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SINGLE PLAN FOR STUDENT ACHIEVEMENT

AT SALEM LUTHERAN SCHOOL

Date of this revision: May 2014 This is a plan of actions to be taken to raise the academic performance of students and improve the school's educational program. For additional information on Salem’s programs please contact the following person:

Contact Person: Philip Duerr

Position: Principal

Telephone Number: 714-639-1946

Address: 6411 E. Frank Ln.

E-mail address: pduerr@salemorange.com

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Section I: Student/Community Profile Data

School Vision and Mission

Salem Lutheran School is a mission outreach of Salem Lutheran Church and shares in a common vision. Vision: In view of God’s mercy, by His grace, and to His Glory, the individuals and families of Salem Lutheran Church and School form a fellowship of believers that seeks to make a true and lasting impact on the world through Christ.

Mission: Being taught by God’s Word and led by His Holy Spirit, our mission at Salem Lutheran Church and School is to train and nurture one another while thoughtfully reaching out to others with the love of Christ, involving everyone in a Christian life journey that is marked by meaningful growth and vocational calling. Motto: Know Christ. Grow in community. Live with purpose Salem Lutheran School’s specific educational purpose, values, and learning objectives are articulated to the Salem community through this model:

School Profile

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Purpose: Building Foundations for Life Core Values (Pillars): Academic Excellence, Christian Character and Faith Development, Competition and the Arts, Service, Innovation (including STEM-Science, Technology, Engineering, and Mathematics) Objectives In keeping with the philosophy of Salem Lutheran School, the school works in partnership with the church and the home. Consequently, it is very important to recognize specific objectives for students, teachers, and parents. Student Learning Objectives (SLO): Salem Lutheran students will:

• Communicate effectively using reading, writing, speaking, and listening. • Think critically and creatively to identify, analyze, and solve problems. • Exhibit proficiency in developing, planning, implementing, and presenting

projects both individually and in groups. • Develop the skills to use current technology for the investigation and

presentation of materials in all areas of the curriculum. • Apply the knowledge and understanding gained through God’s word in each

curricular area. • Gain knowledge of 21st century tools to solve problems and to communicate

locally and globally. • Develop awareness of the constant changes in the world and the need to

communicate effectively within diverse cultures. • Develop awareness of the feelings of others and act with understanding and

respect toward them. • Develop knowledge and skills necessary to successfully work individually and

collaboratively. • Practice healthy habits including fitness, nutrition, and hygiene. • Become aware of individual God-given gifts, using them throughout ones life to

glorify God. • Develop awareness of diverse possibilities for service and vocation in life. • Develop skills of cooperation, participation, organization, and time management. • Develop empathy and respect for individuals of differing capabilities, cultures,

and economic advantages, especially those in our local community. • Grow in a personal relationship with Jesus Christ: • Study what God reveals in scripture • Participate in an active prayer life, worship, and praise experiences • Know as a forgiven child of God, wholly and dearly loved, they are free to

demonstrate and express their spiritual gifts and talents. • Encourage each other to become strong witnesses through a life of service. • Accept themselves as children of God with unique and valued individual talents

and attributes. • Develop skills of cooperation, enjoyment, teamwork, and affirmation with

genuine encouragement for peers of all ability levels. • Be provided with multiple opportunities for success in and out of the classroom.

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• Gain awareness of the visual and performing arts and value them as opportunities to give glory to God.

• Experience the joy of participation in music, art, literature, and drama. • Create original expressions of the arts. • Stand firm in today’s world by upholding Christian principles. • Develop the ability to relate with others in an appropriate Christian manner in

home, school, and community. • Develop love and pride for country and grow to become a responsible citizen.

Develop as a well-rounded student with Christian character, integrity, and morals.

Teacher Objectives It is the objective at Salem Lutheran School that teachers will:

• model the Christian life • practice a daily prayer and devotional time, remembering students and families

in prayer • consider each child as a unique, valued creation of God • recognize and respond to each child’s differing abilities • refer students for special help when and if needed • provide daily teaching of God’s Word • set high standards with well-planned lessons and activities • respect and cooperate with colleagues and parents • set classroom routines to provide a stimulating and safe environment • encourage Christian character and citizenship • establish close contact and working relationship with parents • be actively involved in the life of Salem Lutheran Church • continue to grow in the teaching profession

Parent Objectives It is the objective at Salem Lutheran School that parents will:

• recognize each child as a special creation and gift from God with unique, individual abilities

• pray daily for their child, other students, the faculty, and the school • worship regularly • support Salem Lutheran School policies and classroom teachers • maintain close contact with the teacher to reinforce what is taught at school • communicate with faculty and administration any situation affecting the

classroom and/or school through the appropriate channels • become involved in activities that support Salem Lutheran School

Introduction - School Profile Salem Lutheran Church, a small church of 163 communicants, voted to establish an elementary school in 1982, on the premise that the school would be self-supporting. Plans were initiated immediately to begin with a Kindergarten class in the fall of 1983. By God’s blessing and the guidance and leadership of pastors and lay leaders, the

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school grew to a peak of 440 students in 2005 in grades Kindergarten through Grade Eight. The school profile contains the geographical, social, cultural, and educational, facets of the school along with Salem’s Comprehensive School Safety Plan that outlines programs in place at Salem as well as strategies and programs for continued improvement in providing a safe, orderly, school environment conducive to learning. Salem Lutheran School is fully accredited by the Western Association of Schools and Colleges and the National Lutheran Schools Association through June 2015. In addition, Salem was recognized as an Exemplary National Lutheran School along with being recognized as an Apple Distinguished School beginning with the 2010-2011 school year. Salem adopted a comprehensive one-to-one technology learning initiative in the 2008-2009 school year. Each student in grades 3-8 receives an Apple MacBook Air. Students in grade K-2 utilize I-pads Student Profile Salem Lutheran School provides a safe caring environment focused on developing the whole child through all aspects of Christian education while experiencing the love of God through Jesus Christ. The school believes that through this teaching each child will show this Christian love through a positive and loving attitude towards others, both in the classroom and in activities away from school. Salem Lutheran School has an enrollment of 350 students. No students are in families receiving Aid to Families with Dependent Children that are eligible for free/reduce lunches. The ethnic makeup of the pupil population is: White Hispanic Asian Black & Other

74% 9.4% 3.4% 9.4%

SCHOOL AND STUDENT PERFORMANCE DATA ! Salem uses the Iowa Test of Basic Skills (ITBS) as an indicator of school

performance. These scores are based on student grade equivalency and on National Percentile Averages. These results provide another tool in helping measure the effectiveness of the school’s curriculum and SLO’s. The Fall 2013 scores were a new test (new norms directed to the Common Core).

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ITBS Grade Equivalency averages from 2009-2013 by grade

ITBS National Percentile Rank averages from 2009-2013 by grade

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ITBS National School Rank averages from 2009-2013 by grade 4. Student follow-up data ! Enrollment Patterns: Salem Lutheran School is at 79% capacity (350 out of a

possible 442 students). Enrollment has had a moderate decline in the past few years due mostly in part to the economy. Salem has an early childhood center with an enrollment of 80 students. 77% of eligible students from early childhood center matriculate to Salem’s Kindergarten program.

! Mobility of Students: As Salem Lutheran School has grown over the years, the

number of matriculating students has increased. The major indicators for this steady growth are: to receive a Christian education, clear mission that is identifiable to the larger community, a safe and secure environment, a small, safe, loving environment, high moral and academic standards, strong teaching staff and a 96% overall satisfaction with the school (Parent Questionnaire #’s 21-32 completed 4/2014 ). Graduating students predominately (75% over the past five years) matriculate to Lutheran High School of Orange County with the remainder matriculating to either their public school of residence (El Modena, Villa Park, Foothill, Canyon) or one of the local Catholic High Schools (Mater Dei, Servite, Santa Margarita, Rosary) or a new south county Lutheran high school- Crean Lutheran.

! Attendance: Over the last five years Salem Lutheran School has had an average

daily attendance rate of 96.8%. The school day is from 8:30 AM-3:00 PM with a total of 175 contact days. This includes 3 minimum days and excludes 7 teacher development days.

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! Special Populations: In order to meet the developmental needs of a greater

number of students, Salem Lutheran School implemented a resource program through Lutheran Special Education Ministries for the 1999-2000 school year. The program grew from three half days a week that serviced five students, to a full time program in the 2002-2003 school year that serviced 50 students. In 2004-2005 Salem hired a full time resource teacher independent of LSEM.

Salem does not discriminate based on ethnicity or ability and opens its doors to all children so the Great Commission of Matthew 28 can be realized. Staff A strength of Salem Lutheran School is the hard working and dedicated staff. Each teacher embraces the concept of the Great Commission and conveys a personal relationship with Christ throughout the curriculum. The members of Salem’s staff are dedicated to high standards and work hard to establish a sense of community in their classrooms and with their peers. Salem’s close-knit staff allows for dialogue about the curriculum and needs of the learners. Full-time Administration, Faculty, Staff Population

Male 6 27% Female 16 73%

Ethnicity: White -100% Attrition: In the last ten years, Salem’s administration, faculty, and staff have remained very consistent. Only four have left school: two for retirement, one moved due to spouse’s relocation, and one due to budgetary cuts. This stability promotes a high trust level with parents, resulting in strong matriculation in enrollment, cooperative working relationships with families, and improved student learning.

• Qualifications, Certification, Credentialing for assignments: Besides hard work and dedication, the following chart demonstrates the professional degrees and credentials received by the Salem administration and faculty.

Professional degree/credential Percentage of Administration or Faculty

BA 100% CA Credential 63% Other Credential 5% MA in Education 59% National Board Certification 5%

• Professional Development: On-going staff development is an important part of

the continuing growth of the faculty at Salem. In the past six years, seven teachers have been awarded their MA in education and one National Board

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Certification. At the start of each school year a staff retreat focuses on team building, relational ministry, and specific thematic topics. A three-day regional seminar in the fall, a one-day teacher district level in-service in the winter, and specific training utilizing NCLB funds offer many topics and workshops for staff development.

