 5. ​PBL:
EDM, Teaching Philosophy, Curricular 6. ​Assessing and Reporting
Maps, Standards
Questions: ​How is Scope and Academic Progress:
Sequence (S+S) passed from teacher
to teacher? What subjects do we have Student Survey Slide 20
gaps in S+S? Should we conduct a
survey for each teacher? Is Google Question 3
Drive the ultimate place holder for
S+S/Curriculum? Do we have a
program and documentation in place
Faculty Survey PDF page 29
that says, “A teacher should do Quest 1
_______ for instructional methods and
assessment methods”?

8.4 Instruction in the subject areas of Who Knows: ​Dave Y, Molly N, Dan S, Language Arts ☐​ Exceeds
language arts and literature (including Iris, Maura G, Sarah S. ☐​ Meets
Where to Find: ​Curricular Maps, IT Curriculum
early language development and ☐​ Partially Meets
Course Offerings present and past, Student Survey Slide 20 ☐​ Does Not Meet
literacy skills, speaking, writing, and Google Drive Question 4
listening communication skills), What Do Sources Look Like: ​Google
Drive, Past class selection records, Faculty Survey PDF page 29
mathematics, the sciences, social Student Surveys for class selections, Quest 2
sciences, world languages, visual and transcripts Parents Survey PDF page 19
performing arts, health, and physical Questions:​​ How does student body
education. population impact course offerings?
How does the leader of a program get
selected? If someone volunteers to
lead something (theatre) does that
equal to “ensuring” as asked in the
question? What qualifies as a
performing art and does it need to be
an accredited class? How can we
integrate a drama or theatre class into
course offerings? Should we plan for
this?

Standards Workbook 5
Middle States Commissions on Elementary and Secondary Schools
8.5 Instruction in appropriate and effective Who Knows: ​ Classroom Teachers, Use of Musical Technology ☐​ Exceeds
uses of information technology for Counselor, Coaches, Advisors​, ☐​ Meets
students, I.T. team Photo
learning and teaching and provides ☐​ Partially Meets
Where to Find: ​Advisory Sessions, Musical Notation Technology ☐​ Does Not Meet
opportunities for application of Classroom Standards, In Classrooms, Lesson Plan
knowledge and skills learned. google classroom, google drive, I.T.
department records Student Survey Slide 20
What Do Sources Look Like: ​Smart Question 5
boards, Ipads, computers, instruments, Classroom set of Computers
Questions: ​Does the technology
improve our students learning? How Photo
can we better measure the technology Faculty Survey PDF page 29
already in the school? Quest 3
Student Video
Parents Survey PDF page 19

8.6 Experiences that promote students’ Stem activities - Emailed Student Survey Slide 20 ☐​ Exceeds
critical thinking, reasoning, Colleen, Mark Question 6 ☐​ Meets
problem-solving skills, study skills, and ☐​ Partially Meets
Building things ☐​ Does Not Meet
the transfer of learning to other MUN - Emailed Mark and Faculty Survey PDF page 29
curricular areas and real-life issues. Danielle Quest 4

8.7 Opportunities for students to develop Who Knows:​​ Classroom Teachers, LS Professional Handbook - ☐​ Exceeds
social skills, such as self-control and a Counselor, Coaches, Advisors ☐​ Meets
Where to Find: ​Advisory Sessions, Pages 2 -5, 11,19,20,23,36
sense of individual and group ☐​ Partially Meets
Classroom Standards, Behavioral Student Survey Slide 20 ☐​ Does Not Meet
responsibility in interactions with adults Agreements, Question 7
and peers. What Do Sources Look Like:​​ Ice
Breaker Activities, Lesson Plans,
Activity Videos, Classroom Faculty Survey PDF page 29
"Pacts"/Agreements/Contracts Quest 5
Questions: What programs are used
on a school level by the Counselor?
What kind of structure/programs are Exploratory Program Handbook
used in Advisory? Is there a school
expectation for approach on behavior,
ie. "Positive Discipline"? Agreed Upon ​Student
Expectations G5

