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ADVENTIST CHRISTIAN EDUCATIONIn Pursuit of Excellence

STANDARDS & SELF-STUDY

REPORTFOR ACCREDITATION OF

THE E. A. SUTHERLANDEDUCATION ASSOCIATION

VERSION 2.0

THE E. A. SUTHERLAND

EDUCATION ASSOCIATION

COMMISSION ON

ACCREDITATION

2018

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 Resources &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 Resources &Technology—The integration of information resources and 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 Reources & 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 Resources

&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


ADVENTIST CHRISTIAN EDUCATIONIn Pursuit of Excellence

SCHOOL NAME SELF-STUDY REPORTFOR ACCREDITATION

THE E. A. SUTHERLAND

EDUCATION ASSOCIATION

COMMISSION ON

ACCREDITATION

DATE SUBMITTED


SECTION 2: SELF-STUDY REPORT

2 COORDINATING AND ASSESSMENT TEAMS

3 SCHOOL PROFILE

18 SCHOOL PROGRESS REPORT

SELF-STUDY STANDARDS

20 STANDARD 1: PHILOSOPHY & MISSION

25 STANDARD 2: GOVERNANCE AND LEADERSHIP

32 STANDARD 3: CHARACTER DEVELOPMENT

38 STANDARD 4: CURRICULUM, INSTRUCTION & ASSESSMENT

47 STANDARD 5: VOCATIONAL TRAINING/WORK ED

53 STANDARD 6: INFORMATION RESOURCES & TECHNOLOGY

58 STANDARD 7: STUDENT SERVICES

64 STANDARD 8: SCHOOL ENVIRONMENT

72 STANDARD 9: SCHOOL FACILITIES

76 STANDARD 10: PROFESSIONAL DEVELOPMENT

80 STANDARD 11: FINANCE

84 SURVEYS

88 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


PLAN NOT BEGUN PLAN NOT BEGUN

IN PROGRESS: EXPECTED COMPLETION DATE


PLAN COMPLETED PLAN COMPLETED


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)



PLAN NOT BEGUN PLAN NOT BEGUN



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

Indicator 1.1

Score: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.

EXCEPTIONALLY MET (4)

The school meets level 3. In addition, there is exceptionally, clear correlation between the school’s philosophy/mission statement and the school-wide goals and practices. The school is collaboratively spending time seeking to more completely understand the principles and implementing them.

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.

PARTIALLYMET (2)

There is some correlation between the school’s philosophy and mission statement and the school-wide goals and practices.

NOT MET (1) There is little or no correlation between the school’s philosophy/mission statement and the school-wide goals and practices.

IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 1.2

Score: The philosophy and mission is clearly evident in the various methods of communication from the school.


The school exceeds level 3.

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 expressed in communication with staff, students, families and the broader constituency.

PARTIALLYMET (2)

The school’s philosophy and mission statements are written in the school’s handbooks/bulletin, website, and marketing materials but not communicated effectively.

NOT MET (1) The school’s philosophy and mission statements are written.


Indicator 1.3

Score: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.


The school meets level 3. 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.

PARTIALLYMET (2)

There is some evidence of that the school is educating its students and school personnel in an understanding of the schools mission, goals, and practices.

NOT MET (1) Little or no evidence that the school is educating its students and school personnel in an understanding of the schools mission, goals, and practices.



Indicator 1.4

Score: The school’s mission statement is evaluated regularly to ensure its effectiveness.


The school continually and collaboratively evaluates the effectiveness of mission implementation school-wide.

MET (3)The school annually examines the effectiveness of fulfilling the philosophy and mission of the school by means of parents, students, and graduates surveys to assure that the school-wide learner outcomes are being met.

PARTIALLYMET (2)

The school occasionally reviews the mission statement.

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


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 that the External Review team members may be interested in reviewing.


SELF-STUDY REPORT

2. STANDARD FOR GOVERNANCE /ADMINISTRATION

STANDARD:The school board, or authoritative governing body, and administration provide leadership that promotes and supports the effective and successful operation of the school in the implementation of its mission.

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



Indicator 2.1

Score: 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.

MET (3) The school is chartered, licensed, or authorized by a state, nation, or authority that operates in the public interest.

NOT MET (1) The school is not chartered, licensed, or authorized by an appropriate authority.


Indicator 2.2

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

MET (3) The ownership of all properties and facilities is clearly documented. The organizational structure is clearly documented.

NOT MET (1) The ownership of the school properties and facilities is not clearly documented or the organizational structure is not clearly documented.


Indicator 2.3

Score: There are clear policies and procedures with regard to the selection, composition and specific duties and responsibilities of the school’s governing authority.


The school meets level 3. In addition, the 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)

There is a written 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.

PARTIALLYMET (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.



Indicator 2.4

Score: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.


The school meets level 3. In addition, 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 their action to policy-making and strategic planning, while authorizing the

administration to implement its decisions. works cooperatively with the administration 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)

PARTIALLYMET (2)

The governing authority does not meet one of the items in level 3.

NOT MET (1) The governing authority does not meet either of the items in level 3.


