VIRGINIA ASSOCIATION OF INDEPENDENT SCHOOLS
THE INITIAL
SELF-STUDY
VAIS INITIAL or TEN-YEAR SELF-STUDY
UPDATED AUGUST 2015
AVAILABLE ONLINE:
WWW.VAIS.ORG
TABLE OF CONTENTS
General Overview of Accreditation ................................................................................................ 3
Responsibilities of the School to the Association ........................................................................... 4
Budgeting for the Self-Study Process ............................................................................................. 4
Organizing the Self-Study................................................................................................................ 5
Approved VAIS Narrative Report Models ................................................................................... 5
The Steering Committee ............................................................................................................. 5
Narrative Report Sub-Committees ............................................................................................. 7
Components of the Self-Study ........................................................................................................ 7
Narrative Report Guidelines ....................................................................................................... 7
Published Curriculum .................................................................................................................. 8
Supporting Documentation ........................................................................................................ 8
Accreditation Surveys ..................................................................................................................... 9
Setting the Calendar: A Sample Timetable .................................................................................... 9
Preparing for the Visit ................................................................................................................... 11
The Visiting Team ...................................................................................................................... 11
The Preliminary Visit ................................................................................................................. 11
The Document Review Visit ...................................................................................................... 12
Binders for Visiting Team Members ......................................................................................... 13
Mailings ..................................................................................................................................... 13
Comprehensive schedule of classes ......................................................................................... 14
Private workroom ..................................................................................................................... 14
Travel Expenses......................................................................................................................... 14
Evaluation Visit Schedule .......................................................................................................... 15
Procedures Following the Visit ..................................................................................................... 16
APPENDIX A: VAIS STANDARDS © .............................................................................................. 17
APPENDIX B: VAIS Self-Study Sub-Committee Preference Form ................................................. 30
APPENDIX C: Guiding Questions for Sub-Committee Reports..................................................... 31
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General Overview of Accreditation
For more than 40 years, the Virginia Association of Independent Schools (VAIS) has been the leader in
accreditation of Virginia’s independent schools. The VAIS evaluation and review process is authorized by the
Virginia State Board of Education. At the national level, the VAIS accreditation process is recognized at the highest
level by the National Association of Independent Schools (NAIS) through the NAIS Commission on Accreditation.
The Commission on Accreditation includes state, regional, and international associations, thereby broadening the
perspective on excellence in independent education. The VAIS process of accreditation is based on a regular,
professional peer assessment of the degree to which the school supports its stated mission in a thoughtful,
sustainable, and responsible manner.
The VAIS evaluation/accreditation process is continuous from year to year within a ten-year cycle, beginning with
the initial visit at which the first self-study is required. An interim review is required five years following the initial
visit (or at other intervals as specified by the VAIS Board of Directors), followed by another full self-study five years
later.
There are three major components of the self-study:
1.
2.
3.
Report
Documents
Published Curriculum
Each of these components is explained in detail later in this guide. As part of the self-study, schools are required to
administer evidence of intentional feedback from constituents. Surveys which provide specific insight are available
from the VAIS office. The narrative report and published curriculum stand alone as part of the history of the
school. Both the clarity and comprehensiveness of these reports are essential, therefore, in enabling future
educators to evaluate the growth and development of the school over a period of years.
Following a preliminary visit and documentation review by the visiting team leaders and a VAIS Director, a visiting
team reviews the school during a four-day visit (Sunday-Wednesday). The purpose of the visit is to confirm the
degree to which the school is meeting its mission and philosophy, and the VAIS Standards for Membership.
Focused interviews are conducted with school constituents, classes and other samples of school programmatic
areas are observed, documentation is reviewed, and a vote is taken on the school’s compliance with the VAIS
Standards for Membership. The visiting team report is written which identifies commendations and
recommendations for each of the programmatic areas of the school and the major categories of the VAIS
Standards. Special competencies and areas of notable strength are made in the visiting team report. Strong
recommendations correlating to failed Standards are included if necessary.
The visiting team’s report along with the vote on Standards is reviewed by the VAIS Accreditation Committee,
which makes a recommendation to the VAIS Board of Directors regarding accreditation. A school undergoing its
initial review may either receive full accreditation or be denied accreditation. An accredited school may have its
full accreditation status renewed, or, it may be conditionally accredited or denied accreditation.
An expectation of VAIS membership is to provide personnel to serve on visiting teams. In addition to being an
outstanding professional development opportunity, there’s no better way to prepare for an evaluation visit that
serving on a team! Each Head of School should nominate candidates for visiting teams by contacting the VAIS
office. Once nominated, a candidate must complete their biographical information online in order to be
considered.
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VAIS INITIAL or TEN-YEAR SELF-STUDY
Responsibilities of the School to the Association
Attend an accreditation workshop prior to engaging in the self-study process.
Attendance at this workshop by the Steering Committee Chair is required. To be of full benefit, two to three
people from a school should attend. Heads and Trustees are welcome.
Work out the appropriate timing for the site visit with the VAIS office.
Should a postponement of the evaluation visit seem warranted due to a significant change or unusual situation
within the school, (i.e., decision to become co-educational, decision to merge with another institution, grades
added/dropped), the Head of School must present the request in writing to the VAIS Director of Accreditation as
far in advance of the anticipated visit as possible. The Accreditation Committee shall then act on this request.
Prepare the Self-Study Report, continue work on the Curriculum, and Update Documentation.
Demonstrate compliance with each of the VAIS Standards for Membership. [See Appendix A]
A school’s compliance with the VAIS Standards is also verified by the Visiting Team’s vote on each Standard.
Schools that seek dual accreditation must address each of the VAIS Standards. Following a visit, the Head of School
may respond to any failed Standards and correlating strong recommendations, noting steps taken to rectify those
Standards. This response is due one year following the visit, except for any health and safety issues which result in
