ACS WASC Intl Initial Visit Procedures-2021 Ed

Initial Visit
Procedures
ACS WASC Initial Visit Procedures for:
• International Schools
2021 EDITION
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© 2021 by ACS WASC. All rights reserved

ACS WASC International Initial Visit Procedures
Contents
Preface ............................................................................................................................ iii
Background ..................................................................................................................... 1
ACS WASC Philosophy................................................................................................... 1
ACS WASC Mission ........................................................................................................ 1
International School Accreditation Process ..................................................................... 3
Conditions of Eligibility .................................................................................................... 7
Procedures ...................................................................................................................... 8
Initial Visit Status Options................................................................................................ 9
ACS WASC International Criteria .................................................................................. 11
Category A: Organization for Student Learning ....................................................... 13
Category B: Curriculum, Instruction, and Assessment ............................................. 21
Category C: Support for Student Social-Emotional and Academic Growth .............. 27
Category D: School Culture, Child Protection, and Parent/Community

Involvement .......................................................................................................... 29
Category E: Residential Life .................................................................................... 33

Key Terminology ........................................................................................................... 37
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Preface
I f educational organizations are to concentrate all their energies and

resources on successful student learning, a holistic, honest examination
of the actual program for students is required. Through the use of
empowering criteria, new communication patterns, evidence gathering
techniques, and insight from fellow educators, the appropriate
accreditation process can serve as a vehicle to move school community
members into meaningful schoolwide improvement and accountability.
The Accrediting Commission for Schools, Western Association of
Schools and Colleges (ACS WASC), utilizes a protocol for accrediting
schools entitled Focus on Learning for this cycle of continuous
improvement.
The Focus on Learning process has been widely accepted throughout the
ACS WASC region as integral to the “heart” of education-successful
student learning. This has been demonstrated through a variety of Focus
on Learning adaptations as ACS WASC works jointly with numerous
educational associations. Public, independent and church-related private
K-12 and adult schools value the “basic components” of Focus on
Learning that can be “institutionalized” as the schools address growth
areas that impact student learning. These include: (1) the defining of
quality achievement of schoolwide learner outcomes for every student by
all stakeholders; (2) schoolwide interdisciplinary dialogue based on
evidence gathering and analysis about what students are doing and
producing; and (3) the development, implementation, and
accomplishment of a schoolwide action plan focusing on high quality
student learning and well-being.
This document, ACS WASC Initial Visit Procedures Manual for

International Schools, provides information on the accreditation process
and explains the initial steps toward ACS WASC accreditation.
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Background
The Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS
WASC), a world-renowned accrediting association and a regional accrediting agency in the United
States, works closely with the Office of Overseas Schools under the U.S. Department of State. ACS
WASC extends its services to approximately 5,200 public, independent, church-related, and
proprietary pre-K-12, adult schools, and supplementary education programs. ACS WASC provides
assistance to schools located in California, Hawaii, Guam, the Commonwealth of the Northern
Marianas, American Samoa, the Federated States of Micronesia, the Republic of Palau, Fiji, Asia, and
other parts of the world. ACS WASC works with 20 associations in joint accreditation processes, and
collaborates with other international educational organizations.
ACS WASC Philosophy

ACS WASC believes that the goal of any school or supplementary education program is to provide
for successful student learning. Programs encompassing both the cognitive and affective components
of learning should foster human growth and development and enable students to become responsible,
productive members of the school community and of society. Each school should develop a purpose
to reflect its beliefs. For continuous program improvement, each school is expected to engage in
objective and subjective internal and external evaluations to assess progress in achieving its purpose.
The primary goals of accreditation are:
• Certification to the public that the school is a trustworthy institution of learning
• The continuous improvement of the school’s program and operations to support student
learning.
The school or supplementary education program’s self-study and the visiting committee’s report
provide compelling evidence that:
• The school is substantially accomplishing its stated purposes and functions identified as
appropriate for an institution or program of its type
• The school is meeting an acceptable level of quality in accordance with the ACS WASC
criteria adopted by the Accrediting Commission for Schools.
ACS WASC Mission

The Accrediting Commission for Schools, Western Association of Schools and Colleges advances and
validates quality ongoing school improvement by supporting its private and public elementary,
secondary, and postsecondary member institutions to engage in a rigorous and relevant self-evaluation
and peer review process that focuses on student learning. The overarching concept questions are:
• How well are students learning and achieving?
• Is the school doing everything possible to support high achievement and well-being for all
students through a continuous improvement process?
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Accrediting Commission for Schools, Western Association of Schools and Colleges
ACS WASC Guiding Principles

The ACS WASC Guiding Principles are embedded within the Focus on Learning (FOL)
accreditation cycle of quality. Through this process, a school is able to demonstrate:
• Total involvement and collaboration of all stakeholders
• A culture that nurtures and supports the well-being of all students
• Accomplishment of its vision, mission, and schoolwide learner outcomes
• High achievement of all students in relation to district goals, schoolwide learner outcomes
and academic standards
• Use of multiple ways to analyze data about student achievement, including student and
staff perceptions/interviews, examining student work, and observing students engaged in
learning
• Evaluation of the program effectiveness in relation to 1) impact on student learning based
on schoolwide learner outcomes, critical student learning needs, and academic standards;
and 2) meeting an acceptable level of quality in accordance with the ACS WASC criteria
• Alignment of prioritized findings to a schoolwide action plan focusing on student
achievement
• Ongoing improvement/accountability.
School’s Vision, Mission, Schoolwide Learner Outcomes, Global

Competencies. Academic Standards and Major Student Learner Needs
An essential element of systemic school improvement is the collective vision on the part of the school’s
stakeholders for all students. The school’s vision and mission provide the school’s foundation for
establishing desired outcomes: schoolwide learner outcomes, global competencies, academic
standards and major student learner needs which drive the instructional program and the support
operations. Schoolwide Learner Outcomes are what all students should know, understand, and be
able to do to be globally competent citizens. Examples of schoolwide learner outcomes are:
• Every student will demonstrate knowledge and understanding of diverse cultures that foster
tolerance for individual differences;
• Every student will be a collaborative worker; and
• Every student will demonstrate higher order thinking skills of application, analysis,
synthesis, and evaluation.
International schools integrate within the schoolwide learner outcomes identified global competencies.
These include:
• The use of concepts, knowledge, skills and languages of various disciplines to research
current global issues
• The understanding of the interdependence of economic, political, technological,
environmental, and social systems worldwide
• The understanding of multiple perspectives
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• The valuing of diversity

