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ASSOCIATION OF CHRISTIAN SCHOOLS INTERNATIONAL

Self-Study Report

Central Christian AcademyCentral Christian Academy Preschool

ACSI REACH AccreditationMarch 8-10, 2015

2900 North Rock RoadWichita, KS 67226

316-688-1161www.ccalions.org

®

Self-Study Report

[Central Christian Academy and Preschool]

Central Christian Academy

Accreditation Steering CommitteeChair: David Funk (Headmaster)

Michael Hunter (Principal)

Members: Judy Buckert (Preschool Director)Rob Hendrix (Director of Facilities Operations)Carrie Jones (Director of Admissions)Pam Martin (Director of Curriculum and Instruction)Rebecca Terronnez (Explore Program Coordinator)Kenny Waddell (Assistant Principal, Athletic Director)

Standards Committees

Standard One: Philosophy and FoundationsChair: Michael Hunter (Principal)

Members: Darla Hedstrom (3rd Grade Teacher)Cindy Maxwell (1st Grade Teacher)Julie Wilson (Kindergarten Teacher)Leslie Busenitz (4th Grade Teacher)

Standard Two: Governance and Administrative LeadershipChair: David Funk (Headmaster)

Members: Michael Hunter (Principal)LuAnne Nooe (1st Grade Teacher)Mark Posson (Executive Pastor/Business/School Committee Chair)Kenny Waddell (Assistant Principal, Athletic Director)

Standard Three: Home and Community Relations and Student ServicesChair: Carrie Jones (Director of Admissions)

Members: Deana Black (Registrar)Judy Buckert (Preschool Director)Cindy Rogers (Development Assistant)Rebecca Terronez (Explore Program Coordinator)Karen Thurman (2nd Grade Teacher)Britt Winter (2nd Grade Teacher)

Standard Four: PersonnelChair: Kenny Waddell (Assistant Principal, Athletic Director)

Members: Ted Busenitz (Middle School Math Teacher)Jennifer Hollinger (Kindergarten Teacher)Lori Walters (6th Grade Teacher)

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Central Christian Academy and Preschool

Jody Wickham (K-8 Art Teacher)Barbara Wiens (4th Grade Teacher)

Standard Five: Instructional ProgramChair: Pam Martin (Director of Curriculum and Instruction)

Members: Erica Glassburn (School Committee Member)Margie Gregg (Explore Therapist)Charlotte Kliewer (Explore Therapist)Cheryl Knocke (K-8 Music Teacher)Dana Oswald (5th Grade Teacher)Betty Powell (6th Grade Teacher)Gaye Ruschen (Excel Teacher)Joni Sylvester (Middle School Language Arts Teacher)Tammy White (1st Grade Teacher)

Standard Six: Library, Media, and Technology ServicesChair: Marc Tucker (Technology Coordinator, K-8 Teacher)

Members: LeAnn Burdick (Librarian)Kim McDaniel (Kindergarten Teacher)Hannah Phillips (4th Grade Teacher)Stacey Stamps (Publications Teacher)Kelly Truby (6th Grade Teacher)Christin Tinius (3rd Grade Teacher)

Standard Seven: Crisis Planning, Safety, Health, and Food Nutrition ServicesChair: Rob Hendrix (Director of Facilities Operations)

Members: Cindy Fields (Nurse)Jean Manning (Physical Education Teacher)Eddie Rivera (Director of Information Systems)Lanelda Todd (Explore Therapist)Rachael Warrington (CCA Food Service Manager)

Standard Eight: Facilities, Environment, and TransportationChair: David Crow (Physical Education Teacher)

Members: Tiffany Cain (Bus Driver, Drama Teacher)Tammy Matticks (5th Grade Teacher)Ralph Old (Groundskeeper)Bruce White (Middle School Science Teacher)

Standard Nine: Character, Values, and Spiritual Development of Students/ChildrenChair: Roxanne Turner (Middle School History Teacher)Members: Stephani Brooks (Explore Therapist)

Heidi Mitchell (5th Grade Teacher)Heather Morrison (2nd Grade Teacher)Ray Pew (Middle School Bible Teacher)

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Laura Sack (3rd Grade Teacher)

Standard Ten: Continuous School ImprovementChair: David Funk (Headmaster)

Michael Hunter (Principal)

Members: Tara Kater (Professional Development Coordinator, Middle School Lang. Arts Teacher)Jennifer Lancaster (Explore Therapist)Pam Martin (Director of Curriculum and Instruction)

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Table of Contents

Self-Study Steering Committee Rosters............................................................................................i

School Profile....................................................................................................................................1

Historical Overview.............................................................................................................1

Vision Casting........................................................................................................................

Demographic Portrait.............................................................................................................

Achievement levels and accomplishments............................................................................

Significant Changes............................................................................................................................

Progress Report on Previous Major Recommendations.....................................................................

Self-Study Process..............................................................................................................................

Self-Study Findings: Quality of the School's Program.......................................................................

Standard One: Philosophy and Foundations..........................................................................

Standard Two: Governance and Administrative Leadership.................................................

Standard Three: Home and Community Relations and Student Services..............................

Standard Four: Personnel.......................................................................................................

Standard Five: Instructional Program....................................................................................

Standard Six: Library, Media, and Technology Services......................................................

Standard Seven: Crisis Planning, Safety, Health, and Food/Nutrition Services....................

Standard Eight: Facilities, Environment, and Transportation................................................

Standard Nine: Character, Values, and Spiritual Development of Students/Children..........

Standard Ten: Continuous School Improvement...................................................................

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[School Name]

School Profile

Historical Overview

Parents and staff of Central Christian Church (CCC), out of a desire to provide a Christ-centered alternative for the education of their children, founded central Christian Academy (CCA) and Central Christian Academy Preschool (CCAP). The original mission and purpose of the schools have largely remained the same over the 32 years. The lone change occurred in the CCAP mission statement in 1997 requiring that at least one parent from in a two-parent home be a professing Christian and both parents from a two parent home be professing Christians for CCA enrollment.

Key “watershed” or “mile-stone” events in the schools’ 32-year history includes the following:

1983 School’s first Headmaster appointed1986 Grades K-6 1987 First year of accreditation with ACSI1990 First Middle School graduation; new gymnasium opens; organized sports begin1991 Honors Choir program added1992 CCAP is established as a separate entity from the daycare program and Judy Buckert is

appointed the first CCAP Director1993 Computer Lab addition1996 Instrumental Music added1997 “Explore Program” (special needs program for learning-different students) added2002 “Excel Program” (for high-achieving students) added2006 Expansion of school program to three classes of each grade completed2012 West side bus service started2013 CCAP adds an outdoor garden area with planting beds, shrubs and trees2014 School Resource Officers and Greenhouse/outdoor learning center addition

Vision Casting

The next 3-5 years are going to be interesting for a number of reasons. Not only are we living in a time when world events have such a dramatic influence on the U.S. economy and a family’s ability to pay for Christian school education, but CCA is going through a transition time as well. The school’s leadership structure is in transition, with the head of school for the past 25 years planning to leave at the end of the current school year. Additionally, CCA is facing the very real threat of another Christian school less than three miles from our campus opening their own elementary/middle school program in the next couple of years.

To prepare for these challenges, it is imperative that CCA continue to focus on keeping their share of the Christian school enrollment market through a program that has carved out a unique “brand of education” that current and future families will be willing to invest in. Maximizing our current strengths (i.e. Explore Program, Excel Program, a competitive tuition/fee structure, and a highly competent and committed faculty/staff) while exploring new opportunities in the

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areas of differentiated instruction (i.e. gender-based differences, Outdoor Learning Center, greater emphasis on missions and ministry outside the classroom) are all necessary for the school’s continued growth and success.

Critical to both schools’ long-term future is the area of sustainable funding beyond tuition/fees. CCA has initiated a five-tier strategic endowment campaign in the past couple of years that will need to be fully funded if the school is to avoid the pitfalls of declining resources due to economic downturns, enrollment declines, etc.

Also critical to the long-term viability for both programs is the continued partnership with the host church: Central Christian Church. The well-being of the one directly impacts the well-being of the other. The schools cannot grow beyond the ability of the host church to support them and without the shared commitment to the role each plays in fulfillment of the Great Commission. As stated in that 1980 CCC newsletter, “Central Christian Academy holds promise of being a major means of ministry in the future.” That “promise” still exists, today, but only as long as the church and school continue to partner effectively together.

Demographic Portrait

CCA and CCAP are located at 2900 North Rock Road in Wichita, Kansas. David Funk serves as the Headmaster of CCA with oversight responsibilities for both programs and Judy Buckert serves as the Preschool Director. Both have been on staff for the past 25 years.

Central Christian Academy (CCA) and Central Christian Academy Preschool (CCAP are ministries of Central Christian Church (CCC), a non-denominational church with a ministry spanning more than 130 years in the city of Wichita, KS. The church relocated from the downtown area to the east side of the city in 1980, as part of a master plan that included the development of a Christian school ministry.

On September 9th, 1980, the CCC Board of Elders approved the formation of the school corporation as a private educational institution, governed by a seven-member board of directors. CCC Executive Pastor David Buxton was appointed to serve as the school’s first administrator, to provide a direct liaison between the Board of Elders and the academy board. On September 26, 1980, the school was officially incorporated by the state of Kansas.

A statement regarding the future potential of the school made in the CCC newsletter dated September 18, 1980, read: “Central Christian Academy holds promise of being a major means of ministry in the future.” Those words were very prophetic, as it turns out.

Two years later, in the fall of 1982, CCA opened its doors for the first time with an enrollment of 33 students in grades Kindergarten through the Third Grade. From that very humble beginning, the school has grown over the years to a school with 482 students in grades K-8 and another 140 students in the preschool program this fall. The staff has grown from one part-time administrator and two teachers to a staff of 71 full and part-time employees. Included in that staff listing are 40 full and part-time teachers and five, full-time administrators (including the preschool director). During that same span of time, more than 1,000 students have graduated from CCA.

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CCAP was originally part of the daycare program known as “Joyful Noise Academy” (JNA), but in 1992 the School Board decided to separate the preschool from the childcare program, aligning the mission policies of the new preschool program more closely with that CCA. This change allowed the preschool program to come directly under CCA for licensing purposes and make for a smoother transition for those families desiring to enter CCA’s kindergarten program after their children graduated form the Pre-K program. CCAP had an enrollment of 137 students its first year after separation from JNA. Current enrollment this year stands at 140.

Both schools continue to be “governed” by the CCC Elder Board, but under the month-to-month oversight of an “advisory committee” known as the “School Committee.” This committee is comprised of seven members, chaired by a current/former member of the CCC Elder Board. The Headmaster serves on the committee as well, with full voting privileges in all areas except his personal salary/benefit package.

The Headmaster holds a BA in Elementary Education, a Master’s Degree in Christian School Administration and a Specialist Degree in Educational Administration. The Preschool Director holds an Associate’s Degree in Early Childhood Education.

There are currently four full-time administrators serving on the staff of CCA and one part-time. There are 46 full/and part-time faculty members and 22 office/support staff members for CCA. CCAP has one full-time administrator and one, part-time. There are 11 faculty members on the preschool staff. The names, degrees and credentials for all of these employees are listed under Standard Four, ‘Personnel.”

CCAP services children from ages 21/2 to five, in two-day, three-day and five-day programs, including both half and full-day sessions. CCA services students in grades K-8. Our current enrollment is at 484 students, with 225 in the “primary” grades, 177 in grades 4-6, and 92 in grades 7-8.

The facilities for both programs are adequate in size and number for our current enrollment, but future growth in numbers for either program would need to be supported by additional classrooms, storage areas, and restrooms, etc. CCAP currently has six classrooms and one resource room. CCA utilizes 27 classrooms, a library (with small cubicles for our Explore Program), a gymnasium, vocal and instrumental music classrooms, a computer lab, a “Resource Room” and a smaller classroom for our Excel Program (advanced learners). In addition, the school has access to the sponsoring church’s sanctuary for special (large attendance) programs, the chapel (for weekly chapel programs) and the Youth Center (for MS chapels and mentoring groups).

