Fornits
Treatment Abuse, Behavior Modification, Thought Reform => The Ridge Creek School / Hidden Lake Academy => Topic started by: Anonymous on August 28, 2006, 01:15:46 AM
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Some of you may wish to contact Dr. Flatt....Below are exerpts
from correspondence with Dr. Flatt....I hope you will find it interesting in answering questions of how HLA kept their certification
from SACS...Dr. Flatt is not the Director for the State of Georgia... she has nothing to do with the 'Director' who authorized the infamous four friends that apparently gave their recommendation for re-accreditation..In answering these questions, she was not aware the school in question was HLA....
She seems honest and forthright in her answers...
Dr. Judy Y. Flatt
Associate Executive Director
Council on Accreditation and School Improvement
Southern Association of Colleges and Schools
1866 Southern Lane
Decatur, Georgia 30033 USA
Email: www.sacscasi.org (http://www.sacscasi.org), and see for yourself (name and contact information). Suggestions may be granted if the team as a whole meet the criteria: chair of team MUST be on the SACS CASI approved list; all/most of the remaining members must be from SACS CASI accredited schools; there should be no family connections to school personnel; team membership should possess collectively a variety of skills, background, education expertise in order to have a well-rounded team.
Can a secondary private school pass accreditation if they never have had a biology or
chemistry lab on their premises? I was told private secondary schools cannot pass
accreditation.
All schools must provide laboratory experiences for the students enrolled in those classes. Most, if not all, times that would be done in a school laboratory..Does this mean, the private schools are required by SACS to have a LAB, to be accredited..? There seems to be some wiggle room here.. Is there?
All schools must provide laboratory experiences that are appropriate - I cannot imagine how that could be done completely outside the parameters of a lab. If there were no lab at a school, the huge burden would be on the school to demonstrate how it can CONSISTENTLY and COMPLETELY offer the appropriate laboratory experiences for ALL students enrolled in the classes.
Can a private school cross utilize their teachers, even thought they are not degreed in the fields they are cross utilized in? I was told private schools cannot cross utilize
their degreed teachers in fields to which they were not degreed..the school would not be accredited by SACS.
Teachers must be assigned according to their credentials. If deviation from that must follow the SACS CASI guidelines, including having a letter on our letterhead stationary that states that based on the appropriate evidence presented to the SACS CASI office for examination the teacher may teach in specified subjects/grades at specified school. (This would be similar to "alternative certification" for public schools in many states throughout the USA.) Hypothetically, suppose a school does cross utilize arbitrarily, without informing SACS, then what happens..? Does SACS keep documents that are presented from these private schools to your office, to cross utilize...?
Hypothetically, I can set the rules for students not to cheat in my classroom but that does not always prevent them from doing so. Likewise, we have our standards for instructional staff. We have checks and balances in place, including online reporting and quality assurance reviews, but could a school "break the 'rules' and get away with it"? Only in the short run of things. Most of our schools let us know when they have an "emergency" situation and what they are doing about it (e.g., teacher leaves in middle of school year, school takes in extra students because of hurricane displacement, etc.)
Is SACS in agreement that long time friends, colleagues, employees of any owner of a private school, not be sanctioned to review ' that' private school for re- accreditation?
I, myself, would think this would not be sanctioned by SACS, because of conflict of
interest...Am I correct?
Conflict of interest is avoided whenever it can be noted in advance. Should someone be asked to serve in that type of capacity, he/she should refuse and give the conflict of interest reason. Should it occur anyway, the remainder of the team members, under the careful guidance of the team leader would be able to maintain the primary focus of the team.What happens if all four of the team members are
long time friends, colleagues,employees...there is no team leader, the relationship beteen the parties was not disclosed...? Or the relationship were apparent and it did not matter...Would the Director if SACS sanction it?
I cannot imagine this happening. The State Director is in charge of appointing/approving the chair of the team.
I appreciate your time and look forward to your reply.
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One letter off....
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Standard Practice!!!!!!!!!!!!!!!!!!!!!!!!!
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Thats funny during my time the Spanish teach didnt speak Spanish.
I wonder if that would fall under the standards for accrededation.
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I spoke with Dr. Flatt, she prefers Judy, she was wonderful...She said she needs to hear from as many parents and students regarding HLA....ie:
no biology or chemistry lab, cross utilzation of teachers/staff, teachers teaching in the wrong field, whether or not students took their work to Ridge Creek and Interventions with them...Also, IEP's and how they were dealt with at HLA....accepting money from states and having no program..
Please, please call her at 404-679-4501 ext 549.....help us end all this...
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I just completed informative letter to Dr. Judy (what has become a form letter for her, ORS, the Governor's office, etc, etc, etc...). I hope she finds value in its contents.
One question: Has anyone referred Dr. Judy to the website of ISACCORP? She may find that an interesting read...
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Dr. Flatt,
Since I wrote you earlier, it dawned on me that perhaps you have not
been directed to more resources regarding HLA and its practices.
I'd like to provide you with a few links if I may to help you in your
research. Please review the materials linked below:
http://isaccorp.org/documentsam.asp#hla (http://isaccorp.org/documentsam.asp#hla)
ISACCORP (a watchdog group) lists HLA as an abusive facility and
outlines some of its problems and practices, although their material
is far from comprehensive.
http://isaccorp.org/ivyridge/ivyridgelawsuit.pdf (http://isaccorp.org/ivyridge/ivyridgelawsuit.pdf)
In addition, Ivy Ridge (a similar facility) has been sued in a class
action lawsuit for some of the same practices HLA employs. Please
note that the accreditation agency for Ivy Ridge (NAAS) was named as a
defendent in the $100 million lawsuit for not enforcing its own
policies in regard to Ivy Ridge.
If I were in your position, serious consideration would be given to
the possibilty that SACS may be open to legal liability along the same
vein for its failure to properly oversee HLA and to insure HLA's
compliance with its accreditation criteria.
