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Accreditation Standard 5

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Standard 5 -Data & Continuous Improvement

The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement.

Standard 5.1

The school establishes and maintains a clearly defined and comprehensive student assessment system.

OUR INTERPRETATION: Standard grade book to assess the students Tamil language skills in various course levels. Common assessment exam at the end of each semester. Student Attendance, classroom performance, HW completion and 3 semester evaluation marks were tracked together for 100 points
Level3: School personnel maintain and use an assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. The system ensures consistent measurement across classrooms and courses. Most assessments, especially those related to student learning, are proven reliable and bias free. The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning.

Evidences

In LMS assessment are defined and maintained by ATA (a national body guiding north American Tamil schools)

Teacher's LMS manual on how to enter assessment

Teacher training on assessment system

Online Grade and Progress reports available to parents and school admin via LMS

Various OpenSIS (LMS) reports for school admins

Survey showing positive feedback about assessment process

SURWEP assessment

Standard 5.2

Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.

OUR INTERPRETATION: LMS system was used by Teachers and Admins to update the weekly progress of students with relevant comments. Various standard reports were generated to determine the overall progress and required areas of improvement. This includes adjusting the lessons and syllabus with feedback from teachers and also based on the common skills the students were rated low.
Level2: Some processes and procedures for collecting, analyzing, and applying learning from data sources are used by professional and support staff. Data sources include limited comparison and trend data about student learning, instruction, the effectiveness of programs, and organizational conditions. School personnel use data to design, implement, and evaluate continuous improvement plans.

 

Evidences

ATA syllabus/text/work book revision process

Various OpenSIS reports (missing attendance report, Home Work correction report and others)

Survey results showing that the year over year improvement of syllabus and text books

Weekly email communication to parents about the students work/performance at the class

Parent Teacher conferences

ASSIST Surveys and Reports

Standard 5.3

Professional and support staff are trained in the evaluation, interpretation, and use of data.

OUR INTERPRETATION: Weekly recording of the HW evaluation comments and specific goal setting for the students using LMS were followed. The common semester exam and the evaluation comments were analyzed for areas of improvement in syllabus and adjusting the instructional methodology
Level2: Most professional and support staff members are assessed and trained in a professional development program related to the evaluation, interpretation, and use of data.

 

Evidences

LMS (OpenSIS) training schedule email to teachers

LMS training material (recorded playback)

Teacher's handbook (available on the website)

Website training to teachers

Teachers professional development

Standard 5.4

The school engages in a continuous process to determine verifiable improvement in student learning, including readiness and success at the next level.

OUR INTERPRETATION: Various rubrics like Language Speaking/Writing/Reading and comprehending skills were monitored based on the syllabus for each level
Level2: A process exists for analyzing data that determine improvement in student learning, including readiness for and success at the next level. Results indicate mixed levels of improvement, and school personnel sometimes use these results to design, implement, and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.

Evidences

New ATA books every year and improved lesson plan (Hard copy will be provided during external review).

ATA feedback process documentation.

Syllabus planning meeting minutes

Parents/Teachers conferences at the end of every semester.

Year end assessment evaluates the students readiness to the next level

Missouri Tamil School Continuous Improvement Plan (to be tracked in ASSIST)

 

Standard 5.5

Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders.

OUR INTERPRETATION: Weekly communication by Teachers and Monthly communication by School Admins to parents/students. Anytime Progress report which shows the Attendance, HW completion and semester grades
Level3: Leaders monitor comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals. Leaders regularly communicate results using multiple delivery methods to all stakeholder groups.

Evidences

Parents teachers conferences

Stakeholder awareness meeting presentation and minutes

School newsletters (available on website)

Annual Reports (available on website)

Survey showing that the school board communicates improvements to all stakeholders.

 

 

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Accreditation Standard 4

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Standard 4 - Resources and Support Systems

The school has resources and provides services that support its purpose and direction to ensure success for all students.

Standard 4.1

Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school’s purpose, direction, and the educational program.