The School Committee approves the tuition for both programs by January of each calendar year for the upcoming school year. CCA’s tuition rates are as follows:

Kindergarten (1/2 Day): $3620All Day Kindergarten: $5960First through Fourth Grade: $6,015

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Fifth through Sixth Grade: $6125Middle School: $6765

CCAP’s annual tuition rates are divided into three categories:

2 Day Preschool: $13953 Day Preschool: $1845Pre-K: $2610

An outside accounting firm conducts annual financial reviews and every third year, a complete financial audit of both school’s financial books.

The family and student portrait of the schools are very similar to each other. The majority of our families would be considered “middle” to “upper middle class,” with income levels in the $50-80,000 range, based on the most recent data available. Ethnically, the CCA’s families are: White (81%), Bi-Racial (7%); African American (4%); Asian (3%); Hispanic (2%); Other (3%). Of our 484 students enrolled this year, 47.5% are male and 52.5% are female.

Achievement levels and accomplishments (CCA)

Central Christian Academy has identified and defined expected student outcomes (ESO’s) in five key areas. The school desires to encourage its students to reach their highest 1) spiritual, 2) intellectual, 3) social, 4) cultural, 5) and physical potential. The ESO’s are located on page 4 of the faculty handbook, discussed at new teacher orientation, and periodically reviewed with staff. In this section of the self-study, the ESO’s for each category are listed and followed by a brief summary of how the goals are assessed. Additionally, examples are given demonstrating how the results of these assessments impact practice and planning for program improvement within the individual standards of the study.

Spiritual Goals

The Bible is presented to students as the only inspired Word of God, the final authority for all truth and knowledge. John 17:17

Students are taught their need for redemption and to place their faith in Jesus Christ as the one and only means for their personal salvation. Ephesians 2:8-9; John 1:12; Romans 3:23; John 3:16

Students are taught what the Bible says in content and are encouraged to study it so that they are able to apply it to their lives. Joshua 1:8; James 1:22-25; II Timothy 3:16-17

Students are given encouragement and direction from God's Word to help them develop a lifetime commitment to walk in obedience to Jesus as Lord. Deuteronomy 6:5; Psalm 119:9-16, 105

Students are taught to pray and are encouraged to practice prayer in personal devotional time and with groups in church or school. I Thessalonians 5:16, 17; I John 1:9, James 5:16; Philippians 4:6-8

The importance of the local church and personal commitment to it are emphasized. I Corinthians 12:12; Hebrews 10:24-25

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Students are shown how to live as Christians in this present world, while not being of the world. Doing justice, loving mercy, and walking humbly are presented as life-long objectives for each student. Titus 2:11, 12; Micah 6:8

Students are taught to accept and respond to the Great Commission and to be witnesses for Christ both at home and abroad. Matthew 23:19, 20

Parents are expected to accept their responsibility to their Lord and to their children to provide a Christian home and responsible life style in careful accordance with Biblical principles. Ephesians 6:4; Deuteronomy 2:6; Psalm 119:111

Narrative:

CCA’s assessment of spiritual goals is both formative and summative. Bible is a core class for all grade levels. Spiritual instruction is also provided through weekly chapels, mission projects and emphasis, mentoring and Bible study groups, fine arts performances, and the living example of faculty. Additionally, eighth grade students complete a biblical worldview survey and parents are surveyed regarding their perception of the school’s implementation of spiritual objectives.

Documentation:

Biblical worldview survey results Parent survey results List of grade level and school mission projects Chapel schedule Curriculum guide

Intellectual Goals

Students are guided to develop a Christian mind that enables them to see all of life and learning from a biblical viewpoint. Colossians 3:17; Psalm 24:1; Proverbs 1:7

Students are encouraged to develop to their full academic potential. Colossians 3:23; Proverbs 4:5-8; Proverbs 3:13; I Corinthians 15:58

Students are taught the skills required for meaningful witness, service, and participation in society: reading, writing, speaking, listening, and mathematics. II Timothy 2:15.

Students are taught good study habits.II Timothy 2:15; Proverbs 4:7; I Thessalonians 4:11; Colossians 3:17, 23

Students are encouraged to develop creative and critical thinking in order to be able to make mature Christ-like decisions. Proverbs 3:21-22; Hebrews 5:14

Students are taught to work independently and cooperatively. Matthew 25:14-30; I Corinthians 14:12; I Corinthians 12:12; I Thessalonians 4:11

Narrative:

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CCA’s intellectual ESO’s are assessed using a variety of methods including: classroom observation, teacher evaluation, quarterly grade cards, standardized testing (including biblical content), formative classroom assessments, parent surveys, student surveys, STAR reading assessments, Accelerated Reader comprehension testing, and academic and fine arts competitions. The school also implemented an annual Academic Awards Night two years ago to further encourage student academic and fine arts achievement. CCA seeks to emphasize the intellectual goals above in all areas of its programming, including fundraising. In the spring of 2013, CCA held its first annual Read-a-Thon as a fundraiser. This fundraiser has received positive feedback from parents whom view the fundraising event as an alignment to school ESO’s.

Documentation:

Parent and student survey results Student activities award lists Curriculum guide Chart of Standardized Test Score Results 2008-2014 (below)

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Social Goals

Students are taught to understand and accept themselves and one another as having great value and worth because they are created in the image of God. God gives differing gifts to each person. In addition, spiritual gifts are bestowed on each Christian. Genesis 1:27; Genesis 5:12; II Corinthians 5:17; Romans 12:12; Colossians 3:23

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Students are taught about our American Heritage and the current problems facing our world, and are encouraged to participate in the civic responsibilities of our democracy in a manner consistent with biblical principles. Romans 13:1-6; Titus 3:1-2; I Peter 3:1-7.

Students are shown the biblical concepts of the family (as an institution ordained of God) and the corresponding roles and responsibilities to be used when establishing their own homes in the future. Ephesians 5:22-6:4; Colossians 3:18-21; I Peter 3:1-7.

Students are shown how to relate in a Christ-honoring way to non-Christians and to Christians who hold differing views. Romans 15:7; I Corinthians 8:9-13; 10:31-11; I Colossians 4:5,6

Students are taught to incorporate biblical standards of morality and ethics into their social and interpersonal relationships, seeing these concepts as absolute truths and God’s standard. Romans 13:13,14; I Corinthians 6:18-20; 10:31,32; Titus 2:12-14

Students are encouraged to follow biblical steps to a healthy resolution of conflict. Students are encouraged to leave judgment to God. Matthew 18:15-17; Romans 14:13

Students are encouraged to submit themselves to the governing authorities; to respectfully and obediently follow that line of authority established by God when such obedience does not violate biblical principles. Acts 5:29; Romans 13:1

Narrative:

CCA takes an integrated approach toward instruction of the social goals listed above. The instruction of these goals is interwoven throughout its biblical worldview curriculum, discipline policies, extra-curricular and co-curricular programs, and community interactions. Supporting documents describing the incorporation and assessment of these goals are outlined below.

Documentation:

Student/parent handbook Curriculum guide Student/parent surveys Athletic handbook

Cultural Goals

Students will recognize that God created people to be cultural beings. Students will be able to identify that all cultures include some of the following aspects: religion, art, music, writings, customs and traditions, moral values, a governmental structure, family groupings, and a hierarchical structure of relationships.

Students are taught to understand and appreciate cultural patterns different from their own in order to increase their effectiveness in communicating the gospel.

Students are taught to evaluate all cultural patterns, including our own, on the basis of scripture, rejecting what is in contradiction to God’s Word. Students will be able to recognize strengths and weaknesses of different cultures.

Students are encouraged to develop an appreciation for and participation in man’s God-given capacity for creativeness as expressed in the Bible.

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Narrative:

Like the social goals, CCA integrates a biblical worldview of culture throughout its programming. Surveys, observation, and classroom assessments provide data that guide policy and instruction to assure that the cultural ESO’s of the school are achieved.

Documentation:

Student/parent handbook Curriculum guide Student/parent surveys Chapel schedule List of fine arts program events List of mission and outreach projects

Physical Goals

Students are trained to apply biblical principles to develop a Christian lifestyle of respect and responsibility for their physical bodies.

Students are instructed to honor God and His will concerning their physical bodies as temples of God. The importance of developing godly wisdom and self-control are key aspects for physical, emotional, and spiritual well-being.

Students are taught God's plan and purpose for moral purity and sexuality. Students are trained to develop stamina, strength, and agility as they participate in a

variety of physical activities. Students are encouraged to develop a lifestyle of physical fitness and recreation.

Narrative:

The physical goals outlined above are emphasized through the athletic and physical education programs at CCA. Additionally, upper grade levels divide the chapels during the month of January to address specific gender-related biblical principles. In the fall of 2014, CCA held its first annual Lions’ Pride Run. The run served as a fundraiser to support the school’s fine arts and outdoor learning programs; however, a secondary benefit was its alignment with the physical ESO’s listed above.

Documentation:

Athletic handbook Curriculum guide Chapel schedule

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Achievement levels and accomplishments (CCAP)

The ESO’s for the preschool child are different to reflect age-appropriate development. CCAP’s desired student outcomes are included in the following sections and supporting documents are found within the standard reports that demonstrate how the ESO’s are assessed.

Spiritual

Children will:

know God is the Creator of all things know the Bible is God’s Word through weekly Bible stories and scripture know Jesus is God’s son and that He died on the cross for our sins, was buried and rose

again know that daily prayer is important communication with God be taught godly character through stories, experiences and daily life situations sing worship songs are part of the daily curriculum as well as weekly music class and

monthly chapel look to the teachers as examples of Christian behavior

Social

Children will:

be able to separate from the parent easily interact with peers in a positive way and use their words to resolve conflict cooperate in classroom routines including sharing and taking turns develop self-help skills including bathroom and hand washing techniques and job

assignments gain an understanding of the world around them be introduced to “Love & Logic” techniques that will be used daily for discipline,

problem solving, and general guidance

Emotional

Children will:

know they are loved know they are unique (ex. “Star of the Week” and sharing time) know they are in a safe environment be given tools to control their emotions know that their basic needs are being met

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Cognitive

Children will:

develop skills in math (graphing, classifying, sorting, counting, estimating) develop skills in science through experiments and observations develop reading readiness skills (sequencing alphabet letters, same/different concept,

rhyming words, phonological awareness) develop skills in art and music develop skills in language through books, finger plays, rhyming, journaling, and

brainstorming be provided enrichment for learning differences (individualized testing)

Physical

Children will:

develop fine-motor and gross-motor skills (i.e.. manipulatives, cutting, strengthening hand muscles, learning to write name, left to right orientation, climbing equipment)

develop self-help skills (ex. zipping, buttoning, hanging up coats & backpacks, snack time, clean-up time)

participate in physical education class

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Significant Changes

Since the last accreditation team visit there have been no significant changes in the school’s philosophy/mission or the location of the existing facilities.

The school’s institutional and financial stability remain stable, with some enrollment fluctuations. The school’s enrollment has fluctuated between a high of 494, during the 2011-12 school year, to a low of 450 the following year. The school’s current enrollment is at 488. The state of the economy on both a national and local level seems to be the primary “drivers” for these fluctuations. The school’s budget has finished in “the black” each year since our last team visit and is projected to do so again this year.

The School Committee (board) and administration have been very stable since our last team visit as well. The only significant change was the decision to set “term limits” on School Committee service. The current policy requires Committee members to rotate off the Committee for at least one year after three years of service. The administrative team has added the role of Assistant Principle (over the Middle School) since our last accreditation visit, along with the role of Academic Dean/Curriculum Coordinator. Current CCA faculty and staff members have served an average of 7.6 years at the school.