Agreed Upon ​Teacher


Expectations G5

Standards Workbook 6
Middle States Commissions on Elementary and Secondary Schools
8.8 Opportunities that promote global Who Knows:​​ Director of Activities, Profile of a Global Citizen ☐​ Exceeds
awareness and understanding of Classroom teachers and teaching ☐​ Meets
assistants, curriculum director, ☐​ Partially Meets
diverse cultures and lifestyles. principals, Art/Music Programs, Social Studies Curriculum Map ☐​ Does Not Meet
Language Programs
Where to Find:​​ ES team drives, atlas,
Art/Music projects/ Faculty Survey PDF page 29
performances/exhibitions, International Quest 6
Day, Model UN, Festival Celebrations
What Do Resources Look Like:
digital representation of specific
curriculum guides used in Elementary,
Author/Reading Lists, Performances,
Guest Speakers, Student Work
Questions: ​What is a
definition/understanding around
diverse "lifestyles"?
The governing body and leadership ensure that the school’s educational program:
8.9 Is delivered using documented Who Knows: ​Classroom teachers, Grade Five Science Text ☐​ Exceeds
curriculum guides that are current, Curriculum director, teaching ☐​ Meets
assistants, principals ☐​ Partially Meets
functional, available to and used by Where to Find: ​ES team drives or Faculty Survey PDF page 30 ☐​ Does Not Meet
teachers, and that reflect current Atlas, Classrooms
research and proven practices. What Do Resource Look Like: ​Mostly
digital or print books and teaching Grade Five reading and Writing
guides Text
Questions: ​Where do we find more
complete information in the
secondary? (there isn't really a team Elementary Health Curriculum
drive) Where to find more complete
information regarding 8.09 for
secondary?
8.10 Defines expected outcomes for student Who Knows:​​ teachers, leadership Mark ☐​ Exceeds
learning and performance in terms of team, admin, curriculum director, ☐​ Meets
counselor ☐​ Partially Meets
knowledge, understandings, attitudes, Where to Find: ​Mission statement + Agreed Upon ​Student ☐​ Does Not Meet
skills, and habits to be demonstrated. pillars, student handbook, reportables Expectations G5
What Do Resources Look Like:
mission statement + pillars, student
handbook, reportables Agreed Upon ​Teacher
Questions: ​Student learning and Expectations G5
performance, knowledge and
understanding feel concrete and well
communicated but what can we do to Faculty Survey PDF page 30
create less ambiguity with the
outcomes for attitudes and habits?

Standards Workbook 7
Middle States Commissions on Elementary and Secondary Schools
8.11 Expresses expected student learning Who Knows​​: The people who built the Assessment Policy ☐​ Exceeds
outcomes in terms that can be reportables, The teachers PS-12 Curriculum Maps ☐​ Meets
Where to Find: ​Ask teachers LS Professional Handbook ☐​ Partially Meets
understood by the students. What Do Resources Look Like:
ES Parent_Student Handbook ☐​ Does Not Meet
Standards become reportables and
reportables are translated into student SS Parent_Student Handbook
language. Homework at Lincoln
Questions:​​ Is there a uniform process Student view of reportables
for this? Do teachers know the learning
outcomes enough to incorporate them?
Are we ensuring that new teachers are
getting on board with this? Do we have
a philosophy about how outcomes are
communicated to the children and Faculty Survey PDF page 30
families? Is there a format?

8.12 Is delivered in a variety of learning Who Knows: ​Principals - Molly and Faculty Survey PDF page 30 ☐​ Exceeds
settings (e.g., individual, small group, Dan, Teachers ☐​ Meets
Where to Find: ​Classroom ☐​ Partially Meets
large group). observation records Grade Five Learning Settings ☐​ Does Not Meet
Lesson plans
Teacher peer evaluation
LES /UES/ Specialists Meetings
What Do Resources Look Like:​​ The
best practices documented
Website/ pictures
Teacher survey
Questions: ​What community
exhibitions showcase in a variety of
learning setting? (Science fair etc)
8.13 Considers the ages, cultures, and Who Knows: ​Principals/ Director of Assessment Policy ☐​ Exceeds
varying levels of ability of students Learning of support/ Councellors/ ☐​ Meets
Director of Admission Guiding Statements
when setting levels of expected student ☐​ Partially Meets
Where to Find:​​ Differentiation in class/ Student Success Discussions ☐​ Does Not Meet
learning and performance and ensures Reportables Learner Profiles
students are prepared for a successful What Do Resources Look Like:​​ ?
Can't Answer Secondary Student Parent
transition to the next educational level. Questions: ​Is culture really Handbook
considered? Why would it be? Elementary Student Parent
Any seperate facility for accelerated
learners? Is there any flexibility to Handbook
accomodate high flyers? Social Studies Reportables
Spanish Reportables
Grade 4 Reportables
AP Biology Reportables

