Policies, Standards, and Procedures for the Accreditation of Trans-Regional Tribal Controlled Elementary and Secondary Schools

Policies, Standards, and Procedures for the Accreditation of TransRegional Tribal Controlled Elementary and Secondary Schools {00019643v1} Commission on International and Trans-Regional Accreditation Arizona State University P.O Box 871008 Tempe, Az 85287-1008 TABLE OF CONTENTS Introduction to CITA Definition of Tribal Controlled Elementary and Secondary Schools .3 Process for Accreditation of Tribal Controlled Elementary and Secondary Schools Checklist for Thirteen Standards for the Accreditation of Tribal Controlled Elementary and Secondary Schools Self-Study Guide for Tribal Controlled Elementary and Secondary Schools .20 Sample Report of the Visiting Team to be developed Visiting Team Certification of Self-Evaluation and Standards 38 Appendices Registration Form for Candidacy 39 The On-Site Visit 42 Policies on Co-Accreditation 43 {00019643v1} Policies on Dues and Fees 44 Twelve Standards for Corporate Review 45 {00019643v1} COMMISSION ON INTERNATIONAL AND TRANS-REGIONAL ACCREDITATION Introduction Welcome to the Commission on International and Trans-Regional Accreditation (CITA) This manual has been developed to guide comprehensive tribal schools seeking CITA accreditation and to assist evaluators reviewing those schools for compliance with CITA standards The manual defines tribal schools and outlines the accrediting process For initial accreditation, each school must meet all 13 standards Schools also conduct a selfstudy and develop a school improvement plan The final step is to host a visiting team to validate that the school meets the standards and has conducted an adequate self-study Background The International Council of School Accreditation Commissions (ICSAC) was incorporated in 1994 for the purpose of collaboration among the United States regional accreditation commissions The first cooperative venture was to establish a Commission on International and Trans-Regional Accreditation (CITA) CITA serves the accreditation needs of schools that are located or controlled across the areas served by two or more regional commissions Examples of these types of schools are Native American tribal schools, tutorial schools, Montessori schools, and schools sponsored by national or international corporations Also, many schools in other countries recognize the merits of school accreditation and are now requesting services from the United States regional school commissions CITA is an accrediting commission for both international and trans-regional schools CITA addresses the need for a common accreditation protocol It provides a consistent, reliable, and responsible accreditation service CITA has established protocols and standards It awards and monitors the accreditation of all schools it accredits CITA offers international and trans-regional schools a single protocol for all of their units, wherever they are located The support services are usually delegated to the regional commissions in which the schools are located The CITA-accredited schools benefit from the expertise and experience of educators in the regional commissions CITA is not a super commission that stands above others On the contrary, it operates under the auspices of the International Council of School Accreditation Commissions (ICSAC), enabling the participating regional commissions to work collaboratively Currently, those regional associations accredit over 30,000 schools in the United States and abroad Many of the commissions have been leaders in this field for over a century Each year the commissions train thousands of peer evaluators They also cooperate with the National Study of School Evaluation (NSSE), an organization devoted to developing and distributing state-of-the-art guides for self-study, school improvement, and evaluation The participating commissions are governed by more than 400 commissioners who are established leaders in American education Through ICSAC, the commissions come together to promote accreditation and school quality The commissions work cooperatively with federal, state, and local governments and agencies but continue to be independently responsive to regional needs (Condensed from The Formation of the Commission on International and Trans-regional Accreditation by John Stoops, ICSAC President, in the Winter 1996 newsletter of the Northwest Association of Schools and Colleges) {00019643v1} Commission on International and Trans-Regional Accreditation (CITA) CITA deploys the resources of the regional commissions into international schools, national schools, trans-regional schools, distance education schools, and supplementary schools CITA has five divisions, and there is a separate protocol and set of standards for each division The tribal schools are under the auspices of trans-regional schools, but they have unique standards that address cultural and procedural differences in those schools This manual has been developed in collaboration with the Association of Community Tribal Schools ITA accredits the schools and, in