a failed Standard and must be responded to within thirty days following receipt of the visiting team report.
Budgeting for the Self-Study Process
Budgeting should be based on the number of team members and one VAIS staff member. The following should be
taken into consideration when considering the budget:
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Fees associated with the required evaluation workshop
Fees associated with the annual audit
Publication of the self-study Note: The narrative report is provided in hard-copy; the curriculum is
provided electronically; documentation may be presented in hard copy, electronically, or a combination
of both.
Mailings to team members, VAIS office, and VAIS Accreditation Committee Reader
Lodging and meals for visiting team and VAIS Director(s)
Hospitality during visit , snacks and drinks for the team in their workspaces
Travel reimbursements for preliminary visit, document review visit, on-site visit
Office supplies needed by visiting team members
Technology needs of visiting team. In addition to robust Broadband access, this could include access to a
printer.
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VAIS INITIAL or TEN-YEAR SELF-STUDY
Organizing the Self-Study
Approved VAIS Narrative Report Models
Any self-study process that a school considers should include the following key elements:
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VAIS Standards should be the primary lens through which a school is studied.
Meaningful engagement of all school constituencies through a mission-focused approach is paramount.
The self-study should provide a comprehensive review of all facets of the school.
The following Self Study models have been approved for use beginning July 1, 2012. After review of the models,
please complete a proposal form (available from the VAIS office as well as in Appendix D) and receive approval
from the VAIS Director of Accreditation before proceeding with the self-study.
Classic Standards Based Self Study
●
A school preparing for an initial visit uses this model.
The school’s self-study is accomplished through small focus groups representing all school constituencies,
which gather to discuss and answer the guiding questions (see Appendix C) surrounding each of the major
sections of VAIS Standards. The school’s narrative report addresses each of the major sections. Survey results
are also included as applicable. Strengths, Areas for Improvement, and Recommendations are identified for
each section.
The Steering Committee
VAIS suggests the following structure for the Steering Committee that will guide the work of the self-study for the
school:
1.
2.
3.
4.
5.
6.
Steering Committee Chair
Narrative Report Coordinator
Documentation Coordinator
Curriculum Coordinator
Survey Coordinator
Hospitality and Logistics Coordinator
Steering Committee Chair:
A faculty member should be appointed to chair the school’s steering committee. The chair reports to the Head of
the School. The steering committee chair’s responsibilities include the following:
 chairing all meetings of the steering committee
 setting the general timetable for the school’s self-study and ensuring that tasks are completed in a timely
manner
 ordering any evaluation materials and documents needed for the self-study
 overseeing the organization of all sub-committees, ensuring that all school personnel are involved in the
process as appropriate, reflecting the sequential grade relationships as well as the interdisciplinary
relationships within the school
 attending a training workshop with VAIS representatives regarding the evaluation visit
 coordinating the distribution of the school’s report and published curriculum for visiting team members
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VAIS INITIAL or TEN-YEAR SELF-STUDY
and VAIS office
 serving as liaison with the visiting team during the evaluation visit
The steering committee chair should be a highly respected member of the faculty and administration; be able to
work well with faculty, trustees, parents, and administrators; be an excellent communicator and writer; be highly
organized; be attentive to detail but also be able to take the broader view; and above all should be flexible.
Narrative Report Coordinator:
The narrative report coordinator is responsible for the structure, coordination, compilation, editing, and revision of
sub-committee reports, which make up the report. This person works closely with the steering committee chair to
set sub-committee meetings and report deadlines.
Documentation Coordinator:
This is often a staff member in the school’s business office or the Head’s assistant who will be responsible for
collection and maintenance of the school’s supporting documentation. Many schools have moved to electronic
documentation and have found it to be highly beneficial. If you plan a virtual document box, choosing a
documentation coordinator who is tech savvy may be helpful.
Curriculum Coordinator:
The curriculum coordinator is responsible for ensuring that all areas of the school’s curriculum are accurately
updated and documented and that access to the school’s published curriculum is available to the visiting team.
Survey Coordinator:
As part of the self-study, schools are required to gather constituent opinions and report the data in the self-study.
The coordinator may also facilitate the interpretation of the data.
Hospitality and Logistics Coordinator:
This member of the steering committee is the liaison to the visiting team and is responsible for all mailings to
visiting team members and the arrangements for the visiting team’s lodging, meals, work space, and technology
needs. This member should be aware of and plan for specific needs of the team such as dietary restrictions and
allergies.
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VAIS INITIAL or TEN-YEAR SELF-STUDY
Narrative Report Sub-Committees
Schools must strive to achieve meaningful and appropriate engagement from all constituents in the self-study
process.
In order to ensure a focus on VAIS Standards for Membership, a proven approach to the narrative report
committee structure mirrors the major categories within the VAIS Standards for Membership:
 Philosophy and Mission
 Community of the School
 Instruction and Program (including committees for each area of instruction)
 Professional Personnel
 Governance and Administration (including separate committees for head of school, governance, financial
resources, and service management)
The self-study moves forward by consensus, with the report coordinator overseeing the report component. The
involvement of all participants in a school community is vital to the success and ultimate usefulness of the selfstudy process. It is, therefore, important to assign all members of the faculty and staff to one or more subcommittees. As appropriate, trustees, parents, and students should be represented on sub-committees.
Cross-division representation on sub-committees will provide a richer self-study. For example, a sub-committee for
English would naturally have representation from that discipline, but there should be members of the subcommittee from another area or who are not members of the faculty. For smaller schools with fewer staff
members, it is recommended that committees from related areas be combined. See Appendix B for a form schools
might use to determine faculty and staff member preferences.
In all instances this is to be a collaborative process. VAIS requires full review and votes of approval by the school’s
entire faculty and board prior to submission of the final narrative report to VAIS.
Components of the Self-Study
Narrative Report Guidelines
Clear organization and succinctness should guide decisions regarding the final content of the report. The Steering
Committee should establish uniform formatting for all sub-committee reports. Using Google Documents makes the
process very efficient.
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VAIS INITIAL or TEN-YEAR SELF-STUDY
Contents of the Narrative Report
1. Title Page
2. Table of Contents
3. List of Steering Committee and all other self-study committees. Participants should be identified by
position or title; parents and trustees should be identified as such.
4. Separate sections containing the reports of all sub-committees
5. Each section should contain the following:
a. Overview and background on this component of the school – includes philosophy, and current
practices
b. Strengths
c. Areas for Improvement
d. Recommendations/Ideas for Improvement
e. Committee members responsible for that section of the report
Published Curriculum
A curriculum may take many forms in a school. How it is presented is often dependent upon the audience for
whom it is intended. For VAIS accreditation purposes, the curriculum presented to the visiting team should be the
“roadmap” used by the faculty.
