Andy Finch, Ph.D.Vanderbilt University

andrew.j.finch@vanderbilt.edu

Mary Jo Rattermann, Ph.D.Research & Evaluation Resources

mrattermann@me.com

Agenda

Background

Four Accreditation Areas:1. Organization & Planning2. School Community3. Operational Procedures4. Evaluation Procedures

Standards and Scoring Rubrics

Procedures

Discussion

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Background1979 – First known recovery high school opens in Maryland.

2002 – ARS formed after conference in D.C. funded by SAMHSA (July); ARS publishes first membership criteria (November).

2006 – ARS Board adopts as part of its vision to “define standards, create criteria for admission to ARS that is evidenced-based and leads to certification for Institutional Membership within 10 years”.

2011 – ARS Board revises vision to state the goal “ARS Principles and Accreditation are nationally recognized and accepted” (April) and proposes 15 Principles of Recovery High Schools at annual conference in Cleveland.

2012 – ARS publishes the Guiding Principles for Accreditation of Recovery High Schools, which becomes the basis for accreditation standards.

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Organization & Planning

1A Mission

1A.1 Does the school have a guiding mission aligned with effective educational practices and with principles of recovery from substance use and co-occurring disorders?

1B Business Planning and Operations

1B.1 Does the high school operate with a revised strategic business plan that provides for a reasonable level of organizational autonomy and is created for long-term survivability and viability?

1C Community Partnerships and Resource Coordination

1C.1 Does the school establish collaborative partnerships with local schools, treatment centers, and other community resources to create a coordinated system of support?

1D Communication and Public Relations

1D.1 Does the school have a plan to promote the school and its programs while respecting the privacy and safety of its students and families?

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School Community2A Target Population

2A.1 Does the school have a clearly defined eligibility criteria aligned with the mission to support recovery from substance use and co-occurring disorders?

2A.2 Do the school’s admission and recruitment procedures reflect intentionality around enrolling a diverse student body?

2B Leadership and Administration

2B.1 Does the school have an administrator or director with a level of autonomy and operational flexibility within the larger organizational system?

2B.2 Does the school have a recognized leader in both academic and therapeutic programs?

2B.3 Does the school have a functional and involved Board of Directors, with divergent areas of expertise that benefit the school?

2C Staffing and Professional Development

2C.1 Does the school have staff trained in evidence-based practices that facilitate active learning and healthy behaviors?

2C.2 Does the school provide ongoing personnel training in areas salient to its school community, such as substance abuse and co-occurring disorders, cultural competence, adolescent development and exceptional education?

2C.3 Does the school perform regular performance evaluations to improve overall staff quality and plans created to identify and address staff training needs?5

Operational Procedures

3A Curriculum and Instruction

3A.1 Does the school offer credits leading to a state-recognized high school diploma and does the school offer all courses needed to graduate?

3A.2 Does the school employ curriculum and instructional methods resulting in students’ meeting or exceeding state and district standards?

3A.3 Is classroom instruction of high quality?

3A.4 Is the school curriculum and classroom instruction data-driven?

3B Special Education Services

 3B.1 Does the school have educational and behavioral plans in place to address the spectrum of student exceptionality?

3C Recovery Support and Relapse Prevention

3C.1 Does the school have services available which help support the students’ plan to abstain from substance use and recover from co-occurring disorders, from intervention through recovery maintenance and relapse prevention?

3C.2 Are recovery supports and relapse prevention measures meeting the needs of students? 6

Operational Procedures

3D Climate, Culture and Developmental Sensibility

3D.1 Does the school provide a recovery-oriented school climate that promotes collegian relationships among faculty, students, and their families?

3C.2 Does the school utilize constructive rather than punitive practices that aim to generate and restore a sense of well-being among students and staff?

3C.3 Does the school establish clear expectations and processes for student and staff conduct?

3E Family Support and Engagement

3E.1 Does the school actively engage parents, guardians and families, with parents/guardians are recognized and involved as partners in the education and recovery process? Does the school provide training and support for families to promote the healthy growth and academic achievement of each student?

3F Transitional/Post Secondary Planning and Support

3F.1 Does the school have clear procedures for transitioning students from traditional school, community or treatment settings into the recovery high school setting?

3F.2 Does the school have criteria and plans in place to help students transition smoothly from the recovery high school to the student’s next educational or workforce setting, preparing the student for the broadest selection of reasonable post-secondary options?

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Evaluation Procedures

4A Student Assessment

4A.1 Does the school utilize valid and reliable instruments to measure achievement and growth in academics, mental and emotional well-being, and behavioral functioning?

4A.2 Does the school collect data for initial screening, progress monitoring, and outcome measures to assess and improve short and long-term results for students?

4B Program Evaluation

4B.1 Does the school regularly evaluate the academic and therapeutic programs for continuous program improvement?

4B.2 Does the school identify and monitor school specific educational and recovery goals?

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Standard 1A:Mission

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Standard 1B: Business Planning & Operations

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Standard 1C: Community

Partnership & Resource Coordination

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Standard 1D: Communication & Public Relations

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Standard 2A: Target Population

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Standard 2B: Leadership &

Administration

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Standard 2C: Staffing & Professional Development

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Standard 2C: Staffing & Professional Development

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Standard 2C: Staffing & Professional Development

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Standard 3A: Curriculum & Instruction

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Standard 3A: Curriculum & Instruction

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Standard 3B: Special Education Services

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Standard 3C: Recovery Support & Relapse

Prevention

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Standard 3D: Climate, Culture &

Developmental Sensibility

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Standard 3D: Climate, Culture &

Developmental Sensibility

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Standard 3D: Climate, Culture &

Developmental Sensibility

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Standard 3E: Family Support & Family

Engagement

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Standard 3F: Transitional/Post-

secondary Planning and Support

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Standard 4A: Student Assessment

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Standard 4B: Evaluation

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Process - Preliminary

Composition of Site Visit Team Team Leader Recovery Expert Education Expert

Possible Schedule of Site Visit

Two months prior to site visit: Preliminary Meeting with school leadership and

evaluation team Establishment of school liaison Document Preparation

One month prior to site visit Classroom Observations scheduled Teacher and student focus groups scheduled Board meeting attended or Board Members

contacted

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Process – Visit & ReviewSite Visit Activities

Classroom observations in at least half the classrooms Observation of daily routines of the school Interviews with school leaders—preferably individually Focus group interviews with students, teaching staff,

therapeutic staff and parents, BoD member if appropriate or external leadership group

Curriculum review Recovery policy and procedures review 

One month after the site visit Compilation of component reports into omnibus report Meeting with school leaders to review findings and provide

context Submission to school and ARS

Roles and Responsibilities ARS responsibilities Recovery School responsibilities 

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Prospective Budget

One day of classroom observations $500

Four individual interviews @$150$600

Three focus group interviews (teachers, students, parents) $1500

Curriculum Review $1000

Recovery procedures review $1000

Report $1500

Total: $6,100

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Questions &

Comments

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