Where additional time is required to meet ministry requirements, accreditation funding provided to the school by the ministry should be used to purchase release time for the internal team. During the second and subsequent years of the accreditation cycle, the school prepares a brief annual report that assesses the progress that has been made toward the goals established in the school improvement plan. As well, the school makes any needed adjustments to the growth plan. Refinements made to years two to six in the accreditation process will enable teachers to complete the work necessary to meet ministry requirements within two to three hours of meeting time and one non-instructional day designated by the Minister for this purpose. These activities are part of the on-going planning and evaluation responsibilities of the school.
Parents participate in the review process.
The Parent Advisory Council should take a major role in ensuring parent participation. The Aboriginal community is responsible for reviewing the evidence regarding aboriginal learners and in assisting in the development of strategies for inclusion in the school growth plan. Support staff participate in the internal review process. Teachers, as part of their regular classroom activities, collect information for assessing students and record information from these assessments for the school information system. Teachers, in conjunction with students, administrators, and the Parent Advisory Council, analyze the evidence collected for the accreditation process, and develop the growth plan for the school.