The following should be included in the school’s published curriculum:
1.
Academic area/Department Statement of Philosophy [Note: For Middle and Upper School, this may
include rationale and prerequisites for specific courses. For Lower Schools this may include
developmental rationales.]
2.
For each course: [Upper and Middle]
a. Description of course content
b. Texts and materials
c. Evaluative criteria
3.
For self contained classrooms: [Pre and Lower]
a. Objectives for each area
b. Procedures and Methods, including texts and materials
c. Assessment
Supporting Documentation
Please refer to the document list that is provided by VAIS and available for download from the VAIS website. The
required documents must be available to the visiting team leaders a minimum of six to eight weeks before the
evaluation visit. These documents must also be available to the full team at the time of the visit. The head of
school must give a rationale in writing for any required documents that are not supplied to the visiting team.
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Electronic Documentation:
Schools may wish to submit their documentation via an electronic document box. Required documentation is
made available to the team leaders at least six weeks prior to the visit via a link to documents and to the entire
team at the time of the visit. Advantages of this choice are reduced cost to the school and ongoing ease of
documentation management after a visit.
Combined document review with preliminary visit:
Schools sometimes choose to have documentation reviewed at the time of the preliminary visit. While the
preliminary visit is held six months prior to the evaluation visit and will therefore require documents to be ready
earlier than the six to eight weeks in advance requirement, this combined approach is often beneficial for the
visiting team leaders who can more fully focus on the school’s materials.
Accreditation Surveys
Surveys are available in PDF form from the VAIS office at no charge. VAIS staff can also set up and administer the
surveys for a fee of $500.00. Please contact Laura Godwin at [email protected] for surveys or more
information.
Setting the Calendar: A Sample Timetable
A school’s self-study process is one, which, ideally, is continuous from year to year with the four-year period
between accreditation visits and is used to address the recommendations made in the previous reports by the
school and Visiting Team. The self-study portion of the evaluation should begin approximately two years before
the time of the actual accreditation visit. At the beginning of the self-study process, the Head of School should
review the VAIS Standards and the school’s progress in the areas addressed in the Standards. A particular
assessment should be made in the areas of strategic planning and budgetary alignment, curriculum development,
personnel evaluation processes and related contractual agreements. Best practices require ongoing review of a
school’s curriculum. However, the self-study process can provide opportunities for various areas of the curriculum
to be examined in more depth.
Following is a sample timetable for the self-study. Schools should modify it as needed depending on the selfstudy model chosen.
Ongoing!
 Ensure that curriculum is continually reviewed and updated as necessary
24 months prior
to the visit
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Propose timeframe (month, semester) for visit to VAIS office
Review self-study models
If dually accredited, discuss self-study plans with the VAIS Director of Accreditation
Order any additional resources needed for self-study process
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Consider how budget and calendar/work load will be impacted by preparations
Appoint steering committee chair and steering committee
Plan steering committee meeting schedule and set deadlines
Attend VAIS Accreditation workshop
Conduct surveys
18-24 months…
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VAIS INITIAL or TEN-YEAR SELF-STUDY
12-18 months…
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12 months…
 Continue work on the report
 Begin work on Documentation
6 months…
 Submit rough draft of report electronically to Director of Accreditation
 Host preliminary visit with visiting team Chair, Vice Chair, and VAIS Director(s); Includes
meeting with the Board Chair This is called the preliminary visit.
 Optional document review at this time if school is ready, or set date for document review
 Make preparations to host visiting team members
 Arrange for publication of report
4-6 months…
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3 months…
 Draft of visit schedule is prepared by school, the visiting team chair and VAIS Director of
Accreditation
2 months…
 Complete collection of required documentation
 Publish narrative report
 Prepare curriculum for delivery to visiting team
4-5 weeks…
 Receive list of visiting team members from VAIS office
 Host documentation review and modify documentation as requested by the visiting team
leaders
 Make hospitality arrangements for visiting team, including workroom supplies and meals
 Arrange for technology needs of the visiting team
1 month…
 Send required materials to VAIS office, team members, and Accreditation Committee reader
2 weeks after
visit
 Receive visiting team report and forward any response to the VAIS office for distribution to
Accreditation Committee members
Survey faculty for sub-committee preferences
Organize sub-committees
Analyze results from surveying
Receive name of visiting team chair and finalize visit date
Begin the report, with continued focus on the Standards for Membership
Final draft of report presented to faculty for updating, editing, and approval
Final draft of report presented to Board for approval
Prepare final copy of narrative report for publication
Continued documentation preparation
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VAIS INITIAL or TEN-YEAR SELF-STUDY
Preparing for the Visit
The Visiting Team
The purpose of the visiting team is to assess the degree to which the school meets the VAIS Standards for
Membership and meets its own stated mission, philosophy and objectives. The team’s report is a response to the
school’s report in which the visiting team commends those strengths that are deemed significant, and
recommends corrective action where there are opportunities for improvement.
The visiting team, appointed by the VAIS office on behalf of the Accreditation Committee, consists of a chair, vice
chair, and members sufficient in number and background to conduct the necessary independent evaluation.
Visiting teams range in size from a minimum of 4 to 8 or more in larger schools. The chair of the visiting team is
appointed approximately one year prior to the evaluation visit. After the VAIS Accreditation Committee approves
the chair of the visiting team, the head of the school to be visited also approves the prospective chair. Should a
potential conflict of interest exist, the VAIS Director will consult with the head of school and make substitutions as
necessary.
The VAIS office maintains a database of experienced educators who have been nominated by their head of school
to serve on a visiting team. The VAIS office extends invitations to each member of the proposed visiting team. The
head of the prospective team member’s school is informed that a member of the faculty has been asked to serve
on a visiting team.
Once the visiting team list is completed, it is sent to the head of the school, the chair, and the visiting team. At that
time, all appropriate materials should be sent to the visiting team.
The Preliminary Visit
Approximately six months prior to the visit, the visiting team leader(s) and the VAIS Director(s) will make a
preliminary visit to the campus to gain a better understanding of the school’s background and current strengths
and challenges. At this time the school’s Accreditation Site will be shared with the Team Chair and Vice Chair, the
Head of School, and the Steering Committee. To determine the school’s readiness for the visit, the team leaders
will accomplish the following:
1.
Discuss:
a. The school’s background – demographics, community, faculty, student profile, etc.
b. Any documents expected to be “in progress” or Standards with which the school feels it may not
be in compliance by the time of the visit. The visiting team chair should notify the VAIS Executive
Director and head of school in writing of any Standards that are in this category.
c. The size and profile of the visiting team – needs of the school, areas of focus for the visiting
team, etc.
d. Which materials, in addition to the report and published curriculum, need to be sent to visiting
team members (strategic plan, etc.).
e. Arrangements for the visit:
 Visit start and end times.
 Accommodations
 Technology needs for the team
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VAIS INITIAL or TEN-YEAR SELF-STUDY

