S G Christian School
Accreditation
Accreditation Self Study
Dear School Community,
Our administration, faculty, staff, students and representative parents have been involved in the self-study of our campus, preparing for our Accreditation Renewal in March 2010. I am delighted to be able to share this document with you. Please look through the following ten sections of the self-study. We are very excited about the continued growth in excellence at San Gabriel Christian School.
By the grace given to me,
Mrs. Jan Van Spronsen, Principal
San Gabriel Christian School
ACCREDITATION SELF-STUDY
Standard One – Philosophy and Foundations
San Gabriel Christian School has a well-developed philosophy, mission, and core value statements. These are regularly reviewed by the school board and faculty and communicated to the school community in planned and systematic ways. The philosophy, mission and value statements drive decision-making in the school community as it regularly assesses the impact of a change in light of the school’s stated mission. Feedback received from parent focus groups indicates that the mission, vision and goals of the school are highly valued by the community and that they feel the school is highly effective in meeting its mandate.
The school communicates with its constituents through varied means. All families receive copies of the official documents as a part of the parent handbook. In addition the philosophy, vision and core value statements are communicated during tours for new families, new parent orientations, and Back-To-School events in both written and oral forms. The strong support that the school enjoys from its constituency is evidence that there is understanding of the school philosophy.
The school has a clear written statement of faith that is given to all families. As an evangelistic Christian School, we do not require families to adhere to these statements but we do require that their child fully participate in the school program that embodies the statement of faith. Board members receive training with regards to all aspects of the school program including its philosophy, mission, vision, core values and statement of faith. Each board member signs a statement affirming their commitment to the statement of faith.
The school’s philosophy is a driving force behind the decision-making processes of the school. Curriculum, parent involvement programs, co-curricular activities, budget planning, and facilities discussions all center around the need to further the implementation of the school’s philosophy, goals and values. Specific examples of this approach are seen in the current work being done to rewrite the Bible curriculum in a way that more fully emphasizes the focus of our philosophy on teaching the Word of God in a way that reflects the glory and work of God as well as the changes made to our parent involvement program which better allows us to engage parents in the life of the school. The School Improvement Plan is also developed in light of what will further the school philosophy, goals and mission.
All staff members demonstrate a distinctly Christian commitment to the development of the whole child—spiritually, intellectually, physically, emotionally, and socially. These areas are captured in our school goal statements that were developed by the faculty and are regularly reviewed to determine their effectiveness. Research based planning is used to aid in developing and implementing programs that will further student growth in all areas. There is a strong commitment from the school faculty and staff to work to help each child grow as he was created to grow.
Standard Two – Governance and Administrative Leadership
The school board has a solid understanding of and commitment to the school's mission. The board includes a cross section of stakeholders, being comprised of church leadership, school administration, and parents, and consisting of both members and non-members of the sponsoring church. Ongoing training is built into the framework of the governing board. New school board members are supported and mentored by returning members. Clearly defined areas of responsibility result in the school board involving itself in the global, philosophical and visionary areas to which it is tasked, rather than the daily operations that have been delegated to the administrators. A spiritual focus saturates the board meetings, with the first block of every meeting spent in prayer and the discussing of either a Scripture text or theology of ministry book. A distinctive of the board is its commitment to consensus decision-making. This model has been implemented across all campus ministries––both church and school––for well over a decade, and has resulted in a unity and decision ownership that is deep and Christ-honoring.
Proven, effective policies are captured in written form, providing direction for all areas of the school's ministry. These are regularly reviewed and revised. The school's philosophy and educational objectives are provided annually to all parents in printed handbook materials. In addition, they are specifically highlighted during the School Board presentation made to the entire parent community at Back-To-School Night each September. At that time, additional copies are made available, and parent input is explicitly sought.
The school is financially strong, as it has been for many years. Finances are handled transparently and with integrity. Monthly, quarterly and annual financial reviews are provided through an outside consultant. The budgeting process receives input from all appropriate stakeholders. An effective series of communication–and checks and balances–has been realized in the budgeting process through the formal interaction between school finance committee, school board, church finance committee, and church elder board. Budgets and annual reports are publicly posted. The school operates in the black, and enjoys financial reserves, even though the tuition rates are lower than many private schools in the area. Monies from annual net gains are regularly poured back into additional program development. The faculty senses that financial resources are indeed available to meet their classroom needs.
