grades 9-12 evaluation - web viewstandards of accreditation. of e.a. sutherland education...

ADVENTIST CHRISTIAN EDUCATIONIn Pursuit of Excellence

STANDARDSFOR ACCREDITATION OF

THE E. A. SUTHERLANDEDUCATION ASSOCIATION

VERSION 1.3

THE E. A. SUTHERLAND

EDUCATION ASSOCIATION

COMMISSION ON

ACCREDITATION

2015

STANDARDS OF ACCREDITATIONOF E.A. SUTHERLAND EDUCATION ASSOCIATION i

PREFACEThe Standards for Accreditation of the E. A. Sutherland Education Association is the basis for the evaluation and accreditation of all EASEA member schools.

The standards are to be used by all accredited EASEA member schools grades 1-12.

This instrument is the basis for the self-study. The instrument contains instructions and details the responsibilities for those persons and teams involved in the evaluation process and for completing the self-study. The completed self-study instrument becomes the Self-Study Report.

iiSTANDARDS OF ACCREDITATIONOF E.A. SUTHERLAND EDUCATION ASSOCIATION

TABLE OF CONTENTS

SECTION 1: INTRODUCTION

PHILOSOPHICAL FOUNDATION OF EASEAPhilosophy, Mission, Vision

WHAT IS ACCREDITATION?EASEA Accreditation of Schools

WHY DOES ACCREDITATION MATTER?Rationale for Accreditation StandardsStandards for AccreditationAlignment of Standards with Co-Accreditation

Organizations

HOW DO WE PROCEED WITH ACCREDITATION?EASEA Accreditation CycleOverview of Roles and ResponsibilitiesChecklists for Completing the Self-Study ReportRequired Evidences

SECTION 2: SELF-STUDY REPORT

COORDINATING AND STANDARDS ASSESSMENT TEAMS

SCHOOL PROFILE

SCHOOL PROGRESS REPORT

STANDARDS OF ACCREDITATIONStandard 1: Philosophy and MissionStandard 2: Governance and LeadershipStandard 3: Character EducationStandard 4: Curriculum, Instruction, and AssessmentStandard 5: Vocational Training/Work EducationStandard 6: Information TechnologyStandard 7: Student ServicesStandard 8: School EnvironmentStandard 9: School FacilitiesStandard 10: Professional DevelopmentStandard 11: School Finance

SURVEYS

ACTION PLANS

STANDARDS OF ACCREDITATIONOF E.A. SUTHERLAND EDUCATION ASSOCIATION iii

STANDARDS OF ACCREDITATIONOF E.A. SUTHERLAND EDUCATION ASSOCIATION 1

SECTION 1: INTRODUCTION2 PHILOSOPHICAL FOUNDATION OF EASEA2 Philosophy, Mission, Vision

3 WHAT IS ACCREDITATION?3 EASEA Accreditation of Schools

4 WHY DOES ACCREDITATION MATTER?4 Rationale for Accreditation Standards5 Standards for Accreditation6 Alignment of Standards with Co-Accreditation Organizations

7 HOW DO WE PROCEED WITH ACCREDITATION?7 EASEA Accreditation Cycle8 Overview of Roles and Responsibilities9 Checklist for the EASEA Commission on Accreditation9 Checklist for the EASEA Director of Education

11 Checklist for the Principal13 Checklist for the School Board14 Checklist and Timeline for the Coordinating Team15 Checklist for the Standards Assessment Teams16 Required Evidences

2STANDARDS OF ACCREDITATIONOF E.A. SUTHERLAND EDUCATION ASSOCIATION

PHILOSOPHICAL FOUNDATION FOR ADVENTIST EDUCATION

PHILOSOPHY

The Seventh-day Adventist Church recognizes God as the ultimate source of existence, truth, and power. In the beginning God created in His image a perfect humanity, a perfection later marred by sin. Education in its broadest sense is a means of returning human beings to their original relationship with God. The distinctive characteristics of this Adventist worldview, built around creation, the fall, redemption, and re-creation, are derived from the Bible and the inspired writings of Ellen G. White.

The aim of true education is to restore human beings into the image of God as revealed by the life of Jesus Christ. Only through the guidance of the Holy Spirit can this be accomplished. An education of this kind imparts far more than academic knowledge. It fosters a balanced development of the whole person—spiritual, physical, intellectual, and social-emotional—a process that spans a lifetime. Working together, homes, schools, and churches cooperate with divine agencies to prepare learners to be good citizens in this world and for eternity.

MISSION VISION

TO FACILITATE THE DEVELOPMENT, IMPROVEMENT AND PROGATION OF LAY-OPERATED SEVENTH-DAY ADVENTIST SCHOOLS AS DEFINED IN THE BIBLE AND THE WRITINGS OF ELLEN WHITE.

A WORLDWIDE ASSOCIATION OF LAY-OPERATED SEVENTH-DAY ADVENTIST SCHOOLS PREPARING YOUNG PEOPLE TO PROCLAIM THE THREE ANGELS’ MESSAGES.


WHAT IS ACCREDITATION? EASEA ACCREDITATION OF SCHOOLS

The E. A. Sutherland Education Association (EASEA) is an accrediting agency for member schools. EASEA is a recognized member of the National Council of Private Schools Accreditation (NCPSA). It fosters close cooperation among the member schools and effective working relationships with other educational organizations or institutions, accrediting agencies, and government departments of education.

EASEA provides a process by which the educational community holds schools accountable for its own objectives. It assures that an accredited EASEA school offers programs of quality to the attending students and provides professional personnel who meet standards. This process ensures a basis for reciprocity among Adventist schools.

The Standards for Accreditation of EASEA are the basis for the evaluation and accreditation of all member schools nationally and internationally.

The accreditation process:

Assists each school in appraising the total program to determine the level to which the purposes and functions outlined in its statement of philosophy and goals for student learning are accomplished, and the extent to which these purposes and functions address the standards for accreditation.

Involves the administration, faculty, staff, local governing board, constituency, students, and parents in a meaningful evaluation of the program.

Provides an independent review of the Self-study Report.

Provides the basis for action plans to address areas needing improvement.

Provides the basis for determining a term of accreditation.

Assists in providing external validation with regional and/or national accrediting associations.

The EASEA Commission on Accreditation (EASEACOA) serves as the agent of EASEA for accreditation of member schools. The duties and functions of the EASEACOA are to:

1. Establish standards for quality education.2. Adopt criteria, guidelines, and procedures

for accreditation visits.3. Periodically review the accreditation status

of each school.4. Determine the data to be collected for the

periodic evaluation of schools.5. Review the Visiting Team Report, determine

the term of accreditation for each school, and report decisions to the EASEA Board of Directors.

6. Review appeals from schools regarding the recommendations of the Visiting Team.

7. Consider all matters referred to the EASEACOA by the EASEA Director of Education.


WHY DOES ACCREDITATION MATTER? RATIONALE FOR ACCREDITATION STANDARDS

THE

PURSUIT

OF

EXCELLENCE

The accreditation process is more than just a means by which a school is held accountable to what it says it does; it is also a means for stimulating introspection. Introspection, or self-study, is not an end in itself; nor is it simply a means to conform a school to a set of prescribed standards. When a school attempts to improve because it desires to do the best it can in service to Christ, the Self-Study will truly make an impact on the life of the school.

The accreditation process has two primary purposes. First, it facilitates the Association’s task of holding individual schools accountable both to the standards held in common and the school’s own unique goals and objectives. The second, and the more important, is to assist a member school in its efforts at self-evaluation, analysis, and improvement. The self-study process is a major ingredient in both of these purposes. When undertaken merely as an external prescribed chore in order to achieve the first purpose, it can seldom be done well. In contrast, when the second purpose dominates, an effective self-study will have a beneficial impact on the school’s life and work.

The self-study is a process—not just a document. The document serves to report on the process and is the means of sharing the process with individuals who were not participants in the self-study. The document is a by-product of the process. The process focuses upon an analysis of every facet of the school for the stated purpose of self-improvement. The document reports what has been discovered by the analysis, the strengths and weaknesses identified, and actions either undertaken or being considered, and similar data. The value of the self-study will be directly related to the seriousness with which it is


approached, the thoroughness of the inquiry, the openness to discover and analyze the real situation, and not just to defend the status quo.


WHY DOES ACCREDITATION MATTER? STANDARDS FOR ACCREDITATION

Standards are ideals for quality educational programs that are specific, attainable, and measurable. They describe an effective program, lead to continuous school improvement, and result in improved student learning.

The Standards offer a shared vision of lay-operated Seventh-day Adventist education. To make the vision real, the details will be constructed uniquely and personally within a particular school. Thus, quality educational programs may look very different from one another. In the same way, good educational programs will find many pathways to help students meet high standards, so that they can effectively achieve success intellectually, spiritually, physically, practically, and socially and become effective in fulfilling the mission of the Seventh-day Adventist Church by proclaiming the three angels’ messages.

1. Philosophy & Mission—The mission statement, philosophy, and purpose give direction to the school’s program, and they are developed and approved cooperatively by the administration, staff, and school board and reflect a worldview and educational philosophy based on the Bible and the writings of Ellen White.

2. Governance and Leadership—The school board and administration provide leadership that promotes and supports the effective and successful operation of the school.

3. Character Development—Character Development, as an integral part of the educational process, is intentional and enlists the will and cooperation of the student.

4. Curriculum—The school provides a challenging, coherent and relevant curriculum that fulfills the school’s purpose in developing the whole person (spiritually, mentally, physically, socially, and emotionally) and preparing the student for this world and the world to come.Instruction—The instructional program is aligned with curriculum design and assessment practices and uses a variety of learning experiences that actively engage students at a high level of learning.Assessment—Teacher and student uses of assessment are frequent and integrated into the teaching/learning process.

5. Vocational Training/Work Ed—The vocational education program is included as a vital and integral part of the overall educational process. And is utilized to enhance learning, provide physical exercise, develop a work ethic and useful skills and helps provide a balanced educational experience.

6. Information Technology—The integration of information technology enhances work efficiency and learning enrichment throughout the school program.

7. Student Services—A program utilizing organizations and services that support the physical, social, spiritual, and academic needs of students is in place.

8. School Environment—The school has a safe, healthy, nurturing environment that reflects the school’s purpose and is characterized by respect for differences, trust, caring, professionalism, support, and high expectations for each student.

9. School Facilities—The school’s facilities are adequate, safe, functional and well maintained and support the school’s mission, desired learner goals, and educational program.

10. Professional Development—Administration and faculty collaborate to develop and implement professional


learning opportunities to enhance the ongoing growth and development of school personnel.

11. Finance—The financial resources available to the school are sufficient to sustain the school program and are effectively used to carry out the school’s purpose.


WHY DOES ACCREDITATION MATTER? ALIGNMENT OF STANDARDS WITH CO-ACCREDITING ORGANIZATIONS

REVISED EASEA STANDARDS(2015)

NCPSA STANDARDS(2010)

MSA-CESS STANDARDS(2014)

1. Philosophy & Mission I. Philosophy, Governance, & Mission I. Mission

2. Governance & Leadership

II. PersonnelVI. Health & Safety

II. Governance & LeadershipIII. School Improvement Planning

3. Character Development

4. Curriculum, Instruction, Assessment III. Curriculum

VIII. Educational ProgramIX. Assessment & Evidence of

Learning

5. Vocational Training/Work Ed

6. Information Technology V. Physical Environment XII. Information Resources

7. Student Services VI. Health & Safety VII. Health/SafetyX. Student Services

8. School EnvironmentIV. Nutrition & Food ServicesVII. Family & Community Relations

VI. School Climate/OrganizationXI. Student Life & Activities

9. School Facilities V. Physical EnvironmentVI. Health and Safety

VII. Health/SafetyV. Facilities

10. Professional Development II. Personnel III. School Improvement

Planning

11. Finance I. Philosophy, Governance, & Mission IV. Finances


HOW DO WE PROCEED WITH THE ACCREDITATION PROCESS?

EASEA ACCREDITATION CYCLE



OVERVIEW OF ROLES AND RESPONSIBILITIES

The success of the evaluation process depends upon the cooperative efforts of the following: school board, principal, teachers, parents, students, and personnel from the EASEA office. The primary responsibilities of those involved in the accreditation process are indicated below.

1. EASEA COMMISSION ON ACCREDITATION, SECONDARY & ELEMENTARY

The EASEA Commission on Accreditation is responsible for establishing and voting guidelines, criteria, and procedures for the evaluation of schools, as well as vote terms of accreditation.

2. EASEA Director of Education

The EASEA director of education serves as chair of the EASEA-COA. The EASEA director of education is responsible 1) for oversight of the accreditation process for the EASEA member schools; 2) to in-service the principals and school personnel on the evaluation process; 3) for reviewing and approving the self-study documents before distribution to the Visiting Team.

3. Principal

As the agent of the school board, the principal is responsible for organizing and supervising the self-study process at the school.

4. School Board

The local school board is responsible for providing support to the principal and assessment teams in the preparation of the self-study process. The school board is to review and approve the Self-Study Report, including all action plans.

5. Coordinating Team

The Coordinating Team is composed of the principal and representatives from the Standards Assessment Teams (SAT) and school board. It is responsible for:- Appointing 2-3 members to serve on each SAT.- Coordinating and monitoring the self-study process to ensure completion of the Self-

Study Report according to an approved timeline.- Identifying and building consensus on significant school-wide areas needing

improvement.- Overseeing the development of the school improvement action plans.- Establishing an ongoing follow-up process to monitor the implementation and

accomplishment of each action plan.6. Standards Assessment Teams

The Standards Assessment Teams are composed of staff and board members and are responsible for assessing the school in the eleven standards that are the coreopsis the evaluation process.

7. Visiting Team

The Visiting Team is responsible for:- Preparing for the on-site visit by reading and analyzing the Self-Study Report for the

purpose of drafting preliminary commendations and recommendations.


- Validating the Self-Study Report by observing the school in operation, visiting classes, and interviewing administrators, teachers, students, and others.

- Preparing a report that commends the school for its areas of strength validates action plans and recommends specific actions to support school improvement.

- Recommending a term of accreditation based on the Self-Study Report and on-site findings.



CHECKLIST FOR THE EASEA COMMISSION ON ACCREDITATION

The responsibilities of the EASEA Commission on Accreditation are to:

A. BEFORE THE VISIT:

Review the schedule for evaluations, interim reviews, and revisits.

B. AFTER THE VISIT:

Reviews the Visiting Teams Report and votes the terms of accreditation.

CHECKLIST FOR THE EASEA DIRECTOR OF EDUCATION

The responsibilities of the EASEA Director of Education are to:


Ensure that each school has access to the self-study documents and other material needed for the Self-Study Report.

Provide orientation sessions, including action plan development, as needed for the principal of each school to be evaluated during the following school year.

Establish the date for the on-site visit with the Visiting Team chair and the principal for each school.

Appoint the Visiting Team chair and the Visiting Team members, and notify the Visiting Team chair and principal for each school.

Provide each Visiting Team member access to the Visiting Team Handbook. Cooperate with regional accrediting associations in identifying the representative to serve

on the Visiting Team and inform the Visiting Team chair and the principal for each school. Serve as a member of committees as requested by the school administration. Assist the administration in the preparation of the Self-Study Report, as requested. Review and approve the Self-Study Report or return it for revisions if necessary. At least 30 days prior to the visit, provide access to the completed Self-Study Report to

each member of the Visiting Team.


B. DURING THE VISIT:

Chair or appoint the chair for all on-site visits. When there is an appointed chair, attend the on-site visit and participate as requested by the chair.

Conduct or attend the initial planning and/or orientation session. Provide information as requested by the Visiting Team chair. Conduct or attend the oral report session and the exit report presentation for each school.

C. AFTER THE VISIT:

Schedule the EASEA Commission on Accreditation meeting. Distribute copies of the Visiting Team reports to each member of the EASEA Commission

on Accreditation. Chair the EASEA Commission on Accreditation. Submit copies of the Commission on Accreditation minutes to the EASEA Board. Send the Certificate of Accreditation to each school evaluated following the actions of the

EASEA Commission on Accreditation. Archive and maintain a permanent file on each school that contains copies of the Self-

Study Report, the final Visiting Team Report, interim progress reports, interim reviews, and/or revisit reports. Include information on the voted term of accreditation from the EASEA Commission on Accreditation.

Assist, as requested, the principal in developing plans for implementation of the approved action plans and the recommendations in the Visiting Team Report.



CHECKLISTS FOR THE PRINCIPAL

The responsibilities of the principal are to:

B. BEFORE THE VISIT:

Cooperate with the EASEA Director of Education in selecting the date for the evaluation visit and informing the school board and staff.

Lead the school board in a review of the previous Visiting Team Report, Interim Review, or Revisit Report, and determine the status of each recommendation.

Arrange for the school board and staff orientation, including action-plan development, with the EASEA Director of Education.

Make recommendations to the school board for membership on the Coordinating Team. This team may be composed of the following:

The principal as chair or co-chair Teacher and school board representatives from the Standards Assessment Teams Other staff members. Parents may be included in a day school. Develop a time line (see Coordinating Team timeline) for the completion of the Self-Study

Report. Establish standards assessment teams for the Standards section of the Self-Study. Where

possible, the teams (2-3 members) are to represent teachers, staff, parents (for a day school) and school board members. Consider adding students.

Distribute the following materials to the chair of each standards assessment team: General Instructions for Completing the Self-Study Report for each team member. Appropriate pages from the Self-study Report and the corresponding instructions. Assist the Coordinating Team in the preparation of action plans. Seek school board approval for the action plans developed during the preparation of the

Self-Study Report. Complete the School Profile section of the Self-Study Report. Complete the Progress Report section of the Self-Study Report. Lead the Coordinating Team in copy editing the final report, checking for accuracy and

completeness. Seek school board approval of the Self-Study Report. Provide notification to the EASEA Director of Education that the Self-Study Report is ready

for their approval at least 45 days prior to the visit. At least 30 days prior to the visit, make available the completed Self-Study Report to the

school board members and the school faculty and staff.


Cooperate with the EASEA Director of Education and Visiting Team chair regarding plans for the visit (i.e., housing, meals, computer access, and transportation).

Collect and organize the evidences.

C. DURING THE VISIT:

Provide a private meeting room with tables, chairs, and the evidences for the Visiting Team as needed.