Standards Workbook 8
Middle States Commissions on Elementary and Secondary Schools
Faculty Survey PDF page 30
8.14 Is articulated both horizontally and Who Knows: ​Governing Faculty Survey PDF page 30 ☐​ Exceeds
vertically and coordinated among all body/Leadership ☐​ Meets
Where to Find: ​with principals LS professional handbook
levels of the school. ☐​ Partially Meets
What Do Resources Look Like: curriculum procedures pgs 6-10 ☐​ Does Not Meet
Curriculum plans -online/paper Curriculum Statements
Questions: ​Horizontal not really
possible in Primary with only 1 class K-12 Science
per year group

INDICATORS OF QUALITY FOR SCHOOLS WITH ELEMENTARY SCHOOL PROGRAMS

MSA Indicator What was seen and heard Evidence Team’s Decision
The governing body and leadership ensure that the school’s elementary-level educational program:
8.36 Places emphasis on the development of Who Knows:​​ Elementary Faculty Survey PDF page 31 ☐​ Exceeds
cognitive, psychomotor, and affective teachers/Elementary Principal, PE ☐​ Meets
coaches, counselor ☐​ Partially Meets
skills, plus the knowledge and Where to Find: ​Unit planning G5 Friendship Meeting ☐​ Does Not Meet
competencies that establish the basis (teachers/coaches), Standards
for greater understanding. What Do Resources Look Like:
Team share drive, Copy of
standards, class posters, Pictures,
meaningful conversations
Questions:​​ 'Places emphasis'
meaning? How do we know what it
means?

8.37 Provides an integrated approach to Who Knows: ​Principal, curriculum Elementary Music Look at ☐​ Exceeds
children’s social, emotional, physical, director, counselor, resource teacher ☐​ Meets
Where to Find: ​student schedule Learning 8.37
cognitive, and language development. ☐​ Partially Meets
What Do Resources Look Like:
☐​ Does Not Meet
exemples of schedules, pictures of Faculty Survey PDF page 31
specialist classes, of support staff
Questions: ​How do we evaluate
"integrated approach"? How do we
evaluate how successful we are in this
standard?
8.38 Provides individualized instruction and, Who Knows: ​ES Principal,ASA Faculty Survey PDF page 31 ☐​ Exceeds
as appropriate, activities in small Directors and ES Teachers. ☐​ Meets
Where to Find:​​ In the classroom and ☐​ Partially Meets
groups. in ASA and in reportcards.
☐​ Does Not Meet
What Do Resources Look Like:
Human to huma interaction and paper
reports.

Standards Workbook 9
Middle States Commissions on Elementary and Secondary Schools
8.39 Provides daily indoor and outdoor play Who Knows: ​Teachers, TAs, Health Curriculum ☐​ Exceeds
with a balance between large-muscle specialists for fine motor skills and ASA ☐​ Meets
and small-muscle as well as organized P.E. department, classrooms for ☐​ Partially Meets
large muscles
Elementary Visual Art ☐​ Does Not Meet
and unstructured experiences. SAISA
Where to Find:​​ Classroom,field,
hillary,gym,Theatre also by PE Curric
observation and report. Faculty Survey PDF page 31
What Do Resources Look Like:
Photo Evidence,Human Interaction
and digital (video).
Questions:​​ No questions, we feel
LS does an excellent job on this.
8.40 Provides experiences that prepare Who Knows: ​Chip Nielsen, Janelle Student Survey Slide 20 ☐​ Exceeds
students for successful transition to Carlsgaard, Molly, Gr5/6 teachers ☐​ Meets
Where to Find: ​Moving up folders, Question 8
middle and secondary school settings. ☐​ Partially Meets
SAISA, pictures of
☐​ Does Not Meet
elementary-secondary interaction Faculty Survey PDF page 31
What Do Resources Look Like: ​Gr6
visits Gr5 end of the year, Gr5 mini Elementary After School
service Nepal (bring back) Activities​ UES to MS
Questions: ​What interaction do G5 Moving Up Celebration
elementary and secondary kids have?
Is it encouraged? Is it documented? Presentation
Does the program continue if a
teacher leaves? G5 Moving Up Memoir