• The ability to communicate with multilingual skills, through fluency in reading, writing,
speaking, and listening and through the use of technologies
• Engaging responsibly in action and service to improve conditions both locally and globally
• The ability to function effectively in an interdependent world.
The Schoolwide Learner Outcomes are collaboratively developed and represent the focus of the
entire school community based on the current and future learning needs to prepare students to be
globally competent. Questions schools need to ask include: What are the current and future learning
needs of the students? What does it mean to be an educated person? What is the most effective
preparation of students for their future? The schoolwide learner outcomes will therefore reflect the
identified major student learner needs of the students based on analysis of multiple sources of data.
Academic standards define the concepts, skills, and knowledge that students should know and be
able to do in each curricular area, the level at which students are expected to demonstrate this
knowledge, and grade-level expectations for performance. In a standards-based educational system,
schools determine the benchmarks for student work that meet these standards, provide appropriate
instruction, and use multiple assessment measures to identify the level of achievement for all students.
This approach assists the schools in defining the quality accomplishment of the complementary
schoolwide learner outcomes and the degree to which all students are achieving them.
A C S W AS C I n t e r n a t i o n a l C r i t e r i a
The criteria are research-based guidelines for school improvement that focus on student achievement
of the desired outcomes: schoolwide learner outcomes, global competencies, academic standards,
and major student learner needs. A school will examine all aspects of its program against these
categories:
A. Organization for Student Learning
B. Curriculum, Instruction, and Assessment
C. Support for Student Social-Emotional and Academic Growth
D. School Culture, Child Protection and Parent/Community Involvement
E: Residential Life, if applicable.
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International WASC Accreditation Process

Initial Visit Process (may include pre-initial visit and training)
• Initial Visit by a two member visiting committee to understand the school’s purpose, the
program, and operations based upon the Guiding Principles and ACS WASC criteria and
the detailed information/evidence provided through the Initial Visit Report.
• Completion of an Initial Visiting Committee Report that will include strengths and areas
for improvement with emphasis upon continuous improvement and assessment of the
school’s readiness for moving into candidacy or initial accreditation.
• Commission action on candidacy or initial accreditation.
• Refinement, implementation and monitoring of the schoolwide action based on the
identified areas for improvement impacting student and school needs, including an annual
progress report, including support by WASC international staff.
• Completion of the first self-study within three years.
Self-Study Process
• Involvement of all stakeholders in the self-study process.
• Clarification of the school’s purpose and the schoolwide learner outcomes.
• Assessment of student program and its impact on student learning with respect to the ACS
WASC criteria.
• Development of a schoolwide action plan that addresses identified areas for improvement.
• Visiting committee validation and enhancement based on accreditation criteria/standards,
self-study, and findings from the visit.
Follow-Up Process
• Annual assessment of schoolwide action plan progress, including impact on student
learning, and refinement of the action plan as needed.
• Completion of progress reports and/or reviews, e.g., annual reports.
• Celebration of success.
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Conditions of Eligibility
To be considered for ACS WASC accreditation, the applicant school must meet the following
conditions:
Legal Requirements
• International schools must meet the legal requirements of the jurisdiction for an
international school [i.e., country (local and nationwide)] in which they are located in order
for their application for ACS WASC accreditation to be considered. Based on the country,
there may be restrictions to the type of passport held by the students enrolled. The legal
authority which approves the school as an international school must be listed. A copy must
be submitted with an English translation if necessary.
Note: ACS WASC does not accredit programs or divisions within a school; there must be
evidence that a school located within a school has separate operations, leadership, budget,
curriculum, etc. in order to be eligible for ACS WASC accreditation.
Student Well-Being
• The school utilizes policies and procedures that protect students from abuse and neglect and
afford a safe and secure environment in which to grow and develop.
Student Learning: School Purpose and Program

• English is a major part of the instruction even though the school may be bilingual.
• The school has developed and published a clear statement of purpose (beliefs, core values,
vision, mission, schoolwide learner outcomes) that reflect defined global competencies and
form the basis of the educational program for every student.
• The school has an admissions policy compatible with the school’s stated purpose.
• The school has a written well-developed curriculum appropriate to the organization’s
purpose as an internationally focused school preparing students to be globally competent.
• The course of study, as well as marking, grading and reporting procedures, facilitates
student and faculty transfer to other schools of a similar type in other countries and within
the United States. The international curriculum is meets the minimum requirements for
admission to North America and other worldwide English-speaking programs in colleges
and universities.
• The student body is oriented toward programs commonly found in the United States and
other English-speaking countries, including those of an extra-curricular or co-curricular
nature.
• Programs of studies include courses dealing with the history, culture, and language of the
host country and region, in addition to those that cover other parts of the world.
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School Governance, Leadership, and Staff

• The governing body is not subordinated solely to a national government or a central
ministry, but is a local entity responsive to the needs of the users of the school, i.e., students,
parents, faculty.
• The school has employed a chief administrative and instructional leader, who is qualified
for the position.
• The school has qualified instructional staff for all the subject and program/grade levels. The
majority of teachers are fluent in English and potentially other languages. In addition the
qualified staff members have had training and experience in the facilitation of English
language acquisition in the areas of reading, writing, listening and speaking.
• The school has an overall schoolwide action plan that includes strategies and approaches to
measure student progress toward meeting the schoolwide learner outcomes and the
academic standards in order to ensure students are globally competent.
• The school has developed an adequate financial base to give reasonable assurance of
continuing financial stability.
School Operating Minimum Requirements

• The school must be in at least the second semester of operation, with students, teachers, and
administration in place.
• School enrollment must reach a minimum of 6 full-time students.
• The school’s program must include at least two grade levels. Note: An exception would be
a new high school that begins with only grade 9 or grade 10.
Specific Initial Visit Procedures

The ACS WASC initial visit procedures are as follows:
• An international school seeking accreditation will complete the “ACS WASC International
Application” and submit it to ACS WASC with a $500 nonrefundable application fee.
• After the application is processed, the school will be informed regarding its eligibility to
continue with the accreditation process. A pre-initial visit/training may be required by
WASC international staff.
• Once approved, the school will be provided access to the ACS WASC School Portal which
will provide initial visit materials and the initial visit report template for completion. The
initial visit report should be submitted to ACS WASC via the Action Card on the
‘Reviews/Visits’ page of the School Portal. The information provided to the ACS WASC
office in this report should describe the purposes and operation of the school and gives
evidence of the school’s status in relation to the ACS WASC conditions of eligibility. In
addition to the evidence provided in the report, the school should make available other
supporting documentation during the initial visit.
• Upon receipt of the school’s report, ACS WASC will arrange for a two-member, two-day
visit to the school. Initial visits to newly established schools will not occur prior to the second
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semester of operation, i.e., a spring visit if a school opens in the fall. Following the initial
visit, the committee will prepare a report to submit to the ACS WASC Commission for
action. This will include strengths and areas for improvement with emphasis upon
continuous improvement. The school will be notified of the Commission’s action.
• If the Commission’s action is unfavorable and the school is not granted affiliation, the school
may reapply when, in its judgment, it meets the conditions of eligibility.
• If the Commission’s action is favorable, the school will be granted either initial accreditation
or candidacy for a period not to exceed three years; this includes a first year progress report
for candidate schools. It is expected that the school will conduct a self-study and participate
in an accreditation visit by the third year.
Information about initial visit and annual membership visit fees can be found on the ACS WASC
Fees page of the ACS WASC website.
Initial Visit Status Options