Clearly, HLA has gotten a "free pass" from parties bearing conflicts
of interest within your organization who inspected the facility while
they were simultaneously gainfully employed by its owner, Leonard
Buccellato.
Thank you for your time and attention to this very serious matter.
Best Regards,
S***** * *****
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----- Original Message -----
From
Date Wed, 06 Sep 2006 11:31:56 -0400
To jflatt@sacscasi.org
Subject Hidden Lake Academy
Dear Dr. Flatt,
I am writng you this letter in regard to Hidden Lake Academy,
a "Therapeutic Boarding School" in Dahlonega, GA. It has come to my
attention that your organization is not overseeing HLA properly or
requiring them to meet accreditation standards and criteria set forth
by SACS. This appears to be an ongoing issue.
I am a former employee of HLA and was employed there beginning at its
inception. I am well aware of its history, policies and procedures
and would like to enlighten you on some details. HLA is primarily a
treatment center, not a school. Academics since the beginning have
been a "back-burner" issue at HLA. Group therapy, individual therapy,
behavior modification, Large Group Awareness Training (LGAT) and
therapeutic "interventions" are the
priorities at HLA and all of these "services" are delivered by
untrained and uneducated staff, most of whom do not have degrees in
the mental health field (several have no secondary education
whatsoever) and none of whom are licensed or credentialed to provide
these - or any - "therapeutic" services.
HLA is a dangerous environment in which, by their own admission,
pedophiles, sexual abusers and violent batterers attend. Surely you
don't believe that this is a normal population for an "academics only"
boarding school? That assessment defies the facts and reality.
HLA is an unlicensed, unregulated treatment center masquerading as
a "school" to the detriment of its attendees who are subjected to
psychological quackery, experimental techniques and harsh, punitive
behavior modification administered by staff who are legally barred
from rendering any psychiatric care of any kind in any state or
jurisdiction.
Dr. Flatt, it is incumbent upon you and your agency to examine the
facts surrounding HLA. Not to do so is a dereliction of your duties
and a disservice to the children being subjected to HLA's "program."
Should you have any questions in regard to this inquiry, please feel
free to contact me at your nearest convenience.
Best Regards,
S**** * *****
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SACS is going to enjoy reading that the Special Ed teacher (Allyson Harper) took over teaching Algebra I for Paula Cooper, who was teaching both math and science:
From: "Corrie Holloway"
Cc: "Matt Paul"
Subject: Academic Department
Date: Thu, 6 Jul 2006 20:40:34 +0000
Parents,
Dr. Spencer Johnson in his best selling novel Who Moved My Cheese? writes ?Savor the adventure and enjoy the taste of new cheese.? One of our math and science teachers, Paula Cooper has resigned her position with Hidden Lake Academy. We wish her the best in her new endeavor.
The courses Ms. Cooper taught this semester, Anatomy and Algebra I, will be taught by David Head and Allyson Harper respectively. There has been a day or two of adjustment with this new change. However, the students and teachers are moving forward and enjoying the new adventure. If your students had Paula Cooper this summer, you may not receive academic information this week during your counselor phone call. Academic updates for Anatomy and Algebra I will resume next week.
Thank you for your support and patience as we ?Savor the adventure...?
Matt Paul
Director of Academics
____________________________________
Hidden Lake Academy w (706) 864-4730
"What would you attempt to do if you knew you could not fail?" - Anonymous
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Does HLA have anyone there qualified to teach upper level math courses? Is Sam Tanner is the only math teacher? He's only certified to teach middle school grades.
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Does HLA have anyone there qualified to teach upper level math courses? Is Sam Tanner is the only math teacher? He's only certified to teach middle school grades.
That guy is an IDIOT. He shouldn't be able to teach ANYWHERE. When I was there I was taking Advanced Algebra/Trig from a guy who was only here on a visa named Dominidor. Nice enough guy, but we could barely understand him because of his accent. I think he left right after that semester when I graduated. I took the math right before that (Algebra II?? Cant remember) from a softball coach named Lisa. Seemed pretty competent, but didn't fit HLA at all. I think she lasted 3 months.
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Does HLA have anyone there qualified to teach upper level math courses? Is Sam Tanner is the only math teacher? He's only certified to teach middle school grades.
That guy is an IDIOT. He shouldn't be able to teach ANYWHERE. When I was there I was taking Advanced Algebra/Trig from a guy who was only here on a visa named Dominidor. Nice enough guy, but we could barely understand him because of his accent. I think he left right after that semester when I graduated. I took the math right before that (Algebra II?? Cant remember) from a softball coach named Lisa. Seemed pretty competent, but didn't fit HLA at all. I think she lasted 3 months.
Yeah Sam Tanner isnt qualified to teach math at that level, nor was Andy Carlson (though he was a competent chemistry teacher). Dominador was qualified (he taught public school before coming to HLA) and knew his stuff pretty well, but yeah it was kind of hard to understand him half the time. And i think i took a class with Lisa too, she seemed qualified and competent as well. I actually lucked out and only had a few really bad teachers there, but unfortunately most of the good ones left around the time we graduated or right after.
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Does HLA have anyone there qualified to teach upper level math courses? Is Sam Tanner is the only math teacher? He's only certified to teach middle school grades.
That guy is an IDIOT. He shouldn't be able to teach ANYWHERE. When I was there I was taking Advanced Algebra/Trig from a guy who was only here on a visa named Dominidor. Nice enough guy, but we could barely understand him because of his accent. I think he left right after that semester when I graduated. I took the math right before that (Algebra II?? Cant remember) from a softball coach named Lisa. Seemed pretty competent, but didn't fit HLA at all. I think she lasted 3 months.
Yeah Sam Tanner isnt qualified to teach math at that level, nor was Andy Carlson (though he was a competent chemistry teacher). Dominador was qualified (he taught public school before coming to HLA) and knew his stuff pretty well, but yeah it was kind of hard to understand him half the time. And i think i took a class with Lisa too, she seemed qualified and competent as well. I actually lucked out and only had a few really bad teachers there, but unfortunately most of the good ones left around the time we graduated or right after.