OUR INTERPRETATION: School board with various responsibilities of overall management. Primary and Secondary teachers assigned to each level. Additional volunteers for various activities during the school session like Library Management, substitute/HW correction etc.
Level3: Policies, processes, and procedures ensure that school leaders have access to, hire, place, and retain qualified professional and support staff. School leaders systematically determine the number of personnel necessary to fill all the roles and responsibilities necessary to support the school purpose, educational programs, and continuous improvement. Sustained fiscal resources are available to fund positions critical to achieve the purpose and direction of the school.

Evidences

Staffing Needs - At the start of academic year planning sessions are done to maintain low students to teacher ratio

List of qualified backup resources

Financial report for last 3 years

Stakeholder survey results with positive feedback on teaching resources

 

Standard 4.2

Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school.

OUR INTERPRETATION: Predefined course levels and calendar of class schedule along with the assigned class rooms and resources. 
Level3: Instructional time, material resources, and fiscal resources are focused on supporting the purpose and direction of the school. Instructional time is protected in policy and practice. School leaders work to secure material and fiscal resources to meet the needs of all students. School leaders demonstrate that instructional time, material resources, and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations include achieving the school's purpose and direction.

Evidences

At the start of the academic year, text book and homework books are purchased from ATA for all students

Last 3 years financial reports

School calendar and schedule on OpenSIS and website

Standard 4.3

The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.

OUR INTERPRETATION: Dedicated classrooms for every class and necessary equipment like books, markers, pens. Safety committee for each branch and floor.
Level3: School leaders have adopted or created clear expectations for maintaining safety, cleanliness, and a healthy environment and have shared these definitions and expectations with stakeholders. School personnel and students are accountable for maintaining these expectations. Measures are in place that allow for continuous tracking of these conditions. Improvement plans are developed and implemented by appropriate personnel as necessary to improve these conditions. Results of improvement efforts are evaluated.

Evidences

Fire drill conducted and documented

Emergency plan available at website

At the start of the year, school management works with St.Louis and O Fallon county libraries to secure classes for the whole year

Survey results proving the availability of the safe and clean school environment

Standard 4.4

Students and school personnel use a range of media and information resources to support the school’s educational programs.

OUR INTERPRETATION: LMS with eLearning content, Audio/Video visuals
Level2: Students and school personnel have access to media and information resources necessary to achieve most of the educational programs of the school. Personnel are available to assist students and school personnel in learning about the tools and locations for finding and retrieving information.

Evidences

Teaching and support staff available to guide for online resources

School and ATA website

Tamil Virtual University online material, audio and video

OpenSIS (LMS) tutorials for all stakeholders (Parents Manual)

Interactive Learning Sample Lessons

Standard 4.5

The technology infrastructure supports the school’s teaching, learning, and operational needs.

OUR INTERPRETATION: Learning Management System as the system of records for School/Student Management. Every School Admin, Teachers, Students and parents have access to LMS to view the Calendar, Events, Billing, Library, Attendance, Schedule & progress reports
Level3: The technology infrastructure meets the teaching, learning, and operational needs of all stakeholders. School personnel develop and administer needs assessments and use the resulting data to develop and implement a technology plan to improve technology services and infrastructure.

Evidences

Parents awareness meeting for online and LMS tools

Students and Parents handbook

Survey results proving sufficient technology resource availability

Improvement plan for expanding LMS with additional features.

Interactive Learning  - Sample Lessons

Standard 4.6

The school provides support services to meet the physical, social, and emotional needs of the student population being served.

OUR INTERPRETATION: Teachers communicate to Parents every week or need basis. End of semester parent/teacher conferences to review the progress of students and all other aspects which needs support
Levle2: School personnel endeavor to determine the physical, social, and emotional needs of students in the school. School personnel provide or coordinate programs to meet the needs of students when possible. School personnel evaluate all programs. Improvement plans related to these programs are sometimes designed and implemented to meet the needs of students.

 

Evidences

School's has policies and procedures to handle special need students

Survey proving that the school asses the special needs of students.

Email archival of weekly teacher’s communication to parents

Semester wise parent teacher conferences

School's pre-class assembly discussing on students character building.

Standard 4.7

The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.

OUR INTERPRETATION: Tamil school will work with parents to get the possible Language credits for various levels. Also has a referral program with University of Pennsylvania for getting the university language credits
Level2: School personnel endeavor to determine the counseling, assessment, referral, educational, and career planning needs of students in the school. School personnel provide or coordinate programs to meet the needs of students when possible. School personnel evaluate all programs. Improvement plans related to these programs are sometimes designed and implemented to meet the needs of students.