After a school completes the necessary documentation in their application with ACS WASC and an
on-site visit is conducted, one of three possible accreditation status outcomes will be granted:
1. Initial accreditation is granted to schools that meet the organizational and support criteria
for full accreditation and have a history and support system which indicate a high-quality
program that can be sustained into the foreseeable future. The maximum time period is for
three years, before the end of which schools must conduct a self-study and participate in an
accreditation visit.
2. Candidacy for accreditation is a status which indicates that an institution has achieved
initial recognition and is progressing toward, but does not assume, accreditation. The
candidate for accreditation classification is designed for institutions which are not yet ready
for the full evaluation based on the ACS WASC criteria for accreditation. The institution
must provide evidence of sound planning, provide evidence of resources to implement these
plans, and appear to have the potential for attaining its goals within a reasonable time.
A candidate school is required to submit an annual report and is expected to apply for
accreditation by the third year of candidacy. Candidacy status shall expire at the end of three
years. By the end of three years, the school in candidacy status should conduct a self-study
or host a second one-day visit to determine if the school should remain in candidacy for
accreditation.
An extension of candidacy status may be given once for one additional year pending a
positive one-day visit or when deemed necessary by the President of the Commission. In
some limited circumstances, the President is authorized to change a school’s “Candidacy”
status to “Initial Accreditation” when conditions at the school have been sufficiently
enhanced to justify such a change. While an Initial Visit decision on candidacy may not be
appealed, the Commission’s decision to later withhold candidacy status following the
granting of such status may be appealed in accordance with Policy A4.
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3. Accreditation status may be withheld if it is determined that the school does not fully
meet ACS WASC criteria with the Accrediting Commission for Schools, WASC. A school
may reapply after deficiencies have been remedied.
Schools that have been approved for initial accreditation may use the following phrase in
advertising and/or on student transcripts.
Accredited by the Accrediting Commission for Schools,
Western Association of Schools and Colleges.
Schools that are approved as candidates for accreditation may use the following phrase in
advertising and/or on student transcripts.
Candidate for Accreditation. Approved by the Accrediting Commission for Schools,
Western Association of Schools and Colleges.
Candidate schools are NOT authorized to use the word “accredited” or “accredited by” until full
accreditation has been granted by the Commission. Candidate schools MAY NOT use the ACS
WASC logo or accreditation stamp on transcripts or school advertising.
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ACS WASC International Criteria

The criteria are organized into five categories:
• Organization for Student Learning
• Curriculum, Instruction, and Assessment
• Support for Social-Emotional and Academic Growth
• School Culture, Child Protection and Parent/Community Involvement
• Residential Life.
The criteria and indicators organized by categories are provided on the following pages. Schools
respond to questions regarding the criteria and provide supporting information. A school report
template is provided to the school for completion.
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ACS WASC Initial Visit Procedures
Category A:
Organization for Student Learning
A1. School Purpose Criterion

The school has established a clear vision and mission (purpose) that reflects the beliefs and philosophy of the
institution. The purpose is defined further by adopted schoolwide learner outcomes that reflect defined global
competencies and form the basis of the educational program for every student.
Indicator Framing Questions
A1.1. Clear and Coherent Student-Focused Purpose Statement

To what extent has the school established a clear, coherent purpose statement that is student focused and
impacts the development of the schoolwide learner outcomes and the identified global competencies?
To what extent is the purpose statement congruent with a belief that all students can learn, demonstrate global
competencies and are prepared for postsecondary opportunities?
A1.2. School Program Consistent with School Purpose

To what extent are the school’s programs, systems, policies, and practices consistent with the school purpose,
the schoolwide learner outcomes and identified global competencies?
A1.3. School Community Involvement in Development, Revision, and Refinement of the Purpose
Statements
How effective are the processes for engaging the entire school community in the development, revision and
refinement of the school’s purpose, schoolwide learner outcomes, and global competencies?
A1.4. Communicating and Understanding the School’s Purpose Statements and Schoolwide Learner
Outcomes
How effective are the school’s communication approaches to ensure all members of the school community are
knowledgeable of the school’s purpose and the schoolwide learner outcomes?
To what extent are students, parents, and other members of the school and host community able to demonstrate
an understanding and commitment to the school’s purpose?
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A2. Governance Criterion

The governing authority (a) adopts policies which are consistent with the school’s mission and vision and support
the achievement of the schoolwide learner outcomes, i.e., global competencies, (b) delegates implementation of
these policies to the professional staff, and (c) monitors results.
A2.1. Selection, Composition, and Duties of Appointed/Elected Board (only for appointed or elected
boards)
How clear are the policies and procedures regarding the selection, composition, and specific duties of the
governing board?
A2.2. Professional Development of Potential and Current Board Members

To what extent are prospective and current board members provided professional development in the principles
of effective boardmanship and knowledge of current research on effective schools and skills essential to effective
international school governance?
How effective is the training of the potential and current board members in strengthening their knowledge of
international school governance?
A2.3. Written Policies and Procedures Defining the Board’s Roles and Responsibilities
How effective are the written policies and procedures in defining the board’s roles and responsibilities?
To what extent does the board regularly review its written policies and procedures?
How effective are the processes for communicating the board’s roles and responsibilities to ensure the staff and
school community understanding of them?
A2.4. Policies and Procedures to Ensure Child Safety and Welfare

To what extent does the governing authority/ownership demonstrate commitment to child safety and welfare
through a clear and appropriate definition of child abuse and implemented policies, procedures and
responsibilities roles to respond appropriately if children are harmed or if allegations of harm to children are
made?
To what extent is there clarity about the governing authority/ownership’s responsibilities to ensure child safety
and welfare?
To what extent is the training of the governing authority/ownership on child safety and welfare effective?
A2.5. Role of the Governing Authority/Ownership and Relationship with Professional Staff
To what extent does the governing authority/ownership limit its actions to policy making and strategic planning,
authorizing the administration to implement the decisions?
How does the school leadership determine if there is a clear understanding about the relationship between the
governing authority/ownership and the professional staff and how is this maintained and further developed as
needed?
How effective is the process to develop and maintain a clear understanding of the role of the governing
authority/ownership in contrast to the responsibilities of the professional staff?
A2.6. Stakeholder Involvement in Decision-making

To what degree does the governing authority/ownership seek and consider stakeholder input into major decisions
that affect the school?
A2.7. Relationship of Policies to the School’s Purpose

To what extent do the governing authority/ownership’s written policies and financial/educational plans support
the school’s purpose?
To what degree is the governing authority/ownership involved in the regular review and refinement of the school’s
purpose to ensure that their written policies and financial/educational plans are aligned to the purpose?
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A2.8. Involvement of Governing Authority/Ownership in Monitoring the School’s Progress

To what extent is the governing authority/ownership informed about and involved in the monitoring, evaluation,
and accomplishment of the Schoolwide Action Plan, the review of student performance, overall school programs
and operations, and the operations/fiscal health of the school?
A2.9. Effective Complaint and Conflict Resolution Procedures

