Quality Assurance Review Team Oral Exit Report School Accreditation Hillel Academy April 10 – 13, 2011

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School Accreditation Process

School Accreditation An international protocol for schools committed to systemic, systematic, and sustainable improvement  Builds capacity of the school to increase and sustain student learning  Stimulates and supports improvement and effectiveness throughout the school © 2010 AdvancED

7 School Accreditation  Ensures all people, processes, departments in the school work in concert  Strengthens efforts to meet accountability requirements  Encourages growth beyond compliance to achieve excellence  Promotes continuous not episodic improvement © 2010 AdvancED

8 Cornerstones of Accreditation  Meet the AdvancED Quality Standards  Engage in Continuous Improvement  Demonstrate Quality Assurance through Internal and External Review To earn and maintain accreditation, schools must: © 2010 AdvancED

AdvancED Accreditation Standards for Quality Schools 1.Vision and Purpose 2.Governance and Leadership 3.Teaching and Learning 4.Documenting and Using Results 5.Resources and Support Systems 6.Stakeholder Communications and Relationships 7.Commitment to Continuous Improvement © 2010 AdvancED

Purpose & Role of the Quality Assurance Review Team  Determine the extent to which the school meets the AdvancED standards.  Assess the efficacy of the school’s improvement efforts.  Evaluate the effectiveness of the school’s methods for quality assurance.  Provide high-quality feedback with clear required actions and next steps.  Make an accreditation recommendation. © 2010 AdvancED

Activities of the Quality Assurance Review Team  Interviewed Stakeholders  Examined Artifacts  Observed Practices and the Learning Environment  Collected and Organized Data  Engaged in Analysis and Deliberations © 2010 AdvancED

Interviews with Stakeholders During the on-site Quality Assurance Review, team members interviewed: – 6 Administrators & Leadership Team – 18 Teachers – 2 Support Staff – 18 Parents and Community Members – 70 Students – 9 Board TOTAL Stakeholders 123 Classroom Visits - 30 © 2010 AdvancED

Criteria Used to Arrive at Findings When reviewing evidence to arrive at its findings, the team:  Sought a school-wide perspective;  Pursued evidence that could be corroborated through multiple sources;  Examined the context and capacity of the school in relation to its vision, mission, and beliefs; and  Applied the criteria for accreditation. © 2010 AdvancED

The QAR Team The QAR Team delivers high quality feedback by:  Assessing each standard, writing narratives describing evidence, highlighting strengths and opportunities for improvement  Providing commendations that identify and celebrate significant accomplishments in meeting or exceeding standards  Defining required actions to help improve school effectiveness and student learning  Communicating findings orally and in writing  Making an accreditation recommendation for review © 2010 AdvancED

Summary of Team’s Findings Commendations  Significant accomplishments in meeting and/or exceeding accreditation standards and requirements Required actions  Actions that will enhance school effectiveness and improve student learning; required actions must be addressed by the school as part of its continuing accreditation activities © 2010 AdvancED

Next Steps  Written report of findings submitted within 30 days  After receipt of the report, the school is expected to:  Review and communicate the findings.  Address the required actions.  Monitor accreditation standards on an ongoing basis.  Monitor strategies for improvement.  Submit an Accreditation Progress Report detailing progress toward the required actions. © 2010 AdvancED

Commendations © 2010 AdvancED The dynamic leadership and strategic vision of the Hillel Academy Board has driven the ongoing success and prosperity of the school. Interviews with all stakeholders, as well as a review of board minutes and the Standards Assessment Report provided ample evidence for this assessment. Board vision and leadership is essential to providing the human and financial resources necessary to achieve personal, professional and academic excellence.

© 2010 AdvancED The commitment of the board and administrative leadership to embrace the rigor of multiple international curricula, programs, standards, and assessments (IB, IGCSE, ERB, etc) has resulted in significant improvement in the overall school program particularly at the high school level. Interviews with Board members, faculty, administration, and parents as well as review of student achievement data and stakeholder perception data provided conclusive evidence of this achievement. A school community with the focus and commitment to a shared vision and the willingness to provide the resources to realize the vision provides the best opportunity to achieve excellence.