Significant professional development has been conducted specifically to assist in the adoption of one-to-one learning. Numerous trainings have been conducted to focus on this technology integration. Teachers are encouraged to continue their own professional growth in pursuit of a designated degree or credential. Because of budgetary constraints, Salem has not been able to offer teachers financial assistance towards an advanced degree as it has in the past. Continued promotion of professional development will ensure that the latest strategies and methodologies are being utilized for successful student learning.

• All of Salem’s administration, faculty, and staff are active members of Salem

Lutheran Church. This commitment is important in conveying the SLG as students see teachers modeling worship and “living their faith”.

Curriculum and Educational Activities The course of study includes the basic core curriculum of religion, math, language arts, science, history, physical education, 21st century one-to-one technology program, and enrichment classes such as art. In the middle school, students receive instruction in STEM, Peer Assisted Leadership, Home Economics, Art, Choir, Chapel Band, Hand bells, Debate, Speech, Multi-media, and Robotics. Students have the opportunity to participate in co-curricular classes such as sports, chess club, art, drama, hand bells, and Honors Choir. Numerous additional activities are open to students because of the school’s focus on competition and performance, the arts, and service. These include Student Council, art and writing expositions, spelling bees, geography bee, Battle of the Books, poster and essay contests, and a variety of outreach/community service projects such as CHOC, Backpacks of Hope, Friendly Center, Ronald McDonald House, Second Harvest, letters to military serviceman, etc. The School’s Location and Physical Environment Salem Lutheran School is situated in the eastern part of Orange County in the City of Orange. Nestled in the foothills of the Santiago Hills, Salem Lutheran School is part of a unique community that preserves a rural/equestrian atmosphere while only being three miles from three major freeways. Salem is surrounded on the south, east, and west by large single-family dwellings in an area with low crime rates. Salem’s northern border is situated along Santiago Canyon Road, a large four-lane road with heavy traffic.

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Description of School Ground Salem Lutheran School is completely enclosed by a fence with gates that are kept locked during school hours. There are two main permanent structures that house classrooms. Building “B”, constructed in 1983 with major modifications in 2001 and 2004, has ten classrooms, restrooms, an art center, and a library. Building “C”, constructed in 2000, has eight classrooms, school offices, and a large multi-purpose building. Other ancillary structures include a sanctuary, preschool building, large covered eating area, two ball walls, large raised play structure area, and an attachment to Building “C” that contains a large multi-purpose center, restrooms, and school and church offices. Building “C” has two brightly lighted open interior corridors that connect classrooms and house lockers. The rest of the school site has wrap around walkways with all exterior exits in Building “C” and interior and exterior exits in Building “B”. The playground is grass and asphalt and includes general play areas that are also used for football, basketball, volleyball, and softball. The school site encompasses five acres. During the school day, staff members and administration shall provide campus supervision. Identified problem areas receive increased supervision to reduce discipline and other school safety concerns. Salem has experienced little vandalism, but it shall be the practice of Salem Lutheran School to remove all graffiti from school property before students arrive to begin their school day. Other acts of vandalism are promptly addressed and the proper authorities are notified. Maintenance of School Buildings/Classrooms The school's physical facility is well maintained and looks neat and clean (100% agreement, survey question #28). The Director of Finance and Operations (DFO), Principal, and maintenance supervisor routinely examine the school’s physical facility and help eliminate obstacles to school safety. Additionally, state licensing representatives, property and multi-peril insurance inspectors, and fire department inspectors contribute to school safety with inspections. The classrooms are monitored for safety and appearance by the administration and individual classroom teachers with concerns processed immediately by the DFO. The students take pride in the appearance of the school. Internal Security Procedures Salem Lutheran School has established procedures in the following areas: reporting procedures, suspension and expulsion procedures, and a system of inventory. Salem Lutheran School has had three reportable crimes in the last five years; two for breaking and entering a parked vehicle and one for breaking and entering the school with theft of laptops. In all three incidents, video surveillance was able to document the crimes and in two cases led to the eventual apprehension and prosecution of the criminals.

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Salem Lutheran School maintains a copy of the school’s sexual harassment policy in the Board of Educations Personnel Policy Manual and is available on request. The School’s Sexual Harassment Policy contains dissemination plans, applicable definitions, reporting requirements, investigation procedures, enforcement regulations, and information related to suspension and/or expulsion for sexual harassment of or by students. Additionally, a notice summarizing this sexual harassment policy appears in the Parent & Student Handbook, the parent student handbook posted on the school website. Each staff binder contains a School Crisis Plan that outlines safety procedures in the event of fire, natural disaster, or intruder and includes a school map indicating safe entrance and exit areas for students, parents, and school employees. To ensure the safety of pupils and staff, all visitors to the campus, except students of the school and staff members, shall register immediately upon entering any school building or grounds when school is in session. Discipline procedures shall focus on finding the cause of problems and working with all concerned to reach the proper, lawful solutions. The school’s discipline plan begins at the classroom level. Teachers shall use a visible classroom management plan to communicate classroom rules, promote positive student conduct, and reduce unacceptable conduct. Appropriate consequences are administered based on the seriousness of the pupil’s misbehavior as outlined in the Parent & Student Handbook. Pupils may be suspended or expelled for certain acts. The principal has the right to suspend or expel any student in order to promote the safety and protection of the school. All appeals for any discipline follow the two-up procedure in which appeals can be made two levels above the responsible authority. Salem Lutheran School employees comply with all legal mandates, regulations, and reporting requirements for all instances of suspected child abuse. The School’s Social Environment Leadership at Salem Lutheran School is a shared process. A proactive role is assumed in all phases of the school operation. The administration, teachers, and staff are committed to developing Salem Lutheran School toward excellence in the core values. The principal sets a positive tone for the school, guides the staff, and works closely with them on curriculum and school safety issues. The school site’s organizational structure is open and flexible contributing to sensitivity concerning school safety issues and promoting a safe, orderly school environment conducive to learning. Disaster Procedures, Routine and Emergency

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A Crisis Plan is reviewed annually and contained in a teacher binder that each teacher is given at the start of a new school year. This plan also contains fire, earthquake, and hostile acts procedures. Classroom Organization and Structure There are a wide variety of instructional strategies used in Grade Kindergarten through Grade Eight other than the traditional text. These range from using differentiated learning in the school one-to-one program to projects that involve web 2.0 strategies. There are daily assignments, long-term projects, and technology- based presentations that require research as well as creativity in their preparation. The scientific method is taught at all grade levels. All fieldtrips are curriculum based. The teachers at Salem are highly qualified, with many teachers holding advanced degrees. The staff is united in their desire to provide quality Christ-centered education for all students. Classrooms and teachers provide safe, orderly learning environments, enhance the experience of learning, and promote positive interactions amongst students and staff. Instructional time is maximized and disruptions are minimized. The School’s Cultural Environment There is a high level of cohesiveness among the staff members at Salem Lutheran School. Cooperation and support between teachers and the administration is evident. Efforts are made by the administration and staff to show genuine love and concern for all students. All students are expected to behave in a manner that promotes safety and order. Students are encouraged to bring problems to the teacher, principal, or other staff members. The everyday goal is for the staff to be proactive rather than reactive in all situations of concern. The academic and behavior efforts of pupils are recognized and rewarded. Cultural diversity is celebrated throughout the year in chapel services, curriculum, and in class excursions to multi-cultural events. Salem Lutheran Safe School Vision and Safety Strategies 1. Salem Lutheran School will provide a safe, orderly, and secure environment

conducive to learning. 2. Salem Lutheran School will create a school in which students will attend regularly

and be safe from both physical and social-psychological harm. 3. Salem Lutheran School through the principal, DO, maintenance supervisor, and

local authorities, establish and use strategies and programs to comply with school safety laws.

4. Salem Lutheran School will develop a plan to work cooperatively and

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collaboratively with parents, students, teachers, administration, city and community agencies, including law enforcement, to provide a safe and orderly school and neighborhood.

5. Salem Lutheran School will develop an academic program that will focus on high

expectations of pupil performance and Christ like behavior in all aspects of the school experience.

6. Salem Lutheran School will work collaboratively with other public or non-public

elementary and middle schools to assist in a smooth transition from one school level to another.

7. Salem Lutheran School will solicit the participation, views, and advice of teachers,

parents, administration, and community members and use this information to promote the safety of our pupils, staff, and community. A parent-teacher advisory council has been created to promote dialogue along with school surveys.

Introduction Lutheran Schools are orderly and purposeful places where students and staff are free to learn, teach, and explore their Christian faith without the threat of physical and psychological harm. Salem Lutheran School promotes educationally and psychologically healthy environments for all children and youth. Salem Lutheran School recognizes there are comprehensive, broad factors directly related to a safe school environment such as the school facility, school programs, staff, parents, and the community. Salem Lutheran School further recognizes that safe school practices make major contributions to spiritual development, academic growth, and school improvement efforts. Although keeping children safe requires a community-wide effort, schools are an important piece of the undertaking to keep children safe. Salem Lutheran School’s efforts are illustrated below which broaden the safety planning and incorporate an expansive range of strategies and programs in the school safety plan. SCHOOL SAFETY STRATEGY #1: Positive pupil interpersonal relations are fostered by instilling Christian values that teach social-personal skills, encouraging pupils to feel comfortable assisting others to get help when needed and teaching pupils alternative, Christian ethics that are socially appropriate replacement responses to violence, including, but not limited to problem solving and anger control skills. When appropriate, staff members shall make referrals to recognized community agencies and/or counseling and mental health resources in the community to assist parents/student with issues prevention and intervention. The school uses a variety of methods to communicate to pupils, parents, and the greater community that all children are valued and respected. Preventing and Intervening: Pupil Aggressive Behavior Creating a Christ-centered safe school requires having in place many preventive measures for children’s mental and emotional problems. Schools can reduce the risk

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of violence by teaching children appropriate biblically based strategies for dealing with feelings, expressing anger in appropriate ways, and resolving conflicts. Staff members at Salem Lutheran School have received training in crisis intervention and conflict resolution. Salem Lutheran School uses a comprehensive approach to school violence prevention. Pupils are identified in their school career using measures shown to be highly effective in identifying students with antisocial and aggressive tendencies. These measures include: (a) number of disciplinary referrals to office, (b) observed aggressive behavior, and (c) teacher observation. Bullying Prevention Salem Lutheran School believes that all students have a right to a safe and healthy school environment. The church, school, and community have an obligation to promote mutual respect, tolerance, and acceptance.