How effective are the governing authority/ownership’s complaint and conflict resolution procedures in addressing
all stakeholder issues and concerns?
A2.10. Effectiveness of the Processes and Procedures to Evaluate the Chief Educational Leader of the
School
How effective are the procedures used by the governing authority/ownership to evaluate the chief educational
leader who oversees the school and reports to the authority?
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A3. School Leadership Criterion

The school leadership (1) makes decisions to facilitate actions that focus the energies of the school on student
achievement of the schoolwide learner outcomes, i.e., global competencies, (2) empowers the staff, and
(3) encourages commitment, participation, and shared accountability for student learning in a global environment.
A3.1. Responsibilities of Leadership and Staff Defined in Written Policies and Handbooks
To what extent are administrator and staff responsibilities, operational practices, decision-making processes and
relationships clearly defined through written policies, charts, and handbooks?
To what extent are these policies, charts, and handbooks reviewed and understood by leadership and staff?
A3.2. Leadership Responsibilities for Child Protection

How clearly defined are the leadership responsibilities for child safeguarding and welfare?
How effective is the formal training on child safeguarding and duty of care for the leadership?
To what extent does the code of conduct and written guidelines define appropriate behavior of adults toward
children, and children towards other children both on and off school premises, including the use of technology,
and is annually reviewed and revised as appropriate?
How effective are the implementation of the child protection policies and procedures by school leadership in the
day-to-day operations of the school?
A3.3. Involvement of Staff in Shared and Collaborative Leadership

How effective are the processes and procedures for involving staff in shared responsibility, actions, collaborative
structures, and accountability to focus ongoing improvement on student learning and teaching?
How do the actions of leadership and staff demonstrate a focus on successful student learning?
A3.4. Effective Internal Communication Processes and Procedures

How effective are the internal communications processes and procedures to: a) ensure that faculty and staff are
informed on a regular basis, b) facilitate planning, and c) address issues and conflicts?
A3.5. Promoting a Globally Minded School Culture

How do school leadership and staff promote a globally minded school culture interconnected to the world and
evaluate its effectiveness?
How are all students supported to reach high levels of learning through an equitable and broad-based globally
minded school culture?
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A4. Staff Criterion

Qualified staff and leadership facilitate student achievement of the desired outcomes: student academic
standards, schoolwide learner outcomes, global competencies, and major student learner needs. There is a
systematic approach to continuous improvement through orientation and ongoing professional learning on
student performance data, student needs and research.
A4.1. Policies and Procedures Related to Qualified Personnel

How effective and clearly understood are the written employment policies and procedures to ensure proper hiring
of current and potential staff for each program according to statutory requirements, position qualifications, and
international experience?
How effectively are all the school’s personnel policies consistently adhered to and clearly understood by
leadership and all staff to support a positive globally minded culture and environment?
A4.2. Child Protection Safeguards in Recruitment, Training and a Code of Conduct

How effective are the recruitment policies which include rigorous background screening checks, work policies
and procedures, including trainings, to ensure all employees and volunteers are of sound moral character and
are suitable people to work with children and young adults?
How effective are the regular, systematic professional trainings for all faculty, staff, contractors, service providers,
volunteers and visitors on student safeguarding, child abuse prevention, recognition, intervention and reporting?
(This includes staff working at boarding facilities, homestay, residential arrangements, and involved in
excursions, trips, and student exchanges.)
How effective are the processes for all faculty, staff, volunteers, outside contractors, parents, and students to
understand and to abide by the written code of conduct?
A4.3. Supervision and Evaluation Promoting Professional Growth

How effective are the supervision and evaluation procedures to promote professional growth of staff that supports
high-quality learning and teaching and prepares students to be globally competent?
A4.4. Staff Actions/Accountability and Collegial Strategies to Support Learning

How effective are the processes and procedures for involving staff in shared responsibility, actions, and
accountability to support student learning throughout all programs?
How effective are the collegial strategies used to implement innovations and encourage improvement such as
shadowing, coaching, observation, mentoring, and professional learning communities?
A4.5. Support and Measurable Effect of Professional Learning

How effective is ongoing professional learning in enhancing the capacities and the competencies of the
administrators and teachers to design and implement research-based instructional practices that meet all
students’ learner needs?
How effective are the processes to determine the measurable effect of professional learning, support, coaching
and mentoring on student learning?
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A5. School Improvement Process Criterion

The school leadership facilitates continuous and innovative school improvement to guide the work of the school
through (a) implementation of a schoolwide action plan focused on quality learning for all students;
(b) involvement of the school community; and (c) collective accountability for implementing and monitoring the
schoolwide action plan.

A5.1. Schoolwide Action Plan Aligned to Desired Outcomes
To what extent is the schoolwide action plan a) aligned to the student learner needs and the other desired
outcomes, i.e., schoolwide learner outcomes, global competencies, and academic standards and b) guides the
work of the school community?
A5.2. Stakeholder Involvement that is Broad-based, Collaborative and Shows Commitment

To what extent is there broad-based and collaborative involvement and commitment to the schoolwide action
plan by the stakeholders, including the leadership, staff, students, and parents?
A5.3. Alignment between all Resources and Implementing the Schoolwide Action Plan
To what extent is the allocation of time/fiscal/personnel/material resources aligned with implementing the
schoolwide action plan?
A5.4. Innovation and Transformation of the School

How effectively does the school leadership, staff and other stakeholders a) reflect and evaluate what currently
exists, b) analyze research and c) determine what programs should be strengthened and/or redesigned to be
more creative, forward thinking and responsive to current and future student needs and interests?
How effective and regular are opportunities for leadership, faculty and staff a) to reflect and evaluate their
implemented innovative practices b) to assess the impact of innovative practices on students’ learning and well-
being and c) to modify and refine practices to increase effectiveness of learning for all students and staff?
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A6. Resources Criterion:

The resources available to the school are sufficient to sustain the school program and are effectively used to
carry out the school’s purpose and student achievement of the schoolwide learner outcomes, i.e., global
competencies.
A6.1. Resource Allocation to Support the School Purpose, Desired Outcomes and the Schoolwide Action
Plan
To what extent are resources allocated to support the schools’ purpose, desired outcomes and the development
and implementation of the schoolwide action plan?
A6.2. Financial Practices, Budgeting, Annual Audit, and Fiduciary Responsibilities

How effective is the school in developing an annual budget, conducting an annual audit (internal, external), and
at all times conducting quality business and accounting practices, including protections against mishandling of
institutional funds?
To what extent does the governing authority/ownership ensure that there are adequate financial resources and
reserves to sustain the school in the event of a potential school closure or interruption and/or economic fluctuation
and uncertainty?
To what extent are leadership, teachers, and staff involved in the resource allocation decisions?
A6.3. Safe, Functional, and Well-maintained Facilities