In consultation with the Visiting Team chair, arrange meetings of appropriated school groups. Consider having volunteers available to facilitate time for interviews with teachers.

Coordinate with the Visiting Team chair in arranging a meeting of the faculty, staff, available school board members, and student representatives for the exit report of the Visiting Team.

D. AFTER THE VISIT:

Archive copies of the Self-Study Report, the final Visiting Team Report, Revisit Reports, and interim Review Reports as part of the permanent records of the school.

Review the Visiting Team Report with the school board, faculty, and staff to prioritize and begin implementation of action plans and recommendations.

Review annually the Visiting Team Report and/or the Interim Review or Revisit Report(s) with the school board and maintain an annual written record of progress in implementation the action plans and recommendations.

Submit an Annual Progress Report (APR) to the EASEA Office by the published deadline. Cooperate with the EASEA Director of Education in setting the date for any required

reviews or revisits.



CHECKLISTS FOR THE SCHOOL BOARD

The responsibilities of the school board and members are to:

B. BEFORE THE VISIT:

Cooperate with the principal in the evaluation process. Participate in a review of the previous Visiting Team Report, Interim Review Report, or

Revisit Report, and determine the status of each recommendation. Approve the members of the Coordinating Committee as recommended by the principal. Serve on the Coordinating Committee and the Standards Assessment Teams as appointed. Study and approve action plans developed in conjunction with the preparation of the Self-

Study Report. Approve budgetary provisions for expenses (i.e., housing, meals, computer access,

transportation) connected with the evaluation process. Study and approve the Self-Study Report to be submitted to the EASEA Office.

B. DURING THE VISIT:

Be available as requested by the Visiting Team chair. Meet with the faculty, staff, constituents, and the Visiting Team for the exit report.

C. AFTER THE VISIT:

Review the Visiting Team Report to prioritize and begin implementation of action plans and recommendations.

Review annually the Visiting Team Report and/or the Interim Review or Revisit Report(s) with the school board and maintain an annual written record of progress in implementing the action plans and recommendations.



CHECKLISTS AND TIMELINE FOR COORDINATING TEAM

The number of months in the right column is a guide as to when (months prior to site-visit) work should begin on the process in the left column prior to the on-site visit. The responsibilities of the Coordinating Team are the following:

TASKS MONTHS

1. Participate in orientation for the 10-12

2. Study and discuss the Standards for Accreditation of EASEA Schools to understand the purpose of the evaluation process and directions for completing the self-study document.

8-10

3. Develop a time line for completing each section of the Self-Study Report 8-10

4. Appoint standards assessment teams of 2-3 members to complete one or more sections of the following areas in the Standards section:

8-10 Philosophy & Mission Sustainable Leadership Character Development Curriculum/Instruction/

Assessment Vocational Education Information Technology

Student Services School Environment Facilities Professional Development Finance

5. Provide access to the following materials to each standards assessment team: Standards for Accreditation of EASEA Schools

8-10

6. Assist the principal in completing the School Profile and Progress Report 6-8

7. Coordinate the completion of student and parent surveys. 3-5

8. Review and copy edit the standards assessment teams reports to ensure consistency of style and grammatical correctness. 3-5

9. Develop action plans based on significant school-wide areas of needed improvement. Review action plans with faculty and staff, and revise as needed.

3-5

10. Present to the school board all action plans approved by the Coordinating Team for final approval. 2-4

11. Present the Self-Study Report to the school board for final approval. 2-4

12. Submit the Self-Study Report to the EASEA Office. 2-3



CHECKLISTS FOR THE STANDARDS ASSESSMENT TEAM MEMBERS

The responsibilities of each Standards Assessment Team members are to:


Participate in orientation for the Standards for Accreditation of EASEA Schools Study the Standards for Accreditation of EASEA Schools to gain an understanding of the

purpose for the entire evaluation process. Complete the assigned standards areas and collect supportive evidences to be provided

for the Visiting Team. Prepare the report for the assigned section(s) and suggest areas of needed improvement

that may be developed into action plans by the Coordinating Team. Provide the chair of the Coordinating Team with access to the completed report.



REQUIRED EVIDENCES

Provide the Visiting

Team access (digital

or hardcopy) to the

following evidences:

Annual progress report (cumulative) and interim or revisit reports

Campus map and floor plans Current class schedule Current inventory of instructional equipment and supplies Disaster plan that includes record of emergency drills Faculty meeting minutes Financial statement for the last full fiscal year Hazardous material management plan (asbestos,

chemicals, etc.) Last audited report with the statement Monthly financial statements for the current school year Operating budget for current year Previous visiting team report School board minutes for at least one year School bulletin and/or student handbook School constitution and by-laws School improvement plan School marketing and recruitment plan School safety plan Standardized test results administered during the past

three years Teacher course outlines for each course (secondary) Technology plan that includes acceptable use policy for

internet


SECTION 2: SELF-STUDY REPORT

22 COORDINATING AND ASSESSMENT TEAMS

23 SCHOOL PROFILE

38 SCHOOL PROGRESS REPORT

SELF-STUDY STANDARDS

39 STANDARD 1: PHILOSOPHY & MISSION

45 STANDARD 2: GOVERNANCE AND LEADERSHIP

53 STANDARD 3: CHARACTER DEVELOPMENT

57 STANDARD 4: CURRICULUM, INSTRUCTION & ASSESSMENT

70 STANDARD 5: VOCATIONAL TRAINING/WORK ED

75 STANDARD 6: INFORMATION TECHNOLOGY

80 STANDARD 7: STUDENT SERVICES

85 STANDARD 8: SCHOOL ENVIRONMENT

92 STANDARD 9: SCHOOL FACILITIES

95 STANDARD 10: PROFESSIONAL DEVELOPMENT

99 STANDARD 11: FINANCE

103 SURVEYS

107 ACTION PLANS


COORDINATING TEAM AND STANDARDS ASSESSMENT TEAM MEMBERS

TEAMS LIST MEMBER NAME AND CONTACT INFORMATION

COORDINATING TEAM

STANDARDS ASSESSMENT TEAMS

STANDARD 1

STANDARD 2

STANDARD 3

STANDARD 4

STANDARD 5

STANDARD 6

STANDARD 7

STANDARD 8

STANDARD 9

STANDARD 10

STANDARD 11


SCHOOL PROFILE

The principal, with assistance from the Coordinating Committee, is responsible for completing sections A-F. The principal may delegate responsibility for completion of applicable sections to others, such as the media center to the librarian, etc.

A. GENERAL INFORMATION

SCHOOL NAME

ADDRESS

PRINCIPAL BOARD CHAIR

LAST FULL EVALUATION LAST INTERIM/REVISIT

B. SCHOOL HISTORY

Give a brief history of the school and include school philosophy and mission; demographic data such as staff and student profile; a description of the school’s spiritual, academic, physical, and social programs.


SCHOOL PROFILE (CONTINUED)

C. SIGNIFICANT FINANCIAL DATA 1. Provide the following financial information from previous fiscal years:

2 YEAR AGO1 YEARS AGO FINANCIAL INFORMATION

Budgeted operating expenseActual operating expense

Actual operating increase (decrease)

Annual operating income

Total depreciation

Total depreciation funded

Cost per student

Tuition and fees per student

Current student accounts receivableNon-current student accounts receivable before Allowance for Doubtful AccountsPercent of student account collections

Commercial accounts payable

Total capital expenditures

Income from other sources

Income from school industries (which directly support the school program)

Student scholarship/labor expenses

Instructional materials/supplies expenditures

Total technology/resources expenditures

Technology/resources expenditures per student

Total information resources expenditures

Information resources expenditures per student

2. Date of last audited financial statement:

3. Financial software package used:4. Student Information System package

used:5. Internet connection speed (Mbps):6. Number of computers available to

students:



D. THE STAFF 2. ADMINISTRATIVE AND ACADEMIC INSTRUCTORS: (Pull info from Teacher Files)

CERTIFICATION STATUS YEARS OF EMPLOYMENT

NAMEHIGHESTDEGREE

FTPT*

ASSIGNMENT/RESPONSIBILITY SDA**

EXPIREDATE

STATE/PROVICE SDA

NON-SDA

AT THISSCHOOL

* FT = Full-time. PT = Part-time.** A = Administrator, DS = Designated, C = Conditional, B = Basic, S = Standard, P = Professional



3. VOCATIONAL INSTRUCTORS: (Teach a vocational/life skills class. Pull info from Teacher Files)

CERTIFICATION STATUS YEARS OF EMPLOYMENT

NAMEHIGHESTDEGREE

FTPT*

ASSIGNMENT/RESPONSIBILITY SDA**

EXPIREDATE

STATE/PROVICE SDA

NON-SDA

AT THISSCHOOL

* FT = Full-time. PT = Part-time. ** DS = Designated, V = Vocational Standard

4. NON-INSTRUCTIONAL:

(i.e. vocational supv., maintenance, counselor, chaplain, janitorial, food service, etc)

NAME FT/PT* WORK ASSIGNMENTYEARS OF

EMPLOYMENTYEARS EMPLOYEDAT THIS SCHOOL

* FT = Full-time. PT = Part-time.



5. STAFF DATA:a. Indicate the staff FTE assigned to the following areas?

ASSIGNMENT MEN WOMEN TOTAL

ADMINISTRATION

CLASSROOM TEACHERS, 1-8

CLASSROOM TEACHERS, 9-12

INSTRUCTIONAL AIDES

LIBRARY/INFORMATION RESOURCE CENTER

OFFICE PERSONNEL

VOCATIONAL INSTRUCTORS

VOCATIONAL SUPERVISORS

FOOD SERVICE

OTHER NON-INSTRUCTIONAL STAFF

TOTAL

b. Current administration and instructional staff reported in full-time equivalents:

c. Ration of students to FTE instructional staff:

d. Summary of academic preparation of administration and instructional staff (report highest degree held):

NO DEGREE BACHELORS BACHELORS + 30 MASTERS SPECIALIST DOCTORATE

MEN

WOMEN

TOTAL



6. PROFESSIONAL ACTIVITIES AND MEMBERSHIPS:

List all administrative and instructional staff members, their current professional memberships, and significant professional activities that have impacted instruction in the past two years.

NAME OF CERTIFICATED STAFF PROFESSIONAL MEMBERSHIPS PROFESSIONAL GROWTH ACTIVITIES



E. THE STUDENTS1. STUDENT ENROLLMENT DATA: (Pull from Opening Reports)

OPENING ENROLLMENTS FOR THE LAST FIVE YEARS

CURRENT STUDENTSFROM ADVENTIST

HOMES

CURRENT STUDENTSNON-ADVENTIST

HOMES

GRADE4 YRS AGO

3 YRS AGO

2 YRS AGO

1 YR AGO CURRENT UNBAPTIZED BAPTIZED BAPTIZED UNBAPTIZED

1

2

3

4

5

6

7

8

9

10

11

12

TOTALS

2. STUDENT ENROLLMENT DATA SUMMARY:

a. Percentage of total students from non-Adventist homes:

b. Percentage of students baptized:c. Projected total enrollment: Next school

year In 2 years In 3 years



3. STUDENT FOLLOW-UP DATA:

Complete the chart below for the preceding two years.

SCHOOLYEAR

STUDENTSCOMPLETING

THIS SCHOOL’SHIGHEST GRADE

OF THIS NUMBER,STUDENTS

NOW ATTENDINGACADEMY


NOW ATTENDINGPRIVATE SCHOOLS


NOW ATTENDINGPUBLIC SCHOOLS


WHO ARE HOMESCHOOLED/OTHER

F. STUDENT ACHIEVEMENT 1. LIST THE STANDARDIZED TESTS ADMINISTERED EACH YEAR IN EACH GRADE.GRADE LEVEL STANDARIZED TEST(S) ADMINISTERED

2. EXPLAIN SCHOOL COMMUNICATION WITH PARENTS AND CONSTITUENTS REGARDING STUDENT ACHIEVEMENT TEST RESULTS.

3. DESCRIBE THE PROCESS INITIATED TO IMPROVE STUDENT PERFORMANCE IN SUBJECT AREAS THAT HAVE BEEN IDENTIFIED AS INADQUATE ON ACHIEVEMENT TESTS.



4. ELEMENTARY STANDARDIZED TEST SCORES:

List the class average grade equivalency of students in each grade tested on the EASEA recognized standardized tests for the three most recent years.

TEST AREAS GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8SCHOOL

YEAR: —

English Language Arts

Reading

Mathematics

Science

Social Studies

Composite ScoreSCHOOL

YEAR: —


Reading

Mathematics

Science

Social Studies


YEAR: —


Reading

Mathematics

Science

Social Studies

Composite Score



5. SECONDARY STANDARDIZED TEST SCORES:

List the class average grade equivalency of students in each grade tested on the EASEA recognized standardized tests for the three most recent years.

TEST AREAS GRADE 9 GRADE 10 GRADE 11 GRADE 12 ACT SATSCHOOL

YEAR: —


Mathematics

Science

Social Studies


YEAR: —


Mathematics

Science

Social Studies


YEAR: —


Mathematics

Science

Social Studies

Composite Score



F. SECONDARY CURRICULUMIN THE FOLLOWING CHART LIST EVERY SECONDARY CREDIT COURSE OFFERED TO GRADES 9 TO 12 STUDENTS, PROVIDING THE NAME OF THE TEACHER AND OTHER REQUESTED COURSE INFORMATION.

COURSE TITLE TEACHER NAMEEASEA/SDAENDORSED ENROLLMENT

CREDITVALUE

PERIODSPER WK

MINUTESPER WK

Art

Business/Computers

English

Health

Home Arts

Mathematics




CREDITVALUE

PERIODSPER WK

MINUTESPER WK

Modern Language

Music

Physical Education

Religion

Science




CREDITVALUE

PERIODSPER WK

MINUTESPER WK

Social Studies

Practical Arts

Other



G. STUDENT SUPPORT SERVICES (AS APPLICABLE)

1. Briefly describe the guidance services of the school in each of the following areas:

a. Academic advisement including testing.

b. Career advisement including testing.

c. Personal counseling.

2. List the number of hours per day that guidance services are available to students.

3. List the number of hours per day that guidance services are available to students.



H. PHILANTHROPY PROGRAM (AS APPLICABLE)

1. Briefly outline the school’s development program, including alumni activities, fund raising, and board development. Include goals, objectives, and action steps for each area.

2. List the goals and accomplishments for the past three years, including total dollars raised, percentage of alumni contributing to the school, and percentage of board members making annual gifts to the school.

3. List the goals for increasing charitable giving in the immediate future.


SELF-STUDY REPORT PROGRESS REPORT

The previous Accreditation Team Report(s)—full evaluation visit, interim review, and/or revisit—are to be used as the basis for the Progress Report. This report states progress in implementing school-wide improvement action plans and all recommendations in the previous Accreditation Team Report. Use the accompanying table to report on action plans.

PROGRESS REPORT FOR SCHOOL-WIDE IMPROVEMENT ACTION PLANS

DATE OF LAST EVALUATION:

ACTION PLANNUMBER # #

ACTIONPLANGOAL

IMPLEMENTATIONSTEPS

ACTION PLAN ON SCHEDULE: YES NO ACTION PLAN ON

SCHEDULE: YES NO

RESULTS OFEFFORTS

BARRIERS TOFULFILLMENT

CURRENTSTATUS

(PLACE “X” IN APPROPRIATE

BOX)

REVISED PLAN: DATE GOAL REVISED

REVISED PLAN: DATE GOAL REVISED

PLAN NOT BEGUN PLAN NOT BEGUN

IN PROGRESS: EXPECTED COMPLETION DATE

IN PROGRESS: EXPECTED COMPLETION DATE

PLAN COMPLETED PLAN COMPLETED


SELF-STUDY REPORT

1. STANDARD FOR THE PHILOSOPHY AND MISSION

STANDARD:The mission statement, philosophy, and purpose give direction to the school’s program, and they are developed and approved cooperatively by the administration, staff, and school board and reflect a worldview and educational philosophy based on the Bible and the writings of Ellen White.

PHILOSOPHYThe school has established a clear vision and mission that reflects the beliefs and philosophy of the institution. The governing board of each member school shall adopt a statement of philosophy. Curriculum goals and objectives, consistent with the philosophy, should be developed and reviewed systematically by the constituency, administration, faculty, staff, students and governing body, and regularly communicated to the school constituency. The school shall have ongoing evaluations of progress towards these goals and objectives.

Statement of School Philosophy

Statement of School Mission

School Statement of Vision


SEVENTH-DAY ADVENTIST CURRICULUM GOALS The following goals have been developed to support the unique philosophy of Seventh-day Adventist education.

GOALS EACH STUDENT WILL

1. Acceptance of God Surrender one’s whole life to God, develop a relationship with Jesus Christ, and allow the Holy Spirit to work in one’s life.

2. Commitment to the Church Desire to know, live, and share the message and mission of the Seventh-day Adventist Church.

3. Interpersonal Relationships Develop a sense of self-worth, skills in interpersonal relationships, an understanding of the responsibilities of family membership, and the ability to respond with sensitivity to the needs of others.

4. Responsible Citizenship Develop an understanding of cultural and historical heritages; affirm a belief in the dignity and worth of others; and accept responsibility for local, national, and global environments.

5. Healthful, Balanced Living Accept personal responsibility for achieving and maintaining optimum physical, mental, and spiritual health.

6. Intellectual Development Adopt a systematic, logical, and biblically based approach to decision making and problem solving when applied to a developing body of knowledge.

7. Communication Skills Recognize the importance of effective communication and develop the requisite skills.

8. Personal Management Function responsibly in the everyday world using Christian principles of stewardship, economy, and personal management.

9. Aesthetic Appreciation Develop an appreciation of the beautiful, both in God’s creation and in human expression, while nurturing individual ability in the fine arts.

10. Career and Service Develop a Christian work ethic with an appreciation for the dignity of service while faithfully engaging in the daily routines of useful labor and practical training.

11. Character Development Develop an appreciation for the Character of Christ with emphasis on the daily study of this topic and striving to rightly represent Christ while engaged in the activities of daily living.

