Educational Practices

Reference Guide

© 2019 Cognia, Inc. 1

Table of Contents
Introduction ............................................................................................................................................................... 5
Healthy Culture of Learning .................................................................................................................................... 6
Keys to a culture of learning................................................................................................................................. 6
Cultivating and sustaining institutional culture ............................................................................................... 6
Learner well-being ......................................................................................................................................... 6
Support of growth and well-being .................................................................................................................. 7
Positive relationships ..................................................................................................................................... 7
Effective collegiality and collaboration ........................................................................................................... 7
Strengthening professional practice .............................................................................................................. 8
Leadership for Learning .......................................................................................................................................... 9
Keys to leadership for learning ............................................................................................................................ 9
Purpose statement ........................................................................................................................................ 9
Leadership in action research ....................................................................................................................... 9
Empowerment to support leadership growth ................................................................................................. 9
Continuous improvement process ............................................................................................................... 10
Governing authority ..................................................................................................................................... 10
Policy content .............................................................................................................................................. 11
Marketing and promotion ................................................................................................................................... 11
Partnership agreements .............................................................................................................................. 11
Artificial Intelligence (AI) policy .......................................................................................................................... 12
Additional resources ........................................................................................................................................... 12
National School Board Association ............................................................................................................. 12
National Association of Independent Schools ............................................................................................. 12
National Collegiate Athletic Association ...................................................................................................... 12
Cognia resources......................................................................................................................................... 12
Engagement of Learning ....................................................................................................................................... 13
Keys to engagement of learning ........................................................................................................................ 13
Curriculum and instruction ................................................................................................................................. 13
Best practices in curriculum ............................................................................................................................... 13
Early learning ............................................................................................................................................... 13
Primary and elementary levels .................................................................................................................... 14
Middle school and junior high levels ............................................................................................................ 14
High school and secondary levels ............................................................................................................... 15
American high schools ................................................................................................................................ 15
Digital learning institutions ........................................................................................................................... 15
International institutions ............................................................................................................................... 16
 Supplementary institutions .......................................................................................................................... 16
Diplomas ............................................................................................................................................................ 16
American high school diploma..................................................................................................................... 16
U.S. high school diploma ............................................................................................................................. 16
Dual diploma program ................................................................................................................................. 17
Dual enrollment............................................................................................................................................ 17
High school equivalency certificate ............................................................................................................. 17
Best practices in instruction ............................................................................................................................... 17
Instructional time.......................................................................................................................................... 18
Instructional time for digital learning institutions .......................................................................................... 18
Instructional planning time ........................................................................................................................... 18
Growth in Learning ................................................................................................................................................. 19
Keys to growth in learning .................................................................................................................................. 19
Data and input from a variety of sources ..................................................................................................... 19
Action research ............................................................................................................................................ 20
Evaluation of instructional programs and organizational conditions ........................................................... 20
Interventions ................................................................................................................................................ 21
Educational and career focus ...................................................................................................................... 21
Evaluation of professional learning.............................................................................................................. 21
Balanced assessments ................................................................................................................................ 22
Performance growth .................................................................................................................................... 23
Proficiency-based learning .......................................................................................................................... 23
Programs that support adult learners .......................................................................................................... 23
Additional early learning guidelines ..................................................................................................................... 24
Additional digital learning guidelines................................................................................................................... 26
Authenticity of learner work ................................................................................................................................ 26
Learner engagement .......................................................................................................................................... 26
Awarding course credits and grades .................................................................................................................. 27
Graduation requirements ................................................................................................................................... 27
Credit recovery ................................................................................................................................................... 27
Third-party curriculum and assessments ........................................................................................................... 27
Technology infrastructure................................................................................................................................... 28
Position on high school equivalency .................................................................................................................. 28
Background.................................................................................................................................................. 28
Position statement ....................................................................................................................................... 28
Terms and definitions .................................................................................................................................. 29
Utilization of essential resources ......................................................................................................................... 30
 Professional learning .......................................................................................................................................... 30
Professional qualifications.................................................................................................................................. 30
Instructional personnel qualifications........................................................................................................... 30
Early learning staff qualifications ................................................................................................................. 31
Superintendent qualifications ...................................................................................................................... 31
School and district administrator qualifications ........................................................................................... 31
Counselor and media specialist qualifications ............................................................................................. 31
Non-teaching professional staff qualifications ............................................................................................. 31
Paraprofessional staff qualifications ............................................................................................................ 31
Digital learning programs/courses staff qualifications ................................................................................. 31
Staffing levels for administrative, counseling, and media staff .......................................................................... 32
Class size and teacher-to-learner ratios ............................................................................................................ 32
Early learning teacher-to-learner ratios .............................................................................................................. 33
Digital learning teacher-to-learner ratios ............................................................................................................ 33
Library/media services ....................................................................................................................................... 33
Best practice recommendations .................................................................................................................. 33
Fiscal management ............................................................................................................................................ 34
Annual financial audits ................................................................................................................................. 34
Security and crisis management ........................................................................................................................ 34
Cognia Certifications.............................................................................................................................................. 35
American School Certification ............................................................................................................................ 35
Board Governance Certification ......................................................................................................................... 35
Competency-based Education Certification ....................................................................................................... 36
STEM Certification - K-12 schools and systems ................................................................................................ 36
STEM Certification - early learning institutions .................................................................................................. 36
STEM Certification - Providers ........................................................................................................................... 37
Introduction
The Cognia Educational Practices Reference Guide serves two purposes:
1. In the absence of governmental regulations, or if governmental regulations are less than Cognia’s,
Cognia shall require the institution or system to meet the guidelines presented in the Cognia Educational
Practices Reference Guide. (Policy 2.6)
2. To support institutions with examples of educational practices that are aligned with the Cognia
Performance Standards.

The Educational Practices Reference Guide is not designed to take the place of the Cognia Performance
Standards, Assurances, or Policies and Procedures, nor is it comprehensive of all educational best practices.
Rather, it is a guide that is designed to be supplemental to Cognia’s primary resources, and Cognia recognizes
that there are many pathways to continuous improvement success.
The practices highlighted in this guide address those areas where Cognia is most often asked for examples,
benchmarks, or guideposts of good educational practice. The guide is organized into practices that support the
four key characteristics of the Performance Standards for schools and systems:
• Culture of Learning
• Leadership for Learning
• Engagement of Learning
• Growth in Learning

This guide also provides information related to Early Learning and Digital Learning institutions, Education Service
Organizations, and Cognia Certifications. Institutions seeking further guidance in these areas are strongly
encouraged to review the applicable Cognia Performance Standards and Assurances.

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Healthy Culture of Learning
A good institution nurtures and sustains a healthy culture for learning. In a healthy culture, learners, parents, and
educators feel connected to the purpose and work of the institution as well as behave in alignment with the stated
values and norms. The institution also demonstrates evidence that reflects the mission, beliefs, and expectations
of the institution (e.g., student work; physical appearance of the institution; participation in institution activities;
parents’ attendance at institution functions).

Keys to a culture of learning

A healthy culture is evident where:
• Stakeholders are actively engaged and supportive of the institution's mission.
• Learners’ academic and non-academic needs and interests are the focal point.
• Stakeholders are included and supported.