How effective are the processes used by the leadership and governing authority/ownership to ensure that the
school’s facilities are adequate, safe, functional, and well-maintained to support the educational program and
provide a positive learning environment?
A6.4. Child Protection Policy and Application in Facility Building and Design
How effective are the school’s processes to ensure that the building and facility design, layout and use support
child protection and safety and complies with the legal and ethical international requirements within the host
country?
A6.5. Sufficient Resources to Support and Retain a Well-Qualified Staff

To what extent are there sufficient time, personnel, materials, and fiscal resources available to enable the hiring,
support, professional learning and retention of a well-qualified staff for all programs, including online instruction?
How effective are the resources used to support professional growth, learning, coaching and mentoring of staff
to achieve the desired outcomes for all students?
A6.6. Instructional Materials and Equipment, Acquisition, Adequacy, and Maintenance

How effective are the policies/procedures for acquiring and maintaining adequate instructional materials and
equipment, such as technology tools and software, support systems for technology, software, textbooks, other
printed materials, manipulatives, and laboratory materials for instruction?
19
A7. Ongoing Resource Planning, Implementing, and Monitoring Criterion

The governing authority/ownership and the school leadership executive responsible planning to ensure the
sustainability of the school’s program and operations in the face of planned and unplanned future needs.
A7.1. Broad-based and Collaborative Planning for Long-range Resources

To what extent does the school’s long-range resource planning ensure the availability of appropriate resources
to support the school's purpose, desired outcomes, and the schoolwide action plan?
How effective are the school planning processes to ensure that they are broad-based, collaborative, and foster
commitment of all stakeholders to the school’s vision?
A7.2. Adequate Compensation, Staffing and Reserves

How effective does the governing authority/ownership provide adequate compensation to faculty, administrators
and staff while balancing a reasonable accumulation of reserves to take into consideration other unknown
contingencies, including longevity of staff?
A7.3. Informing the Community and/or Governmental Authorities about the School’s Financial Plans and
Needs
How effective are the governing authority/ownership and school leaders at informing the public and/or
appropriate governmental authorities of the financial plans and needs of the school?
A7.4. Marketing Strategies to Support the School

How effective are the marketing strategies to promote the school within the greater community and support the
decisions to develop new programs and increase student enrollment?
20
Category B:
Curriculum, Instruction, and Assessment
B1. What Students Learn Criterion

The school provides a challenging, coherent, and relevant international curriculum for each student that fulfills
the school’s purpose and results in student achievement of the desired outcomes: schoolwide learner outcomes,
global competencies, academic standards, and major student learner needs.
B1.1. Comprehensive International Curriculum Based on Learner Outcomes, Global Competencies and
Academic Standards
Evaluate the effectiveness of the school’s research-based, comprehensive international curriculum — based on
academic standards and schoolwide learner outcomes/global competencies.
What current educational research and thinking has had a significant impact on the curriculum and student
learning?
B1.2. Processes for Implementation and Evaluation of a Challenging, Coherent and Relevant Curriculum
How effective is the implementation and process for evaluating a challenging, relevant, and coherent
implemented curriculum?
How frequently and effectively do teachers and leadership determine if the curriculum is appropriately
challenging, coherent, and relevant in order to meet the desired outcomes?
B1.3. Curriculum Alignment and Vertical/Horizontal Articulation

How effective is the horizontal and vertical articulation of the international curriculum across all grade levels,
subject areas, courses, and/or programs to meet international standards and desired outcomes in all subjects
and at all grade levels?
B1.4. Access to the Curriculum by All Students

To what extent do all students have access to a challenging, relevant, and coherent international curriculum that
addresses their needs and provides a full range of global educational options?
B1.5. Student Understanding of Standards-based Curriculum and Schoolwide Learner Outcomes

How effective are the opportunities for student conversations that demonstrate the understanding of the
standards-based curriculum and the schoolwide learner outcomes?
B1.6. Performance Measures to Assess and Monitor Satisfactory Progress of Student Learning
To what extent does the school identify and define performance indicators in order to assess and monitor
satisfactory progress of students’ learning (i.e., schoolwide learner outcomes, global competencies, academic
standards, and major student learner needs)?
B1.7. Programmatic Follow-up Studies in Relation to Impact on Student Learning

How have follow up studies with feeder schools, colleges/universities, and alumni informed the revisions and
effectiveness of the curricular program to prepare students for pursuing educational goals, entering the work
force, or meeting their personal goals?
21
B2. How Students Learn: Student Engagement

All students are engaged in challenging and relevant learning experiences to achieve the desired outcomes:
schoolwide learner outcomes, global competencies, academic standards, and major student learner needs.
Students become advocates for their own needs and interests.
B2.1. Student Understanding of Performance Levels:
To what extent do all students demonstrate their understanding of the standards/expected performance levels
for each area of study in order to manage, demonstrate, and monitor their own learning and progress toward
desired outcomes?
B2.2. Results of Student Observations and Examining Work

To what extent do students demonstrate high-level learning, including critical and creative thinking, problem-
solving, knowledge attainment, and transfer and application of knowledge and skills? Support the response
through examination of student work, observation of students working and other evidence.
B2.3. Opportunities for Student Voice and Feedback In and beyond the Classroom
How well-integrated are age-appropriate opportunities for all students to develop flexible, effective, and culturally-
sensitive ways to express their ideas, opinions, and perceptions within the classroom and beyond?
22
B3. How Students Learn: Student-Centered Instruction Criterion

The professional staff a) applies current research-based knowledge about teaching and learning; and b) designs
and the professional staff a) applies current research-based knowledge about teaching and learning; and
b) designs and implements a variety of learning experiences, including technology, that actively engage students
at a high level of learning consistent with the desired outcomes: schoolwide learner outcomes, global
competencies, academic standards, and major student learner needs.
B3.1. Application of Research-Based Planning Processes and Professional Collaboration

How has current educational research and thinking affected the teaching and learning process?
How effectively do the schoolwide planning processes and professional collaboration practices use research to
support meeting all students’ needs?
B3.2. Application of Research-based Knowledge to Instructional Content and Lesson Design and
Delivery
To what extent are teachers current in the instructional content taught and research-based instructional
methodologies, including integrated use of multimedia and technology?
To what extent are lesson design and instructional practices coherent with and aligned to current educational
research?
B3.3. Student Engagement in Higher-level Learning

How effective are the instructional and assessment strategies used by teachers to engage students in higher
level thinking and learning?
B3.4. Application of Learning

To what extent are all students able to demonstrate that they can apply acquired knowledge and skills to extend
learning opportunities?
How effectively and frequently are students able to analyze, evaluate and synthesize information from multiple
perspectives, such as different textbooks, digital resources, community resources, collaborative activities, and
library/media resources?
23
24
B4. How Assessment Is Used Criterion: Reporting and Accountability Processes