f.
Daily schedule for the visit (Note: this is a collaborative effort between the school, the
visiting team chair and the VAIS Director of Accreditation)
 Time and nature of the exit meeting with the school community.
 Time for meeting with representatives of the school’s Board during the Accreditation Visit.
Date and time for the document review visit.
2.
Verify:
a. That a school representative has attended an accreditation workshop within the last 1-2 years.
b. That the appropriate report format has been followed.
3.
Tour the school’s facilities to become familiar with areas of the school. Identify the visiting team’s
workroom.
4.
Meet with the Chair of the school’s Board of Trustees to discuss governance.
The Document Review Visit
The Visiting Team leader(s) visit the school a minimum of six to eight weeks prior to the evaluation visit to review
the required documentation and become better acquainted with the school, its policies, and procedures. Should
some documentation not be in order at the time of this visit, the school has an opportunity to correct the omission
prior to the evaluation visit. The Head of School must give a rationale in writing for any required documents that
are not supplied to the Visiting Team.
Schools are expected to follow the organizational format of the document review list which is available for
download from the VAIS website. At the time of the document review, the following items must be available for
review or the visit can be cancelled:
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Current audit, management letter, opinion letter
Operating budgets (current and past two fiscal years)
Financial plan (3-5 year plan)
Strategic plan, demonstrating alignment with the school’s 3-5 year financial plan
Published curriculum
Crisis management plan
Risk management program
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Binders for Visiting Team Members
The following list includes sections that could be included in the binders provided to each member of the visiting
team, the VAIS Director of Accreditation. This does not need to be mailed. It should be available to the team when
they arrive on campus.
Visiting Team List - list of visiting team members with contact information (provided to the school approximately
one month prior to the visit by VAIS office)
Schedule for Visit - visiting team schedule
Directions - directions to/from school from hotel; directions to/from hotel/school from visiting team member’s
school would also be helpful
Accommodations - address, contact information, etc. for visiting team’s accommodations
Master Class Schedule - schedule during the days of the interim visit
Maps - campus maps, including room numbers; maps of surrounding area if available
Administration, Faculty, and Staff - listing, including each person’s responsibilities; an organizational chart would
also be helpful
Board of Trustees - listing; helpful to include their profession/connection to the school
Volunteer Organizations - list of supporting organizations (Parents, Athletic Boosters, etc.) and key leaders of those
organizations
Admissions Materials - brochure, application, etc.
Strategic Plan
VAIS Standards - list of VAIS Standards for reference
Curriculum Access - either include directions for how to access online or include a thumb drive
Travel Reimbursement Form
Mailings
One month prior to the evaluation visit, mail the following:
School’s Report to:



VAIS office
o One hard copy
o One electronic copy
Each team Member
Accreditation Reader
School’s Strategic Plan to:
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VAIS INITIAL or TEN-YEAR SELF-STUDY


VAIS office
Chair of the team
School’s Curriculum to:


VAIS office (electronic version)
Each team member (electronic version)
School’s Audit and Management Letter to:

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VAIS office
Chair of the team
Business Officer of the team
School’s Admissions Materials to:

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VAIS office
Chair of the team
Comprehensive schedule of classes
The school must prepare in chart form a comprehensive schedule of classes, which includes the name of each
teacher, class being taught, and class location. The school must alert the Chair to those classes, which do not meet
daily and instruct its faculty not to administer examinations nor conduct field trips during the days the visiting
team is on campus. All school personnel should wear nametags throughout the visit.
Private workroom
A private workroom should be set up for the Visiting Team on campus. A workroom should also be reserved at the
Visiting Team’s place of lodging. While the Team is using the workroom, school personnel should not enter.
 Nourishing refreshments should be provided in the workrooms and replenished on a regular basis during the
visit.
 Equipment/materials (general office supplies: highlighters, pens, post-it notes, Xerox paper, surge protectors
and extension cords) should be provided.
 The document box and published curriculum should be in the workroom.
 The master schedule of classes should be posted.
 While most team members will bring their own computers, the school should provide extra computers in the
workroom during the visit.
 Robust broadband will be required in the workrooms at both the school and lodging. The school should test
this in advance, taking into consideration the number of team members who will require simultaneous access.
 It is very helpful to have photographs identifying faculty, administrators, and staff members in the team’s
workroom, as well as an enlarged campus map indicating specific offices and classrooms for school personnel.
Travel Expenses
The school covers all Visiting Team members’ travel expenses related to the visit and provides food and lodging for
the Visiting Team during the visit. The team’s accommodations need to be off campus and include individual
rooms and a separate meeting space, reserved as requested by the visiting team chair. The school should
guarantee payment for the rooms before the team’s arrival. Refreshments should be available in the evenings for
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VAIS INITIAL or TEN-YEAR SELF-STUDY
the team. Team members are to be reimbursed for their expenses no later than the last day of the visit.
Evaluation Visit Schedule
The site visit consists of four days during the school year. The visit typically begins on a Sunday afternoon and
concludes early Wednesday afternoon. A visit schedule template is available on the VAIS website. Highlights of the
schedule include:
SUNDAY
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Visiting team arrives mid-day
Orientation of visiting team by visiting team leaders
School presents its philosophy, mission, and community of the school
Meetings with school representatives to review the school’s narrative report and curricular/division
areas
Tour of campus
Meeting with Board of Trustees – this could also occur on Monday morning
Visiting team meeting
MONDAY
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Class and program observations
Meetings with key personnel, parents, students, and alumni
Visiting team begins writing report, reviews Standards
TUESDAY
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Continued work from Monday
WEDNESDAY
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Visiting team finalizes its report
Visiting team votes on Standards for Membership
Confidential exit meeting between Visiting Team Chair and Head of School to discuss major
challenges and any failed VAIS Standards with corresponding strong recommendations
Visiting team holds exit meeting with school representatives to share general overall observations
Visiting team departs mid-day
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Procedures Following the Visit
The Chair or a designated team member will record the Standard vote on the Accreditation Site and send an
electronic draft of the Visiting Team report to a representative of the Accreditation Committee (the “Reader”), for
a final review. After consultation with the Reader, the final copy of the report—in an electronic PDF-format--will be
sent to the head of school and the VAIS office.
The school should ensure that the VAIS Office receives any additional materials that may have been provided for
the Visiting Team during their visit, e.g., an update on any of the areas addressed in the narrative report.
The Head of School may respond in writing to the Accreditation Committee prior to its review of the school as to
the nature of the recommendations contained in the Visiting Team Report or to observations reported to the Head
of the School in the exit interview regarding the school’s compliance with particular Standards. The Head of the
School may also comment on the performance of the Visiting Team and may also make any appropriate comments
about the evaluation process that would be useful to the Accreditation Committee either in considering the report
or in refining the evaluation process. As a courtesy, a copy of this response should be sent to the chair of the
visiting team.
The visiting team’s report, the vote on Standards, and any response from the Head of School is reviewed by the
VAIS Accreditation Committee which makes a recommendation to the VAIS Board of Directors regarding
accreditation. A school undergoing its initial review may either receive full accreditation or be denied
accreditation.
The Head of School must respond in writing to the VAIS Accreditation Committee noting steps taken to rectify
failed Standards (and correlating strong recommendations) and Standards about which the Visiting Team had
concern. This response is due one year following the visit, except for health and safety issues which must be
responded to within thirty days following receipt of the visiting team report.
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APPENDIX A: VAIS STANDARDS ©
VAIS STANDARDS FOR MEMBERSHIP
BACKGROUND
In order to be responsive to the diverse membership of its schools, their ongoing paths towards
excellence, and shifts in the broader landscape of independent education, VAIS modified its
self-study models for accreditation in 2012. As schools began using new models, and in keeping
with the typical timeline of reviewing Standards for Membership every five years, an
Accreditation Committee task force began its Standards revision work in 2013. Primary goals of
the revision process were to ensure that:
a. VAIS Standards represented best practices in independent education;
b. State and National expectations were being met through the Standards; and
c. an appreciation for the diversity of its member schools was recognized while still
maintaining VAIS’ expectations of its member schools.
Previously, 73 individual VAIS Standards covered individual areas of focus under the general
topics of mission and philosophy, community of the school, instruction and program,
professional personnel, administration/governance/financial resources, and service
management.
The new 11 VAIS Standards for Membership were approved by the VAIS Board of Directors on
January 25, 2015 and by the full membership of VAIS on January 27, 2015. The Standards
include relevant (and also revised) supporting documentation, and offer points for
consideration by schools and visiting teams for each Standard.
The new Standards are available for schools to choose to use beginning July 1, 2015. Heads of
Schools with accreditation visits in 2015-2016 and 2016-2017 must reach an agreement with
the VAIS Executive Director regarding whether the current 73 Standards or the new 11
Standards best serve their school. Just as we experienced with implementing the new self-study
models, the transition period allows us to gather feedback from schools and visiting teams and
make any necessary adjustments. As with the new self-study models, a symbiotic, collaborative,
and open process of understanding between VAIS and individual schools is always our goal. By
July 1, 2017, we would anticipate that all schools would be using the new 11 Standards.
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VAIS STANDARDS FOR MEMBERSHIP
STATEMENT OF PHILOSOPHY
Accreditation is a voluntary process intended to be qualitative in nature, undertaken by schools
committed to common expectations of excellence. While the school’s own mission is the primary
lens through which the school should self-assess, the VAIS Standards serve as principles of best
practice for independent schools and should be considered by the school on a continual basis.
The VAIS Standards represent the collaborative efforts of the appointed Accreditation
Committee members and Staff, and reflect both state and national expectations. Schools are
expected to demonstrate alignment with the Standards through documentation (see lists below
each Standard), the self-study narrative report (which may include a standards “guide” and/or
reflections on the Standards themselves), and during the on-site evaluation team visit.