Several improvements to the curriculum reflect the Academy’s commitment to address the changing needs of CCA students identified through formative and summative assessment. These changes are highlighted below and expanded upon in the committee reports:

Bible-biblical worldview survey added to the middle school curriculum, added a Missions and Ministry elective

Language Arts-unification and expansion of grammar scope and sequence (grades 2-6), addition of a second middle school language arts section

Math-accelerated classes added to lower grade levels, addition of advanced algebra, math instructional minutes increased in some grade levels

Science-addition of the Outdoor Learning Center Library/Media Center-addition of the STAR reading assessment program, updated

cataloging system, secured funds for renovations and expanded resources Physical Education-Lifetime Fitness course added as a middle school focus class Technology-new projectors, iPad cart, iPod cart, document cameras Student Academic Activities-added an Academic Awards Night, National History Bee

competition, Desktop Publishing competition, Math League Competition Explore Program-addition of class-within-a-class instruction, addition of additional

personnel to meet the growing needs of different learners, guided study hall option added Excel Program-expansion plans for 2014-2015 (2nd and 3rd grades), honors language

arts classes to be added to middle school fall 2014 Curriculum Mapping-transition to an online curriculum mapping system

(CurriculumTrak) is underway

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Progress Report on Major Recommendations

There was only one “Major Recommendation” from the last team visit and the school has addressed and reported on it in the school’s “Annual Report.” The recommendation dealt with clarifying the roles and responsibilities of the School Committee members as an “Advisory Council.” At the time of the last visit, there were some Committee members who seemed unsure about their role when interviewed by visiting team members. Through a review of the “By-Laws” and discussions at subsequent Committee meetings, the roles and function of the School Committee members were clarified and agreed upon.

Completion of the school’s CSIP over the last three years addressed areas dealing with the implementation of a student mentoring program in our Middle School and the updating of our “curriculum revision cycle.” Both areas have been addressed and will continue to be on an on-going basis. The student mentoring program has made a positive impact on the school culture overall in terms of positive school climate and the curriculum revisions and “mapping” software have impacted our academics through revised curricular goals and alignment with standards across the grade levels.

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Self-Study Process

The Self–Study process was initiated last Spring after approval for the reaccreditation process by the School Committee and the formation of our Steering Committee. The eight-member Steering Committee is comprised of faculty, administration, and support staff representing areas of the school program involving all nine standards in the REACH protocol.

Each Steering Committee member “chaired” a separate sub-committee for each of the nine standards. They, in turn, selected the members from the faculty and staff who served on their respective sub-committees. School Committee members were invited to serve as well, but only one of the five was directly involved. He served on Standard Two, dealing with school governance and leadership. Student/Parent participation was secured through feedback from written surveys.

As each sub-committee report was completed, it was submitted to the Steering Committee for review, after which the entire faculty reviewed the revised reports during their monthly faculty meetings. A final report was then submitted to the School Committee to review last month.

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Self-Study Findings: Quality of the School’s Program

Standard One: Philosophy and Foundations

The school has developed written statements of philosophy, vision, mission, beliefs, and core values, as well as a statement of faith. These statements are well defined and systematically reviewed. Ultimately, these statements outline the distinct Christian characteristics of the school and communicate a clear purpose and direction for school effectiveness and student/child growth and development.

Indicators:

1.1 The philosophy, vision, mission, and core values statements of the school/program are established and are reviewed regularly and systematically in a collaborative manner. (C)

1.2 The school/program communicates its philosophy, vision, mission, and core values statements to its constituents and community. (C)

1.3 The school/program has a clear written statement of faith that identifies the beliefs to which the school/program adheres and that is consistent with the written statement of philosophy. (C)

1.4 The philosophy statement consistently applies as an integrative, coordinating, and examining device throughout all aspects of the programs, operations, and curriculum.

(C)

1.5 The administration, faculty, and staff continually identify plans or goals to advance the philosophy, vision, and mission statements of the school/program. (C)

1.6 From a distinctively Christian perspective, all staff demonstrates a commitment to the development of the whole child—spiritually, intellectually, physically, emotionally, and socially (Luke 2:52). (C)

Narrative:

Central Christian Academy (CCA) has an established philosophy, vision, mission and core values since its inception in 1982. The original philosophy, vision, mission, and core values were developed through a systematic collaboration involving the founding host church (Central Christian Church) members and the original school community of the Academy (1.1). Since that time, regular assessment of the philosophy, vision, mission, and core values has occurred involving administration, faculty, staff, and other key constituents. Those statements continue to guide the overall decision-making process of our school personnel (1.2).

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The school communicates the philosophy, vision, mission, and core values through faculty meetings, handbook publications, website, parent orientation, open house events and personal communication with the broader school community (1.3). The school’s written statement of faith aligns with the sponsoring church’s statement of faith and identifies the beliefs that CCA adheres to throughout its entire instructional program. The statement of faith enumerates the views of CCA on doctrinal issues and supports the school’s commitment to “partner with the Christian home and local church". This partnership is an essential component of the school’s mission statement. Additionally, the statement of faith guides the practices used by the Academy to help “educate and equip students to reach their full academic, physical, and spiritual potential in Jesus Christ.”

The school’s philosophy statement provides a fundamental framework that consistently guides decisions concerning programs, operations, and curriculum (1.4). CCA seeks to encourage its students to reach their highest 1) spiritual 2) intellectual 3) social 4) cultural 5) and physical potential. We seek to present the truth about God, life, the world, and everything in it. Administration, faculty, and staff provide input imperative for planning that advance the philosophy, vision, and mission statements of the school through ongoing evaluations required for the purpose of aligning activities in work assignments with the ideals of the school (1.5).

The faculty and staff demonstrate a genuine commitment to the development of the whole child. They strive to exhibit Christ-like character as they serve as role models for their students and are committed to helping each child reach their full potential in Jesus Christ (1.6). Spiritually, the teachers model Christ-like compassion, balancing rules with relationships, as they teach their subject areas (1.6). They evaluate instructional strategies consistently to ensure that each child is challenged academically. Biblical principles and real-life application are integrated throughout the curriculum (1.6).

Physically, teachers dedicate themselves to the work of the ministry through consistent time and effort required to complete their teaching assignments with excellence (1.6). Emotionally, teachers consider the learning styles of each student and develop individualized strategies, which help encourage growth (1.6). Socially, teachers contribute to the development of each child by endeavoring to understand each child’s unique gifts. The staff takes a mentoring approach to working with each student, going above what is expected (1.6).

Strengths:

Philosophy, vision, mission, and core values statements are established and regularly evaluated. These statements direct the school decisions. (1.1)

The school’s/program’s statement of faith (Doctrinal Statement) identifies the beliefs to which the school adheres and is consistent with the written statement of philosophy. (1.3)

The staff demonstrates a commitment to the development of the whole child – spiritual, intellectual, social, cultural, and physical. (1.6)

The school/program effectively communicates with constituents the school’s philosophy, vision, mission, and core value statements. (1.2)

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The school committee annually reviews and evaluates the long range goals of the Academy (1.5)

Areas for Continuous School Improvement:

Systematically review the core values with constituents. (1.2) Communicate consistently with constituents on the progress of long-range planning

(goals). (1.5)

Data/Documentation:

The following samples are attached for review:

Philosophy, vision, mission statements, beliefs, and core values Statement of faith School/program profile Expected student outcomes Samples of communications with parents, students, and constituents Annual and long-range goals

The following documentation will be available on-site for the team’s review:

Surveys/evaluation instruments and results Handbooks, policy manuals Newsletters, brochures, and other publications containing information about the vision

and purpose

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Standard Two: Governance and Administrative Leadership

Christ-centered governance and administrative leadership that promotes effectiveness of the school/program and growth of the student/child through an established structure contributes to a well managed and operationally and financially sound Christian educational institution. The administrative leadership and governing body work in partnership to ensure the integrity, effectiveness, and reputation of the institution through the establishment of written policies and procedures. The governance policies are implemented by the staff who are guided by operational policies and procedures developed by the administration. The administrator is the instructional leader of the school, and he or she supervises all faculty and staff. Indicators:

2.1 Policies are in place to see that the educational needs—as well as the developmental needs of the whole child—of each admitted student/child are being met on the basis of biblical principles, professional ethics, and high standards. Staff members are sensitive to the culture, gender, language, and special needs of students/children and their families. (C)

2.2 Established written policies and procedures promote effective operations in admissions, governance, finance, and other operational aspects. Appropriate legal documents and clearly articulated articles of incorporation, governing body policies, and bylaws are established and are available for review. (C)

2.3 A governing body has been established, and its primary responsibilities include developing general school governance policy, hiring the school head/program director, providing direction and strategic planning, ensuring the financial stability of the institution, defining the role of the governing body, and defining the role(s) of those who will interact directly with it. (C)

2.4 The governance and leadership of the school/program reflect a clear Christ-centered governance and leadership model. According to their role, the governance and leadership provide spiritual leadership to the staff, students/children, and other stakeholders in fulfilling the Christ-centered mission of the school/program. (C)

2.5 Financial resources are available to fulfill the mission and programs, and financial operations and decisions are conducted with integrity and in accordance with biblical principles. Income received from tuition is appropriately used for education related expenses within the school/program. (C)

2.6 The budget is constructed carefully—using input from department heads—and is

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managed properly in accordance with the stated goals of the school/program. The budget reflects an accurate assessment for educating a student. Stated student outcomes are appropriately financed. (C)

2.7 A financial review is conducted annually. (C)

2.8 The school/program ensures compliance with applicable local, state, and federal laws, as well as licensure requirements, standards, regulations, and documentation. (C)

2.9 The school/program recognizes and preserves the administrative leadership prerogatives of the school head/program director and provides for an appropriate evaluation system of leadership. (C)

2.10 Constituents and stakeholders are provided appropriate input in the decision-making process, a practice that promotes a culture of participation, responsibility, transparency, and ownership. (C)

2.11 Compensation packages for all employees are commensurate with the training and services rendered. (C)

Narrative:

Central Christian Academy (CCA) and Preschool (CCAP) are church-sponsored ministries of Central Christian Church (CCC). As such, the governing body for the schools is the elder board of the church and is recognized as such in the schools’ articles of incorporation with the state of Kansas (2.3, 2.4 and 2.8).

The sponsoring church has appointed the School Committee, comprised of current and former parents, to serve as a liaison between the Elder Board and the school administration. By policy, this committee is chaired by a current or former member of the church elder board. The other members (with the exception of one) must all be members of the host church and have children currently enrolled in one of the schools. The Committee is a self-perpetuating committee, with a three-year term limit for its members.

The Headmaster serves on the pastoral staff of CCC and the School Committee as one of its members, exercising full voting privileges in every area except for matters pertaining to his employment and compensation. The Principal, Assistant Principal, Preschool Director and Childcare Director are ex-officio members. The principals attend the monthly meetings and submit a monthly report for his/her areas of responsibility, which include academic and behavior issues. The preschool and childcare directors attend the meetings on an as-needed basis, normally just submitting a monthly written report unless they have items they wish to discuss with the Committee.

School policies empower the administrators to make day-to-day decisions for the schools they oversee including the implementation of approved policies. These policies reflect the core values and mission of the host church and those of the three school programs the church sponsors

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(2.1 and 2.2). This structure between the church and schools has served all entities well over the years.

The school finances are the fiduciary responsibility of the CCC Elder Board and School Committee and are based on sound fiscal practices. There are clear levels of accountability and responsibility shared by the School Committee Treasurer, the business office, and the school administration. The school contracts with an outside accounting firm annually to conduct a financial review of all three programs. Every three years, a full audit is conducted. This process validates the integrity of the schools’ financial management practices (2.5, 2.6, and 2.7).

Compensation packages are among the highest in the ACSI South-central Region based on the ACSI annual regional surveys, consistently scoring in the top 20% range. CCA maintains an 80-90 percent equivalency for teacher and administrative salaries compared with the local public school district. CCAP’s salary structure is among the top 25% based on the same annual regional surveys (2.11).

