Office of Service Quality Accreditation (AdvancED) Standard #3: TEACHING & ASSESSING FOR LEARNING Office of Service Quality Veda Hudge, Director Donna Boruch, Coordinator, School Improvement

IMPORTANCE OF ACCREDITATION • Accreditation lays the groundwork for success for schools and students. • Accreditation insures a rigorous, sound curriculum based on quality standards, a range of student activities and support services. • Accreditation focuses on increasing student achievement through a safe and enriching learning environment. • Accreditation requires that qualified teachers work to improve their methods and focus on student learning.

ACCREDITATION STANDARDS Standard 1: Purpose and Direction The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement. Standard 2: Governance and Leadership The system operates under governance and leadership that promote and support student performance and school effectiveness. Standard 3: Teaching and Assessing for Learning The system’s curriculum, instructional design and assessment practices guide and ensure teacher effectiveness and student learning. Standard 4: Resources and Support Systems The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students. Standard 5: Using Results for Continuous Improvement The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement.

AdvancEd Standard #3: TEACHING AND ASSESSING FOR LEARNING The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

TEACHING AND ASSESSING FOR LEARNING: INDICATORS Indicator 3.1 -The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. Indicator 3.2 - Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. Indicator 3.3 – Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. Indicator 3.4 - School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. Indicator 3.5 -Teachers participate in collaborative learning communities to improve instruction and student learning.

TEACHING AND ASSESSING FOR LEARNING: INDICATORS Indicator 3.6 - Teachers implement the school’s instructional process in support of student learning. Indicator 3.7 - Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning. Indicator 3.8 -The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress. Indicator 3.9 – The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience. Indicator 3.10 - Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. Indicator 3.11 - All staff members participate in a continuous program of professional learning.

EXAMPLES of EVIDENCE: TEACHING & ASSESSING FOR LEARNING: PRACTICES • Student engagement in the classroom and classroom strategies that encourage active involvement of students in their own learning • Staff research and use of data on the effectiveness of improvement strategies • Ability of the staff to support selected instructional strategies and services that impact teaching and assessing for learning • Willingness of the school leadership to support the investigation of strategies for improved services to impact teaching and assessing for learning • The degree to which all staff are included in strategies for improvement • Support of differentiated instruction provided to students with specific needs

EXAMPLES of EVIDENCE: TEACHING & ASSESSING FOR LEARNING: PRACTICES • Various means employed to protect student learning time • Efforts within and among the schools in the school to articulate learning both horizontally and vertically • Ways in which the school supports students who have not met expectations • A variety of services provided that impact teaching and learning • Indication that school climate is important and is used to help guide school decisions • Promotion of instructional activities that include support and interaction with information and media services

EXAMPLES of EVIDENCE: TEACHING & ASSESSING FOR LEARNING: ARTIFACTS • Guides to services • Agendas/minutes of department meetings • Agendas/minutes of services provided to its schools • Practices based on research • Program and/or project descriptions • Evaluation criteria for innovation • Stakeholder perception data • Student achievement results within the school

The BEST Blueprint & AdvancED Accreditation Standards Correlation 1. Purpose and Direction: The BEST Blueprint maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commits to high expectations for learning as well as shared values and beliefs about teaching and learning. 2. Governance and Leadership: The BEST Blueprint is a part of a system of governance and leadership that promotes and supports student performance and system effectiveness. 3. Teaching and Assessing for Learning: The BEST Blueprint supports the district’s practices for curriculum, instructional design, and assessment, ensuring teacher effectiveness and student learning across all grades and courses. 4. Resources and Support Systems: The BEST Blueprint leverages BCPS resources and provides services in all schools to support its purpose and direction to ensure success for all students. 5. Using Results for Continuous Improvement: The BEST Blueprint supports the district’s comprehensive assessment process that generates a wide range of data about student learning and system effectiveness and uses the results to guide continuous improvement.  

Office of Service Quality THANK YOU! Veda Hudge, Director Office of Service Quality 754-321-3850