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2016 AdvancED Accreditation Evidence Hub: 3. Teaching and Assesing for Learning

Overall Standard Rating Average:  3.08

Internal Rating: 3.1

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 3.1 Overall Rating Average 3
Internal Rating 3.2

Sub-indicator 3.1.1:  Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills.
 

 

Sub-indicator Rating: 3.1

 

  • Unit Plans: these follow the UbD framework and include the alignment between the adopted written curriculum, the taught curriculum, and the assessed curriculum. The template for Unit Plans also invites teachers to differentiate instruction, incorporate technology, and reflect on their professional practice.

Atlas Rubicon Unit Plan English PS

Atlas Rubicon Unit Plan Math ES

Atlas Rubicon Unit Plan Spanish MS

Atlas Rubicon Unit Plan Science HS

 

 

 

Sub-indicator 3.1.2: There is some evidence to indicate curriculum and learning experiences prepare students for success at the next level.

 


Sub-indicator Rating: 3.4

 

 

Sub-indicator 3.1.3: Most like courses/classes have equivalent learning expectations.
 

 

Sub-indicator Rating: 2.9

 

  • Examples of Common Assessments in Atlas Rubicon Units:

Atlas Rubicon Unit Plan English PS

Atlas Rubicon Unit Plan Math ES

Atlas Rubicon Unit Plan Spanish MS

Atlas Rubicon Unit Plan Science HS

  • Sample Team Meeting Minutes (Horizontal Alignment):

Example of PS Grade Level Team Minutes

Example of ES Grade Level Team Minutes

Example of MS Spanish Department Minutes

 

 

Sub-indicator 3.1.4: Some learning activities are individualized for each student in a way that supports achievement of expectations.

 


Sub-indicator Rating: 3.2


  • Students Projects (choice):

Final Project (Animation HS) - activities section under Stage 3 in Unit Format in Atlas.

Student Choice 3rd Grade Biome Project

PS Example of Student Choice in Writing

  • Differentiation - example of differentiation in HS Science. (Conceptual Physical Science, Stage 3 of Unit format in Atlas).

  • Opportunity Day - explanation of Opportunity Day (Teaching and Learning Handbook pg. 38-39).

 

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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 3.2: Overall Rating Average 3
Internal Rating 3.1

Sub-indicator 3.2.1:  Using data from student assessments and an examination of professional practice, school personnel monitor and adjust curriculum, instruction and assessment to ensure vertical and horizontal alignment and alignment with the school’s goals for achievement and instruction and statement of purpose.


Sub-indicator Rating: 3.1

 

PPT and Proposed Curriculum Form.



Sub-indicator 3.2.2: There is a process in place to ensure alignment each time curriculum, instruction and/or assessments are reviewed or revised.


Sub-indicator Rating: 3.3

 

            Unit Template

Adopted Standards - screenshot displaying the list of adopted standards in Atlas Rubicon.

Adopted Standards for English L. A. - example of the adopted CCSS for English L. A. K-12 aligned to Skyward for grading and reporting.

Adopted Standards for Spanish - lists the standards and benchmarks for Spanish as mandated by the Colombian Ministry of Education.

 

Sub-indicator 3.2.3: The continuous improvement process ensures that vertical and horizontal alignment as well as alignment with the school’s purpose are maintained and enhanced in curriculum, instruction and assessment.

 

Sub-indicator Rating: 3.2

 

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

Indicator 3.3 : Overall Rating Average 3
Internal Rating 3.0

Sub-indicator 3.3.1:  Teachers plan and use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills.

 


Sub-indicator Rating: 3.0

 

 

 

Sub-indicator 3.3.2: Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary.

 


Sub-indicator Rating: 3.1

 

 

 

Sub-indicator 3.3.3: Teachers use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools.

 


Sub-indicator Rating: 3.0

2nd Grade Writing Performance Task

2nd Grade Market Day Project : Students study marketing and create a project where they sell items made by them and donate the proceeds to the Fundacion Hogar Nueva Granada.