© 2010 AdvancED The high quality of leadership exhibited by the school director, administration (SMT), teachers, students and parents (PTA) provide an atmosphere of collegiality and high expectations within the school. Interview and observations clearly demonstrated the pervasiveness of this quality throughout the school. Leadership demonstrated at all levels of the schools operations provides optimal conditions to achieve excellence and realize the schools potential.

© 2010 AdvancED The commitment and dedication of the Board, administration, teachers, staff, students, and parents to the “Hillel Spirit” embodies a culture of mutual support and high expectations. Observations, interviews and interactions with all stakeholders provided clear and overwhelming evidence of this unique cultural dynamic. A school culture that is endowed by a sense of pride in itself and is supported by the community at large provides optimal conditions to ensure the short and long term success.

Required Actions © 2010 AdvancED Develop systems and strategies to bring about greater alignment, unity, and cohesion to the High School and Prep School programs. Interviews with administration, board members, and teachers, as well as a review of student achievement and stakeholder perception data indicated the need to move toward a more unified vision for the overall school program. The achievement of greater alignment and coherence between the High School and Prep School programs would enhance rigor, provide a vehicle to share best practices, improve efficiency, eliminate duplication, and increase matriculation of students from Prep School to High School.

© 2010 AdvancED Research, review and select an alternative personnel appraisal system to provide alignment and consistency to performance evaluation for all levels of the schools operation (Board, Administration, faculty and staff). Review of strategic planning priorities, and interviews with board and administrative personnel indicated the need to develop strategic vision in this critical area. The development of a school wide performance appraisal system would provide Hillel Academy with a consistent evaluation system based on shared values and expectations for all stakeholders.

© 2010 AdvancED Create internal systems and assessment strategies aligned with the principles, expectations and requirements of the AdvancED Schools of Excellence (ASE) program. Interviews with administration, board members, and parents, as well as the belief of the SACS CASI QAR team (April 2011) in the potential of Hillel Academy to achieve exemplary status provided solid evidence to move in this strategic direction. A move to achieve exemplary recognition would mobilize all members of the school community around a single set of shared expectations that would raise the level of student achievement, enhance the quality of personal and professional relationships, and strengthen the quality of the school program overall.

School Standards Rubrics Highly Functional © 2010 AdvancED The school is exceptional in its demonstration of the standard and exhibits practices not commonly found in other schools. A small percentage of schools have standards ratings at this level. The school is demonstrating the standard and using practices commonly found in other schools. Many schools have standards ratings at this level. Operational Emerging Not Evident The school is beginning to put in place the practices necessary to meet the standard but is not meeting it. Many schools have standards ratings at this level. The school has not put practices in place or beginning efforts to meet the standard. Some schools have standards ratings at this level.

Ratings by Standard © 2010 AdvancED StandardRating Vision and Purpose Governance and Leadership Teaching and Learning Documenting and Using Results Resources and Support Systems Stakeholder Communications and Relationships Commitment to Continuous Improvement Highly Functional Operational Highly Functional Operational

Standards Evaluation © 2010 AdvancED

Evidence-Based Accreditation  Accredited  On Advisement  Warned  Probation © 2010 AdvancED  Deny or Drop Accreditation X

Accreditation Status Process © 2010 AdvancED QAR Team Provides Evidence via Report State Council Determines Status AdvancED Accreditation Commission Grants Term of Accreditation

Final Thoughts On behalf of the Quality Assurance Team, we extend:  Our appreciation for your hospitality, support, and professionalism;  Our respect and acknowledgement of the dedicated staff; and  Our congratulations for completing the Quality Assurance Review process. © 2010 AdvancED

We believe in the power to transform. © 2010 AdvancED