Cultivating and sustaining institutional culture

Leaders who consistently cultivate and sustain institutional culture regularly model the attributes of a healthy
culture. They implement practices that shape the culture of the organization while clearly setting expectations for
all staff members. Leaders and professional staff members routinely implement ongoing practices, processes,
and decision-making that embody the values of respect and fairness and are free from bias.
• Culture: Generally refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten
rules that shape and influence every aspect of how an institution operates
• Bias: An inclination or preference either for or against an individual or group that interferes with impartial
judgment
Examples of how leaders can establish best practices within an institution to nurture and support a healthy culture
include:
• Analyzing stakeholder survey results and other forms of data that specify perceptions
• Developing handbooks or other documents that outline the institution's cultural practices and expectations
for stakeholders
• Using program evaluation and survey findings on culture to develop the institution’s initiatives

Learner well-being
Well-being refers to learners' attitudes, perspectives, and satisfaction with self, peers, and adults as well as
learners’ previous experiences. Staff members routinely demonstrate commitment to learners’ academic and non-
academic needs and interests when learners’ well-being is at the center of the institutions’ guiding principles. As a
result, the institution’s practices, processes, and decisions are documented and consistent with its stated values.
Examples of effective practices in this area may include but are not limited to the following:
• An analysis of learner perception data regarding academic and non-academic support
• Documents or resources about the institution's commitment regarding implementing best practices in
learner support systems to meet learners' needs

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 • A clearly defined mission and vision statement and a documented process for creating and reviewing the
content
• Opportunities for learners to participate in extracurricular and co-curricular activities
• Classroom observation data about learner engagement, differentiation, and remediation of content

Support of growth and well-being

Leaders actively engage stakeholders to support the institution’s priorities and guiding principles that promote
learners’ academic growth and well-being.
Best practices include but are not limited to the following:
• Leadership fosters an environment that supports engagement of stakeholders.
• Leadership routinely collaborates with stakeholders to advance identified priorities.
• Findings from the analysis of learners’ needs are used to choose areas of focus consistent with guiding
principles.
• Evidence includes collected and analyzed stakeholder surveys, learning environment observations, and
learner performance data.
• School improvement plans identify learner priorities.
• Policies in support of systemic stakeholder involvement are articulated in the faculty/staff handbook.

Positive relationships
Learners benefit from a formal structure that fosters positive relationships with peers and adults.
Best practices include but are not limited to the following:
• The institution fosters an environment where learners receive support from adults and peers.
• Peers and adults’ behaviors and interactions demonstrate respect, trust, and concern for one another’s
well-being.
• The institution allocates time to formal learner advocacy programs.
• Resources, such as curriculum and materials, support positive learner relationships with other learners
and staff members.
• The effectiveness of positive learner and staff relationships are measured through analyzed survey
information.

Effective collegiality and collaboration

Professional staff members regularly interact with respect and cooperation, learn from one another, and routinely
consider one another’s ideas.
Best practices include but are not limited to the following:
• Professional staff members are afforded time and space to work with one another to form professional
learning communities in order to foster a culture of collegiality and collaboration.
• Professional staff members meet on a regularly scheduled basis to collaboratively analyze learning data
and stakeholder survey data. Findings from the analysis are used to formulate an action plan in support of
the institution’s mission.

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 • A professional learning plan is in place that supports the ongoing professional learning of professional
staff members. The professional learning plan comprises findings from stakeholder feedback and learning
data and is implemented in a scheduled manner.
• Policies in support of collegiality and collaboration among professional staff members are articulated in
the faculty/staff handbook.

Strengthening professional practice

Professional staff members receive individualized and personalized resources and assistance based on data that
are designed to strengthen professional practice.
Best practices include but are not limited to the following:
• The institution implements a formalized mentoring or coaching program designed to develop the practice
of each individual professional staff member. The mentoring/coaching program is grounded in data (e.g.,
observation tool data and feedback surveys).
• The institution implements surveys that assess the accessibility and availability of resources designed to
strengthen professional practice.
• The institution documents and tracks the impact of mentoring/coaching programs and resources.
• The institution gathers longitudinal data on the impact of formalized mentoring programs that are
designed to strengthen professional practice.

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Leadership for Learning
The ability of a leader to provide leadership for learning is a key attribute of a good institution. Leaders who
engage in their own learning while tangibly supporting the learning process for learners and teachers have a
significant positive impact on the success of others. Leaders must also communicate the learning expectations for
all learners and teachers, continuously, with consistency and purpose. The expectations are embedded in the
culture of the institution, reflected by learners’, teachers’, and leaders’ behaviors and attitudes toward learning.

Keys to leadership for learning

Leadership for learning is demonstrated when institution leaders:
• Communicate expectations for learning.
• Influence and impact the culture in positive ways.
• Model and engage in learning while supporting others to do the same.

Purpose statement
An institution’s purpose statement, which may also be known as a vision or mission statement, assists in
engaging all stakeholders in defining and communicating the organization’s purpose. The purpose should guide
and inform the development of goals and plans to achieve the institution’s purpose. Elements of a quality process
include the following:
• Systematic and documented process is in place for regularly reviewing the vision and purpose of the
school and for involving input of all stakeholder groups in the review process.
• Procedures are established and clearly documented for communicating the vision and purpose to all
stakeholders.
• Evidence reflects that the vision and purpose of the school focus on clearly defined and measurable
expectations for learning.
• Shared beliefs about teaching and learning are used to guide decisions.
• Qualified personnel instruct and assist learners and each other in support of the institution’s mission,
purpose, and beliefs.

Leadership in action research

Leaders create and preserve a culture that invites inquiry, reflection, and dialogue about instructional problems
and issues relevant to the institution and/or individual learning environments.
Leaders provide and engage in learning opportunities for professional staff members to implement action
research.

Empowerment to support leadership growth

Leaders recognize and encourage leadership potential among stakeholders. Leaders create conditions that offer
formal and informal leadership opportunities, and support individuals and groups to improve their leadership skills.

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Continuous improvement process
Continuous improvement is an embedded behavior within the culture of a school that constantly focuses on the
conditions, processes, and practices that will improve teaching and learning. It is an ongoing, research-based
process that helps institutions increase overall effectiveness and meet stakeholder needs. Continuous
improvement is an opportunity to study the measurable impact of decisions on all stakeholders, primarily the
learner. The process involves four phases: envisioning, planning, implementing, and evaluating. Continuous
improvement is a journey that reflects the following:
• A data-focused planning process that examines the institution’s current reality and explores goals and
outcomes for the institution
• A data-driven examination of the beliefs, perspectives, and experiences of all stakeholder groups
• Analysis and synthesis of performance results (learner and organizational)
• Analysis and synthesis of data from the self-assessment diagnostics
• Identification of stakeholder needs, which leads to the prioritization of improvement initiatives
• Strategic planning that identifies objectives, strategies, timelines, activities, resources, and key measures
of success
• Processes to monitor the implementation of the strategic plan
• Evaluation of the plan to examine whether outcomes and key measures indicated positive results
• Communication of data analyses findings to stakeholders

Governing authority
Cognia defines the governing authority as the person or group of people with the highest level of control over an
institution. Roles of the governing authority might include implementation of policies and practices that lead to the
effective operations of the institution, policy making, and general oversight. The governing authority should
implement a code of ethics and demonstrate a commitment to stakeholders and support the institution’s identified
priorities. Examples of the roles of the governing authority might include the following:
• Focus on successful learner outcomes.
• Collaborate for the betterment of the institution.
• Collaborate to develop and share a clear mission and vision for the institution.
• Communicate their actions to stakeholders.
• Develop, review, and revise policies based on applicable laws, regulations, research, and best practices.
• Monitor the effective implementation of institution policies.
• Establish and adhere to a code of ethics.
• Ensure that decisions are in accordance with defined roles and responsibilities and free from conflict of
interest.
• Engage in professional learning to remain current on roles, responsibilities, applicable laws, regulations,
and organizational best practices.
• Ensure the responsible allocation of resources.
• Support opportunities for all learners.

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Policy content
Institutions develop policies that support effective operations in the following ways:
• Monitor the institution’s strategic continuous improvement plan.
• Establish and monitor policies regarding nondiscrimination.
• Establish hiring and oversight of the administrative head of the institution.
• Monitor effective instruction.
• Maintain written policy and procedures for credits, grade placement, and graduation requirements.
• Monitor the implementation of a balanced assessment system.
• Oversee learning opportunities that challenge all learners.
• Provide for the professional growth and development of all faculty and staff.
• Implement written policy on Artificial Intelligence.
• Ensure Cognia Assurances are met.

