AdvancED Standards for Quality School Systems Standard 1: Purpose and Direction The system maintains and communicates

at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. 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 systems curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses. 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.

Purpose and Direction The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. IndIcator 1.1The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success. IndIcator 1.2 The system ensures that each school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. IndIcator 1.3 The school leadership and staff at all levels of the system 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.

IndIcator 1.4 Leadership at all levels of the system implement a continuous improvement process that provides clear direction for improving conditions that support student learning.

Governance and Leadership The system operates under governance and leadership that promote and support student performance and system effectiveness. IndIcator 2.1The governing body establishes policies and supports practices that ensure effective administration of the system and its schools. IndIcator 2.2 The governing body operates responsibly and functions effectively. IndIcator 2.3 The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. IndIcator 2.4 Leadership and staff at all levels of the system foster a culture consistent with the systems purpose and direction. IndIcator 2.5 Leadership engages stakeholders effectively in support of the systems purpose and direction. IndIcator 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success.

Teaching and Assessing for LearningThe systems curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses. IndIcator 3.1 The systems 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 throughout the system 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 throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectations. IndIcator 3.4 System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success.

IndIcator 3.5 The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels. IndIcator 3.6 Teachers implement the systems instructional process in support of student learning. IndIcator 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the systems values and beliefs about teaching and learning. IndIcator 3.8 The system and all of its schools engage families in meaningful ways in their childrens education and keep them informed of their childrens learning progress. IndIcator 3.9 The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the students school who supports that students 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. IndIcator 3.12 The system and its schools provide and coordinate learning support services to meet the unique learning needs of students.

Resources and Support SystemsThe system has resources and provides services in all schools that support its purpose and direction to ensure success for all students. IndIcator 4.1 The system engages in a systematic process to recruit, employ, and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs. IndIcator 4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs, and system operations. IndIcator 4.3 The system maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. IndIcator 4.4 The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system. IndIcator 4.5 The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system. IndIcator 4.6 The system provides a technology infrastructure and equipment to support the systems teaching, learning, and operational needs.

IndIcator 4.7 The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served. IndIcator 4.8 The system provides, coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students.

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. IndIcator 5.1 The system establishes and maintains a clearly defined and comprehensive student assessment system. IndIcator 5.2 Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning. IndIcator 5.3 Throughout the system professional and support staff are trained in the interpretation and use of data. IndIcator 5.4 The system engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. IndIcator 5.5 System and school leaders monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals to stakeholders.

Standar untuk Sistem Sekolah Kualitas Standar 1: Tujuan dan Arah Sistem memelihara dan berkomunikasi pada semua tingkat organisasi tujuan dan arah untuk perbaikan berkelanjutan yang berkomitmen untuk harapan yang tinggi untuk belajar serta nilainilai bersama dan keyakinan tentang belajar dan mengajar. Standar 2: Pemerintahan dan Kepemimpinan Sistem ini beroperasi di bawah pemerintahan dan kepemimpinan yang mempromosikan dan mendukung kinerja siswa dan efektivitas sekolah. Standar 3: Mengajar Menilai untuk Belajar Sistem ini, AOS kurikulum, desain instruksional, dan praktik penilaian membimbing dan memastikan efektifitas guru dan belajar siswa di semua kelas dan kursus. Standar 4: Sumber Daya dan Sistem Dukungan Sistem ini memiliki sumber daya dan menyediakan layanan di semua sekolah yang mendukung tujuan dan arah untuk memastikan keberhasilan untuk semua siswa. Standar 5: Menggunakan Hasil untuk Peningkatan Mutu Sistem ini menerapkan sistem penilaian yang komprehensif yang menghasilkan berbagai data tentang belajar siswa dan efektivitas sistem dan menggunakan hasil untuk memandu perbaikan terus-menerus.