STANDARDS
1. The school’s mission guides its policies and practices and is evident in the climate,
culture, and program of the school.
2. The program fulfills the educational and developmental needs of the students, meets
the requirements of learning and living in a diverse and globally-connected society, and
reflects ongoing internal review.
3. The school authentically communicates its mission and values, creating a community
that understands and supports the mission while engaging in the life of the school.
4. The faculty, administration, and staff support the mission of the school, are qualified for
their positions, engage in ongoing evaluation and professional growth, and effectively
implement the program.
5. The Head of School serves as the chief executive, is the sole employee of and only direct
report to the governing body, and is ultimately responsible for the operational and
educational management of the school.
6. The governing body of the school is independent and deliberative, with clearly defined
roles and responsibilities, and works in partnership with the Head of School to ensure
that fiduciary and strategic policies advance the school.
7. The governing body and the Head of School jointly assure that the financial resources
are sufficient to sustain the program and are efficiently managed.
8. The school’s facilities and equipment are sufficient to meet the needs of the program
and are maintained to provide an effective and safe learning environment.
9. The school’s care for the health, safety, and welfare of the students is evident in its
policies and practices.
10. [IF APPLICABLE] The residential program is so conceived and staffed as to reflect the
mission of the school and provide a healthy and safe environment.
11. [IF APPLICABLE] The preschool and/or extended day program is conceived and staffed so
as to reflect the mission of the school and provide a healthy, safe, and developmentally
appropriate environment.
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REQUIRED DOCUMENTATION:
Absence of any of these documents may halt an accreditation visit.
1.
2.
3.
4.
5.
6.
7.
Strategic Plan
Published Curriculum
Operating budgets (previous two years and current)
Current audit, management letter, and opinion letter
Three- to five-year financial plan
Risk management program
Crisis management/disaster response plan
DETAILED LIST OF STANDARDS, SUPPORTING DOCUMENTATION, AND POINTS FOR CONSIDERATION
1. The school’s mission guides its policies and practices and is evident in the climate, culture, and
program of the school.
Supporting Documentation
1.a
Mission Statement and evidence of its regular review by the Board.
1.b
Statement of Philosophy and/or guiding principles
1.c
Handbooks (for example, Parent, Student, Faculty, Coaches)
1.d
Marketing materials, including non-discriminatory statement
1.e
Sample publications (for example, Annual Report, Directory, School Magazine,
Student Newspaper, Yearbook)
1.f
Strategic Plan*
* Absence of this document may halt an accreditation visit.
Points for consideration regarding Standard 1
1.1
Requirements and expectations for students, parents, faculty, trustees, and
employees clearly reflect the values and mission of the school.
1.2
The educational program is consistent with the mission of the school.
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2. The program fulfills the educational and developmental needs of the students, meets the
requirements of learning and living in a diverse and globally-connected society, and reflects
ongoing internal review.
Supporting Documentation
2.a
Published curriculum*
2.b
Curriculum review process
2.c
Graduation requirements and sample transcript/grade reports
2.d
Student record retention, access, and protection policies
2.e
Policy for protection of records into perpetuity should the school close
2.f
Test Scores (for example, SSAT, ERB, Stanford Achievement, PSAT, SAT, AP,
CWRA, IB, etc.)
2.g
Listing of co-curricular programs (for example, community service activities,
student leadership opportunities, summer programs, sports)
2.h
Description of counseling and advisory programs (for example, guidance,
college)
2.i
Technology integration plan and related budget
2.j
School calendar and daily student and teacher schedules
2.k
Longitudinal data that informs the school’s ongoing improvement efforts (for
example, surveys results, focus group findings)
* Absence of this document may halt an accreditation visit.
Points for consideration regarding Standard 2
2.1
The educational program stems from the school’s beliefs about teaching and `
learning.
2.2
The school has in place a procedure for follow-up on graduate success, and
utilizes resulting data to assess its goals and programs.
2.3
Procedures are in place to assess and effectively communicate individual
student progress toward meeting the goals of the program.
2.4
The school has a process of regular review of its educational programs and
instructional practices, that is informed by relevant research regarding how
students learn and the knowledge and capacities they will need to lead
purposeful and constructive lives
2.5
In keeping with its mission, the school promotes an equitable, just, and inclusive
community of adults and students, fosters a culture of learning, and inspires
students to respect and value diversity.
2.6
The school fosters a commitment to the values of sustainability in all areas,
including preservation of the environment for current and future generations.
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3. The school authentically communicates its mission and values, creating a community that
understands and supports the mission while engaging in the life of the school.
Supporting Documentation
3.a Admissions materials (brochure, non-discriminatory statement, policies and procedures,
campus map, application forms, schedule of tuition/fees, and financial aid policies)
3.b Admissions statistics: inquiries, completed applications, geographical representation,
diversity representation, attrition and retention, etc., including current and previous four years
3.c
Financial Aid report, including current and previous four years
3.d
Enrollment Agreement
3.e
Description of Honor/Student Conduct System, if applicable
3.f
Parents: organization/volunteer opportunities, minutes/bylaws, if applicable
3.g
Alumni: organization/volunteer opportunities, publications, bylaws and minutes, if
applicable
Points for consideration regarding Standard 3
3.1 The school is intentional in the ways in which it responds to both its internal and external
constituencies
3.2 The school has procedures in place to ensure that students who are admitted are
appropriate to the mission and can be served by the school’s program.
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4. The faculty, administration, and staff support the mission of the school, are qualified for their
positions, engage in ongoing evaluation and professional growth, and effectively implement
the program.
Supporting Documentation
4.a
Employment application materials, including non-discriminatory statement
4.b
Sample job descriptions, description of benefits, and contracts/hiring letters
4.c
Faculty and staff statistics for current and preceding four years
4.d
List of employees: schools attended, degrees, licensure (if applicable),
verification of transcript on file, areas of responsibility
4.e
Professional development program, policies, budget, and evidence of
participation
4.f
Process and schedule for faculty, staff, and administrator evaluation
4.g
Policies for retention, access, and protection of faculty, staff, and administrator
records.
4.h
Evidence of compliance with background checks for employees
Points for consideration regarding Standard 4
4.1
Faculty and staff are well qualified through education and training and/or
experience to fulfill the responsibilities of their positions.
4.2
Faculty, administration and staff members are sufficient in number to
accomplish the work for which they are responsible.
4.3
The school implements clearly defined programs for supervision and regular
performance evaluation of the administration, faculty and staff.
4.4
The administration actively supports the professional development of faculty
and staff through allocation of time and resources.
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5. The Head of School serves as the chief executive, is the sole employee of and only direct report
to the governing body, and is ultimately responsible for the operational and educational
management of the school.
Supporting Documentation
5.a
Evidence of Head of School employment agreement and job description
5.b
Head of School evaluation protocol
5.c
Organizational chart
5.d
Minutes of recent administrative staff meeting (if applicable)
5.e
Sample of Head of School’s report to the governing body
Points for consideration regarding Standard 5
5.1
5.2
5.3
5.4
The head of school leads efforts to cultivate and maintain good relations with school
constituents and the broader community.
The head of school is actively engaged with the governing body in strategic and financial
planning.
The head of school and governing body work to develop fair and appropriate personnel
policies, benefits, and salaries.
The head of school initiates evaluation of and oversight for all programs, personnel,
facilities and resources.
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6. The governing body of the school is independent and deliberative, with clearly defined roles
and responsibilities, and works in partnership with the Head of School to ensure that fiduciary