 

Evidences

School board works with outside organizations like UPenn for student's higher education needs.

 

 

 

 

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Accreditation Standard 3

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Standard 3 -Teaching and Assessing for Learning

The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

Standard 3.1

The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.

Level3: Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills, and life skills. There is some Evidences to indicate curriculum and learning experiences prepare students for success at the next level. Like courses/classes have equivalent learning expectations. Some learning activities are individualized for each student in a way that supports achievement of expectations.
OUR INTERPRETATION: The curriculum map of the ATA courses and various levels with pre-requisites provide an equitable and challenging learning experiences

Evidences

Course descriptions - ATA syllabus online link

Course schedule - scheduled in

Enrollment patterns for various courses - OpenSIS reports available

Learning expectations for different courses - ATA online website curriculum map

Course Handbook- Guide book for every level (provided by ATA)

Posted learning objective - ATA online website curriculum map

Representative sample of student work across courses - Student sample student work/project works (Will be provided during external review)

Standard 3.2

Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.

OUR INTERPRETATION: The various grade level classroom and HW books were continuously improved every year with feedback/corrections from all the Teachers/Parents. ATA have common assessment for every semester and HW for classroom.
Level3: Using data from student assessments and an examination of professional practice, school personnel monitor and adjust curriculum, instruction, and assessment to ensure vertical and horizontal alignment and alignment with the school's goals for achievement and instruction and statement of purpose. There is a process in place to ensure alignment each time curriculum, instruction, and/or assessments are reviewed or revised. The continuous improvement process ensures that vertical and horizontal alignment as well as alignment with the school's purpose are maintained and enhanced in curriculum, instruction, and assessment.

 

Evidences

ATA syllabus/curriculum improvement process. Meeting minutes of assessment discussion and syllabus improvement process.

SURWEP Process

Revised lesson/work book for every academic year (Hard copies will be provided during external review)

Common assessments -  Defined in OpenSIS

Curriculum guides -  lesson guides

ATA curriculum map, lesson books (Hard copies) and lesson guides showing the alignment of lessons plans to curriculum

ATA curriculum maps

OpenSIS sample report cards

Standard 3.3

Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.

OUR INTERPRETATION: Structured syllabus for class room instructions and HW to review the same with additional exercises.
Level3: Teachers plan and use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary. Teachers use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines, and use technologies as instructional resources and learning tools.

 

Evidences

Assessments are defined and entered in LMS. Reviewed by school admin as well. VariousOpenSIS reports available to assist

Interdisciplinary projects - Student Cultural activities and special project samples. Tamil Bee competition (Pictures on Tamil school home page)

Professional development focused on these strategies - Pronunciation training for teachers (Email archive) , ATA training & SURWEP training

Sample Interactive Lessons

Student work demonstrating the application of knowledge - Special project samples, Tamil Bee competition and other cultural activities

Standard 3.4

School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.

OUR INTERPRETATION: Monitor each level for the student's attendance, completion of HW. Generate various reports in ATA LMS system to monitor, support and improve the instructional practices.
Level2: School leaders monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school's values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning, and 4) use content-specific standards of professional practice.

Evidences

Day to day operation checklist

ATA curriculum maps

Nilai wise teacher's discussion among all ATA schools (Email archive)

Primary teacher mentoring secondary teachers

Teacher's recognition during Tamil Association function

OpenSIS Reports (Missing Attendance, Grade book reports) at School admin level

Standard 3.5

Teachers participate in collaborative learning communities to improve instruction and student learning.

OUR INTERPRETATION: Monthly teacher meetings to share the experience and improve the instruction methodology.
Level3: All members of the school staff participate in collaborative learning communities that meet both informally and formally. Collaboration often occurs across grade levels and content areas. Staff members have been trained to implement a formal process that promotes discussion about student learning. Learning from, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams, and peer coaching occur regularly among most school personnel. School personnel indicate that collaboration causes improvement results in instructional practice and student performance.