Tujuan dan Arah Sistem memelihara dan berkomunikasi pada semua tingkat organisasi tujuan dan arah untuk perbaikan berkelanjutan yang berkomitmen untuk harapan yang tinggi untuk belajar serta nilainilai bersama dan keyakinan tentang belajar dan mengajar. Sistem Indikator 1.1The terlibat dalam suatu proses yang sistematis, inklusif, dan komprehensif untuk meninjau, merevisi, dan berkomunikasi tujuan sistem-lebar untuk keberhasilan siswa. INDIKATOR 1.2 Sistem memastikan bahwa setiap sekolah terlibat dalam suatu proses yang sistematis, inklusif, dan komprehensif untuk meninjau, merevisi, dan berkomunikasi tujuan sekolah untuk keberhasilan siswa. INDIKATOR 1.3 kepemimpinan sekolah dan staf pada semua tingkat sistem berkomitmen untuk budaya yang didasarkan pada nilai-nilai bersama dan keyakinan tentang pengajaran dan pembelajaran dan mendukung menantang, program pendidikan yang adil dan pengalaman belajar bagi semua siswa yang mencakup prestasi belajar, berpikir, dan keterampilan hidup. INDIKATOR 1.4 Kepemimpinan di semua tingkat sistem menerapkan proses perbaikan berkesinambungan yang memberikan arah yang jelas untuk meningkatkan kondisi yang mendukung pembelajaran siswa. Pemerintahan dan Kepemimpinan Sistem ini beroperasi di bawah pemerintahan dan kepemimpinan yang mempromosikan dan mendukung kinerja siswa dan efektivitas sistem. INDIKATOR 2.1The badan menetapkan kebijakan dan mendukung praktik yang menjamin administrasi yang efektif dari sistem dan sekolah-sekolah. INDIKATOR 2.2 badan beroperasi secara bertanggung jawab dan fungsi secara efektif. INDIKATOR 2.3 badan memastikan bahwa kepemimpinan di semua tingkatan memiliki otonomi untuk memenuhi tujuan untuk mencapai prestasi dan instruksi dan untuk mengelola operasi sehari-hari secara efektif. INDIKATOR 2.4 Kepemimpinan dan staf pada semua tingkat sistem mengembangkan budaya sesuai dengan sistem, tujuan AOS dan arah. INDIKATOR 2.5 Kepemimpinan melibatkan pemangku kepentingan efektif dalam mendukung sistem, tujuan AOS dan arah. INDIKATOR 2.6 Kepemimpinan dan staf pengawasan dan evaluasi hasil proses peningkatan praktek profesional di semua bidang sistem dan meningkatkan keberhasilan siswa. Mengajar dan Menilai untuk sistem LearningThe, AOS kurikulum, desain instruksional, dan praktik penilaian membimbing dan memastikan efektivitas guru dan siswa belajar di semua kelas dan kursus. INDIKATOR 3.1 Sistem, kurikulum AOS menyediakan adil dan menantang pengalaman belajar yang memastikan semua siswa memiliki kesempatan yang cukup untuk mengembangkan pembelajaran, berpikir, dan keterampilan hidup yang mengarah pada kesuksesan di tingkat berikutnya. INDIKATOR 3.2 Kurikulum, pengajaran, dan penilaian seluruh sistem dipantau dan disesuaikan sistematis dalam menanggapi data dari beberapa penilaian belajar siswa dan ujian praktek profesional. INDIKATOR 3.3 Guru seluruh kabupaten melibatkan para siswa dalam pembelajaran mereka melalui strategi instruksional yang memastikan tercapainya harapan belajar.