2.5 Indicator:

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


The school engages in the process described in level 3 every three to five years.

MET (3)The school uses a collaborative process to develop and implement a written strategic or long-range school improvement 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 an informal school improvement plan.

NOT MET (1) The school does not have a school improvement plan.



2.6 Indicator:

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


The school meets level 3. In addition, there is a plan for educating and systematically reviewing these policies, procedures, and practices with the school personnel. There is periodic review for relevance and effectiveness.

MET (3)

The school administration and board have written policies, organizational charts, handbooks that define responsibilities, practices, and relationships regarding

o hiring & firing practices,o benefits (health insurance, retirement, education) &o compensation policies,o background checks,o confidentiality policies ando 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.

PARTIALLYMET (2)

The school meets 50-75% of the items in level 3.

NOT MET (1) The school meets less than 50% of the items in level 3.


2.7 Indicator:

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


The school meets level 3. In addition, 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

o policies,o benefits,o organizational chart,o decision-making processes,o operational practices, ando 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.

PARTIALLYMET (2)





2.8 Indicator:

Score: 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 school meets level 3. In addition, there is onsite and offsite storage included in this process to assure backup and safety. Information is readily accessible to all appropriate individuals.

MET (3)

The administration maintains and assures the safety, security, and accuracy for allo school,o student, ando board

documents, records, and information. Confidential documents, records, and information are kept in a double locked

environment. Appropriate information is distributed in a timely manner. There is a backup process in place.

PARTIALLYMET (2)




2.9 Indicator:

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


The school meets level 3. In addition, the principal consistently and collaboratively uses school-wide curriculum goals and student achievement data to inform and guide the decision-making process.An evaluation process is in place to encourage continual growth in leadership effectiveness.The principal not only supports but also encourages 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.

PARTIALLYMET (2)

The principal does not use curriculum goals and achievement data or does not support the use of innovative instructional strategies that enhance student learning.

NOT MET (1) The principal does not make decisions that focus on curriculum goals and student achievement.



2.10 Indicator:

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


The administration meets level 3. In addition, there is collaborative evaluation of the school’s effectiveness in creating 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.

PARTIALLYMET (2)

Planning is inconsistent or not evaluated for effectiveness.

NOT MET (1) There is little evidence that the religious activities foster a positive spiritual climate.


Indicator 2.11

Score: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.


The school exceeds level 3.

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.

PARTIALLYMET (2)

The school does not have clear guidelines for student admissions, providing worthy student funding, or selecting students for extra-curricular activities.

NOT MET (1) The school does not have any guidelines for student admissions, providing worthy student funding, and selecting students for extra-curricular activities.



Indicator 2.12

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

MET (3) The school meets this indicator.

NOT MET (1) The school does not meet this indicator.


Indicator 2.13

Score: The administration provides timely and accurate reporting to EASEA.EXCEPTIONALLY MET (4)

The school is consistently exceeding level 3.

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)

The school is inconsistent in meeting some or all of the items in level 3.

NOT MET (1) The school regularly does not meet most of the items in Level 3.




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

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


Indicator 3.1:

Score:

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


The school meets level 3. In addition, the school provides time in the student schedule for personal devotions. And the school collaboratively evaluates the effectiveness of the activities and programs.

MET (3)All students are actively involved in a variety of opportunities that develop unselfish service. School programing is coordinated to develop in students’ self-discipline, positive attitudes & habits of responsibility. School personnel model a Christian character. The school educates students how to have personal devotions.

PARTIALLY MET (2)

The school meets a majority of level 3. However, there is not a clear plan for intentionality. There is an emphasis on the importance of a personal devotional life, but no plan for educating students how to develop one.

NOT MET (1) There is little to no evidence of an intentional plan for character development.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 3.2: Score:

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


The school meets level 3. In addition, the school is collaboratively evaluating the effectiveness of their discipline methods.

MET (3)Students are affirmed in their successes and educated in how to overcome their challenges.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.

PARTIALLY MET (2)

There are some efforts toward affecting redemptive discipline, but the discipline methods are generally designed to gain compliance.

NOT MET (1) The discipline methods are predominately punitive or the results of discipline are largely ineffective.



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


Meets level 3. In addition, there is collaborative evaluation of the effectiveness of the programs and activities in discouraging rivalry and self-glorification. And, there is evidence of selfless service seen among staff and students.

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)

Activities and games are monitored and supervised to discourage rivalry and self-glorification.

NOT MET (1) Activities and games often encourage a spirit of competition.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



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


The school exceeds level 3. In addition, there is observable evidence that most students are exhibiting this training in their daily experience.

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. Students are encouraged to exhibit Christian courtesy. There is evidence that students are integrating this training in their daily experience.

PARTIALLY MET (2)

There is evidence of informal instruction in Christian conduct and courtesies.

NOT MET (1) There is little or no education of students in proper decorum and courtesy or there is little evidence of Christian courtesy.



Instruction in moral values and positive social relationships is an intentional component of the educational process.