Evidences

Collaborative learning Agenda and mins Accreditation compliance team meeting minutes,ATA meeting minutes

OpenSIS (LMS) used for reports

Sample student research projects (Hard copies will be provided during external review)

ATA syllabus/book revision meeting mins and sample revised school books for last 3 years

Teacher orientation document

Survey results proving that collaboration exists and used to improve school's performance

Standard 3.6

Teachers implement the school’s instructional process in support of student learning.

OUR INTERPRETATION: Adopt the ATA structured syllabus, monitor the weekly HW, semester evaluation exams, weekly Parent communication and progress reports.
Level3: All teachers use an instructional process that informs students of learning expectations and standards of performance. Exemplars are often provided to guide and inform students. The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. The process provides students with specific and timely feedback about their learning.

 

Evidences

Specially designed Curriculum for North American lifestyle

Weekly parents Email communication

OpenSIS online HW assessment

OpenSIS online Grade book

Semester wise parent teacher conferences

Survey results proving that the teachers implement school's instructional process supporting student learning

 

Standard 3.7

Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.

OUR INTERPRETATION: Native heritage speaking parents were the teachers for various levels. Teacher orientation videos/instructions for various levels.
Level3: School personnel are engaged in mentoring, coaching, and induction programs that are consistent with the school's values and beliefs about teaching, learning, and the conditions that support learning. These programs set expectations for all school personnel and include measures of performance

Evidences

ATA online Training for teachers

ATA SURWEP Training – 2014/2015 School Year

ATA Teacher’s professional development program

ATA Nilai level syllabus meeting minutes and agenda

Teacher handbook

New teacher orientation document

Native language speaker as teachers with 12+ years of formal education

Primary teachers are mentoring secondary teachers (Secondary teacher is a backup for a while before becoming primary teacher)

Survey results showing that mentoring and coaching are consistent with school's values and beliefs

Standard 3.8

The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.

OUR INTERPRETATION: Weekly update of the Attendance, classroom performance and HW completion/grading of the students by the teachers. Teachers also enter meaningful comments like the areas require student improvement. This is automatically updated in the progress report which the student and parents can view after the teacher enters them.
Level3: Programs that engage families in meaningful ways in their children's education are designed and implemented. School personnel regularly inform families of their children's learning progress

Evidences

Parents LMS(OpenSIS) access to see grade book and progress report

School Newsletters

Semester wise Parents and Teachers meeting

Student Handbook

Weekly Parents Email

School's Facebook presence

School's Website

School encourages open door policy

Most of teachers are parent volunteers

Survey results proving that school engages families in their children's education and keep them in the loop of their children's learning process.

Standard 3.9

The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.

OUR INTERPRETATION: Each classroom has Primary and Secondary teacher who act as the Adult advocate and have access to the student data via LMS.
Level3: School personnel participate in a structure that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student. All students may participate in the structure. The structure allows the school employee to gain insight into and serve as an advocate for the student's needs regarding learning skills, thinking skills, and life skills.

Evidences

Parents volunteers as teachers

Most of the teachers know the student's family through community activities

Each classroom has Primary and Secondary teacher who act as the Adult advocate

10:1 student teacher ratio

Survey results showing that the student is known by primary/secondary teacher.

Standard 3.10

Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.

OUR INTERPRETATION: Common grade book with predefined assignments types like class room performance, Weekly HW grading, tracking other skills of the students
Level3: Teachers use common grading and reporting policies, processes, and procedures based on clearly defined criteria that represent each student's attainment of content knowledge and skills. These policies, processes, and procedures are implemented consistently across grade levels and courses. Stakeholders are aware of the policies, processes, and procedures. The policies, processes, and procedures are regularly evaluated.

 

Evidences

Grading and Reporting process are defined in OpenSIS and user training

Grades and assessment are defined at ATA level in LMS and common to all levels.  

Meeting minutes on semester exam, attendance and homework assessment.

Communication plan on communicating grades

Sample Grade/progress reports from OpenSIS.

Survey results showing that grading and reporting shows attainment of knowledge and skills required  

Standard 3.11

All staff members participate in a continuous program of professional learning.