SPECIFIC GOALS FOR THIS SCHOOL


SUGGESTED EVIDENCE: School philosophy and mission statement Minutes from meetings related to development/review of the school’s purpose School improvement plan Curriculum maps Lesson plans Communication plan to stakeholders regarding the school’s purpose Examples of communications (i.e. website, newsletters, annual report, school handbook/bulletin,

student handbook, brochures, school logo) Survey results (parents, students, other supporters)

INDICATORS OF IMPLEMENTATION

1.1 Indicator: The school’s philosophy and mission statement reflect a worldview and an educational philosophy based on the Bible and writings of Ellen White and are integrated in its school-wide goals and practices.

Score: Indicators 1.1

EXCEPTIONALLY MET (4)

The school philosophy/mission statement reflects a worldview and an educational philosophy based on the Bible and writings of Ellen White. There is a clear correlation between the school’s philosophy/mission statement and the school-wide goals and practices. The school corporately spends time regularly studying the Bible and writings of Ellen White in order to more completely understand the principles and find ways of implementing them in the program of education.

MET (3)

The school philosophy/mission statement reflects a worldview and an educational philosophy based on the Bible and writings of Ellen White. The school corporately spends time regularly reviewing the principles and their implementation. There is a sufficient correlation between the school’s philosophy/mission statement and the school-wide goals and practices.

PARTIALLY MET (2)

The school philosophy/mission statement reflects a worldview and an educational philosophy based on the Bible and writings of Ellen White. There is some correlation between the school’s philosophy/mission statement and the school-wide goals and practices.

NOT MET (1)The school philosophy/mission statement reflects a worldview and an educational philosophy based on the Bible and writings of Ellen White. There is little or no correlation between the school’s philosophy/mission statement and the school-wide goals and practices.

JUSTIFICATION RESPONSE: SUPPORTING EVIDENCE:

1.2 Indicator: The school’s philosophy and mission are expressed in written statements and are clearly communicated to faculty, staff, students, parents, and other supporters.



The school’s philosophy and mission statements are written in the school’s handbooks/bulletin, website, and marketing materials. The mission statement is attractively displayed in a prominent place in the school building. The philosophy is regularly expressed in communication with staff, students, families and the broader constituency.

MET (3)

The school’s philosophy and mission statements are written in the school’s handbooks/bulletin, website, and marketing materials. The mission statement is attractively displayed in a prominent place in the school building. The philosophy is seldom expressed in communication with staff, students, families and the broader constituency.

PARTIALLY MET (2)

The school’s philosophy and mission statements are written in the school’s handbooks/bulletin, website, and marketing materials.

NOT MET (1) The school’s philosophy and mission statements are written but not communicated


effectively.


1.3 Indicator: The school takes intentional steps to educate students, parents, and other members of the school community to understand and support the philosophy/mission and school-wide goals and practices.



Regularly educates students, parents, and staff using chapel services, staff meetings, newsletters, and other means to explain and encourage understanding of the philosophy, mission, and school-wide goals. The school also examines the effectiveness of this process.

MET (3)Regularly educates students, parents, and staff using chapel services, staff meetings, newsletters, and other means to explain and encourage understanding of the philosophy, mission, and school-wide goals.

PARTIALLY MET (2)

Occasionally educates students, parents, and staff using chapel services, staff meetings, newsletters, and other means to explain and encourage understanding of the philosophy, mission, and school-wide goals.

NOT MET (1)Rarely or never educates students, parents, and staff using chapel services, staff meetings, newsletters, and other means to explain and encourage understanding of the philosophy, mission, and school-wide goals.


1.4Indicator: The school’s mission statement is reviewed regularly to ensure that it is relevant

and continues to meet the needs of students and constituency.



Annually reviews the mission statement with parents, staff, students and the wider constituency to assure that it is relevant and meeting the needs of each group. Suggestions from this process are submitted to the board for consideration.

MET (3) Annually reviews the mission statement with parents, staff, students and the wider constituency to assure that it is relevant and meeting the needs of each group.

PARTIALLY MET (2)

Occasionally reviews the mission statement with parents, staff, students and the wider constituency to assure that it is relevant and meeting the needs of each group.

NOT MET (1) The school’s mission statement is rarely or never reviewed.


1.5Indicator: The school systematically assesses its effectiveness in fulfilling its core beliefs,

school vision, mission, and the school-wide learner outcomes.


EXCEPTIONALLY Annually examines the effectiveness of fulfilling the philosophy and mission of the school by


MET (4) means of parent and student surveys as well as compiling and analyzing empirical data to assure that the school-wide learner outcomes are being met.

MET (3)Annually examines the effectiveness of fulfilling the philosophy and mission of the school by means of parent and student surveys to assure that the school-wide learner outcomes are being met.

PARTIALLY MET (2)

Occasionally examines the effectiveness of fulfilling the philosophy and mission of the school by means of parent and student surveys to assure that the school-wide learner outcomes are being met.

NOT MET (1) Little or no assessment of effectiveness being done.


Standard #1 Narrative

Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions: What were the areas of strength you noted? [focus on indicator scores of 4 or 3] What were areas in need of improvement? [focus on indicator scores of 2 or 1] What actions are you implementing to sustain the areas of strength? What plans are you making to improve the areas of need?

Refer to the performance level descriptions to guide your writing. Cite sources of evidence External Review team members may be interested in reviewing.


SELF-STUDY REPORT

2. STANDARD FOR GOVERNANCE /ADMINISTRATION

STANDARD:The school board and administration provide leadership that promotes and supports the effective and successful operation of the school.

SUGGESTED EVIDENCE: Board policies, procedures and practices Board policies on roles and responsibilities,

conflict of interest Board minutes relating to training School improvement plan Findings of internal and external reviews of

compliance with laws, regulations and policies

Personnel handbook Survey results regarding functions of the

school board By-Laws & constitution Governing board code of ethics Governing board training plan Proof of legal counsel Agendas and minutes of meetings

(operations, board, faculty/staff) Job descriptions of school leadership Secured files for board, personnel, &

student records Long-range School Improvement Plan Schedule (recreation, staff supervision,

Sabbath duty, chapel, etc)

School-wide curriculum goals Spiritual growth plan for staff & students Communication (staff/student handbooks,

student/staff/parent surveys, policies & procedures, schedules, board actions, changes in program/policies/procedures, agendas, minutes)

Policies (anti-bullying, sexual harassment, employment, disaster preparedness, emergency response, & crisis management, non-discrimination, staff manual,)

Personnel Development (performance evaluation, job descriptions, teacher induction plan, individual professional development plan, certifications)

School safety plan & records (staff/committee mtg minutes, safety committee minutes, health dept training, fire/tornado/lock-down/evacuation drills, supervision/evaluation reports,)

Supervision and evaluation documents with criteria for improving professional practice and student success noted

Data that tracks instructional strategies used (frequency & effectiveness)

Parent & student surveys


2.1 Indicator: The school is in compliance with all applicable statutes, ordinances, and regulations of all civil authorities of the jurisdiction(s) in which the school operates.

2.2 Indicator: The school has no legal or proprietary ambiguities in ownership, control, or responsibility.

Score: Indicators 2.1 & 2.2


The school is chartered, licensed, or authorized by a state, nation, or authority that operates in the public interest. The ownership of all properties and facilities are clearly documented. The operation of the school is clearly under the management and control of a governing board.

MET (3) The school is chartered, licensed, or authorized by a state, nation, or authority that operates in the public interest. The ownership of all properties and facilities is clearly documented.

PARTIALLY MET (2)

The school is chartered, licensed, or authorized by a state, nation, or authority that operates in the public interest. The school has legal or proprietary ambiguities in ownership and/or control.

NOT MET (1) The school is not chartered, licensed, or authorized by an appropriate authority, or the school has legal or proprietary ambiguities in ownership and control.



2.3 Indicator: There are clear policies and procedures with regard to the selection, composition and specific duties of the governing board.

2.4 Indicator: Individuals who are being considered as appointees by the board will have some form of training in the principles and skills essential to the effectiveness of the governing board.

2.5 Indicator: There is a process for evaluating the governing authority and administration.

Score: Indicators 2.3, 2.4, and 2.5


The school has a written board member handbook clearly defining the expectations of each board member that is given to each board member and prospective board member. Board training is a part of every board meeting. The board conducts an evaluation of its own, as well as, the administration’s effectiveness, individually and collectively, on a regular basis. Board members function in a synergistic manner. There is an atmosphere that allows for open discussion of alternate or opposing viewpoints while maintaining mutual respect. Decisions are mutually supported.

MET (3)

The school has a written board member handbook clearly defining the expectations of each board member that is given to each board member and prospective board member. Board training is a part of every board meeting. The board conducts an evaluation of its own, as well as, the administration’s effectiveness, individually and collectively, on a regular basis.

PARTIALLY MET (2)

The school has a written board member handbook that is given to each board member and prospective board member. Some board training and evaluation is conducted.

NOT MET (1) The school does not have a written board member handbook; or little or no board training or evaluation is done.


2.6 Indicator: The governing authority (a) adopts policies which are consistent with the school’s mission and vision (purpose) and supports the achievement of the school-wide learning outcomes, (b) delegates implementation of these policies to the professional staff and (c) monitors results.

Score: Indicator 2.6


The governing authority constrains its actions to policy-making and strategic planning, while authorizing the administration to implement its decisions. The board and administration work cooperatively to develop and implement policies and practices that are best practice and aligned with EASEA educational policies, the school constitution and bylaws, and civil authorities (as applicable). There is clarity of the evaluation and monitoring procedures carried out by the governing board, including the review of overall student performance, overall school programs and operations, and the fiscal health.

MET (3)

The governing authority constrains its actions to policy-making and strategic planning, while authorizing the administration to implement its decisions. The board and administration work cooperatively to develop and implement policies and practices that are best practice and aligned with EASEA educational policies, the school constitution and bylaws, and civil authorities (as applicable)

PARTIALLY MET (2)

The governing authority does not constrain its actions to policy-making and strategic planning, while authorizing the administration to implement its decisions.

NOT MET (1)The governing authority does not constrain its actions to policy-making and strategic planning, or authorizing the administration to implement its decisions. The board and administration do not work cooperatively to develop and implement policies and practices.



2.6 Indicator: The board and administration regularly review and refine (as needed) the school’s vision, mission and school-wide learning objectives.



The board and administration work collaboratively to regularly review and refine (as needed) the school’s vision, mission and school-wide learning outcomes. The board and administration seek to remain current regarding best practices for operating effective schools.

MET (3) The board and administration work collaboratively to regularly review and refine (as needed) the school’s vision, mission and school-wide learning outcomes.

PARTIALLY MET (2)

The board and administration occasionally review and refine the school’s vision, mission and school-wide learning outcomes.

NOT MET (1) The board and administration rarely or do not review and refine the school’s vision, mission and school-wide learning outcomes.


2.7 Indicator: The school uses a collaborative process to develop and implement a written strategic or long-range plan that is aligned with the school’s mission and philosophy to continuously improve its educational program and services.



Every three to five years the school uses a collaborative process to develop and implement a written strategic or long-range plan that is aligned with the school’s mission and philosophy to continuously improve its educational program and services.

MET (3)The school uses a collaborative process to develop and implement a written strategic or long-range plan that is aligned with the school’s mission and philosophy to continuously improve its educational program and services.

PARTIALLY MET (2)

The school has a strategic or long-range plan. The plan is not collaboratively developed and implemented.

NOT MET (1) The school does not have a written long-range plan.


2.8 Indicator: The school administration and/or board have written personnel policies, procedures, and practices.



The school administration and board have clearly written policies, organizational charts, and handbooks that define responsibilities, practices, and relationships regarding hiring & firing practices, benefits (health insurance, retirement, education) & compensation policies, background checks, confidentiality policies and health records. The school administration and board work cooperatively to identify qualified administrative, instructional, and non-instructional personnel for employment and assure that EASEA guidelines are followed.

MET (3) The school administration and board have written policies, organizational charts, and handbooks that define responsibilities, practices, and relationships regarding hiring & firing practices, benefits (health insurance, retirement, education) & compensation policies,


background checks, confidentiality policies and health records. The school administration and board work cooperatively to identify qualified administrative, instructional, and non-instructional personnel for employment and assure that EASEA guidelines are followed.

PARTIALLY MET (2)

The school administration and board have only partially written policies, organizational charts, and handbooks that define responsibilities, practices, and relationships regarding hiring & firing practices, benefits (health insurance, retirement, education) & compensation policies, background checks, confidentiality policies and health records. And/or The school administration and board do not always work cooperatively to identify qualified administrative, instructional, and non-instructional personnel for employment and assure that EASEA guidelines are followed.

NOT MET (1)

The school administration and board do not have written policies, organizational charts, and handbooks that define responsibilities, practices, and relationships regarding hiring & firing practices, benefits (health insurance, retirement, education) & compensation policies, background checks, confidentiality policies and health records. The school administration and board do not work cooperatively to identify qualified administrative, instructional, and non-instructional personnel for employment and assure that EASEA guidelines are followed.


2.9 Indicator: The school has an established orientation process to for administrative, instructional, and non-instructional personnel.



The administration, or representative, allots sufficient time to orienting new personnel. A written job description and a personnel handbook defining policies, benefits, organizational chart, decision-making processes, operational practices, and lines of communication is provided and reviewed with all new personnel. A campus map and tour are provided. A student handbook is provided and reviewed with all new personnel, emphasizing the importance of their influence as they interact with students. A follow up meeting is schedule to answer any questions and clarify responsibilities and schedules.

MET (3)

The administration, or representative, allots sufficient time to orienting new personnel. A written job description and a personnel handbook defining policies, benefits, organizational chart, decision-making processes, operational practices, and lines of communication is provided and reviewed with all new personnel. A campus map and tour are provided. A student handbook is provided and reviewed with all new personnel, emphasizing the importance of their influence as they interact with students.

PARTIALLY MET (2)

The administration, or representative, orients new personnel. A written job description and a personnel handbook defining policies, benefits, organizational chart, decision-making processes, operational practices, and lines of communication may exist but not always provided and reviewed with all new personnel. A campus map and tour are not always provided. A student handbook is provided.

NOT MET (1) The administration, or representative, provides little or no orientation and a personnel handbook, campus map, or student handbooks are not provided for new personnel.


2.10 Indicator: The administration has a system in place that ensures the security, accuracy, and timely delivery of all school, student, and board documents, records, and information.



The administration maintains a system that assures the safety, security and accuracy of records for all school, student, and board documents, records, and information. Appropriate information is distributed in a timely manner. There is onsite and offsite storage included in


this process to assure backup and safety.

MET (3)The administration maintains and assures the safety, security, and accurate records for all school, student, and board documents, records, and information. Appropriate information is distributed in a timely manner. There is a backup process in place.

PARTIALLY MET (2)

The administration maintains records for some school, student, and board documents, records, and information. Information may or may not be available in a timely manner.

NOT MET (1) The administration does not maintain timely and accurate records for school, student, and board documents, records, and information. Information is not available in a timely manner.


2.11 Indicator: The principal, as instructional leader, makes decisions and facilitates actions that focus on school-wide curriculum goals and student achievement.



The principal, as instructional leader, consistently makes decisions and facilitates actions that focus on school-wide curriculum goals and student achievement. The principal encourages and supports the use of innovative instructional strategies that enhance student learning.

MET (3)

The principal, as instructional leader, makes decisions and facilitates actions that focus on school-wide curriculum goals and student achievement. The principal supports the use of innovative instructional strategies that enhance student learning.

PARTIALLY MET (2)

The principal, as instructional leader, does not consistently make decisions and facilitate actions that focus on school-wide curriculum goals and student achievement and/or the principal does not consistently encourage and support the use of innovative instructional strategies that enhance student learning.

NOT MET (1)

The principal, as instructional leader, does not make decisions or facilitates actions that focus on school-wide curriculum goals and student achievement. The principal does not encourage and support the use of innovative instructional strategies that enhance student learning.


2.12 Indicator: Administrators, as spiritual leaders, consistently provide and evaluate religious activities that foster the development and maintenance of a positive spiritual climate.



The administration works with all staff and students to consistently provide and evaluate religious activities that foster the development and maintenance of a positive spiritual climate.

MET (3) The administration consistently provides and evaluates religious activities that foster the development and maintenance of a positive spiritual climate.

PARTIALLY MET (2)

The administration does not consistently provide and evaluate religious activities that foster the development and maintenance of a positive spiritual climate.

NOT MET (1) The administration does not provide and evaluate religious activities that foster the development and maintenance of a positive spiritual climate.



2.13 Indicator: The principal, in cooperation with the staff, creates a safe, nurturing school environment that supports student learning.

2.14 Indicator: The principal promotes an environment that fosters an appreciation for diversity and multiculturalism.

2.15 Indicator: The principal promotes healthy relationships among the school, home, church, business, and community.

Score: Indicators 2.13, 2.14, and 2.15


Policies and practices are in place and appropriately applied regarding discipline, bullying, sexual harassment and grievances, etc. and all students and staff are educated in the principles behind these polices and practices. Students are exposed to cultural diversity and celebrate differences among their peers. The principal works proactively to establish open lines of communication and collaboration with all stakeholders to ensure effective relations.

MET (3)

Policies and practices are in place and appropriately applied regarding discipline, bullying, sexual harassment and grievances. Students are exposed to cultural diversity and exhibit an appreciation for differences among their peers. The principal maintains open lines of communication and collaboration with all stakeholders to ensure effective relations.

PARTIALLY MET (2)

Policies and practices are not in place and/or appropriately applied regarding discipline, bullying, sexual harassment and grievances, etc.; AND/OR, students are not consistently exposed to cultural diversity and may not exhibit an appreciation for differences among their peers; AND/OR, The principal does not maintain open lines of communication and collaboration with all stakeholders to ensure effective relations.

NOT MET (1)

Policies and practices are not in place and appropriately applied regarding discipline, bullying, sexual harassment & grievances, etc.; AND/OR, Students are not exposed to cultural diversity and do not exhibit an appreciation for differences among their peers; AND/OR, the principal does not maintain open lines of communication and collaboration with all stakeholders to ensure effective relations.


2.16 Indicator: The administration admits students, provides worthy student funds, and selects students for extra-curricular activities based on policies and procedures consistent with its mission and philosophy and in adherence to biblically consistent, non-discriminatory practices.

