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Accreditation Standard 3

Standard 3 -Teaching and Assessing for Learning

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

Standard 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.

Level3: 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. There is some Evidences to indicate curriculum and learning experiences prepare students for success at the next level. Like courses/classes have equivalent learning expectations. Some learning activities are individualized for each student in a way that supports achievement of expectations.
OUR INTERPRETATION: The curriculum map of the ATA courses and various levels with pre-requisites provide an equitable and challenging learning experiences

Evidences

Course descriptions - ATA syllabus online link

Course schedule - scheduled in

Enrollment patterns for various courses - OpenSIS reports available

Learning expectations for different courses - ATA online website curriculum map

Course Handbook- Guide book for every level (provided by ATA)

Posted learning objective - ATA online website curriculum map

Representative sample of student work across courses - Student sample student work/project works (Will be provided during external review)

Standard 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.

OUR INTERPRETATION: The various grade level classroom and HW books were continuously improved every year with feedback/corrections from all the Teachers/Parents. ATA have common assessment for every semester and HW for classroom.
Level3: 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. There is a process in place to ensure alignment each time curriculum, instruction, and/or assessments are reviewed or revised. 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.

 

Evidences

ATA syllabus/curriculum improvement process. Meeting minutes of assessment discussion and syllabus improvement process.

SURWEP Process

Revised lesson/work book for every academic year (Hard copies will be provided during external review)

Common assessments -  Defined in OpenSIS

Curriculum guides -  lesson guides

ATA curriculum map, lesson books (Hard copies) and lesson guides showing the alignment of lessons plans to curriculum

ATA curriculum maps

OpenSIS sample report cards

Standard 3.3

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

OUR INTERPRETATION: Structured syllabus for class room instructions and HW to review the same with additional exercises.
Level3: Teachers plan and use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary. 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.

 

Evidences

Assessments are defined and entered in LMS. Reviewed by school admin as well. VariousOpenSIS reports available to assist

Interdisciplinary projects - Student Cultural activities and special project samples. Tamil Bee competition (Pictures on Tamil school home page)

Professional development focused on these strategies - Pronunciation training for teachers (Email archive) , ATA training & SURWEP training

Sample Interactive Lessons

Student work demonstrating the application of knowledge - Special project samples, Tamil Bee competition and other cultural activities

Standard 3.4

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

OUR INTERPRETATION: Monitor each level for the student's attendance, completion of HW. Generate various reports in ATA LMS system to monitor, support and improve the instructional practices.
Level2: School leaders 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.

Evidences

Day to day operation checklist

ATA curriculum maps

Nilai wise teacher's discussion among all ATA schools (Email archive)

Primary teacher mentoring secondary teachers

Teacher's recognition during Tamil Association function

OpenSIS Reports (Missing Attendance, Grade book reports) at School admin level

Standard 3.5

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

OUR INTERPRETATION: Monthly teacher meetings to share the experience and improve the instruction methodology.
Level3: All members of the school staff participate in collaborative learning communities that meet both informally and formally. Collaboration often occurs across grade levels and content areas. Staff members have been trained to implement a formal process that promotes discussion about student learning. 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 occur regularly among most school personnel. School personnel indicate that collaboration causes improvement results in instructional practice and student performance.

Evidences

Collaborative learning Agenda and mins Accreditation compliance team meeting minutes,ATA meeting minutes

OpenSIS (LMS) used for reports

Sample student research projects (Hard copies will be provided during external review)

ATA syllabus/book revision meeting mins and sample revised school books for last 3 years

Teacher orientation document

Survey results proving that collaboration exists and used to improve school's performance

Standard 3.6

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

OUR INTERPRETATION: Adopt the ATA structured syllabus, monitor the weekly HW, semester evaluation exams, weekly Parent communication and progress reports.
Level3: All teachers use an instructional process that informs students of learning expectations and standards of performance. Exemplars are often provided to guide and inform students. The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. The process provides students with specific and timely feedback about their learning.

