September 25, 2017 Posts Comments

Standards

ICAA Standards

1.       The schools maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

     1.1        The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a  school purpose for student success.

 1.2        The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.

 1.3        The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning.

 

2.       The school operates under governance and leadership that promote and support student performance and school effectiveness.

 2.1        The governing body establishes policies and support practices that ensure effective administration of the school.

 2.2        The governing body operates responsibly and functions effectively.

 2.3        The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.

 2.4        Leadership and staff foster a culture consistent with the school’s purpose and direction.

 2.5        Leadership engages stakeholders effectively in support of the school’s purpose and direction.

 2.6        Leadership and staff supervision and evaluation process result in improved professional practice and student success.

 

 3.       The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

 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.

 3.2        Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments for student learning and an examination of professional practice.

 3.3        Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.

 3.4        School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.

 3.5        Teachers participate in collaborative learning communities to improve instruction and student learning.

 3.6        Teachers implement the school’s instructional process in support of student learning.

 3.7        Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.

 3.8        The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.

 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.

 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.

 3.11    All staff members participate in a continuous program of professional learning.

 3.12    The school provides and coordinates learning support services to meet the unique learning needs for students.

 

4.       The school has resources and provides services that support its purpose and direction to ensure success for all students.

 4.1        Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school’s purpose, direction, and the educational program.

 4.2        Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school.

 4.3        The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.

 4.4        Students and school personnel use a range of media and information resources to support the school’s educational programs.

 4.5        The technology infrastructure supports the school’s teaching, learning, and operational needs.

 4.6        The school provides support services to meet the physical, social, and emotional needs of the student population being served.

 4.7        The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.

 

 5.       The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement.

 5.1        The school establishes and maintains a clearly defined and comprehensive student assessment system.

 5.2        Professional and support staff continuously collects, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.

 5.3        Professional and support staff is trained in the evaluation, interpretation, and use of data.

 5.4        The school engages in a continuous process to determine verifiable improvement in student learning, including readiness and success at the next level.

 5.5        Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders.

 

AdvancED Early Learning Standard 4

3.    4.       The school has resources and provides services that support its purpose and direction to ensure success for all children.

 4.1        Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school’s purpose, direction, and the educational program.

 4.2        The school employs qualified Administrators/Directors for each administrative position to support the school’s purpose, direction, and the educational program.

 4.3        The school employs qualified teachers for each professional teaching position to support the school’s purpose, direction, and the educational program.

 4.4        The school employs qualified assistant teachers for each position to support the school’s purpose, direction, and the educational program.

 4.5        The school maintains a class-size and ratio of young children to teachers that support the care and developmentally appropriate learning, growth, and development of young children.

 4.6        Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the early learning school.

 4.7        The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all young children and staff.

 4.8        The school regularly assesses and maintains all indoor spaces to be accessible to all young children and adults, ventilated, lighted, and temperature-controlled, and the spaces that primarily serve each age-group of young children have direct access to bathroom/washing facilities, sinks, and drinking water.

 4.9        Each classroom/learning space has sufficient usable floor space and size to support the creativity and developmentally appropriate learning, growth, and development of young children, is highly functional for program delivery, and encourages positive staff-to-child relationships.

 4.10    Each classroom/learning space has furniture, equipment, and resources that are safe, clean, well maintained, adaptive, accessible, and developmentally appropriate for the age-group of young children they directly serve; are sufficient in number; and are organized in ways to support appropriate and effective implementation of the program.

 4.11    Indoor and outdoor equipment are safe, available to all young children, are developmentally appropriate for the age-group, have appropriate surfaces to support a variety of types of learning and play, and have impact material under all climbing equipment and swings.

 4.12    Each classroom/learning space has multiple learning/interest centers that are organized for independent use by young children, that support the learning activities of the instructional program and the creativity of young children, and that are well equipped with materials supportive of the purpose of each learning/interest center.

 4.13    Each classroom/learning space provides all children with safe and comfortable/cozy areas to relax, rest, or sleeps that are continuously supervised by adults at all times.

 4.14    Children and school personnel use a range of interactive media and information resources that support the educational programs.

 4.15    The technology infrastructure supports the school’s teaching, learning, and operational needs.

 4.16    Each classroom/learning space has displays that are used effectively as a learning tool, are developmentally appropriate for the age-group, attractively presented, appropriate in content, portray the current learning activities, and showcase children’s work and creativity.

 4.17    The school provides support services to meet the physical, social, and emotional needs of young children that are integral to the educational program.

 4.18    Each child receives individual personal care by staff members who consistently promote the child’s general well-being, nutrition, health, and safety.

 4.19    Arrival and departure routines focus on the care and well-being of each child and encourage a daily exchange of family and school communications regarding the care, well-being, and educational progress of the child.

 4.20    The school provides services that support the counseling, assessment, and educational referral needs of all students.

 4.21    All children, parents, and staff experience an environment of reciprocal respect, trust, and open communication in a fair and just way, respecting the needs and characteristics of each individual, and promoting a sense of community, belonging, ownership, and pride.

 4.22    All indoor and outdoor spaces are free from hazards and dangerous circumstances for young children and adults, and adults actively remove and resolve hazardous conditions as they may occur.

 

 

AdvancED Early Learning Standard 5

4.       5.       The school uses data about the developmentally appropriate learning, growth and development of young children and overall school effectiveness and uses the data to guide continuous improvement.

5     

5.1    Professional and support staffs continuously collect, analyze, and apply learning from multiple data sources, including comparison and trend data about the readiness, growth, development and learning of young children; instruction; program evaluation; and organizational conditions.

 5.2    Professional and support staffs are trained in the evaluation, interpretation and use of data.

 5.3    The school uses data to design, implement and evaluate the results of continuous improvement action plans related to the learning, growth and development of young children including readiness and success at the next level.

 5.4    Leadership monitors and communicates comprehensive information about the growth, development, and learning of young children, conditions that support learning, and the achievement of school improvement goals to stakeholders.

 

Schools that apply to ICAA, and are approved as a Candidate for Accreditation, will be sent the ICAA Accreditation Manual, which explains each standard and details the criteria for assembling the Application for Accreditation Notebook (“Self-study Notebook”).

The Self-study Notebook is an important document produced by the school during the accreditation process. Its production encourages the school to take an in-depth evaluation of all areas of operations and programs, and it gives the school opportunity to develop the accountability and discipline required by quality Christian educational programs. The Self-study Notebook itself is vital to the review process; its validation is one of the main purposes of the Site Visit Committee, and its use by the Review Committees is indispensable in understanding the full scope of operations of the school.

The production of the Self-study Notebook is not to be viewed as a one­time event, but as an ongoing process. Once developed by the school, it should be reviewed annually—both to assist in filing any required reports and to serve as a basis for determining if substantive change has occurred at the school. It is vital that the Self-study Notebook be kept up-to-date and portray a current picture of the state of affairs of the school.

The Application for Accreditation Notebook represents a tangible evidence of the degree of excellence attained at the school. By keeping the Self-study Notebook current and in accordance with the accreditation standards, the school can develop a continuous system of self-evaluation and staff involvement and prevent any erosion of the high levels it had achieved when the Self-study Notebook was first submitted.

The International Christian Accrediting Association encourages its member schools to be credible witnesses of academic, spiritual, physical, and operational excellence through Christian education. Schools are to see the development of their Self-study Notebook, as well as their participation in the other stages of the accreditation process, as an opportunity to express the glory of Christ through Christian education.