The school leadership and staff continuously use effective and valid assessment processes to collect,
disaggregate, and analyze assessment results. School and student performance data is regularly reported to all
stakeholders including student progress toward accomplishing the desired outcomes: academic standards,
schoolwide learner outcomes, major student learner needs, and global competencies.
B4.1. Use of Student Performance Data and Effectiveness of the Assessment Processes
How effectively do teachers and leadership collect, disaggregate, analyze, and interpret student performance
data?
How effective and valid are the assessment processes used to determine and report students’ progress toward
the desired outcomes?
B4.2. Consistency in Determining, Monitoring and Reporting Student Progress and Performance Levels
Within and Across Grade Levels
How consistent are the procedures and practices the teachers use to determine and report students’ performance
levels and progress toward the desired outcomes within and across grade levels?
How effective are the systems and practices the teachers and leadership team use to monitor, evaluate and
report students’ performance so teachers, students and parents are informed about what the students know and
what they do not yet know?
B4.3. Use of Assessment Results to Inform Continuous Schoolwide Improvement, Schoolwide Decisions
and Allocation of Instructional Resources
How effectively do the teachers, leadership team, and board/owner use assessment results to support
continuous schoolwide improvement, make schoolwide decisions, such as program modification, professional
development, and allocation of instructional resources?
How have the assessment-based decisions significantly contributed to the development and refinement of the
schoolwide action plan and to the continuous improvement process?
B4.4. Security Systems for Maintenance of the Integrity of the Assessment Processes
How effective are the systems designed to maintain the integrity of the assessment process and the assessment
results (e.g., the use of proctors, security systems for text documents, physical security, and technological
security)?
25
B5. How Assessment Is Used Criterion: Continuous Assessment by Students and Teachers
Teachers and students frequently integrate a variety of continuous assessment strategies into the ongoing
learning/teaching process. As a result, students understand what they know and what they need to know; and
teachers are able to modify instruction to improve student progress toward the desired outcomes: schoolwide
learner outcomes, global competencies, academic standards and major student learner needs.
B5.1. Implementation of Appropriate Continuous Assessment Strategies

To what extent are the implemented assessment strategies appropriate so that what is assessed is aligned with
the learning targets and other desired outcomes?
B5.2. Multiple Assessment Measures to Inform Students and Teachers about Student Progress toward
Desired Outcomes
How consistently and effectively do teachers implement multiple assessment measures to inform themselves
and their students about each student’s progress toward the desired outcomes?
B5.3. Assessment Processes to Modify Instructional Design and Delivery

How effective are the assessment processes, including the examination of student performance/work, teachers
use to modify and revise the design and delivery of their instructional practices based on student progress toward
the desired outcomes?
B5.4. Impact of Teacher Feedback to Support Students’ Managing and Monitoring Their Own Progress
How effective is the teacher feedback (i.e., timely, specific and descriptive) so that all students are able to
manage and monitor their own learning and progress toward desired outcomes?
26
Category C:
Support for Student Social-Emotional and Academic Growth
C1. Student Social-Emotional and Academic Support Criterion
Students are provided with a system of support services that meet their academic and social-emotional needs.
Students are also provided with activities, opportunities and/or programs within the school and community that
further accomplish the desired outcomes: schoolwide learner outcomes, global competencies, academic
standards, and major student learner needs.
C1.1. Support for the Social-Emotional and Learner Needs of ALL Students
How effective are the school’s strategies to review both schoolwide and individual student learner needs and to
provide appropriate services and programs?
How adequate and effective are the personalized social-emotional and career/academic programs to support all
students in such areas as health, career and personal counseling, and academic assistance?
C1.2. Personalized Approaches and Strategies

How effectively are the schoolwide and personalized approaches to learning implemented by leadership and
staff so that ALL students progress in achieving the desired outcomes?
C1.3. Alignment of Curricular and Co-Curricular Activities

To what extent are the curricular and co-curricular activities aligned with academic standards, schoolwide learner
outcomes as well as local and/or global actions and service opportunities?
C1.4. Student Involvement in Curricular/Co-Curricular Activities

How effective are the school’s processes for regularly evaluating student involvement in curricular/co-curricular
activities, such as projects on global issues, joining networks, service learning, and exchanges?
C1.5. Empowering Student Voice and Student Self-Advocacy

To what extent do students have the opportunity to deepen their sense of self and make personal and community
connections that are meaningful and relevant and become advocates for their own needs and supports within a
culture of student safety and well-being?
How effective is the school in responding to student thoughts, perceptions and experiences to modify and
enhance student support services, programs and activities for all students?
27
28
Category D:
School Culture, Child Protection, and Parent/Community Involvement
D1. School Environment Criterion
The school has a safe, healthy, nurturing environment that reflects the school’s purpose and is characterized by
respect for differences, equity, and a commitment to child protection, trust, caring, professionalism, support, and
high expectations for ALL students.
D1.1. Collaborative Culture of Mutual Respect, Equity, Caring, and Concern for All Students
How effectively does the school demonstrate mutual respect, equity, caring, concern for students, faculty, staff,
parents and the community in an environment that honors individual and cultural differences?
D1.2. Student Social-Emotional Well-Being

How effectively does the school support and foster student social-emotional well-being to strengthen positive
relationships and emotional connections in the learning process and help develop a range of skills for school and
life?
D1.3. Culture of Teacher Innovation and Support

To what extent does the school demonstrate a culture which supports and encourages teachers to use innovative
approaches which enhance student learning?
How effective is the leadership at promoting a positive culture at the school amongst staff and faculty?
D1.4. Safe, Clean, and Orderly Environment

How effective are the school’s existing policies and procedures to continually ensure a safe, clean and orderly
environment that nurtures learning, including effective operating procedures for internet safety?
29
D2. Child Protection Criterion

The school has an effective child protection program that includes a clear definition of child abuse, policies and
practices, training for stakeholders, and reporting procedures within the legal and cultural context of the host
country.
D2.1 Definition of Child Protection

How aligned is the school’s definition of child abuse including physical, emotional or sexual abuse, sexual
exploitation, neglect and commercial exploitation, inappropriate behavior of children towards other children and
online child protection, with internationally recognized child protection standards as found in the resources of the
International Centre for Missing and Exploited Children (ICMEC)?
To what extent is the school cognizant of the legal context of the host country?
D2.2. Policies, Practices, and Written Guidelines for Child Protection

To what extent are the school’s policies, practices and the written guidelines (code of conduct) for appropriate
and inappropriate behavior of adults towards students, students towards adults, and students towards other
students understood and followed by all?
To what extent are the school’s policies and practices followed to ensure the safety and welfare of all students,
including, excursions, trips and student exchanges and, if applicable, within boarding facilities, homestay and
residential arrangements boarding?
D2.3. International Norms of Child Protection

To what extent does the school understand and adapt to international norms of the families it serves as well as
the community in which it resides?
To what extent does the school comply with the international legal and ethical expectations and requirements
regarding child abuse within the country in which it resides?
D2.4. Curricular Programs for Child Protection

How appropriate are the school’s age-appropriate programs and activities that focus on child-protection including
topics such as bullying, personal safety, physical abuse, manipulation, grooming, online safety, healthy sexual
behavior, neglect and negligent behavior, self-harm, safety away from home, commercial exploitation, and
disclosing abuse as defined by the United Nations Convention on the Rights of the Child and/or the International
Center for Missing and Exploited Children (ICMEC) www.icmec.org/education-portal/?
D2.5. Reporting of Child Protection Disclosures