Financial compensation is such that both teacher retention and teacher longevity levels are extraordinary and constitute a distinctive of the school. In addition to salary and formal benefits, the faculty receives extensive staff development support, and has an available forgivable loan program for those wishing to pursue additional professional studies.
Standard Three – Home and Community Relations and Student Services
San Gabriel Christian School has a long track record of working to create a sense of community among its diverse members. Communication is always being evaluated for its effectiveness in drawing in our parents, students and faculty, as well as reaching out to our community. The school collects data yearly regarding the ethnic diversity on the campus and has used the information to improve our working relationship with various parts of our community. When it was found that many of our first generation Asian families had difficulty knowing how to be a part of the school, we revised our parent involvement program to provide smaller, non-threatening forms of involvement and looked for language speakers who could help to reach out and connect with these families. Our demographic assessments have also provided us with information that has been helpful in curriculum development as we seek to reach a wide variety of needs. Use of this information is seen in our extension of the math program to provide for higher levels of math opportunities for students and in a greater focus on vocabulary development at all levels. These uses of the demographic information has had a positive impact on the ability of the school to continue to reach into our community with a high quality education that seeks to lead students to Jesus Christ.
Enrollment at SGCS has been above 600 students in our K-8 program for the majority of its 60 years. This provides for a viable school program that is able to support strong academic programs as well as co-curricular programs. The overall instructional minutes fully comply with state regulations. In addition the school offers numerous extended field trips, extended day programs, and summer school for students that further enrich the educational program.
The input of our school community is important to us. Mid-way through their ninth grade year, surveys are sent to students/families who have graduated from SGCS to help us assess their readiness for a high school program, as well as where they are spiritually. Families that choose to leave SGCS are also given an exit survey so that information can be gathered regarding their experience and ways we can learn from them. The school community is given opportunity to provide input through surveys that focus on specific areas of the school program. This input has served the school well and has resulted in improvement of the program and operational practices in areas such as writing development, math approaches, and communication with new families.
The school seeks to communicate with families in multi-dimensional ways. Parents interested in the school are given private tours by the principal or assistant principal in order to be able to speak more specifically to their interests and concerns. New families are given the opportunity to participate in an evening of orientation that is designed just for them. All families receive their own accounts in Edline, the school communication system. Here they are also able to receive specific information regarding their child’s progress as well as weekly updates of important information, hot lunch menus, upcoming events, and school news. In addition to this families receive the ‘Bulldog Bulletin’ weekly through their child. The Volunteers in Partnership program also communicates regularly through these means and parents are given opportunities to provide feedback.
Parents are given regular opportunities to talk with their child’s teacher regarding their progress, and the administration is always available for additional support. All families must meet face to face with their child’s teacher after the 1st quarter to discuss their child’s progress and goals for the year. After this time, parents or teachers can request additional conferences as needed. Families are provided with information regarding special services available to them through these opportunities as well as through parent orientation meetings.
Student records are confidential and located in a fireproof location. Office personnel and faculty that are responsible for keeping the records are trained regarding their confidentiality. Processes are in place to ensure that records are accessed by those who have a right to view them. Psychological files are kept in a separate location.
San Gabriel Christian School’s non-discrimination policy is documented in the school’s Faculty and Parent Handbooks and published yearly in the paper as required by law. The policy of non-discrimination is evident in the various activities held annually in different grade levels such as the International Day Festival, Grandparents’ Day, and Chinese New Year Celebration. Students are encouraged to explore their own ethnic backgrounds through various learning opportunities in the classroom. The school also addresses issues of discrimination as they occur between students and seeks to provide a model of a biblical standard of love for all those created in the image of God.
Designated guidance personnel within the administration and faculty provide specialized services that meet the needs of individual students. Staff is given specific guidelines for addressing student needs that work through seeking to address the problem with the student and family, seeking help from colleagues, referring the student for a student study team, and referral to outside sources for additional input. Teachers and administration have regular contact with professionals outside of the school who assist with various students. Students with special needs are able to receive individualized services through the school’s Resource Room. SAT testing is done yearly with students in grades 1-8 and the results are used to inform educational practices in the school. Families and students in our junior high program are provided with information regarding high school options, opportunities to attend high school fairs, and are able to make a school sponsored visit to our local Christian high school.