The school meets level 3. In addition, the school collaboratively evaluates the effectiveness of the plan.

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 see others as the purchase of Christ’s blood, valuing and respecting differences in others (such as age, maturity, gender, culture, learning profile, etc.).

PARTIALLY MET (2)

There is evidence of informal education in biblical moral values.

NOT MET (1) The school may educate students in moral values, purity and respect when an issue arises.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



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


The school meets level 3. In addition, the school is collaboratively evaluating the effectiveness of the plan and there is evidence of general acceptance of the health principles by the staff and students.

MET (3)The school implements a plan for the education of staff and students in healthy lifestyle principles. The school has designed a schedule that provides for adequate rest and exercise. The school provides a healthy and attractive diet in the cafeteria. Choices by staff and students generally align with the principles taught by the school.

PARTIALLY MET (2)

The school meets most of level 3, however falls short in one or more areas.

NOT MET (1) There is little or no evidence for a program of health education or that students or staff choices align with the health principles taught by the school.



The dress code and its implementation reflects principles of modesty, practically, health, economy, and attractiveness.


The school meets level 3. In addition, the school collaboratively evaluates the effectiveness of the dress code and there is evidence of general acceptance of the principles by staff and students.

MET (3)The school dress code reflects the principles of modesty, practically, health, economy, and attractiveness. School personnel and students are educated in the principles of the dress code. School personnel model and hold students accountable to follow the dress code.

PARTIALLY MET (2)

School personnel are inconsistent in their teaching, modeling or enforcement of the level 3 dress code.

NOT MET (1) There is no school dress code or it poorly aligns with the principles listed in level 3. There may be little or no enforcement of the dress code.



Indicator 3.8:

Score:

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 meets level 3. In addition, the school collaboratively evaluates the effectiveness of its program of education in media, entertainment and music, and there is evidence of acceptance of these principles.

MET (3)

The school has a plan for educating school personnel and students in the principles found in the Bible and writings of Ellen White for choosing media, entertainment, and music. The students are involved in events that help them experience positive, wholesome entertainment and uplifting music. Choices by staff for media, entertainment and music generally align with these principles.

PARTIALLY MET (2)

The school meets level 3 but either there is limited education in these principles or there is limited acceptance of them by the staff.

NOT MET (1) There is little evidence of education in media, entertainment and music, and there is little evidence of acceptance of these principles by the staff.



The school-wide curriculum intentionally addresses the development of positive student attitudes and life habits.

EXCEPTIONALLYMET (4)

The school meets level 3 and collaboratively evaluates the effectiveness in developing positive attitudes and life habits.

MET (3)

The school-wide curriculum and learning experiences classes, vocational areas, and activities intentionally provide opportunities for the development of attitudes and habits such as persistence, managing impulsivity, respect for diversity, social skills, and responsibility that align with the school’s purpose. There is evidence of growth in positive student attitudes and life habits.

PARTIALLY MET (2)

Opportunities are provided, in which students may develop positive attitudes and life habits. There is some evidence of growth in positive student attitudes and life habits.

NOT MET (1) There is little or no evidence of intentionality in addressing student attitudes and life habits.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



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


Meets level 3. In addition, the administration and school personnel collaboratively evaluates the effectiveness for changing students’ lives.

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)

Not all students are engaged in the level 3 activities.

NOT MET (1) Most students are not participating in the level 3 activities.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.





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


Indicator 4.1:

Score:

EASEA and/or NAD Adventist education standards serve as the framework for curriculum development that is based on a Seventh-day Adventist biblical worldview.


The school meets level 3. In addition, teachers work collaboratively in their instructional planning.

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. There is evidence that teachers incorporate appropriate standards in their instructional plans.

PARTIALLY MET (2)

Most of the curriculum meets level 3, and some teachers incorporate the appropriate standards in their instructional plans..

NOT MET (1) Little or none of the curriculum meets level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 4.2:

Score:

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 meets level 3 and, in addition, offers advanced placement or dual-credit courses. For elementary: describe how the school exceeds level 3.

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

PARTIALLY MET (2)

One or two of the applicable subject areas are not included in the school’s required curriculum.

NOT MET (1) More than two of the applicable subject areas are not included in the school’s required curriculum.



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


The school meets level 3. In addition, the review process is regular and collaborative.

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 school meets most of level 3, however the review process is sporadic and/or assessment data is not collected or used.

NOT MET (1) Little or no time is invested in mapping out the school’s curriculum and instruction.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



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


The school meets level 3 and, the school collaboratively evaluates the effectiveness and student success.

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 evidence to indicate curriculum and learning experiences prepare students for success at the next level. The school provides sufficient support to enable every student to successfully meet achievement expectations.

PARTIALLY MET (2) Most of level 3 is being met, however, there is no data to provide evidence of success.

NOT MET (1) There is little or no evidence that the curriculum provides for the development of critical thinking skills.



The school-wide curriculum resources and instructional materials align with the school philosophy and mission.

MET (3) All curriculum and instructional materials align with the school’s philosophy and mission.

PARTIALLY MET (2)

Most curriculum and instructional materials 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.



