Cognia Evidence Guide

Institution and System Evidence
Guide
As a part of the preparation for your Accreditation Engagement Review, institutions and systems are
asked to provide the Engagement Review Team evidence regarding the practices, processes, and
programs that are embedded in the organization. This evidence is provided to the Engagement Review
Team in the Shared Folder in eProve™ workspace at least four weeks prior to the Engagement Review.
While evidence can be directly uploaded into the workspace, you may also elect to “tag” and upload
evidence in the School or System Quality Factors (SQF) Diagnostic in eProve diagnostics. When you
“send (the SQF) to the workspace,” all evidence attached to the SQF also moves to the workspace.
Selecting Quality Evidence

As you select the evidence to provide for the Engagement Review Team, you should consider providing
high-quality, results-based evidence that focuses on the highest levels of performance related to your
continuous improvement process. Examine the continuum below in relation to your selection of evidence:
Initiate Improve Impact

For example, if you were to provide evidence about professional learning, consider the evidence that best
demonstrates where you are in this continuum. Examples of evidence for Initiate, improve, and Impact
are provided below.
To demonstrate Initiate, provide evidence of how

•Demonstrates engagement
Initiate and quality of implementation
you are monitoring and adjusting your
implementation to ensure quality and fidelity of
implementation.
•Demonstrates the use of To demonstrate practices at the Improve level,

Improve results to support
improvement, particularly
provide evaluations of your professional learning
and how you have analyzed and used that data
results over time
to determine the effectiveness of your
professional learning.
•Demonstrates changes to To demonstrate Impact, provide evidence of

Impact professional practices and how professional practices and student learning
organizational culture
have changed as a result of your professional
learning.
There will be processes, practices, and programs within your institution that may be at various stages of
implementation or data collection. For example, if you have adopted a new program during the current
school year, you may only have evidence at the Initiate level at the time of your review; however, you will
want to begin collecting results data as a part of your ongoing continuous improvement and analysis of
that program.
@ 2020 Cognia, Inc.

If you can provide evidence at the higher levels of the continuum, you are less likely to have to provide
evidence at lower levels. For example, if you provide evidence at the Improve level, evidence at the
Initiate level has less value to the team because results (Improve level) imply engagement and
implementation.
As you think about and determine “quality” evidence, remember to focus on your school’s analyses of
data. When applicable, evidence should focus on trend information, results, and decisions made from the
results. As you continue to gather evidence and anticipate the review, we recommend that you to refrain
from uploading the numerous guides, written curriculums, meeting minutes, and other such routine,
operational documentation unless (1) the documents are specifically named in the Standards (e.g.
Governing Policies) or (2) the documents reflect robust decisions aligned to priorities.
A smaller number of high-quality evidentiary documents is more beneficial than multiple pieces of
evidence that may be somewhat related to the practices, processes, and programs. Quality is better than
quantity. The Engagement Review Team will also collect evidence through observations and interviews.
Examples
Here are some examples of how evidence might fall into quality categories.
Student Performance Results

Good Better Best
Reports of student performance Written analyses of student Teachers can talk knowledgably
(assessment summaries). performance results with written about the analyses of student
implications for action. performance results and give
examples of changes in
instruction based on the
analyses. The team observes
the changes during
observations.
Stakeholder Perception Surveys
Good Better Best
Reports of results from surveys. Written analyses of results of Analyses of multiple years of
surveys with written implications survey data, demonstrating
for action. improvement based on changes
identified by analyses of results.
Professional Learning
Good Better Best
List of professional development Results of perception surveys Analyses of walk-through
offerings (maybe in plan format). from participants in professional observations demonstrating
learning activities. changes in teacher behaviors as
a result of professional
development activities.
Continuous Improvement
Good Better Best
A copy of the improvement plan. Improvement plan with Analyses of results in student
documentation of completion of performance or program
activities listed in improvement improvement over time
plan with assessment of quality correlated directly to activities
and fidelity of implementation of implemented from the
activities. improvement plan.
Institution and System Evidence Guide v2020.11.13

2
Suggested Evidence List
The list below is designed to assist you in identifying some key high-quality evidence to support the team
in understanding the work of your institution. You are encouraged to determine additional high-quality
evidence that supports your work and present longitudinal results, where possible, to demonstrate
improvement over time. In addition, the evidence on the list below will not only assist the team, but will
benefit your institution in the collection, analysis and use of data for continuous improvement efforts.
✓ Analyses of student performance results

✓ Analyses of perception survey results from all stakeholder groups
✓ Analyses of inventory results
✓ Analyses of data from classroom walk-throughs regarding instructional practices
✓ Analyses of data from internal use of eleot® and/or Student Engagement Survey
✓ Analyses of data from professional learning activities
✓ Analyses of program evaluation data
✓ Continuous improvement and/or strategic plan with current results
✓ Staff and student handbooks
✓ Governing authority policies
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Institution and System Evidence

Selecting Quality Evidence

Initiate Improve Impact

To demonstrate Initiate, provide evidence of how

•Demonstrates the use of To demonstrate practices at the Improve level,

•Demonstrates changes to To demonstrate Impact, provide evidence of

@ 2020 Cognia, Inc.

Student Performance Results

Institution and System Evidence Guide v2020.11.13

✓ Analyses of student performance results

Institution and System Evidence Guide v2020.11.13

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