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District Accreditation

  • All non-charter public schools in the District are fully accredited by AdvancEd, formerly the Southern Association of Colleges and Schools ("SACS"). The District is the second largest fully accredited school district in the nation and is Florida’s first fully accredited school system since 1962.

    Why Does Accreditation Matter?

    For Students
    Students benefit from their institution or educational system’s commitment to raising student performance and accountability. Students that attend an accredited institution gain greater access to federal loans, scholarships, postsecondary education and military programs.

    For Parents
    This ethic of excellence ensures that institutions will find rich benefits from accreditation and that parents can confidently make informed decisions about their children’s education, knowing their child’s school is accredited.

    For Teachers/Staff
    The accreditation process leads teachers to critically evaluate teaching and learning with a focus for academic excellence.

    For Communities and Businesses
    As a result of schools exhibiting educational excellence, communities are viewed as desirable for economic growth and business expansion.

    Broward County will continue to strive for excellence in education. District Accreditation, as a Quality System, has validated Broward County's outstanding accomplishments as well as recognized the efforts of every Broward County School District employee.

  • Standard 1

    Standard 1: Purpose and Direction

    The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

    Indicator 1.1
    The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success.

    Indicator 1.2
    The system ensures that each school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.

    Indicator 1.3
    The school leadership and staff at all levels of the system commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.

    Indicator 1.4
    Leadership at all levels of the system implement a continuous improvement process that provides clear direction for improving conditions that support student learning.

    Content source: © AdvancED

  • Standard 2

    Standard 2: Governance and Leadership

    The system operates under governance and leadership that promote and support student performance and system effectiveness.

    Indicator 2.1
    The governing body establishes policies and supports practices that ensure effective administration of the system and its schools.

    Indicator 2.2
    The governing body operates responsibly and functions effectively.

    Indicator 2.3
    The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.

    Indicator 2.4
    Leadership and staff at all levels of the system foster a culture consistent with the system’s purpose and direction.

    Indicator 2.5
    Leadership engages stakeholders effectively in support of the system’s purpose and direction.

    Indicator 2.6
    Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success.

    Content source: © AdvancED

  • Standard 3

    Standard 3: Teaching and Assessing for Learning

    The system’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses.

    Indicator 3.1
    The system’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.

    Indicator 3.2
    Curriculum, instruction, and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.

    Indicator 3.3
    Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectations.

    Indicator 3.4
    System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success.

    Indicator 3.5
    The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels.

    Indicator 3.6
    Teachers implement the system’s instructional process in support of student learning.

    Indicator 3.7
    Mentoring, coaching, and induction programs support instructional improvement consistent with the system’s values and beliefs about teaching and learning.

    Indicator 3.8
    The system and all of its schools engage families in meaningful ways in their children’s education and keep them informed of their children’s learning progress.

    Indicator 3.9
    The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the student’s school who supports that student’s educational experience.

    Indicator 3.10
    Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.

    Indicator 3.11
    All staff members participate in a continuous program of professional learning.

    Indicator 3.12
    The system and its schools provide and coordinate learning support services to meet the unique learning needs of students.

    Content source: © AdvancED

  • Standard 4

    Standard 4: Resources and Support Systems

    The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students.

    Indicator 4.1
    The system engages in a systematic process to recruit, employ, and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs.

    Indicator 4.2
    Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs, and system operations.

    Indicator 4.3
    The system maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.

    Indicator 4.4
    The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system.

    Indicator 4.5
    The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system.

    Indicator 4.6
    The system provides a technology infrastructure and equipment to support the system’s teaching, learning, and operational needs.

    Indicator 4.7
    The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served.

    Indicator 4.8
    The system provides, coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students.

    Content source: © AdvancED

  • Standard 5

    Standard 5: Using Results for Continuous Improvement

    The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement.

    Indicator 5.1
    The system establishes and maintains a clearly defined and comprehensive student assessment system.

    Indicator 5.2
    Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning.

    Indicator 5.3
    Throughout the system professional and support staff are trained in the interpretation and use of data.

    Indicator 5.4
    The system engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.

    Indicator 5.5
    System and school leaders monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals to stakeholders.

    Content source: © AdvancED

  • Standards Rating Process

    Click to view: Standard Rating Process (PDF)


    QuickLink to Log into ASSIST

  • Accreditation Process

    In October of 2011, we hosted a 50-member accreditation team that brought in educational experts from around the country. The team spent 3 days in Broward completing a comprehensive review of our system, interviewed over 1600 staff members and stakeholders and reviewed hundreds of our documents. The exit report announced another 5 years of accreditation and validated the quality of our school system.

    The district-wide accreditation process involves the following:

    • a 5 year cycle where we host an external review of our school system
    • provide a mid-cycle (2 ½ year) progress report
    • conduct an internal review
    • complete the cycle by hosting another accreditation visit at the end of 5 years
    • after each accreditation visit the visiting team leaves commendations (accomplishments) and required actions for continuous improvement.

  • Commendations & Required Actions


    The Quality Assurance team reviewed the standard reports and quality assurance findings and highlighted the following strengths for BCPS:

    • Established a systemic culture of learning with a relentless focus on student achievement
    • Demonstrated leadership practices that honor and exemplify hallmarks of the AdvancED District Accreditation protocol
    • Created a district level learning community, sharing important core beliefs and promoting collaboration, innovation, and learning

     Required Actions

    The Quality Assurance team reviewed the standard reports and quality assurance findings and highlighted the following improvements for BCPS:

    • Design and implement a system wide policy and corresponding process to ensure the AdvancED Standards for Quality School are assessed at every school and utilized to verify all schools meet the AdvancED accreditation standards.
    • Proactively take aggressive action to showcase and promote Broward’s positive impact on its students. Strategically plan to purposefully bridge the discernible gap between public perception and reality relative to Broward’s performance and impact on the students it serves.
    • Institute procedures to fully maximize the positive impact of the site-based approach to school leadership and decision-making.

  • Educational Practices

    Click to view: Educational Practices (PDF)

  • Evidence Examples:District & Schools

    Click to view Evidence Examples: District

    Click to view Evidence Examples: Schools

  • Evidence/Artifacts Upload

    Click to view: Evidence / Artifacts Upload Site

  • Exit Report SBBC 2011

    Click to View: Exit Report SBBC 2011 (PDF)

Contact Us

  • Veda Hudge
    Office of Service Equality

    Benefits & Employee Services

    610 NE 13 Avenue

    Pompano Beach FL 33060
      Tel:  (754) 321-3625
     Fax:  (754) 321-3280

    Email: veda.hudge@browardschools.com