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


Indicator 4.6:

Score:

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.


The school meets level 3 and teachers are continually evaluating their effectiveness.

MET (3)Teachers exhibit a belief that all students can learn by creating an environment that maintains student engagement in the learning process, which is age and developmentally appropriate. The administration provides resources to support this process.

PARTIALLY MET (2)

Some teachers are performing at level 3 or administration is not providing resources to support the process.

NOT MET (1) Few or no teachers are performing at level 3 and administration is not providing resources.


Indicator 4.7:

Score:

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.


The school meets level 3 and collaboratively evaluates their effectiveness.

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. All students are involved in one or more of these activities each year.

PARTIALLY MET (2)

Most students are involved in one or more level 3 activities each year.

NOT MET (1) Few or no students are involved in a level 3 activity each year.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



Teachers use a variety of instructional techniques aligned with best practices to ensure student engagement.


Meets level 3 and● There is evidence that teachers are differentiating instruction to meet the varied

readiness, interests, and learning profiles of their students.● The administration provides time for and encourages collaborative interdisciplinary

instruction and learning opportunities.

MET (3)● Most teachers are using a variety of instructional techniques and strategies that

meet diversity of learners.● Teacher’s instructional techniques are aligned with best practices.● Evidence indicates that most students are engaged.

PARTIALLY MET (2) Some teachers are using a variety of instructional techniques and strategies.

NOT MET (1) Few or no teachers are using a variety of instructional techniques and strategies.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


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


Level 3 is met. And there is collaboration in resource allocation and the acquisition of extra budgetary resources.

MET (3)● Instructional time is sufficient to support the purpose and direction of the school.● Material resources are sufficient to support the purpose and direction of the school.● Fiscal resources are sufficient to support the purpose and direction of the school.● Instructional time is protected in policy and practice.

PARTIALLY MET (2) Two or more of the items in level 3 are met.

NOT MET (1) One or none of the items in level 3 are met.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 4.10:

Score:

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

EXCEPTIONALLYMET (4) All teachers are meeting level 3.

MET (3)The continuous improvement of all students is a priority for 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 students are met.

PARTIALLY MET (2) Some teachers are meeting level 3.

NOT MET (1) Few or no teachers are meeting level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


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.


Indicator 4.11:

Score:

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.


The school meets level 3. In addition, administration and teachers work collaboratively to evaluate data to inform school-wide goals and objectives.

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 as a tool to collect, manage, and analyze data.● Administrators and teachers have some training, support, and resources to collect,

analyze, and use assessment data to inform the instructional process..● Assessment results are used to make decisions regarding the selection and

allocation of resources.

PARTIALLY MET (2) The school meets three or more of the items in level 3.

NOT MET (1) The school meets less than three of the items in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 4.12:

Score:

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


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of its support programs.

MET (3)

School personnel use data to identify learning needs of students, as well as other learning needs (such as second languages) and provide for 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)

Some data is used to identify outliers, and some supports are provided to those individuals and special populations (such as second languages).

NOT MET (1) Little or no support is provided to meet student needs.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.

Indicator 4.13:

Score:

Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge, skills, and subject standards and are consistent with school policy.


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of its grading policies, processes, and procedures..

MET (3)

● Teachers use grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student’s attainment of content knowledge, skills, and subject standards.

● These policies, processes and procedures are implemented across grade levels and courses.

● Students and parents are aware of the policies, processes and procedures.● The policies, processes and procedures are periodically reviewed.

PARTIALLY MET (2) The school meets at least three of the items in level 3.



Indicator 4.14:

Score:

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


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of its parental communication and of family engagement.

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

PARTIALLY MET (2)

Family engagement is encouraged and one or more avenues are pursued. Personnel make information about student learning available to families.

NOT MET (1) Little or no family engagement is in place.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.





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


Indicator 5.1:

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

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

NOT MET (1) The school has no written philosophy or it’s written philosophy does not address the vocational program as it relates to the overall educational curriculum.



Indicator 5.2: Score: The vocational/work education program includes agriculture.

EXCEPTIONALLY MET (4) The school meets level 3. In addition, students have become proficient at gardening.

MET (3) Agriculture training is a requirement for graduation.

PARTIALLYMET (2) The school offers agriculture training.

NOT MET (1) The school does not offer agriculture training.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


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


The school meets level 3. In addition 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. The objectives are utilized as a guide in helping the student develop essential skills and

knowledge for success in these areas.

PARTIALLY MET (2) The school meets at least one of the items in level 3.

NOT MET (1) There is no written vocational curriculum.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


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


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the variety of vocational experiences.

MET (3)Students are systematically exposed to a variety of vocational experiences. And there is opportunity for the students to have input in the selection of training areas to learn more advanced skills.

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.

NOT MET (1) Students are not exposed to a variety of vocational experiences.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



Students are instructed in and monitored for safety practices in their vocational training areas and vocational classrooms.


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the vocational safety training.

MET (3)

● Equipment guards and personal safety devices are used in all vocational areas and vocational classrooms.