Marketing and promotion

Cognia requires that institutions use truthful and ethical practices within their marketing and promotion to
transparently disclose current and accurate information to the public, including:
• The institution’s permanent physical location where the institution has appropriate licensure(s) to operate,
meets governmental regulations, aligns with state/country educational standards, reporting structures,
graduation requirements, and all other applicable requirements
• Confirming that credits earned on transcripts, or a diploma earned from the institution, are meeting or
exceeding the local/state/province requirements where the institution has the appropriate license(s) to do
business (e.g., the institution is geographically located and has license to do business in the state of
Florida and therefore has satisfactorily met the educational standards and requirements of Florida)
• Confirming that a diploma earned from the institution is from a local/state/province where the institution
has license to do business (e.g., the institution is geographically located and has license to do business in
the state of Arizona and is therefore awarding an Arizona diploma)
• Providing factual information regarding the institution’s policies and operations
• Presenting information to stakeholders in a clear, concise manner that does not mislead the public
• Confirming that the institution’s accreditation does not extend to partners and is appropriately represented
to the public

Partnership agreements
Cognia accreditation cannot be shared with other institutions and is not transferable. Accredited institutions and
systems that partner with other institutions should have a written policy to acknowledge that the institution or
system’s status does not extend to another institution, system, organization, program, or provider. Reference to
Cognia accreditation and the Cognia Accredited seal is reserved for institutions and systems that have been
conferred an official status by the Cognia Global Commission. Cognia Accredited institutions must market clearly
that their accreditation does not extend to those with whom they partner, have contractual agreements, or provide
services.

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Here is an example of policy language a Cognia-accredited institution may use to avoid any violations with Cognia
Accreditation and Certification Policies and Procedures: “The contractual agreement with <institution> does not
extend, imply, or transfer Cognia accreditation to <institution>. “

Artificial Intelligence (AI) policy

The institution must have a written policy or procedure that describes to what extent the institution uses and
tolerates the use of Artificial Intelligence (AI). An AI policy (e.g., embedded in academic integrity policy, learner
academic contract) should include a comprehensive approach by defining expectations for academic integrity in
submissions and assessments, ensuring transparency and consistency in how AI is integrated across disciplines.

Additional resources
National School Board Association
Institutions seeking additional practices and resources regarding effective governing authority practices and
school management may wish to visit the National School Board Association’s website, According to
[Link]/, The Key Work of School Boards Guidebook identifies the core skills that effective boards need to
ensure that all students achieve at high levels through excellence in governance and is available through the
NSBA.

National Association of Independent Schools

The National Association of Independent Schools at [Link]/ offers Principles of Good Practice
[Link] which defines standards and ethical behavior in key areas
of school operations for independent schools.

National Collegiate Athletic Association

For secondary institutions seeking additional information and resources regarding the historical context for the
current National Collegiate Athletic Association (NCAA) policies and criteria to ensure college readiness for NCAA
learner-athletes, those institutions may wish to visit [Link] In addition, secondary institutions may
also visit [Link] for key requirements for learners.

Cognia resources
Institutions may use the following Cognia resources for support and guidance during their continuous
improvement journey and policy and procedure development.
• [Link]
• Cognia Home
• Cognia Assurances
• Strategies module on the Cognia Improvement Platform
• School and System Improvement

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Engagement of Learning
A good institution ensures that learners are engaged in the learning environment. Learners who are engaged in
the learning environment participate with confidence and display agency over their own learning. A good
institution adopts policies and engages in practices that support all learners being included in the learning
process.

Keys to engagement of learning

Engagement is demonstrated when all learners:
• Are included in the learning process
• Participate with confidence
• Have agency over their learning

Curriculum and instruction

Cognia offers the following information and practices to support institutions reviewing and evaluating their
curriculum and instructional practices. The institution’s curriculum and instruction should emphasize the value of
diverse cultures, backgrounds, and abilities. Learners are immersed in an environment that promotes and
respects individual learner agency and responsibilities. Learners should have opportunities to realize their
learning potential and be immersed in an environment that fosters lifelong skills and promotes and develops their
self-confidence and love of learning. Education environments are structured to make available experiences that
build lifelong skills for learners’ future learning and success. Institutions are encouraged to review and use the
practices identified below in conjunction with their stated vision, mission, and learner population to best evaluate
the quality of their curriculum and instructional practices. In addition, the focus of the institution should be on the
learner and ensuring that the institution practices and policies support a culture free from bias, as aligned to the
institution’s purpose, mission, and values.

Best practices in curriculum

Early learning
Curriculum content and learning experiences provide young children with challenging opportunities that address
all learner’s cognitive, emotional, social, creative, and physical growth and development. The curriculum also:
• Incorporates developmentally, culturally, and linguistically appropriate instructional practices
• Promotes children’s success at the next level
• Provides activities for different levels of ability, development, and learning styles
• Provides opportunities for learners to explore and interact with the environment actively
• Incorporates learning about literacy, math, science, social studies, health, and other content areas
• Reflects differences in cultures, growth, and interests

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Primary and elementary levels
The curriculum is broad in scope and provides for a range in learner readiness and potential for learning that
places an emphasis upon the development of cognitive, psychomotor, and affective skills and develops the
knowledge and skills necessary for learner success at the next level of education. It also includes learning
experiences in
• Language arts (including technical writing, technical reading, and speech communications at the
appropriate levels)
• Mathematics
• Science (including experimental activities)
• Social studies
• Foreign language exploration
• Health and safety
• Physical education
• The arts
• The application of technology as a tool for learning

Middle school and junior high levels

The curriculum has sufficient breadth to serve both general and specific needs of early adolescents through a
variety of exploratory experiences and courses that ensure learners are prepared to be successful at the next
educational level. The curriculum includes:
• Language arts (including English, reading, writing, technical reading, technical writing, and speech
communications)
• Social studies
• Mathematics (including preparation for algebra at the appropriate levels)
• Science (including experimental activities)
• Fine arts
• Practical and technical arts
• Foreign language
• The application of technology as a learning tool
• Physical education, social and emotional health, and safety

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High school and secondary levels
The curriculum includes a core set of offerings to enhance academic skills, college and career readiness,
application of knowledge, and application of technology, and to ensure successful transitions to employment or
postsecondary education. For diploma-granting high schools, including digital learning institutions, the curriculum
includes a minimum of the following course offerings:
• Four language arts courses including content focusing on literature, grammar, writing, reading, technical
reading, technical writing, and speech communications
• Four mathematics courses (three at or above the algebra I level)
• Four science courses (at least two that are laboratory-based)
• Four social studies courses
• Four courses in the practical and technical arts
• Two courses in the same foreign language
• Three courses in fine and performing arts
• One course in physical education, social and emotional health, and safety
• Additional elective courses

American high schools

An American high school typically serves students aged 14-18 in grades 9-12. The program of study supports
college and career readiness as well as provide a broad selection of electives, extracurricular programs,
performing arts, sports, student-led activities, and student member associations that support academic and non-
academic skills. The curriculum provides pathways to ensure successful transitions to employment or
postsecondary education. For diploma-granting American high schools, the curriculum includes a minimum of the
following course offerings:
• Four language arts courses including content focusing on literature, grammar, writing, reading, technical
reading, technical writing, and speech communications
• Four mathematics courses (three at or above the algebra I level)
• Four science courses (at least two that are laboratory-based)
• Four social studies courses with a component in U.S. history
• Four courses in the practical and technical arts
• Two courses in a language other than English

Digital learning institutions

Digital learning instructional programs predominantly provide educational programming in a virtual model, where
comprehensive and/or supplementary learning occurs when the educator and the learner are in separate
locations or the teaching and learning process may occur at different times. Digital learning institutions integrate
the effective use of technology to strengthen the learner's learning experience and give learners some element of
control over time, place, path, and/or pace. Delivery of instruction can be synchronous (with simultaneous
interaction between the teacher and learner) or asynchronous (where the teacher and learner interaction is
delayed over time) and can be implemented using a blended learning model, which utilizes both virtual and on-
site instruction and learning experiences. Instructional methodologies, materials, and resources may be facilitated

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via the internet, video, audio, print, computer, travel study, mail, and/or in person. The curricular program is based
on clearly defined course objectives. The institution has written policies for instructional time for each course that
includes the requirements for student engagement, student progress, course completion, eligibility for accessing
the next course, documentation of authenticity of the student’s work/progress, and implements a written policy
that ensures the authenticity of student work.
Institutions must have a permanent physical location where the institution has appropriate licensure(s) to operate,
meets governmental regulations, aligns with state/country educational standards, reporting structures, graduation
requirements, and all other applicable requirements.