The administrative leadership for CCA and CCAP has remained stable over the years. The Headmaster and Preschool Directors have both been with their respective schools for 25 years, although not in their current roles that entire time. The Preschool Director began as a teacher in the preschool and moved into the director’s role a few years later. The Headmaster began as the Assistant Headmaster in 1989 and moved into the Headmaster’s role in 1996.

The Headmaster serves as the “Pastor of Academy Administration” for all three schools. He meets weekly with the preschool and childcare directors, along with the CCA principals, to assist on an “as needed” basis. He also attends the weekly pastoral meetings of the sponsoring church and other special church meetings that are called from time to time. In addition, he oversees fundraising and development operations for CCA.

The CCA administrative team is comprised of the Principal, Assistant Principal/Athletic Director, Director of Admissions, a Director of Curriculum and Instruction, one Grade Level Supervisor, and the Explore Program Coordinator for the school’s special needs program (the Explore Program). The school also employs Special Events and Professional Development Coordinators. These individuals comprise the CCA Leadership Team that greatly assists the Headmaster in carrying out the various programs of the school (2.9).

Faculty and staff members are invited and assigned to participate in leadership through on-going committees and faculty meetings. For CCA, these committees include those dealing with curriculum, professional development, social, spiritual, and technological aspects of the school. In addition, each grade level team meets regularly to discuss issues pertinent to their respective areas of responsibility with their grade level supervisors (2.10).

Strengths:

Stability and longevity of the governance and administrative teams (2.3, 2.4) Long-standing support of the schools by the sponsoring church, both fiscally and

relationally (2.3, 2.4)

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Multi-layered administrative teams that share the workload and enhance services for all constituent groups (2.4, 2.10)

Areas for Continuous School Improvement:

Develop a budget that is 100% fee-based and fully funding all operational costs of CCA (2.5)

Increase CCA’s cash reserves for emergency contingencies to the 20% operational budget threshold (2.5)

Increase funding for the five strategic endowments established in November of 2012 for the long-term financial stability of CCA (2.5)

Develop an evaluation system for the Headmaster with input from all School Committee members. (2.9)

Enhance retirement benefits for full-time faculty and staff of CCA and CCAP. (2.11)

Data/Documentation:


1. Admissions policies and procedures2. Organizational chart3. Governing body and leadership job descriptions4. Governing body and leadership evaluation instruments5. Long and short-range goals/plans6. Tuition and fee rates


1. Governing body policy manual and bylaws2. Operational policy and procedures manuals3. Budget documents4. Financial reviews5. Salary and benefits/compensations documentation6. School Committee minutes7. Brochures and other publications on admissions

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Standard Three: Home and Community Relations and Student Services

The school/program exists and function as an institution of reliability and authority by exhibiting a pattern of respect, trust, accountability, and dignity to its constituents, both internally and externally. Effective communication and relationships are fostered with constituents, as well as among constituents. A wide range of strategies are used to incorporate involvement by the parents and the community. It is expected that the school/program meets the educational and developmental needs of the students/children it enrolls. Services at the appropriate levels include guidance (both academically and personally) and student activities (curricular and cocurricular). Appropriate resources and planning occur to ensure that the mission, vision, and philosophy are being carried out to meet the expected outcomes.

Indicators:

Indicators:

3.1 The school/program conducts regular demographic assessments of its constituents in light of the stated mission. (C)

3.2 Enrollment must be sufficient to establish the viability of the school/program. (C)

3.3 The length of the school day and year, as well as the number of instructional hours and days, should comply with state or provincial laws if applicable. (E/S)

3.4 The school/program systematically seeks input/feedback from current and past students and their families to provide insight and information regarding the learning process in order to adjust its instructional and operational practices. (C)

3.4a Conferences with each child’s parents/guardians are offered at least twice per year and at other times as needed to discuss the child’s growth and developmental progress. (EE)

3.5 Regular, established, and effective two-way means of communication occur between the school/program and its constituents; the age of the student/child influences the frequency and specificity of communication.

3.6 The nondiscrimination statement must be demonstrated in the actions, relationships, and programs of the school program. (C)

Guidance Services

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3.7 The guidance services include the following minimum services: (1) for early education children and families –assessment, screenings, referrals to community services, resources, and referrals to support the success of the children and families; (2) for elementary and middle school/junior high school students – standardized and/or criterion-referenced testing, counseling, and referrals; (3) for high school students – assessment, counseling, referrals, and post – high school planning. (C)

3.8 Processes are in place to identify and address students/children who have special needs. (C)

3.8a Modifications in the program and facilities are made for children who have previously identified special needs. (EE)

3.9 Training, support, and ongoing professional development opportunities for guidance personnel are provided. (C)

3.10 A working relationship with parents is fostered by (1) communicating guidance services and information, (2) maintaining standards of professional confidentiality, and (3) having a written policy regarding the transfer and acceptance of credit requirements for promotion, graduation, and honors. (C)

3.11 Confidential records of students/children must be kept in a safe location, and they must be complete, organized, current, and accessible only to appropriate personnel. (C)

Student Activities

3.12 The activities program includes the following components: (1) activities that foster opportunities for both genders and that are comparable in number when possible; (2) activities that reflect the gender mix of the student population; (3) activities that are balanced among athletics, fine arts, academics, and other interest-based activities; (4) sponsors, advisors and coaches who understand and agree with the philosophy of the school and who demonstrate their background and training. (E/S)

3.13 The school provides sufficient facilities, appropriate personnel and financial support for each component of the student activities program. (E/S)

Personal Care, Support, and Advocacy for Children

3.14 The director ensures, when applicable, that daily transitions and regrouping of children are minimized through organization and staffing. (EE)

3.15 To help ensure that the individual child is cared for, bonded with, and nurtured, each group of children has one primary teacher/caregiver. (EE)

3.16 Staff members intentionally prepare and maintain an emotionally healthy environment

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that includes the following:

- Personal and peer respect - Expression of emotions with words (both positive and negative) - Predictable routines, reactions and responses - Introduction and support of conflict resolution - Immediate intervention for bullying and/or physical aggression - Introduction, development and support of social skills (friendships, manners, and other

social interactions) - Encouragement of self-competence (EE)

Narrative:

Central Christian Academy (CCA) and Central Christian Academy Preschool (CCAP) exist to assist Christian parents in their God-given role to educate and train their children. Rather than replacing the home, we strive to partner with the home and local church to educate and equip students to reach their full academic, physical, and spiritual potential in Jesus Christ.

CCA and CCAP both create a safe and loving Christian environment in which our students thrive. During the school day, our building is secure, from the outside as well as from the church side, only allowing those with security, proximity badges to enter without reason and purpose. An armed Wichita Police Officer also monitors the entire campus from 8am to 4pm. Each school entrance is monitored, using video surveillance, and all visitors are required first to register in the main office and receive a visitor’s badge prior to entering the hallways. (3.4) CCA’s current enrollment of 488 students is more than sufficient to establish the viability of the school. Three classes of Kindergarten (2 full-day & 1 combination full-day/half-day) and three classes per grade (1st-8th) allows for smaller class sizes. (3.2) The number of hours the schools are in session meets the requirements as set by the state of Kansas. (3.3)

The initial collection of student/family demographics begins with the admission application and continues in the family interview. This process allows the school to fulfill its mission and provide accountability to that mission. (3.1) In order to continue achieving excellent customer service to our families, CCA conducts both parent and student surveys to gain valuable insight and information regarding family demographics, learning processes, and operational practices. Focus Groups, consisting of parents and school administration, also annually meet to provide feedback and insight. (3.4) Parent/teacher conferences are held each fall and spring. (3.4a) Our student information system, Renweb, provides state-of-the-art communication that is accessible anytime, anywhere via the Web. This technology allows CCA & CCAP to provide two-way means of internal (administration/faculty) and external (school/parents) communication effectively. Communications include, but are not limited to, individual student grades, assignments, daily attendance record, informational emails, and instant parent alerts. (3.5) CCA’s diverse enrollment provides evidence that students of any race, color, and ethnic origin are embraced as God's children and are given all rights, privileges, and access to the school’s programs and activities available to all students. (3.6)

Guidance Services

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Academic screening is required for all incoming students. Test results provide a foundational academic benchmark for appropriate class placement. Screenings administered are the DIAL-4/Chauncey & Bruce (K) or the Kauffman Test of Educational Achievement (1st – 8th grades). CCA administers the TerraNova3 every year; it gives us the opportunity to track students' progress from kindergarten through eighth grade to ensure students are advancing academically. Testing helps our school to determine if we are adequately providing the instruction our students need for academic preparedness at the next level. It also guides the decisions made regarding textbook choices and delivery/sequence of instruction. (3.7)

CCA embraces the fact that God has created each child with unique characteristics, and we work with the classroom teachers to meet those educational needs. The Explore program assists students in K-8th grade with learning differences in reading, writing, spelling, language or math. The types of therapy are Alphabetic Phonics or Multisensory Reading and Spelling and Semple Math. While maintaining a high level of confidentiality, aid is given through remediation, classroom accommodations, teacher education, and resources for the family. (3.10) A pullout program is also offered for our advanced learners in Literature & Writing beginning in 4th grade. Excel Literature & Writing challenges students to receive accelerated instruction as well as participate in enrichment projects. A 95% or above on the reading/language portion of the Terra Nova assessment and classroom teacher recommendation qualify the student for Excel services. Additionally, students are required to maintain a "B" grade point average throughout the course. A yearly evaluation of the student's current academic standing and Terra Nova scores will be performed to confirm re enrollment for the following year. Our advanced math students are also challenged, within the classroom, receiving accelerated instruction in a higher grade-level course. (3.7, 3.8, 3.8a)

Confidential records of students are stored in a safe location on campus and the central office. These records cannot be released to any outside, non-school employee, without the written consent of the student’s parents/legal guardians. When transferring to another school, the parents/legal guardians must sign a release form authorizing the transfer of the student’s transcripts to the receiving school. In addition, transcript information is stored through Ren web, CCA’s online school management program, on a remote server. Office personnel keeps the records complete, organized, and current allowing only authorized personnel to have access. (3.10, 3.11)

Student Activities

CCA students can participate in activities that include: Service, Music, Drama and Athletics. Students have the chance to showcase their God-given talents in a variety of academic and athletic competitions. All facilities, personnel, and financial support are sufficient for the student activities programs. (3.12, 3.13)

Service

At every grade level, our students are asked to serve one another as well as participate in community service projects. Students and families can serve and participate in school

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fundraising events including the CCA Lions Pride 5K Race and Read –A-Thon.

Music

Beginning with the 5th grade, CCA students may participate in the instrumental music programs (band and strings). In 6th through 8th grades, students may audition for our performance “Honors Choir”.

Drama

CCA offers a drama performance program for 7th and 8th-grade students interested in developing drama skills, as it relates to stage directions, character development,and acting.

Academic Competitions

CCA participates in a variety of educational activities through ACSI: Spelling Bee, Speech Meet, Creative Writing Festival, Math Olympics, Math League, and Desktop Publishing. In addition to activities sponsored by ACSI, CCA competes in national geography and history bee competitions. Students receive recognition for academic achievement at the Academic Awards Night.

Fine Arts Competitions

Band and Vocal Groups compete in the Midwest Music and Fine Arts Festival as well as ACSI music competitions.

Athletics

In the upper elementary, 5th – 6th grades, students may participate in boys soccer, girls volleyball, and boys/girls basketball.

Middle school, 7th – 8th grades, students may participate in boys soccer, girls volleyball, boys/girls cross-country, boys/girls basketball, cheerleading, boys/girls track, and girls soccer.

Personal Care, Support, and Advocacy for Children

The relationship between home, the community, and Central Christian Academy Preschool cultivates ways to help ensure that our students are receiving the best care possible (3.16). In order for unification of the home and the school in its philosophy and mission we require that one parent be a Christian. Children enroll into CCAP based on their age and development. Children remain in their assigned classroom with designated teacher throughout the school year, which provides consistency and strong relationships (3.14, 3.15). Special needs of children are addressed in the initial interview with the Director. At this time, it is determined whether a child's needs can be met in our program with modifications. Assessments done by outside agencies are shared with staff, and an educational plan is created involving the parents, director, special needs coordinator and teachers involved (3.8a).