● Vocational training is conducted in compliance with regulatory requirements.● Safety guidelines are documented● Students are regularly instructed concerning safety in their vocational departments.● Safety training is documented.

PARTIALLY MET (2) The school meets three or more of the items in level 3.



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


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the vocational supervision, instruction, and learning.

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

PARTIALLY MET (2) Qualified staff may not always be available or training may not be well planned.

NOT MET (1) Vocational areas lack qualified staff and/or there is no plan outlining activities.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



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

EXCEPTIONALLY MET (4) Meets level 3 and the school proactively seeks ways to accommodate areas of high demand.

MET (3)

Enrollment limits are regularly discussed and maintained with the staff or teachers working in combination with the school administration.

Adjustments are be made as problems and issues arise. The school tries to accommodate areas of high demand.

PARTIALLY MET (2)

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

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



Student vocational skills are evaluated, documented, and reported on a regular basis to the students and parents.


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of vocational evaluation, and when requirements have been met certificates are issued.

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)

Assessments are not always correlated to the related objectives or evaluation and feedback is not always timely.

NOT MET (1) Assessment methods are not correlated to the related objectives and feedback is not timely.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 5.9: Score: Vocational instructors are qualified in their area of instruction.

EXCEPTIONALLY MET (4) All vocational instructors are qualified and certified in the area(s) in which they teach.

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

PARTIALLY MET (2)

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

NOT MET (1) Few vocational instructors are qualified and pursuing certification in the area(s) in which they teach.


Indicator 5.10:

Score:

Work ethics 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.


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the work ethic curriculum.

MET (3)

● Work-ethics skills are clearly identified and are an integral part of the instructional process.

● There is regular assessment of work-ethic learning outcomes.● Assessment of work-ethics is documented● Regular communication/feedback is given to parents and students.

PARTIALLY MET (2) Three of the level 3 criteria are met.

NOT MET (1) Less than 3 of the level 3 criteria are met.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


SELF-STUDY REPORT

6. STANDARD FOR INFORMATION RESOURCES & TECHNOLOGY

STANDARD:The integration of information resources and 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



The school has created and regularly updates an approved Information Resources and Technology Plans.


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the information resources and technology plans.

MET (3)

● The school has developed Technology and Information Resources Plans.● Staff and students have been provided appropriate opportunities to offer input into

the plans.● The plans have been approved.● The plans are updated periodically to reflect changes in technology and in the school

environment.● The plans are consulted when implementing technology or when acquiring

information resources.

PARTIALLY MET (2) Three or more of the level 3 items have been met.

NOT MET (1) Less than three of the level 3 items have been met.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



Print and electronic information resources are selected consistent with the school’s philosophy and policies.


The school meets level 3 and collaboratively evaluates the effectiveness of the policies and their use.

MET (3)

● The school has written policies that are used to guide the acquisition of both print and electronic information resources.

● Policies are consistent with the school’s philosophy.● The school periodically reviews and updates information resources.

PARTIALLY MET (2) The school meets two or more level 3 criteria.

NOT MET (1) The school does not have written policies that guide the acquisition of information resources and technology.



Information resources adequately represent the instructional areas of the school and are sufficient to meet learning objectives.


The school meets level 3 and collaboratively conducts a periodic review of information resources to ensure relevance and effectiveness.

MET (3) All disciplines in the school have sufficient information resources available in print and/or electronic form for use by students and teachers.

PARTIALLY MET (2)

Most disciplines in the school have sufficient information resources available in print and/or electronic form.

NOT MET (1) Three or more disciplines have insufficient information resources available.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Denominational materials are well represented in the available information resources.


The school meets level 3 and collaboratively conducts a periodic review to ensure relevance and effectiveness.

MET (3) Denominational materials are well represented in available information resources, including both books or e–books and periodicals or e-periodicals.

PARTIALLY MET (2) Denominational materials are insufficiently represented in books or periodicals.

NOT MET (1) Denominational materials are insufficiently represented in both books and periodicals.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 6.4: Score: The school has a written Acceptable Use Policy (AUP).


The school meets level 3 and collaboratively conducts a periodic review to ensure relevance and effectiveness.

MET (3)

The school has developed a written Acceptable Use Policy that governs use of information resources & technology equipment and resources.

It is 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) There is a written policy, but it is not communicated or it is inconsistently monitored.

NOT MET (1) A written Acceptable Use Policy has not been developed.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


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


The school meets level 3 and collaboratively conducts a periodic review of the effectiveness of the usage of the electronic and non-electronic information resources.

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 technological environment.

● In-services are periodically provided to staff in the use of electronic instructional, administrative and management resources as applicable.

PARTIALLY MET (2)

Some in-services are provided for the use of electronic and non-electronic instructional, administrative, and management resources.

NOT MET (1) Little or no in-services are provided.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



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


The school meets level 3, and collaboratively conducts a periodic review to ensure relevance and effectiveness.

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.

● internal technology infrastructure is sufficient to meet current and short-term growth needs of instructional and administrative demands

● 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) The school meets three or more level 3 criteria.

