Clerc Center reflects excellence during accreditation visit by MSA and CEASD

From December 9 to 12, 2025, the Clerc Center welcomed a joint accreditation team from the Middle States Association Commissions on Elementary and Secondary Schools (MSA) and the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD). What the team encountered was not a performance staged for review but a community eager to tell its story.

The visit marked the end of a two year self study process for Kendall Demonstration Elementary School (KDES) and the Model Secondary School for the Deaf (MSSD). During this time, teachers, staff, students, and families closely examined every part of school life. This included governance, teaching and learning, student services, facilities, residential life, and long term planning.

A two-year process rooted in reflection

“This process really started with listening,” said Jill Nauman, MSSD master STEM teacher and internal coordinator for the accreditation visit. “About two years ago, our planning committee began working together to align our shared vision for KDES and MSSD. Through reflection and review of our systems, we were able to identify both our strengths and areas for growth.”

Accreditation teams from MSA and CEASD review schools using high standards that focus on effectiveness and long term success. Their evaluation looks at mission and leadership, teaching and learning, student well being and safety, financial responsibility, and systems for continuous improvement.

During the visit, team members toured classrooms and residential spaces, observed lessons, reviewed materials, and met with students, educators, administrators, and families. Their goal was to understand how the Clerc Center’s mission is reflected in daily practice. David Mullen, accreditation chair from MSA, said that this was clear from the start. “From the moment we arrived, it was evident that the Clerc Center’s mission is not just written down,” he said. “It is part of the culture and guides daily decisions that support student success.”

Students share what matters most

Students played an important role in sharing their experiences during the visit. In interviews, student leaders from groups such as the Latin American Student Organization, Junior National Association of the Deaf, Junior Black Deaf Advocates, and Asian American and Native Hawaiian Pacific Islander organizations spoke openly about school life. They described feeling safe, challenged, and supported in an environment where their identities and interests are respected.

Juan Rivera, president of the Latin American Student Organization, reflected on speaking with evaluators from across the country. “It was a great experience to talk with people from other schools for the deaf,” he said. “They asked thoughtful questions and really listened to us. I felt like they wanted to understand our systems and support our school.” Senior Blaze Van Bavel, a KDES alum and LASO vice president, shared a similar feeling. “We are the voice of MSSD,” he said. “During the interviews, it felt like our perspectives truly mattered.”

For the visiting team, these conversations reinforced what they observed throughout the week. Dr. Kim Kause of CEASD noted the strong sense of belonging students described and the dedication of the adults who support them. “The commitment of staff and the relationships students talked about reflect a community deeply invested in the education and well being of deaf and hard of hearing students,” she said.

The team identified many strengths, including a clear and unified mission, skilled instructional and residential staff, strong student engagement, and wide opportunities for students to explore their interests. They also praised the Clerc Center’s bilingual approach, focus on safety and wellness, and thoughtful planning systems.

Looking ahead: growth and continued excellence

Along with positive feedback, the team offered recommendations to support continued improvement. Stephen Farias, superintendent of the Clerc Center’s Demonstration Elementary and Secondary Schools, welcomed the feedback. “Accreditation is not about checking boxes,” he said. “It takes a village to raise a school. We value the insights from MSA and CEASD, and we see accreditation as a chance to reflect, improve, and stay responsive to our students and the field of deaf education.”

Following the visit, the accreditation team will prepare a formal report for review by the MSA Validation Committee and the CEASD Board of Directors. Full accreditation is expected in the coming months.

For the Clerc Center community, the visit confirmed what they experience every day. Their work is guided by purpose, strengthened by collaboration, and driven by students who are confident in who they are and who they are becoming. As the Clerc Center moves forward, the focus remains on strengthening programs, expanding national impact, and continuing its commitment to excellence in national deaf education.

---

The Clerc Center serves deaf and hard of hearing students from birth to 21. To learn more, visit their webpage.