2.13 Indicator: The administration ensures that teacher-student ratios and teacher class loads meet EASEA guidelines.



Students are admitted, provided worthy student funding, and selected for extra-curricular activities based on policies and procedures consistent with the mission and philosophy of the school and without discrimination. (How might your school be exceptional in this area?)

MET (3)Students are admitted, provided worthy student funding, and selected for extra-curricular activities based on policies and procedures consistent with the mission and philosophy of the school and without discrimination.

PARTIALLY MET (2)

Students are not consistently admitted, provided worthy student funding, and selected for extra-curricular activities based on policies and procedures consistent with the mission and philosophy of the school.

NOT MET (1) Students are not admitted, provided worthy student funding, and selected for extra-curricular


activities based on policies and procedures consistent with the mission and philosophy of the school and without discrimination.


2.17 Indicator: The administration ensures that school grounds are safe, secure, and adequately supervised during school hours and at school functions.



The administration and school personnel work proactively to ensure that the school grounds are safe, secure, and well-supervised during school hours and for all organized school functions.

MET (3) The administration works to ensure that the school grounds are safe, secure, and adequately supervised during school hours and for all organized school functions.

PARTIALLY MET (2)

The administration inconsistently ensures that the school grounds are safe, secure, and supervised during school hours and for all organized school functions.

NOT MET (1) The administration does not ensure that the school grounds are safe, secure, and adequately supervised during school hours and for all organized school functions.


2.18 Indicator: The administration works cooperatively to implement a plan for supervision and evaluation of personnel that fosters ongoing professional growth.



The principal, instructional, and non-instructional personnel have professional growth plans that are collaboratively written at the beginning of the year and collaboratively reviewed at the end of the year. Systematic evaluations for the principal, instructional, and non-instructional personnel are conducted as collaborative conversations that foster ongoing professional growth. There is clear evidence of professional growth.

MET (3)

The principal, instructional, and non-instructional personnel have professional growth plans that are collaboratively written at the beginning of the year and collaboratively reviewed at the end of the year. Systematic evaluations for the principal, instructional, and non-instructional personnel are conducted as collaborative conversations that foster ongoing professional growth.

PARTIALLY MET (2)

Only a portion of the following: principal, instructional, and non-instructional personnel have professional growth plans that are collaboratively written at the beginning of the year and collaboratively reviewed at the end of the year. And/or Systematic evaluations for the principal, instructional, and non-instructional personnel are not conducted as collaborative conversations that foster ongoing professional growth.

NOT MET (1)

The principal, instructional, and non-instructional personnel do not have professional growth plans that are collaboratively written at the beginning of the year and collaboratively reviewed at the end of the year. Systematic evaluations for the principal, instructional, and non-instructional personnel are not conducted as collaborative conversations that foster ongoing professional growth.



2.16 Indicator: The administration provides timely and accurate reporting to EASEA.



All reports and special event registrations are accurately completed and consistently submitted to EASEA before the stated due date. Membership fees, accreditation fees, and event fees are paid on time.

MET (3)All reports and special event registrations are accurately completed and submitted to EASEA by the stated due date. Membership fees, accreditation fees, and event fees are paid on time.

PARTIALLY MET (2)

Reports and special event registrations are not consistently completed and submitted to EASEA by the stated due date, and/or membership fees, accreditation fees, and event fees are not paid on time.

NOT MET (1)Reports and special event registrations are not completed and submitted to EASEA by the stated due date. And membership fees, accreditation fees, and event fees are not paid on time.






SELF-STUDY REPORT

3. Standard for Character Development

STANDARD:Character Development, as an integral part of the educational process, is intentional and enlists the will and cooperation of the student.

SUGGESTED EVIDENCE: ● Handbooks (school, dorm)● Recreation Policy & Activities● School Activities Guidelines● Orientation, Chapel & Dorm Worship Topic Schedules


3.1 Indicator: Appropriate activities and programs aimed intentionally at developing character are an integral and intentional part of the school-wide curriculum.



All students are actively involved in a variety of outreach opportunities that develop unselfish service. All school programing is coordinated to develop in students self-discipline, positive attitudes & habits of responsibility. All school personnel model in word and deed a high level of Christian character. The school has an intentional plan for educating students how to have a vibrant devotional experience and provides time in the student schedule for personal devotions.

MET (3)

All students are actively involved in some outreach opportunities that develop unselfish service. School programing is coordinated to develop in students self-discipline, positive attitudes & habits of responsibility. All school personnel model in word and deed a Christian character. The school educates students how to have personal devotions.

PARTIALLY MET (2)

Most students are actively involved in some outreach opportunities that develop unselfish service. School programing is coordinated to develop in students self-discipline, positive attitudes & habits of responsibility. School personnel conduct themselves in a Christian manner. Students are educated in the importance of a personal devotional experience.

NOT MET (1)Some students are actively involved in outreach opportunities that develop unselfish service. School programing educates students in principles of self-discipline, positive attitudes & habits of responsibility. Most school personnel conduct themselves in a Christian manner.


3.2 Indicator: Discipline procedures respect students’ self-worth and teach self-government and self-control.



There is on-going collaborative study among all school personnel to understanding better methods of discipline that will enlist a spirit of cooperation in every student and that develops self-government and self-control. All students are affirmed in their successes and educated in how to overcome their challenges.

MET (3)Regular study is given to understanding methods of discipline that will enlist a spirit of cooperation in every student and that develops self-government and self-control. Students are affirmed in their successes and encouraged to overcome their challenges.


PARTIALLY MET (2)

Some study is given to understanding methods of discipline that will enlist a spirit of cooperation and that develops self-government and self-control in some students. Students are encouraged to overcome their challenges.

NOT MET (1)Little or no study is given to understanding methods of discipline that will enlist a spirit of cooperation and that develop self-government and self-control in students. Students are admonished to overcome their challenges.


3.3 Indicator: Programs and activities of the school discourage rivalry and self-glorification.



All school programs and activities are designed to intentionally encourage the spirit of cooperation and discourage the spirit of competition. All school personnel and students are educated to “esteem others better than themselves.” (Philippians 2:3)

MET (3)School programs and activities are designed to encourage the spirit of cooperation and discourage the spirit of competition. School personnel and students are educated to “esteem others better than themselves.” (Philippians 2:3)

PARTIALLY MET (2)

Some school programs and activities are designed to encourage the spirit of cooperation.

NOT MET (1) Few or no school programs and activities are designed to encourage the spirit of cooperation.


3.4 Indicator: Educating students in proper decorum and courtesy are an intentional part of the school-wide curriculum.



The school personnel implement a coordinated plan for educating all students in proper conduct, manners, and Christian courtesies throughout the school-wide curriculum. There is observable evidence that all students are integrating this training in their day-to-day lives.

MET (3)The school personnel implement a coordinated plan for educating all students in proper conduct, manners, and Christian courtesies throughout the school-wide curriculum. There is observable evidence that most students are integrating this training in their day-to-day lives.

PARTIALLY MET (2)

The school personnel provide some education for all students in proper conduct, manners, and Christian courtesies throughout the school-wide curriculum. There is observable evidence that some students are integrating this training in their day-to-day lives.

NOT MET (1)The school personnel provide little or no education for students in proper conduct, manners, and Christian courtesies throughout the school-wide curriculum. Few or no students are integrating this training in their day-to-day lives.


3.5 Indicator: Instruction in moral values and positive social relationships is an intentional part of the educational process.




The school implements a coordinated plan for educating all students in biblical moral values. Students are taught the importance of protecting their personal purity and the purity of others. Students are taught to view others as Christ does by valuing, honoring and respecting differences in others (such as age, maturity, gender, culture, learning profile, etc.).

MET (3)

The school has a plan for educating all students in biblical moral values. Students are taught the importance of protecting their personal purity and the purity of others. Students are taught to view others as Christ does by valuing, honoring and respecting differences in others (such as age, maturity, gender, culture, learning profile, etc.).

PARTIALLY MET (2)

The school has some general programs for educating students in biblical moral values.

NOT MET (1) The school has few or no programs for educating students in biblical moral values.


3.6 Indicator: Training, policies, and practices uphold a healthy lifestyle as part of God’s ideal.



The school implements a coordinated plan for educating all students in healthy lifestyle principles. The school has carefully designed a balanced schedule that provides for adequate rest and exercise. Most students are making choices to developing healthy habits in the areas of diet, exercise and adequate rest.

MET (3)The school provides for educating of students in healthy lifestyle principles. The school has designed a schedule that provides for adequate rest and exercise. Many students are making choices to develop healthy habits in the areas of diet, exercise, or adequate rest.

PARTIALLY MET (2)

The school provides a health class educating students in healthy lifestyle principles. The school schedule provides for rest and exercise. A few students are making choices to develop healthy habits in the areas of diet, exercise, and adequate rest.

NOT MET (1)

The school does little or no educating of students in healthy lifestyle principles and the schedule makes it challenging for students to obtain adequate rest and exercise. Few or no students are making choices to developing healthy habits in the areas of diet, exercise and adequate rest.


3.7 Indicator: The dress code and its implementation reflect the philosophy and purpose of the school.



The school dress code exemplifies the principles of modesty, practicality, economy, and attractiveness and reflects the philosophy of the school. All school personnel hold each other and students accountable to follow the dress code. All school personnel and students are systematically educated in the principles upon which the dress code is based.

MET (3)The school dress code reflects the philosophy and purpose of the school. School personnel hold students accountable to follow the dress code. All school personnel and students are educated in the principles upon which the dress code is based.

PARTIALLY MET (2)

The school dress code reflects the philosophy and purpose of the school. School personnel hold most students accountable to follow the dress code. There is some education in the principles upon which the dress code is based.

NOT MET (1) The school dress code and its implementation is inconsistent with the stated philosophy and purpose of the school.



3.8 Indicator: The school-wide curriculum upholds high principles of media, entertainment and music that are based upon the Bible and the writings of Ellen White.



The school implements a coordinated plan for educating all personnel and students in the principles found in the Bible and writings of Ellen White for choosing media, entertainment, and music. Most students are changing the choices they make in entertainment and music. The students are actively involved in a variety of events that help them experience positive, wholesome entertainment and uplifting music.

MET (3)

The school has a plan for educating all personnel and students in the principles found in the Bible and writings of Ellen White for choosing media, entertainment, and music. Some students are changing the choices they make in entertainment and music. The students are involved in events that help them experience positive, wholesome entertainment and uplifting music.

PARTIALLY MET (2)

The school does some educating of personnel and students in the principles found in the Bible and writings of Ellen White for choosing media, entertainment, and music. A few students are changing the choices they make in entertainment and music. The students are somewhat involved in events that try to help them experience positive, wholesome entertainment and uplifting music.

NOT MET (1)Most of the students’ choices in media, entertainment, and music remain the same. The school curriculum provides little or no education of school personnel and students in the areas of media, entertainment and music.






SELF-STUDY REPORT

4. STANDARD FOR CURRICULUM, INSTRUCTION, & ASSESSMENT

STANDARD FOR CURRICULUM:The school provides a challenging, coherent and relevant curriculum that fulfills the school’s purpose in developing the whole person (spiritually, mentally, physically, socially, and emotionally) and preparing the student for this world and the world to come.

SUGGESTED EVIDENCE: School bulletin/handbook Course outlines for each course (secondary) Current class schedules Representative samples of student work across courses (portfolios, projects, presentations, health

logs, observation notes) School improvement plan Operating budget Curriculum & academic standards committee minutes Lesson plans (objectives, instructional strategies, integration of technology, Interdisciplinary projects Survey results EASEA standards Lesson plans aligned to the curriculum Curriculum maps, & scope and sequence Assessment samples (including peer review & self-assessment, authentic assessments) Interdisciplinary projects Administrative committee & faculty meeting minutes Policies, processes and procedures on grading and reporting Current inventory of instruction equipment & supplies


4.1 Indicator: The school-wide curriculum is based on a Seventh-day Adventist biblical world-view and reflects the stated mission and philosophy of the school.

4.2 Indicator: EASEA and/or NAD Adventist education standards serve as the framework for curriculum development.


EXCEPTIONALLYMET (4)

The school has intentionally designed a curriculum based on an SDA biblical world-view and clearly reflects the school’s mission and philosophy. The school curriculum is designed to meet the EASEA (&/or NAD) education standards. The teachers actively incorporate the EASEA standards in their instructional plans.

MET (3)The school has designed a curriculum based on an SDA biblical world-view and reflects the school’s mission and philosophy. The school curriculum is designed to meet the EASEA (&/or NAD) education standards. The teachers incorporate the EASEA standards in their instructional plans.

PARTIALLY MET (2)

The school has a curriculum based on an SDA biblical world-view and reflects the school’s mission and philosophy. Some of the teachers incorporate the EASEA standards in their instructional plans.

NOT MET (1) Some of the school has a curriculum is based on an SDA biblical world-view and reflects the school’s mission and philosophy.



4.3 Indicator: The school-wide curriculum is inclusive of the following subject area standards: Bible Science Mathematics Health Social Studies Fine Arts Physical Education Technology Modern Language(s) Vocational/Work Education



The school’s required curriculum includes all of the above subject areas on the elementary (as applicable) and on the secondary levels (as applicable). The school offers advanced placement or dual-credit courses.

MET (3) The school’s required curriculum includes all of the above subject areas on the elementary (as applicable) and on the secondary levels (as applicable).

PARTIALLY MET (2)

The school’s required curriculum includes all but one or two of the above subject areas on the elementary (as applicable) and on the secondary levels (as applicable).

NOT MET (1) The school’s required curriculum does not include more than two of the above subject areas on the elementary (as applicable) and on the secondary levels (as applicable).


4.4 Indicator: Curriculum and instruction are organized, reviewed, and revised based on assessment data.



The administration and teachers work collaboratively to organize and map out curriculum and instruction. Assessment data is collected and reviewed regularly to revise curriculum and instruction based on student needs and learning.

MET (3)The administration and teachers organize and map out the school’s curriculum and instruction. Assessment data is collected and reviewed to revise curriculum and instruction based on student needs and learning.

PARTIALLY MET (2)

The administration and teachers organize and map out the school’s curriculum and instruction. Assessment data is sometimes used to revise curriculum and instruction based on student needs and learning.

NOT MET (1) The administration and teachers invest little or not time organizing and mapping out the school’s curriculum and instruction.


4.5 Indicator: The school-wide curriculum promotes students’ learning skills, thinking skills and life skills.



Curriculum and learning experiences in each course/class/vocational area provide all students with challenging and equitable opportunities to develop inquiry skills such as critical thinking, problem solving, reasoning, and research skills that align with the school’s purpose. Evidence clearly indicates curriculum and learning experiences prepare students for success at the next level. Learning activities are individualized for each student in a way that supports achievement of expectations.


MET (3)

Curriculum and learning experiences in each course/class/vocational area provide students with challenging and equitable opportunities to develop inquiry skills such as critical thinking, problem solving, reasoning, and research skills that align with the school’s purpose. There is some evidence to indicate curriculum and learning experiences prepare students for success at the next level. Some learning activities are individualized for each student in a way that supports achievement of expectations.

PARTIALLY MET (2)

Curriculum and learning experiences in each course/class/vocational area provide most students with opportunities to develop inquiry skills such as critical thinking, problem solving, reasoning, and research skills that align with the school’s purpose. There is little evidence to indicate curriculum and learning experiences prepare students for success at the next level. Little individualization for each student is evident.

NOT MET (1)

Curriculum and learning experiences in each course/class/vocational area provide few or no students with opportunities to develop inquiry skills such as critical thinking, problem solving, reasoning, and research skills that align with the school’s purpose. There is no evidence to indicate curriculum and learning experiences prepare students for success at the next level. No individualization for each student is evident.


4.6 Indicator: The school-wide curriculum provides opportunities for the development of positive student attitudes and life habits.



Curriculum and learning experiences in each course/class/vocational area provide all students with challenging and equitable opportunities to develop attitudes and habits such as persistence, managing impulsivity, respect for diversity, social skills, and responsibility that align with the school’s purpose. Evidence clearly indicates curriculum and learning experiences prepare students for success in life.

MET (3)

Curriculum and learning experiences in each course/class/vocational area provide most students with opportunities to develop attitudes and habits such as persistence, managing impulsivity, respect for diversity, social skills, and responsibility that align with the school’s purpose. There is some evidence to indicate curriculum and learning experiences prepare students for success in life.

PARTIALLY MET (2)

Curriculum and learning experiences in each course/class/vocational area provide most students with opportunities to develop attitudes and habits such as persistence, managing impulsivity, respect for diversity, social skills, and responsibility that align with the school’s purpose. There is little evidence to indicate curriculum and learning experiences prepare students for success in life.

NOT MET (1)

Curriculum and learning experiences in each course/class/vocational area provide few or no students with opportunities to develop attitudes and habits such as persistence, managing impulsivity, respect for diversity, social skills, and responsibility that align with the school’s purpose. There is no evidence to indicate curriculum and learning experiences prepare students for success in life.


4.7 Indicator: The school-wide curriculum promotes a healthy lifestyle consistent with the Seventh-day Adventist health message.



The school-wide curriculum is intentionally designed to include many opportunities for students to develop knowledge, attitudes, and practices necessary for personal wellness and a healthy lifestyle consistent with the Seventh-day Adventist health message. There is clear


evidence that all students are implementing most of these practices.

MET (3)The school-wide curriculum includes opportunities for students to develop knowledge, attitudes, and practices necessary for personal wellness and a healthy lifestyle consistent with the Seventh-day Adventist health message. There is evidence that most students are implementing most of these practices.

PARTIALLY MET (2)

The school-wide curriculum includes some opportunities for students to develop knowledge, attitudes, and practices necessary for personal wellness and a healthy lifestyle consistent with the Seventh-day Adventist health message. There is evidence that some students are implementing some of these practices.

NOT MET (1)The school-wide curriculum includes few opportunities for students to develop knowledge, attitudes, and practices necessary for personal wellness and a healthy lifestyle consistent with the Seventh-day Adventist health message. There is little or no evidence that students are implementing any of these practices.


4.8 Indicator: The school-wide curriculum provides opportunities to engage in witnessing and service learning experiences.



The school-wide curriculum provides a wide variety of witnessing and service learning opportunities. All students are actively engaged in one or more of these experiences on a weekly basis.

MET (3)The school-wide curriculum provides a variety of witnessing and service learning opportunities. All students are actively engaged in one or more of these experiences on a monthly basis.