OUR INTERPRETATION: All teachers and Admin staff members were provided periodic training of any required new skills like Teacher orientation, new teaching aids, LMS training and orientation by Tamil Language experts
Level2: Most staff members participate in a program of professional learning that is aligned with the school's purpose and direction. Professional development is based on the needs of the school. The program builds capacity among staff members who participate. The program is regularly evaluated for effectiveness.

Evidences

ATA teachers training

ATA Teacher’s professional development enrollment 2014/2015

Specific training for teacher within school(SURWEP)

Training manual from Tamil Nadu government (PDF copies available)

Knowledge sharing meeting minutes

Standard 3.12

The school provides and coordinates learning support services to meet the unique learning needs of students.

OUR INTERPRETATION: Periodic Teacher orientation to impart various Language skills. Evaluate the grade books to determine the needs of students and provide the support.
Level2: School personnel use data to identify unique learning needs of special populations of students based on proficiency and/or other learning needs (such as second languages). School personnel are familiar with research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to students within these special populations.

Evidences

Tamil Bee competition and other cultural activities

Policies on how to handle special need students are available on handbooks

Survey results showing that there are policies in place for handling special needs children

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Accreditation Standard 2

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Standard 2 - Governance and Leadership

The school operates under governance and leadership that promote and support student performance and school effectiveness.

Standard 2.1

The governing body establishes policies and support practices that ensure effective administration of the school.

OUR INTERPRETATION: School By-laws & Rules/Regulations (School handbook)
Level3: Policies and practices support the school's purpose and direction and the effective operation of the school. Policies and practices promote effective instruction and assessment that produce equitable and challenging learning experiences for all students. There are policies and practices regarding professional growth of all staff. Policies and practices provide requirements, direction for, and oversight of fiscal management.

 

Evidences

Email archives to stakeholders about policy changes (accreditation process, grading etc)

Governing body policies

     - By Laws

     - Policies and procedures

Student handbook
Teacher handbook
Parent handbook

ATA SURWEP Assessment

Standard 2.2

The governing body operates responsibly and functions effectively.

OUR INTERPRETATION: School By-laws, segregation of duty
Level3: The governing body has a process to ensure that its decisions and actions are in accordance with defined roles and responsibilities, a code of ethics, and free of conflict of interest. Governing body members participate in a systematic, formal professional development process regarding the roles and responsibilities of the governing body and its individual members. The governing body complies with all policies, procedures, laws, and regulations and functions as a cohesive unit.

 

Evidences

Communication plan

Email archives about program regulations

Email archives about various trainings for governing body (example accreditation awareness meeting)

-          Presentation

Policies on roles and responsibilities, conflict of interest - Signed Bylaws

Proof of legal counsel - Email archive regarding the changes suggested by volunteer legal person

Standard 2.3

The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.

OUR INTERPRETATION: Segregation of Duty, managing the day-to-day operations to provide all the required material
Level3: The governing body protects, supports, and respects the autonomy of school leadership to accomplish goals for improvement in student learning and instruction and to manage day-to-day operations of the school. The governing body maintains a distinction between its roles and responsibilities and those of school leadership.

 

Evidences

Day to day operation checklist

Agendas and minutes of meetings - Sample meeting minutes

Roles and responsibilities - By Laws

Stakeholder input and feedback

       - Parent teacher conferences signup sheets, email archives and

       - ATA syllabus feedback meeting minutes

Survey results indicating that the governing body functions well

Standard 2.4

Leadership and staff foster a culture consistent with the school’s purpose and direction.

OUR INTERPRETATION: Monthly Meetings
Level3: Leaders and staff align their decisions and actions toward continuous improvement to achieve the school's purpose. They expect all students to be held to high standards in all courses of study. All leaders and staff are collectively accountable for student learning. School leaders support innovation, collaboration, shared leadership, and professional growth. The culture is characterized by collaboration and a sense of community.

 

Evidences

Examples of collaboration and shared leadership

Collaborate with ATA on curriculum development

School newsletters

Tamil association magazine

Examples of decisions aligned with the school's statement of purpose<

Learning Management System (OpenSIS) deployment

Examples of decision in support of school's continuous improvement plan

Tamil community's North American convention (FETNA 2014)

Survey results proving that leadership and staff foster good culture

Standard 2.5

Leadership engages stakeholders effectively in support of the school’s purpose and direction.