Salem Lutheran School will not tolerate behavior that infringes on the safety of any student. A student shall not intimidate or harass another student through words or actions. Such behavior includes: direct physical contact, such as hitting or shoving; verbal assaults, such as teasing or name-calling; and social isolation or manipulation.

Salem Lutheran School expects students and/or staff to immediately report incidents of bullying to the principal. Staff is expected to immediately intervene when they see a bullying incident occur. Each complaint of bullying should be promptly investigated. This policy applies to students on school grounds, while traveling to and from school or a school-sponsored activity, during the lunch period whether on or off campus, and during a school-sponsored activity.

To ensure bullying does not occur on school campuses, Salem Lutheran School will cultivate acceptance and understanding in all students and staff to build each school's capacity to maintain a safe and healthy learning environment.

Teachers discuss this policy with their students in age-appropriate ways and assure them that they need not endure any form of bullying. Students who bully are in violation of the Student Code of Conduct as outlined in the Parent & Student Handbook and are subject to disciplinary action up to and including expulsion.

The Student Code of Conduct includes, but is not limited to:

" Any student who engages in bullying may be subject to disciplinary action up to and including expulsion.

" Students are expected to immediately report incidents of bullying to the teacher, principal, or other designee.

" Students can rely on staff to promptly investigate each complaint of bullying in a thorough and confidential manner.

If the complainant student or the parent of the student feels that appropriate resolution of the investigation or complaint has not been reached, the student or the parent of the student should contact the principal. Salem Lutheran School prohibits

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retaliatory behavior against any complainant or any participant in the complaint process.

The procedures for intervening in bullying behavior include, but are not limited, to the following:

" All staff, students and their parents will receive a summary of this policy prohibiting bullying at registration time in the Parent & Student Handbook.

" The school will make reasonable efforts to keep a report of bullying and the results of investigation confidential.

" Staff is expected to immediately intervene when they see a bullying incident occur.

" People witnessing or experiencing bullying are encouraged to report the incident; such reporting will not reflect on the victim or witnesses in any way.

Children’s Internet Protection Act (“CIPA”) In compliance with the December 21, 2000 CIPA act, Salem provides appropriate Internet filtering to block access to visual depictions deemed “obscene,” “child pornography,” or “harmful to minors”, along with holding a student/parent information seminar that covers prevention and proper conduct when using the Internet. Parents and students sign an Internet Safety Policy contract and a Technology Liability Contract before being allowed to engage in any of Salem’s technology resources. Conflict Resolution

Through the Great Commission, God established a relationship with all people. Salem Lutheran School carries out this respect for differences in people and cultures. Salem Lutheran School believes that all students have a right to a safe and healthy school environment. Part of a healthy environment is the freedom to openly disagree. With this freedom comes the responsibility to discuss and resolve disagreements with respect for the rights and opinions of others.

To prevent conflict, Salem Lutheran School will incorporate conflict resolution education and problem solving techniques into the curriculum and campus programs. This is an important step in promoting respect and acceptance, developing new ways of communicating, understanding, and accepting differing values and cultures within the school community and helps to ensure a safe and healthy learning environment.

Salem Lutheran School will provide training to develop the knowledge, attitudes, and skills students need to choose alternatives to self-destructive, violent behavior and dissolve interpersonal and intergroup conflict.

The Student Code of Conduct includes, but is not limited to, the following:

" Students are to resolve their disputes without resorting to violence.

" Students, especially those trained in conflict resolution and peer mediation, are encouraged to help fellow students resolve problems peaceably.

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" Students can rely on staff trained in conflict resolution and peer mediation strategies to intervene in any dispute likely to result in violence.

" Students needing help in resolving a disagreement, or students observing conflict should contact a school official immediately.

" Students involved in a dispute will be referred to a conflict resolution or peer mediation session with trained adult or peer mediators. Staff and mediators will keep the discussions confidential.

" Conflict resolution procedures shall not supplant the authority of staff to act to prevent violence, ensure campus safety, maintain order, and discipline students.

Professional Development Third source funding, funding from NCLB, and, when able, available budgetary allocations, enables regular and consistent training for all teachers and the administration. Training in the implementation of the latest strategies ensures learners’ needs are being met and safe school practices are being employed. Student Recognition Programs Salem Lutheran School offers several recognition and award programs such as Principal and Honor Rolls to recognize academic achievement, Sports Banquet to recognize athletics, and Student Recognition Night which recognizes a broad range of achievements including fine and performing arts, academics, etc. In addition, special chapels/church services are used to recognize other student achievement. SCHOOL SAFETY STRATEGY #2: Procedures, programs, and strategies are used to help eliminate problems of bias or unfair treatment of pupils by staff and by peers because of ethnic group, gender, race, national origin, social class, religion, disability, sexual orientation, physical appearance, color, ancestry, parental status, or other relevant characteristics. The school provides a way for each pupil to safely report and be protected after reporting troubling behaviors that the pupil thinks may lead to dangerous situations, such as potential school violence. Nondiscrimination and Fair Treatment of Pupils A major source of conflict in many schools is the perceived or real problem of bias and unfair treatment of students because of ethnicity, gender, race, social class, religion, disability, nationality, sexual orientation, physical appearance, or some other factor. Effective schools convey the attitude that all children can achieve academically and behave appropriately, while at the same time appreciating individual differences. Effective schools communicate to students and the greater community that all children are valued and respected. In order to maximize the successful education of all students and help them become productive Christian citizens and lifelong learners in a diverse society, all individuals including students, parents, staff, and community members, recognizing that they are God’s creation:

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" Shall be treated with dignity, respect, and fairness; " Shall encourage and maintain high expectations; " Shall model an appreciation for socio-economic, cultural, ethnic, gender, and

tolerance towards other religious views; and " Shall contribute to an environment of mutual respect, caring, and cooperation. Students, parents, staff, and community members shall join together to share a sense of belonging and take pride in our school, facilities, and programs through participation and cooperation in support of the education of all students. A copy of the Parent & Student Handbook is posted on the school website. This handbook includes information pertaining to student rights to physical safety, to the protection of personal property, to respect from adults, and to be free of discrimination on the basis of gender, race, color, religion, ancestry, national origin, ethnic group, marital or parental status, physical or mental disability, sexual orientation, or the perception of one or more of such characteristics. Discipline Policy and Code Effective and safe schools develop and consistently enforce school-wide rules that are clear, broad-based, and fair. School safety can be enhanced by the development of a school-wide disciplinary policy that includes a code of conduct, specific rules, and consequences that can accommodate student differences on a case-by-case basis when necessary. Discipline consequences should be commensurate with the offense, should be written, applied in a nondiscriminatory manner, and accommodate cultural diversity. Direct teaching and social problem solving and social decision-making is now a standard feature of effective drug and violence prevention programs. Salem Lutheran School uses both classroom and school-wide discipline codes that clearly communicate the behavioral expectancies and consequences for pupils. Salem Lutheran School has developed plans to promote positive behaviors in the playground, lunch area, and assembly areas. These have been effective as noted by 94% of parents agreeing that the school is safe, making it a good place to learn and a pleasant place to be (Question #26), and 87% agreement that Salem is doing a good job of helping students understand their moral and ethical responsibilities (Question #29). SCHOOL SAFETY STRATEGY #3: Salem Lutheran School's administrators, teachers, families, students, support staff, and community members recognize and make appropriate use of the early warning signs related to violence, substance abuse, and other at-risk concerns. Crisis Intervention and Disaster Planning The staff of Salem Lutheran School shall increase school safety by evaluating and addressing serious behavioral and academic concerns. Weapons (on campus and in the community), bomb threats, explosives, fights, natural disasters, accidents, and suicides call for immediate, planned action, and long-term, post-crisis intervention. Planning for such contingencies reduces chaos and trauma.

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Disaster/Hostile Acts The staff of Salem Lutheran School yearly reviews the contingencies for fire, earthquake, and hostile acts and regularly runs drills to assure prompt response to an actual incident. The policies and procedures for fire, earthquake, and hostile acts are contained in a document entitled Crisis Plan (attached addendum) which is located in the teacher binder and is on location in the school office. Teacher Notice of Disciplinary History The Office of Child Welfare & Attendance shall provide to the administration of Salem Lutheran School information on each pupil who has: (1) during the previous three school years, engaged in any suspendable or expellable act (except E.C. 48900 (h)) or (b) committed a crime reported to the District by a family member, local law enforcement, Probation Department, or social services. Megan's Law Notification The staff of Salem Lutheran School shall receive Megan's Law Sex Offender Information from local law enforcement and that information shall be communicated with the public so that the information can be used to protect students and families. Megan's Law provides the public with photographs and descriptive information on serious or high-risk sex offenders residing in California who have been convicted of committing sex crimes and are required to register. SCHOOL SAFETY STRATEGY #4: Plan(s) and method(s) are available to identify isolated and troubled pupils, help foster positive relationships between school staff and pupils, and promote meaningful parental and community involvement. Parent/Guardian Involvement Staff members in effective and safe schools make persistent efforts to involve parents/guardians by: informing them about discipline policies, procedures, and rules, and about their children’s behavior, both desirable and undesirable; involving them in making decisions concerning school-wide disciplinary policies and procedures; and encouraging them to participate in prevention programs, intervention programs, and crisis planning. Salem Lutheran School " Notifies parents about and encourages participation in parenting programs. " Has established a school visitation procedure. " Provides a newsletter to parents. " Uses an electronic grade book that parents can access via the web to have up-to-

date information on academic progress. In addition, a hard copy quarterly report card is also given to communicate to parents.