Upper-level math being taught by the softball coach??? Was she a teacher as well as being the softball coach???
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she was a teacher that also coached softball, almost all of the sports teams where coached by teachers or councelors, thats actually a fairly common practice in smaller boarding schools, the boarding school i went to before HLA did the same thing.
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This happened at my high school also. I dont know much about what Georgia law is now regarding coaches teaching and teachers coaching, but I went to high school in Georgia at a private high school, (not boarding), and all of our coaches except one were also teachers. The only coach that wasnt a teacher was our guidance counselor. We had coaches teaching social studies, math, religion, and P.E. This must be a legitimate practice because my high school is still doing it and they have been in business since 1958. I guess the big question is what Georgia law is requiring nowadays for what type of degrees teachers require in the private sector.
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Once again Mrs. Gray completly misses the point.
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I think I have only seen two competent math teachers during my stay at HLA, but both of them left.
Cris Aguilar
Elie Viviant
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This happened at my high school also. I dont know much about what Georgia law is now regarding coaches teaching and teachers coaching, but I went to high school in Georgia at a private high school, (not boarding), and all of our coaches except one were also teachers. The only coach that wasnt a teacher was our guidance counselor. We had coaches teaching social studies, math, religion, and P.E. This must be a legitimate practice because my high school is still doing it and they have been in business since 1958. I guess the big question is what Georgia law is requiring nowadays for what type of degrees teachers require in the private sector.
You see that's the problem: HLA believes they are above Georgia law or any law.
Here's they point: HLA claims their teachers are certified; they aren't.
Smoke and mirrors...
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This happened at my high school also. I dont know much about what Georgia law is now regarding coaches teaching and teachers coaching, but I went to high school in Georgia at a private high school, (not boarding), and all of our coaches except one were also teachers. The only coach that wasnt a teacher was our guidance counselor. We had coaches teaching social studies, math, religion, and P.E. This must be a legitimate practice because my high school is still doing it and they have been in business since 1958. I guess the big question is what Georgia law is requiring nowadays for what type of degrees teachers require in the private sector.
You see that's the problem: HLA believes they are above Georgia law or any law.
Here's they point: HLA claims their teachers are certified; they aren't.
Smoke and mirrors...
In the private sector teachers have only to be degreed in the field they teach...However, according to SACS, they cannot be cross utilized unless written notification is given to SACS...example: covering temporarily for maternity leave, etc.. The private sector teachers unfortunately do not have to be certified...
However, the problem arises, that HLA markets their school as having State certified teachers....and even though they tell ORS they are not a 'Therapeutic Boarding School', they market that their counselors
are also licensed MA degreed or higher, etc.
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Hello? Did you forget 'us'?
Dr. Judy Y. Flatt
Associate Executive Director
Council on Accreditation and School Improvement
Southern Association of Colleges and Schools
1866 Southern Lane
Decatur, Georgia 30033 USA
Email: jflatt@sacscasi.org
Phone: 404-679-4501, x549
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Hello? Did you forget 'us'?
Dr. Judy Y. Flatt
Associate Executive Director
Council on Accreditation and School Improvement
Southern Association of Colleges and Schools
1866 Southern Lane
Decatur, Georgia 30033 USA
Email: jflatt@sacscasi.org
Phone: 404-679-4501, x549
Time to bring this topic to the forefront again.
Dr. Flatt has not acted upon complaints lodged against HLA. HLA has now been legally defined by the state as a "Residential Childcare Facility" and it there fore cannot be a "school."
Let's let Dr. Flatt hear from us regarding this topic.
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Dear Dr. Flatt,
I am writing you this email in regard to a "school" your firm accredits, Hidden Lake Academy in Dahlonega, GA.
It may not have come to your attention yet, but recently the Georgia ORS legally defined HLA as a "Residential Childcare Facility" (RCF) and required HLA to license properly as an RCF or cease and desist operations entirely.
HLA is no longer legally defined as a school, and, as such, must have its accreditation revoked by SACS-CASI immediately. SACS-CASI cannot legally continue to accredit HLA as a "traditional boarding school" due to the ORS ruling that HLA is not a school under Georgia law.
Please find attached a copy of the ORS letter to HLA explaining their ruling.
I expect that you will take immediate action on this matter in the name of the public interest so that HLA cannot falsely represent itself to consumers as a school based on your accreditation.
Please send me a response delineating your plan to address this very serious matter.
Best Regards,
****** * *****
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Because HLA has a dual accreditation, please write to Dr. Tom Redmon:
tom@sais.org
He is the person who oversees HLA's accreditation status with SAIS/SACS.
Dr. Flatt can't/won't do anything.
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Dr. Redmon,
I am writing in regard to Hidden Lake Academy. Please see the forwarded message to Dr. Flatt from SACS-CASI attached.
Hidden Lake Academy was recently legally defined by Georgia ORS as a "Residential Childcare Facility" and deemed not to be a "school." HLA has applied for licensure as an RCF, abandoning its own self-definition as a "school."
Can you explain how SAIS can accredit this RCF as a traditional boarding school? This seems not to be in the public interest.
Best Regards,
****** * *****
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Mr. *****:
Thanks for your letter. We would be glad to respond to your concerns, but can only do so based on a complaint filed on the form available on our website for that purpose. This form will require that the complaint be specifically related to one or more of our "indicators" and its related "standard" (also available on our website).
All other concerns must be addressed to appropriate agencies or organizations.
Tom Redmon, ED.D., CAE
President
Southern Association of Independent Schools (SAIS)
1866 Southern Lane, Decatur, GA 30033
direct line 678.852.9084 fax 770.512.0771
www.sais.org (http://www.sais.org)
"we can't direct the wind, but we can adjust our sails"
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Translation: "Talk to the hand"
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From SAIS-SACS Dual Accreditation Standards
2007 SAIS-SACS DUAL
STANDARDS & INDICATORS
STANDARD 1 VISION AND PURPOSE
The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school.
