Our Process
Our Certification Rubric: A Roadmap for Growth
We have broken the certification assessment process down into two tools. The first is a rubric delineating what an Initial/Provisional, Standard, and Advanced school would look like. The second is a narrative description of what we would expect to see at schools at each of the three different levels. Together, these tools provide a transparent and comprehensive overview of our evaluation criteria.
Roadmap Of Growth
Standards-Based Certification Rubric
Criteria | Provisional/Initial | Meets Standard | Advanced |
Curriculum and Instruction | Curriculum is written and aligned to standards, but not consistently used. Students are generally aware of standards. Proficiency levels are loosely defined. | Clearly articulated standards-based curriculum is housed in an accessible location and used consistently. Students are aware of standards used to build objectives. Proficiency levels are defined. Exemplars are used. | Standards-based curriculum is deeply embedded. Students engage in self-assessment using clear rubrics. Learning progressions and exemplars are integrated into ongoing planning. |
Assessment Policy | Written assessment policy exists. Basic alignment between assessments and standards. Reassessment is not standardized. Behaviors may inconsistently affect grades. | Assessments are aligned with standards and guided by a formal written policy. Practice work is separated from summative assessments. Behaviors are excluded from grades. Reassessment policy is clear. | Assessment system is highly intentional. Reassessment is embedded into the learning cycle. Non-academic behaviors are addressed separately with clearly defined practices. |
Feedback and Instructional Practice | Feedback is occasionally used. Reassessment is not connected to feedback cycles. Teachers use assessments primarily to assign grades. | Feedback is a routine part of instruction (teacher, peer, self). Reassessment incorporates feedback cycles. Assessments inform teaching and learning. | Feedback is embedded into all instructional cycles. Students regularly act on feedback. Reassessment cycles are co-constructed with students. |
Grading and Reporting | School converts Standards-Based Learning into traditional percentages or letter grades. Gradebook is organized by assignment. Formative work may affect grades. | Gradebook is organized by standard. Proficiency levels are clearly defined. Students can view their progress. Final grades are not based on averages. | Gradebook emphasizes progression of learning. Grades are determined using recency, mode, and teacher judgment. No conversion to GPA or letter grades. |
Recognition and Stakeholder Engagement | Traditional GPA-based honors and class rank systems are in place. Limited stakeholder engagement. | Class rank and GPA-based recognition are phased out. Stakeholders have contributed to policy development. Collaborative processes are documented. | Recognition is narrative, inclusive, and learning-focused. Stakeholder input is ongoing and foundational to policy and system design. |
Certification Level Descriptors
Initial Level Certification
A school at the Initial level has a written, standards-based curriculum that is partially implemented. Grading practices may still rely on numerical or letter grades, and gradebooks are organized by assignments. A written assessment policy is in development or newly implemented. Reassessment is informal or inconsistent. Class rank and GPA systems remain in place. Stakeholder engagement is in early stages.
Standard Level Certification
A school at the Standard level has a clearly articulated, standards-based curriculum used to guide instruction across subjects. A formal assessment policy guides aligned assessments, feedback cycles, and reassessment practices. Behaviors are excluded from grading, and gradebooks are organized by standard. Final grades are determined without averaging. Class rank and GPA-based honors are no longer in use.
Advanced Level Certification
A school at the Advanced level fully integrates a standards-based curriculum into planning and learning. The assessment policy is transparent and widely adopted, with reassessment and feedback deeply embedded into learning cycles. Grades are determined by methods like recency or mode. Recognition systems highlight learning growth through narrative acknowledgments. Stakeholder involvement is robust and ongoing.
School
You can learn more about our Competency-Based Education standards for schools here.
Organization
You can learn more about our Competency-Based Education standards for organizations here.
Rubric
Examples of Evidence
We help you collect and organize robust learning evidence with portfolio systems that are strategically aligned to competency-based assessment and transparent student progress reporting.
Let’s help you elevate your institution!
Achieve educational excellence, build trust in your community, and unlock new opportunities for growth and recognition with our comprehensive certification process. Partner with us and take the next confident step toward academic distinction.