" Provides several opportunities for Teacher-Parent Conferences including Back-to-School night.

" Maintains an effective Homework Policy.

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Each classroom is arranged to help prevent aggressive behavior. High traffic areas are free of congestion. Pupils are in full view of the teacher so the teacher can easily monitor students’ behavior. Teaching materials and student supplies are readily accessible to minimize student-waiting time. Seats are arranged so students can easily see instructional presentations and to reduce the opportunity for off-task behavior. Parent Training: Promoting the Use of Community Resources Salem Lutheran School advocates and sponsors the use of community resources to help maximize the development of positive behavior and the suppression of antisocial behavior. Such training programs promise to maximize the parent’s contribution to academic excellence and noteworthy social-development. Problem Solving Teams School communities can enhance their effectiveness by identifying factors that result in violence and other problem behaviors. Collaborative problem-solving teams are viewed as essential to successful prevention and intervention with aggressive behavior. Salem Lutheran School utilizes student study teams made up of teachers, administration, parents, and support staff to identify and address student issues. These problem-solving efforts bring together school staff, parents, and when appropriate, involve community-based agencies and the student. The goal is to help identify, clarify, analyze, and resolve issues concerning student, educational, and family concerns. The student study team is flexible enough to address individual problems and school-wide matters. SCHOOL SAFETY STRATEGY #5: Specific employees (e.g., the administration) use unique strategies to promote school safety. Campus Supervisor and Administrative Positions Schools can enhance physical safety by monitoring the surrounding school grounds-including landscaping and parking lots. Pupils can also be a good source of information. Peers often are the most likely group to know in advance about potential school violence. Salem Lutheran School employs a principal, Director of Finance and Facilities, and full-time maintenance supervisors to help increase school safety, prevent prohibited offenses, and promote positive student relationships. The principal and DO have developed procedures to monitor the school campus and the surrounding areas (video surveillance system) and have designated the safe entrance and exit routes to school. Furthermore, recognizing that pupils are often the first to know of dangerous plans or actions, the teachers, front office staff, and principal at Salem Lutheran School make themselves available for a student to safely report troubling behaviors that may lead to dangerous situations. When it comes to school safety, pupils are taught not to keep secrets. Effective relationships between the teachers, principal, and students help initiate appropriate

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investigations, help staff learn of suspects in school offenses, and help collect important knowledge about community conflicts that may have an impact on school safety. Campus Disturbances and Crimes Salem Lutheran School recognizes that campus disturbances and crimes may be committed by visitors and outsiders to the campus. Several steps have been taken to protect the school, staff, and students from safety threats by individuals visiting the campus area. In addition, disputes can occur because of parental custody disputes. The staff of Salem Lutheran School will maintain in the student’s record custody documentation provided by families and will request assistance from local law enforcement and the Office of Child Welfare and Attendance as needed. Visitors and Disruptions to Educational Process Salem Lutheran School is aware of the laws, policies, and procedures which govern the conduct of visitors to the school campus. Salem Lutheran School uses continuing efforts to minimize the number of campus entrance and exit points used daily including locking traffic gates after drop-off and pick-up. Access to school grounds is limited and supervised on a regular basis by administration, teachers, teacher aides, and staff familiar with the student body. Campus traffic, both pedestrian and vehicular, flows through areas that can be easily and naturally supervised. Delivery entrances used by vendors are also checked regularly. The campus has perimeter fencing. To ensure the safety of students and staff and avoid potential disruptions, all visitors to the campus, except students of the school and staff members, must register immediately in the school office upon entering any school building or grounds when school is in session. Salem Lutheran School has established a visible means of identification requiring any visitor that is to remain on the campus for more that a drop-off period of time to wear a visitor’s badge. The DO, principal, and pastor may direct an individual to leave school grounds if he/she has a reasonable basis for concluding that the person is committing an act that is likely to interfere with the peaceful conduct of school activities or that the person has entered the campus with the purpose of committing such an act. Law enforcement is immediately contacted for individuals engaging in threatening conduct, including disturbing the peace. Salem Lutheran School will maintain an accurate accounting that sufficiently documents inappropriate or disruptive behavior. For continuing disruptive behavior by a visitor or outsider, Salem Lutheran School shall work with local law enforcement to determine whether to file for a temporary restraining order and injunction. SCHOOL SAFETY STRATEGY #6: At Salem Lutheran School, effective procedures will be followed to maintain a safe physical plant and school site.

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Enhancing Physical Safety Practices Schools can enhance physical safety by adjusting traffic flow patterns to limit potential for conflicts or altercations. Schools can enhance physical safety by having adults visibly present throughout the school building. This includes encouraging parent volunteers along with aides, staff, and teachers to be visibly present throughout the school site and report any safety issues to the principal that are observed. Salem Lutheran School has a written traffic policy that all parents must sign prior to the start of the year. The principal and teachers monitor/supervise traffic drop-off and pick-up to ensure that the policy is being enforced. Schools can enhance physical safety by conducting a building safety audit in consultation with the Office of Child Welfare and Attendance, Insurance companies, and with local fire and law enforcement. Recent safety audits of Salem Lutheran School identified minor issues that were addressed immediately: improper use of extension cords, installation of a knox box, and a double lock system on traffic gates to allow access by the Fire Department in an emergency. In response to recent school shooting Salem has changes locks on doors allowing for lock downs without teachers needing to lock doors from the exterior, enhanced energy efficient lighting, brand new surveillance system, and new security protocols have been adopted with most of the cost being assumed through the fundraising efforts of the PTL.

Salem Lutheran School has helped assure a safe learning environment by adopting a comprehensive Injury and Illness Prevention Program that is kept in the DO’s office. All employees attend an annual safety meeting that is documented and kept on file. In addition, the following have also been implemented: Salem Lutheran School:

" operates a closed campus, where students must have permission to leave the campus during school hours.

" closes off all unused areas of the school. " minimizes blind spots around the school facility. " installed a video surveillance system, alarm, and intercom system. " set as a priority to keep buildings clean and maintained. " located its playground equipment where it is easily observed. " limits roof access by keeping dumpsters or any other object away from building

walls. " avoids decorative hedges and plants all new trees at least ten feet from

buildings. " keeps trees and shrubs closely trimmed to limit outside hiding places for people

or weapons. " keeps the school grounds free of gravel or loose rock surfaces. " ensures vehicle access around the building(s) for night surveillance and

emergency vehicles. " in working with local law enforcement, has established a procedure to have the

school campus fully lighted at night.

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" keeps a complete list of staff members who have keys to building(s). " in the rare incident that it happens, does not allow graffiti to remain on walls.

The procedure involves following the three “R’s” after discovery of graffiti—read, record (i.e. photograph or videotape), and remove.

" provides maximum supervision in heavy traffic areas. " has relocated safe activities near typical trouble spots or removed trouble spots. " has established two-way communication between the front office and each

classroom. " offers school-or-community-based activities for students after school and on the

weekends. SCHOOL SAFETY STRATEGY #7: Studies reveal strong and consistent relationships between the number of positive development assets present in young people’s lives and the degree to which they develop in positive and healthful ways. Results show that the greater the numbers of developmental assets are experienced by young people, the more positive and successful their development. The fewer the number of assets present; the greater the possibility students will engage in risky behaviors such as drug use, unsafe sex, and violence. Salem Lutheran School, as a loving and caring Christian community, will work through the curriculum and in the Salem community to provide training and implementation in the 40 Developmental Assets for Elementary-Age Children. Listed below are those assets:

Asset Category Asset Name Asset Definition

EXTERNAL ASSETS

Support 1. Family support Family life provides high levels of love and support.

2. Positive family communication

Parents and children communicate positively. Children are willing to seek advice and counsel from their parents.

3. Other adult relationships

Children have support from adults other than their parents.

4. Caring neighborhood Children experience caring neighbors.

5. Caring out-of-home climate

School and other activities provide caring, encouraging environments for children.

6. Parent involvement in out-of-home situations

Parents are actively involved in helping children succeed in school and in other situations outside the home.

Empowerment 7. Community values children

Children feel that the family and community value and appreciate children.

8. Children are given useful roles

Children are included in age-appropriate family tasks and decisions and are given useful roles at home

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and in the community.

9. Service to others Children serve others in the community with their family or in other settings.

10. Safety Children are safe at home, at school, and in the neighborhood.

Boundaries and Expectations

11. Family boundaries The family has clear rules and consequences and monitors children's activities and whereabouts.

12. Out-of-home boundaries

Schools and other out-of-home environments provide clear rules and consequences.

13. Neighborhood boundaries

Neighbors take responsibility for monitoring children's behavior.

14. Adult role models Parents and other adults model positive, responsible behavior.

15. Positive peer interaction and influence

Children interact with other children who model responsible behavior and have opportunities to play and interact in safe, well-supervised settings.

16. Appropriate expectations for growth

Adults have realistic expectations for children's development at this age. Parents, caregivers, and other adults encourage children to achieve and develop their unique talents.

Constructive Use of Time

17. Creative activities Children participate in music, art, drama, or other creative activities for at least three hours a week at home and elsewhere.

18. Out-of-home activities

Children spend one hour or more each week in extracurricular school activities or structured community programs.

19. Religious community

The family attends religious programs or services for at least one hour per week.

20. Positive, supervised time at home

Children spend most evenings and weekends at home with their parents in predictable, enjoyable routines.

INTERNAL ASSETS

Commitment to Learning

21. Achievement expectation and motivation

Children are motivated to do well in school and other activities.

22. Children are engaged in learning

Children are responsive, attentive, and actively engaged in learning.

23. Stimulating activity and homework

Parents and teachers encourage children to explore and engage in stimulating activities. Children do homework when it's assigned.

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24. Enjoyment of learning and bonding to school

Children enjoy learning and care about their school.

25. Reading for pleasure

Children and an adult read together for at least 30 minutes a day. Children also enjoy reading or looking at books or magazines on their own.