PARTIALLY MET (2)

The school-wide curriculum provides witnessing and service learning opportunities. Most students are actively engaged in one of these experiences on a monthly basis.

NOT MET (1) The school-wide curriculum provides witnessing and service learning opportunities. Few students are actively engaged in one of these experiences on a monthly basis.


4.9 Indicator: The school-wide curriculum resources (textbooks, materials, etc) are aligned with the school philosophy and mission.



All curriculum and instructional textbooks, materials, etc. are clearly aligned with the school’s philosophy and mission.

MET (3) All curriculum and instructional textbooks, materials, etc. are aligned with the school’s philosophy and mission.

PARTIALLY MET (2)

Most curriculum and instructional textbooks, materials, etc. are aligned with the school’s philosophy and mission.

NOT MET (1) Some curriculum and instructional textbooks, materials, etc. are aligned with the school’s philosophy and mission.



4.10 Indicator: The school-wide curriculum is understood and supported by the school board, personnel, parents, and students.



There is on ongoing process for educating the school board, personnel, parents, and students regarding the school-wide curriculum. Evidence clearly indicates that most understand and strongly promote the school-wide curriculum.

MET (3)There is a process for educating the school board, personnel, parents, and students regarding the school-wide curriculum. Evidence indicates that most understand and support the school-wide curriculum.

PARTIALLY MET (2)

There is a process for educating the school board, personnel, parents, and students regarding the school-wide curriculum. Evidence indicates that some understand and support the school-wide curriculum.

NOT MET (1)There is little or no process for educating the school board, personnel, parents, and students regarding the school-wide curriculum. Evidence indicates that few understand and support the school-wide curriculum.


4.11 Indicator: Co-curricular activities extend the curriculum and are aligned with the school’s mission and philosophy.

4.11b Indicator: Co-curricular activities are sufficient in number and variety to meet the needs and interests of all students

Score: Indicators 4.11 & 4.11b


School personnel implement a clearly defined process to determine the physical, social and emotional needs of each student in the school. School personnel provide or coordinate co-curricular activities to meet the needs of all students. A plan for evaluation of program effectiveness is in place, and school personnel use the data to regularly evaluate all activities. Improvement plans related to these activities are designed and implemented to more effectively meet the needs of all students.

MET (3)

School personnel implement a process to determine the physical, social and emotional needs of each student in the school. School personnel provide or coordinate co-curricular activities to meet the needs of students as necessary. A plan for evaluation of program effectiveness is in place, and school personnel use the data to evaluate all activities. Improvement plans related to these activities are designed and implemented when needed to more effectively meet the needs of students.

PARTIALLY MET (2)

School personnel endeavor to determine the physical, social and emotional needs of students in the school. School personnel provide or coordinate co-curricular activities to meet the needs of students when possible. School personnel evaluate activities. Improvement plans related to these activities are sometimes designed and implemented to meet the needs of students.

NOT MET (1)School personnel attempt to determine the physical, social and emotional needs of some students in the school. School personnel sometimes provide or coordinate co-curricular activities to meet the needs of students. School personnel rarely or never evaluate activities. Improvement plans related to these activities are rarely or never developed.



STANDARD FOR INSTRUCTION:The instructional program is aligned with curriculum design and assessment practices and uses a variety of learning experiences that actively engage students at a high level of learning.

SUGGESTED EVIDENCE: Classroom observations Course outlines for each course (secondary) School improvement plan Operating budget Lesson plans (objectives, instructional strategies, integration of technology) Teacher’s journal or log Samples of student work Survey results School bulletin or student handbook EASEA Standards Evidence of participation in or presentation of professional learning Current inventory of instructional equipment and supplies


4.12 Indicator: Administrators and teachers are committed to students’ learning and create an environment that maintains students’ engagement in the learning process in an age and developmentally appropriate manner.



All teachers have a clearly defined process to determine readiness, interest, and learning profile of each student in the school. All teachers design their content, learning activities, and assessment to meet the readiness, interest, and learning profile of each student in the school. The administration provides ample resources to support this process.

MET (3)Most teachers have a clearly defined process to determine readiness, interest, and learning profile of each student in the school. Most teachers design their content, learning activities, and assessment to meet the readiness, interest, and learning profile of each student in the school. The administration provides resources to support this process.

PARTIALLY MET (2)

Some teachers have a clearly defined process to determine readiness, interest, and learning profile of each student in the school. Some teachers design their content, learning activities, and assessment to meet the readiness, interest, and learning profile of each student in the school. The administration provides some resources to support this process.

NOT MET (1)Few or no teachers have a clearly defined process to determine readiness, interest, and learning profile of each student in the school. Few or no teachers design their content, learning activities, and assessment to meet the readiness, interest, and learning profile of each student in the school. No resources are provided to support this process.


4.13 Indicator: Administrators and teachers provide opportunities for learners to connect the Seventh-day Adventist biblical worldview with the knowledge, understanding, and skills acquired in the school-wide curriculum.



There are a wide variety of service learning opportunities and mission trips that are designed to connect the knowledge, understanding, and skills acquired in the school-wide curriculum to the mission of the Seventh-day Adventist Church. All students are involved in one or more of these experiences each year.


MET (3)There are a variety of service learning opportunities and mission trips that are designed to connect the knowledge, understanding, and skills acquired in the school-wide curriculum to the mission of the Seventh-day Adventist Church. Most students are involved in one of these experiences each year.

PARTIALLY MET (2)

Some service learning opportunities and mission trips that are provided to connect the knowledge, understanding, and skills acquired in the school-wide curriculum to the mission of the Seventh-day Adventist Church. Some students are involved in one of these experiences each year.

NOT MET (1)Few or no service learning opportunities and mission trips that are provided to connect the knowledge, understanding, and skills acquired in the school-wide curriculum to the mission of the Seventh-day Adventist Church. Few or no students are involved in one of these experiences each year.


4.14 Indicator: Teachers are certified to teach the subjects and grade levels they are teaching.



All academic and vocational teachers are certified in the subjects and grade levels they are teaching.

MET (3) Eighty-five percent of the academic and vocational teachers are certified in the subjects and grade levels they are teaching.

PARTIALLY MET (2)

Most of the academic and vocational teachers are certified in the subjects and grade levels they are teaching.

NOT MET (1) Few or none of the academic and vocational teachers are certified in the subjects and grade levels they are teaching.


4.15 Indicator: Teachers use a variety of instructional techniques aligned with best practices to ensure student learning.



The administration provides time for and encourages collaborative inter-disciplinary instruction and learning opportunities. All teachers are using a variety of instruction techniques and strategies to meet the varied readiness, interests, and learning profiles. Evidence clearly indicates that all students are engaged and learning.

MET (3)The administration provides time for and encourages collaborative inter-disciplinary instruction and learning opportunities. Most teachers are using a variety of instruction techniques and strategies to meet the varied readiness, interests, and learning profiles. Evidence indicates that most students are engaged and learning.

PARTIALLY MET (2)

The administration provides some time for and/or encourages collaborative inter-disciplinary instruction and learning opportunities. Some teachers are using a variety of instruction techniques and strategies to meet the varied readiness, interests, and learning profiles. Evidence indicates that some students are engaged and learning.

NOT MET (1)The administration provides little or no time for collaborative inter-disciplinary instruction and learning opportunities. Few or no teachers are using a variety of instruction techniques and strategies to meet the varied readiness, interests, and learning profiles. Evidence indicates that few students are engaged and learning.



4.16 Indicator: Instructional time, material resources and fiscal resources are sufficient to support the purpose and direction of the school.



Instructional time, material resources and fiscal resources are obviously focused on supporting the purpose and direction of the school. Instructional time is fiercely protected in policy and practice. School leaders exhaust every option to secure material and fiscal resources to meet the needs of all students. School leaders measurably demonstrate that instructional time, material resources, and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations concentrate on achieving the school’s purpose and direction.

MET (3)

Instructional time, material resources and fiscal resources are focused on supporting the purpose and direction of the school. Instructional time is protected in policy and practice. School leaders work to secure material and fiscal resources to meet the needs of all students. School leaders demonstrate that instructional time, material resources, and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations generally focused on achieving the school’s purpose and direction.

PARTIALLY MET (2)

Instructional time, material resources and fiscal resources are sometimes focused on supporting the purpose and direction of the school. Instructional time is usually protected. School leaders attempt to secure material and fiscal resources to meet the needs of all students. School leaders express a desire to allocate instructional time, material resources, and fiscal resources so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations sometimes focused on achieving the school’s purpose and direction.

NOT MET (1)

Little or no link exists between the purpose of the school and instructional time, material resources and fiscal resources. Protection of instructional time is not a priority. School leaders use available material and fiscal resources to meet the needs of students. School leaders spend little or no effort allocating instructional time, material resources and fiscal resources so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations rarely or never focused on achievement of the school’s purpose and direction.


4.17 Indicator: The instructional program considers the diverse readiness (abilities), interests, and needs of individual students.



There is strong evidence that all teachers design classroom environment and instruction for student learning and assessment with the understanding that there are differences in student readiness, interest, and needs.

MET (3)There is evidence that most teachers design classroom environment and instruction for student learning and assessment with the understanding that there is a difference in student readiness, interest, and needs.

PARTIALLY MET (2)

There is some evidence that some teachers design classroom environment and instruction for student learning and assessment with the understanding that there is a difference in student readiness, interest, and needs.

NOT MET (1)There is little or no evidence that few or no teachers design classroom environment and instruction for student learning and assessment with the understanding that there is a difference in student readiness, interest, and needs.



4.18 Indicator: Teachers are reflective educators who think systematically about their practice, and refine their instructional practices based on student feedback/data and current research.



The continuous improvement of all students is a priority for all teachers. Using data from multiple assessments of student learning and an examination of current research, all teachers systematically monitor and adjust their instructional practice to ensure that the readiness, interest, and learning profile needs of all students are met.

MET (3)The continuous improvement of all students is a priority for most teachers. Using data from multiple assessments of student learning and an examination of current research, most teachers monitor and adjust their instructional practice to ensure that the readiness, interest, and learning profile needs of most students are met.

PARTIALLY MET (2)

The continuous improvement of all students is important for some teachers. Some teachers monitor and adjust their instructional practice to meet the readiness, interest, and learning profile needs of some students.

NOT MET (1)The continuous improvement of all students is important for few teachers. Few or no teachers monitor and adjust their instructional practice to meet the readiness, interest, and learning profile needs of the students.



STANDARD FOR ASSESSMENT:Teachers and students frequently use assessment to influence and direct the teaching and learning process.

SUGGESTED EVIDENCE: Student progress reports Report cards Tracking cards Observational notes Student portfolios Samples of assessment used (including peer- and self-assessment) Student feedback Lesson plans Meeting logs/notes School board & faculty meeting minutes Curriculum maps Student improvement plans Data reports Standardized test results Operating budgets Student improvement plans & data of effectiveness School improvement plans Email, texts, etc.


4.19 Indicator: The assessment data are the basis for (a) measurement of each student’s progress toward the school-wide learning outcomes and academic standards, (b) regular evaluation, modification, and improvement of curriculum and instructional approaches, and (c) allocation of resources.



Varied and appropriate assessments, aligned with best practices, are used to generate formative and summative data to provide instructional feedback. Teachers collaboratively and consistently share and analyze data within and across grade levels to inform curriculum, instruction, and assessment. Technology is used a tool to collect, manage, and analyze data. Administrators and teachers have the needed training, support, and resources to collect, analyze, and use assessment data effectively. Assessment results are used to make decisions regarding the selection and allocation of resources.

MET (3)

Varied and appropriate assessments are used to generate formative and summative data to provide instructional feedback. Most teachers share and analyze data within and across grade levels to inform curriculum, instruction, and assessment. Technology is used a tool to collect, manage, and analyze data. Administrators and teachers have some training, support, and resources to collect, analyze, and use assessment data effectively. Assessment results are used to make decisions regarding the selection and allocation of resources.

PARTIALLY MET (2)

Appropriate assessments are somewhat used to generate formative and summative data to provide instructional feedback. Some teachers share and analyze data within and across grade levels to inform curriculum, instruction, and assessment. Sometimes technology is used as tools to collect, manage, and analyze data. Administrators and teachers have little or no training, support, or resources to collect, analyze, and use assessment data effectively.

NOT MET (1)Appropriate assessments are rarely used to generate formative and summative data to provide instructional feedback. Few or no teachers share and analyze data within and across grade levels to inform curriculum, instruction, and assessment.



4.20 Indicator: For students who are not learning and performing at levels expected, appropriate strategies are developed to facilitate progress toward learning outcomes.



School personnel systematically and continuously use data to identify unique learning needs of students at all levels of proficiency, as well as, other learning needs (such as second languages) and provide or coordinate support services. School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) to adjust instructional strategies.

MET (3)

School personnel use data to identify learning needs of students, as well as, other learning needs (such as second languages) and provide or coordinated support services. School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) to adjust instructional strategies.

PARTIALLY MET (2)

School personnel use data to identify learning needs of special populations of students based on proficiency and/or other learning needs (such as second languages). School personnel are familiar with research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators). School personnel provide or coordinate some learning support.

NOT MET (1)School personnel identify special populations of students based on proficiency and/or other learning needs (such as second languages). School personnel provide or coordinate some learning support.


4.21 Indicator: Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent with school policy.



All teachers consistently use grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student’s attainment of content knowledge and skills. These policies, processes and procedures are implemented consistently. All students and parents are aware of the policies, processes and procedures. The policies, processes and procedures are formally and regularly evaluated.

MET (3)

Most teachers use grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student’s attainment of content knowledge and skills. These policies, processes and procedures are implemented consistently across grade levels and courses. Students and parents are aware of the policies, processes and procedures. The policies, processes and procedures are regularly evaluated.

PARTIALLY MET (2)

Some teachers use common grading and reporting policies, processes and procedures based on criteria that represent each student’s attainment of content knowledge and skills. These policies, processes and procedures are implemented across grade levels and courses. Most stakeholders are aware of the policies, processes and procedures. The policies, processes and procedures may or may not be evaluated.

NOT MET (1)Few or no teachers use common grading and reporting policies, processes and procedures. Policies, processes and procedures, if they exist, are rarely implemented across grade levels or courses, and may not be well understood by stakeholders. No process for evaluation of grading and reporting practices is evident.



4.22 Indicator: The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.



A variety of avenues that engage families in meaningful ways in their student’s education are designed, implemented, and evaluated. Families have multiple ways of staying informed of their student’s learning progress.

MET (3)A variety of avenues that engage families in meaningful ways in their student’s education are designed and implemented. School personnel regularly inform families of their children’s learning progress.

PARTIALLY MET (2)

A variety of avenues that engage families in their student’s education are available. School personnel provide information about student’s learning.

NOT MET (1) Few or no avenues that engage families in their student’s education are available. School personnel provide little relevant information about student’s learning.






SELF-STUDY REPORT

5. Vocational Education (vocational training/work education)

STANDARD:The vocational education program is included as a vital and integral part of the overall educational process, and is utilized to enhance learning, provide physical exercise, develop a work ethic and useful skills and helps provide a balanced educational experience.

SUGGESTED EVIDENCE: ● School’s philosophy statement● Vocational Training Curriculum Handbook● Work-ethic Skills Training Objectives● Student Vocational Training Evaluations● List of Training Area Specific Vocational Skills● Vocational Training Schedules● Vocational Training Lesson Plans● Vocational Assignment Records● Student Vocational Transcripts


5.1 Indicator: The school’s written philosophy reflects the integral nature of the vocational program in the school-wide curriculum.



The school’s written philosophy clearly articulates the integral nature of the vocational program in the overall educational curriculum.

MET (3) The school’s written philosophy reflects the integral nature of the vocational program in the overall educational curriculum.

PARTIALLY MET (2)

The school’s written philosophy reflects the inclusion of the vocational program in the overall educational curriculum.

NOT MET (1) The school’s written philosophy does not address the vocational program as it relates to the overall educational curriculum.


5.2 Indicator: The school has a written vocational curriculum that clearly defines the objectives for each aspect of the vocational program.



The written vocational curriculum clearly defines clear objectives for each aspect of the practical program. These objectives are utilized as a guide in helping the student develop essential skills and knowledge for success in these areas. The vocational curriculum is regularly reviewed and adjusted as needed based on feedback from students, parents, and teachers.

MET (3) The written vocational curriculum defines objectives for each aspect of the practical program.


These objectives are utilized as a guide in helping the student develop essential skills and knowledge for success in these areas.

PARTIALLY MET (2)

There may not be a written vocational curriculum that defines clear objectives for each aspect of the practical program. And/or These objectives are not utilized as a guide in helping the student develop essential skills and knowledge for success in these areas.

NOT MET (1)There is not written vocational curriculum that defines clear objectives for each aspect of the practical program. And objectives are not utilized as a guide in helping the student develop essential skills and knowledge for success in these areas.


5.3 Indicator: Students participate in a variety of hands-on practical skills training areas.



Students are systematically exposed to a wide variety of vocational experiences. And there is opportunity for the students to have input in the selection of training areas and rotation schedules.

MET (3)Students are systematically exposed to several vocational experiences. And there is opportunity for the students to have input in the selection of training areas and rotation schedules.

PARTIALLY MET (2)

Students are exposed to a limited variety of vocational experiences, and/or there may not be opportunity for the students to have input in the selection of training areas and rotation schedules.

NOT MET (1) Students are not exposed a variety of vocational experiences. There is no opportunity for the students to have input in the selection of training areas and rotation schedules.


5.4 Indicator: Students are instructed in and monitored for safety practices in their vocational areas.



Equipment guards and personal safety devices are used in all vocational areas. Vocational training is conducted in compliance with regulatory requirements. Safety guidelines are documented and there is on-going instruction concerning safety in their vocational departments. Safety training is documented.

MET (3)

Equipment guards and personal safety devices are used in all vocational areas. Vocational training is conducted in compliance with regulatory requirements. Safety guidelines are documented and students are regularly instructed concerning safety in their vocational departments. Safety training is documented.

PARTIALLY MET (2)

Equipment guards and personal safety devices are used in most vocational areas. And/or vocational training may not always be conducted in compliance with regulatory requirements. Safety guidelines may or may not documented and students are not regularly instructed concerning safety in their vocational departments. Safety training may or not documented.