and strategic policies advance the school.
Supporting Documentation
6.a
Bylaws
6.b
Charter/Articles of Incorporation
6.c
IRS 501(c)(3) letter and any related correspondence
6.d
List of governing body members, terms, their relationship to the school, and
leadership roles/committee assignments
6.e
Governing body policy manual (if applicable)
6.f
Confidentiality, conflict of Interest, and whistleblower policy statements
indicating regular endorsement by all governing body members.
6.g
Agendas and minutes of recent governing body meetings
6.h
Procedures for governing body professional development and orientation
6.i
Board self-evaluation instrument and results
Points for consideration regarding Standard 6
6.1
The governing body develops and regularly reviews the school’s mission
statement
6.2
The governing body periodically reviews its bylaws, policies, and procedures and
demonstrates inclusive decision making.
6.3
The governing body initiates adequate risk management policies and
procedures.
6.4
The governing body selects, supports, and evaluates the head of school.
6.5
The governing body and the head of school are actively engaged in strategic and
financial planning.
6.6
The governing body provides stability during transitions of leadership.
6.7
The governing body adheres to the Principles of Good Practice developed by
NAIS.
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7. The governing body and the Head of School jointly assure that the financial resources are
sufficient to sustain the program and are efficiently managed.
Supporting Documentation
7.a
Operating budgets (previous two years and current)*
7.b
Current audit, management letter, and opinion letter*
7.c
Three- to five-year financial plan*
7.d
Debt management plan
7.e
Annual and Capital fundraising statistics and solicitation materials (current and
previous four years)
7.f
Parent/Student fundraising policies
7.g
Risk management program*
7.h
Plans for capital improvements
7.i
Fiscal policies: (for example, budget-making process, check-signing and
processing, billing, purchasing, payroll, segregation of duties)
7.j
Board fiscal policies: for example, investment, endowment, gift acceptance,
debt financing and compliance
* Absence of this document may halt an accreditation visit.
Points for consideration regarding Standard 7
7.1
The governing body and the head of school are actively engaged in strategic and
financial planning.
7.2
The governing body and the head of school exercise fiduciary responsibility.
7.3
There are effective policies and procedures for management of operating and
capital funds in compliance with generally accepted accounting principles and
practices.
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8. The school’s facilities and equipment are sufficient to meet the needs of the program and are
maintained to provide an effective and safe learning environment.
Supporting Documentation
8.a
List of all contracted services and agreements.
8.b
Fire marshal inspection reports (if applicable)
8.c
Physical plant and vehicle inspection reports and schedules
8.d
Health Department inspection reports, if applicable
8.e
Preventive maintenance plan
8.f
Evidence of continuing adherence to applicable local, state and federal health
and safety regulations for facilities and equipment
Points for consideration regarding Standard 8
8.1
Instructional materials and equipment are of sufficient quality, quantity, and
variety to provide effective support to the goals and methods of the program.
8.2
The school has a process to ensure that it demonstrates compliance with all
state, local and federal regulations.
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9. The school’s care for the health, safety, and welfare of the students is evident in its policies
and practices.
Supporting Documentation
9.a
Crisis management/disaster response plan*
9.b
Procedures and related forms utilized in case of accidents
9.c
Procedures and related forms utilized in case of illness at school
9.d
Emergency drill reports
9.e
Evidence of continuing adherence to applicable local, state and federal health
and safety regulations for students
9.f
Student health and physical form(s)
9.g
Athletic training rules (if applicable)
* Absence of this document may halt an accreditation visit.
Point for consideration regarding Standard 9
9.1
The school shows conformance to appropriate State and Federal legal
requirements including but not limited to the information provided in the most recent
edition of Virginia Law and Private School.
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10. [IF APPLICABLE] The residential program is so conceived and staffed as to reflect the mission of
the school and provide a healthy and safe environment.
Supporting Documentation
10.a Residential program handbook, for example, student handbook, faculty handbook.
10.b List of residential life staff and qualifications
10.c Policies for adult supervision of students
10.d Schedule of activities during non-instructional hours.
10.e Evidence of orientation and training for students and faculty designed to convey
the culture of the residential community, the expectations for all resident individuals, and
procedures and personnel for resolving issues and obstacles.
Points for consideration regarding Standard 10
10.1 The school employs professionals who are responsible for the design and oversight
of residential and community life programming and policies and related activities and
responsibilities.
10.2 The school provides structured programming and activities beyond the typical
school day designed to support students in achieving the skills, goals and outcomes
stated in the school’s mission and other aspirational documents.
10.3 The school has well established routines and protocols, and professional personnel,
for responding to the needs of students at all times of day or night.
10.4 The school’s program is executed in such a way that it visibly includes and
embraces all students in all aspects of the life of the community beyond the regular
school day.
10.5 The school provides a healthy and varied food service menu and rotation that
meets the nutritional needs of the resident community.
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11. [IF APPLICABLE] The preschool and/or extended day program is conceived and staffed so as to
reflect the mission of the school and provide a healthy, safe, and developmentally appropriate
environment.
Supporting Documentation
11.a
Preschool Licensing or Certification Report (Department of Social Services)
11.b Church School or Accredited School Licensing Exemption Documentation
11.c
Extended Day Licensing or Certification Report (Department of Social Services)
Points for consideration regarding Standard 11
11.1 The preschool program is evidence-based and derives from the school’s beliefs
about early childhood development
11.2 The preschool curriculum and outcomes prepare students for academic and
social success at subsequent levels.
11.3 Systems are in place to effectively communicate individual student progress
toward meeting program goals.
11.4 The school has a process of regular review of its preschool curriculum and
program that is informed by relevant research regarding early childhood
development.
11.5
The preschool program furthers the overall school mission and values.
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APPENDIX B: VAIS Self-Study Sub-Committee Preference Form
While this form is primarily geared for the classic standards model, a similar form could be devised to target interest from the
full faculty and staff in the various sub-committees for the narrative report.
NAME_____________________________________________
List your 1st, 2nd , and 3rd choices.
PHILOSOPHY & MISSION
THE COMMUNITY OF THE SCHOOL
INSTRUCTION AND PROGRAM
DIVISIONS
Pre-School
ACADEMIC PROGRAMS
English
SCHOOL LIFE
Athletics
Lower School
Language Arts/Reading
Guidance Programs
Middle School
Fine Arts
College Counseling
Upper School
Foreign Language
Extracurricular Activities
Health & PE
Honor & Discipline
History/Social Studies
Special Programs
Mathematics
Extended Day
Religion & Ethics
Residential Life
Science
Special Skills & Testing
Technology
Other
PROFESSIONAL PERSONNEL
GOVERNANCE AND ADMINISTRATION
Head of School
Governance
Financial Resources
Service Management
Facilities and Equipment
Service Personnel
Health Care
Food Service
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APPENDIX C: Guiding Questions for Sub-Committee Reports
These guiding questions are intended to spur discussion and reflection. They are not questions to be answered
directly, but rather to be explored within the context of the school’s mission, culture, and priorities.
I.
Philosophy and Mission
 What is the mission and philosophy of the school? Through what process was it developed, and
through what process is it reviewed?
 How are the mission and philosophy disseminated to each constituency? How are the various
constituencies educated about the mission and philosophy?
 Is there congruence between the school’s mission and philosophy and the actual program? How do
we assess this? How are we able to demonstrate this?
 Have there been significant innovations in this area since the last report?
 What information from our surveys is applicable to this area?
 How does the school show adherence to VAIS Standards 1-5?
 What are the strengths and weaknesses of the school’s mission and philosophy and the manner in
which they are realized in the school? What recommendations can we make to improve in this area?