Impact: A school that commits to shared beliefs and mission establishes expectations for student learning that are aligned with the school?s vision. These expectations serve as benchmarks for assessing student performance and school effectiveness and are supported by school personnel and external stakeholders. The school?s mission guides allocations of human, time, material, and fiscal resources.
INDICATORS:
1.1 Establishes in collaboration with its stakeholders a mission for the school that guides all planning and decision-making
1.2 Identifies goals to advance the mission of the school and ensures the mission is congruent with principles of academic scholarship: permitting and encouraging freedom of inquiry, diversity of viewpoints, and independent, critical thinking
1.3 Ensures the beliefs and mission guide the instruction and curriculum throughout the school and reflect research and best practices concerning teaching and learning
1.4 Regularly reviews its mission and revises when appropriate
1.5 Provides evidence that no form of bias or prejudice is allowed or practiced within the mission scope of the school in order to promote an equitable, just, and inclusive community that inspires students to respect and value diversity
STANDARD 2 GOVERNANCE AND LEADERSHIP
The school provides a governance, leadership, and organizational structure that promotes student performance and school effectiveness.
Impact: School leaders are advocates for the school?s vision and improvement efforts. Leaders provide direction and deploy resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders.
INDICATORS:
2.1 Operates within the jurisdiction of a governing board or civil authority and, when necessary, has a charter, license, or permit to operate within that jurisdiction
2.2 Assures that the governing board provides for the continuity of mission
2.3 Complies with all applicable statutes and governmental regulations
2.4 Maintains access to legal counsel who can advise or obtain necessary information about the legal requirements and obligations that exist in the state, federal, or other jurisdictions in which it operates
2.5 Assures that the governing board clearly defines roles and responsibilities for board members and the head of school, and provides procedures for board and head orientation and evaluation.
2.6 Assures that the governing board supports and models inclusive decision making methods
2.7 Establishes by its governing process policies to ensure no conflict of interest between business, professional or parental roles and duties to the school
2.8 Has a governing board that hires one employee, the administrative head of school
2.9 Establishes policies and procedures that recognize and preserve the executive, administrative, and leadership prerogatives of the head of the school
2.10 Assures that the governing board does not interfere with the day-to-day operations of the school
2.11 Assures that the governing board establishes comprehensive monitoring of overall school policies
2.12 Assures that the administrative head of the school allocates and aligns the human, instructional, financial, and physical resources in support of the vision, mission, and beliefs of the school
2.13 Assures that the governing board provides for stability in transitions of leadership
2.14 Analyzes student performance and school effectiveness
2.15 Assures that debt service or lines of credit are managed in such ways as to ensure that fiscal responsibility remains under the control of the governing authority
2.16 Assures that the school is not in, nor in prospect of moving into, financial reorganization under the protection of bankruptcy
2.17 Assures that the governing board provides adequate risk management policies for the protection of the school
2.18 Maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations from protracted proceedings and claims for damage
2.19 Maintains a plan to fund a maintenance reserve
STANDARD 3 TEACHING AND LEARNING
The school provides research based curriculum and instructional methods that facilitate achievement for all students.
Impact: The school that implements a curriculum based on clear and measurable expectations for student learning provides opportunities for all students to acquire requisite knowledge, skills and attitudes. Teachers that use proven instructional practices actively engage students in the learning process, provide opportunities for students to apply knowledge and skills to real world situations, and give students feedback to improve performance.
INDICATORS:
3.1 Develops and aligns the curriculum and instructional design with the school?s mission and expectations for student performance across subject areas and grade levels
3.2 Implements curriculum based on clearly defined expectations for student learning
3.3 Assures that the curriculum relies on sound learning principles and provides a balance of educational experiences, including academic, fine arts, and physical education based on knowledge of human growth and development
3.4 Assures that the curriculum promotes the active involvement of students in the learning process, including opportunities to explore application of higher order thinking skills and to investigate new approaches in applying learning
3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity
3.6 Promotes the use of relevant data and research in making curriculum, instructional, and organizational decisions
3.7 Provides for articulation and alignment between and among all levels of schools
3.8 Assures that there are written curriculum guides and support materials that serve as a basis for implementing the curriculum
3.9 Instructional time is allocated and protected to support student learning.
3.10 Plans an academic calendar with a minimum of 175 days during which students and teachers engage in teaching/learning activities and which meets at least the number of days required for instructional purposes or as required by state law. (Note: For half-day kindergarten programs, one-half day is equivalent to one full day in meeting the 175-day standard)
3.11 Provides comprehensive information and media services that support the curricular and instructional programs and the mission of the school
3.12 Assures that, in schools without a central library, students have access to all resources necessary to accomplish developmental learning goals
3.13 Assures that the school has a policy and procedure for responding to challenged materials
3.14 Assures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that support the curricular and instructional program
STANDARD 4 DOCUMENTING AND USING RESULTS
The school enacts a comprehensive assessment system that monitors, documents, and uses results to improve student performance and school effectiveness.
Impact: A comprehensive assessment system provides timely and accurate information that is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. Performance measures generate information that guides decision-making and planning to improve student performance. The assessment system yields information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.
INDICATORS:
4.1 Provides a comprehensive system for assessing student progress based on clearly defined student results for learning
4.2 Uses assessment data for making decisions for continuous improvement of teaching and learning processes
4.3 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance
4.4 Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations
STANDARD 5 RESOURCES AND SUPPORT SYSTEMS
The school has the resources and services necessary to support its mission and purpose and to ensure achievement for all students.
Impact: The school that has sufficient human, material, and fiscal resources provides a curriculum that enables students to achieve expectations for student learning, meet special needs, and comply with applicable regulations. The school employs and deploys staff well-qualified for assignments and provides ongoing learning opportunities for all staff to improve effectiveness.