International institutions
International schools are guided by board-approved purpose statements that demonstrate a commitment to
providing either an American or an international curriculum. The curriculum provides instruction in and promotes
the benefits of tolerance and respect for all cultures and nations. Instruction may be offered either in English
and/or an English-language-focused, bilingual program delivered by a faculty qualified to represent and deliver an
American and/or international modeled curriculum.
In addition to assessing an institution’s adherence to the Cognia Performance Standards and Cognia Assurances
for International Schools, review teams will validate the qualifications of leadership and the school’s use of the
terms “American” and/or “international” regarding mission, school name, educational program, and school
publications.

Supplementary institutions
Supplementary schools provide educational services to pre-K–12 level and adult learners. They offer programs of
instruction that are a portion of a comprehensive educational program leading to a diploma or degree. The
instructional programs are based on clearly defined learning objectives related to the school’s identified purpose
and curriculum.

Diplomas
American high school diploma
Cognia defines an American high school diploma as a diploma that is awarded by a secondary school located
outside of the United States that follows a U.S. program of study. The high school meets the guidelines identified
in the section above, American high schools. The diploma certifies a learner has successfully completed all
course offerings aligned with U.S. standards and graduation requirements and also meets governmental
regulations where the institution is located. The Cognia Accreditation seal demonstrates excellence in education
and is recognized by postsecondary institutions, departments of education, and ministries of education around the
world as a mark of quality and preparedness.

U.S. high school diploma

Awarded by a secondary school located in a state in the United States. The diploma certifies a learner has
successfully completed all course offerings and graduation requirements that meet state regulations wherein the
institution is located.

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Dual diploma program
A dual diploma program is typically identified as a two-fold program of study that allows a student to earn two high
school diplomas simultaneously—one from their home country and one from another educational system, most
commonly an American high school diploma. Cognia does not allow dual diplomas as part of an institution's
accreditation.
Additionally, Cognia does not allow academic credits earned at one institution to be simultaneously applied to a
second transcript. In the case of a transfer of enrollment, the receiving institution may evaluate and accept credits
from the previous institution toward its own graduation requirements based on the receiving institution’s policies.
However, in dual diploma programs, there is often an attempt to apply the same course credit toward the
requirements of two separate diplomas — a practice that is not allowed as part of an institution’s accreditation
with Cognia. Each credit must be applied toward the fulfillment of only one diploma program, ensuring the integrity
of the student’s transcript and graduation requirements.
Attributes of a dual diploma:
• Students complete both their national curriculum and additional coursework required by the other system,
which is usually an American high school program.
• Many of the dual diploma programs are digital learning and in partnership with U.S. high schools.
• A dual diploma program does not typically award college/university credit.

Dual enrollment
Dual enrollment is typically identified in the United States as a program of study that allows a student to complete
college/university courses while in high school. Cognia recognizes dual enrollment as part of an institution’s high
school curriculum to extend academic opportunities and college readiness.
Attributes of dual enrollment:
• The high school establishes a partnership with a college/university.
• Students are awarded both high school and college/university credits.
• Students may receive two transcripts, not diplomas (one from the high school and the other from the
college/university). If a high school transcript is issued, it should specify the course(s) as college/dual
enrollment.
• Generally, college/university courses are taught at the high school or online with the college/university.

High school equivalency certificate

A high school equivalency test preparation program provides help with passing a high school equivalency test
approved by the governmental education authority in the learner’s state/country of residence. An institution that
issues a high school diploma or high school equivalency certificate for the successful completion of a
test preparation program does not meet Cognia Accreditation requirements.

Best practices in instruction

One of the key characteristics of an effective learning environment is the importance of providing multiple
opportunities for learners to be productively engaged in the learning experience. To this end, Cognia recognizes
the importance of providing educators with adequate planning and instructional time.

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Instructional time
The school meets any applicable governmental requirements for the number of instructional days in the year or
provides a school year that consists of at least 180 instructional days and the following minimum total hours:
• Early childhood and prekindergarten: a planned program
• Kindergarten: 900 hours
• Primary and elementary school: 900 hours
• Middle and junior high school: 990 hours
• High school and secondary: 1100 hours

Instructional time for digital learning institutions

The institution meets the needs of all learners to ensure digital accessibility (e.g., Electronic and Information
Technology Accessibility (EITA) or U.S. Environmental Protection Agency) that includes but is not limited to
requirements for the following:
• Learner engagement within each course
• Learner progress within each course
• Completion of each course
• Eligibility for accessing the next or additional courses upon previous course completions
• Documentation of the learner’s instructional work for each course

Instructional planning time

Pre-K–12 schools meet any applicable governmental requirements for planning time or provide a master schedule
that includes a minimum of 200 minutes per week of planning time for all full-time instructors that is
unencumbered by teaching or supervisory responsibilities. Part-time professional instructional staff have
appropriate planning time within their designated workday. Effective early learning schools provide teachers with
formal, paid planning time away from classroom responsibilities each week.

Essential elements
• Professional staff members monitor and adjust instruction based on each learner’s response to instruction
and achievement of desired learning targets.
• Professional staff members deliver instruction designed for learners to reach their potential.
• Learners are involved in identifying their targets and monitoring their progress.
• Learners are challenged and supported to strive toward individual achievement and self-efficacy.
• The presence and contributions of the global community are included in the curricular content and
instructional practices.

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Growth in Learning
A good institution positively impacts learners throughout their journey of learning. A positive impact on the learner
is reflected in readiness to engage in and preparedness for the next transition in their learning. Growth in learning
is also reflected in learners’ ability to meet expectations in knowledge and skill acquisition.

Keys to growth in learning

Growth is evident when:
• Learners possess nonacademic skills that ensure readiness to learn.
• Learners’ academic achievement reflects preparedness to learn.
• Learners demonstrate growth in meeting expectations of learning as defined by the institution
• Learners attain knowledge and skills necessary to achieve goals for learning.

Data and input from a variety of sources

Leaders demonstrate skill and insight in considering a variety of information, choosing relevant and timely
information, and interpreting data on learner performance. Leaders make decisions by considering data and
additional factors that have an impact on learners and staff members, such as institution history, recent
experiences, and future possibilities.
Some of the possible sources include:
• Data that reflects perceptions and experiences of all stakeholders (learners, families, teachers,
community)
• Data on learner performance
• Data on instructional practices and learner engagement
• Data that represents multiple areas (e.g., institution, community, nation)
• Consideration of future trends
• Data that offer triangulation of information
• Data on the fidelity and quality of implementation of policies and processes
• Data on the efficacy of the continuous improvement initiatives
• Systemic analysis of continuous improvement plan

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Action research
Leaders create and preserve a culture that invites inquiry, reflection, and dialogue about instructional problems
and issues relevant to the institution and/or individual learning environments. Professional staff members, as a
group or as individuals, engage in action research using an inquiry-based process that includes identifying
instructional areas of improvement, collecting data, and reporting results to make informed instructional changes.
Leaders provide and engage in learning opportunities for professional staff members to implement action
research in order to:
• Create a culture of inquiry.
• Identify gaps in data.
o Why does the gap exist?
o Why is this gap important?
o How do data inform decisions?
• Identify gaps in policies and processes.
o Why does the gap exist?
o Why is this gap important?
o How do data inform decisions?
• Develop and implement solutions based on data.
• Develop effective improvement plans.
• Evaluate results of implementation.
o Effectiveness and impact
o Fidelity of implementation
o Sustainability of solutions that are going well

