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How can accreditation help the head/school reorient itself?

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How does the model build upon successive reaccreditation cycles and a school's responses to prior recommendations?

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How does the model build upon successive reaccreditation cycles and a school's responses to prior recommendations?

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Is there an impact on value of the accreditation to families if it is a highly customized process?

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Does the model promote a school's understanding of whether they are delivering on their own mission? This feels core to personalization.

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What are the preceding stages if the model changes?

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What unintended challenges could a new model create, i.e. forming teams?

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What is the length of the reaccreditation cycle and what is the timeline (self-study, visit, response report(s), etc.)? How well does it balance the need for active support of school improvement and an appreciation of the time and resources required to complete the reaccreditation process?

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What is the length of the reaccreditation cycle and what is the timeline (self-study, visit, response report(s), etc.)? How well does it balance the need for active support of school improvement and an appreciation of the time and resources required to complete the reaccreditation process?

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Does the cycle allow us to examine compliance and improvement in a way thrat promotes ongoing improvement/reflection throughout all years of the cycle?

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Would better language to use be the word "variation"? And what is appropriate variation depending on context?

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Would better language to use be the word "variation"? And what is appropriate variation depending on context?

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How do we make sure that any model reflects the values of the association?

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What are the implicit and explicit purposes of the accreditation model itself?

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In what way(s) does the model support the creation, revision, and/or implementation of a strategic plan (or strategic thinking)?

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In what way(s) does the model support the creation, revision, and/or implementation of a strategic plan (or strategic thinking)?

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Move slowly, grow into the opportunity - perhaps offer any school whom has already been reaccrediited (1x? 2x? more?), the opportunity to identify one or two specific areas they would like the team to probe, prod, and "consult" on??

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Move slowly, grow into the opportunity - perhaps offer any school whom has already been reaccrediited (1x? 2x? more?), the opportunity to identify one or two specific areas they would like the team to probe, prod, and "consult" on??

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Would rubrics be a way to address this issue?

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We do customize in some ways already - such as team composition - are there ways we can build on that?

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What do we mean by "equitable" in this context?

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Is the process fair to each school while being also fair to all in terms of the standardization?

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How does the model ensure that the focus of the self-study and visiting team doesn't get heavily into "the programmatic weeds"?

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How does the model ensure that the focus of the self-study and visiting team doesn't get heavily into "the programmatic weeds"?

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Who determines the details of the customization? Is it the school? The Association? Both?

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Who determines the details of the customization? Is it the school? The Association? Both?

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Is the student experience infused throughout the standards from an organizational lens?

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How complex is the process and do we have the resources (human, financial, time) to implement the model effectively?

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How complex is the process and do we have the resources (human, financial, time) to implement the model effectively?

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Would contextualization be a better word than personalization/customization?

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How practical is it to implement customization? What are the logistical challenges related to training and implementation, and how will they be addressed?

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How practical is it to implement customization? What are the logistical challenges related to training and implementation, and how will they be addressed?

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How does a school earn or demonstrate that they are compliant enough, AND we would now like the associations brain trust to help us work and look forward in these other 1 or 2 areas...

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How does a school earn or demonstrate that they are compliant enough, AND we would now like the associations brain trust to help us work and look forward in these other 1 or 2 areas...

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What are the criteria by which a school is provided with the opportunity to personalize the process (and to what degree)?

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What are the criteria by which a school is provided with the opportunity to personalize the process (and to what degree)?

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How do we ensure the model looks at a school as a system and not just as parts?

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The model should help schools balance their time and prioritization between each of these elements.

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The model should help schools balance their time and prioritization between each of these elements.

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What are the outcomes of the process?

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To the degree that personalization is permitted, how does the model ensure that the process is still equitable?

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To the degree that personalization is permitted, how does the model ensure that the process is still equitable?

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How does the model make sure forward thinking is grounded in reflection?

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How does the model make sure forward thinking is grounded in reflection?

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Begin to think of these as a spectrum to traverse with floor that have to exist and thresholds to cross before entering the room of personalization for schools at different points in their life cycles

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Begin to think of these as a spectrum to traverse with floor that have to exist and thresholds to cross before entering the room of personalization for schools at different points in their life cycles

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What would be effective balance between standard elements and custom elements of a model?

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Does the model make the process from reflection to action visible?  The accreditation process should promote use of reflection for ongoing improvement.

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Does the model make the process from reflection to action visible?  The accreditation process should promote use of reflection for ongoing improvement.

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How might the age/size of school be a factor?

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Are there ways to use different parts of the accreditation process and gear them more toward  reflection or forward thinking depending on place in cycle/process? (Response Reports for ex)

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Are there ways to use different parts of the accreditation process and gear them more toward  reflection or forward thinking depending on place in cycle/process? (Response Reports for ex)

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When we consider where more schools seem to struggle, are we properly weighing the focus on different areas?

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How can we make sure the accreditation process uses reflection to move schools forward in a strategic direction, without getting stuck in reflection?

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Which areas should focus more on compliance and which ones on improvement? (Knowing that even compliance areas will have room for improvement)

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Is there equal attention paid to compliance and improvement? A strong model should do both well.

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Is there a difference between "Personalized" and "Customized" and does it matter?

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Is there a difference between "Personalized" and "Customized" and does it matter?

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What is the proper level of community involvement?