Positive Values 26. Caring Children are encouraged to help other people.

27. Equality and social justice

Children begin to show interest in making the community a better place.

28. Integrity Children begin to act on their convictions and stand up for their beliefs.

29. Honesty Children begin to value honesty and act accordingly.

30. Responsibility Children begin to accept and take personal responsibility for age-appropriate tasks.

31. Healthy lifestyle and sexual attitudes

Children begin to value good health habits and learn healthy sexual attitudes and beliefs as well as respect for others.

Social Competencies

32. Planning and decision making

Children begin to learn how to plan ahead and make choices at appropriate developmental levels.

33. Interpersonal skills Children interact with adults and children and can make friends. Children express and articulate feelings in appropriate ways and empathize with others.

34. Cultural competence

Children know about and are comfortable with people of different cultural, racial, and/or ethnic backgrounds.

35. Resistance skills Children start developing the ability to resist negative peer pressure and dangerous situations.

36. Peaceful conflict resolution

Children try to resolve conflicts nonviolently.

Positive Identity 37. Personal power Children begin to feel they have control over things that happen to them. They begin to manage frustrations and challenges in ways that have positive results for themselves and others.

38. Self-esteem Children report having high self-esteem.

39. Sense of purpose Children report that their lives have purpose and actively engage their skills.

40. Positive view of personal future

Children are hopeful and positive about their personal future.

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Salem Lutheran School actively engages in developing a community characterized by genuine love and Christian fellowship. When a community intentionally engages in pursuing healthy and safe practices, students, parents, and school staff will exhibit positive Christ-centered developmental assets that will enhance success and help them contribute in a positive manner in society.

Final General Comments from the Accreditation Commissions Report 5/2009

Salem Lutheran School is a vibrant mission outpost where students are encouraged and empowered to live their faith daily. Multiple interdisciplinary opportunities are present in the curriculum due to the dedication of the caring staff. Salem students are exposed to cutting edge technology and effective research­‐based programs that result in high levels of student achievement. There is a strong feeling of family and connectedness among all stakeholders that has helped them to weather some difficult times. The faculty has high expectations for themselves and it seeks to continually improve and set the bar higher. This is a great institution of learning that produces well­‐rounded students prepared for the future.

ANALYSIS OF CURRENT EDUCATIONAL PRACTICE

The following statements characterize educational practice at Salem Lutheran School: 1. Alignment of curriculum, instruction and materials to the school’s content and

performance standards: Salem is in the process of assuring alignment with the Common Core Standards. This is being accomplished through a curriculum mapping and review led by Salem’s newly hired Director of Curriculum and Professional Development (DOCPD). Language Arts was reviewed for the 2013-2014 school year with Math slated for the 2014-2015 school year.

2. Availability of standards-aligned instructional materials appropriate to all student groups: Teachers and students have access to a wide variety of traditional based instructional materials (paper texts and books) and technology resources through the schools one-to-one program

3. Alignment of staff development to school’s standards, assessed student performance, and professional needs: Staff development is a collaborative approach that incorporates teacher’s desired professional goals along with the school’s targeted goals as set by the DOCPD. These are set at the beginning of the year with one-on-one meetings with the school principal, DOCPD, and teacher. Most of the professional development has

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focused on the use of technology in the classroom. Due to budget restrictions, the funds available for professional development have been greatly decreased. NCLB funds are critical to continued staff development.

4. Services provided by the regular program to enable under-performing students to meet standards: Salem has created a process of early identification and intervention for under performing students. First step is recognition of need by the teacher or parent. Second step is determining the strategies needed to create desired change. This may include parent/teacher/resource teacher meeting to establish contracts, simple classroom based modifications, etc. toward specific goals, or may include recommendation or possible requirement for a full psycho-educational review of the student upon which Salem’s Resource Director/Teacher will direct necessary interventions for student success.

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5. Services provided by categorical funds to enable under-performing students to meet standards: Salem employees a full time Resource Director/Teacher to meet the needs of under-performing students. Materials necessary for the program are funded either through direct budgetary funds or targeted third source funding. In addition, Salem provides necessary resources, at additional cost to parents, for speech and language. Parents may use the public schools in their area of residence to seek necessary assessments to determine educational needs.

6. Use of assessments to modify instruction and improve student achievement: It is the responsibility of the teacher to successfully conduct assessment that is in alignment with measuring student mastery of the standards. If a student is not mastering the standards a process has been for the early identification and intervention for under performing students (see question #4). Broad school wide assessment is conducted by the administration and the teachers based on the testing results of the Iowa Test of Basic Skills. Recently this has shown a deficiency in student performance in the area of Math Computation. The Curriculum Review and Mapping Team completed analysis of this discrepancy and have implemented changes beginning in third grade that increase the knowledge of math facts. The report card will also reflect a student’s proficiency in math facts. Repetition in basic math facts must continue through the grades to reinforce this skill.

7. Number and percentage of teachers in academic areas experiencing low student performance: At the end of the 2013-2014 school year only two students did not have a cumulative GPA above 2.0. These students have completed a needs assessment utilizing the SSP process that resulted in a combination of intervention strategies that are being implemented. One student in grade 8 will be promoted to high school. The other student will not be promoted and will be moving to a school that has the resources necessary to meet student needs.

8. Family, school, and community resources available to assist these students: Besides the SSP program already mentioned, the church partners with school families to help support families that might be suffering because of family issues resulting from displacement due to finances, divorce, etc. This may include counseling, financial support, and general support.

9. School barriers to improvements in student achievement: The most significant barriers to improvement in student achievement are funding and the inability through professional staffing to meet the needs of students with moderate to severe disabilities or students with significant emotional/behavioral issues.

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II. Significant School Changes or Developments Staffing Salem Lutheran Salem hired a new part time Director of Curriculum and Professional Development, in August 2013 to address one critical area #1 of accreditation. She oversees curriculum review, teacher development and evaluation. Pastor Jon Thomas accepted a call to Salem Lutheran as full-time Senior Pastor and began his ministry in February 2011. In November 2011, Donna Dubois was hired as Salem Lutheran Church and School’s Accounting Manager. Salem Lutheran Church hired a new Director of Student Ministries, David Heim, in December 2011. With the retirement of Janet Wallace, Salem Lutheran School’s art instructor, in June of 2011, Margie Holani was added to the faculty as a paid full-time art instructor in August 2011. In August 2010, Dan Ventura was given the title of Director of Finance and Operations. He manages/oversees the facilities and finances of both the church and school. Due to the decline in enrollment for the 2011-2012 academic year, Salem Lutheran made the decision to cut the full time librarian position as well as some teacher aides. The library is now run by a part time librarian and numerous parent volunteers; there is one teacher aide for Kindergarten, grade 1, and grade 2, and one floating aide for the remaining grades. Enrollment decline also saw only one single grade for grade 2. Class Offering Revisions Due to an increasing need for a Junior Kindergarten and a decline in Kindergarten enrollment, Salem Lutheran reduced to one Kindergarten class comprised of half-day and full-day Kindergarten students. A Junior Kindergarten class was added beginning in the 2011-2012 academic year. Changes in Resource Department Communication A new decision-making flow chart was developed to help teachers and parents know how and when to refer a child to the resource program. In addition, new accommodation/modification forms are/will be developed each semester. These forms are discussed with the parents and signed by the classroom teacher, parent, and resource specialist teacher. (see attached)

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The name of the resource program was changed to Student Success Program as of January 2012. This more clearly represents the goal for each student at Salem which is to be able to know that they are God’s created work with strength and challenges, to grow in academic knowledge and self advocacy, and to develop a personal tool box so that they can live a life that enriches self and others, declaring God’s wonderful deeds. Curriculum Changes STEM (Science, Technology, Engineering, Mathematics). The STEM program has developed into one of the key pillars of education at Salem. The Science teacher currently has a group of eight students that meet approximately once a week in STEM-focused activities. Past emphasis was on gas exchange in different systems in which Pasco probeware is used to measure CO2 and O2 levels in different environments. Salem’s STEM program is in a partnership with Concordia University and Cal Tech in solar projects that are determining the best catalysts available for conducting hydrolysis. Many elements of STEM are incorporated into the science curriculum. Eighth grade design roller coasters to demonstrate different elements of motion. They also design rockets with a problem to solve (how to keep the egg from cracking and deploy a parachute). They also work on an invention convention where they work all the way to the point of filling out their patent paperwork and developing a working prototype of their invention. Another branch of STEM is the Lego Robotics class that was implemented as a curricular offering in junior high level with the 2010-2011 academic year. In addition, Rocketry was implemented as a STEM curricular offering in the junior high beginning with the 2011-2012 academic year. ARK Governance Structure The ARK (Authority, Responsibility, Knowledge) model for governing was implemented as of February 2011. (Refer to Section III)

III. Ongoing Student Improvement

The responsibility for creating the procedures for implementing and monitoring the single schoolwide action plan are the principal’s. Procedures

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1. In the fall meetings prior to the start of the school year the action plans are

reviewed with the teachers, actions identified, and responsibility for completion assigned. The principal is responsible for monitoring the progress, providing the requested resources necessary to empower completion, and communicating the resulting actions to the Salem community.

2. As part of the National Lutheran School Accreditation requirements, a yearly report on progress is compiled and sent to the Pacific Southwest District of the Lutheran Church Missouri Synod. This report is created by the principal in cooperation with the teachers, reviewed by the governing board (in the past this was the Board of Education and now will be the Ministry Leadership Council) and submitted only after the Chairman of the governing board and the principal have given their signature.

Yearly progress can be viewed in Section IV.

IV. Schoolwide Action Plan Progress

This document follows Section V.