Evaluation of instructional programs and organizational conditions

Leaders implement a documented process to determine the effectiveness of the institution’s curriculum and
instruction, including staffing and resources. Leaders use analyzed current and trend data and stakeholder input
to make decisions about retaining, changing, or replacing programs and practices.
Data sources that align with and support the key characteristics may include but are not limited to the following:
• Implement curriculum and instructional review processes.
• Analyze a variety of data sources to improve instruction.
• Include analysis of staff and learner resources to improve instruction.
• Identify resources used to determine effectiveness. Examples may include the following:
o Teacher Observation Tool
o Effective Learning Environments Observation Tool® (eleot®) or
o Environmental Ratings of Early Learning™ (erel™)
o Resources within the Cognia Learning Community
o Engagement surveys

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 • Develop a process to monitor the efficacy of the activities with ongoing use of longitudinal data to monitor
and adjust

Interventions
The institution addresses the range of developmental, physical, emotional, and intellectual needs to support
learners’ ability to learn. Strategies and interventions for these needs are planned and implemented based on
analyzed information, data, and instructional best practices to ensure learners’ success.
Data sources that align with and support the key characteristics may include but are not limited to the following:
• Determine academic and nonacademic needs.
o State/national standards
o Curriculum objectives
o Formal and informal assessments
o Stakeholder feedback
o Learner well-being
• Implement policies and processes that address identified instructional needs.
o Effectively address the needs
o Systemic process to monitor the effectiveness of intervention

Educational and career focus

Professional staff members engage with learners to help them recognize their talents and potential, and to identify
meaningful, attainable goals that support academic, career, personal, and social skills. Learners choose activities
and monitor their own progress, demonstrating active ownership of their stated goals.
Actions to drive levels of impact may include but are not limited to the following:
• Fostering teacher and learner relationship based on values and respect
• Autonomy for learning supported and facilitated through learner agency
• Developing nonacademic skills that support learners' future success

Evaluation of professional learning

Professional learning is learner-centered, designed around the principles that professional staff members need
opportunities to focus on improving pedagogical skills and knowledge to better address learners’ needs and
interests. A documented process to select, deliver, implement, and evaluate professional learning is being
implemented.
Actions to drive increased levels of impact may include but are not limited to the following:
• Determine activities that address both institutional and individual learning needs of all staff
• Develop a process to identify institutional and individual learning needs
o Teacher Observation Tool
o Effective Learning Environments Observation Tool (eleot)
o Environmental Rating for Early Learning (erel)

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 o Resources within the Cognia Learning Community
o Surveys
• Develop a process to monitor the efficacy of the activities with ongoing use of longitudinal data to monitor
and adjust

Balanced assessments
Professional staff members and learners use assessment data gathered through formal and informal methods to
determine learners’ progress toward and achievement of intended learning objectives. Assessment data are used
for planning, decision making, and modification of curriculum and instruction that includes assessment both for
learning and of learning. Cognia defines a balanced assessment system as follows:
• Development and implementation of a balanced assessment system including formal and informal
assessments

• Process to identify professional learning needs to support teachers

o Administering assessments
o Analyzing assessment data
o Using assessments to inform curriculum and instruction
• System or process to analyze effectiveness of a balanced assessment system
• Process for collaborative decision-making between staff and learners informed by assessment data

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Performance growth
While Cognia is not prescriptive as to specific assessments or assessment companies, external sources to
defend the demonstrated growth must include data from state/national tests or internationally recognized
assessment companies. Cognia accredited institutions must identify and administer assessments that are
scientifically valid and reliable as well as inform curriculum and instruction. Cognia also requires institutions to
implement a balanced assessment system that includes standardized assessments and that demonstrates
evidence of continuous improvement based on assessment results. There must be an alignment between internal
and external assessment trends for the institution, and professional staff members should use reliable
assessment data to measure learners' improvement in academic performance over time.
Some possible internal sources include:
• Data on learner performance
• Data on instructional practices and learner engagement
• Data that represent multiple areas (e.g., institution, community, nation)
• Consideration of future trends

Proficiency-based learning
Proficiency-based learning (sometimes called competency-based learning) refers to courses that enable learners
to demonstrate mastery of key benchmarks/knowledge in ways other than completing “seat time.” Proficiency-
based credit (course) is generally (but not always) for learners who have not yet attempted a course but may
already possess the knowledge and skills taught in the course. For institutions implementing
competency/proficiency-based programs, the concept of seat time is replaced by learner engagement data and
course completion data to demonstrate learner mastery of required competencies. Institutions must meet
governmental regulations and have written policies for competency/proficiency-based programs.

Programs that support adult learners

Institutions providing programs for adult learners that may include certificates, General Education Development
(GED) preparation courses, and/or postsecondary programs should consult with your Cognia regional director for
the most appropriate accreditation protocol prior to application for accreditation. For postsecondary institutions,
Cognia is not approved for financial aid purposes or Student and Exchange Visitor Information System (SEVIS)
by the United States Department of Education. Cognia is, however, recognized and approved by SEVIS for K-12.

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Additional early learning guidelines
An early learning school/program is defined as an institution or program that provides education and care for
young learners from birth through the end of kindergarten.
• Early learning schools: Serve only children who are in kindergarten or younger.
• Early learning programs: Are housed on campuses that also serve learners in first grade or above along
with infant, toddler, and/or preschool classrooms.
Early learning schools and programs should focus not only on academic learning but also developmental skills to
meet the developmental needs of the learners they serve. These needs are met by addressing the following
areas:
• Social-emotional development
• Language and communication development
• Gross and fine motor development
• Cognitive development
• Sensory development
• Academic development
• Artistic development
Best practices in early learning also incorporate a focus on the Approaches to Learning domain. Focusing on how
children learn supports the development of skills and dispositions needed to become successful lifelong learners.
Consider the following areas:
• Self-regulation
o Emotional
o Behavioral
o Executive functioning
• Curiosity
• Creativity
• Initiative and persistence
• Self-efficacy as a learner
For young children to thrive in their early learning environment, it is imperative to ensure proper health and safety
practices:
• Background checks of all adults having contact with learners
• Meeting local licensing or governance health and safety requirements
• Supervision at all times
• Environment free from inappropriate forms of discipline
• Secure buildings and outdoor spaces
• Nutrition
• First aid and CPR

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• Cleaning and disinfection of physical environment and shared materials
• Personal sanitation
• Environmental hazard prevention
• Regular inspection of classrooms, outdoor spaces, common areas for safety hazards

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Additional digital learning guidelines
A digital learning institution is defined as an institution that predominately provides its educational program in a
virtual model. This is a model where learning takes place when the teacher and the learner may be at separate
geographic locations or the teaching and learning processes take place asynchronously (at different times).
Digital learning integrates the effective use of technology to strengthen the learning experience. It also provides
learners with some element of control over when and where learning takes place, how learning takes place, and
the pace at which learning occurs. The following criteria typically apply to digital learning institutions:
• Curriculum and instruction are delivered to learners using a digital content platform or learning
management system (LMS).
• Learners and teachers may be in different geographical locations.
• Learners complete coursework using a flexible model regarding both time and location.
• Delivery of instruction can be synchronous with simultaneous interaction between the teacher and learner
or asynchronous where the teacher and learner interaction is delayed over time.
• Instructional methodologies, materials, and resources may be facilitated by internet, video, audio, print,
computer, travel study, mail, and/or in person.
• The institution often serves learners beyond its defined school boundaries and demographics.
A blended learning model, which is often implemented, utilizes both virtual and on-site instruction and learning
experiences. In blended learning institutions, the teaching and learning processes may take place at separate
locations and at different times and may also require some or all learners to periodically attend on-site at a brick-
and-mortar location away from home. Qualified teachers are typically on-site but may also be located virtually.
An institution that always requires learners to attend on-site, but integrates digital resources into curriculum, is not
considered a digital learning institution.
Cognia does not accredit providers of curriculum only or homeschools. These institutions are unable to meet the
general requirements outlined in the Cognia Accreditation and Certification Policies and Procedures.

