Accreditation Resources for Schools

Accreditation Guidebook

Important information and direction for schools as they undertake initial accreditation and re-accreditation.

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Standards, Indicators, and Documentation

SAIS standards for accreditation, including indicators and lists of both required and suggested evidence.

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Accreditation Training

On campus workshops for initial accreditation and regional and virtual training for re-accreditation.

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Visit Schedule Template

Sample schedule for accreditation team visit.

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State Laws

Links to state Department of Education webpages.

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SAIS School Community Feedback Survey

Optional survey designed to gather data on how well the school is meeting expectations of parents, faculty, and students.

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Questions on Child Protection

These questions pertaining to child protection are to be addressed by the school during the accreditation visit chair’s initial compliance visit.

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Questions on Financial Wellness

These questions pertaining to financial wellness are to be addressed by the school during the accreditation visit chair’s initial compliance visit.

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Questions on Governance

These governance questions are to be addressed by the school during the accreditation visit chair’s initial compliance visit.

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Accreditation Workshop Slides

Resources from the regional accreditation workshop.

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Audit vs. Review

Understanding the difference between a financial compilation, review, and an audit.

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NAIS Principles of Good Practice

Designed to promote high standards and ethical behavior in key areas of independent school operations.

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SAIS Accreditation Portal Access

Schools going through the accreditation process use the portal to upload school information, the self-study, and responses and evidence to indicate standards compliance.

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SAIS Accreditation Portal Reference Guide

A guide to help you through uploading your school’s information, documentation files, and the school report.

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Number of School Days

Information on the SAIS accreditation standard for the required number of school days.

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