V. Schoolwide Action Plan Refinements

Several refinements have been made to our Schoolwide Action Plans. Because of budgetary constraints at this time we are unable to hire an administrative staff person to assist the principal. The need and feasibility of this position will continue to be reviewed annually. A new church constitution was adopted in June 2011 outlining a policy-based governance called the ARK (Authority, Responsibility, Knowledge) Model. Communication between leadership and staff has been addressed as well as communication between leadership and the schoolwide community. The staff has been working with curriculum mapping as a way to develop a plan for curriculum procedures and processes. This was found to be cumbersome and a new model was implemented in which lead teachers guide mapping and discussion of best teaching practices in the curriculum areas of Math and Language Arts. With the addition of a new senior pastor, a new evangelism plan was implemented which involves “Life Teams” and developing relationships with one another as a way to spread the Gospel message. There are three newly identified issues we are in the process of addressing. The first involves the re-evaluation of the site plan. Currently new plans are being drawn and reviewed. Secondly, we are re-evaluating our technology program. Macbooks were

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discontinued in 2011. This led to evaluation of various platforms from BYOD to continuing with laptops. As part of this all teachers attended iPad training in Fall, 2011, and received iPads to use in their classroom. After lengthly evaluation it was determined to stay with laptops (MacBook Air’s) and transition to iPad’s in K-2. Lastly, in 2011 Salem made a decision to not offer Spanish or other foreign language.

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MIDTERM REVIEW VISITING COMMITTEE REPORT

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

FOR

<SALEM LUTHERAN>

<6411 E. Frank Lane> <Orange, California 91869>

<Lutheran Church Missouri Synod: Pacific Southwest District>

WASC Midterm Review Revised 11/09

<March 22-25, 2009> <March 22, 2012>

Review Committee Members

<Joanne Williams/Chair> <Assistant Principal, St. Anne School>

<Barbara Clark> <Principal, St. Mark’s Lutheran School>

I Introduction

General Comments about the School Salem Lutheran School is a mission outreach of Salem Lutheran Church and shares in a common vision that as a caring Christian community it is to glorify God by reaching out to people, leading them to Jesus and equipping one another to be fully committed and devoted followers of Christ. Their foundation lives in its newly developed Five Core Values of community, discipleship, mission service, prayer and worship. In 1983, the Church established the Salem Lutheran Kindergarten and is now comprised of approximately 370 preschool through 8th grade students. The campus, nestled in the foothills of the Santiago hills, consists of five structures with two main permanent structures that house classrooms on a five acre site in Orange, California. The school provides a safe caring environment that is focused on developing the whole child academically and spiritually through all aspects of Christian education. The school is accredited by the Western Association of Schools and Colleges and the National Lutheran Schools Association and was recognized a san Exemplary National Lutheran School and Apple Distinguished School in 2010. The stability of faculty and staff promotes a high trust level with parents resulting in strong matriculation in enrollment, cooperative working relationships with families and improved student learning. All of Salem’s administration, faculty and staff are active members of Salem Lutheran Church. This commitment is an important aspect for them in conveying the SLG’s as students see teachers “modeling worship and living

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their faith.” The pastor, administration, teachers and staff are committed toward developing the school in the direction of its newly developed core values. Salem Lutheran is currently at 80% capacity with an enrollment of 370 students. The downturn in the economy has been identified in effecting enrollment. 70% of the Early childhood Center students matriculate into Salem’s kindergarten. The major indicators for families choosing Salem Lutheran School are; a Christian education, a clear mission that is identifiable to the larger community, a small, safe, secure, and loving environment, high moral and academic standards, a strong teaching staff that is dedicated to high standards and work hard to establish a sense of community. Salem Lutheran does not discriminate based on ethnicity or ability and opens its doors to all children. Currently, there are no families receiving Aid to Families with Dependent Children that are eligible for the free/reduced lunch program. Over the last five years Salem Lutheran’s daily attendance is 96.8%. In 2008, Salem Lutheran embarked on a comprehensive technology integration-learning program that led to a one-to-one Apple MacBook laptop adoption program in grades three through eight. Currently, the use of the Macbooks is very evident in the classrooms. The school has been forced to re-evaluate their technology program due to the fact that the Macbooks will no longer be produced. There is consideration towards adopting iPads. All teachers attended iPad training in the fall of 2011 and are currently utilizing iPads in their classroom. Salem Lutheran School uses a wide variety of measurement tools to access student performance. Student data from grades, portfolios, standardized testing, developmental testing in the early grades, coupled with intervention allow for the instructional program to be refined to meet the learner’s needs. The Student Success Program (formally The Resource Program) is funded either through direct budgetary funds or targeted third source funding. In addition, Salem provides necessary resources, at additional cost to parents, for speech and language. Parents may use the public schools in their area of residence to seek necessary assessments to determine educational needs. Salem has recently created a process of early identification and intervention for underperforming students. A new decision-making flow chart was developed to help teachers and parents know how and when to refer a student to the resource program in addition to new accommodations/modifications form. Besides the Student Success Program, the church partners with school to aid families experiencing hardship due to finances, divorce, etc. This may include counseling, financial support, and general support. Salem Lutheran administers the Iowa Test of Basic Skills to the 1st – 8th grades as an indicator of school performance. These scores are based on student grade equivalency and on National Percentile Averages. These results provide another tool in helping measure the effectiveness of the school’s curriculum and SLG’s. For the last four years, the primary grade’s ITBS score averages are within their grade level, the intermediate grade averages are one grade level above the national average, and the junior high averages are one to three grade levels above the national average of students taking the test. The school’s Curriculum Review and Mapping Team have begun analysis of the discrepancy in math scores and initial findings indicate that beginning in fourth grade, electronic devices replace knowledge of math facts resulting in the deterioration of

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basic skills on standardized testing. “Continued repetition of math facts must continue through the grades to reinforce the skill.” Significant Changes Significant changes that have affected the school since the last visit include:

1. A Director of Finance and Operations was instituted in August 2010 that manages/oversees the facilities of both the church and school

2. A full time senior pastor accepted the position in February 2011. He diligently worked assisting the Governance Committee on a new governance plan and established a Ministry Leadership Council to roll out his vision of evangelism, based on developing relationships titles “Life Teams.”

3. Through the strategic planning process, the pastor and the Governance

Committee* have made concerted efforts in developing a new mission and value statement, a new constitution that outlines policy based on governance (ARK).

*An emphasis for the midterm report was therefore placed on the creation of the ARK Team (Authority, Responsibility, Knowledge) model, implemented in February 2012, that is comprised of the Values and Visions, and the Safe School Vision and Safety Strategies documents.

4. Salem Lutheran hired a Church and School’s Accounting Manager in November (in response to the WASC Resource recommendation for an outside auditor).

5. A full time Art instructor was added in August 2011.

6. Due to the decline of enrolment for the 2011-12 academic year, some teacher aides and the librarian position were eliminated. The kindergarten classes share a teacher aide as do grade 1st- 4th and 5th-8th. The library is now run by parent volunteers.

7. Due to a decline in the kindergarten enrollment, the offerings have been

reduced to one kindergarten class comprised of half-day and full students. A junior kindergarten class was added for the 2011-12 academic year.

8. The Resource Program name has recently been changed to Student Success

Program. A new decision-making flow chart was developed to help teachers and parents to know how and when to refer a student to the resource program in addition to newly developed accommodations/modification forms.

9. After staff evaluation of the pro and cons of the Rosetta Stone Spanish

Language Program, a decision was made to cut the program for the 2011-12 academic year. Salem Lutheran is currently in the process of reviewing the

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educational values of a foreign language program while considering Latin instruction for kindergarten through sixth grade and then offering the romance languages via the Rosetta Stone Program in seventh and eighth grades.

10. The STEM initiative has been developed into one of Salem Lutheran’s key

pillars of education. This program is in partnership with Concordia University for guidance with various projects.

II Follow –up For Salem Lutheran School the responsibility for creating the procedures for implementing and monitoring the school-wide action plan are the principal’s. In the fall meetings prior to the start of the school year, the Leadership Team, that includes the principal, the Kindergarten teacher, one fourth grade teacher and the resource teacher, reviews the action plan with the teachers with actions identified and responsibility for completion assigned. The principal is then responsible for monitoring the progress, providing the requested resources necessary to empower completion and communicating the resulting actions to the Salem community. School Progress toward the Action Plan AP 1: Add an Administrative staff position with clearly defined areas of responsibility in order to assist the principal in carrying out the administrative duties. Although this is a top priority for the Mission Leadership Council, the staff and Parent Teacher League, because of the economic downturn that places constraints on the budget, Salem Lutheran is not able to hire an administrative staff person to assist the principal. The need and feasibility of this position will continue to be a reviewed annually. AP 2: Bring all stakeholders together to revisit and clearly define the Student Learning Goal’s that will facilitate greater student understanding and as a means to measure student achievement. A group of teachers along with the principal was commissioned to review recommendations made by the accreditation committee.* In the Fall of 2009, after several meetings, revised (ESLR’s) SLG’s were presented to staff and the then Board of Education with the addition of their Core Values (Pillars): academic excellence, Christian character and faith development, competition and the arts, service, STEM (Science, Technology, Engineering, and Mathematics) followed by 27 SLG’s that the “students will.” These were approved and are contained in the SPSA. The addition of the Core Values is a step in the right direction. *On 1/27/12 the faculty undertook the work of simplifying the SLG’s with the intent of enabling the Salem community to easily understand the educational goals. The resulting work has been crafted into a visual that will be posted strategically throughout the school. This revision has been presented to the Parent Advisory

36

Council arm of the PTL and was presented to the MLC in March. These adoptions will be communicated to the school community. AP 3: Improve communication between the leadership/governing body and the faculty continuing with measures already put in place and form a leadership team, comprised of at least one representative from K-2, 3-6, 7-8, and Specialist teachers/aides, in order to improve two- way communication and buy--‐in to initiatives. The church and school has worked diligently to improve lines of communication with its stakeholders.

• The then Board of Education (MLC) established regular monthly stakeholder meetings in which all individuals that have an impact on the school have a chance to meet and exchange thoughts with regards to current and future practices/initiatives. This has served as an effective means of building two-way communication between leadership and stakeholders.