Authenticity of learner work

The institution must have a written policy or procedure that describes how the institution reasonably ensures
learners are completing their own assessments and assignments within the virtual course. An authenticity of
learner work policy (e.g., academic integrity policy, learner academic contract) should include a comprehensive
approach starting with the integrity of the learner login process, the ongoing submission of assignments and
assessments, and learner attendance and communication expectations.
Examples may include the use of proctors, assessment centers, or other on-site attendance options; Skype/Zoom
or other visual technology tools for synchronous communications; conference calls; discussion-based
assessments; or the use of an academic integrity database (e.g., [Link]). Institutions should implement a
combination of practices for ensuring the authenticity of learner work throughout the completion of each course.

Learner engagement
The institution must have a written policy and procedure that describes learner accountability related to course
deadlines, synchronous and asynchronous attendance requirements, any face-to-face attendance requirements,
and course communication channels and expectations. Policies should include the consequences for lack of

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engagement. Learners enrolled in a digital learning institution must demonstrate progress and engagement in
online coursework on a consistent basis.
Engagement can consist of a combination of records for learner logins, number of hours on task in the digital
environment, learner progress records, and/or a variety of attendance systems as determined by the institution.
The institution should have practices in place to determine when a learner is not engaged and a procedure that
requires action in contacting the learner to discuss academic progress.

Awarding course credits and grades

If the institution grants secondary course credits based, such credits shall be based on defined course criteria and
sufficient instructional hours to meet international college and university entrance requirements. The learner work
for each course is aligned to an appropriate amount of time and/or mastery of the subject, which ultimately
awards an appropriate number of credits upon successful course completion. The institution must document and
share clear policy and practice(s) in place to ensure the validity and accuracy of credit transfer in and out of the
institution for each learner. The credit transfer policy should align with comparable industry governmental norms.
The final course grades earned by learners and assigned by teachers align with learner engagement and
submitted coursework. Consistency exists with regard to learner content mastery, time on task in the course, and
reported attendance to align with the final course grade. The institution must have documented grading policies
with clear expectations that have been communicated to both learners and instructors. The institution has a
process in place to monitor and audit final course grades to ensure adherence to policy.

Graduation requirements
The institution has a written policy defining graduation eligibility and the requirements for earning a diploma. The
policy should include the criteria for learners graduating from the institution to complete at least 25 percent of the
courses required for graduation at the institution. The policy may include a provision, under specialized
circumstances, to modify the credit requirement for a learner(s) on a case-by-case basis. The policy should
clearly describe the comprehensive process to review the circumstance of the learner(s) and the policy must
include an assessment component supporting required academic benchmarks, a thorough review of a learner’s
education history from regionally accredited institution(s), and graduation credit requirements that meet the
expectations set by the state or country in which the school is operating.

Credit recovery
Credit recovery is coursework and instruction that is designed for learners who have previously failed a course. A
credit recovery scenario may not be invoked for learners who are taking a course for the first time. Also, credit
recovery tends to be for high school learners only. Digital learning institutions must meet state/national
requirements and have a written policy for credit recovery programs.

Third-party curriculum and assessments

Many digital learning institutions contract with third-party vendors to supply the curriculum and assessments to
learners in the digital learning environment. While this is a common and acceptable practice, the responsibility to
validate that the curriculum and assessments meet the educational requirements of the institution, align with the
appropriate standards, and meet the institution’s mission and purpose remains with the institution. Institution
representative(s) should be tasked to regularly review all resources coming from third-party vendors for alignment
in meeting the institution’s requirements.

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As such, if the third-party vendor’s proprietary curriculum is used by other institutions and the third party also
holds accreditation through its own digital learning institution or instructional services division, that accreditation
does not extend to the purchaser. The third-party vendor should communicate and market clearly that their
accreditation does not extend to the curriculum and their accreditation is not transferable, which is a violation of
Cognia Accreditation and Certification Policies and Procedures.

Technology infrastructure
The digital learning institution should include written policies, security measures, and strategic planning as it
relates to technology resources and technology infrastructure, which can be part of a comprehensive technology
plan. The written technology infrastructure plan should include all the following elements but is not limited to:
• Digital citizenship guidelines, such as AI, cyberbullying policies and appropriate internet etiquette policies,
(netiquette) and security measures (e.g., password security)
• Information Technology support and/or technology assistance including help-ticket procedures for various
platforms including the learning management system (LMS) and student information system (SIS)
• Digital onboarding processes for stakeholders, including both external and internal
• Digital records and data privacy measures for various platforms, including but not limited to LMS and SIS
• Technology infrastructure backup, outage plans, and end-of-life plan for the various platforms, including
but not limited to LMS and SIS
• Crisis management* for technology and the social-emotional learning impact of online end users
• Plans for technology integration including back-end support (e.g., application programming interface (API)
or Learning Tools Interoperability (LTI))
*If the digital learning school operates as a blended learning model (both virtual and in-person instruction), then the institution should include
emergency evacuation procedures similar to a traditional school crisis management plan since students will be receiving instruction and/or
support at a brick-and-mortar site.

Position on high school equivalency

The following position related to high school equivalency is in effect for all Cognia Accredited digital learning
institutions.

Background
The education industry is evolving as new standards, technologies, and models are considered for how to best
educate learners in the 21st century. These changes include recent legislation updates and regulations by
governmental education authorities involving the recognition of what constitutes high school equivalency.

Position statement
A digital learning institution may not offer its learners a high school equivalency credential for the completion of a
program that does not meet the state and/or country graduation requirements for a diploma. This position reflects
what an accredited digital learning school may provide in order to help a learner prepare in earning a recognized
high school equivalency credential as determined by a governmental education authority.

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Terms and definitions
• Governmental education authority. Department or Ministry of Education or governing authority, as
determined within each state or country.
• Recognized high school equivalency exam. As stated in legislation, statute, or policy.
• High school equivalency test preparation. The school prepares learners to take an official high school
equivalency exam recognized/authorized by the governmental education authority.
• Program. An accredited institution may provide a high school equivalency test preparation program. A
digital learning institution accredited through Cognia may offer high school equivalency test preparation to
assist learners as they study to take a high school equivalency exam that is recognized by a
governmental education authority. The preparation program may consist of instructional resources and
practice questions aligned to the exam. An institution may not offer programming that suggests a learner
can earn a high school equivalency credential at their institution. Only governmental education authorities
can define how a learner can gain the recognized high school equivalency credential as an alternative to
a high school diploma. The Cognia position applies to all high school equivalency programs regardless of
their title or description. As it relates to high school equivalency, Cognia accredited institutions are not
permitted to have programming with alternative titles beyond high school equivalency test preparation.
• Completion. Course completion is documented through a transcript issued by the institution. The
completion of a high school equivalency test preparation would be documented through a transcript
issued by the institution. The course description should clearly indicate that the learner has studied in
preparation to take a recognized high school equivalency exam. Typically, test preparation courses do not
result in any type of certificate beyond the transcript. If a certificate is issued, it should clearly state that it
is a course completion certificate, is related to the test preparation courses only, and is not a high school
equivalency credential. A digital learning institution may not offer a certificate comparing itself to a high
school equivalency credential as recognized by the governmental education authority. A transcript or
certificate issued upon the completion of high school equivalency test preparation may not be described,
represented, or marketed as equivalent to the high school diploma, high school equivalency, or, for
example, General Educational Development Tests (GED), High School Equivalency Tests (HiSET), High
School Equivalency Exam (HSE), or Test Assessing Secondary Completion (TASC) as recognized by a
governmental education authority.
• Representation. A digital learning institution must be transparent and ethical in its marketing efforts. A
digital learning institution offering high school equivalency test preparation should place an affirmative
statement in their marketing messaging that substantially states the following:
The high school equivalency test preparation program provides help with passing a high school
equivalency test approved by the governmental education authority in the learner’s state/country of
residence. The completion of this coursework or program does not lead to a high school diploma,
equivalency certificate, or any type of official credential.
• Implication of accreditation. A digital learning institution that issues a high school diploma or high school
equivalency certificate for the successful completion of a test preparation program does not meet Cognia
Accreditation requirements. Any false, inaccurate, or misleading representation concerning the credential
issued through high school equivalency test preparation may result in a change in accreditation or
certification status in accordance with Cognia Accreditation and Certification Policies and Procedures.