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Parents can have a close-partnered relationship with their child's teacher from the very first day of school, which starts at our Open House. This time is meant to meet the teacher, fellow classmates, and to begin the bonding between all involved. Throughout the year, parents have a daily opportunity for face-to-face contact with teachers if any needs arise. CCAP offers two parent/teacher conferences to discuss the child's current progress and development. This time is a set apart time to review the developmentally appropriate assessment tool that was used to evaluate their child's current development. (3.4a)

CCA Strengths:

1. Explore and Excel Programs meet the needs of our learning different and advanced students. (3.8)

2. State-of-the-art instant communication alerts parents/guardians through RenWeb. (3.5)3. The campus safety measures include an officer, video surveillance, and keyless security

system for personnel and middle school students.

CCAP Strengths:

1. State-of-the-art instant communication alerts parents/guardians through RenWeb. (3.5)2. The campus safety measures include an officer, video surveillance, and keyless security

system for personnel. 3. Opportunities exist for parent involvement through our “Great Race”, class parties, Field

Day Events, parent helpers in the classroom and field trips.4. The school has a good working relationship with community services. (i.e. Rainbows

United, USD #259, Heartspring) (3.8All of the CCAP staff is trained in “Love and Logic”. This training has helped staff to facilitate the children in conflict resolution, expression of their emotions, and to develop appropriate social skills. (3.16)

CCA Areas for Continuous School Improvement:

1. Develop a more extensive partnership with Central Christian Church (CCC) counseling ministry to access on-site services as needed. (3.7)

2. Increase faculty professional training to include resources and strategies for identifying at-risk behavioral and emotional issues. (3.9)

3. Develop an event specifically for 8th-grade students/families that provide them with school-specific information they need to make an informed decision about their choice of Christian high school options. (3.7)

Data/Documentation:


1. Schedules of parent/teacher conferences

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2. Student orientation programs3. List of student activities offered and qualifications of supervising staff4. Explore and Excel profile5. School/program calendar and other publications that reflect the number of hours and days

require6. Constituent surveys7. Course options sheets, curriculum overview and/or student planning guides


1. Access to online reporting of student achievement results (grades, homework, progress reports, etc.)

2. Communication examples (newsletters, website, emails, etc.)

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Standard Four: Personnel

At Central Christian Academy and Central Christian Academy Preschool all personnel are Christians. They are competent and dedicated and are well qualified for their assigned responsibilities. All personnel are committed to the written philosophy, mission, vision, and core values, and they engage in ongoing professional development that will assist in the process of continual growth in student learning and the educational course of the school/program. The administrative, instructional, and support staff are sufficient in number to provide for the effective delivery of quality education and are appropriately credentialed, degreed, trained, and qualified for their assigned duties.

Indicators:

4.1 Each staff member must be a Christian, and each must have a clear testimony of faith in Christ, reflecting the school’s/program’s code of ethics/lifestyle statement that is affirmed by the administrative team upon hiring. (C)

4.2 The leadership of the school/program ensures that staff members know and understand the ethical considerations of their respective positions. Considerations include, but are not limited to, the following:

- Confidentiality - Professionalism - Appropriate relationships with staff, parents, and children - Personal and spiritual development - Professional reading and contributions to the field - Flexibility - A Christ-like attitude

4.3 School/program personnel, including volunteers, must clearly indicate their calling to the mission of the school/program and give evidence that their relationships with its entire community are biblically based. (C)

4.4 The chief administrator/director shall report to or work directly with a governing body or committee. (C)

4.5 The K–12 chief administrator and all K–12 principals must hold an ACSI administrative certificate. (E/S)

4.5a EE Director: The director of the early education program has professional training as evidenced by having obtained, at minimum, a bachelor’s degree in early childhood education/child development (or its equivalent) from an accredited institution. The director also has a working understanding of business practices as evidenced by nine credit hours of college coursework in administration/business (or its equivalent). The coursework includes training in leadership development and supervision of adults. (EE) Refer to Appendix T.

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4.6 All K–12 teachers must hold, at minimum, a bachelor’s degree from an accredited college/university or an institution recognized by ACSI. (E/S)

4.6a EE Teachers: Early education teachers must have obtained, at minimum, an associate’s degree in early childhood education/child development from an accredited institution. (EE) Refer to Appendix T.

4.6b EE Assistant Teachers: Early education assistant teachers must have obtained, at minimum, a state/nationally recognized competency credential. (EE)

4.7 The K–12 faculty, including full-time equivalents (FTEs), must hold current ACSI

4.8 Professional development in specific subject areas and grades, as well as the philosophy of Christian school education, is ongoing and integral to the school and is aligned with specific goals and instructional programs. (C)

4.8a All staff who are responsible for the care and education of the children in the program participate annually in a minimum of twelve documented clock hours (or meet the state-mandated clock hours) of continuing education or professional development relating to topics specific to early education. (Refer to the required list of training topics in Appendix R.) The training may be provided by both internal and external qualified presenters. (EE)

4.9 Teachers, staff, and administrators receive training in technology that is appropriate to their work assignments. (C)

4.10 Procedures, instruments, and files for annual, effective, performance-based evaluation, hiring, rehiring, and separation of employment for all personnel must be organized and systematically stored. A performance assessment includes a self-evaluation component and informs a personal, professional development plan of each staff member. (C)

4.10a The director ensures that a formal evaluation of new employees takes place no later than six months into the orientation period. (EE)

4.11 The number of instructional staff and support staff is sufficient for the scope of the school/program. (C)

4.12 All personnel, including volunteers and substitutes, must have on file the appropriate screening and background checks, and qualified staff must supervise all personnel. Orientation for new staff is thorough and is conducted before new staff work with the students. (C)

4.13 The program policy provides a schedule for staff that includes appropriate breaks in the work schedule. (EE)

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Narrative:

The exceptional quality of CCA and CCAP’s staff is ensured by a comprehensive application process that includes applicants professing a commitment to their personal relationship with Jesus Christ both oral and written (4.1), a calling to serve in the ministry of Christian education (4.3), and a clear understanding of their professional responsibilities (4.2). This “vetting” process is also secured through appropriate documentation of their college transcripts demonstrating their areas of expertise and training as well as an interview process that includes members of the School Committee and staff (4.4, 4.6).

The number of staff members with professional qualifications is sufficient to provide for the efficient delivery of a quality, Christ-centered education for each program the school has to offer (4.11). All personnel files at CCA and CCAP include documentation of background checks, staff applications and qualifications, state and ACSI certifications, and written testimonies (4.5, 4.7, 4.12).

Through the interview process and annual staff evaluations, effort is made to ensure that all personnel are committed to the school’s philosophy, mission, vision and core values. In addition, professional development is planned each year with the goal in mind to enhance the school’s educational programs and student success within those programs (4.8, 4.9, 4.10).

CCA Strengths:

1. Low teacher/staff turnover (4.3)2. Good balance of experienced faculty with appropriate numbers of lesser experienced

faculty interspersed (4.6, 4.7)3. Professional, experienced leadership team including a curriculum coordinator allows for

more direct support and supervision of faculty and staff by individuals who have similar work experience (4.11)

4. Inclusion of classroom support personnel to ensure the needs of all children are being met (4.11)

CCAP Strengths:

1. Longevity of the preschool and the retention of staff members (4.3)2. Staff members are continually sought after and serve as conference leaders or speakers at

both ACSI and secular early education seminars (4.8)3. Staff devotions/prayer twice a week with opportunities for additional staff bonding

throughout the year (4.3)

CCA Areas for Continuous School Improvement:

1. Expand the new teacher orientation schedule. (4.12)

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2. Enhanced technology training that will help faculty integrate technology more effectively in the classroom (4.8)

3. Greater consistency among faculty with respect to consistent implementation of parent/student handbook procedures (4.12)

4. Raise the percentage of faculty with ACSI Standard Level certification to 90% or above (4.7)

CCAP Areas for Continuous School Improvement:

1. Ensure that CCAP lead teachers that do not currently have a state/nationally recognized competency establish a timeline to reach this goal. (4.6a)

Data/Documentation:


1. Professional development and staff orientation plans, procedures, and/or opportunities2. Classroom management plan/policy3. Forms such as applications, job descriptions4. Code of ethics statement5. Data regarding faculty and staff retention and recruitment6. Agendas/minutes of staff meetings


1. Documentation of teacher credentials, including certification, licensure, highly qualified status, baccalaureate degree, etc.

2. Schedules and teaching assignments3. Handbooks for faculty and staff4. Evaluation processes, plans, and forms for new and continuing staff5. Administrative, instructional and non-instructional staff information sheets6. Screening and background checks7. Data or reports of student disciplinary violations

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Standard Five: Instructional Program

The instructional program consists of carefully developed, thoroughly documented, and well-executed curriculum elements that include educational philosophy, school-wide outcomes, a variety of effective instructional strategies, adequate resources, and appropriate assessments that are based on research and quality practices. Well-written policies and procedures drive the curriculum of the school/program. It is sufficiently funded, collaboratively reviewed on a regular basis, and compiled using the school's mission, vision, and core values to ensure a biblical foundation for instruction. A method for assessing the effectiveness of learning outcomes is in place.

Indicators:

5.1 The curriculum guide/plan is based on biblical truth, sound educational practice, and appropriate state or national standards that inform the instructional program for each age and grade level and each program. (C)

5.2 The curriculum guide/plan includes the following components: (1) school-wide expected student outcomes, (2) an educational philosophy that includes a biblical basis for each course, and (3) mapping or scope and sequence of instruction for each subject area at each grade level (incorporating items such as time frame for each instructional unit, overall instructional goals for each course, instructional resources and textbooks, specific instructional objectives for each unit of study, instructional methods, and evaluation and assessment strategies). (C)

5.2a The director ensures that the program has developed a curriculum guide/plan that flows out of the philosophy and foundational statements and that is based on child development principles. The curriculum guide/plan includes the following:

- A written philosophy of teaching and learning - Expected student outcomes - Goals for each age group reflecting the following domains: spiritual, physical,

social/emotional, and cognitive - Building blocks to achieve the age-group goals - Sequence of focus on identified building blocks - Assessment of a child’s progress toward age-group goals - Context in which learning will occur—environment, instructional strategies, and

the daily schedule (EE)

5.3 The school/program formally evaluates the curriculum and the instructional program on a systematic basis, including the monitoring of the school/program climate to ensure that it is conducive to learning and development. (C)

5.4 The school/program uses instructional strategies, learning activities, and technology that

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are research-based and reflective of sound educational practices. (C)

5.4a Lesson plans reflect the goals of the program, and the teachers understand how each activity connects with the overall expected student outcomes (both the final result for the year and entire program). The lesson plan includes the following:

- Active learning center times for - Dramatic play - Multifaceted/open-ended art experiences - Musical experiences - Creative experiences - Building experiences - Discovery experiences - Pre-reading and pre-writing experiences - Transition activities - Modifications for children with special needs (EE)

5.4b The classroom schedule includes a balance of activities that are age appropriate in length:

- Large group (teacher directed) - Small group (teacher/child interactive and child/child interactive) - Individual choice (child-initiated) - Indoor and outdoor play opportunities - The daily schedule provides for stability and security, yet teachers are free to be

flexible in adapting the daily schedule to the group’s needs, to capitalize on children’s interests and to respond to children’s waning attention. (EE)

5.5 Instructional strategies and learning activities focus on active learning, the achievement of essential knowledge and skills, wisdom and understanding, and critical thinking skills as well as higher-order-thinking skills. (C)