NOT MET (1)

Equipment guards and personal safety devices are not regularly used in all vocational areas. And vocational training is not conducted in compliance with regulatory requirements. safety guidelines are not documented and students are not regularly instructed concerning safety in their vocational departments. Safety training is not documented.



5.5 Indicator: All vocational areas are appropriately supervised, conducted with regular instruction, and have a plan outlining the training activities.



Vocational training areas are appropriately and regularly supervised with qualified staff and teachers that are working according to a predetermined plan. The training plan is regularly reviewed for improvements.

MET (3) Vocational training areas are appropriately supervised with qualified staff and teachers that are working according to a predetermined plan.

PARTIALLY MET (2)

Vocational training areas are usually appropriately supervised with qualified staff and teachers that are working according to a predetermined plan.

NOT MET (1) Vocational training areas are seldom appropriately supervised with qualified staff and teachers that are working according to a predetermined plan.


5.6 Indicator: Reasonable enrollment limits are maintained in order to ensure that program objectives are met in an efficient and effective manner.



Enrollments limits are reviewed and maintained with the staff or teachers working in combination with the school administration. Adjustments may be made as problems and issues arise. The school proactively seeks ways to accommodate areas of high demand.

MET (3)Enrollments limits are regularly discussed and maintained with the staff or teachers working in combination with the school administration. Adjustments may be made as problems and issues arise. The school tries to accommodate areas of high demand.

PARTIALLY MET (2)

Enrollments limits are maintained. Adjustments are not regularly made as problems and issues arise.

NOT MET (1) Enrollments limits are not maintained. Adjustments are seldom made as problems and issues arise.


5.7 Indicator: Student vocational performance is evaluated, documented, and reported on a regular basis to the students and parents.



Assessment methods and practices are clearly correlated with the desired objectives and skills for the vocational training areas and on-going feedback is given to students. Assessment evaluations are well documented and distributed in a timely manner. Certificates are issued when requirements have been met.

MET (3) Assessment methods and practices are correlated with the desired objectives and skills for the vocational training areas and regular feedback is given to students. Assessment


evaluations are documented and distributed in a timely manner.

PARTIALLY MET (2)

Assessment methods and practices are somewhat correlated with the desired objectives and skills for the vocational training areas and periodic feedback is given to students. Assessment evaluations are documented and distributed.

NOT MET (1)Assessment methods and practices are not correlated with the desired objectives and skills for the vocational training areas and feedback may or may not be given to students. Assessment evaluations are documented and distributed.


5.8 Indicator: Vocational instructors are qualified in their area of instruction.



All vocational instructors are experienced and certified in the area(s) in which they teach.

MET (3) All vocational instructors are experienced and pursuing certification in the area(s) in which they teach.

PARTIALLY MET (2)

Some vocational instructors are experienced and pursuing certification in the area(s) in which they teach.

NOT MET (1) Vocational instructors are assigned without regard for qualifications.


5.9 Indicator: Work-ethic skills are clearly identified and regularly included in the instructional process. Students are periodically evaluated to assess learning and feedback is given to parents and students.



Work-ethic skills are clearly identified and are an integral part of the instructional process. There is ongoing assessment of learning outcomes. Assessment is well documented and regular communication/feedback is given to parents and students.

MET (3)

Work-ethic skills are clearly identified and are an integral part of the instructional process. There is regular assessment of learning outcomes. Assessment is documented and periodically communication/feedback is given to parents and students.

PARTIALLY MET (2)

Work-ethic skills are identified and a part of the instructional process. There is some assessment of learning outcomes. Assessment is not consistently documented or communication/feedback is given to parents and students.

NOT MET (1) Work-ethic skills are seldom identified or included in the instructional process. Students are seldom evaluated or given feedback.



SELF-STUDY REPORT

6. STANDARD FOR INFORMATION TECHNOLOGY

STANDARD:The integration of information technology enhances work efficiency and learning enrichment throughout the school program. Information resources, materials, and technology are accessible and of adequate scope, quantity, and quality to facilitate the school’s pursuit of the its mission and goals.

SUGGESTED EVIDENCE: ● Technology and Information Resources Plan● Information resources selection philosophy and policy● Information resources inventory, indexed by discipline● Acceptable Use Policy● Orientation schedule indicating information resource orientation● In-service rosters indicating information resource instruction● Staff roster● Technology infrastructure failure contingency plans● Electronic records● Website● Budget


6.1 Indicator: The school has created and regularly updates and approved Technology and Information Resources Plan.



The school has developed a Technology and Information Resources Plan. Staff and students have been provided appropriate opportunities to offer input into the plan. The plan has been approved. The plan is updated annually to reflect changes in technology and in the school environment and is the guiding document in implementing technology and acquiring information resources.

MET (3)

The school has developed a Technology and Information Resources Plan. Staff and students have been provided appropriate opportunities to offer input into the plan. The plan has been approved. The plan is updated periodically to reflect changes in technology and in the school environment and is consulted when implementing technology and acquiring information resources.

PARTIALLY MET (2)

The school is actively developing a Technology and Information Resources Plan to be referenced when implementing technology and acquiring information resources. The plan reflects an awareness of ongoing changes in technology and in the school environment.

NOT MET (1) The school has little or no Technology and Information Resources Plan.


6.2 Indicator: Print and electronic information resources are selected consistent with documented philosophy and policies.




The school has documented its philosophy regarding the acquisition of both print and electronic information resources. Policies have been created consistent with the philosophy and are always used to guide selection of all print and electronic information resources. The school systematically reviews and updates information resources.

MET (3)

The school has documented its philosophy regarding the acquisition of both print and electronic information resources. Policies have been created consistent with the philosophy and are regularly used to guide selection of all print and electronic information resources. The school periodically reviews and updates information resources.

PARTIALLY MET (2)

The school has developed policies to guide selection of all print and electronic information resources and references them when acquiring information resources.

NOT MET (1) The school has minimal or no policy regarding the acquisition of information resources.


6.3 Indicator: Information resources are well balanced and include appropriate denominational materials.



All disciplines in the school have an abundance of information resources available in print and/or electronic form for use by students and teachers. Denominational materials are well represented including both books/e–books and periodicals/e-periodicals.

MET (3)All disciplines in the school have sufficient information resources available in print and/or electronic form for use by students and teachers. Denominational materials are represented including both books/ e–books and periodicals/e-periodicals.

PARTIALLY MET (2)

Most disciplines in the school have information resources available in print and/or electronic form for use by students and teachers. Denominational materials are represented in the available collections.

NOT MET (1) Disciplines within the school lack information resources relating to their areas. Denominational materials are lacking from the available collections.


6.4 Indicator: The school has a clearly documented and regularly reviewed Acceptable Use Policy (AUP).



The school has developed an Acceptable Use Policy that governs use of information technology equipment and resources. The policy has been documented and is reviewed annually. It is clearly communicated to all students, parents, and staff, and to any guests that wish to use school information technology resources. Acceptance of the policy is a criterion of access to the resources and compliance is regularly monitored.

MET (3)

The school has developed an Acceptable Use Policy that governs use of information technology equipment and resources. The policy has been documented and is reviewed periodically. It is clearly communicated to all students, parents, and staff. Acceptance of the policy is a criterion of access to the resources and compliance is periodically monitored.

PARTIALLY MET (2)

The school has developed an Acceptable Use Policy that governs use of information technology equipment and resources. It is communicated to students, parents, and staff. Adherence to the policy is expected for continued access to the resources. There is little or no monitoring.

NOT MET (1) An Acceptable Use Policy has not been developed or has not been communicated to users of technology resources and there is little or no monitoring.



6.5 Indicator: The school provides appropriate in-services in the use of information resources and technology.



All regular users of school information resources are routinely in-serviced to orient them to the use of electronic and non-electronic information resources in the current technologic environment. Additional in-services are provided to staff in the use of electronic instructional, administrative and management resources as applicable. On-going help-support is available to all users.

MET (3)

Regular users of school information resources are annually in-serviced to orient them to the use of electronic and non-electronic information resources in the current technologic environment. In-services are periodically provided to staff in the use of electronic instructional, administrative and management resources as applicable.

PARTIALLY MET (2)

Users of school information resources are sometimes in-serviced to orient them to the use of electronic and non-electronic information resources in the current technologic environment. In-services are sometimes available to staff in the use of electronic instructional, administrative and management resources as applicable.

NOT MET (1) Little or no in-services are provided for orientation to information resources or electronic instructional, administrative and management resources.


6.6 Indicator: The school provides technology infrastructure and support adequate to meet the needs of the instructional program and the administration.



Qualified technology personnel are maintained on staff to implement and support technology initiatives. Technology personnel are encouraged and supported in ongoing professional development to maintain currency with technology. Both internal and external technology infrastructure is sufficient to meet current and growth needs of instructional and administrative demands. Plans and resources are in place to deal with anticipatable failures and emergencies.

MET (3)

Qualified technology personnel are maintained on staff or on retainer to implement and support technology initiatives. Staff technology personnel are encouraged and supported in ongoing professional development to maintain currency with technology. Both internal and external technology infrastructure is sufficient to meet current and short-term growth needs of instructional and administrative demands. Plans and resources are in place to deal with anticipatable failures and emergencies.

PARTIALLY MET (2)

Some technology support is available to implement and support technology initiatives. Staff technology personnel may receive professional development to maintain currency with technology when requested. Both internal and external technology infrastructure is adequate to meet basic needs of instructional and administrative demands. Some planning has been done to deal with anticipatable failures and emergencies.

NOT MET (1)

Technology personnel implement and support technology initiatives when available or not at all. Internal and external technology infrastructure may meet some needs of instructional and administrative demands. Little or no planning has been done to deal with anticipatable failures and emergencies.



6.7 Indicator: Adequate Technology is available and is integrated to support instruction and learning.



Every student has sufficient access to technology to support individual student learning. All teachers are effectively utilizing technology in teaching and student learning. The technological infrastructure consistently contributes to effective instructional delivery and facilitates and enhances student learning.

MET (3)

Students have sufficient access to technology to support individual student learning. Teachers are effectively utilizing technology in teaching and student learning. The technological infrastructure contributes to effective instructional delivery and facilitates and enhances student learning.

PARTIALLY MET (2)

Some students have access to technology to support individual student learning. Teachers are effectively utilizing technology in teaching and student learning. The technological infrastructure usually contributes to instructional delivery and facilitates student learning.

NOT MET (1)

Few or no students have sufficient access to technology to support individual student learning. Few or no teachers are effectively utilizing technology in teaching and student learning. The technological infrastructure contributes little or nothing to instructional delivery and student learning.


6.8 Indicator: Technology enhances the efficiency of the administrative function of the school.



Electronic record keeping supports the administrative functions of the school. Technology is used appropriately to facilitate regular communication with parents, students, and staff. Technological tools are developed and regularly utilized to present and enhance the school’s public image in cyberspace.

MET (3)Electronic record keeping supports the administrative functions of the school. Technology is used to facilitate regular communication with parents, students, and staff. Technological tools are used to present and enhance the school’s public image in cyberspace.

PARTIALLY MET (2)

Electronic record keeping supports many of the administrative functions of the school. Technology is used to facilitate communication with parents, students, and staff. Technological tools are being developed and/or periodically utilized to present the school’s public image in cyberspace.

NOT MET (1)

Little or no electronic record keeping is available to support the administrative function of the school. Technology is used little or none to facilitate communication with parents, students, and staff. Technological tools are rarely or not utilized to present the school’s public image in cyberspace.


6.9 Indicator: Administration provides adequately for technology in the budget.




Print and/or electronic technology resource acquisitions are consistently budgeted. The budget takes into consideration infrastructure purchase, maintenance, upgrade and periodic replacement as appropriate.

MET (3)Print and/or electronic technology resource acquisitions are usually budgeted. The budget takes into consideration infrastructure purchase and maintenance as appropriate, and upgrades and replacement as required.

PARTIALLY MET (2)

Print and/or electronic technology resource acquisitions have a limited budget. The budget may or may not take into consider infrastructure purchase, maintenance, upgrade, and replacement as required.

NOT MET (1) Print and/or electronic technology resource acquisitions are not regularly budgeted. The budget provides little or no funding for technology infrastructure.






SELF-STUDY REPORT

7. STANDARD FOR STUDENT SERVICES

STANDARD:A program utilizing organizations and services that support the physical, social, spiritual, emotional, and academic needs of students is in place.

SUGGESTED EVIDENCE: ● Guidance services for spiritual, social, health, academic, career success● Utilization of student data● Orientation process for students & families● Transportation services, policies & procedures● Food services, policies & procedures● Health services, policies & procedures● Admissions & records policies & procedures● Health & Safety (emergency/crisis management plan; written safety policies; records/logs of drills;

annual safety audits; training schedule/attendance; vehicle maintenance logs; menus)


7.1 Indicator: The school coordinates a system of services to support, provide intervention, and make appropriate referrals that effectively meets the varied needs of all students.



The school coordinates a system of services to support, provide intervention, and make appropriate referrals in such areas as health, spiritual growth, career and personal counseling, and academic assistance that effectively meets the varied needs of all students.

MET (3)

The school coordinates a system of services to support, provide intervention, and make appropriate referrals in such areas as health, spiritual growth, career and personal counseling, and academic assistance that effectively meets the varied needs of most students.

PARTIALLY MET (2)

The school makes available some services to support, provide intervention, and make appropriate referrals in such areas as health, spiritual growth, career and personal counseling, and academic assistance that meets the varied needs of some students.

NOT MET (1)The school has few or no services to support, provide intervention, and make appropriate referrals in such areas as health, spiritual growth, career and personal counseling, and academic assistance.


7.2 Indicator: Personalized approaches to learning and alternative instruction options that allow access to and progress in standards-based curriculum are used.



All teachers and other school personnel are actively involved in providing support and interventions such that all students are experiencing the highest level of academic success possible for the individual student.

MET (3)Teachers and other school personnel are involved in providing support and interventions such that most students are experiencing the highest level of academic success possible for the individual student.


PARTIALLY MET (2)

Some teachers or other school personnel are involved in providing support and interventions such that some students are experiencing a level of academic success.

NOT MET (1) Few or no teachers or other school personnel are involved in providing support and interventions such that few or no students are experiencing a level of academic success.


7.3 Indicator: The school orients students and their families in the school’s philosophy/mission, policies, procedures, schedule, and expectations.



The school has an on-going program for educating students and their families in the school’s philosophy/mission, policies, procedures, schedule, and expectations.

MET (3) The school has an orientation program for educating students and their families in the school’s philosophy/mission, policies, procedures, schedule, and expectations.

PARTIALLY MET (2)

The school provides materials to students and their families that explain the school’s philosophy/mission, policies, procedures, schedule, and expectations.

NOT MET (1) Upon request, the school provides materials to students and their families that explain the school’s philosophy/mission, policies, procedures, schedule, or expectations.


7.4 Indicator: Written policies and procedures are implemented to ensure the safety of students when transporting them.



The school implements an effective protocol for screening & training school and non-school personnel who are approved to transport students. Vehicle insurance is adequate and kept current. Vehicles are inspected and maintenance preformed on a routine basis to ensure safety for use. All school personnel and students are provided on-going training in transportation safety policies and procedures and their enforcement.

MET (3)

The school implements an effective protocol for screening & training school and non-school personnel who are approved to transport students. Vehicle insurance is adequate and kept current. Vehicles are inspected and maintenance preformed on a routine basis to ensure safety for use. All school personnel and students are provided training in transportation safety policies and procedures and their enforcement.

PARTIALLY MET (2)

The school has a protocol for screening & training school and non-school personnel who are approved to transport students. Vehicle insurance is adequate and kept current. Vehicles are inspected and maintained to ensure safety for use. School personnel and students are provided transportation safety policies and procedures.

NOT MET (1)The school has a protocol for screening & training school and non-school personnel who are approved to transport students. Vehicle insurance is adequate and kept current. Vehicles are repaired, as needed. The school has transportation safety policies and procedures.



7.5 Indicator: The school food service is in alignment with the Seventh-day Adventist health message, and the food served is nutritious and appealing.

7.6 Indicator: The school maintains a safe and healthy environment for food preparation and instruction.



The meals served are nutritious, balanced, appealing and align with the SDA health message. Students and parents highly rate the food service. Food service has a Policies and Procedures manual to ensure the health and safety of students in both the work environment and food preparation. All students involved in food service and food service personnel are given on-going training in the policies and procedures. The food service department maintains a high inspection rating by the local health authorities.

MET (3)

The meals served are nutritious, balanced, appealing and align with the SDA health message. Students and parents are satisfied with the food service. Food service has a Policies and Procedures manual to ensure the health and safety of students in both the work environment and food preparation. Students involved in food service and food service personnel are given periodic training in the policies and procedures. The food service department maintains an above average inspection rating by the local health authorities.

PARTIALLY MET (2)

The meals served are nutritious, balanced, and align with the SDA health message. Students and parents rate the food service as fair. Food service has a Policies and Procedures manual to ensure the health and safety of students in both the work environment and food preparation. An initial training is provided for students involved in food service and food service personnel. The food service department maintains an acceptable inspection rating by the local health authorities.

NOT MET (1)

The meals served are aligned with the SDA health message. Students and parents rate the food service as fair or less than fair. An initial orientation is provided for students involved in food service and food service personnel. The food service department mostly maintains an acceptable inspection rating by the local health authorities.


7.7 Indicator: The school facilitates adequate health care at school and during events that take place away from the school campus.



The school has an appointed school nurse on staff. School personnel or off-campus professionals, as appropriate, provide for the health care needs of the students. Medical records and medical release documents for all students are on file and available for on campus and off campus trips/activities. School personnel, parents, and students are oriented to the policies and procedures for health and accident care of the students. The school has accident insurance for both students and school personnel.

MET (3)

The school has an appointed school nurse on staff. School personnel or off-campus professionals, as appropriate, provide for the health care needs of the students. Medical records and medical release documents for all students are on file and available for on campus and off campus trips/activities. The school has written policies and procedures for health and accident care of the students. The school has accident insurance for students.

PARTIALLY MET (2)

School personnel or off-campus professionals, as appropriate, provide for the health care needs of the students. Medical records and medical release documents for most students are on file and available for on campus and off campus trips/activities. The school has accident insurance for students.