INDICATORS:
5.1 Assures that administrative, instructional and support staff are qualified and competent to perform the duties assigned to them in the school in order to meet the needs of the total school program and the students enrolled
5.2 Provides written policies covering recruitment, employment, assignment, evaluation, and termination of service of all school personnel
5.3 Assures that there is an effective orientation program for faculty and staff new to the school
5.4 Assures that all staff participate in a continuous program of professional development
5.5 Implements an evaluation system that provides for the professional growth of all personnel
5.6 Provides counseling services that meet the needs of students
5.7 Assures that students whose needs cannot be met in school are referred to appropriate agencies for assistance
5.8 Establishes written procedures for termination of any student
5.9 Has a written crisis management plan
5.10 Maintains the site, facilities, services, and equipment to provide an environment that is safe, healthy and orderly for all occupants
5.11 Maintains the accounts of the school in accordance with generally accepted accounting principles, audited or reviewed annually by an independent licensed accountant. The report of the annual review is onsite and available to the accreditation visiting team
5.12 Budgets sufficient resources to support its educational programs and plans for improvement
STANDARD 6 STAKEHOLDER COMMUNICATION AND RELATIONSHIPS
The school fosters effective communications and relationships with and among its stakeholders.
Impact: The school that has effective communications and relationships enjoys the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students achieve expectations for student learning and to advance improvement efforts.
INDICATORS:
6.1 Fosters collaboration with community stakeholders to support student learning
6.2 Assures that communications among and between school staff, stakeholders, and alumni are clear and effective
6.3 Uses the knowledge and skills of parents to enhance the work of the school
6.4 Assures that there is evidence of communication with appropriate agencies, such as public health, mental health, physicians, and other professionals
6.5 Assures that the school?s advertising and promotional materials reflect accurate information about the school?s programs and accomplishments
6.6 Assures that there is a well-defined, published admission process including criteria upon which admission decisions are made, and that professional ethics are strictly observed in the admissions process.
6.7 Accepts students for whom there is a reasonable expectation of success from the program
6.8 Bases financial aid and scholarships upon established and published criteria
6.9 Conducts follow-up studies of graduates and other former students, using the resulting data to improve the school
6.10 Emphasizes elements of citizenship and conduct that include honesty, integrity, trustworthiness, responsibility, citizenship, self-discipline, and respect for others
6.11 Assures that guidelines for student conduct, attendance, and dress are written and communicated to all students, parents, and members of the staff
STANDARD 7 COMMITMENT TO CONTINUOUS IMPROVEMENT
The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.
Impact: The school that implements a collaborative and continuous improvement process based on clear expectations for student learning fosters the commitment and support of the stakeholders. New improvement efforts are informed by the results of earlier efforts and reflection on the engagement in the improvement process. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness.
INDICATORS:
7.1 Assures that a strategic plan aligned with the vision, mission, and beliefs of the school is developed and implemented to guide improvement efforts
7.2 Engages in a continuous process of improvement that is documented by a self study every five years explaining four essential actions: Describe the current school environment, student profile, performance indices, and organizational effectiveness (Profile); Explain the vision and purpose the school wants to pursue (Vision); Indicate how the school plans to move from where it is to where it wants to go (Plan); Explain how the school will show the results of its plan and its effect on future improvement (Results)
7.3 Evaluates the effectiveness and impact of its continuous process of improvement, and takes action to correct any identified areas of noncompliance with standards, addressing recommendations for improvement
We need to point out specific violations to Dr. Redmond. He says a complaint form is available on the SAIS website, but I couldn't find it. If anyone else can, please post the link here.
Let's also use this thread to point out specific violations with documentation so I can give SAIS a full complaint on HLA. Please quote the standard and provide evidence of how it has been violated.
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Translation: "Talk to the hand"
Yeah, so far. This will change, though, I assure you.
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We need to point out specific violations to Dr. Redmond. He says a complaint form is available on the SAIS website, but I couldn't find it. If anyone else can, please post the link here.
Let's also use this thread to point out specific violations with documentation so I can give SAIS a full complaint on HLA. Please quote the standard and provide evidence of how it has been violated.
Here's the link to the form:
http://www.sais.org/associations/5007/f ... nquiry.doc (http://www.sais.org/associations/5007/files/Non-Compliance%20Inquiry.doc)
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The Standards submitted in the previous post are for school who received accreditation before 7/1/2007. These are the standards that apply to HLA:
Southern Association of Independent Schools and Southern Association of Colleges and Schools
Standards & Indicators for SAIS-SACS Dual Accreditation
SAIS-SACS Dual Accreditation is contingent upon the school meeting all standards. In addition, the school must show evidence of all indicators. When evidence of an indicator is not shown, the school must explain how the standard is met in the absence of the indicator. The chair and visiting team inform the SAIS Accreditation Committee, via the visit report, if the school has met the standards. The SAIS Accreditation Committee has final approval of whether or not the school meets the standards and is accredited.
STANDARD 1: Continuous Process of Educational Improvement
A quality school establishes, implements and monitors a continuous process of educational improvement clearly focused on student performance, organizational effectiveness, and capacity to support the learning process.
STANDARD 2: Beliefs and Mission
A quality school collaboratively develops and communicates a vision, beliefs, and a mission statement that provide focus for the quality of the work of the students and the quality of the work of the school.
STANDARD 3: Governance and Leadership
A quality school provides and promotes stability in the leadership, governance, and organizational structure that includes a focus on developing and maintaining a vision, an emphasis on improving student performance, and support for innovative efforts that produce desired results.
STANDARD 4: Finances and Resources
A quality school provides financial resources for the educational opportunities defined in the school?s mission and beliefs.
STANDARD 5: Human Resources
A quality school provides competent and qualified staff to support student performance and implement the administrative functions of the school, and is aligned with the beliefs, mission, and goals of the school.
STANDARD 6: Support Services for Student Learning
A quality school identifies and provides a network of services that promotes the health, safety, development, and well being of each student.
STANDARD 7: Library and Media Services
A quality school provides a comprehensive program of library/media services that is aligned with its beliefs, mission, and goals.
STANDARD 8: Facilities
A quality school provides sites, facilities, and equipment that are functional, safe, and fully support the school?s mission.