How effective are the school’s structured procedures for reporting suspected or disclosed maltreatment or
abuse?
To what extent do reporting procedures include identifying actions to be taken by specific individuals, including
informing appropriate authorities?
30
D3. Parent/Community Involvement Criterion

The school leadership employs a wide range of strategies to ensure that parental and community engagement
and involvement is integral to the school’s culture and established support system for students.
D3.1. Consistent Parent Involvement

In order to build a culture of collaboration, how effective are the strategies and processes for the consistent and
appropriate involvement of parents as active partners in the student learning process and understanding the
desired outcomes?
How effective are these strategies and processes for involving non-English speaking parents and/or online
parents?
D3.2. Use of Community Resources

How effective is the school’s use of community resources, such as professional services, partnerships, service
learning, speakers etc., of the host country and beyond to support student learning?
31
32
Category E:
Residential Life
E1. Residential Pr ogram Criterion
The school offers a residential program aligned to the school’s purpose. Residential program leadership and staff
are qualified for their assigned responsibilities, are committed to the school’s mission, vision and schoolwide
learner outcomes and engage in ongoing guidance and support to students.
E1.1. Alignment to School Purpose

To what extent are the residential program policies and procedures understood and implemented by the
governing authority, leadership, teachers, staff, students, parents, guardians, and community for the residential
students?
To what extent does the governing authority of the residential program hold the program leadership accountable
for goals, policies, and procedures that are aligned with the school’s mission, vision, and schoolwide learner
outcomes?
E1.2. Qualified Staff

To what extent are the staff members of the residential program qualified for their roles and responsibilities with
the maturity, character, skills, knowledge, and experience appropriate to the age and needs of the boarders to
ensure a safe, healthy, and nurturing environment?
E1.3. Indicator: Supervision and Continuous Professional Development

How effective are the processes for ongoing supervision, evaluation, and professional development for all
boarding staff to implement the goals of the program and meet student needs?
E1.4. Program Implementation, Evaluation and Continuous Improvement

How effectively are the support systems and procedures implemented?
How effective is the school’s process for ongoing evaluation of all aspects of the residential program in relation
to the school’s purpose, student expectations and continuous improvement, including an appeal process related
to decisions impacting students in the program?
How effectively is the residential program in meeting the required local, state, provincial, national and
international legal standards, including sanitation and food services?
33
E2. A Culture of Care Criterion

The school residential program is a safe, healthy, nurturing environment that honors individual and cultural
differences. Staff understands and communicates clear expectations and responsibilities for students and
ensures the physical and emotional well-being and personal safety of all students.
E2.1. Respecting Diversity of the Students

To what extent is the culture of the residential program responsive to and respectful of the diversity of all students
in the residential program?
E2.2. Personal and Academic Support to Meet Student Needs

How effective is the planned program in meeting personal and academic support needs that is integral to the
program for students and is aligned with the school’s residential program’s expectations?
E2.3. Communication
To what extent does the staff of the residential program work closely and communicate regularly with the
students, parents and/or guardians to support the students who are boarding? This includes clear expectations
and monitoring for those under guardianship or legal authority of the school.
34
E3. Child Protection and Advocac y Cri terion

An independent advocate with clear responsibilities and expectations, not under the authority of the residential
home or the school administration, is appointed to advocate for students. The residential students understand
the role and responsibilities of the advocate and how to contact the person.
E3.1. Understanding and Use of Timely Reporting Processes

To what extent are the policies and the processes for reporting accusations of abuse or harassment timely and
understood by students and the advocate?
How effective are the confidential communication processes for contacting the Child Protection Officer and/or
his/her designee?
E3.2. Child Protection and Safeguarding Trainings

How effective are the child protection and safeguarding trainings provided for all school and residential personnel
including the prevention and reporting of harassment and abuse?
35
E4. Facilities and Environment Criterion

The residential facilities are suitable for the size and purpose of the program, well maintained and regularly
assessed to ensure appropriate, enhanced quality care and safe living conditions of the residential students.
E4.1. Facility Resource Allocation and Adherence to Regulations

To what extent are there appropriate budget allocations for facility maintenance and improvements and the
documentation showing compliance with local, state, provincial and national and international regulations are in
place?
E4.2. Basic Services

To what extent do the basic services meet the expected ratio of staff to students, the number of students per
adequate individual living quarters and the required services such as medical support, laundry, meals, transport,
technology?
To what extent does each residential room provides students with suitable levels of personal privacy, modesty,
and the ability to safely store personal items, e.g., single-gender bedrooms and bathroom areas with restricted
entrances, privacy stalls in the bathroom and shower facilities, and secure storage for valuables?
E4.3. Security Plan and Emergency Procedures