INDICATORS OF QUALITY FOR SCHOOLS WITH MIDDLE SCHOOL PROGRAMS

MSA Indicator What was seen and heard Evidence Team’s Decision
The governing body and leadership ensure that the school’s middle-level educational program:
8.41 Provides activities and experiences that Who Knows: ​Danielle Johnson,​ ​Dave Faculty Survey PDF page 32 ☐​ Exceeds
assist early adolescents in identifying Young, Luke Davis, Bhagawati ☐​ Meets
Chettri, Hillary ASA Offerings​ 2018-19
their aptitudes and interests. ☐​ Partially Meets
Where to Find: ​Explority choices,
☐​ Does Not Meet
ASA choices, Zero hour documents,
Electives
What Do Resources Look Like:
Course lists, ASA lists
Questions: ​Has the school ever done
something like the Myers-Briggs
personality test? Are these choices
made by students or parents?

Standards Workbook 10
Middle States Commissions on Elementary and Secondary Schools
8.42 Provides experiences that prepare Who Knows:​​Chip, Molly, Speciatlist Student Survey Slide 20 ☐​ Exceeds
students for successful transition to the teachers, Hillary , 8th and 9th grade ☐​ Meets
advisors (Sam and Kimiko) Question 8
secondary school setting. ☐​ Partially Meets
Where to Find: ​Advisory Handbook Faculty Survey PDF page 32 ☐​ Does Not Meet
What Do Resources Look Like:
Hand book, Archived calendars,
Celebration blogs
Questions: Should we have a
buddy system from grade 8/9
students?
Should this be shared in google
drive? Parent Transition Meettin?
Documented?

INDICATORS OF QUALITY FOR SCHOOLS WITH SECONDARY SCHOOL PROGRAMS

MSA Indicator What was seen and heard Evidence Team’s Decision
The governing body and leadership ensure that the school’s secondary-level educational program provides:
8.43 Students with the knowledge, skills, Who Knows:​​ College Counselor and Innovations Lab ☐​ Exceeds
and habits of mind required for college HS Teachers, Subject Area Teachers, IT Curric ☐​ Meets
TAs and Advisors ☐​ Partially Meets
and career readiness. Where to Find: ​College Counselor Faculty Survey PDF page 33 ☐​ Does Not Meet
(Confidental?), Classroom Teachers AP Calc
What Do Resources Look Like:
Paper/Digital/Human College AP Bio
Counselor Materials (Confidential?), AP Human Geo
Critical Thinking Skill Development AP Courses
(Design Thinking, Project
Management, Questions For Life, LS profile 18-19
etc.), Standards (example, C3 for LS profile
Social Studies)
Questions: ​What can the College
Couselor provide for insights on how
HS Students are prepped for next
steps? What Critical Thinking Skill
Development frameworks are used in
the Classrooms? What areas of
course Standards address
college/career readiness?
8.44 Experiences that prepare students for Who Knows: ​College Counselor, Faculty Survey PDF page 33 ☐​ Exceeds
successful transition to postsecondary TOK advisor, Exploratory Service ☐​ Meets
Learning, STuCo Model UN Advisory Program
education and/or the world of work. ☐​ Partially Meets
Where to Find: ​Teachers/staff AP Courses ☐​ Does Not Meet
leading the above programs Innovation lab-Entrepreneurship

Standards Workbook 11
Middle States Commissions on Elementary and Secondary Schools
What Do Resources Look Like: IT Curriculum
Program materials
Questions: ​Some written
information? Accessibility to all? What
does "Successful Transition mean?
8.45 Students with opportunities to apply Who Knows: ​TOK, Plum, Model UN, Advisory Program ☐​ Exceeds
the knowledge, skills, and habits they Service Learning, Entrepreneurship ☐​ Meets
Where to Find: ​Social Studies, Support Services
have learned to real-life issues and ☐​ Partially Meets
Students, Leaders of the above Innovation lab-Entrepreneurship
☐​ Does Not Meet
problems. programs Faculty Survey PDF page 33
What Do Resources Look Like:
Videos, Pictures, Outreach for public
during some events

Standards Workbook 12
Middle States Commissions on Elementary and Secondary Schools
INFORMATION RESOURCES STANDARD FOR ACCREDITATION
The school’s information resources and personnel are appropriate and adequate in scope, quantity, and quality to facilitate achieving the
school’s mission and delivery of its educational programs. The resources are accessible to all students and the staff for use in learning and
teaching and to broaden and extend their knowledge and skills. Appropriate instruction is offered to the students and the staff on the
appropriate, ethical, and most effective uses of the information resources. Information resources are current and functional.

