Find a School  




Accreditation Strand #4
Teaching & Learning

Curriculum and instruction

  1. The school provides a researched-based curriculum and instructional methods that facilitate achievement for all students. The curriculum is based on clear and measurable expectations/objectives for student learning and provides opportunities for all students admitted to the school to acquire knowledge, skills, and attitudes within a biblical framework.

    Teachers use proven instructional practices that effectively engage students in the learning process and provide opportunities for students to apply their knowledge and skills in real world situations as Christians. Teachers give to students sufficient feedback to improve their performance.

    Teachers provide spiritual and professional role models that encourage students to aspire to a lifetime of learning as Christians and to view the world from a consistent biblical/transformational worldview.


    1. The school develops and implements a curriculum based on clearly-defined learner outcomes.

      Suggested artifact Curriculum Guide
    2. The school demonstrates in the school improvement plan a knowledge and understanding of the community for which the school is founded (e.g. opportunities for recruiting families and students, attitudes of the local Christian community and local pastors toward the school, and the impact of demographic and economic trends on enrollment).

      Suggested artifacts Stakeholder Survey Tracked and projected enrollment figures Demographic studies Evidence of Interaction with local Christian leaders
    3. The school promotes the use of higher-order thinking skills and guides students to be actively involved in accompanying learning process.

      Suggested artifacts Curriculum Guide Evidence of STEM/STEAM or robotics offerings Incorporation of Bloom’s Taxonomy, for example
    4. The school offers a curriculum that challenges each student to excel, reflects a commitment to equity within the scope of student needs and admission policies, and demonstrates a willingness to value and address diversities.

      Suggested artifacts Curriculum Guide Admissions Policy Evidence of diversity training Evidence of addressing diverse learning needs (eg ESE/SWD, gifted)
    5. The school allocates and guards instructional time within the school day and school calendar in order to maximize time on task and student learning, conforming the school year to the Florida Compulsory School Attendance Law and the interpretation of that Law by the FLDOE.

      Explanatory Standards 4.5.1–2: School Conforms to Florida Compulsory Attendance Law

      Suggested artifacts (should comply with Explanatory Standards 4.5.1–2) School calendar with minimum 170 days in session Evidence of instructional hours by grade levels High school class schedule Evidence of minimum 135 hours instruction per credit
    6. The school maintains and follows an up-to-date, written curricular alignment in scope and sequence among all levels of learners for all current courses and subject areas. It includes (a) a Christian philosophy of teaching and learning; (b) instructional objectives and learner outcomes; (c) student assessments; (d) course outlines that identify concepts; and (e) materials and resources used to accomplish the goals and outcomes.

      ES 4.6.1–4: School Maintains Written Curricular Alignment in Scope and Sequence

      Suggested artifacts (should comply with Explanatory Standards 4.6.1–4) Curriculum Guide Evidence of each school instructional division’s requirements
    7. The school evidences cooperative vertical, horizontal, intra-departmental, and inter-departmental planning and coordinating the curriculum.

      Suggested artifact Inter- and Intra-Departmental meeting agendas/minutes
    8. The school implements processes and utilizes personnel necessary to address student learning for those needing special assistance.

      ES 4.8.1–4: School Addresses Special Needs Assistance

      Suggested artifacts (should comply with Explanatory Standards 4.8.1–4) Curriculum Guide Evidence of academic programs for exceptional students (SWD, gifted, etc.) Tutorials, Pull-out programs, List of outside referral programs
    9. The school provides appropriate guidance and counseling services for students’ spiritual, academic, and career counseling.

      Suggested artifact Plans for spiritual, academic & career counseling
    10. The school employs a full-time guidance counselor for high schools with 300+ full-time equivalent (FTE) students, a half-time counselor for high schools with 100-299 FTE students, and a contracted consultant for high schools with 1-99 FTE students. A written guidance plan is followed specifying personnel and procedures used to provide counseling services for elementary and middle schools.

      ES 4.10.1–3: School Employs Guidance Counseling Personnel or Plan

      Suggested artifacts (should comply with Explanatory Standards 4.10.1–3) Written guidance plan Guidance counselor profiles
    11. The school provides access for all students to comprehensive technology and media services and personnel that support the curricular and instructional programs.

      ES 4.11.1–3: School Provides Comprehensive Technology and Media Services and Personnel

      Suggested artifacts (should comply with Explanatory Standards 4.11.1–3) Evidence of traditional or digital Information Resource Center IRC schedule for student instruction and research IRC personnel profile/credentials meeting student enrollment IRC Policies and Procedures IRC policies for censorship and internet use IRC policies for philosophy and selection/review of materials
    12. The school establishes and maintains student discipline processes, dress codes, and student behavior expectations that are appropriate in nature, are clearly defined in written form, are fairly and consistently implemented, are documented when necessary, and are distributed to the school families, faculty, and staff. These include important topics including attendance, suspension and expulsion, substance abuse, and sexual harassment. The school monitors its climate and campus, and consistently takes steps to ensure they are conducive to safe and unhindered learning.

      Suggested artifact Parent/Student Handbook
    13. Member schools are encouraged to accept credit for academic work accomplished at schools accredited by a recognized accrediting agency (see below for definition of recognized accrediting agency).

      Member schools will not award academic credit for course work completed under a private tutor or a non-accredited program unless validated by either an End-Of-Course Assessment (EOCA) approved by the receiving school or by the student’s performance as validated during at least one grading period in the receiving school. This does not apply to students taking online courses offered by accredited delivery programs.

      Recognized Accrediting Agencies:

      • Regional Accrediting Agencies: Cognia, MSSA, NCACS, NEACS, WACS, NWACS
      • Member Accrediting Agencies of the Florida Association of Academic Nonpublic Schools (FAANS)
      • Member Accrediting Agencies of the National Council for Private School Accreditation (NCPSA)
      Suggested artifacts Anonymized student transfer transcripts Sample of EOCA Evidence of student performance assessment

November 2011
Last Edited January 18th, 2038

accreditation strands section-outer accreditation cf section-outer