Staff development is a high priority for the school. In addition to the NCLB funds that are made available through the school district, the school also adds an addition 20-25,000 in funds to support teacher growth. All faculty attend the ACSI convention. Staff is sent yearly to the math and science conferences and all staff have the opportunity to attend outside conferences that support growth in targeted areas each year. In addition to these means of faculty training support, training is also done on campus through special presenters that are brought in and through the faculty teaching each other in formal and informal settings.
The school offers numerous and varied student activities. Sports opportunities for girls and boys are well balanced. Arts (music and art) activities are provided in both the academic and co-curricular settings of the school. The extended day program gives students opportunities to explore additional languages, learn skills such as sewing, knitting and woodworking, as well as physical activities, chess and science-based learning. Our coaches are trained in the philosophy of the school and demonstrate it in daily activities. Outside presenters are screened to be sure that they meet the school’s expectations and philosophy as well. Financial resources for all student activities are well planned and supported in the school budget.
Standard Four – Personnel
The San Gabriel Christian School Objective Statement says:
San Gabriel Christian School exists to extend the ministry of San Gabriel Union Church into the community by offering the highest quality education in an environment that encourages the development of committed followers of Jesus Christ.
The school’s philosophy of education states that:
Christian education depends upon modeling by teachers led by the Holy Spirit, and not solely on educational methodologies. To this end we:
Ensure that every staff member is a growing, mature Christian that models and clearly teaches God’s Truth.
Encourage and support continual formal and informal spiritual and professional development of teachers.
Involve teachers in the ongoing evaluation and development of the school’s programs.
Included in the school’s vision statements is the desire to:
Offer a well-rounded academic program with an emphasis on Scriptural integration, and create a Christ-centered, engaging, dynamic, and interactive learning environment.
The objective of encouraging the development of committed followers of Jesus Christ is seen in every aspect of the school curriculum and programs. In specific reference to the staff, this is seen in the school’s commitment to hiring staff that are born-again Christians, committed to their local church, and displaying a commitment to the Word of God. This commitment shows through in their calling to teach and their desire to share with others the importance of following Jesus Christ. This commitment is also ensured through staff training and clear expectation for ethical and professional conduct.
The goals of the school program are Biblically based and staff has clearly indicated a calling to the school’s vision of ministry. The school’s philosophy of Christian education is presented at staff orientation, in-service and staff meetings. The staff’s understanding of the Christian philosophy of education is seen in lesson objectives and plans which integrate Biblical truth, in discussions with students, in discipline policies and implementation of these policies, in the design and application of our school goals, and in the desire seen in our staff to serve the Lord in a Christian school in which Biblical truths are emphasized in every aspect of the curriculum, policies, and procedures. The school’s volunteer program is purposeful in its desire for evangelism to reach all our population with the Gospel of Jesus Christ. Therefore, we include in our volunteer program those to whom we are called to minister.
The school’s administrators have a strong relationship with the school board, which is evidenced through solid communication, clearly defined roles, and input into school board policy and procedures. Professional development is given high priority and is considered an essential part of the growth of the teaching staff. In addition to ACSI Convention and staff development days, each year the teaching staff is given the opportunity to attend workshop(s) to enhance their classroom curriculum, keep them current on teaching strategies, encourage them in their spiritual growth, and challenge them in their profession.
The school’s philosophy is evidenced in the commitment of the school to the support and development of its personnel. The quality of education is an outcome of the quality of the teaching staff. San Gabriel Christian School is committed to furthering the education and professional development of its teaching staff, which in turn, enhances the quality of education offered to its students. This training encompasses a variety of curricular areas, with a particular emphasis on technology and its application in the classroom. As staff is growing professionally, they are better able to meet the academic, spiritual, and social needs of their students.
The school’s teaching staff has an average of sixteen years of experience in the classroom as well as an average of twelve years of service to SGCS. Administrators have education at the masters level with one who has two masters degrees. All teaching staff has their bachelor degrees, as well as thirteen with advanced education and degrees. All staff also has teaching credentials.
Evaluation of the teachers is based on observation, both formal and informal, fulfillment of the “Christian Teacher Job Description”, as well as the general attitude displayed by the teacher based on verbal and nonverbal behaviors. New teachers and teachers new to the school are also provided with the support of a paid mentor to assist them in their transition to the school. It is the responsibility of the Principal to supervise and evaluate the instructional staff through a planned program of classroom observation, which follows the school’s Plan for Differentiated Supervision chart. Following the observation, the staff member meets with the Principal for a post-observation conference. Instructional staff members are given evaluations by administration based on the Supervision Chart guidelines. Parents are also given the opportunity to provide input for classroom teachers and a synopsis of their responses are provided to the faculty. Personnel files are organized and stored in the school office.