• A leadership team consisting of one teacher representative from K-2, 3-6, 7-8 and the principal has been established. This group meets monthly or on an as needed basis to serve as a conduit between the principal and teaching staff for school related topics, concerns and future practices.

• Minutes of all teachers meetings are posted on the schools network. • Teacher representatives, on a rotational basis, attend all PTL Board meetings

and there is a significant presence from teachers/principal at all PTL sponsored events.

• A condensed one page “Weekly News” with hyperlinks to greater information is sent to all Salem families/staff via e-mail.

• The new governance model has defined roles and responsibilities of employees and the flow of information between the MLC and staff.

• The PTL Board has been restructured into Parent Action Teams and a Parent Advisory Council.

• New website, Weekly News, Facebook, Twitter, and e-mail of events have improved all around communication.

• Monday morning prayer meetings led by pastor, regular grade grouping meetings, faculty meetings, PAC meetings, team meetings, and curriculum meetings have improved communication and cohesion between all entities.

• Surveys have given voice to parents and provided feedback on everything from silent auction and back-to-school night to individual grade levels.

AP 4: Develop a plan for curriculum procedures and processes to guide choices and teaching methods. Salem is in the process of assuring alignment with the curriculum and standards. This is being accomplished through a curriculum review process led by lead teachers and teachers in specific content areas (currently Language Arts and Math). In the Spring of 2009 a curriculum review policy was written and adopted with input from the principal, teachers, and the then Board of Education to address this action plan. In addition, during the winter of 2010, Salem began curriculum mapping utilizing professional development and a web-based system from Collaborative Learning. This will address longitudinal and latitudinal alignment of Salem’s scope and sequence and

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address the why, when, and how the curriculum is being taught. Currently the Language Arts and Math teachers are diary mapping with a completion date of 1/2011* at which point formal assessment will take place to address strengths/weakness and future curricular choices. *In May 2010 it was determined that using the curriculum mapping tool from Collaborative Learning was to cumbersome and instead of promoting collaborative discussion among teachers it actually moved teachers into more isolation. From this discussion with the teachers came a more favorable model that implemented lead teachers guiding mapping and discussion of best teaching practices in the curriculum areas of Math and Language Arts. Currently, Math has completed their mapping, Language Arts is still in the process of mapping and is slated to finish mapping by the end of the 2011-2012 school year. AP 5 Develop and implement a strategic management plan.

• Salem established a Vision and Values, and Governance committees that worked on developing and that were adopted by the congregation.

• On January 31, 2011 the new pastor began his first day as the new senior pastor at Salem. Since his first day he has worked collaboratively with the governance committee to draft a new governance document based on policy-based governance. Significant changes included the elimination of all former boards (elders, education, youth, etc.) except the head governing board entitled the Ministry Leadership Council. The purpose of the MLC is to cast vision for Salem that includes a strategic plan.

• In June 2011 the church adopted a new constitution that outlined policy based governance. Authority, responsibilities and communication are defined in a model entitled ARK (Authority, Responsibility, Knowledge). In this management plan the MLC has decision-making authority over every aspect of Salem, but places the execution of the vision/strategic plan (day-to-day operation and corresponding management plan) to the staff. The pastor is the head of the staff and directly reports to the MLC. The principal and church staff report directly to the pastor. The teachers, education staff, and school parent teams are direct reports to the principal.

Salem Lutheran School actively engages in developing a community characterized by genuine love and Christian fellowship. When a community intentionally engages in pursuing healthy and safe practices, students, parents, and school staff will exhibit positive Christ-centers developmental assets that will enhance success and help them contribute in a positive manner in society. Committee Comments The committee recommended the hiring of an outside auditing company. The midterm report states that Salem Lutheran hired a Church and School Accounting Manager in November of 2011. It is not clear whether this is an employee of Salem Lutheran or an outside agency. It is a step in the right direction in either case, and should assist Salem Lutheran with risk management. A review of the current check signing procedure will be explored on the site visit.

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Impressive action has been taken to develop and implement a strategic management plan. Salem Church and School have worked in conjunction to establish governance committees that are policy-based. A new constitution has been adopted with clear lines of communication and organizational structure established. The committee recommended a sub-committee review proposed PTL by-laws for adoption. Salem Lutheran took this recommendation further and developed a new parent teacher organization with clearly defined responsibilities. In the past three years the school has done an impressive job with their self study follow up actions especially in the area of communication. The addition of the new pastor has clearly brought forth ambition and positive energy to the school. All the stakeholders are seriously committed to continue to persevere in moving the school toward completion of the action plan items. III Recommendations Although it is a top priority for the pastor, principal teaching staff and PTL budget constraints budget are sited as the main inhibitor for its implementation. The lack of this vice principal/curriculum director position has directly impacted the pace of improving and implementing the revised SLG’s and curriculum mapping efforts. A recommendation to help move this drive forward is to look for human resources within the organization, perhaps on a part time basis, to alleviate the additional time demands on the principal and staff as well as address budgetary concerns. The committee recommended that all stakeholders revisit and clearly define the Student Learning Goals that will facilitate greater student understanding and serve as a means to measure student achievement. Salem Lutheran formed a committee and had several meetings to revise the Student Learning Goals, but there remain 27 SLG’s with an added five core values (pillars). Salem Lutheran simplified its learning goals through the addition of classroom visuals, to assist in student understanding, but has not provided a consistent or formalized assessment of the bulleted points. It is unclear how each of the 27 SLG’s are assessed in the individual classroom or collectively to assure that there are clearly measurable student outcomes. The SLG’s lack specifics that would make their link to curriculum and their attainment easy for all stakeholders to understanding.

SCHOOL GOALS FOR IMPROVING STUDENT ACHIEVEMENT

The following action plans for student achievements are the result of the school’s self-examination and recommendations by the accrediting teams from the May 2009 WASC/NLSA accreditation report. Salem makes yearly progress reports on these to NLSA and has a mid-term assessment by WASC in March 2012.

Section &

Standard Number

Visiting Team Concern and

Recommendation

Target Year

Year Addressed

Action Taken

WASC Critical Area for

follow-up #1

Action Plan #1

Add  an  Administrative  staff  position  with  clearly  defined    areas  of  responsibility  in  order  to  assist  the  principal  in    carrying  out  the  administrative  duties.  

ASAP

ASAP

This is a top priority for the Board of Education, but because of the economic downturn the position cannot at this time be afforded. From the midterm team report: Although this is a top priority for the Mission Leadership Council, the staff and Parent Teacher League, because of the economic downturn that places constraints on the budget, Salem Lutheran is not able to hire an administrative staff person to assist the principal. The need and feasibility of this position will continue to be a reviewed annually. Still a top priority. Salem has created a job description (see attached as evidence) and if enrollment will allow, a part time position will be introduced for the 2013-2014 school year. This position is critical in effectively addressing Action Plan #3 For the 2013-2014 school year Salem was able to hire a part-time Director of Curriculum and Professional Development. Carol Smallwood, a retired teacher/principal graciously accepted the position, (at a VERY reasonable cost) and has been leading the teachers through the adoption process of Common Core specifically in the area of Language Arts.

WASC Critical Area for

follow-up #4

Action Plan

Develop  and  implement  a  strategic  management  plan

2010 In process

Salem has established a Vision and Values and Governance committees that are working towards developing and implementing a strategic management plan. Both groups have made significant headway with a new mission and value

3

#5 statements (see attached sample of progress made) already adopted by the congregation. A rough draft of the governance document had just been finished at the writing of this document. Vision and Values completed its work in October 2010 (see attached copy). An initial draft of a new governance plan was put on hold until a pastoral call was accepted. On January 31, 2011 Pastor Jon Thomas began his first day as the new senior pastor at Salem. Since his first day he has worked diligently with the governance committee to draft a new governance document based on policy-based governance. As of the writing of this document a rough draft (see attached) has been given to congregants with a town hall meeting scheduled on April 3, 2011 to discuss the draft. Significant changes are the proposed elimination of all current boards (elders, education, youth, etc.) except the head governing board entitled the Ministry Leadership Council. The purpose of the Ministry Leadership Council will be to cast vision for Salem that includes a strategic plan. In place of boards will be knowledge teams that are constructed by the staff for the purpose of gathering information and executing actionable goals that are in alignment with the mission and vision (strategic plan) of Salem. From midterm team report: Salem established a Vision and Values, and Governance committees that worked on developing and that were adopted by the congregation. On January 31, 2011 the new pastor began his first day as the new senior pastor at Salem. Since his first day he has worked collaboratively with the governance committee to draft a new governance document based on policy-based governance. Significant changes included the elimination of all former boards (elders, education, youth, etc.) except the head governing board entitled the Ministry Leadership Council. The purpose of the MLC is to cast vision for Salem that includes a strategic plan. In June 2011 the church adopted a new constitution that outlined policy based

4

governance. Authority, responsibilities and communication are defined in a model entitled ARK (Authority, Responsibility, Knowledge). In this management plan the MLC has decision-making authority over every aspect of Salem, but places the execution of the vision/strategic plan (day-to-day operation and corresponding management plan) to the staff. The pastor is the head of the staff and directly reports to the MLC. The principal and church staff reports directly to the pastor. The teachers, education staff, and school parent teams are direct reports to the principal. In April 2012 several meetings were carried out to develop a specific Master Strategic Plan. Although quite a bit of good dialogue went into this effort and tangible goals, along with responsibility for completing those goals through measurable/actionable means established, momentum was lost when it became apparent that the mission of Salem had not been appropriately defined and therefore not embraced. In January 2013 a process began to review the mission, values, model, and approach. From that came the following: Mission: “To know Christ and make Him known” (John 17:3, Matthew 28:19) Vision: “Connecting families to Christ in community” (Family becomes the filter through which all ministries and their programs are passed) Model: “Know Christ, Grow in Community, and Live with Purpose” Approach: Teams, Worship, Mission Currently the church staff, principal, and MLC are working on measurement tools to measure the effectiveness of this plan. Another year, another change in direction. In September 2013 the Ministry Leadership Council (MLC) commissioned a Vision and Mission Team comprised of key leaders of the congregation and under the leadership of an outside consultant to revisit the Vision and Value work done in 2010 and from that come up with a new vision and mission statement. After six Saturday meetings the committee presented to the MLC their work. The MLC convened and made

5

comments/corrections to the presented work. Finally, at a Sunday meeting the MLC and Vision and Mission met together and put together the final work, which is now awaiting presentation to the congregation for adoption at the annual May voter’s meeting. Vision: In view of God’s mercy, by His grace, and to His Glory, the individuals and families of Salem Lutheran Church and School form a fellowship of believers that seeks to make a true and lasting impact on the world through Christ. Mission: Being taught by God’s Word and led by His Holy Spirit, our mission at Salem Lutheran Church and School is to train and nurture one another while thoughtfully reaching out to others with the love of Christ, involving everyone in a Christian life journey that is marked by meaningful growth and vocational calling. Motto: Know Christ, Grow in community, Live with purpose In March 2014, the consultant that led the vision and mission work began having meetings with the MLC to establish the best type of governance in order to carry out the new vision and mission. As of the update to this document that new structure had not been finalized.