NOT MET (1) The school meets less than three of the level 3 criteria.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Adequate Technology is available and is integrated to support instruction and learning.


The school meets level 3, and the school collaboratively evaluates the effectiveness of integration of technology in instruction and 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.● The technological infrastructure facilitates and enhances student learning.





Technology enhances the efficiency of the administrative function of the school.


The school meets level 3, and there is collaborative evaluation of the effective use of technology as a tool.

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.


NOT MET (1) The school meets less than two of the level 3 criteria.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Administration provides adequately for both printed and electronic library resources and technology in the budget.

EXCEPTIONALLY MET (4) The school exceeds level 3.

MET (3)

● Printed library resource acquisitions are adequately budgeted.● Electronic library resource acquisitions are adequately budgeted.● The budget takes into consideration infrastructure purchase● The budget takes into consideration technology maintenance as appropriate● The budget includes technology upgrades and replacement as necessary.







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

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


The school meets level 3 and the school has a school counselor on staff.

MET (3)

The school coordinates a system of services to1. support,2. provide intervention, and3. make appropriate referrals in such areas as

health, spiritual growth, career counseling personal counseling, academic assistance

that effectively meets the varied needs of most students.

PARTIALLY MET (2)

The school provides some of the services listed in level 3.

NOT MET (1) The school provides few or none of the services listed in level 3.



Indicator 7.2

Score: School personnel provide personalized approaches to learning and alternative instruction options outside the classroom setting that facilitate success in the standards-based curriculum.


The school exceeds level 3 and the school collaboratively evaluates the effectiveness of the intervention and support program.

MET (3) Sufficient school personnel are involved in providing support and interventions such that most students are achieving a satisfactory level of academic success.

PARTIALLY MET (2)

There is some supports available to facilitate student success.

NOT MET (1) Little or no support is available to facilitate student success.


Indicator 7.3

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


The school meets level 3, and in addition pursues the education of students or custodial family members that may not have been able to attend the regularly scheduled orientation program.

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

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


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the vehicle safety program.

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 is performed 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 meets three or more level 3 criteria.

NOT MET (1) Less than three of the level 3 criteria have been met.


Indicator 7.5: The school maintains a safe and healthy environment for food preparation and instruction.

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


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the food service program.

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.

PARTIALLY MET (2)

The meals served are nutritious, balanced, and align with the SDA health message.

NOT MET (1) Meals served do not meet one or more of the nutritious, balance, or alignment criteria.



7.6 Indicator:

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


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the food safety and instruction program.

MET (3)

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 school meets two or more level 3 criteria.

NOT MET (1) Less than two of the level 3 criteria have been met.


7.7 Indicator

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


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the health care program.

MET (3)

Residential programs have 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. Immunizations for all students are up-to-date and comply with state/country regulations. 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)

The school meets four or more level 3 criteria.

NOT MET (1) Less than four of the level 3 criteria have been met.



7.8 Indicator

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


The school meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the protocols.

MET (3)

The school has a protocol for reporting accidents, physical 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.

PARTIALLY MET (2)

The school has three or more of the level 3 protocols in place.

NOT MET (1) Less than three of the level 3 protocols are in place.


Indicator 7.9

Score: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 meets level 3. In addition, the school regularly and collaboratively evaluates the effectiveness of the protocols.

MET (3)

The school has written protocols for addressing student challenges in theo social,o academic,o spiritual,o emotional &o 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 meets two or more level 3 criteria.

NOT MET (1) Less than two of the level 3 criteria have been met.



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


Indicator 8.1:Score:

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


The school meets level 3, and collaboratively evaluates the school environment.

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.


NOT MET (1) Less than two of the level 3 criteria have been met.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 8.2:

Score:

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

EXCEPTIONALLYMET (4) The school meets level 3, and collaboratively evaluates the effectiveness of this plan.

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 meets at least 75% of level 3, but does not have a coordinated plan.

NOT MET (1) The school meets less than 75% of level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


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


The school meets level 3, and collaboratively evaluates the code of student conduct for its relevance and effectiveness.

MET (3)

● The school demonstrates caring, concern, and high expectations for students in an environment that respects individual and cultural differences.

● A written code of student conduct (handbook) supports an environment that is conducive to learning and is understood by students, staff, and families.

● The code is enforced fairly and equitably.

PARTIALLY MET (2) The school meets two of the items in level 3.

NOT MET (1) The school meets less than two of the items in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



The spiritual programing aligns with the school’s philosophy and spiritual goals, and meets the needs of both students and staff.


The school meets level 3, and collaboratively evaluates the effectiveness of the spiritual programing.

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 school meets one of the criterions and partially meets the other criterion in level 3.

NOT MET (1) The school meets one or partially meets one of the criteria in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.

Indicator 8.5:

Score:

School personnel develop and maintain consistent and collaborative communication with parents, students, colleagues, and interested persons.


The school meets level 3, and regularly and collaboratively evaluates the quality of communications with students, parents, colleagues, and interested parties.