Social and Emotional Component

5.5a Staff members love and respect each child and interact often with children by showing interest, warmth, consideration, and affection. Their interactions foster the social, emotional, spiritual, intellectual, and physical development of the child:

- Staff speak to children in a courteous tone. - Staff are available to individual children and are responsive to their needs. - Staff encourage an age-appropriate degree of independence in children. - Staff encourage the initiation of skill development by recognizing the work,

accomplishments, and interests of children. - The curriculum guide/plan includes opportunities to foster children’s social

competence through planned activities and purposeful daily routines; teachers and caregivers maximize these opportunities. (EE)

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Language and Literacy Components

5.5b The program provides rich receptive and expressive language experiences for all children throughout the day. (EE)

5.5c The staff engages children in activities that allow the children to do the following:

- Experience language and literacy across interest centers and across the curriculum - Listen to stories read aloud - Explore books independently - Respond to conversations about elements of the story, to predict outcomes, to retell the

sequence of the story, to connect happenings in the story with prior experiences - Develop phonological awareness (EE)

Mathematical Components

5.5d The staff engages children in experiences that allow children to do the following:

- Manipulate, name, match, describe, and sort basic geometric shapes - Explore positional concepts such as over, under, above, beside, next to, behind, in front

of - Explore numbers, their names, the correlation between numbers and quantity, and the

relationships of numbers to one another on the number line - Gain competency in rote counting and counting quantities - Use concepts of quantity - Compare and order objects in graduated order - Explore measurement concepts - Recognize and continue patterns - Sort and classify concrete objects - Compare likenesses and differences - Collect, describe, and represent information on charts and graphs (EE)

Discovery (Science) Components

5.5e The staff engages children in experiences that allow children to do the following:

- Pose questions - Perform simple investigations - Use their senses for learning about objects, events, and organisms - Describe observations - Analyze and discuss data - Connect the wonder of discoveries in the natural world with God’s role as Creator - Learn about healthful nutrition (EE)

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5.6 The school/program has a written classroom management policy that is developmentally appropriate, biblically based, implemented effectively, and communicated to the school/program community. (C)

5.6a The child guidance policies and procedures are published for parents and staff. The policies and procedures support staff in maintaining effective, orderly classrooms. Physical punishment (e.g., shaking, hitting, paddling, and withholding food) and emotional punishment (e.g., demeaning tactics and intimidation) are not allowed. The child guidance policies and procedures are consistent with the program’s Christian philosophy and are viewed as components for developing children’s social, emotional, and character development. Staff members implement the guidance policies and procedures with gentleness, consistency, and firmness. (EE)

5.7 There is a systematic program in place for the assessment of student learning and development. (C)

5.8 The school gathers, analyzes, and uses data and research in making educationally sound decisions regarding students, teachers, and the allocation of resources. (E/S)

5.9 The school uses comparison and trend data of student performance from comparable schools in evaluating the school’s effectiveness. (E/S)

5.10 Instructional materials that are adequate and appropriate for the programs offered are systematically selected and evaluated, and they are informed by appropriate input. (C)

5.10a Ample developmentally appropriate materials and equipment are provided to accomplish the following:

- Support the learning objectives of the program’s curriculum plan - Develop cognitive skills through exploration and experimentation - Develop fine motor skills through handling objects and using tools (EE)

5.11 Written policies and procedures should be in place to allocate and protect instructional time and learning opportunities and support student learning and graduation requirements. (E/S)

5.12 The school instructs teachers and students in the ethical and moral use and evaluation of materials from any source, including verification, attribution and credit, and appropriate referencing. (E/S)

Narrative:

The instructional program at Central Christian Academy is based on the idea of teaching and evaluating everything from a biblical worldview. CCA strives to provide a quality Christian education, not only for the average learner but also for those who process in a different way or at a faster pace. The Academy's rigorous academic standards align, when appropriate, with

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Common Core, state, or professional national standards. These underlying values shape the curriculum framework of the school as teachers incorporate higher level thinking skills and a variety of assessments. (5.1, 5.5) Teachers adhere to written policies and procedures designed to protect instructional time, support student learning, and meet graduation requirements (5.11).

The Academy systematically selects and evaluates instructional materials. Content and grade-level representatives review instructional materials on a regular cycle. (5.10) CurriculumTrak, an online software, is used for curriculum mapping. The curriculum guide includes expected student outcomes, biblical philosophy, and a scope and sequence for each course (5.2, 5.2a). This software allows teachers to update the curriculum guide continually with instructional strategies, learning activities, and technology resources designed to address a variety of learning styles (5.4). Lesson plans reflect the goals of the program, and the teachers understand how each activity connects with the overall expected student outcomes (5.4, 5.4a, 5.4b). Classrooms contain developmentally appropriate materials and equipment necessary to accomplish learning objectives (5.10a).

Central Christian Academy uses a variety of formative and summative assessments to guide instructional practice. Each spring, K-8 students take the Terra Nova standardized test. Data collected from the Terra Nova are used to make educational decisions regarding students, teachers, and instructional resources. The Accelerated Reader program and STAR reading assessment provide diagnostic information that guides the teacher in establishing appropriate student performance goals. (5.7, 5.8, 5.9)

Compliance with the standard of the instructional program in general is firmly met and/or exceeded at the Academy (5.3). The curriculum is based on biblical truth and is regularly being evaluated and strengthened to guide instruction in each grade and subject. Teachers are consistently growing in their understanding of learning styles, processing differences, gender different instruction, and ways to modify and accommodate instruction for a variety of learners. Preschool-early elementary instruction focuses on developing a strong foundation in language and math. In upper elementary, there are three classes per grade that allow students to be placed in language arts and/or math classes to receive instruction designed to meet their needs. In middle school, there are five math placement options. Moreover, the Explore Program provides academic therapy in math and/or language arts for students who need additional support. The Excel Program is designed to challenge and stretch academically advanced students. These approaches are firmly rooted in research, and are nationally recognized as high yield instructional strategies. Additionally, general music education, performing arts (band, strings, choir, drama), visual arts, technology (computers and video production), publications, Spanish, health, physical education, missions, library skills, culinary arts, and service leadership electives are taught at the Academy. The preschool offers pull-out science, Spanish, music, and physical education classes. These programs have produced a positive and productive atmosphere of learning school-wide. (5.4, 5.5, 5.5a, 5.5b, 5.5c, 5.5d, 5.5e)

The teachers' integrate effective use of classroom management strategies with an in-depth study and personal application of the Fruit of the Spirit (5.6, 5.6a). CCA’s faculty-developed set of student outcomes goes beyond the achievement of essential knowledge and skills and focuses on the whole child (academic, physical, spiritual, and social), according to the stated core values of

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the school and their outcomes. Furthermore, the school instructs teachers and students in the ethical and moral use and evaluation of materials (5.12).

CCA Strengths:

1. The unity of the language curriculum throughout the Academy provides a strong foundation for developing readers and writers. (5.2)

2. Technology resources include iPads, iPods, document cameras, interactive projectors, two computer labs, sound clarifying system and a laptop cart. (5.4)

3. An individual “Learning Accommodations Plan” is developed to support students with special needs by a team that may include: the parents, classroom teacher(s), therapists, a supervisor of instruction, and the Explore coordinator. (5.5)

4. Trained instructional specialists, teacher aides, and paraprofessionals are used to support instruction within the classroom as needed. (5.5)

5. An outdoor learning center is available to provide hands-on learning experiences. (5.5)6. Classroom discipline goes beyond outward behavior to teach students to become Christ

followers. (5.6)7. Addition of Orff instruments to enhance general music education and hands-on musical

experience (5.10)

CCAP Strengths:

1. Reading Readiness Curriculum – This curriculum, which is research-based, has been developed over the past ten years. It introduces children to the alphabet in a way that uses all the various learning styles and gives them a gradual progression in learning letter recognition. (5.5)

2. Handwriting Without Tears - Our program has used Handwriting Without Tears curriculum, which is also research-based, for several years. This program introduces students to beginning hand movements that are essential for writing. It also encourages students to explore and use different mediums to form letters and shapes. (5.5)

3. Separate classes for Music, PE, Spanish, and Science-The children receive in-depth instruction in these areas. (5.5)

CCA Areas of Continuous School Improvement:

1. Provide in-service training for teachers regarding emotional, social, and behavioral disorders. (5.6)

CCAP Areas of Continuous School Improvement:

1. Continue the curriculum mapping transition started in 2014. (5.2)

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Data/Documentation:

The following data are attached for review:

1. Evaluation criteria for improvement or change*2. Sample/example lesson plans*3. Instructions for alignment of lesson plans to learning expectations for students4. Agendas/minutes of grade-level and/or department meetings5. Master class schedule6. Classroom grading policy

The following data will be available on-site for the team’s review:

1. Curriculum guides/mapping and policy and procedures for formal review and revision*2. Instructional guides, including curriculum mapping and/or scope and sequence charts*3. Assessment results (standardized, formative, summative, comparative, and other)*4. Program and/or project descriptions5. Textbooks used6. Handbooks7. Student work samples

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Standard Six: Library, Media, and Technology Services

The library, media, and technology services exist to carry out the mission of the school/program by supporting the instructional program with ample and appropriate print, media, and technology resources as well as qualified staff to provide effective services to students/children, staff, and parents. A long-range plan for technology should be developed.

Indicators:

Library/Media

6.1 The school/program has an appropriate, cataloged, usable, acceptable, and balanced variety of inventoried library books, other media, and technology that support the learning objectives of the instructional program and various program divisions and that represent the Christian distinctive of the school/program. (C)

6.2 Books and other media are culturally sensitive, representing the enrolled demographic and surrounding communities. Additionally, the school’s/program’s collection includes resources that originate from the students’/children’s countries of citizenship or from the perspective of the student’s/children’s gender, race, or ethnicity. (C)

6.3 Faculty members, students, and other relevant constituents provide input into the selection of those books and materials that make up the library/media collection so that the collection supports the attainment of school-wide expected student outcomes. (C)

6.4 Library/media center staff and technology staff is qualified to provide effective service and training in research skills to students, staff, and faculty. (This indicator does not apply to stand-alone EE programs.) (C)

6.5 For the library/media center staff and technology staff, the school implements an ongoing plan for professional growth in library science, information literacy, and information technology. (This indicator does not apply to stand-alone EE programs.) (C)

6.6 The location of the library/media and technology center is convenient for access by students/children, staff, and faculty. The center is open sufficient hours to meet the needs of all constituents, and the space is large enough to accommodate both individual and group research and instruction. (This indicator does not apply to stand-alone EE programs.) (C)

6.7 Library/Media and technology are appropriately and adequately supported through the annual budget. (C)

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Technology

6.8 The school follows a technology plan that includes the following components: (This indicator does not apply to stand-alone EE programs.) (C)

- Computer literacy instruction/skills - Philosophy - School-wide goals - Demographics - Acceptable use policies - Division-level scope and sequence - Professional development plan - Future development - Acquisition, inventory, and maintenance of software and hardware

6.8a Passive media (television, DVDs, audiotapes), when used, meet the following requirements:

(This indicator applies to classes attached to a K–12 program that are for three- and four-year-olds, and it applies to before/after school programs.) (EE)

- Are appropriate to the age and the attention span - Enhance the effectiveness and the values of the program - Are previewed by the staff for overall content and age appropriateness - Serve as an occasional supplement to daily activities rather than a significant part - Include appropriate teacher involvement in introducing and following up the viewing

with questions and activities that elicit children's active participation.

6.8b The program includes computers for children's use, program guidelines have been developed for classroom use to ensure children's active involvement. Guidelines address strategies to ensure interactive participation and consider the needs of the young learner. (This indicator applies to classes attached to a K–12 program that are for three- and four-year-olds, and it applies to before/after school programs.) (EE)

Narrative:

The library, media, and technology program at Central Christian Academy (CCA) is based on the approach that proficiency in these three areas is vital to the spiritual and academic growth of our students. The use of these services by students at CCA support the mission and purpose of the school - “Partnering with the Christian home and local church to educate and to equip students to reach their full academic, physical, and spiritual potential in Jesus Christ.”