most instances, the regional associations also grant regional accreditation to the CITA schools CITA awards accreditation, but its services to schools are always provided through the regional commissions Division of International Schools The international schools are regionally accredited American schools that desire international accreditation In order to become internationally accredited, a school must meet CITA’s international standards in addition to the standards of the regional commission Division of National Schools National schools serve indigenous populations, e.g., Egypt, Pakistan, Poland, Mexico, Canada, Brazil, Ukraine Schools seeking accreditation register with CITA, and CITA contracts with one of the regional accreditation commissions for protocol services CITA provides accreditation Regional accrediting associations may not accredit national schools Division of Distance Education Schools Distance educational schools offer academic instruction to students located at a distance from the site The instruction may be delivered by mail, television, Internet, or other means Distance education schools register with CITA, and CITA contracts with one of the regional school commissions for protocol services Division of Trans-Regional Schools Trans-regional schools have trans-regional identify or control Many are owned by one company that controls finances, programs, and quality CITA has standards for the corporations as well as for the schools The corporation or company is evaluated by CITA If approved, it registers its schools with CITA, and CITA contracts with a regional school commission for protocol services Division of Supplementary Education Schools Supplementary schools specialize in supplementing the education of students who attend a comprehensive school Many supplementary schools, such as Sylvan, Huntington, Future Kids, etc., are also trans-regional As a result, there are standards and protocols for their corporations as well as their schools The company is evaluated by CITA If approved, it registers its schools with CITA, and CITA contracts with a regional school commission for protocol services {00019643v1} Definition of Trans-Regional Tribal Controlled Elementary and Secondary Schools Tribal Controlled Schools A "tribal controlled school" is a school operated by a tribe or a tribal organization, enrolling students in pre- kindergarten through grade 12 (pre K-12), which has 60% Native American enrollment, is not a local educational agency and is not directly administered by the Bureau of Indian Education {00019643v1} PROCESS FOR ACCREDITATION OF TRANS-REGIONAL TRIBAL CONTROLLED ELEMENTARY AND SECONDARY SCHOOLS The initial accreditation of a Trans-Regional Tribal Controlled Elementary or Secondary School will require the appointment of an approved facilitator or team chair for consulting and facilitating the accreditation process The facilitator may be paid a fee and necessary travel expenses in accordance with the travel policies or regulations of the school The facilitator shall organize and select the visiting team He or she may chair the team and schedule the team visit as well Following is the process for accreditation of the TransRegional Tribal Controlled Elementary and Secondary Schools: Registration and Candidacy The school and facilitator shall receive verification that the Association of Community Tribal Schools (ACTS) has been approved as a corporate entity ACTS was approved based on meeting The Twelve Standards for Corporations, the completion of a self-study based on the four areas of finance, business or strategic plan, educational delivery model, and quality control The corporation onsite review was conducted in Denver in March of 1999 The visiting team confirmed the self-study and certified that ACTS meets the twelve standards In order to be eligible to apply for CITA accreditation, the school must meet the definition of a tribal controlled school as outlined on the previous page The head of each eligible school shall complete the registration form and pay $550 dues to the Commission on International and Transregional Accreditation (CITA) The registration form and the dues shall be mailed to the Executive Director of CITA The Executive Director of CITA will certify the receipt of the registration form and dues and provide official acceptance of the Tribal Controlled Elementary or Secondary School as a candidate for accreditation The Executive Director will assign the school to a regional accreditation commission The school in candidacy may be eligible for accreditation by both CITA and the regional accrediting agency Some regional accrediting bodies not provide joint accreditation A facilitator or team chair from the regional accreditation agency will conduct a review or readiness visit to determine if the Thirteen Standards for Trans-Regional Tribal Controlled Elementary and Secondary Schools have been met The process for selfstudy and evaluation, the schedule of the visiting team, and the development of a school improvement plan will be addressed The Association of Community and Tribal Schools (ACTS) will collaborate on organizing visiting teams A candidate school may advertise that it is a candidate for accreditation Under no circumstances is the school allowed to advertise as an accredited school while in candidacy Self-Study, Evaluation, and Visiting Team The self-study and evaluation process for tribal schools consists of conducting a selfstudy that examines the extent to which the school meets the thirteen Standards for Trans-Regional Tribal Controlled Elementary and Secondary Schools {00019643v1} The school shall use the Self-Study Guide for Trans-Regional Tribal Controlled Elementary and Secondary Schools and Leadership Beyond the Seventh Generation II, a publication produced by the National Indian School Board Association and Bureau Effective Schools Team This publication is available for order from Phi Delta Kappa by calling 800766-1156 The time frame for completing the self-study and the evaluation of standards is approximately 12-18 months, depending on a school's readiness and willingness to work to complete the process for final review by the visiting team The assigned facilitator will review the CITA self-study guide and the evaluation process before the team visit The facilitator should be ready to schedule a tentative date for the visiting team’s review after the readiness visit or review Approximately one month (may be less if facilitator agrees) prior to the scheduled date of the visiting team, the school should have all self-study materials, travel directions, and reimbursement procedures ready to mail to the members of the visiting team The visiting team should have representation from other tribally controlled schools and/or tribal colleges with education departments The facilitator shall select and organize a three member visiting team that the facilitator usually chairs The on site visit will last at least a day and a half The Tribal Controlled Elementary or Secondary School being evaluated is responsible for the expenses of the visiting team, including lodging and travel In some states, a small honorarium may be required The visiting team will review the self-study and the school improvement plan and will determine compliance with the thirteen Standards for Trans-Regional Tribal Controlled Elementary or Secondary Schools In preparation for the visiting team, the school staff and/or stakeholders are responsible for providing evidence of meeting the thirteen standards It is suggested that the school staff organize a file box or a notebook with documentation of each of the indicators of the thirteen standards In any case, the documentation must be included either in the self-study or be available as suggested above for review and validation by the visiting team The visiting team will complete a report with a recommendation for accreditation status The visiting team will recommend accredited status if the standards are met and the self-study is acceptable In addition, the visiting team will provide recommendations on the school’s planning for development and improvement Accreditation The chair of the visiting team will conduct an exit interview with the head of the school and will mail a copy of the team's report to the head of the school and to the appropriate regional accrediting commission The regional accrediting commission reviews the report and determines the accreditation status of the school If the school is recommended for accreditation, the Executive Director of CITA will send a letter and a certificate of accreditation to the Trans-Regional school If joint accreditation is awarded, the executive director of the appropriate regional will notify the school when the accreditation certificate will be mailed or awarded Appeal of Accreditation Decisions The appeal of accreditation decisions will be made first through the appropriate regional {00019643v1} accrediting commission’s appeal process Further and final appeal can be made to CITA Continuing Accreditation The CITA accreditation is subject to maintenance by the regional accrediting commissions every five years using the same process as the initial accreditation process The regional accreditation commission may require an annual report that can be sent directly to the commission office on a date announced to each accredited school The self-study, evaluation, and team visit for continuing accreditation will be on a five-year cycle in accordance with the process for CITA A site visit will be required if the annual report shows two or more deficiencies The school bears the financial cost of such a visit THIRTEEN STANDARDS for the ACCREDITATION OF TRANS-REGIONAL TRIBAL CONTROLLED ELEMENTARY AND SECONDARY SCHOOLS by the COMMISSION ON INTERNATIONAL AND TRANS-REGIONAL ACCREDITATION LEGAL STATUS The legal status of the school is clearly defined There are no legal or proprietary ambiguities in ownership, control, or responsibility Partnerships and/or any similar linkages are expressed as legal, enforceable agreements; and the school is approved for its operations by the civil authority within whose jurisdiction it is located 1.1 All documents that