MET (3)

School personnel develop and maintain mutually respectful, consistent and collaborative communication with

● parents,● students,● colleagues, and● interested persons.

PARTIALLY MET (2) The school meets at least three of the items in level 3.



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


The school meets level 3, and regularly and collaboratively evaluates the relevance and effectiveness of the school safety protocols.

MET (3)

1. The school has an effective protocol for screening school and non-school personnel.2. The administration regularly uses resources to ensure a safe, healthy environment

(including internet safety) that supports student learning.3. Emergency drills and exercises (such as fire, school lockdown, severe weather) are

conducted (as required by local authorities and EASEA).

NOT MET (1) The school does not meet one or more of the items in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


The principal, in cooperation with the staff, creates a safe, nurturing school environment that supports positive student growth.


The school meets level 3. In addition, the students celebrate differences among their peers.The principal works proactively to establish open lines of communication and collaboration among school, home, church, business, and community.

MET (3)

● Policies and practices are in place and appropriately applied regardingo discipline,o bullying,o sexual harassment ando grievances.

● Students and school personnel are educated in the principles behind these policies and practices.

● Students are taught to respect cultural diversity and exhibit an appreciation for differences among their peers.

● The principal maintains open lines of communication and collaboration among theo school,o home,o church,o business, ando community

to ensure effective relations.

PARTIALLYMET (2) The school meets two or three of the items in level 3.

NOT MET (1) The school meets one or none of the items in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


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

MET (3)The school personnel conduct an annual safety and maintenance 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.

NOT MET (1) The school does not complete an annual safety and maintenance audit, or there is no maintenance follow-up.


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


The school meets level 3, and conducts a periodic, collaborative review the EPP for relevance and effectiveness.

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 does not meet one of the criteria in level 3.

NOT MET (1) The school does not meet two or more of the criteria in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.

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


The school meets level 3, and has an ongoing, collaborative evaluation of the effectiveness of the residential life program.

MET (3)

● Dormitory personnel ensure a clean and orderly environment.● There is a regular program that encourages student in social & spiritual growth.● Continuous and responsible supervision 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.

● Dormitories and facilities are adequate in size for the number of students.

PARTIALLY MET (2) The school meets the first four criteria in level 3.

NOT MET (1) The school does not meet one or more of the first four criteria.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



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


The school meets level 3. In addition, the school provides continuous supervision of the grounds.

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

PARTIALLYMET (2)

The administration inconsistently provides for safety and supervision during school hours and for all organized school functions.

NOT MET (1) The administration inadequately provides for safety and supervision during school hours and for all organized school functions.


Indicator8.12:

Score:

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


The school meets level 3, and the school implements regular evaluations to assure effectiveness of administrative, instructional, and support staff.

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, screened, 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) The school meets three of level 3 criteria.

NOT MET (1) The school meets less than three of level 3 criteria.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 8.13:

Score:

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


The school meets level 3, and collaboratively evaluates the working environment on an annual basis.

MET (3)

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

PARTIALLY MET (2) The school meets four of level 3 criteria.

NOT MET (1) The school meets less than four of level 3 criteria.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.

Indicator 8.14:

Score:

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

EXCEPTIONALLYMET (4) The school meets level 3, and collaboratively evaluates its effectiveness in these areas.

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 meets at least three of the criteria in level 3.

NOT MET (1) The school meets less than three of the criteria of level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 8.15:

Score:

Activities, which extend the formal learning experiences, are aligned with the school’s mission and philosophy and are sufficient in number and variety.


The school meets level 3. The school collaboratively evaluates the effectiveness of the activities.

MET (3)School personnel provide or coordinate a sufficient variety of activities, which extend the formal learning experiences of all students. Experiences are aligned with the school’s mission and philosophy.

PARTIALLY MET (2)

Activities are not available to some students or some activities are not aligned to the school’s mission and philosophy.

NOT MET (1) Few or no students have activities available which extend the formal learning experience or activities are not generally aligned to the school’s mission and philosophy.






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


Indicator 9.1:

Score:

The school has appropriate signage to identify the school entrance and facilities and may display the national, state, and Christian flags as appropriate.


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.

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.

PARTIALLY MET (2) The school has minimal signage to identify the school entrance.

NOT MET (1) The school does not have signage to identify the school entrance and facilitiesIN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 9.2: Score: The Mission/Vision statements are prominently displayed.

MET (3) The Mission/Vision statements are prominently and attractively displayed.

PARTIALLY MET (2) The Mission/Vision statements are displayed.

NOT MET (1) The Mission/Vision statements are not displayed.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.

Indicator 9.3:

Score:

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


The school meets level 3. In addition, 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● a plan for 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 meets two or more of the criteria in level 3.

NOT MET (1) The school meets less than two of the criteria in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



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:IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


The school has sufficient space for entering, exiting, and traffic flow within its facilities.


The school meets level 3. In addition, the traffic ways are attractively and aesthetically maintained and speed limits are well marked.

MET (3)

● 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.

PARTIALLY MET (2) Most of level 3 is met. OR The school meets the minimum regulatory requirements.