II.
Is the school’s philosophy and mission in keeping with the changing world?
How do the school’s philosophy and mission shape decision-making?
Community of the School
 Does the school have a non-discriminatory statement about enrollment? How is it disseminated?
What steps does the school take to embrace diversity among its population?
 What are the essential descriptors of life in our school? What is our approach to instruction, student
participation, adult/child/parent interaction, and our affective curriculum in general?
 Is our admissions process clear, exhaustive, and effective in recruiting, assessing, and placing children
at our school? Are parents fully aware of their contractual obligations with the school?
 What is the demographic makeup of our student body (i.e: number of students, gender, ethnic
background, regional affiliation)? What is the retention rate of our school?
 To what extent is each constituency involved in the development, implementation, and assessment
of the school program?
 How do we assess student success (noting measures against internal and external standards)?
 How does the school welcome and integrate new members to its community?
 Have there been significant innovations in this area since the last report?
 What information from our surveys is applicable to this area?
 How does the school show adherence to VAIS Standards 6-21?
 What are the strengths and weaknesses of our school community? What recommendations can we
make to improve in this area?


How have changes in demographics impacted the school?
What initiatives and/or improvements have been made in marketing?
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


III.
What strides have been made to strengthen relationships within the school community and
between the school and its surrounding community?
In what ways has communication improved both within the school and between the school and
its surrounding community?
In what ways does the school promote a culture of global understanding and commitment to
preserving the environment for current and future generations? (NAIS Model Core Standard:
Culture and Climate #2)
Instruction and Program
This report contains several sub-sections: a general overview, a division overview, and a specific report for
each subject, either academic or co-curricular.









Does our academic program arise from the philosophy and educational mission? What is our
educational philosophy? What is our approach to instruction, assessment, evaluation? Is our
approach based on accepted learning theory?
How is our academic year organized? How do we report grades? Do we convey the information we
would like to through our communication with parents?
What is our curriculum development process? Is it ongoing? Does it include regular assessment and
evaluation of the curriculum and curriculum development process? Who participates in the process?
How do we assess the effectiveness of our curriculum and our instructional process?
What is the role of co-curricular activities at our school? Is there an appropriate balance between
academic and non-academic activities? Are co- and extra-curricular activities in keeping with the
mission of the school?
What are the learning objectives of each course? How do we approach instruction? How do we
assess student success?
Have there been significant innovations in this area since the last report?
What information from our surveys is applicable to this area?
How does the school show adherence to VAIS Standards 22-37?
What are the strengths and weaknesses of our instruction and program? What recommendations can
we make to improve in this area?
In addition to the above questions, the following optional questions may be useful in a ten-year self-study
as a school reflects on specific improvements or developments since the interim review:






IV.
What significant changes have been made in curriculum development?
Describe effective innovations in technology that have been implemented.
In what ways has the school worked to develop interdisciplinary programs?
In what ways has the school worked to develop cross-division programs?
In what ways has the school worked to improve communication across divisions?
In what ways has the school followed students’ success during and after their school attendance
and how has this information impacted the school’s program?
Professional Personnel
 What is the demographic makeup of our professional personnel (i.e.: number of faculty, qualification
through degree and experience, tenure at the school, evidence of diversity)?
 How do we recruit and orient faculty?
 What is the nature of our compensation package? How has it changed over time? How does it
compare to peer schools?
 How are faculty, staff, and administrators evaluated?
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




What professional development programs are in place in our school? (This includes but is not limited
to: budget for professional development, examples of activities, evaluation procedures, coordinated
development activities for the school, and activities of individual staff members.) What is the level of
participation in professional development opportunities in our school?
Have there been significant innovations in this area since the last report?
What information from our surveys is applicable to this area?
How does the school show adherence to VAIS Standards 38-46?
What are the strength and weaknesses of our professional personnel and the affiliated programs?
What recommendations can we make to improve in this area?
In addition to the above questions, the following optional questions may be useful in a ten-year self-study
as a school reflects on specific improvements or developments since the interim review:





V.
Have there been significant transitions in the faculty, staff, or administration?
Are significant transitions anticipated?
Describe the effectiveness of the school’s methods of evaluation for faculty, staff, and
administrators.
In the area of professional development, have there been significant undertakings?
How has professional development significantly impacted the implementation of the program of
the school?
Governance and Administration
This report contains several sub-sections: head of school, governance, financial resources, service
management (which may in turn be subdivided into health care, facilities, food service, etc.)














Is the school organized as an independent school according to the Principles of Good Practice as
distributed by NAIS and the definition provided by VAIS?
What are the roles of the Head of School and the Board? Are they clearly defined, understood and
functioning?
Are evaluation processes in place at the Board level for self-evaluation, and evaluation of policy and
philosophy?
What is the long range planning process for the school? Is it effective and on-going?
What is the budgeting process of the school? What are the financial resources of the school? Is
there a realistic long range financial projection?
Are our facilities well maintained, and appropriate for the mission of the school? Do we have
programs, plans, and personnel in place to support them? Is our transportation program in
compliance with all state and local regulations?
Are our support services (food, health care, contracted services, etc.) adequate for the school’s
program?
Have there been significant innovations in this area since the last report?
What information from our surveys is applicable to this area?
How does the school show adherence to VAIS Standards 47-73?
What are the strengths and weaknesses of the systems of governance and administration at the
school? What recommendations can we make to improve in this area?
How do the Head of School and Board work together in partnership?
How has the board’s composition evolved?
How has the board’s committee structure evolved?
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


How has the board’s professional development impacted its work?
How has the school effectively managed its financial resources?
How is the school preparing for future financial stability?
34