INDIKATOR 3.4 Sistem dan pemimpin sekolah memantau dan mendukung peningkatan praktik pembelajaran guru untuk memastikan keberhasilan siswa. INDIKATOR 3.5 Sistem beroperasi sebagai organisasi pembelajaran kolaboratif melalui struktur yang mendukung peningkatan pengajaran dan pembelajaran siswa di semua tingkatan. INDIKATOR 3.6 Guru menerapkan sistem, proses pembelajaran AOS untuk mendukung pembelajaran siswa. INDIKATOR 3.7 Mentoring, pembinaan, dan induksi program mendukung peningkatan instruksional konsisten dengan sistem, nilai AOS dan keyakinan tentang belajar dan mengajar. INDIKATOR 3.8 Sistem dan semua sekolah yang terlibat keluarga dalam cara yang berarti pada anak-anak mereka, pendidikan AOS dan menjaga mereka informasi dari anak-anak mereka, AOS kemajuan belajar. INDIKATOR 3.9 Desain sistem dan mengevaluasi struktur di semua sekolah dimana setiap siswa dikenal oleh setidaknya satu advokat dewasa siswa, sekolah AOS yang mendukung bahwa siswa, AOS pengalaman pendidikan. INDIKATOR 3.10 Grading dan pelaporan didasarkan pada kriteria yang jelas yang mewakili pencapaian pengetahuan konten dan keterampilan dan konsisten di seluruh tingkatan kelas dan kursus. INDIKATOR 3.11 Semua anggota staf berpartisipasi dalam program terus-menerus belajar profesional. INDIKATOR 3.12 Sistem dan sekolah yang menyediakan dan mengkoordinasikan belajar layanan dukungan untuk memenuhi kebutuhan belajar yang unik dari siswa. Sumber dan Dukungan sistem SystemsThe memiliki sumber daya dan menyediakan layanan di semua sekolah yang mendukung tujuan dan arah untuk memastikan keberhasilan untuk semua siswa. INDIKATOR 4.1 Sistem terlibat dalam suatu proses yang sistematis untuk merekrut, mempekerjakan, dan mempertahankan jumlah yang memadai kualifikasi profesional dan staf pendukung untuk memenuhi peran dan tanggung jawab mereka dan mendukung tujuan dan arah dari sistem, masing-masing sekolah, dan program pendidikan. INDIKATOR 4.2 waktu Instruksional, sumber daya material, dan sumber daya fiskal yang cukup untuk mendukung tujuan dan arah dari sistem, masing-masing sekolah, program pendidikan, dan sistem operasi. INDIKATOR 4.3 Sistem memelihara fasilitas, layanan, dan peralatan untuk menyediakan lingkungan yang aman, bersih, dan sehat untuk semua siswa dan staf. INDIKATOR 4.4 Sistem menunjukkan manajemen sumber daya strategis yang meliputi perencanaan jangka panjang dalam mendukung tujuan dan arah dari sistem. INDIKATOR 4.5 Sistem ini menyediakan, koordinat, dan mengevaluasi efektivitas sumber daya informasi dan personil terkait untuk mendukung program pendidikan di seluruh sistem. INDIKATOR 4.6 Sistem ini menyediakan infrastruktur teknologi dan peralatan untuk mendukung sistem, pengajaran AOS, pembelajaran, dan kebutuhan operasional. INDIKATOR 4.7 Sistem ini menyediakan, koordinat, dan mengevaluasi efektivitas sistem pendukung untuk memenuhi kebutuhan fisik, sosial, dan emosional dari populasi siswa yang dilayani. INDIKATOR 4.8 Sistem ini menyediakan, koordinat, dan mengevaluasi efektivitas layanan yang mendukung konseling, penilaian, rujukan, pendidikan, dan kebutuhan perencanaan karir dari semua siswa.