STANDARD 9: Communication and Community Relationships
A quality school has developed, implemented, and communicated an effective school-community interaction plan that fully supports the school?s mission and beliefs.
STANDARD 10: Curriculum and Instructional Design
A quality school offers a curriculum based on research and employs instructional strategies and activities based on clearly defined expectations for student performance that is subject to review and revision at regular intervals.
STANDARD 11: Citizenship and Conduct
A quality school promotes the development of decision-making skills, ethical and lawful conduct, and responsible citizenship.
STANDARD 12: Assessment, Measurement, and Effective Results
A quality school uses effective and continuous performance management systems for assessing, aligning, and improving student performance and school operation, including organizational and instructional effectiveness.
STANDARD 13: Dormitory Life
A quality school that houses students in dormitories has developed policies and procedures that provide for proper supervision, health, and safety of students in clean and well-maintained facilities.
1 ? Continuous Process of Educational Improvement
STANDARD 1:
A quality school establishes, implements and monitors a continuous process of educational improvement clearly focused on student performance, organizational effectiveness, and capacity to support the learning process.
INDICATORS for Standard 1 ? write short response to each or cite where proof may be found:
1.1 The school establishes an improvement committee or team that includes representative stakeholders.
1.2 The school is engaged in a planning process with improvement goals focused on student performance, organizational effectiveness, and capacity to support the learning process.
1.3 A strategic plan, aligned with the vision, mission and beliefs of the school, is developed and implemented to guide improvement efforts.
1.4 Improvement efforts demonstrate continuity and collaborative planning among the elementary, middle and secondary levels.
1.5 An external review team visits the school at least once every five years to validate the planning and implementation phases of the quality school improvement planning process, assess the school?s progress in improving student performance, and determine the school?s compliance with the Standards of the Commission.
1.6 The school takes action to correct any identified areas of noncompliance with standards and addresses recommendations for improvement.
2 ? Beliefs and Mission
STANDARD 2:
A quality school collaboratively develops and communicates a vision, beliefs, and a mission statement that provide focus for the quality of the work of the students and the quality of the work of the school.
INDICATORS for Standard 2 ? write short response to each or cite where proof may be found:
2.1 The school, in cooperation with its stakeholders, establishes a vision for education in the community, identifies school-wide goals to advance the vision, and establishes an implementation system to document and monitor achievement of its goals.
2.2 The school develops and continuously maintains a profile or database that describes the school, students and community.
2.3 The beliefs and mission guide the instruction and curriculum throughout the school and reflect research and best practices concerning teaching and learning.
2.4 The school annually reviews the mission and beliefs, revises when needed, and continually communicates to the stakeholders.
3 ? Governance and Leadership
STANDARD 3:
A quality school provides and promotes stability in the leadership, governance, and organizational structure that includes a focus on developing and maintaining a vision, an emphasis on improving student performance, and support for innovative efforts that produce desired results.
INDICATORS for Standard 3 ? write short response to each or cite where proof may be found:
3.1 All legal documents that define and describe the corporate status, (e.g., Articles of Incorporation, Franchise Agreements, Proprietary Registration, Partnership Agreement) of the school are onsite and readily available.
3.2 The school operates within the jurisdiction of a governing board or civil authority and, when necessary, has a charter, license, or permit to operate within that jurisdiction.
3.3 The school complies with all applicable statutes and governmental regulations.
3.4 The school has policies and procedures that provide for the orientation and training of the governing and/or advisory board.
3.5 There are written policies and procedures that promote the effective operation of the school including clearly-defined lines of authority, relationships, and accountability.
3.6 The school establishes policies and procedures that recognize and preserve the executive, administrative, and leadership prerogatives of the head of the school.
3.7 The school maintains access to legal counsel who can advise or obtain necessary information about the legal requirements and obligations that exist in the state, federal, or other jurisdictions in which it operates.
3.8 The administrative head of the school creates and strengthens collaborative networks of community stakeholders to support student learning.
3.9 The administrative head of the school allocates and aligns the human, instructional, financial, and physical resources in support of the vision, mission, and beliefs of the school.
3.10 The administrative head of the school promotes the use of relevant data and research in making curriculum, instructional, and organizational decisions.
3.11 The governing board establishes policies to ensure no conflict of interest between duties to business professional or parental roles and duties to the school.
3.12 The governing board has the responsibility for hiring one employee, the administrative head of the school.
3.13 The governing board does not interfere with the day-to-day operations of the school.
4 ? Finances and Resources
STANDARD 4:
A quality school provides financial resources for the educational opportunities defined in the school?s mission and beliefs.
INDICATORS for Standard 4 ? write short response to each or cite where proof may be found:
4.1 The accounts of the school are maintained in accordance with generally accepted accounting principles and are reviewed annually by an independent licensed accountant. The report of the annual review is on-site and available to evaluators.
4.2 The income from all regular sources is sufficient to support all regular expenditures and to assure the continuity and stability of services.
4.3 Debt service or lines of credit are managed in such ways as to assure that fiscal responsibility remains under the control of the governing authority.
4.4 The school is not in, or in prospect of moving into, financial reorganization under the protection of bankruptcy.
4.5 A balance sheet is maintained and monitored that describes the overall financial operations and financial condition of the school, and an operating budget is prepared on a regular basis.
4.6 The budget of the school provides the resources to support the beliefs, mission, and educational programs of the school.
4.7 The school develops, implements, and maintains a plan to fund a maintenance reserve.
4.8 The school maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations from protracted proceedings and claims for damage.
4.9 Any funds generated by school or student activities are under the control of the head of the school.
5 ? Human Resources
STANDARD 5:
A quality school provides competent and qualified staff to support student performance and implement the administrative functions of the school, and is aligned with the beliefs, mission, and goals of the school.
INDICATORS for Standard 5 ? write short response to each or cite where proof may be found:
5.1 Administrative, instructional, and support staff are qualified and competent to perform the duties assigned to them in the school and to meet the needs of the total school program, and the students enrolled.