WASC Critical Area for

follow-up #3

Action Plan #2

Improve  communication  between  the  leadership/  governing  body  and  the  faculty  continuing  with  measures  already  put  in  place  and  form  a  leadership  team,  comprised  of  at  least  one  representative  from  K-­‐2,  3-­‐6,  7-­‐8,  and  Specialist  teachers/aides,  in  order  to  improve  two-­‐way  communication  and  buy-­‐in  to  initiatives.  

Fall 2009

Fall 2009

The Board of Education has established regular monthly stakeholder meetings in which all individuals that have an impact on the school have a chance to meet with the Board of Education to exchange thoughts with regards to current and future practices/initiatives. This has served as an effective means of building two-way communication between leadership and stakeholders. A leadership team consisting of one teacher representative from K-2, 3-6, 7-8 and the principal has been established. This group meets monthly or on an as needed basis to serve as a conduit between the principal and teaching staff for school related topics, concerns and future practices. Minutes of all teachers meetings are posted on the schools network and minutes from all Board of Education

6

meetings are posted on the school website (www.salemorange.com) Teacher representatives, on a rotational basis, attend all PTL Board meetings and a significant presence from teachers/principal are at all PTL sponsored events. Meetings to evaluate upgrading website are underway to make information more accessible. A condensed one page “Weekly News” with hyperlinks to greater information is sent to all Salem families/staff via e-mail (see attached sample). Part of the new governance model will be descriptions on roles and responsibilities of employees and the flow of information between the MLC and staff. This will include a description of conflict resolution procedures. In addition the concept of teams created for a specific purpose will replace standing boards and committees to more effectively target actionable items. From midterm team report: The church and school has worked diligently to improve lines of communication with its stakeholders. • The then Board of Education (MLC) established regular monthly stakeholder meetings in which all individuals that have an impact on the school have a chance to meet and exchange thoughts with regards to current and future practices/initiatives. This has served as an effective means of building two-way communication between leadership and stakeholders. A leadership team consisting of one teacher representative from K-2, 3-6, 7-8 and the principal has been established. This group meets monthly or on an as needed basis to serve as a conduit between the principal and teaching staff for school related topics, concerns and future practices. Minutes of all teachers meetings are posted on the schools network. Teacher representatives, on a rotational basis, attend all PTL Board meetings and there is a significant presence from teachers/principal at all PTL sponsored events. A condensed one page “Weekly News” with hyperlinks to greater information is sent to all Salem families/staff via e-

7

mail. The new governance model has defined roles and responsibilities of employees and the flow of information between the MLC and staff. The PTL Board has been restructured into Parent Action Teams and a Parent Advisory Council. New website, Weekly News, Facebook, Twitter, and e-mail of events have improved all around communication. Monday morning prayer meetings led by pastor, regular grade grouping meetings, faculty meetings, PAC meetings, team meetings, and curriculum meetings have improved communication and cohesion between all entities. Surveys have given voice to parents and provided feedback on everything from silent auction and back-to-school night to individual grade levels. The MLC is currently reviewing and creating a more effective grievance policy. Part of this plan is to create a committee that allows for better communication when “Customers” of Salem have exhausted the typical pathway for resolution. This will be included in the school handbook and posted on the website when completed. Grievance Policy (renamed Conflict Resolution Policy- CRP) was created by a subcommittee and adopted by the MLC and is already incorporated into the school handbook for the 2014-2015 school year and in Salem’s Policy Manual. CRP is attached.

Action Plan #3

Develop  a  plan  for  curriculum  procedures  and  processes  to  guide  choices  and  teaching  methods.  

2009 On-going

In Spring 2009 a curriculum review policy was written and adopted with input from the principal, teachers, and Board of education to address this action plan (see attached sample). In addition, in Winter 2010, Salem began curriculum mapping utilizing professional development and a web-based system from Collaborative Learning. This will address longitudinal and latitudinal alignment of Salem’s scope and sequence and address the why, when, and how the curriculum is being taught. Currently the Language Arts (see attached 5th grade reading sample) and Math teachers are diary mapping with a

8

completion date of 1/2011 at which point formal assessment will take place to address strengths/weakness and future curricular choices. From midterm team report: Salem is in the process of assuring alignment with the curriculum and standards. This is being accomplished through a curriculum review process led by lead teachers and teachers in specific content areas (currently Language Arts and Math). In the Spring of 2009 a curriculum review policy was written and adopted with input from the principal, teachers, and the then Board of Education to address this action plan. In addition, during the winter of 2010, Salem began curriculum mapping utilizing professional development and a web-based system from Collaborative Learning. This will address longitudinal and latitudinal alignment of Salem’s scope and sequence and address the why, when, and how the curriculum is being taught. Currently the Language Arts and Math teachers are diary mapping with a completion date of 1/2011* at which point formal assessment will take place to address strengths/weakness and future curricular choices. *In May 2010 it was determined that using the curriculum mapping tool from Collaborative Learning was to cumbersome and instead of promoting collaborative discussion among teachers it actually moved teachers into more isolation. From this discussion with the teachers came a more favorable model that implemented lead teachers guiding mapping and discussion of best teaching practices in the curriculum areas of Math and Language Arts. Currently, Math has completed their mapping, Language Arts is still in the process of mapping and is slated to finish mapping by the end of the 2011-2012 school year. This year religion was mapped. The process allowed for discovery of material too repetitive at the expense of other needed areas. What is going to be taught, at what age level was realigned and assigned at appropriate grade levels. Currently curriculum is being determined to meet needs.

9

With the addition of Mrs. Smallwood Salem is familiarizing itself with the Common Core and how it is going to be adopted into the curriculum beginning with Language Arts.

WASC Critical Area for

follow-up #2

Action Plan #1

Bring  all  stakeholders  together  to  revisit  and  clearly    define  the  Student  Learning  Goal’s  that  will  facilitate    greater  student  understanding  and  as  a  means  to    measure    student    achievement.  

Fall 2009

Fall 2009

A group of teachers along with the principal was commissioned to review recommendations made by the accreditation committee. After several meetings revised ESLR’s were presented to staff and Board of Education and approved and are contained in the SPSA. From midterm team report: A group of teachers along with the principal was commissioned to review recommendations made by the accreditation committee.* In the Fall of 2009, after several meetings, revised (ESLR’s) SLG’s were presented to staff and the then Board of Education with the addition of their Core Values (Pillars): academic excellence, Christian character and faith development, competition and the arts, service, STEM (Science, Technology, Engineering, and Mathematics) followed by 27 SLG’s that the “students will.” These were approved and are contained in the SPSA. The addition of the Core Values is a step in the right direction. *On 1/27/12 the faculty undertook the work of simplifying the SLG’s with the intent of enabling the Salem community to easily understand the educational goals. The resulting work has been crafted into a visual that will be posted strategically throughout the school. This revision has been presented to the Parent Advisory Council arm of the PTL and is scheduled to be presented to the MLC in March. After adoption these will be communicated to the school community. The SPSA is updated and posted on the school website. http://school.salemorange.com/#/home/values After reviewing the SLG’s it was determined that they are not student centered and consequently a process has begun to re-write them as Student Learning Objectives. The Accreditation Leadership Team began this work, and teachers

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NLSA Recommendation #1:

Develop and implement an intentional evangelism plan  

When a Senior Pastor arrives

Spring 2011

Salem was without a Senior Pastor since 10/2008. In January 2011, Pastor Jon Thomas accepted a call from Salem and began his active role on January 31, 2011. He quickly got to work on assisting the governance committee on a new governance plan and also rolled out his vision for evangelism, based on developing relationships, called Life Teams with the theme- “Doing Life Together”. Life Team captain training took place in the middle part of March with a launch date of April 3. Life Teams form and end on an 8-week cycle with the intention of sharing Jesus in group settings whether that is a gathering for Bible study or biking. In this process, leaders are trained on how to share Jesus and mature the relationships of those in their teams. In January 2012 a Strategic Planning process began that refined the vision, mission, purpose, and actionable goals for Salem. This process is currently ongoing and will be presented to the congregation upon completion for approval (recommended changes have been included in SPSA) No formal progress has been made in this area. Not until Salem lands on and lives in a new governance model can a true Evangelism Plan be implemented. With that said, God’s Word has been proclaimed and His Spirit has brought 57 new members to Salem and 10 baptisms since July 1, 2013.

NLSA Recommendation #2

Work diligently to complete the plans to move the Preschool facilities to new building.

Summer 2009

Ongoing with hopeful completion in Summer 2012

The building project is currently in year 6 of development. This process has met with numerous obstacles, but in the last 18 months significant movement has been made and the application is at the city manager level awaiting final approval. From there it will go on to the Planning Commission and then the City Council. Salem is optimistic that building permits will become available in late 2011 or early 2012 with the possibility of completion in summer 2012. Hope seems to get derailed a lot in this process, and although progress continues to move forward positively, a firm timetable for entitlements to be awarded is still undetermined at this time.

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