define and describe the legal status of the school are on-site and readily available (i.e., articles of incorporation, proprietary registration, partnership agreement, contracts) ( ) Fully Met 1.2 ( ) Cannot Be Met ( ) Marginally Met ( ) Not Presently Met ( ) Cannot Be Met There is identified access to a legal authority or counsel qualified to advise the school in its legal status, rights, and responsibilities in the jurisdiction and in regard to other public or private contractual agreements ( ) Fully Met {00019643v1} ( ) Not Presently Met There is a contract, license, or permit issued by the appropriate civil jurisdiction that indicates the governing body has the authority to operate within that jurisdiction ( ) Fully Met 1.3 ( ) Marginally Met ( ) Marginally Met ( ) Not Presently Met ( ) Cannot Be Met 1.4 Documents that define and describe pending or current legal proceedings are available for examination (Public documents only; attorney/client correspondence is privileged.) ( ) Fully Met 1.5 ( ) Marginally Met ( ) Not Presently Met ( ) Cannot Be Met The school conducts no regular business activity that is outside the corporate or civil sanctions established by its legal status and the school has a governing or advisory body that provides advice and assistance to the school ( ) Fully Met ( ) Marginally Met ( ) Not Presently Met ( ) Cannot Be Met 1.6 The chief executive officer is given the authority to make administrative decisions without undue interference from parents, staff or the Board ( ) Fully Met ( ) Marginally Met ( ) Not Presently Met ( ) Cannot Be Met COMMENTS _ _ FINANCIAL ADEQUACY The school is adequately financed Levels of income and expenditure are in reasonable balance Overall financial resources are sufficient to assure the continuity and stability of services Debt service or lines of credit are managed in such ways as to assure school policy remains under the control of school authority The school is not, nor does it anticipate, financial reorganization under protection from creditors 2.1 The accounts of the school are maintained in accordance with accepted accounting procedures and are audited annually The report of the annual audit is on-site and available to evaluators Any concerns regarding unallowed costs have documented abatement plans to resolve the issue ( ) Fully Met 2.2 ( ) Marginally Met ( ) Not Presently Met ( ) Cannot Be Met ( ) Marginally Met ( ) Not Presently Met ( ) Cannot Be Met The school is not in or in prospect of moving into financial reorganization under the protection of bankruptcy ( ) Fully Met {00019643v1} ( ) Cannot Be Met Financial institutions that have loaned money to the school or have credit extended to the school derive no control of school policy from the loan or the credit agreement ( ) Fully Met 2.4 ( ) Not Presently Met The income from all regular sources appears sufficient to support all regular expenditures ( ) Fully Met 2.3 ( ) Marginally Met ( ) Marginally Met ( ) Not Presently Met ( ) Cannot Be Met 1.7 Describe how the school advertises its services 1.8 Does the school have multiple diagnostic assessment for its students? YES _ NO _ If so, please list the assessment instruments What is the drop out rate for grades 8-12? 8th % 1.9 9th _ 10th 11th 12th Please indicate by grade level the number of students enrolled over the past five years and this year (Note: If school has been operating less than five years, go back only the number of years the school has been operating.) Years Ago - Current GRADE {00019643v1} _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 21 1.10 Has the school participated with any community, business, civic, or charitable groups? Please describe 1.11 What does the staff of the school believe to be the general strengths of the school? 1.12 In what general ways does the staff believe the school needs to improve? 1.13 What are the short-term (i.e one or two year) goals of the school? (Insert these goals in Part of the Self-Study Report See page 35.) 1.14 What are the long-range (i.e three to six year) goals of the school? (Insert these goals in Part of the Self-Study Report.) 1.15 How does the school follow up on the students who have completed its programs? RELATIONSHIPS 2.1 Describe the kinds of support the school regularly (annually) receives in the following areas 2.1.1 Training and Development 2.1.2 Advice and Vision 2.1.3 Management Support 2.1.4 Materials 2.1.5 Advertising and Public Relations 2.2 Describe the nature and frequency of discussions/planning among teachers, staff, and administrators 2.4 How often and under what other circumstances school staff members interact with the staff members of other schools that serve Native American students? Please describe {00019643v1} 22 2.5 How often and in what way does the school report to parents? 2.5.1 2.5.2 Academic Progress Educational Issues 2.5.3 Financial/Other 2.6 What the school staff members perceive as the strengths of the school’s relationship with students? 2.7 In what ways can the relationship with the students and/or parents be improved? 