NOTE: All administrative and teaching employees:
· meet the legal qualifications of the state in which employed, or
· have a state credential, meet regional accrediting standards, or meet national or federal standards or regulations, or
· have a portfolio of educational and professional accomplishments that reveals they are fully qualified to perform the duties assigned to them in the school.
5.2 The school has written policies covering recruitment, employment, assignment, evaluation, and termination of service of all school personnel.
5.3 The school administration supports a comprehensive program of professional development for all staff by allocating appropriate time and resources.
5.4 Administrative, instructional, and support staff are sufficient in number to meet the needs of the total education program, student services, student activities, and the students enrolled.
5.5 A clearly understood table of organization for the school exists with written job descriptions that specify levels of responsibility and reporting relationships.
5.6 All personnel are required to have continuing professional development and training during each five years of employment.
NOTE: Six semester hours of credit is equivalent to 120 clock hours of professional development activities such as workshops, seminars, conferences, serving on peer review teams, and other training activities.
5.7 There is an appropriate system of employee evaluation and assessment that includes confidentiality for each staff evaluation or assessment.
5.8 Counseling services and library/media services are under the leadership of legally qualified personnel (see note). These services are aligned with the school?s mission, beliefs and goals.
NOTE: All administrative and teaching employees:
· meet the legal qualifications of the state in which employed, or
· have a state credential, meet regional accrediting standards, or meet national or federal standards or regulations, or
· have a portfolio of educational and professional accomplishments that reveals they are fully qualified to perform the duties assigned to them in the school.
5.9 Sufficient professional staff is provided to ensure a maximum student-professional staff ratio of 18:1.
NOTE: Teachers, principals, guidance personnel, librarian/media specialists and other professional personnel assigned to the school may be included in computing the student-professional ratio, but they must be considered on the appropriate fractional part of full-time equivalency. Paraprofessionals who assist teachers with instruction may be used in computing the student-professional staff ratio, but shall not exceed 10 percent of the teaching positions. Each such full-time paraprofessional shall be considered the equivalent of 0.5 of one professional. Students in self-contained classes for the disabled and their teachers and assistants shall be excluded from the computation. Special education teachers serving students on a resource basis are included in the computation. One-half day early childhood students shall be counted as 0.5 when computing all requirements for staffing, including student-professional ratio, maximum class sizes, and all administrative and support positions.
5.10 There is an effective orientation program for faculty and staff new to the school.
5.11 Professional ethics are strictly observed in hiring practices.
5.12 Professional ethics are strictly observed in the admissions process.
6 ? Support Services for Student Learning
STANDARD 6:
A quality school identifies and provides a network of services that promotes the health, safety, development, and well being of each student.
INDICATORS for Standard 6 ? write short response to each or cite where proof may be found:
6.1 A process for designing and maintaining student support services is in operation, is continually reviewed, and is aligned with the vision, beliefs, mission, and expectations for student performance.
6.2 Student services are provided and meet laws and regulations as appropriate in the areas of health, counseling, nutrition, safety, co-curricular, and transportation.
6.3 The school program provides counseling services that meet the needs of students.
6.4 Counselors or other qualified personnel, administrators, teachers, and/or other staff share responsibilities for providing guidance and support to students.
6.5 Students whose needs cannot be met in school are referred to appropriate agencies for assistance.
6.6 The school maintains a secure, accurate and complete student records system in accordance with state and federal laws and regulations. Note: Schools have established a process for the protection of student records in the event that the school closes.
6.7 The school has a written plan for use in the event of student injury or illness, and the staff is trained to implement the plan.
6.8 The school requires and develops written emergency and security plans that ensure the safety and care of students and persons present within the bounds of the school in the event of severe weather or natural or man-made disasters, and has trained students and staff in such measures according to local, state, and federal regulations.
6.9 The school has an activities program that is an integral part of the educational program and is comprehensive enough to meet the needs and interests of the students.
6.10 The school has written policies that safeguard the development and well-being of students by specifying age-appropriate activities.
6.11 Children in elementary grades are prohibited from door-to-door fund raising activities sponsored by the school or by a school-related organization.
7 ? Library/Media Services
STANDARD 7:
A quality school provides a comprehensive program of library/media services that is aligned with its beliefs, mission, and goals.
INDICATORS for Standard 7 ? write short response to each or cite where proof may be found:
7.1 The library/media materials collection includes current technological formats in support of the school?s mission and instructional program.
7.2 The library/media collection of print and non-print media is current, comprehensive, and carefully selected in terms of the school?s mission and instructional program.
7.3 Evidence demonstrates that all students and staff have regular and ready access to media services, materials, and equipment.
7.4 In schools without a central library, each classroom has a media collection that is appropriate to the various developmental stages of the students.
7.5 The school has a policy and procedure for responding to challenged materials that have been approved by the school and governing board.
8 ? Facilities
STANDARD 8:
A quality school provides sites, facilities, and equipment that are functional, safe, and fully support the school?s mission.
INDICATORS for Standard 8 ? write short response to each or cite where proof may be found:
8.1 The school is in compliance with applicable local, state, and federal laws, standards, and regulations.
8.2 The school?s physical facilities are inspected annually and approved by local fire and health authorities.
8.3 The site, building, equipment, and furnishings are designed and maintained to facilitate the safety of those on-site and the quality of the school?s instructional and co-curricular programs.
8.4 The buildings are climate-controlled, well-lighted, heated, and well-ventilated.
8.5 Safeguards, including exit plans, for the protection of students and staff against hazards such as accidents, fire, violent storms, and earthquakes are evident throughout the buildings.
9 ? Communication and Community Relationships
STANDARD 9:
A quality school has developed, implemented, and communicated an effective school-community interaction plan that fully supports the school?s mission and beliefs.
INDICATORS for Standard 9 ? write short response to each or cite where proof may be found:
9.1 There is evidence that long-range planning in alumni affairs and/or public relations is an ongoing process.
9.2 Communications among and between school staff, stakeholders, and alumni are clear and effective.
9.3 There is evidence of communication with appropriate agencies, such as public health, mental health, physicians, and other professionals.