  • Interdisciplinary projects:

PS Kids Around the World

Rubric: provides the criteria used to assess the Kids Around the  World project and presentation.

Austria: example of a Kids Around the World Project.

3rd Grade Biome Project: Sample video of student project

 

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

Indicator 3.4: Overall Rating Average 3
Internal Rating : 3.1

 

Sub-indicator 3.4.1: School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.


Sub-indicator Rating: 3.1

 

  • CNG TPES Process - (Includes announced observation Pre-conference form, Formal Observation form, Teacher reflection on Announced Observation and Unannounced Observation Format)

  • Performance Improvement plan - completed for teachers below standard and needing some time to learn and grow.

 

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

Indicator 3.5: Overall Rating Average 3
Internal Rating 3.1

 

Sub-indicator 3.5.1: All members of the school staff participate in collaborative learning communities that meet both informally and formally.

 


Sub-indicator Rating: 3.4

 

 

 

 

Sub-indicator 3.5.2: Collaboration often occurs across grade levels and content areas.

 


Sub-indicator Rating: 3.2

 

 

 

Sub-indicator 3.5.3: Staff members have been trained to implement a formal process that promotes discussion about student learning.

 

Sub-indicator Rating: 3.1

 


 

Sub-indicator 3.5.4: Learning from, using and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching sometimes occur among school personnel.

 


Sub-indicator Rating: 2.7

 

 

 

Sub-indicator 3.5.5: School personnel indicate that collaboration causes improvement results in instructional practice and student performance.

 


Sub-indicator Rating: 3.1

 

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

Indicator 3.6: Overall Rating Average 3
Internal Rating 2.9

 

Sub-indicator 3.6.1:  Most teachers use an instructional process that informs students of learning expectations and Standards of performance.

 


Sub-indicator Rating: 2.9

 

 

Sub-indicator 3.6.2: Exemplars are sometimes provided to guide and inform students.


Sub-indicator Rating: 2.4

 

  • Exemplars - links to folder with samples of exemplars from different levels and curriculum areas.

 

 

Sub-indicator 3.6.3: The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision.

 

Sub-indicator Rating: 3.4

 

  • Atlas Rubicon Units - percentage of pre-assessments, formative and summative assessments used in different subject areas as well as assessment methods and teacher reflections on assessment practices.

English L. A. (PS)

Math (MS)

Social Studies Assessment Methods (ES)

Science Assessment Methods (HS)

Teacher Reflection on Assessment (Art PS)

 

 

Sub-indicator 3.6.4: The process provides students with feedback about their learning.


Sub-indicator Rating: 2.9

 

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

Indicator 3.7: Overall Rating Average 3
Internal Rating 3.1

 

Sub-indicator 3.7.1: School personnel are engaged in mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning.

 


RATING: 3.1

 

Sub-indicator 3.7.2: These programs set expectations for all school personnel and include measures of performance.

 


RATING: 3.1

 

 

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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 3.8 Overall Rating Average 4
Internal Rating 3.5

 

Sub-indicator 3.8.1:  Programs that engage families in meaningful ways in their children’s education are designed and implemented.

 


Sub-indicator Rating: 3.2

 

Sub-indicator 3.8.2: Families have multiple ways of staying informed of their children’s learning progress.

 


Sub-indicator Rating: 4.0

 

 

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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 3.9: Overall Rating Average 3
Internal Rating 3.1

 

Sub-indicator 3.9.1: School personnel participate in a structure that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student.


Sub-indicator Rating: 3.1


  • Advisory List - list of teachers running Advisory classes:

Middle School

High School
 

Sub-indicator 3.9.2: All students may participate in the structure.


Sub-indicator Rating: 3.3

 

  • Class Lists - All students in PS and ES have homeroom teacher as an  advocate.

Primary School - 1 sample per grade

Elementary School - 1 sample per grade

  • Advisory Class Lists - All middle and high school students have advisory advocate as well as teacher advocates in classes.