NOT MET (1) Regulatory requirements are not met.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



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

EXCEPTIONALLYMET (4) The school meets level 3, and the school has monitoring systems in place.

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) The school meets three or more of the criteria in level 3.

NOT MET (1) The school meets less than three of the criteria in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.





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


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


The school meets level 3. In addition the plan is collaboratively evaluated for its effectiveness and relevance on student learning.

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.


NOT MET (1) The school meets less than one of the items in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


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


The school meets level 3. In addition the plan is collaboratively evaluated for its effectiveness and relevance on student learning.

MET (3)

● 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, and○ includes a variety of professional learning opportunities..



10.3 Indicator: Score:

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

EXCEPTIONALLYMET (4) The school exceeds level 3. . .

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 interdisciplinary learning opportunities.

● The administration provides resources for teachers to have access to professional growth opportunities outside of the school programing.

PARTIALLY MET (2) The school meets at least two of the items in level 3.

NOT MET (1) The school meets less than two of the items in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


10.4 Indicator: Score:

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


The school meets level 3. In addition, the administration and school personnel collaboratively evaluates the adequacy of time, resources, and materials necessary to sustain professional growth.

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 meets only part of level 3.

NOT MET (1) The school meets little or none of level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


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

EXCEPTIONALLYMET (4) 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. Teachers are certified in the subject area(s) and grade levels they are teaching.

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.



The administration implements a professional assessment plan for all instructional personnel to promote professional growth.


The school meets level 3. In addition, the administration evaluates the effectiveness of professional growth activities in improving student learning.

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

PARTIALLY MET (2) The principal provides some observation and feedback to instructional personnel.

NOT MET (1) The principal provides little or no observation or feedback to the instructional personnel.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 10.7:

Score:

The administration works cooperatively to implement a plan for supervision and evaluation of non-instructional personnel that fosters ongoing professional growth.


The school meets level 3. In addition, professional growth activities are chosen and evaluated based on effectiveness in achieving school-wide and classroom learning goals and objectives.

MET (3)

● The administration 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 non-instructional personnel are conducted as collaborative conversations that foster ongoing professional growth.







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



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


The school meets level 3, and regularly and systematically reviews and revises its financial policies and procedures to assure relevance and effectiveness.

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) The school has written policies for four or more of the criteria in level 3.

NOT MET (1) The school has written policies for less than four of the criteria in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.



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


The governance and leadership meets level 3, and there is an annual third-party review of financial processes and records to assure accountability.

MET (3)The school has

● qualified financial operations and management personnel● controls in place that provide for the daily financial operations of the school● oversight of financial processes and records to assure accountability.

PARTIALLY MET (2) The governance and leadership meets two criteria in level 3.

NOT MET (1) The governance and leadership meets less than two criteria in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Finances are currently stable and projections indicate continuing stability.


The school meets level 3, and there is a collaborative process for analyzing the data and making long-term financial decisions.

MET (3)

Financial and student enrollment data 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) The school meets two criteria in level 3.

NOT MET (1) The school meets less than two criteria in level 3.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


Indicator 11.4:

Score:

The school administration and personnel work together to develop short- and long-range financial plans to that adequately provide resources for its educational program and services.


The school collaboratively meets level 3. In addition, there is correlation between the allocation of time resources, fiscal resources, personnel resources, and material resources and the implementation, monitoring, and accomplishing of the school-wide action plans, and there is collaborative review to ensure effectiveness of the plans.

MET (3)The school administration and personnel work together to

● develop an annual budget● develop and pursue multi-year financial plans.

PARTIALLY MET (2)

The school administration has an annual budget and a long-range financial plan, however there is not effective implementation.

NOT MET (1) The school does not have an annual budget.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.


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


The school meets level 3 and 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 prior to registration.

PARTIALLY MET (2)

The school provides parents/guardians with adequate written student financial policies at registration.

NOT MET (1) The school does not provide parents/guardians with adequate written student financial policies,



Indicator 11.6: Score: The school carries adequate insurance coverage.


The school meets level 3 and, in addition, carries business interruption and workers compensation insurance. The school annually reviews policies for adequacy and relevance.

MET (3) The school carries adequate casualty, property, and liability insurance for students, employees, and the governance/owner. Policy coverage is reviewed regularly for adequacy.

PARTIALLY MET (2) The school carries minimal insurance coverage.

NOT MET (1) The school lacks adequate insurance coverage.IN THE BOX BELOW, DESCRIBE THE SUPPORTING EVIDENCE THAT JUSTIFIES YOUR SCORE.





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.)

The Student Survey can be downloaded off of the EASEA website.


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 PARENT 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.

The Student Survey can be downloaded off of the EASEA website.


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.


ACTION PLANS

SCHOOL-WIDE IMPROVEMENT ACTION PLAN #

Standard# (one or more):Objective:

ACTION STEP

NUMBERPERSON(S)

RESPONSIBLE ACTION STEPS DATE / TIMELINEESTIMATED

RESOURCES


ACTION PLANS



ACTION STEP

NUMBERPERSON(S)


RESOURCES

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