2.8 List the educational institutions in the school’s territory with which the school has a productive working relationship Briefly describe the relationship Name of Institution 2.9 Description of Relationship Describe the relationship between the school and its former students and/or their families 2.10 To what associations or groups of professional educators the school or its staff members belong? Please describe 2.11 Are school facilities or resources used for cultural education within the community? Please describe 2.12 Do staff members participate in national or regional professional associations? Please describe 2.13 What the school’s personnel perceive as the strengths of the school’s relationship with the community and other educational institutions? 2.14 What aspects of the relationships between the school and the community and other educational institutions are in need of improvement? EDUCATIONAL SERVICES 3.1 {00019643v1} What does the school philosophy or mission say about the staff relationship with students? Cite evidence that the described relationship is in effect 23 3.2 What does the School’s philosophy or mission say about the methods of instruction? Cite evidence those methods are in effect 3.3 What does the school philosophy or mission say about the curricula? Cite evidence the described curricula are in effect 3.4 What does the school philosophy or mission say about the success of the students? Cite evidence that this kind of success is attained 3.5 What does the philosophy or mission of the school say about monitoring or reporting progress? Cite evidence of the kinds of monitoring or reporting that are in effect 3.6 What does the philosophy or the mission of the school say about the motivation of students? Cite evidence this kind of motivation is in effect 3.7 What does the philosophy or the mission of the school say about counseling (or advising) students and parents? Cite evidence this kind of counseling (or advising) is provided 3.8 Cite evidence on how the school works to improve the education services it provides to its students and their parents 3.9 Accreditation standards require that all instructional staff have full understanding of and competence in the philosophy and methods of the school Cite evidence of how this standard is met 3.10 Accreditation standards require provisions for the continuous professional development of the staff members Cite evidence of how this standard is met 3.11 Accreditation standards require that a complete set of records be kept on all students from the point of admission through completion of the program and any follow-up Cite evidence of how this standard is met 3.12 Accreditation standards require that each school have a written guide of conduct and dress for students Cite evidence of how this standard is met 3.13 Accreditation requires that print, software, and other supporting material be on hand to supplement and support the students’ in their programs Cite evidence of how this standard is met {00019643v1} 24 3.14 What is the strength of the school’s educational programs? 3.15 In what areas is student performance strongest? evidence Cite specific assessment a) b) c) 3.16 In what areas is student performance in need of improvement? Cite specific goals that the school wants to reach in terms of student academic performance a) b) c) Part 2: Beliefs and Mission State the written set of beliefs or shared values and the mission statement of the school Please review questions 3.1 - 3.7 under Educational Services on pages 29-31 Part 3: Desired Results for Students List the short range and long range goals of the school Community Profile, Section 1.13 and 1.14 Short Range Goals: {00019643v1} 25 Refer to Part I: School and Long Range Goals: Part 4: Organizational and Curriculum Alignment Identify the gap between present performance and short and long range goals Refer to 3.1 - 3.5 of Part I Part 5: Action Plan List short and long range improvement goals from Part Identify plans to achieve goals, including methods of evaluation Refer to Section 3.17 of Part Part 6: Implementing Action Plan – Document Results The school staff and/or stakeholders will show evidence of progress concerning the implementation of the action plans in Part Commission on International and Transregional Accreditation Certification of Self-Evaluation and Standards Trans-Regional Tribal Controlled Schools SCHOOL _ SYSTEM or CORPORATION I Certification of Self-Evaluation The team certifies that it has reviewed the self-evaluation and the way it was conducted If a part of the self-evaluation is not acceptable, enter explanatory statements on the back of this page Commendations and Recommendations are to be attached to this report Use attachments, if necessary (Deficiencies in standards not affect the acceptability of the written report.) Not Acceptable Acceptable Mission Statement   The School   Relationships   Educational Services   The self-evaluation is:   II Evaluation of Standards The team, throu gh {00019643v1} 26 review of the self-evaluation, conferences with personnel, and observations during the visitation, certifies that this school meets