High

Administrative TEAM meetings

Oct. 2nd: Morehead HS
Oct. 3rd: Reidsville HS

SUBJECT: 2015 SACS Accreditation:

What standards for the SACS review do you feel confident in and what standards do
you feel most concerned about? Who is responsible for completing the Assurances
piece of the accreditation process? **Remember, the SACS team is going to request
trend data meaning, they will want documentation from this school year, 2014-2015
BUT they will also want historical documentation. To be safe, you may want to
consider providing some documentation such as discipline data, SIP, teacher
evaluation data, NCTWCS data from the 2012-2013 and 2013-2014 school year.

I.
Standard 1: Purpose and Direction
1. Is your vision/mission posted in every classroom and in the hallways
and clearly visible?
2. Does your staff know the vision/mission of RHS and can you and
they articulate HOW RHS is trying to reach its vision/mission?
3. Do your students know the vision/mission of RHS? How will you
teach them what you are doing and why?
4. Does your community, including parents, know the vision/mission
of RHS? How will you ensure that these groups can accurately
articulate the RHS vision/mission statement?
5. Does your SIP align with your vision and mission? Can you articulate
how the goals align with the vision/mission? Can your staff?
6. How will you ensure that your staff knows and understands the
SIP?
7. Have you communicated the results of your self-assessment,
student surveys, and parent surveys to all staff?

II.
Standard 2: Governance and Leadership
1. Can you define how student discipline is handled in the school? Are
your teachers clear on what happens with student discipline?
2. Did you complete the NCEES/Teacher Evaluation introduction with
your staff? Can your teachers articulate their evaluation process
and their evaluation standards?
3. How are your classified staff and teacher assistants evaluated? How
and when do you communicate those evaluation results to them?
What will they say about these processes?
4. Do your teachers know about your walk-thru form and have you
explicitly reviewed this form with them? Can your teachers
articulate how often administrators are completing walk-thrus and
can they describe the kinds of feedback you are giving them?
5. Are you sharing the results of walk-thrus and observations with
your staff?

High Administrative TEAM meetings

Oct. 2nd: Morehead HS
Oct. 3rd: Reidsville HS

III.

6. Does your feedback directly relate to improving teacher

performance and increasing student achievement?
7. Have you communicated the observation schedule with your
teachers including dates for the different rounds of observations?
Will your teachers be able to say they know and understand this
information?

Standard 3: Teaching and Assessing for Learning
1. How often do you schedule professional development for your
teachers? How does your team determine what types of
professional development your staff needs i.e. what types of data
are you using to inform your PD decisions? How are you
documenting these different meetings?
2. How often are your CASA teams (English II, Biology, Math I)
meeting and have you documented those meetings?
3. Is there an agenda for each meeting and if so, who creates it and
where is that documentation? Will your teachers articulate that
these meetings are effective and help them improve and inform
instruction and assessment practices in their classrooms? Will your
teachers indicate that administrators are intimately involved in the
CASA process?
4. How are you supporting new teachers and beginning teachers?
What will your new teachers say about the support services you
have in place for them? How are you monitoring these resources
and services you say you are providing for them?
5. Do you have processes in place for grading? For example, do all
teachers have a syllabus? On that syllabus, is it clearly
communicated how students will be graded? Do the students know
how they are being held accountable in class? How do you ensure
that parents see their childs syllabus for classes?
6. You will have to describe how you support students who arent
successful either academically or socially? Have you documented
these situations? Can your teachers/staff (DOP, counselors)
accurately identify what you do to support these students? Can
your students articulate the kinds of support services you provide
to them when they arent successful?
7. How are you monitoring the culture in your school? What
adjustments have you made to address concerning areas on the
2014 NCTWCS? Have you given and/or created a beginning of the
year staff survey? Mid-year? How will you document that youve
addressed issues on the 2014 NCTWCS?
8. What changes/adjustments have you made to improve/sustain the
culture of the school? Both for students and teachers?

High Administrative TEAM meetings

Oct. 2nd: Morehead HS
Oct. 3rd: Reidsville HS

9. How do you recognize students for academic achievement? How

do you recognize staff for achievements?
IV.

V.

Standard 4: Resources and Support Systems

1. What will your teachers and students say about the cleanliness of
the school? How do you handle issues that might arise with
facilities? Does your staff know these processes and routines?
2. How do you oversee athletics? Eligibility? Athletic budget?
3. Are you transparent with your schools instructional budget? How
do you allot money for teachers? How do teachers purchase items
i.e. what is the process/procedure for this? Do you give every
department money or do you purchase for them, as they need it?
4. How is attendance taken and reported? How do you communicate
absences/tardies to parents? Can your teachers articulate this
process?
5. How does your student services department support students?
What kinds of things do they offer students? Do parents, teachers,
and students know how they are supported by student services (do
you have a brochure?).
6. How do your college advisor and your GEARUP coordinator support
your students? Over the last two years, can you articulate the
amount of money your seniors have earned in scholarships?
7. How is your EC department monitored? Do teachers know the
process for referring a student to the SSMT? How do your regular
education and EC teachers progress monitor their students that are
in the SSMT process? How do your EC teachers support their
inclusion students? How are IEP accommodations implemented for
students?
8. How does your master schedule support your SIP? How do
students request schedule changes? How do your counselors
support and enhance the academic program at your school?
9. How do you evaluate and monitor student support services
program in your school?

Standard 5: Using Results for Continuous Improvement
1. How do you assess and monitor student academic and social progress?
Is this process clearly defined for teachers?
2. Do your teachers and counselors understand how to analyze and
interpret data in order to inform instruction? ACT? PLAN? EOC?
Workkeys? Graduation rate? Common assessments? Formative
assessments?
3. How often does your schools improvement team review and analyze
data relevant to the SIP? How often does your administrative team

High Administrative TEAM meetings

Oct. 2nd: Morehead HS
Oct. 3rd: Reidsville HS

review and analyze data relevant to student achievement, discipline,

attendance etc.?
4. How and how often do you communicate the results of your SIP goals
to your staff? Do you communicate the results of your mid-year review
to your staff?
5. Can you, your admin team, and your school improvement team
describe for the SACS committee how your school engages in the
school improvement continuous cycle for improvement? Can you
provide the documentation for these answers?
VI.

VII.

School Improvement Plan

1. How many goals do you have?
2. Where are your agendas? Who is documenting the meetings? How
often is the School Improvement Team meeting? Who is responsible
for sharing the minutes with the staff? Was the team elected and does
your staff KNOW that the team was elected?
3. What data did you evaluate and analyze in order to set your goals?
4. How many parents/students are on your leadership team and can you
prove that those parents/students attend meetings regularly?
5. Where does your self-assessment, student survey, and parent survey
results fit into your SIP? How are you using those results to inform your
plan and your goals?

Procedures/Routines and Documentation
1. Have you completed both the student and parent surveys? If so, what
were the participation rates of both surveys?
2. Have you completed the self-assessment for SACS for this CURRENT
year?
3. Where are you with your Executive Summary? Who is writing it and
how are you dividing the work?
4. Who is going to be on the interview teams? Teachers? Leadership team
members? Community members? Parents? Students?
5. Documentation Items that you must have:
a. Student Handbook
b. Athletic Handbook
c. Teacher Handbook
d. Documentation of all leadership, staff, CASA, PLC, and Guidance
department meetings for the current year.
e. Discipline documentation
f. School historical data (probably 3yr data)
g. Progress reporting dates/report card dates