1. Accreditation Process Overview Presented By: The Saint John Vianney Accreditation Team Chris Gordon Pam Pyzyk Courtney Albright Dan Demeter Gloria Goss Linda Moss

2.  To validate and evaluate all aspects of your school  In-depth study of all aspects of school life and use of findings to develop goals and objectives related to continuous school improvement.  Compliance: Review of meeting identified standards as established by the Archdiocese of Milwaukee and WRISA and validate compliance with these established standards  School Improvement: Analysis of a minimum of three specific areas that the school has identified that will be the focus of ongoing school improvement over the next several years. What is the purpose of Accreditation?

3. Assures all school stakeholders that the school operations are fully connected to the school’s Foundational Statements Recognizes and affirms the excellent programs and unique qualities of the school Affirm the contributions of the teachers, staff, administration and the entire school community in the implementation of the school’s Foundational Statements Demonstrates the high quality of the school culture, the learning environment and educational program of the school Why Does Accreditation Matter?

4. Gives future direction to the entire school program by providing a process to develop long range educational and financial plans Provides accountability to the school’s many and varied publics Provides opportunities for professional growth for the school community Gathers information to be used in creating a plan for future development Satisfies the self-study process component for school accreditation Why Does Accreditation Matter?

5. Schools Will Receive Dual Accreditation By

6. Roles & Responsibilities: Saint John Vianney Parish School

7.  Responsible for preparing Self-Study as a way to take an in-depth look at all aspects of the school every  Survey stakeholders to understand their perceptions about the school’s strengths and areas for improvement  Provide evidence that supports the information included in the Self-Study  Self-identify strengths and areas for growth  Prepare WRISA Long-Range Plan  Develop Archdiocesan School Improvement Plan based on the findings of the study What is the school’s role?

8.  Be actively engaged in the process – This process must involve everyone!  Participate as a member of a committee  Write narratives as assigned for the Self-Study  Gather and organize evidence  Study and analyze findings in order to contribute to the School Improvement Process  Serve on a Visiting Team for another school  Assist in organizing displays and other set-up needed for the visit  Bringing a positive spirit to the process What is the role of faculty & staff?

9.  Be actively engaged in the process – This process must involve everyone!  Members of School Board and HS may be asked to sit on a team, provide information, or assist with securing documentations to demonstrate how we have met the standards.  Members of School Board and HS may be interviewed by the visiting accreditation team.  Home and School may be asked to assist with the hospitality on the day of the on site accreditation.  Bringing a positive spirit to the process What is the role of the School Board and Home and School Association?

10. What SJV is working on during the 2013-2014 school year: The Self Study

11.  Critical component of the School Improvement Process  Year-long process that involves critically looking at the school  Process assesses programs, procedures, climate, and policies, not individuals  The self study is a professional document.  It is a reflection of the school community. The Self-Study

12. The first part is based on the nine core WRISA standards: I. Foundational Statements: Vision, Mission, & Core Values II. Communication and Community Relations III. Environment for Teaching and Learning: Climate of the School and Classroom IV. Leadership and Governance: Responsibility for the Educational and Organizational Effectiveness of the School V. Resources: Human, Financial, Physical VI. Learning & Teaching: Curriculum, Assessment, Strategies VII. Materials and Resources for Learning: Instructional Media and Technology VIII. Student Services to Support the Learner IX. School Improvement Program: Strategies and Tools for Improving the School The Self Study

13. There are four additional standards which include: A. Early Childhood (if applicable) B. Extended Day (if applicable) C. Catholic Identity D. School Improvement The Self Study Continued….

14. Nine Quality Indicators: I. Formative School Climate and Facilities II. Informative Development of Faith III. Transformative Faith Community IV. Catholic Environment V. Staff Formation VI. Catholic Modeling VII. Integration of Faith VIII. Prayer IX. Ministry Outreach Catholic Identity Standard

15. School Improvement Planning WRISA Long Range PlanArchdiocesan School Improvement Plan

16. The Onsite Visit

17. During the visit, and after review of the self study report, the team: visits all classes to observe lessons and the educational process interviews parents, students, all staff, and other members of the school community examines the facility and grounds examines all artifacts confers with team members. The Visit

18. The chairperson and members of the visiting team are responsible for preparing the visiting team report. After validating the findings of the school's self-study and adding other recommendations based on their observations, they write the visiting team report with the team chairperson assuming responsibility for co-ordination and completion. The report is then submitted the Office for Schools for review before it is forwarded to the WRISA Board. The Visit Team Report

19.  Visible and transformative Catholic identity that permeates all aspects of the school.  Clear mission, vision, and values that are visible in all aspects of the school  Safe and orderly environment  Climate of high expectations for student success  Focus on high levels of student achievement that emphasize activities related to learning  A servant leader principal who provides instructional leadership  Frequent monitoring of student progress  Strong home-school relationships Characteristics of Highly Effective Catholic Schools