OUR INTERPRETATION: Monthly School Board Meetings and All hands Teacher Meetings. End of semester Parent/Teacher/Student conferences
Level3: Leaders communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders. School leaders' efforts result in measurable, active stakeholder participation; engagement in the school; a sense of community; and ownership.

Evidences

Weekly communication templates to parents

School's communication plan

Accreditation awareness meetings minutes

Involvement of stakeholder

   - Accreditation compliance team

   - Web/Facebook/OpenSIS admin team

   -Parent as teacher volunteers

Survey results providing positive feedback on stakeholder engagement.

Archives of old survey results

Standard 2.6

Leadership and staff supervision and evaluation processes result in improved professional practice and student success.

OUR INTERPRETATION: Weekly communication and progress report
Level2: The criteria and processes of supervision and evaluation include references to professional practice and student success. Supervision and evaluation processes are implemented at minimal levels. The results of the supervision and evaluation processes are used sometimes to monitor and effectively adjust professional practice and improve student learning.

Evidences

ATA Online Live teacher trainings

ATA SURWEP teacher training

OpenSIS reports (missing attendance reports and grade/progress reports)

Teacher’s handbook

Native language speakers with formal education is required to serve as teachers

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Accreditation Standard 1

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Standard 1 - Purpose and direction

The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

Standard 1.1

The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.

Level 3: The school's process for review, revision, and communication of the purpose statement is documented. The process is formalized and implemented on a regular schedule. The process includes participation by representatives from all stakeholder groups. The purpose statement focuses on student success.
OUR INTERPRETATION: Mission/Vision and by-laws of the school.

 

Evidences

Approved vision and mission statement on the web.

Examples of communications to stakeholders

   - Schools website (http://school.motamilsangam.org)
   - 
Annual Report (Available on the website)
   - 
School Quarterly newsletter (Available on the website)
   - 
Student handbook
   - 
Teacher handbook
   - 
Parent handbook

Vision and Mission Statement Changes

Communication plan
Communication Templates 
Survey results proving that the school's vision and mission are clearly defined and communicated

Standard 1.2

The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.  

Level3: Commitment to shared values and beliefs about teaching and learning is evident in documentation and decision making. This commitment is regularly reflected in communication among leaders and staff. Challenging educational programs and equitable learning experiences are implemented so that all students achieve learning, thinking, and life skills necessary for success. Evidences indicates a commitment to instructional practices that include active student engagement, a focus on depth of understanding, and the application of knowledge and skills. School leadership and staff share high expectations for professional practice.
OUR INTERPRETATION: Taking every effort to make every student learn Tamil Language and periodic communication of this to Tamil community. 

 

Evidences

Email archives - Start of the school year meetings with parents/teachers

School Enrollment flyers before start of Academic year

Printed School's Brochure (Hard copy will be provided during external review)

School's vision and mission statements are on the website

Survey results proving school's student active engagement and commitment to high expectations for professional practice.

Standard 1.3

The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning.

Level3: School leaders implement a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups are engaged in the process. School personnel maintain a profile with current and comprehensive data on student and school performance. The profile contains analyses of data used to identify goals for the improvement of achievement and instruction that are aligned with the school's purpose. Improvement goals have measurable performance targets. The process includes action planning that identifies measurable objectives, strategies, activities, resources, and timelines for achieving improvement goals. School leaders hold all school personnel accountable for and evaluate the overall quality of the implementation of all interventions and strategies. The process is reviewed and evaluated. Documentation that the process yields improved student achievement and instruction is available and communicated to stakeholders.
OUR INTERPRETATION: Mission/Vision and by-laws of the school.

 

Evidences 

Agenda and minutes from syllabus improvement planning

Email archives showing school/Teacher communication to parents and vice versa

Survey results proving positive results  of schools improvement processes

School improvement plan blueprint

ATA syllabus improvement plan

Tamil School of Missouri – School Improvement Plan (Excel)

 

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Locations

Ballwin Branch

The Cultural and Education Center (2nd Floor)
725 Weidman Rd, St. Louis, MO, 63011 Map

 

O'Fallon Branch

Dardenne Presbyterian Church, 7400 Highway N, O'Fallon, MO 63368 Map

Media

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