Menggunakan Hasil untuk Peningkatan Mutu Sistem ini menerapkan sistem penilaian yang komprehensif yang menghasilkan berbagai data tentang belajar siswa dan efektivitas sistem dan menggunakan hasil untuk memandu perbaikan terus-menerus. INDIKATOR 5.1 Sistem membangun dan mempertahankan sistem penilaian siswa jelas dan komprehensif. INDIKATOR 5.2 Professional dan staf pendukung terus mengumpulkan, menganalisis dan menerapkan pembelajaran dari berbagai sumber data, termasuk perbandingan dan data tren tentang belajar siswa, instruksi, evaluasi program, dan kondisi organisasi yang mendukung pembelajaran. INDIKATOR 5.3 Sepanjang sistem profesional dan staf pendukung yang terlatih dalam interpretasi dan penggunaan data. INDIKATOR 5.4 Sistem terlibat dalam suatu proses berkelanjutan untuk menentukan perbaikan diverifikasi dalam belajar siswa, termasuk kesiapan dan keberhasilan di tingkat berikutnya. INDIKATOR 5.5 Sistem dan pemimpin sekolah memantau dan mengkomunikasikan informasi lengkap tentang belajar siswa, kinerja sekolah, dan pencapaian sistem dan tujuan perbaikan sekolah kepada para pemangku kepentingan.

Accredited Status. There are four accreditation statuses that may be conferred on a school/school system as a result of an External Review. The accreditation status is based on the performance of a school/school system in areas related to the accreditation standards, policies, assurances, student performance results, and stakeholder feedback. No provisions in Policy III prevent a schools/school systems accreditation status from being changed upon a different timeline established due to the findings of a special investigation and/or possible subsequent monitoring reviews. a. Accredited b. Accredited On Advisement c. Accredited Warned d. Accredited Probation

Non-accredited Status. There are three non-accredited statuses that may be conferred on a school/school system. a. Applicant. The school/school system has submitted formal application for accreditation but has not yet hosted the readiness review. A school/school system may also be in the applicant category if it has submitted formal application, hosted a readiness review, and been found by the readiness team and State Office to not have the capacity to meet the standards required to earn accreditation. A school may remain an applicant for no more than two years. If the school/school system fails to achieve accredited status within said two year period, said school/school system must wait two years and begin the process anew. An applicant school/school system may not project future or expected accreditation status. All applicant schools/school systems are not accredited until such status is officially granted. In any public announcements regarding the schools/school systems pursuit of accreditation, the applicant school/school system must avoid any implication that applicant status equates with accreditation or automatically leads to accreditation. AdvancEDs Accreditation Divisions shall have full authority and discretion to deny accreditation status to any school/school system determined by AdvancED to be in violation of this policy. While an applicant, the school/school system pays full accreditation fees. b. Candidate. The school/school system has submitted formal application and has hosted a readiness review. The readiness team and State Office find that the school/school system has the capacity to meet the standards required to earn accreditation, but the school/school system has not yet hosted an External Review Team. A school/school system may remain in candidacy for no more than two years. During candidacy, the school/school system pays full accreditation fees. A candidate school/school system may not project future or expected accreditation status. All candidate schools/school systems are not accredited until such status is officially granted. In any public announcements regarding the schools/school systems pursuit of accreditation, the candidate

school/school system must avoid any implication that candidacy status equates with accreditation or automatically leads to accreditation. AdvancEDs Accreditation divisions shall have full authority and discretion to deny accreditation status to any school/school system determined by AdvancED to be in violation of this policy.

c. Dropped. The school/school system: 1. Does not meet the standards or requirements of the accreditation process; or 2. Finds it is no longer able to meet the AdvancED standards and/or accreditation policies and notifies the respective NCA CASI or SACS CASI office that it wishes to have its accredited status dropped; or 3. Fails to pay accreditation fees; or 4. Has been Accredited Probation and fails to make substantial progress on the required actions within the timeframe established by AdvancED policies and procedures or review team recommendation; or 5. Has been found by an investigative team to no longer adhere to the standards and accreditation requirements or procedures (refer to section 6.04); or fails to cooperate with any accreditation team investigation or request for information. The dropped status is effective on the date of official action by the AdvancED Accreditation Commission to drop the school/school system. A school/school system that has been dropped from accreditation must remove all references to its accredited status from school/school system diplomas, certificates, websites, buildings, literature, and the like. A dropped school/school system may seek reinstatement within one year of receiving the dropped status. After one year, the dropped school/school system must reapply and follow the same procedures as new schools/school systems.