the thirteen standards of accreditation except for the following deficiencies (if no deficiencies, write NONE): Standard Number Nature and Degree of Deficiency Use the back of this page to enter changes that will be necessary for the school to meet the standard Use attachments, if necessary For initial accreditation, the school is required to meet all standards III Signatures CHAIRPERSON DATE TEAM MEMBERS A copy of this report shall be sent to the Executive Director of the Region conducting the protocol COMMISSION ON INTERNATIONAL AND TRANS-REGIONAL ACCREDITATION P O Box 246 Coopersburg, PA 18036 PHONE (610) 282-8064 FAX (610) 282-2547 {00019643v1} 27 PARTICIPATING COMMISSIONS Com on Ele Sch MSACS Com on Sec Sch MSACS Com on Ele Sch SACS Com on Sec Sch SACS Com on Schools NCACOS Com on Schools NCACOS Com on Schools WASC REGISTRATION OF A TRIBAL CONTROLLED ELEMENTARY OR SECONDARY SCHOOL FOR A CITA ACCREDITATION PROTOCOL DATE OF REGISTRATION _ SCHOOL NAME CURRENT EDUCATIONAL HEAD _(Title) _ ADDRESS OF SCHOOL (Street _(City) or Postal) _(State) (Zip) _(Country) (Fax) _(E-Mail) (WWW) (Telephone) LEGAL AUTHORITY that provides for the school (x) 4.1 A Tribe( ) 4.2 Religious Affiliation( ) 4.3 Government( ) 4.4 Contract or Grant( ) LEGAL AUTHORITY NAME _TITLE ADDRESS (Street/Postal) (City) _(State) _(Zip) (Country (Telephone) (E-Mail) (WWW) {00019643v1} 28 (FAX) INSTITUTIONAL STATUS The school is: 5.1 Alone on site 5.2 Within a complex that includes other schools 5.3 A division or sub division of a larger school ( ) ( ) ( ) CURRENT GRADES SERVED (check one) Infant to toddler ( ) Early childhood ( ) Elementary (1-6 or 1-8)( ) Middle (5 or 6-8 or 9) ( ) Kindergarten ( ) Secondary (9 or 10-12) ( ) 6.1 6.2 6.3 6.4 Does the school offer a secondary diploma? Yes ( ) No ( ) Does the school offer the institutional baccalaureate? Yes ( ) No ( ) Does the school offer a special method, e.g., Montessori, Waldorf, special magnet (specify) _ Does the school accommodate exceptionalities? Yes ( ) No ( ) If “yes”, please check those accommodated: Mentally impaired ( ) Physically impaired( ) Speech impaired ( ) Hearing impaired ( ) Visually impaired ( ) Ajudicated ( ) Specific Learning Disability ( ) Gifted/Magnet ( ) ) Socially/Emotionally Impaired( ) Other (specify) How are these exceptionalities accommodated? In the classroom with other students ( ) In special pull-out programs ( ) Through educational technology This is a special education school 6.5 ( ) ( ) Does the school plan to add grades or special programs in the near future? Yes ( ) No ( ) If “yes”, please describe _ CURRENT ENROLLMENT Full time Boys Girls Total Part time Boys Girls Total NUMBER OF FACULTY Full time Part time Full time equivalent LANGUAGE(S) OF INSTRUCTION (if bilingual check two) English ( ) Spanish ( ) Russian ( ) Korean ( ) French ( ) Arabic ( ) Chinese( ) German ( ) Japanese ( ) Native American ( ) What provisions are made for students who are not native speakers of the school’s language of instruction? _ {00019643v1} 29 PLEASE READ BEFORE SIGNING It is understood that upon acceptance of this registration by CITA, our school is entered into the CITA accreditation protocol and will commence payment of the annual dues as indicated below This amount remains the same for candidacy, accreditation, and accreditation maintenance It will be the only annual payment our school may be charged by CITA and cannot be changed without prior notice of one year before the effective date of any change It is understood that CITA will contract with the regional school commission that provides accreditation for all schools in our region for the general year-to-year services required for our accreditation This general service is covered by the annual fee paid to CITA Some (not all) of these commissions have occasional fees for specific, activities such as candidacy visits, requested on-site consultation, and team appointment We understand that CITA has authorized these commissions to bill our school directly for these occasional fees Signature of School Authority: Title Current Annual Dues: $800.00 {00019643v1} 30 THE ON-SITE VISIT The on-site visit is a two-day evaluation by a team of two or three evaluators appointed, organized, and administered by the RCP The evaluation has four purposes (NOTE: CITA will furnish the RCP with further administrative/logistical details through publication and video tapes now in plan.) Review and confirm the contents of the school’s self-study report Review and confirm the self-evaluations contained in the school’s self-study report Provide the school with recommendations on its planning for development and improvement Confirm that the thirteen standards for supplementary education schools are met The report of the on-site visit will be read by the RCP The RCP will report to CITA on compliance with CITA standards The school will pay the expenses of the on-site evaluation {00019643v1} 31 POLICIES ON CO-ACCREDITATION The RCP may accredit the school if, and only if, CITA accredits the school When coaccreditation is in effect, the policy is neither or both It cannot be