Types of questions that may be asked during interviews with stakeholder groups:
● What programs are in place to orient students and staff members to the media services available?
● How are budgetary priorities for media services established?
● What long term planning is in place to assure that the institution keeps pace with changes in technology?
● How does the learning/media services program provide instruction in research and information skills?
● What is the process for selection of new materials and technology?

INDICATORS OF QUALITY FOR ALL SCHOOLS

MSA Indicator What was seen and heard Evidence Team’s Decision
The governing body and leadership ensure that:
12.1 The school has and implements written Faculty Survey Results PDF ☐​ Exceeds
policies and/or procedural guidelines page 51 ☐​ Meets
for the ethical and appropriate use for ☐​ Partially Meets
Parent Survey Results PDF ☐​ Does Not Meet
acquiring information and using page 27
information resources. Student Survey Results page
28

Student Technology
Responsible Use Agreement

Faculty Handbook page 33

Standards Workbook 13
Middle States Commissions on Elementary and Secondary Schools
12.2 Members of the staff and students are Faculty Survey Results PDF ☐​ Exceeds
provided with appropriate page 51 ☐​ Meets
opportunities to offer input into the ☐​ Partially Meets
☐​ Does Not Meet
types, quality, and format of the Online subscriptions purchase
information resources provided. and teacher input evidence
12.3 Members of the staff and students are Faculty Survey Results PDF ☐​ Exceeds
provided with training for the page 51 ☐​ Meets
appropriate, ethical, and most effective ☐​ Partially Meets
Parent Survey Results PDF ☐​ Does Not Meet
uses of the information resources. page 27

MAP Training Evidence

Child protection training that


involved using photos of
students.

The governing body and leadership ensure that information resources are:
12.4 Age and developmentally appropriate. Faculty Survey Results PDF ☐​ Exceeds
page 52 ☐​ Meets
☐​ Partially Meets
☐​ Does Not Meet
RAZ Kids P1 and Grade 1
Scootpad G4-6
Google Suite in Upper School

12.5 Properly organized and maintained for Faculty Survey Results PDF ☐​ Exceeds
ready access and use by students and page 52 ☐​ Meets
the staff. ☐​ Partially Meets
Parent Survey Results PDF ☐​ Does Not Meet
page 27
Student Survey Results page
28

Google Calendar Schedule of


iPads

Standards Workbook 14
Middle States Commissions on Elementary and Secondary Schools
Picture of laptop and iPad
carts

12.6 Reviewed periodically for relevancy, Faculty Survey Results PDF ☐​ Exceeds
currency, and alignment with the page 52 ☐​ Meets
school’s curricula and instructional ☐​ Partially Meets
☐​ Does Not Meet
programs.
12.7 Appropriately supported with funding Faculty Survey Results PDF ☐​ Exceeds
from the school’s budget. page 52 ☐​ Meets
☐​ Partially Meets
Parent Survey Results PDF ☐​ Does Not Meet
page 27
Student Survey Results page
28

Online subscriptions purchase


and teacher input evidence
12.8 Managed by members of the staff who Faculty Survey Results PDF ☐​ Exceeds
are sufficient in number and page 52 ☐​ Meets
appropriately qualified to provide ☐​ Partially Meets
Parent Survey Results PDF ☐​ Does Not Meet
effective services to the students and page 27
staff. Student Survey Results page
28

Proof that we have a tech


department

12.9 Supportive of the school’s plan for Faculty Survey Results PDF ☐​ Exceeds
growth and improvement of student page 52 ☐​ Meets
performance. ☐​ Partially Meets
☐​ Does Not Meet
Prove that we are 1-1 devices
in all grades except Pre K

Standards Workbook 15
Middle States Commissions on Elementary and Secondary Schools

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