NOT MET (1)

School personnel or off-campus professionals, as appropriate, provide for the health care needs of the students. Medical records and medical release documents in student files may or may not be present or up-to-date. The school does not provide accident insurance for students.



7.8 Indicator: A safe, healthy environment that supports students learning is maintained and fostered.



The school has a clearly defined protocol for reporting accidents, plant safety checks and reporting, internet safety, addressing bullying and sexual harassment, etc. These protocols are consistently and fairly enforced. Regular and on-going safety training is provided for all school personnel, students and volunteers. Medical records and immunizations for all students are up-to-date and comply with state/country regulations.

MET (3)

The school has a protocol for reporting accidents, plant safety checks and reporting, internet safety, and addressing bullying and sexual harassment, etc. These protocols are consistently and fairly enforced. Safety training is provided for all school personnel, students and volunteers. Medical records and immunizations for all students are up-to-date and comply with state/country regulations.

PARTIALLY MET (2)

The school has a protocol for reporting accidents, plant safety checks and reporting, internet safety, and addressing bullying and sexual harassment, etc. Safety orientation is usually provided for school personnel, students and volunteers. Medical records and immunizations for all students are up-to-date and comply with state/country regulations.

NOT MET (1)

The school has a protocol for reporting accidents, plant safety checks and reporting, internet safety, and addressing bullying and sexual harassment, etc. Medical records and immunizations for all students are not up-to-date nor in compliance with state/country regulations.


7.9 Indicator: School personnel and parents work cooperatively to celebrate their student’s successes and to address challenges their student is facing in social, academic, spiritual, emotional, or behavioral areas.



The school has clearly defined written protocols for addressing student challenges in the social, academic, spiritual, emotional & behavioral areas. School personnel communicate regularly and appropriately with the parents regarding student successes and challenges. Parent communication, student successes & challenges, interventions, and growth are well documented.

MET (3)

The school has written protocols for addressing student challenges in the social, academic, spiritual, emotional & behavioral areas. School personnel communicate with the parents regarding student successes and challenges. Parent communication, student successes & challenges, interventions, and growth are documented.

PARTIALLY MET (2)

The school has protocols for addressing student challenges in the social, academic, spiritual, emotional & behavioral areas. School personnel usually communicate with the parents regarding student challenges. Student challenges and interventions are documented.

NOT MET (1)

The school has few or no protocols for addressing student challenges in the social, academic, spiritual, emotional & behavioral areas. School personnel usually communicate with the parents regarding student challenges. Student challenges and interventions are not usually documented.



7.10 Indicator: The school is implementing a school-wide plan for educating students in the areas of safety, spiritual growth, health, Christian lifestyle, and character development.



There is a strategic plan for intentionally educating students in the areas of safety, spiritual growth, health, Christian lifestyle, and character development. The implementation of this plan is coordinated throughout the school program in chapels/assemblies, vespers, church services, dorm worships, etc.

MET (3)

There is a plan for educating students in the areas of safety, spiritual growth, health, Christian lifestyle, and character development. The implementation of this plan is coordinated throughout the school program in chapels/assemblies, vespers, church services, dorm worships, etc.

PARTIALLY MET (2)

The school strives to educate students in the areas of safety, spiritual growth, health, Christian lifestyle, and character development. The school utilizes chapels/assemblies, and dorm worships to provide this education.

NOT MET (1) The school has little or no plan for educating students in the areas of safety, spiritual growth, health, Christian lifestyle, or character development.






SELF-STUDY REPORT

8. STANDARD FOR SCHOOL ENVIRONMENT

STANDARD:The school has a safe, healthy, nurturing environment that reflects the school’s purpose and is characterized by respect for differences, trust, caring, professionalism, support, and high expectations for each student.

SUGGESTED EVIDENCE: Leadership Objectives School Calendar of Activities Dormitory handbooks Publication samples, club minutes, service projects, etc. List of AP or College courses available Student/Parent Surveys Staff Supervision Policy Staff Evaluation Mission Trip/Outreach Activities


8.1 Indicator: The school fosters the mental, physical, social, and spiritual growth of the student in meaningful ways.



The school climate is positive, emotionally safe, nurturing and welcoming. The school personnel are sensitive to the non-academic needs of the students. There is strong evidence of appropriate, respectful relationships between students and staff that enable staff to address the students’ spiritual, physical, emotional, and social needs effectively. The school seeks regular feedback from both students and parents.

MET (3)

The school climate is positive, emotionally safe, nurturing and welcoming. The school personnel are sensitive to the non-academic needs of the students. There is evidence of appropriate, respectful relationships between students and staff that enable staff to address the students’ spiritual, physical, emotional, and social needs effectively.

PARTIALLY MET (2)

The school is endeavoring to create a positive, emotionally safe, nurturing and welcoming school climate. Some school personnel are not sensitive to the non-academic needs of the students. There is evidence of poor or inappropriate relationships between students and some staff.

NOT MET (1)The school climate is indifferent and non-welcoming. Most school personnel are not sensitive to the non-academic needs of the students. There is evidence of poor or inappropriate relationships between students and some staff.


8.2 Indicator: The learning climate promotes student core values such as self-discipline, responsibility, and positive attitudes and habits.




The school always demonstrates caring, concern, and high expectations for students in an environment that honors individual and cultural differences. A clearly defined, written code of student conduct always supports an environment that is conducive to learning and is understood by students, staff, and families. The code is enforced fairly and uniformly.

MET (3)

The school often demonstrates caring, concern, and high expectations for students in an environment that honors individual and cultural differences. A clearly defined, written code of student conduct often supports an environment that is conducive to learning and is understood by students, staff, and families. The code is enforced fairly and uniformly.

PARTIALLY MET (2)

The school sometimes demonstrates caring, concern, and high expectations for students There is a written code of student conduct that is communicated to students, staff, and families. The code is may not be consistently enforced.

NOT MET (1)The school seldom demonstrates caring, concern, and high expectations for students There is a written code of student conduct that is available to students, staff, and families. The code is not consistently enforced fairly and uniformly.


8.3 Indicator: The spiritual programing aligns with the school’s philosophy and spiritual goals, and meets the needs of both student and staff.



The administration, teachers and deans implement an intentional ongoing plan for training students in a meaningful prayer & daily devotional experience. The spiritual programing consistently encourages and inspires spiritual growth for both the students and the school personnel.

MET (3)The administration, teachers and deans implement plan for training students in a meaningful prayer & devotional experience. The spiritual programing encourages spiritual growth for both the students and the school personnel.

PARTIALLY MET (2)

The administration, teachers and deans sporadically implement plan for training students in a prayer & devotional experience. The spiritual programing encourages spiritual growth for some students and school personnel.

NOT MET (1)The administration, teachers and deans do not have a plan for training students in a prayer & daily devotional experience. There is little or no clear evidence that the spiritual programing encourages and spiritual growth for either the students or the school personnel.


8.4 Indicator: Mutual respect and effective communication among and between staff, students, and parents is evident.

8.5 Indicator: School personnel develop and maintain consistent and collaborative communication with parents, administrators, colleagues, and interested persons.



The administration and staff consistently foster and maintain mutual respect and effective communication with the students, parents, colleagues and interested persons.

MET (3) The administration and staff foster and maintain mutual respect and effective communication with the students, parents, colleagues and interested persons.

PARTIALLY MET (2)

The administration and staff sometimes foster and maintain mutual respect and effective communication with the students, parents, colleagues and interested persons.


NOT MET (1) The administration and staff seldom foster and maintain mutual respect and effective communication with the students, parents, colleagues and interested persons.


8.6 Indicator: Members of the staff, students, and their families feel safe in the school.



The school has an effective protocol for screening school and non-school personnel. The administration consistently uses resources to ensure a safe, healthy environment (including internet safety) that supports student learning. Emergency drills and exercises (such as fire, school lockdown, severe weather) are conducted consistently (as required by government &/or local authorities).

MET (3)

The school has an effective protocol for screening school and non-school personnel. The administration regularly uses resources to ensure a safe, healthy environment (including internet safety) that supports student learning. Emergency drills and exercises (such as fire, school lockdown, severe weather) are conducted (as required by government &/or local authorities).

PARTIALLY MET (2)

The school has a protocol for screening school and non-school personnel but may not always follow this protocol. And/or The administration sometimes uses resources to ensure a safe, healthy environment (including internet safety) that supports student learning. Emergency drills and exercises (such as fire, school lockdown, severe weather) are not conducted consistently (as required by government &/or local authorities).

NOT MET (1)

The school does not have an effective protocol for screening school and non-school personnel. The administration does not use adequate resources to ensure a safe, healthy environment (including internet safety). And Emergency drills and exercises (such as fire, school lockdown, severe weather) are sporadically conducted (as required by government &/or local authorities).


8.7 Indicator: The school has an effective system to control access to the school by non-school personnel.



The school implements written policies and procedures to ensure that visitors and service providers not employed by the school are appropriately oriented, supervised, and supported. The school has an effective protocol for screening all volunteers. All of the school personnel are trained on these policies and procedures.

MET (3)The school implements written policies and procedures to ensure that service providers not employed by the school are appropriately oriented, supervised, and supported. The school has an effective protocol for screening all volunteers.

PARTIALLY MET (2)

The school implements policies and procedures to orient, supervise, and support service providers not employed by the school. The school has a protocol for screening volunteers.

NOT MET (1)The school does not have policies and procedures to oriented, supervised, and support service providers not employed by the school. The school does not a protocol for screening volunteers.



8.8 Indicator: The school personnel conduct an annual safety audit.



The school personnel consistently conduct annual safety audit of fire hazards, equipment, campus environment, food service and other pertinent areas of concern and keep written records of the findings and corrective actions needed and taken

MET (3)The school personnel conduct an annual safety audit of fire hazards, equipment, campus environment, food service and other pertinent areas of major concern. Major concerns are addressed and written records are maintained.

PARTIALLY MET (2)

The school personnel inconsistently conduct annual safety audit of fire hazards, equipment, campus environment, food service and other pertinent areas of concern. Concerns are partially addressed.

NOT MET (1)The school personnel may not conduct a safety audit of fire hazards, equipment, campus environment, food service and other pertinent areas of concern. OR corrective actions are not taken.


8.9 Indicator: The school has an Emergency Preparedness Plan (EPP).



The school implements a comprehensive, board approved, written EPP. All school personnel and students are well trained. Regular drills are conducted to ensure effective execution of the plan. Written records are kept.

MET (3) The school Implements a board approved, written EPP. School personnel and students are trained and drills are conducted. Written records are kept.

PARTIALLY MET (2)

The school has an EPP that may or may not be written. The EPP may be incomplete. The school does not consistently provide training for school personnel and students. Drills are not conducted according to regulatory requirements or written records are not kept.

NOT MET (1) The school does not have an EPP.


8.10 Indicator: The school has a purposeful and meaningful residential life program.



Dormitory personnel consistently ensure a clean and orderly environment. Dormitories and facilities are adequate in size for the number of students. There is an intentional, ongoing program to assist students in social & spiritual growth. Continuous and responsible supervision by qualified adults is provided for all boarding students, including evenings, weekends, and periods when classes are not in session. The school consistently assists students in developing healthy relationships with deans and with other students in the boarding school setting.

MET (3)

Dormitory personnel ensure a clean and orderly environment. Dormitories and facilities are adequate in size for the number of students. There is a regular program that encourages student in social & spiritual growth. Continuous and responsible supervision by qualified adults is provided for all boarding students, including evenings, weekends, and periods when classes are not in session. The school assists students in developing healthy relationships with deans and with other students in the boarding school setting.


PARTIALLY MET (2)

Dormitory personnel usually maintain a clean and orderly environment. Dormitories and facilities may or may not be adequate in size for the number of students. And/or There is not a consistent program to assist student in social & spiritual growth. And/or, Responsible supervision by qualified adults is not consistently provided for all boarding students, including evenings, weekends, and periods when classes are not in session. And/or, The school does not consistently assists students in developing healthy relationships with deans and with other students in the boarding school setting.

NOT MET (1)

Dormitory personnel do not ensure a clean and orderly environment. Dormitories and facilities are not adequate in size for the number of students. There is not a consistent program to assist students in social & spiritual growth. There is not appropriate supervision for all boarding students, including evenings, weekends, and periods when classes are not in session. The school does not consistently assists students in developing healthy relationships.


8.11 Indicator: Designated, qualified leadership provides coordination, supervision, and direction for the educational program, student services, and student activities.



Administrative, instructional, and support staff are qualified, competent, and sufficient in number to meet the needs of the total educational program, student services, and student activities. Staff members are consistently loyal to the school, dedicated to their work, and take pride in the outcome of their efforts. Staff members, parents, and other volunteers who lead or participate in student activities are approved by the school's leadership, qualified, and provide appropriate supervision to students. School personnel are trained to recognize and report signs of abuse, neglect, &/or distress in students.

MET (3)

Administrative, instructional, and support staff are qualified, competent, and sufficient in number to meet the needs of the educational program, student services, and student activities. Staff members are supportive of the school and are dedicated to their work. Staff members, parents, and other volunteers who lead or participate in student activities are approved by the school's leadership, qualified, and provide appropriate supervision to students. School personnel are trained to recognize and report signs of abuse, neglect, &/or distress in students.

PARTIALLY MET (2)

Administrative, instructional, and support staff are not all qualified, , and/or sufficient in number to meet the needs of the total educational program, student services, and student activities. And/or, Staff members are not consistently supportive of the school. Staff members, parents, or volunteers leading or participating in student activities may or may not be providing appropriate supervision of student. And/or School personnel are not trained to recognize and report signs of abuse, neglect, &/or distress in students.

NOT MET (1)

Administrative, instructional, and support staff are not all qualified or sufficient in number to meet the needs of the educational program, student services, and student activities. There may be some school personnel that are undermining the school program or administration. Staff members, parents, and other volunteers who lead or participate in student activities are not all approved by the school's leadership. There may not appropriate supervision of the students during school activities. School personnel may not trained to recognize and report signs of abuse, neglect, &/or distress in students.


8.12 Indicator: The working environment for the staff promotes collegiality, high expectations, trust, support, and recognition for accomplishments and contributions.




Administration and staff consistently promote collegiality, high expectations, trust, support and recognition for accomplishments and contributions.

MET (3) Administration and staff regularly promote collegiality, high expectations, trust, support and recognition for accomplishments and contributions.

PARTIALLY MET (2)

Administration and staff occasionally promote collegiality, high expectations, trust, support and recognition for accomplishments and contributions.

NOT MET (1) Administration and staff seldom promote collegiality, high expectations, trust, support and recognition for accomplishments and contributions.


8.13 Indicator: Students are engaged in a variety of opportunities to build their skills in handling responsibility, taking initiative, leadership competencies, cooperation, and self-direction.



The school consistently provides a variety of wholesome recreation opportunities that develop healthy lifestyles. The school regularly plans a variety of witnessing & mission outreach opportunities. Students, staff, families, and the community are consistently encouraged to offer input about and participate in student activities (as appropriate). School personnel consistently foster partnerships with local community organizations to encourage opportunities such as community-based learning projects, service learning, work experience, career awareness, and financial support.

MET (3)

The school provides a variety of wholesome recreation opportunities that develop healthy lifestyles. The school plans a variety of witnessing & mission outreach opportunities. Students, staff, families, and the community are encouraged to offer input about and participate in student activities (as appropriate). School personnel foster partnerships with local community organizations to provide opportunities such as community-based learning projects, service learning, work experience, career awareness, and financial support.

PARTIALLY MET (2)

The school occasionally provides a variety of wholesome recreation opportunities that develop healthy lifestyles. And/or The school sometimes plans a variety of witnessing & mission outreach opportunities. Students, staff, families, and the community are sometimes encouraged to offer input about and participate in student activities (as appropriate). And/or School personnel sometimes partner with local community organizations to provide opportunities such as community-based learning projects, service learning, work experience, career awareness, and financial support.

NOT MET (1)

The school rarely provides variety of wholesome recreation opportunities that develop healthy lifestyles. and The school does not regularly plan a variety of witnessing & mission outreach opportunities. And Students, staff, families, and the community are not encouraged to offer input about or participate in student activities (as appropriate). And/or School personnel rarely partnerships with local community organizations to provide opportunities such as community-based learning projects, service learning, work experience, career awareness, and financial support.



Reflect upon your responses to each of the indicators and performance levels by considering and responding to


the following questions: What were the areas of strength you noted? [focus on indicator scores of 4 or 3] What were areas in need of improvement? [focus on indicator scores of 2 or 1] What actions are you implementing to sustain the areas of strength? What plans are you making to improve the areas of need?



SELF-STUDY REPORT

9. STANDARD FOR FACILITIES

STANDARD:The school’s facilities are adequate, safe, functional and well maintained and support the school’s mission, desired learner goals, and educational program.

SUGGESTED EVIDENCE: ● Operating budget● Maintenance logs/records● Photos● Campus map and floor plans● Inspection reports● Certificates● Observations● Signage● School Improvement plan● Current inventory of instructional equipment and supplies● Finance committee minutes


9.1 Indicator: The school has appropriate signage to identify the school entrance and facilities and may display the national, state, and Christian flags as appropriate. The Mission/Vision statements are prominently displayed.



The school has attractive and well-maintained signage to identify the school access, entrance and facilities and may display the national, state, and Christian flags as appropriate. The Mission/Vision statements are prominently displayed.

MET (3)The school has appropriate signage to identify the school entrance and facilities and may display the national, state, and Christian flags as appropriate. The Mission/Vision statements are prominently displayed.

PARTIALLY MET (2)

The school has minimal signage to identify the school entrance. And/or the Mission/Vision statements are not prominently displayed.

NOT MET (1) The school does not have signage to identify the school entrance and facilities. And/or, the Mission/Vision statements are not displayed.


9.2 Indicator: The school plans for, funds, and schedules needed capital improvement projects and regular preventative maintenance of its facilities and equipment.



The school has a systematic plan for capital improvements as well as maintenance & replacement of buildings, vehicles, and equipment. The school budget supports the maintenance & replacement plan. The school has adequate personnel to implement the maintenance plan. The school maintains logs/records of maintenance, repairs and inventory for all school buildings, vehicles and equipment.


MET (3)The school has a plan for capital improvements as well as maintenance & replacement of buildings, vehicles, and equipment. The school budget supports the maintenance & replacement plan. The school has adequate personnel to implement the maintenance plan.