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Utilization of essential resources
The use and distribution of resources support the stated mission of the institution. Institutions ensure that
resources are distributed and utilized effectively so that the needs of all learners are adequately addressed. The
utilization of resources includes support for professional learning for all staff. The institution examines the
allocation and use of resources to ensure appropriate levels of funding, sustainability, organizational
effectiveness, and increased learner learning.

Professional learning
Cognia shares the following practices regarding professional learning activities:
• Program of professional learning and development: Quality institutions implement a program of
professional development that is aligned with the institution’s purpose, expectations for learner learning,
and continuous improvement goals. The program addresses those areas where staff development is
most needed to support identified interventions. Professional development activities are research-based,
include follow-up activities as appropriate, encourage innovation and risk taking, and include evaluation
for their effect on instructional practice and learner performance. Professional learning activities should
address both institutional and individual learning needs of all staff related to their role within the institution.
• Time spent in professional learning and development activities: All professional personnel meet
governmental requirements for participation in professional development activities necessary to maintain
certification and/or earn at least six semester hours of credit or the equivalent during each five years of
employment. Six semester hours of credit is equivalent to 120 clock hours of participation in professional
development activities (e.g., workshops, seminars, conferences, and professional learning communities).

Professional qualifications
Cognia recognizes that the definition of “qualified” in relation to hiring qualified professional staff encompasses
more than a person’s education. The definition also includes the person’s experience, unique talents, professional
attitude, and general aptitudes. Hiring qualified professional staff requires a thorough examination of all the
attributes of the individual. In the end, the hiring decision is based on reliable professional judgment.
At the same time, Cognia recognizes that educational leaders find it useful to know what is generally accepted by
the profession. As a result, Cognia provides the following practices.

Instructional personnel qualifications

The instructional personnel meet all governmental certification requirements, hold an endorsement for the grade
level(s) at which they are teaching, and hold an endorsement for the subject area being taught. For personnel
who are not required to meet governmental certification requirements, instructional personnel should have an
earned bachelor’s degree that includes:
• Eighteen semester hours of professional education (as part of, or in addition to the degree, and including
at least six semester hours of student teaching) from a regionally accredited institution of higher
education
• A major or at least 24 semester hours in their assigned field

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Early learning staff qualifications
Early learning institutions or programs serving pre-K learners within K-12 institutions should refer to the Cognia
Performance Standards for Early Learning Schools for requirements for staff qualifications, class sizes, and
health and safety standards.

Superintendent qualifications
The superintendent meets all applicable certification requirements or has earned a graduate degree from a
regionally accredited institution of higher education, with 30 semester hours in educational administration or
supervision.

School and district administrator qualifications

The principal or administrative head, assistant administrators, and district-level administrators meet all applicable
certification requirements or have an earned graduate degree from a regionally accredited institution of higher
education, with 18 semester hours in administration, curriculum, supervision, or related subjects. Administrators
serving in American or international schools must meet local and national requirements and possess
qualifications to represent an American or international program of study.

Counselor and media specialist qualifications

Counselors and media specialists meet all applicable certification requirements or have earned a graduate degree
in their assigned field from a regionally accredited institution of higher education.

Non-teaching professional staff qualifications

Other non-teaching professional staff (e.g., nurses, nutritionists, physical therapists, athletic trainers) meet
applicable certification/licensure requirements or the requirements from their relevant professional association.

Paraprofessional staff qualifications

Paraprofessional staff meet applicable state, territory, and/or national requirements and have appropriate training
to complete their assignment and serve under the direct supervision of professional personnel.

Digital learning programs/courses staff qualifications

For digital learning programs/courses, the number of personnel necessary to fill all the roles and responsibilities is
determined by the institution’s purpose, educational programs, delivery of online instruction, and continuous
improvement. While institutions may use a variety of technology systems to provide digital learning instructional
content and media resources to learners taking digital learning courses, the Cognia requirements for teacher
qualifications apply to those digital learning programs and/or courses. Qualified teachers must provide
instructional guidance and oversee the progress of learners within each course. The teacher’s role should include
the facilitation of instruction to support personalized learning that reflects the skills and knowledge that learners
are expected to master throughout the course.

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Staffing levels for administrative, counseling, and media staff
Quality institutions provide sufficient staff to meet the needs of the whole child and ensure effective operations. At
the same time, they recognize that providing staff does not automatically translate to quality programs. As a
result, each institution examines staffing decisions by considering the institution’s purpose, learning goals, learner
needs, and staff qualifications and make staffing decisions based on what will best advance their work with
learners. As institutions make decisions about appropriate staffing levels, they should meet applicable state,
territory, and national laws and regulations.
In the absence of such laws, Cognia shares the following practices for staffing levels for administrative,
counseling, and library/media staff.
• Every institution must have an administrative head who serves as the instructional leader of the
institution.
• For elementary schools with enrollments of 500 or more learners, the school should add 0.5 assistant
administrator for every additional 250 learners.
• For middle and high schools with 250 or more learners, the school should add 0.5 assistant administrator
for every additional 250 learners.
• Counselor-learner ratios should be 250 to 1, with additional staff added for each additional 250 learners
(American School Counselor Association recommendation). For more information on school counseling
programs, please visit their website at [Link]
• Library Media Specialist ratios should be 250 to 1, with additional staff added for each additional 250
learners.

Class size and teacher-to-learner ratios

Instructional quality and learner achievement can be enhanced when the learning conditions are supported by
smaller class sizes. Small class sizes alone, however, will not affect learning unless instructional methods are
aligned with the needs and learning styles of learners. Differentiated instruction and effective classroom practices
are critical in taking advantage of the more individualized learning environment that smaller classroom sizes
afford.
Context also plays a role in class size—a science lab and a swimming class, for example, require different class
sizes to maximize the success of learners and accomplish class objectives. While it may be tempting to focus
discussion and resources on class size, the primary focus for institutions should be on improving classroom
instruction and providing an environment that best meets the objectives of the class.
While emphasizing the importance of what happens in the classroom and the overall context for the class, Cognia
recognizes that many institutions find it helpful to have a reference point for what is generally accepted as good
practice regarding class size. At a minimum, institutions should meet applicable governmental class size
requirements. In the absence of such requirements, Cognia shares the following practices regarding maintaining
class sizes conducive to learning:
• For grades K–2, 18–22 learners per class
• For grades 3–6, 22–25 learners per class
• For grades 7–12, 25–28 learners per class
These practices assume a minimum of one full-time equivalent teacher in each of the class sizes noted above.
For additional information on class size recommendations, please review the Southern Regional Education Board
policy brief on class size available at [Link]

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Early learning teacher-to-learner ratios
Early learning institutions or programs serving pre-K learners within K-12 institutions should refer to the Cognia
Performance Standards for Early Learning Schools for requirements for staff qualifications, class sizes, and
health and safety standards.