one but not the other Where co-accreditation is not in effect, accreditation is by CITA only The RCP shall not charge an additional fee for its accreditation The accreditation by the RCP shall have the same term and provisions for maintenance as CITA Accreditation In its own listings of the schools it accredits, the schools will note that co-accredited schools on the list also have CITA Accreditation Co-accredited schools will have the same rights and privileges within the RCP as all other schools accredited by the RCP {00019643v1} 32 POLICY ON DUES AND FEES The annual dues charges by CITA to all early childhood education schools is $550.00 CITA will invoice the school and forward the proceeds to ICSAC for deposit CITA shall assign the Early Childhood Education Schools to the RCP’s for protocol services and support from candidacy through accreditation and accreditation maintenance The RCP shall invoice CITA for $450.00 for each school assigned and for which is actively providing protocol services and support her annum CITA will forward the invoices to ICSAC together with authorization of payment Until or unless otherwise determined by CITA, RCP’s may charge the occasional fees to CITA schools it charges all other schools for occasional services It may not charge fees that are not charged all other schools it serves {00019643v1} 33 COMMISSION ON INTERNATIONAL AND TRANS-REGIONAL ACCREDITATION CORPORATE STANDARDS Twelve Standards for Corporations that have corporate, franchise, contract, or tribal controlled Trans-Regional Schools The Corporation is in a financial condition that enables it to assure the stability, continuity, and integrity of its defined services to its corporate, franchise, or contract schools The responsibilities of the Corporation to its corporate, franchise, or contract schools are well-defined and the resources required for meeting these responsibilities are adequate and are effectively administered The relationships between the Corporation and those responsible for the local operation of its corporate, franchise, or contract schools are characterized by clear and accurate communication, good will, and mutual support The business plan of the Corporation demonstrates how it determines the educational offerings; establishes its marketing; identifies and trains the heads of its corporate, franchise, or contract schools; styles the relationships with students; establishes and maintains cash flow; and, implements financial and educational accountability The Corporation monitors the establishment and provision of the educational programs offered in its corporate, franchise or contract schools; it has standards for the services these schools provide; and, it has provisions to intervene when these standards are unmet The Corporation has both criteria and a systematic and adequately supported program for the evaluation of its corporate, franchise, or contract schools It keeps records of its evaluations and conducts periodic reviews of those records to discover indications of unwanted trends or tendencies Subsequent to its evaluation of its corporate, franchise, or corporate schools, the Corporation provides follow-up recommendations and consultation for the heads and staffs of the schools The Corporation maintains access to legal counsel which can advice or obtain necessary information about the legal requirements and obligations that exist in the states, nations, or other jurisdictions in which its corporate, franchise, and contract schools are operating The Corporation maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations from protracted proceedings and claims for damage {00019643v1} 34 10 The Corporation has provisions that assure that none of its corporate, franchise or contract schools teaches a prejudice in any form or conducts its activity in such ways as may derogate or deny its services to an identified segment of the public 11 The Corporation has provisions in place to assure itself that its corporate, franchise, or contract schools record the presence of absence of enrolled students, notifies family or appropriate authority of unexplained absences, and meets all local requirements aimed at maintaining the health and safety of the students 12 The Corporation has adequate legal and administrative provisions in place that enable it to either close or terminate its connection to any corporate, franchise, or contract school that fails to meet its responsibilities to the Corporation or to the public {00019643v1} 35 ... and Secondary Schools .3 Process for Accreditation of Tribal Controlled Elementary and Secondary Schools Checklist for Thirteen Standards for the Accreditation of Tribal Controlled Elementary. .. chair the team and schedule the team visit as well Following is the process for accreditation of the TransRegional Tribal Controlled Elementary and Secondary Schools: Registration and Candidacy The. .. Trans-Regional Tribal Controlled Elementary and Secondary Schools {00019643v1} The school shall use the Self-Study Guide for Trans-Regional Tribal Controlled Elementary and Secondary Schools and Leadership