PARTIALLY MET (2)

The school may not have a plan for capital improvements. The school has a maintenance plan for buildings, vehicles, and equipment. The school budget may not adequately support the maintenance plan. And/or the school may not have adequate personnel to implement the maintenance plan.

NOT MET (1)The school does not have a plan for capital improvements, maintenance & replacement of buildings, vehicles, and equipment. And the school budget does not support the maintenance & replacement plan. And the school does not have adequate personnel for maintenance.


9.3 Indicator: The school facilities are sufficient and appropriate for all aspects of the school’s educational programs, activities, and services.



1) The instructional & classroom facilities are of sufficient size and number. There are adequate administrative offices for school personnel and files.2) Conference and meeting rooms are available to provide for the administrative and non-administrative needs of the school program.3) Adequate and appropriate space is available for all student activities and services.4) There are safe and secure storage of school property, equipment, and materials provided. (e.g., cleaning supplies and chemicals).5) The school provides safe and secure storage for student belongings.6) The school conducts regular and systematic assessments of the adequacy of its facilities, equipment, and materials.7) The school considers the capacities of its facilities and equipment before adopting new programs.

MET (3) At least 5 of the 7 items under “exceptionally met” will be true:

PARTIALLY MET (2) At least 3 of the 7-items under “exceptionally met” will be true:

NOT MET (1) Fewer than three of the items under “exceptionally met” will be true:


9.4 Indicator: Has sufficient space for entering, exiting, and traffic flow within its facilities.



Roads, walkways, entrances, exits, and hallways are constructed in such a way as to provide for efficient traffic flow on the campus. Emergency egresses are appropriate, clearly marked, well maintained, and comply with regulatory requirements. Speed limits on school roads are well marked.

MET (3)Roads, walkways, entrances, exits, and hallways are constructed in such a way as to provide for met adequate traffic flow on the campus. Emergency egresses are marked, maintained, and comply with regulatory requirements.

PARTIALLY MET (2)

Some roads, walkways, entrances, exits, and hallways are constructed in such a way as to provide for adequate traffic flow on the campus. Emergency egresses are marked, maintained, and comply with regulatory requirements.


NOT MET (1)Roads, walkways, entrances, exits, and hallways are not adequate to meet traffic flow on the campus. Emergency egress routes are not marked and/or adequately maintained. Regulatory requirements are not met.


9.5 Indicator: The school facility is a safe, healthy and attractive environment for meaningful learning.



The school has sufficient systems in place to provide and monitor appropriate air quality and lighting throughout its facilities. The student-learning environment is clean, orderly, and hazard free. Buildings, roads and sidewalks are well maintained. School grounds are attractive and well maintained.

MET (3)The school provides appropriate ventilation and lighting throughout its facilities. The student-learning environment is clean, orderly, and hazard free. Buildings, roads and sidewalks are maintained. School grounds are attractive and safe.

PARTIALLY MET (2)

Three or more of the following are true:1) The school has adequate ventilation and lighting throughout its facilities.2) The student-learning environment is clean, orderly, and hazard free.3) Buildings, roads and sidewalks are maintained.4) School grounds are safe.

NOT MET (1)

Less than three of the following are true:1) The school has adequate ventilation and lighting throughout its facilities.2) The student-learning environment is clean, orderly, and hazard free.3) Buildings, roads and sidewalks are maintained.4) School grounds are safe.






SELF-STUDY REPORT

10. STANDARD FOR PROFESSIONAL DEVELOPMENT

STANDARD:Administration and faculty collaborate to develop and implement professional learning opportunities to enhance the ongoing growth and development of school personnel.

SUGGESTED EVIDENCE: ● School improvement plan● Individual professional growth plans● Operating budget● School calendars● Meeting logs/minutes● School-wide goals● Written teacher observation feedback● Professional library/resources


10.1 Indicator: The school has developed and implements a professional growth plan.



All school personnel collaborate annually to develop and implement a school-wide professional learning plan. This plan is driven by student learning needs, is aligned to the school philosophy and goals, and includes continuous and varied professional learning opportunities.

MET (3)The school has developed and implemented a professional learning plan. This plan is driven by student learning needs, is aligned to the school philosophy and goals, and includes a variety of professional learning opportunities.

PARTIALLY MET (2)

Some school personnel develop and implement a professional learning plan. This plan is aligned to the school philosophy and goals.

NOT MET (1) Few or none of the school personnel develop and implement a professional learning plan.


10.2 Indicator: School personnel are implementing individual professional growth plans.



All school personnel are actively engaged in on-going individual professional learning plans. These plans are driven by student learning needs, are aligned to the school philosophy and goals, and include continuous and varied professional learning opportunities.

MET (3) Most school personnel are engaged in on-going individual professional learning plans. These plans are driven by student learning needs, are aligned to the school philosophy and goals.

PARTIALLY MET (2)

Some school personnel are engaged in individual professional learning plans. These plans are aligned to the school philosophy and goals.

NOT MET (1) Few or none of the school personnel are engaged in individual professional learning plans.



10.3 Indicator: The professional learning culture fosters collaborative learning opportunities within and across schools.



The administration provides time and resources for school personnel to foster collaborative learning opportunities such as SUPLC, EASEA workshops, etc. The administration provides time for and encourages collaborative inter-disciplinary learning opportunities. The administration provides resources for teachers to have access to professional growth opportunities outside of the school programing.

MET (3)

The administration provides time and resources for school personnel to engage in collaborative learning opportunities such as SUPLC, EASEA workshops, etc. The administration provides time for collaborative inter-disciplinary learning opportunities. The administration provides resources for teachers to have access to professional growth opportunities outside of the school programing.

PARTIALLY MET (2)

The administration provides some time for school personnel to engage learning opportunities such as SUPLC, EASEA workshops, etc. The administration provides some resources for teachers to have access to professional growth opportunities outside of the school programing.

NOT MET (1)

The administration provides little or no time for school personnel to engage in collaborative learning opportunities such as SUPLC, EASEA workshops, etc. The administration provides little or no time or encourages collaborative inter-disciplinary learning opportunities. The administration provides little or no resources for teachers to have access to professional growth opportunities outside of the school programing.


10.4 Indicator: School personnel are provided with the time, resources, and materials necessary to sustain professional growth.



The school administration encourages, and provides time, funding, and resource materials, for school personnel to affiliate with professional organizations and have access to professional growth materials as part of their professional growth plan.

MET (3)The school administration provides time, resources, and materials for school personnel to affiliate with professional organizations and have access to professional growth materials as part of their professional growth plan.

PARTIALLY MET (2)

The school administration provides time and some funding for school personnel to affiliate with professional organizations and have access to professional growth materials as part of their professional growth plan.

NOT MET (1) The school administration provides little or no time and funding for school personnel to have access to professional growth materials as part of their professional growth plan.



10.5 Indicator: School personnel maintain EASEA/NAD certification aligned with instructional assignments.



All academic and vocational teachers hold and maintain teacher certification.

MET (3) At least 85% of the academic and vocational teachers hold and maintain teacher certification.

PARTIALLY MET (2)

At least 50% of the academic and vocational teachers hold and maintain teacher certification.

NOT MET (1) Less than 50% of the academic and vocational teachers hold and maintain teacher certification.


10.6 Indicator: Professional development activities are evaluated for its effectiveness on student learning.



The school administration and instructional personnel systematically and collaboratively review and evaluate the effectiveness of professional development activities for improving student learning.

MET (3) The school administration and instructional personnel review and evaluate the effectiveness of professional development activities for improving student learning.

PARTIALLY MET (2)

The school administration and instructional personnel sometimes review and evaluate the effectiveness of professional development activities.

NOT MET (1) The school administration and instructional personnel seldom or do not review and evaluated the effectiveness of professional development activities.


10.7 Indicator: The administration implements a professional assessment plan to promote professional growth.



The school administration implements a collaborative administrative/peer observation and coaching protocol that promotes professional growth for all school personnel. Improved student learning outcomes evidences the effectiveness of this protocol.

MET (3) The school administration implements a collaborative administrative/peer observation and coaching protocol that promotes professional growth for all school personnel.

PARTIALLY MET (2)

The school administration provides some observation & feedback to school personnel.

NOT MET (1) The school administration provides little or no observation and feedback to the school personnel.


SELF-STUDY REPORT

11. Standard for Finance

STANDARD:The financial resources available to the school are sufficient to sustain the school program and are effectively used to carry out the school’s purpose.

SUGGESTED EVIDENCE: ● School Improvement Plan● Finance committee minutes● Operating budget● Personnel policy handbook● Financial statements● Audit report● Strategic plan● Maintenance schedule & logs● Inventory of instructional equipment & supplies● Financial policies and practices for tuition, collection, & refunds


11.1 Indicator: Written financial policies and procedures that are in accordance with accepted business practices.



The written financial policies and procedures include policies for the secure handling and appropriate use of donated and operating funds, reasonable and equitable tuition, collection, and refund policies, and procedures for documenting purchasing and reimbursements. The financial policies and procedures are regularly and systematically review and revised as needed.

MET (3)The written financial policies and procedures include policies for the secure handling and appropriate use of donated and operating funds, reasonable and equitable tuition, collection, and refund policies, and procedures for documenting purchasing and reimbursements.

PARTIALLY MET (2)

There are written financial policies and procedures for at least two of the following: 1) the secure handling and appropriate use of donated and/or operating funds, 2) reasonable and equitable tuition, 3) collection, and refund policies, and 4) procedures for documenting purchasing and reimbursements.

NOT MET (1)

The written financial policies and procedures do not include policies for most of the following: 1) the secure handling and appropriate use of donated and/or operating funds, 2) reasonable and equitable tuition, 3) collection, and refund policies, and 4) procedures for documenting purchasing and reimbursements.


11.2 Indicator: The governance and leadership exercise prudent control over all financial operations.


EXCEPTIONALLY The school has sufficient qualified operations and management personnel and controls in


MET (4) place that provide for the efficient daily operations of the school as well as consistent oversight of financial processes and records to assure accountability.

MET (3)The school has qualified operations and management personnel and controls in place that provide for the daily operations of the school as well as oversight of financial processes and records to assure accountability.

PARTIALLY MET (2)

The school has minimal or unqualified operations and management personnel to provide oversight of the financial processes and records. Or, the school has minimal controls in place to assure financial accountability.

NOT MET (1) The school has insufficient or unqualified operations and management personnel to provide for the financial processes and record keeping.


11.3 Indicator: Finances are currently stable and projections indicate continuing stability.



Sufficient financial reports and student enrollment reports are regularly collected, analyzed and effectively used to make short-term and long-term decisions designed to maintain the financial stability of the school.

MET (3) Financial reports and student enrollment reports are collected, analyzed and used to make short-term and long-term decisions designed to maintain the financial stability of the school.

PARTIALLY MET (2)

Financial reports and student enrollment reports may be collected but not always analyzed or used to make short-term and long-term financial decisions.

NOT MET (1) Financial reports are not correlated with student enrollment or used to make short-term and long-term financial decisions.


11.4 Indicator: The school administration and personnel work collaboratively to develop short- and long-range financial plans to adequately provide resources for its educational program and services.



The school has an annual budget. The administration collaborates with teachers to determine funding priorities for curriculum and instructional needs. There is correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the school-wide action plans.

MET (3)

The school has an annual budget. The administration determines funding for curriculum and instructional needs. There is correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the school-wide action plans.

PARTIALLY MET (2)

The school has an annual budget. The budget is not adequately meeting the curriculum and instructional needs. Or, there is little evidence of correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the school-wide action plans.

NOT MET (1)The school does not have an annual budget. There is little or no evidence of correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the school-wide action plans.

STANDARDS OF ACCREDITATIONOF E.A. SUTHERLAND EDUCATION ASSOCIATION

101


11.5 Indicator: Families enrolling students in the school are informed in advance of all financial obligations for attending the school.



The school provides parents/guardians with complete and sufficient written student financial policies prior to registration. The administration works proactively to create an effective financial plan with each family. There is a written and signed financial agreement for payment with every financial guarantor.

MET (3)The school provides parents/guardians with adequate written student financial policies at or prior to registration. There is a written and signed financial agreement for payment with every financial guarantor.

PARTIALLY MET (2)

The school does not provide parents/guardians with adequate written student financial policies. Or, there are no written and signed financial agreements.

NOT MET (1) The school does not provide parents/guardians with adequate written student financial policies. And there are no written and signed financial agreements.


11.8 Indicator: The school carries adequate insurance coverage.



The school carries sufficient and adequate business interruption, casualty, property, workers compensation, and liability insurance for students, employees, and the governance/owner.

MET (3) The school carries adequate casualty, property, and liability insurance for students, employees, and the governance/owner.

PARTIALLY MET (2)

The school carries minimal casualty, property, and liability insurance for students, employees, or the governance/owner.

NOT MET (1) The school carries lacks adequate insurance coverage for students, employees, or the governance/owner.






103

SURVEYS

INSTRUCTIONS FOR ADMINISTERING STUDENT SURVEYSThe study committee assigned to complete the standard for School Environment should also oversee the administration of the Student Survey. Follow these instructions:

ADMINSTRATION OF STUDENT SURVEY

The Student Survey is an online survey to be administered to students in grades 5-12. Students absent on the day of administration do not need to be surveyed upon their return. It is recommended that one person supervise the survey of all students. This will provide continuity in presenting the purpose and rationale for the survey to students.

In consultation with the EASEA office, the principal and/or study committee may add questions that would be useful in assessing the quality of locally developed programs and initiatives.

TABULATION OF REPONSES TOTHE STUDENT SURVEY

1. Tabulation of the responses to the survey will be completed by EASEA.

2. Reporting the responses to survey items 1-31 will be done using a calculated percentage of total response on each item.

3. The written responses will be collated and transcribed verbatim on separate pages by category.

4. A report of the results will be provided to the administering school for your review, as you complete the Self-Study Report.

5. A report of the results will, also, be provided to each member of the Visiting Team members.


SURVEYS

STUDENT SURVEYINSTRUCTIONS

Your opinion about the quality of the school program is important. Please complete this student online survey. Your responses will remain confidential. Rate your school by circling the number that corresponds with your level of agreement with the following statements about the school. (Number “1” indicates little or no agreement with the statement and “5” indicates strong agreement.)

This section is under construction. The surveys will be taken online and the EASEA Office will receive the results. A summary of the results will be provided to the school.

The anticipated date of completion is August 20, 2015.


105

SURVEYS

INSTRUCTIONS FOR ADMINISTERING PARENT SURVEYSThe study committee assigned to complete the standard for Governance and Leadership should also oversee the administration of the Parent Survey. Follow these instructions:

ADMINSTRATION OF STUDENT SURVEY

The Parent Survey is an online survey to be taken by all parents of all students. A letter from the principal should be sent to the parents explaining the purpose of the survey as an integral part of the school evaluation process and solicit full participation. A link to the survey will be provided by the EASEA Office to be sent with the letter.

TABULATION OF REPONSES TOTHE PARENT SURVEY

1. Tabulation of the responses to the survey will be completed by EASEA.

2. Reporting the responses to survey will be done using a calculated percentage of total response on each item.

3. The written responses will be collated and transcribed verbatim on separate pages by category.

4. A report of the results will be provided to the administering school for your review, as you complete the Self-Study Report.

5. A report of the results will, also, be provided to each member of the Visiting Team members.


SURVEYS

PARENT SURVEYINSTRUCTIONS

Your opinion about the quality of the school program is important. Please complete this parent online survey. Your responses will remain confidential. Rate your school by circling the number that corresponds with your level of agreement with the following statements about the school. (Number “1” indicates little or no agreement with the statement and “5” indicates strong agreement.) You may add a brief comment about any statement. Upon completion of the ranked response items, answer the open-ended questions.

This section is under construction. The surveys will be taken online and the EASEA Office will receive the results. A summary of the results will be provided to the school.

The anticipated date of completion is August 20, 2015.


107

ACTION PLANS INSTRUCTIONS FOR DEVELOPING SCHOOL-WIDE IMPROVEMENT ACTION PLANS


School-wide-improvement action plans are a vital outcome of the evaluation process. The development of action plans provides the school an opportunity to transform its vision of excellence into strategic-improvement action steps for introducing change and creating a higher level of accountability. Action plans will be created in significant school-wide areas that need improvement.

A school-wide-improvement action plan is a detailed description of a strategic initiative. It includes a clear objective, action steps for implementing the plan, a time line, an estimate of necessary resources (financial, human, educational, etc.), and the person(s) responsible for completing each step. Action plan forms are included in the Evaluation Instrument.

All school-wide-improvement action plans will be drafted by the Coordinating Committee and approved by the school board. Action plans will be based on identified needs of the school program that has been included in the completed Self-study Report sections. This information includes the student and parent surveys. The identified needs will also be reported in the recommendations made by study committees and/or school personnel.

PROCEDURES FOR DEVELOPING SCHOOL-WIDE IMPROVEMENT ACTION PLANS

A. The Coordinating Committee will do the following:

1. Develop all school-wide improvement action plans with a clearly stated and measureable objective that is aligned with on of the eleven standards.

2. Identify and develop a reasonable number of achievable, specific actions plans produced by the self-study process (usually 3-4).

3. Use the action plan form that follows (on form for each plan) and complete each draft plan, fully identifying the action steps to be taken, the responsible person(s), a multi-year timeline for implementing, and estimated resources required.

4. Ensure that the principal and faculty review all draft action plans before sending them to the school board for review and approval.

5. Submit final drafts of all action plans to the school board for approval.

6. Include all school-wide improvement action plans as the final section of the Self-Study Report.

B. The school board will approve all school-wide improvement action plans prior to their inclusion in the Self-Study Report.


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ACTION PLANS

SCHOOL-WIDE IMPROVEMENT ACTION PLAN #

Standard# / Subject Area:Objective:

ACTION STEP

NUMBERPERSON(S)

RESPONSIBLE ACTION STEPS DATE / TIMELINEESTIMATED

RESOURCES


ACTION PLANS



ACTION STEP

NUMBERPERSON(S)


RESOURCES


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ACTION PLANS



ACTION STEP

NUMBERPERSON(S)


RESOURCES


ACTION PLANS



ACTION STEP

NUMBERPERSON(S)


RESOURCES

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