How effective are the processes for developing, regularly reviewing, and implementing the comprehensive written
security and crisis management plan specifically for the residential program and its facilities?
How effective and appropriate is the training and practice for staff and students regarding crises and security
issues, including emergency procedures for the residential facilities?
36
Key Terminology
To ensure common understanding of the language that is used in the criteria and the Focus on Learning process,
the following explanations are provided and will be operational for Focus on Learning.
Accreditation
A process of ongoing school improvement that examines all aspects of the school program and operations in
relation to the impact on high-quality student learning. This is in Governance, Leadership, Curriculum, Student
Learning, and Resources. A school conducts a self-study that serves as the basis for review by a visiting
committee of professional educators who assist the school in assessing the school’s effectiveness of the school’s
program and operations and their impact on student learning. The school is assessed on the degree to which
the school is meeting the ACS WASC criteria and related accreditation factors that emphasize the important
aspects of the ongoing school improvement process.
Accreditation Status
A status granted by the ACS WASC Commission within the ACS WASC Accreditation Cycle of Quality whereby
the school demonstrates the capacity, commitment, and competence to support high-quality student learning
and ongoing school improvement. The status is based on the evidence contained in the school’s report and
reviewed during the school visit that indicates the following: the degree to which high achievement by all students
is occurring; the capacity of the school to implement, monitor, and accomplish the action plan aligned to the
areas of greatest need impacting student achievement.
All Students
A reference to the belief that all students can learn at high levels and should have sufficient support to enable
them to achieve the schoolwide learner outcomes. Every student enrolled in the school, regardless of
subpopulation or unique characteristics, is included.
Challenging Relevant Coherent Curriculum
A demanding curriculum that is viewed as a broadly conceived concept and is based on themes and concepts
that encourages students to achieve at high levels, to use “higher order thinking skills,” and to apply and
synthesize knowledge that prepares them to be globally competent.
Critical Student Learning Need
Based on the analysis of multiple sources of data, an identified priority student learning need for which immediate
attention must be given throughout the analysis of the school based on the ACS WASC criteria and the resulting
schoolwide action plan.
Current Educational Research and Thinking
Research and related discourse and publications on education and learning. Examples include the work of such
authors as Richard Elmore, Doug Reeves, Grant Wiggins, Jay McTighe, Michael Fullan, and Robert Marzano;
publications on state, national, and subject area standards; and government, business and industry research.
Online Instruction: Definitions applicable to all types of online instruction
Asynchronous Learning: A learning environment in which everyone participates at the different times.
Examples are email, online discussion forums, message boards, blogs, podcasts, etc.
Synchronous Learning: A learning environment in which everyone participates at the same time.
Online Instruction: Education in which instruction and content are delivered primarily over the Internet for course
completion and earned credit.
Correspondence Education: Consists of stand-alone educational materials or software, such as broadcast
television, radio, video cassettes, or educational software that is completed by students in their own home at
their own pace.
Distance Education: General term for any type of educational activity in which the participants, student and
teacher, are at a distance from each other.
Blended Learning: Blended learning is any time a student learns in part at a supervised brick-and-mortar
location away from home and learns at least in part through online delivery with some element of student control.
Online Support Materials: Refers to the general use of online resources by teachers in the traditional classroom
environment. This use of online materials in classrooms is a supplement to instruction and is not considered
37
online instruction that leads to course completion and the awarding of credit.
Digital Citizenship: Digital Citizenship refers to responsible technology usage. to the general use of online
resources by teachers in the traditional classroom environment. This use of online materials in classrooms is a
supplement to instruction and is not considered online instruction that leads to course completion and the
awarding of credit.
Expectations of Self-Study
Through completing the Focus on Learning self-study process the school will have accomplished:
1. The involvement and collaboration of all staff and other stakeholders to support student achievement
2. The clarification and measurement of what all students should know, understand, and be able to do through
schoolwide learner outcomes and academic standards
3. The analysis of data about students and student achievement
4. The assessment of the entire school program and its impact on student learning in relation to schoolwide
learner outcomes (including critical student learning needs), academic standards, and ACS WASC criteria.
Portfolio
A collection of representative student work.
Purpose
A clarification of the beliefs, vision, and mission held by members of the school community about what the school
can do for students with respect to knowledge, skills, and understandings through the school program.
School Community
The school community includes (1) local business and industry, educational institutions, agencies, and service
organizations; (2) parents, students, school board; and (3) all employees.
Schoolwide Action Plan
The overall improvement strategies as a result of the self-study process that is reviewed and refined regularly
based on progress and impact on student learning. Schools are guided by one action plan that has integrated all
initiatives.
Schoolwide Learner Outcome
What each student should know, understand and be able to do upon exit (e.g., graduation) from the school, or
by the time the student completes the planned program in order to be globally competent. These learner
outcomes are collaboratively developed and represent the focus of the entire school community based on current
and future learning needs of the students. These global outcomes must be assessed as they complement the
school’s vision, mission, and academic standards.
Special Needs
Students who need additional physical and/or mental support services to accomplish the schoolwide learner
outcomes at their maximum potential.
Standards-based System
Curriculum, instruction, assessment, and reporting to parents, students, and the public are all aligned to a
common set of standards.
Self-Study Coordinator (SC)
The facilitator/leader of the school’s accreditation process in collaboration with the school leadership.
Stakeholders
A general term referring all members of a school community: administrators or leadership, governing board,
teachers, support staff, students, parents, etc.
ACS WASC Criteria, Indicators, and Prompts
ACS WASC criteria are research-based guidelines for school improvement that focus on student achievement
of the schoolwide learner outcomes and academic standards. Indicators highlight important points of the ACS
WASC criteria. Prompts are analytical questions that help guide the analysis, examination, and evaluation of
the school in relation to the ACS WASC criteria and indicators; this results in specific findings supported by
evidence and the determination of strengths.
38
Accrediting Commission for Schools
Western Association of Schools and Colleges
Dr. Barry R. Groves

President
Dr. Marilyn S. George

Executive Vice President
533 Airport Boulevard, Suite 200

Burlingame, CA 94010-2009
Phone: (650) 696-1060
www.acswasc.org
mail@acswasc.org

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Initial Visit

© 2021 by ACS WASC. All rights reserved

Category A: Organization for Student Learning ....................................................... 13

Category B: Curriculum, Instruction, and Assessment ............................................. 21

Category C: Support for Student Social-Emotional and Academic Growth .............. 27

Category D: School Culture, Child Protection, and Parent/Community

Category E: Residential Life .................................................................................... 33

I f educational organizations are to concentrate all their energies and

This document, ACS WASC Initial Visit Procedures Manual for

ACS WASC Philosophy

ACS WASC Mission

ACS WASC Guiding Principles

School’s Vision, Mission, Schoolwide Learner Outcomes, Global

• The valuing of diversity

International WASC Accreditation Process

Student Learning: School Purpose and Program

School Governance, Leadership, and Staff

School Operating Minimum Requirements

Specific Initial Visit Procedures

Initial Visit Status Options

ACS WASC International Criteria

A1. School Purpose Criterion

Indicator Framing Questions

A1.1. Clear and Coherent Student-Focused Purpose Statement

A1.2. School Program Consistent with School Purpose

A2. Governance Criterion

Indicator Framing Questions

A2.2. Professional Development of Potential and Current Board Members

A2.4. Policies and Procedures to Ensure Child Safety and Welfare

A2.6. Stakeholder Involvement in Decision-making

A2.7. Relationship of Policies to the School’s Purpose

A2.8. Involvement of Governing Authority/Ownership in Monitoring the School’s Progress

A2.9. Effective Complaint and Conflict Resolution Procedures

A3. School Leadership Criterion

Indicator Framing Questions

A3.2. Leadership Responsibilities for Child Protection

A3.3. Involvement of Staff in Shared and Collaborative Leadership

A3.4. Effective Internal Communication Processes and Procedures

A3.5. Promoting a Globally Minded School Culture

A4. Staff Criterion

Indicator Framing Questions

A4.1. Policies and Procedures Related to Qualified Personnel

A4.2. Child Protection Safeguards in Recruitment, Training and a Code of Conduct

A4.3. Supervision and Evaluation Promoting Professional Growth

A4.4. Staff Actions/Accountability and Collegial Strategies to Support Learning

A4.5. Support and Measurable Effect of Professional Learning

A5. School Improvement Process Criterion

Indicator Framing Questions

A5.2. Stakeholder Involvement that is Broad-based, Collaborative and Shows Commitment

A5.4. Innovation and Transformation of the School

A6. Resources Criterion:

Indicator Framing Questions

A6.2. Financial Practices, Budgeting, Annual Audit, and Fiduciary Responsibilities

A6.3. Safe, Functional, and Well-maintained Facilities

A6.5. Sufficient Resources to Support and Retain a Well-Qualified Staff

A6.6. Instructional Materials and Equipment, Acquisition, Adequacy, and Maintenance

A7. Ongoing Resource Planning, Implementing, and Monitoring Criterion

Indicator Framing Questions

A7.1. Broad-based and Collaborative Planning for Long-range Resources

A7.2. Adequate Compensation, Staffing and Reserves