Middle School- Grade 6, Grade 7, Grade 8

High School

Sub-indicator 3.9.3: The structure allows the school employee to gain insight into and serve as an advocate for the student’s needs regarding learning skills, thinking skills and life skills.


Sub-indicator Rating: 3.0

 

Character Education: samples of Character Education taught in the Primary and Elementary Schools:

 

 

 

 

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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 3.10: Overall Rating Average 3
Internal Rating : 3.2

 

Sub-indicator 3.10.1:  Teachers use common grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student’s attainment of content knowledge and skills.


Sub-indicator Rating: 3.1

 

 

Sub-indicator 3.10.2: These policies, processes and procedures are implemented consistently across grade levels and courses.


Sub-indicator Rating: 3.0

Sub-indicator 3.10.3: Stakeholders are aware of the policies, processes and procedures.

Sub-indicator Rating: 3.4

  • CNG Teaching and Learning Handbook

  • CNG Assessment Model & Protocol - latest revision of our Assessment Model and Protocol which is used by all faculty as well as parents and students for reference.

  • Skyward Documentation of grading - report of the number of formative, summative, and life-skills assignments per grade level for the 2015-16 school year from Skyward.

  • Parent Teacher Conferences:These are various documents to help with scheduling of conferences in PS and ES for parents and teachers as well as general guidelines for teachers during conferences.

Directions for Scheduling in Skyward for Teachers

Directions for Scheduling in Skyward for Parents

Guidelines for Parent Conferences
 

Sub-indicator 3.10.4: The policies, processes and procedures are regularly evaluated.

Sub-indicator Rating: 3.3

 

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

Indicator 3.11: Overall Rating Average 3
Internal Rating 3.0

 

Sub-indicator 3.11.1:  All staff members participate in a continuous program of professional learning that is aligned with the school’s purpose and direction.


Sub-indicator Rating: 3.0

 


Sub-indicator 3.11.2
: Professional development is based on an assessment of needs of the school.

Sub-indicator Rating: 3.2

 

Sub-indicator 3.11.3: The program builds capacity among all professional and support staff.


Sub-indicator Rating: 3.0

Sub-indicator 3.11.4: The program is regularly evaluated for effectiveness.


Sub-indicator Rating: 2.8

 

 

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CNG Assessment Model and Protocol 2016

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

Indicator 3.12: Overall Rating Average 3
Internal Rating 3.2

 

Sub-indicator 3.12.1:  School personnel use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages).


Sub-indicator Rating: 3.0

 

SST Schedule Sample # 1

SST Schedule Sample # 2

  • SNL and ESL Services - samples of schedules to show push in and pull out classes.

 ESL Schedule for PS and ES
PS Students in SNL

Sub-indicator 3.12.2: School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to all students.

 

Sub-indicator Rating: 3.1

 

  • Learning Support Service Schedules  - Sample copies of schedules from different areas of the Learning Center.

Speech-Language Schedule PS & ES

MS Learning Center Schedule

            LC Follow-up Meeting Minutes

LC Follow-up Meeting Minutes (Sample # 2)

  • University of Kentucky Digital Badges - diploma completed by members of Learning Center in the Inclusive Education Professional Learning Program.

List of Participants in Class - list showing Cohort I and Cohort II.

Sample of Diploma - sample copy of diploma awarded to participants.

  • Learning Center PD Offerings - list of PD offerings to the staff by the LC.

Sample from February 2015: PD offerings for SY 15-16.

Sample from April 2015: offerings for SY 16-17.

PD Opportunities given by LC Staff for ALL Faculty: planned PD sessions for the first semester of the 2016-2017 SY.

Sample PD Flyer - webinars offered to all CNG faculty and staff on Conscious Discipline.

LC Handbook - 2016 version outlines the protocols and processes followed by the services provided by the Learning Center.

 

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Colegio NUEVA GRANADA | www.cng.edu | Cra 2E No. 70-20 | Phone: (571)212 3511
Bogotá - Colombia

CNG