 

Evidences

Specially designed Curriculum for North American lifestyle

Weekly parents Email communication

OpenSIS online HW assessment

OpenSIS online Grade book

Semester wise parent teacher conferences

Survey results proving that the teachers implement school's instructional process supporting student learning

 

Standard 3.7

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

OUR INTERPRETATION: Native heritage speaking parents were the teachers for various levels. Teacher orientation videos/instructions for various levels.
Level3: 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. These programs set expectations for all school personnel and include measures of performance

Evidences

ATA online Training for teachers

ATA SURWEP Training – 2014/2015 School Year

ATA Teacher’s professional development program

ATA Nilai level syllabus meeting minutes and agenda

Teacher handbook

New teacher orientation document

Native language speaker as teachers with 12+ years of formal education

Primary teachers are mentoring secondary teachers (Secondary teacher is a backup for a while before becoming primary teacher)

Survey results showing that mentoring and coaching are consistent with school's values and beliefs

Standard 3.8

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

OUR INTERPRETATION: Weekly update of the Attendance, classroom performance and HW completion/grading of the students by the teachers. Teachers also enter meaningful comments like the areas require student improvement. This is automatically updated in the progress report which the student and parents can view after the teacher enters them.
Level3: Programs that engage families in meaningful ways in their children's education are designed and implemented. School personnel regularly inform families of their children's learning progress

Evidences

Parents LMS(OpenSIS) access to see grade book and progress report

School Newsletters

Semester wise Parents and Teachers meeting

Student Handbook

Weekly Parents Email

School's Facebook presence

School's Website

School encourages open door policy

Most of teachers are parent volunteers

Survey results proving that school engages families in their children's education and keep them in the loop of their children's learning process.

Standard 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.

OUR INTERPRETATION: Each classroom has Primary and Secondary teacher who act as the Adult advocate and have access to the student data via LMS.
Level3: 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. All students may participate in the structure. 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.

Evidences

Parents volunteers as teachers

Most of the teachers know the student's family through community activities

Each classroom has Primary and Secondary teacher who act as the Adult advocate

10:1 student teacher ratio

Survey results showing that the student is known by primary/secondary teacher.

Standard 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.

OUR INTERPRETATION: Common grade book with predefined assignments types like class room performance, Weekly HW grading, tracking other skills of the students
Level3: 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. These policies, processes, and procedures are implemented consistently across grade levels and courses. Stakeholders are aware of the policies, processes, and procedures. The policies, processes, and procedures are regularly evaluated.

 

Evidences

Grading and Reporting process are defined in OpenSIS and user training

Grades and assessment are defined at ATA level in LMS and common to all levels.  

Meeting minutes on semester exam, attendance and homework assessment.

Communication plan on communicating grades

Sample Grade/progress reports from OpenSIS.

Survey results showing that grading and reporting shows attainment of knowledge and skills required  

Standard 3.11

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

OUR INTERPRETATION: All teachers and Admin staff members were provided periodic training of any required new skills like Teacher orientation, new teaching aids, LMS training and orientation by Tamil Language experts
Level2: Most staff members participate in a program of professional learning that is aligned with the school's purpose and direction. Professional development is based on the needs of the school. The program builds capacity among staff members who participate. The program is regularly evaluated for effectiveness.

Evidences

ATA teachers training

ATA Teacher’s professional development enrollment 2014/2015

Specific training for teacher within school(SURWEP)

Training manual from Tamil Nadu government (PDF copies available)

Knowledge sharing meeting minutes

Standard 3.12

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

OUR INTERPRETATION: Periodic Teacher orientation to impart various Language skills. Evaluate the grade books to determine the needs of students and provide the support.
Level2: School personnel use data to identify unique learning needs of special populations of students based on proficiency and/or other learning needs (such as second languages). School personnel are familiar with 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 students within these special populations.

Evidences

Tamil Bee competition and other cultural activities

Policies on how to handle special need students are available on handbooks

Survey results showing that there are policies in place for handling special needs children

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