9.4 The school?s advertising and promotional materials reflect accurate information about the school?s programs and accomplishments.
9.5 Provisions are made to assure records and other correspondence defining students? accomplishments are accurate and consistent with professional standards.
9.6 Follow-up studies are conducted of graduates and other former students, and the resulting data are shared with staff to help in determining the effectiveness of school programs.
9.7 The school has a well-defined, published admission process including criteria upon which admission decisions are made.
9.8 Those wishing to enroll in the school are clearly informed of the mission, beliefs, and goals, the nature and extent of educational programs and services available, the expectations of students for satisfactory performance and/or graduation, and tuition, fees, and financial expectations.
9.9 The school accepts students for whom there is a reasonable expectation of success from the program.
9.10 There is evidence that no form of bias or prejudice is allowed or practiced.
9.11 The granting of scholarships or financial aid is based upon established and published criteria.
10 ? Curriculum and Instructional Design
STANDARD 10:
A quality school offers a curriculum based on research and employs instructional strategies and activities based on clearly defined expectations for student performance that is subject to review and revision at regular intervals.
INDICATORS for Standard 10 ? write short response to each or cite where proof may be found:
10.1 The school develops and aligns the curriculum and instructional design with the school?s mission and expectations for student performance across subject areas and grade levels.
Note: Schools with pre-school programs apply indicators from the Early Childhood Checklist, available at http://www.sacs.org/elem/standards/erlychld.pdf (http://www.sacs.org/elem/standards/erlychld.pdf)
10.2 The curriculum reflects a commitment to equity, an appreciation of diversity, and a recognition of different ways of learning and challenges each student to excel.
10.3 There are written curriculum guides and support materials that serve as a basis for implementing the curriculum.
10.4 The curriculum promotes the active involvement of students in the learning process, including opportunities to explore application of higher order thinking skills and to investigate new approaches in applying their learning.
10.5 The school gathers, analyzes, and uses data and research in making curriculum choices.
10.6 The curriculum relies on sound learning principles and provides a balance of educational experiences, including academic, fine arts, and physical education based on knowledge of human growth and development.
10.7 The school designs and employs instructional strategies and activities that accommodate diverse learning styles and are research-based and reflective of best practice.
Note: Schools with pre-school programs apply indicators from the Early Childhood Checklist, available at http://www.sacs.org/elem/standards/erlychld.pdf (http://www.sacs.org/elem/standards/erlychld.pdf)
10.8 Instructional time is allocated and protected to support student learning.
10.9 The school provides an average of 25 hours of instructional and developmental activities per week.
Note: This standard does not apply to early childhood students who attend 3- or 4-year old programs.
10.10 The academic school year, at a minimum, consists of 175 days during which students and teachers engage in teaching/learning activities. For one-half day kindergarten programs, one-half day is equivalent to a full day in meeting the 175-day standard.
10.11 A technology plan is in place and implemented on a continual basis.
10.12 All students, faculty, and staff are educated in technology.
10.13 Technology is incorporated into the teaching of the various disciplines.
11 ? Citizenship and Conduct
STANDARD 11:
A quality school promotes the development of decision-making skills, ethical and lawful conduct, and responsible citizenship.
INDICATORS for Standard 11 ? write short response to each or cite where proof may be found:
11.1 The school and its program emphasize elements of citizenship and conduct that include honesty, integrity, trustworthiness, responsibility, citizenship, self-discipline, and respect for others.
11.2 The administrative head of school and the staff establish, maintain, and model high expectations for students that demonstrate respect, fairness, and understanding.
11.3 The school offers leadership, responsibility, and character-building opportunities for all students.
11.4 Guidelines for student conduct, attendance, and dress are written and communicated to all students, parents, and members of the staff.
11.5 Procedures for termination of any student are established and written.
12 ? Assessment, Measurement, and Effective Results
STANDARD 12:
A quality school uses effective and continuous performance management systems for assessing, aligning, and improving student performance and school operation, including organizational and instructional effectiveness.
INDICATORS for Standard 12 ? write short response to each or cite where proof may be found:
12.1 A comprehensive assessment system is established and provides current data that includes a profile of student performance, community characteristics, school characteristics, and stakeholder perceptions of the school (staff and stakeholders).
12.2 The school establishes key indicators and performance expectations for student learning.
12.3 A comprehensive system for assessing student progress based on clearly defined student results for learning is developed and implemented.
12.4 The results of assessments of student learning are analyzed and used to improve instructional design and effectiveness. Evaluation of design processes is included in this assessment.
12.5 The school assesses organizational and instructional capacity including curriculum, instructional design, financial processes, staff results, and operational and organizational effectiveness.
12.6 The school communicates assessment results to all appropriate stakeholders.
12.7 The school accepts and classifies transfer credits or grade placements from schools that are accredited by regional accrediting agencies that are a part of the Commission on International and Trans-Regional Accreditation without further validation.
13 ? Dormitory Life
STANDARD 13:
A quality school that houses students in dormitories has developed policies and procedures that provide for proper supervision, health, and safety of students in clean and well-maintained facilities.
INDICATORS for Standard 13 ? write short response to each or cite where proof may be found:
13.1 Continuous and responsible supervision by qualified adults is provided for all dormitory students.
13.2 In boarding schools, provisions are made for healthy relationships with adults in loco parentis, for student privacy, for recreation, and for religious practice as appropriate.
13.3 Rules and policies governing dormitory life, leaves, privileges, and discipline are published so that both dormitory students and their parents may know them.
13.4 Measures are taken to ensure a wholesome atmosphere, a proper diet, supervised study, recreation, and a healthy balance between leisure time and school activities.
13.5 Provisions are made for keeping parents fully informed regarding student progress and conduct.
13.6 Provisions are made for student participation in dormitory governance.
13.7 The school?s dormitories are in compliance with all applicable local, state, and federal laws, standards, and regulations.