In order to meet the required elements of Standard Six, CCA presently has approximately 19,000 catalogued items in its collection including: state and local histories, international resources, biographies including missionary stories impacting the world for Christ, and both print and non-print items that support the instructional program (6.1). The library is centrally located for convenience and teachers have admittance to the database via an online system accessible from

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any Internet-ready device (6.6). Central Christian Academy houses two stationary computer labs, one 24-seat lab centrally located and one 20-seat lab in the Middle School building, for teacher and student use. Coupled with that, a mobile laptop cart, iPod Cart, and iPad Cart are available for teacher checkout and use in classrooms (6.6). In addition, with administrative permission students are allowed to bring in e-reader devices in place of printed reading materials. Each faculty member recieves a personal laptop computer for classroom use. All classrooms are equipped with projectors. Each Kindergarten through 8th-grade classroom teaching team has a document camera(s) for use with computer and projector.

The annual budget supports the ongoing need to update and replace library materials by providing $3,000 for books and $750 for supplies. Monies appropriated for technology instruction and support is sufficient to meet the yearly needs. Annual fundraising and donations supplement the library technology programs (6.7). In the fall of 2013, an endowment fund was developed also to supplement the Technology/Library funds. Teachers, parents, and students make suggestions for selection of materials and guidelines that are in place to uphold a Biblical worldview (6.3). The librarian and technology coordinator use online resources for professional development such as the Con-Nexus/ACSI website and other professional webinars. The technology coordinator attends technology conferences throughout the year, as needed. The librarian also communicates with various librarians and schools for continued school growth (6.4, 6.5). Individually and corporately, CCA staff is continually trained on software additions and updates as well as curriculum enhancement for their individual grade assignments (6.5).

The CCA technology plan encompasses a variety of experiences for our students. Beginning in Kindergarten, our students are taught technology on a once a week, pullout basis that extends on through sixth grade. Teachers have the option to check out mobile devices for their classrooms to enhance lessons. Technology for middle school students is integrated throughout the curriculum, and a technology focus class is required for every student. The technology philosophy drives the technology curriculum and school-wide goals. All students from every demographic group have equal access to the technology resources at CCA (6.2). Acceptable use policies and Internet and photo permission forms are viewed/signed by parents/guardians and signed by all students accessing the network with a user account (6.8). The technology curriculum follows the CCA grade level standards and benchmarks. In-house professional development is available through our technology coordinator (6.5). There are plans for the future development of the technology program. The technology coordinator manages the acquisition, inventory, and maintenance of software and hardware programs.

The library, media, and technology program at Central Christian Academy Preschool (CCAP) does not have a library on site but has access to the Academy's library. The use of passive media is rare in the curriculum, but when it is, it is only used to enhance a particular unit. The CCAP Director approves media for classroom use. During BASE (before/after school care), media occasionally replaces outdoor play during inclement weather. (6.8a)

CCA Strengths:

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1. Abundance of print and non-print resources available to faculty and students (6.1)2. In addition to the operating budget, library, media, and technology resources are funded

by generous contributions and fundraising efforts for the Library and Technology. (6.7)3. Building-wide wireless/wired networking (6.4)4. Full-time library and technology specialists support faculty and students. (6.4)5. Library volunteers are trained to assist managing circulation procedures. (6.4)6. Technology assistance program for students with special learning needs (6.2)7. Advanced software and hardware programs enhance network/Internet access for faculty

and students, enable parent access, and foster parent communication (6.1)(i.e. Renweb® School Information System, EOS® Library Software, Renaissance Place® software: Accelerated Reader® and STAR® Reading Assessment, Learning Ally)

CCAP Strengths:

1. Teachers at CCAP have an abundance of age-appropriate books for each classroom and can add books throughout the year. (6.1)

2. Lead teachers have a laptop computer for lesson plans and communication with parents and the director. (6.7)


1. Add additional staff/resources to support the library/media center and technology services (6.5)

2. Update mobile devices for classroom use. (6.5)3. Develop sustainable fundraising to support the library/media center. (6.7)

CCAP Areas of Continuous School Improvement:

1. Implement the use of SMART boards in specified CCAP classrooms. (6.8b)

Data/documentation:


1. Policy for using the library2. Formal process for faculty input on the selection of materials3. Guidelines for computers/networks/Internet and other online services usage policy4. Inventory of instructional media equipment


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1. Budget allocation system2. Instructional technology and media services plan3. Evidence of trained personnel4. Comprehensive library materials collection5. Circulation data for media materials

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Standard Seven: Crisis Planning, Safety, Health, and Food/Nutrition Services

The entire campus is a safe, healthy, and nurturing environment for teaching and learning. Well-written policies and procedures are in place to ensure the health of the students/children—emotionally, physically, spiritually, and academically. Safety procedures are clear and well documented. Food services policies and nutritional information are clearly articulated and posted if food is served on the premises. A well-developed crisis plan is in place, and the faculty and staff have been trained appropriately to handle various emergency situations. Regular drills and practices occur to assist in preparation for crisis events.

Indicators:

Crisis Planning

7.1 A written security and crisis management plan has been developed and implemented, and it provides appropriate training for all staff and students. (C)

7.2 The school/program communicates with legal authorities (i.e., the fire department, police department, and other applicable agencies), parents, media, and community members when a crisis or a major incident occurs. (C)

Safety and Health

7.3 The school/program complies with applicable local, state, and federal laws regarding safety and health issues. (C)

7.4 Children in attendance are in compliance with the requirements of civil authorities regarding immunizations, physical examinations, and communicable diseases. Records of health services rendered to students (including accidents and injuries) are appropriately noted and filed. (C)

7.5 Written policies and procedures for all areas of health and safety services have been developed. (C)

7.5a The early education center has specific written policies that guide the consistent implementation of the following:

Illness Management and Prevention - Hand washing guidelines - Attendance policies for ill and injured children

- Communication to inform parents/guardians about an illness or injury and to gain consent for care

- Access to an isolation area

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Staff Training and Responsibilities

- First aid certification, which includes management of blocked airways and rescue breathing for infants and children

- Response to medical and dental emergencies- Universal and standard precautions

- Special health concerns - Medication administration - Child supervision

- Field trip procedures (supervision, transportation, continuous count) (EE)

7.6 The school/program complies with its legal reporting responsibilities in cases of alleged child abuse, neglect, or other areas in which reporting is mandated. (C)

Food/Nutrition Services

7.7 The school/program complies with local, state, and federal regulations regarding preparation, delivery, handling, and storage of food. (C)

7.8 The school/program provides a suitable space for the staff and student eating area. (C)

7.9 Nutritional standards for meals and snacks have been established. (C)

7.9a The early education center addresses children’s needs and nutrition in the following ways:

Programming Components- Tables and chairs used for mealtimes/snack times are appropriate for the sizes of the children.

- The children are encouraged to serve themselves and assist with cleanup, within age- appropriate ability levels.

- Adults sit with children during mealtimes.- Drinking water is always available to each child and is served in a safe and sanitary

manner.

Nutritional Components - Meals and/or snacks meet children’s nutritional needs and timeline specifications that

are based on standard practices. - Meals and/or snacks that may cause a risk of choking are not given to children under

four years of age. - Menus reflect menu pattern requirements published by the USDA Child and Adult Care

Food Program. - Parents have access to written menus that meet nutritional guidelines. - Sample menus for healthful lunches are distributed to parents of

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students/children who bring lunch to school.

- Staff are educated in food allergies, and they take precautions to ensure that children are protected. (EE)

Narrative:

A well-developed crisis management plan is in place and continues to be enhanced for the purpose of maximizing efficiencies in the areas of prevention, preparedness, response, and recovery. Faculty and Staff conduct drills and practice their assignments on a regular basis and work to maintain a culture of awareness. The facility has a written plan for communicating with legal authorities, parents, media, and community members in times of crisis or emergency. Additionally, agreements with outside entities are secured to meet potential evacuation needs. (7.1, 7.2)

Risk Management Safety and Health procedures are appropriately implemented and monitored for all Faculty and Staff. The school complies with applicable local, state, and federal laws and recommendations regarding safety and health issues. The school has specific written policies that guide the consistent implementation of illness management and prevention. All staff members hold current certification in first aid, airway management, and CPR. Staff members are alerted to special health conditions of children and are equipped to handle such concerns. (7.3, 7.4, 7.5, 7.5a, 7.6)

Food service policies and nutritional information are clearly posted in service areas, and articulated through professional food service personnel. There is a clean and spacious environment for staff and student meals. Training is conducted with staff and students to develop a community of awareness/protection, for students with food allergies. The school has forms in place to accommodate students with food allergies and/or disabilities. (7.7, 7.8, 7.9, 7.9a)

Strengths:

The (EAP) Emergency Action Plan is updated regularly (7.1) The Risk Management Plan-Update as needed (7.5) Increased frequency of Intruder exercise with WPD, Faculty and Students (7.1, 7.2)

o Added A.L.I.C.E. training.o Re-designed Emergency Threat Code Process

EAP-Security team (WPD) officer on site (7.3) The Electronic Security System (Interior/Exterior doors added; entries 6-12) (7.3) Increased Monitor system of doors (7.3) Third AED on site (7.3)

Continuous Improvement:

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Continue development of the EAP procedures/continuous updates (i.e.: Ebola, Earthquake). (7.1)

Add bomb threat training as part of EAP protocol. (7.3) Continue to add proximity readers/cameras for interior and exterior doors where needed.

(7.3) Continue development of a RISK Management job description to be added to the EAP.

(7.3)

Data/Documentation:


Building evacuation plan Schedules and documentation of required drills (e.g., fire or earthquake or Intruder) Health policies, procedures, and guidelines–P/S handbook pg. 46; P/S handbook pg.12-

CCAP Child Abuse & Bullying reporting procedures and policy- P/P #3058 CCS, P/S handbook

pg. 49-53 Field trip policies, procedures, forms P/S handbook pg. 30-CCA; P/S handbook pg.12-

CCAP Copies of recent menus for meals/snacks (EE) – Copies of School Menu Any other documentation to verify compliance with this standard


Crisis management and emergency plans Food services guidelines and inspection reports, if applicable Student and faculty health files Documentation showing compliance with local, state, federal, or provincial regulations

when appropriate Sample health forms and immunization records Copies of first aid certification

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Standard Eight: Facilities, Environment, and Transportation

Facilities—made up of the grounds, all buildings, and equipment—provide a safe, well-maintained physical environment that support optimal student development and academic growth. The school/program facilities (buildings and grounds) are appropriate in size, furnishings, and space to meet the stated philosophy, mission, and vision. Transportation guidelines for the staff and the students/children are developed, and written policies and procedures are in place.