Digital learning teacher-to-learner ratios

Instructional quality and learner achievement can be enhanced when the learning conditions are supported by
appropriate class sizes and learner course loads for teachers. Effective digital education practices that support
personalized learning and teacher engagement are critical to providing a successful learner experience in a virtual
school.
The institution should have a written policy for staffing ratios. The nature of digital learning requires transparent
and quality communications between the institution and the learner regarding instructional support for each digital
learning course. The institution should consider the course objectives, technology systems and resources, and
learner needs in determining appropriate instructional support. Cognia shares the following practices regarding
maintaining learner-to-teacher ratios conducive to learning in digital learning programs/courses:
• Optimal ratio is 25 learners assigned to a teacher per course roster.
• Maximum ratio is 150 learners assigned to a full-time teacher in multiple course rosters determined by
subject being taught and aligned to the institution’s policy.

Library/media services
The following guidelines for quality library/media programs are recommended by the American Association of
School Librarians (AASL). For more information on school library/media centers, please visit their website at
[Link]

Best practice recommendations

The library/media program:
• Is built on a long-term strategic plan that reflects the mission, goals, and objectives of the institution
• Has a minimum of one full-time certified/licensed librarian/media specialist who is supported by qualified
support staff sufficient for the institution’s instructional programs, services, facilities, size, and numbers of
teachers and learners
• Includes flexible access to well-developed physical and virtual collections of resources that support the
curriculum and meet the diverse needs of all learners
• Has sufficient funding to support priorities and make steady progress to support the program’s mission
and to attain its goals and objectives
• Includes policies, procedures, and guidelines that support access for all learners to ideas and information
throughout the institution’s community

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Fiscal management
Management of fiscal resources is an essential element of an effective institution. This key area supports both
learner and staff success and helps guide the vision and mission of the institution. Essential functions related to
effective management of fiscal resources for institutions is listed; the list is not limited to the following.
• Provide clear direction and oversight of fiscal and legal management, including the following functions:
o Ensuring that the accounts of the institution are kept in accordance with generally accepted
accounting principles and are audited annually by an independent, licensed accountant
o Managing debt service or lines of credit to ensure that fiscal responsibility remains under the control
of the governing authority
o Maintaining a policy for funds in reserve
• Ensure the financial stability of the institution and that it is neither in nor at risk of financial reorganization
under the protection of bankruptcy by:
o Maintaining policies for fundraising and adhering to accepted standards for reporting and recognizing
gift revenues and fundraising expenditures
o Maintaining adequate insurance or equivalent resources to protect its financial stability and
administrative operations from protracted proceedings and claims for damage
o Maintaining adequate risk management policies for the protection of the institution, including
governance policies in the event of an emergency
o Maintaining access to legal counsel who can advise or obtain necessary information about the legal
requirements and obligations that exist in the state, federal, or other jurisdiction in which it operates

Annual financial audits

As part of the institution’s requirement to meet Cognia Assurances, institutions must annually submit all financial
transactions to a legally licensed accounting organization (e.g., firm, company, agency, state examiner’s office,
business) external to the institution that provides the institution with a written annual report. The purpose of the
review is to determine if the institution’s processes are executed with quality and fidelity to ensure fiscal resources
are aligned, allocated, and used based on identified needs and local, state, and national mandates.
The organization conducting the review must be external to the institution. Further, the organization may not be
the same organization managing/overseeing the financial transactions of the institution. The report/letter must be
signed, dated, and clear as to who (the organization) conducted the review. It must also include a disclaimer
confirming the absence of any vested interest by the reviewer and the organization. A copy of the document must
be shared during the Engagement Review as part of its presentation of evidence in the Accreditation Portfolio.

Security and crisis management

Institutions are expected to intentionally build a nurturing climate with multifaceted safeguards in place. To ensure
the safety of students and staff during school or school-related activities, institutions implement a written security
and crisis management plan that includes emergency evacuation and crisis communication procedures and
appropriate training for stakeholders. As institutions develop and implement a plan, they must meet the mandated
guidelines and/or other requirements outlined within the federal, state, and local laws and regulations related to
and for their institution or institution type applicable to the location of the institution. Plans should be reviewed and
updated annually. Click here for a resource regarding practical information on crisis management planning.

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Cognia Certifications
Cognia offers globally recognized certification programs that guide leaders with a specific framework and
improvement process, culminating in recognition for institutions that demonstrate a strong and effective focus in
the following areas.

American School Certification

American School Certification Requirements provide a set of evaluative criteria that allows Cognia to evaluate an
institution’s academic program implementation in alignment with United States (U.S.) standards and in the English
language.

The qualifications for American School Certification are:

a) an institution located outside of the United States that adheres to an educational philosophy and
curriculum aligned with U.S. standards in which learners demonstrate English language fluency and
demonstrate college and career readiness; and
b) an institution that is led wholly by graduate level staff from a recognized accredited English-medium
institution of higher education and offers instruction by staff that demonstrate the competency and fluency
to deliver in English.

Board Governance Certification

Board Governance Certification is designed for governing authorities to ensure effective governance, oversight,
and management of their system or school. A governing authority is defined as a person or group of people with
the highest level of control over an institution that generally has the responsibility for oversight and policy setting.
Effective governing authorities:
• Demonstrate their commitment to learners by having them collaborate with leaders to uphold their
institution’s priorities and to drive continuous improvement throughout their school or system
• Set the vision, mission, and goals for the institution
• Adopt policies that provide direction in support of meeting the institution’s goals, objectives, and strategic
plan
• Understand what is happening within the institution(s) they serve in order to make quality, informed
decisions and identify changes needed to improve organizational processes and practices.

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Competency-based Education Certification
Competency-based Education (CBE) is designed to measure mastery of learning, while empowering and
preparing learners for their future college and career opportunities in an increasingly global economy. Institutions
that truly reflect a CBE culture as opposed to institutions that are engaging in isolated CBE activities embrace
CBE through a framework of fundamental components in organizational culture, professional practice, student
experience, and school and district support. These institutions design a holistic model for CBE that allows
learners to develop the skills, knowledge, and competency to succeed at progressive levels of learning and life.
Through this model, all learners have the opportunity to meet learning expectations through setting their own
goals and choosing their own learning pathways.
A quality CBE program is:
• Thoroughly embedded in and supported by the institution
• Defined by clear concise expectations for learning
• Based on achievement of outcomes, not seat time
• Focused on using assessment as a learning opportunity

STEM Certification - K-12 schools and systems

STEM (science, technology, engineering, and math) education engages learners in inquiry processes that
promote deep thinking in social learning contexts, with clear connections to outcomes associated with success at
progressive levels of learning and work. Curriculum may include additional content disciplines in schools that
have adopted other inclusive models of integrated learning, such as the arts for STEAM schools or reading for
STREAM. Institutions that truly identify as STEM-focused schools, meaning that STEM is the driving force of
activity and improvement, design a holistic model for STEM. Learners develop the skills, knowledge, and
competency to succeed at progressive levels of learning and life. Through this environment, all learners have the
opportunity to develop STEM literacy.
A quality STEM program is:
• Thoroughly embedded in and supported by the institution
• Defined by clear expectations for STEM learning outcomes
• Composed of integrated activities within and beyond the school day
• Focused on performance-based demonstrations of learning

STEM Certification - early learning institutions

Early Learning STEM education engages young learners in inquiry processes that promote real-world problem
solving and collaboration in social learning contexts, with clear connections to outcomes that support readiness
for future levels of learning and work.
A quality Early Learning STEM program is:
• Thoroughly embedded in and supported by the institution
• Defined by clear expectations for Early Learning STEM learning outcomes
• Composed of integrated activities within and beyond the school day
• Focused on performance-based demonstrations of learning

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STEM Certification - Providers
STEM providers are committed to high-quality STEM programming. A provider is defined as an organization that
provides resources, services, and support for STEM education, such as an education agency (e.g., state,
province, nation, country), nonprofit organization, or a vendor that delivers services, resources, and/or curriculum
to schools, students in grades pre-K–12, and postsecondary, and/or teachers.
A quality STEM Provider is committed to:
• Elevating student achievement through effective organizational practices that result in quality STEM
services, support, and targeted professional development for schools and districts
• Providing and delivering programs and services through a multi-faceted approach designed to meet the
specific needs of the school or district

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 [Link]

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