Indicators:

8.1 Required local, state, provincial, and federal legal standards for fire protection, sanitation, and transportation are met when applicable. (C)

8.2 The school/program maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly. (C)

8.2a The administrative team provides these components in the early education environment:

- Sufficient lighting (including natural light within the classroom) - Good ventilation - A comfortable temperature - A smoke-free environment

The maintenance plan addresses the following:

- Daily/regular routines—cleaning classrooms, sanitizing toys, cleaning equipment and bathrooms, removing trash

- Scheduled routines—cleaning for every component of the facility - Mold and offensive odors

- Inspection and correction of potential hazards - Response to the needs of those with environmental allergies

- Removal of insects, rodents, and unwanted/poisonous vegetation - Storage of chemicals and potentially dangerous products - Installation and inspection of fire extinguishers, fire alarms, carbon

monoxide detectors, and smoke detectors (EE)

8.3 The facilities are suitable for the size of the school/program; they are well maintained, enhancing quality instruction for the students/children. (C)

8.3a Sinks and toilets are readily accessible to children. (EE)

8.4 The recreation area/playground, common areas, and athletic areas are safe and are large enough for the number of students/ children. (C)

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8.4a The playground supports the developmental growth of children within a context of safety. The program has addressed the needs of children and the priority of safety through the following:

- Encouraging teachers to view the playground as an extension of the classroom - Providing varied and sufficient equipment (including loose parts) - Enhancing the playground with natural elements

- Including these safety measures: fencing, a balance of sun and shade - Ensuring that cushioning materials are provided that meet state and/or national

playground safety standards (type and depth) - Providing 75 square feet per child (for those on the playground at any given time) - Assigning individuals the responsibility to monitor, maintain, and inspect the

playground and the equipment - Creating guidelines for extreme weather and air quality advisories (EE)

8.5 A written facilities plan is in place to address future programs, enrollment changes, staff needs, facility needs, and technical needs, as well as future capital improvements. (C)

8.6 Vehicles and drivers used to transport students for any school/program activities follow the school’s/program’s policies as well as any government and insurance regulations that are appropriate. (C)

8.7 Written transportation rules and regulations, as well as adequate training for students, are provided. (C)

8.8 Adequate liability insurance, vehicle insurance, and property insurance are in place. (C)

8.9 Written policies and procedures are in place for routine safety inspections, service, and repair of school-owned vehicles and for reporting vehicle accidents—including communication with the parents, the media, and the constituency. (C)

Narrative:

Central Christian Church, the sponsoring church for the school, employs a Facilities Operations Director to oversee the security, safety, and emergency management planning of the entire facility. Safety issues are reported to the Executive Pastor of Business and the Review Board once a week, or as needed, to determine the course of action to be taken regarding each issue. The Facilities Operations Department conducts daily, weekly, monthly, quarterly, semi-annually, bi-annually and annual inspections for safety concerns. When a safety issue is addressed, the project is scheduled, executed, and follow-up is done. When the project is complete, it is then reported to the Executive Pastor of Business and the Headmaster of the Academy. (8.1, 8.2)

The facilities are of sufficient size for the instructional program and are well maintained by a competent maintenance staff and groundskeeper. The CCAP staff routinely sanitizes classroom equipment and supplies (8.2a). The church has recently added a 22,000 square foot youth facility, further enhancing the instructional program (8.3). Additionally, the preschool has

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individual child-size restroom facilities in four rooms and sinks in two rooms with access to shared restroom facilities with CCA (8.3a).

Central Christian Academy has a full-sized soccer field, playground area, and gymnasium to provide adequate space for physical activities, sporting events, recess activities, and physical education classes (8.4). Children play outside, weather permitting, everyday. The school monitors weather and will not allow the children to go out with a wind-chill of 15 degrees or less and a heat index of more than 95 degrees, during an electrical storm, or any other time that we feel the children's safety is compromised (8.4a).

Every two years, the school staff receive training in CPR and First Aid. In addition, they are trained in the ALICE (Alert, Lock Down, Inform, Counter, and Evacuate) intruder safety program, which is administered by the Wichita Police Department. All recess and playground equipment is well maintained and inspected monthly, and concerns are forwarded to the Headmaster of the school. The facilities and grounds at the Academy are well kept. The classrooms are of appropriate size and well-lit, allowing for an optimal learning environment. (8.3)

The church and school have developed a long-range plan for future expansion and facility to accommodate future growth in enrollment. (8.5)

The Academy uses a school bus and an activity bus to transport students to field trips, athletic events, and special events. All standards for transportation safety are on file in the school office and are upheld by each driver. Policies are in place to ensure that all state rules and regulations are being upheld (8.7). Each driver is state licensed to drive a bus in order to transport students. The busses are annually inspected by the Kansas Department of Transportation, and a Defensive Driving Course is required of all drivers. Insurance policies are in place for each vehicle that the church and school operates. All vehicles are routinely inspected to ensure the safety of passengers, and an accident reporting policy is in place. In addition, the CCA/CCAP Parent/Student Handbooks have a policy for private vehicles transporting students. (8.6, 8.8, and 8.9)

CCA Strengths:

Excellent facilities are providing a positive learning environment. (8.3) Facilities Operations Director overseeing every aspect of the building and grounds (8.2) Well-trained staff to ensure the safety of each student throughout the day (8.2) Two buses to provide transportation of students to activities and to and from school.

(8.2) Addition of an Outdoor Learning Center with greenhouse and raised garden beds (8.3)

CCAP Strengths:

CCAP provides two fenced-in playgrounds that are updated on a regular basis and meet or exceed state regulations. (8.4a)

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We have completed our "Outdoor Learning Garden" that is located directly adjacent to our playgrounds. (8.3)

CCA Areas for Improvement:

Repaint the outside of all Academy buildings. (8.3) Future consideration should be taken to install windows in all classrooms. (8.2) Install an intercom system to all rooms occupied by students and staff. (8.2) Instruct all students on safety procedures before riding the bus. (8.7) Reevaluate the facilities plan regarding classroom locations. (8.2)

CCAP Areas for Improvement:

Obtain a separate storage room with a sufficient workspace for CCAP staff. (8.3)

Data/Documentation:


Transportation policy/plan Master site plan Asset Accident Reporting Form Transportation Asset Maintenance Schedule Summary Annual Vehicle Inspection Report (2014)


Written process describing how facilities are regularly inspected and maintained and data demonstrating the quality of these processes

Long-range facility plans (including plans for continual updating of facilities) Documentation showing compliance with all local, state, federal, or provincial

regulations, when appropriate Evidence of insurance Environmental studies

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Standard Nine: Character, Values, and Spiritual Development of Students/Children

The school/program shall provide for spiritual nurture and discipleship of its students/children. The spiritual nurturing and discipleship should be planned, intentional, and systematic in implementation. Instruction in Bible is foundational to developing a biblical worldview, but it must be supplemented by mentoring and discipleship experiences. Children and students have opportunities to serve others and develop a Christ-like attitude toward the poor, needy, and vulnerable. Spiritual formation assessment is part of the ongoing life of the school/program.

Indicators:

9.1 Expected student outcomes include character development, acquisition of Christian values, and spiritual formation. (C)

9.2 Respect, compassion, and caring for self and all others are taught and demonstrated in alignment with biblical teachings. (C)

9.3 Large- and small-group experiences follow a scheduled and planned sequence of spiritual formation, character development, discipleship, and instilment of Christian values. (C)

9.4 Disciplines of the Christian life (e.g., Bible reading, prayer, Bible memorization, Bible study, devotional reading) are modeled by staff, taught to students, and scheduled or systematically practiced. (C)

9.5 Ethical and moral behaviors based on biblical character and values are routinely taught and modeled by the staff, learned and displayed by the students, and implemented throughout the organization. (C)

9.5a Staff-child interactions reflect the attitude of Christ toward children. Staff is accessible, warm, sensitive, attuned, attentive, responsive, and engaged. Communication is unhurried and tailored to the individual needs, aptitudes, and temperaments of the children. (EE)

9.6 Application of both a biblical worldview and a “Great Commission” perspective of the world is evident, in a natural and unforced manner, in the entire curriculum and the activities of the school. (C)

9.7 Age-appropriate opportunities for service, missions, and personal growth are integral to schools/programs. (C)

Narrative:

The faculty, in partnership with the Christian home and local church, strives to build relationships with students, to instill biblical principles, and to develop godly character in all educational disciplines (9.1). The Bible is recognized as the written, revealed Word of God and

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is our standard for all truth. Our goal is for each student to know and understand God as a loving and holy Creator, to know the consequences of personal sin, and to recognize the need for forgiveness through a Savior. We then want each student to enter into a reconciled, eternal relationship with God the Father and the Holy Spirit through His Son, Jesus Christ.

Faculty teach that the fear of the Lord is the beginning of knowledge and that those without forgiveness of sin through Jesus should fear death, hell, and eternal separation from God; those who have received Jesus Christ should live a life of obedience (9.1).

The programs provide an environment that contributes to the spiritual growth and discipleship of students. The students are taught to walk in the Truth by abiding in Him. As students allow God to apply His Word to their hearts, they begin to grow in a manner that others come to know Jesus (9.5).

In-depth Bible lessons on doctrine and application are taught from the Old and New Testaments. We believe these lessons lead students in the development of a strong Christian Worldview and a proper understanding of the Great Commission (9.6). Opportunities for growth and application include daily praise, prayer, Scripture memorization, shared experiences, and stories (9.3, 9.5a). We also provide opportunities for servant leadership, accountability partners, mentoring, personal quiet time, small group Bible study, and fellowship opportunities (9.4, 9.5a). We do this through school-wide and grade-level service projects, mission emphases, and chapel programs (9.2, 9.3, 9.7). For our fifth through eighth-grade students, we provide retreat opportunities focusing on spiritual and personal growth and building relationships among students, teachers, and parents (9.3, 9.5a 9.7).

The Spiritual Emphasis Committee plans and implements the following activities to enhance service, missions, and personal growth: school-wide prayer breakfast, mission emphasis month, and chapel speakers (9.3, 9.6, 9.7).

Instruction in Bible is foundational to developing a Christian Worldview, teaching students to think critically and to see the world through God’s eyes while preparing them to meet the challenges in a secular society (9.6). While Biblical Truth is paramount to our programs, equally important is the modeling of a Christian lifestyle for students and their families on a consistent basis (9.5). As students grow in their relationship with Jesus Christ and others, we mentor and partner with them to live life as Christ followers--equipped with His Word and empowered by the Holy Spirit (9.1).

CCA Strengths:

Partnering with the Christian home and local church provides continuity among the school, the church, and the home in instilling Christian values (9.5)

Student discipleship, training, and mentoring (9.3) Developing and maintaining a Christian worldview (9.6)

CCAP Strengths:

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New age-appropriate Bible curriculum that applies life applications (including musical enrichment) (9.6)

Mission projects: Collection for the Philippines, pillows for His Helping Hands, Angel Tree adoption (9.7)


Foster peer mentoring across all grade levels. (9.7) Implement of student-driven mission/community projects. (9.7)

Data/Documentation:

The following samples are provided for review:

Expected student outcomes Chapel schedules Community service schedules

The following documentation are provided for review:

Handbooks Guidelines and policies Discipleship opportunities Surveys Publications

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Standard Ten: Continuous School Improvement

The school/program shall develop and annually update a Continuous School Improvement Plan (CSIP) that includes specific long-range and short-range goals and plans; strategies for reaching these goals; and assessment, analysis, and reporting procedures to determine whether the goals have been achieved. This plan must have significant focus on how it will promote quality, effective learning for all students/children; organizational growth; and accomplishment of the school-wide learning goals that are based on the philosophy, mission, vision, and core values.

Narrative:

CCA and CCAP have identified 34 areas for improvement through the completion of our Self Study this accreditation cycle. Those 34 areas are divided up among all nine ACSI Standards listed under the REACH protocol.

Over the course of the next five years, all 34 improvement areas, along with any noted by the visiting team this April, will be incorporated into the school’s CSIP, along with an implementation and accountability system for monitoring the accomplishment of the action plan.

Each spring, the school’s leadership team will file an update on the progress of its CSIP, as part of the school’s annual accreditation report. The goal will be to have begun and or fully implemented each component of the CSIP prior to the expiration of the next five-year accreditation cycle.

Strengths:

A written CSIP that is annually reported on in the schools’ annual accreditation report that addressed all major recommendations from the previous accreditation team report

Development of a CSIP that includes all nine steps of the implementation and accountability system for monitoring accomplishment of the action plan, for each section.

Data/Documentation:

Written school improvement plan and process School/program profile information Inclusion of team report major recommendations from the accreditation visit A plan that includes components that provide specific goals, a set of appropriate

assessments, a set of interventions expected to cause student growth to occur, and a plan for ensuring that the staff have the skills to implement the plan

Student performance and achievement data A school improvement plan that focuses on increased student achievement Agendas/minutes of meetings regarding school improvement activities and results

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Communications to constituency regarding school improvement activities and results

Areas of Continuous Improvement Chart (Included as an Appendix)

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Documents

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