The staff that they report to every day evaluates instructional aides and Student Care Team members yearly. This information is forwarded to the school principal. The school’s support staff structure allows us to administer a broad academic experience for our students in the areas of fine arts, sports, academics, and technology. Our faculty support personnel give aid to the teachers in administering this program and give opportunity for planning periods during the school day. The school has clerical staff, which is also an integral part of the operation of the school. This staff includes finance personnel, student services personnel, a receptionist, a secretary, an admissions secretary, instructional aides, student care team, a workroom coordinator, and a development assistant. In addition, we have staff, which provides services to students with learning disabilities, extra-help needs, and tutoring. The church and school share maintenance and custodial staff who serve under the direction of the director of facilities for the church. They carry out the setup needs for the school and church as well as the day-to-day maintenance needs. School personnel and volunteers must adhere to local, state and federal requirements. These requirements are outlined in the school’s policies and applied in the school’s procedures for screening qualified staff.
Standard Five – Instructional Program
San Gabriel Christian School is a Christ-centered, engaging, dynamic, and interactive learning environment. The instructional program is dedicated to offering a well-rounded academic program with an emphasis on Spiritual integration. We seek to provide a challenging course of study emphasizing reading and mathematical competencies that result in the development and application of higher order cognitive skills. In addition, we provide for the development of students by extending opportunities in the visual and performing arts, athletics, and extracurricular experiences in order to encourage students to discover the giftedness God has given them. Every student receives focused instruction in each of these areas from a teaching specialist. Choral classes are not focused just on singing together, but also give students instruction in voice development. Instrumental classes give students opportunities to explore many different instrument options and to grow into a high quality orchestra group. General music classes teach students the foundations of rhythm, music genres, music history, and note reading. Art classes provide students with opportunities to learn about artists and their techniques and to apply this to their own growth in the arts in a variety of different mediums. Physical education focuses on the needs of all students to engage in healthy lifestyle choices and provides opportunities to learn sportsmanship as well as lifelong sports. Modeling integration of technology across the curriculum enhances instruction and prepares students for the future. The instructional program is grounded in the absolute truth of the Word of God, and the goal is for God’s truth to reach beyond the classroom and to be applied to every area of life.
Curriculum planning is done collaboratively and reviewed on a regular cycle to meet the needs of students. Content, instructional strategies and resources are allocated to the instructional program to align with the mission and vision of the school. San Gabriel Christian has well-developed curriculum guides that are regularly updated and evaluated.
California State Standards are integrated in the curriculum guides. Technology is integrated into the curriculum goals at all grade levels. Textbooks and supplemental materials are chosen to appropriately meet the needs of all students and to effectively reach stated learning outcomes.
A wide variety of research based instructional strategies are in place, and assessment and data evaluation drives instruction. Planned instruction takes into account individual development of students and also provides support for students with learning disabilities.
Standard Six – Library, Media, and Technology Services
The mission of our Library Program is to assist students in the development of the skills necessary for independent lifelong learning. It is staffed by a full-time librarian and a full-time aid. Emphasis is placed on the appreciation and enjoyment of literature and the motivation of reading for pleasure, as well as for information. Recommendation of materials comes from student’s suggestions, teacher collaborations, and a survey of recommended reading lists compiled from other ACSI schools. All selections of materials are chosen with clear Christian principles in mind. We have over 16,000 titles in our collection including fiction, nonfiction, reference, professional, parenting, magazines, DVDs & videos. The library is generously funded with an annual budget, book fair, donations, and occasional grants.
The library offers before and after school hours and is opened to students, parents, and families. Kinder-Prep through 6th grade classes have weekly visits with blocks of research time available to Junior High students. The library curriculum is designed to teach students to effectively use information resources as well as to enjoy literature. All students have open access times during the school day.
The library is equipped with eight computers, each with access to our catalog and online educational search tools. The school has subscriptions to NetTrekker, Edline, and California Streaming that can be used by faculty, parents, and students both on campus and at home. Since 95% of our families have computer access at home, this provides for another rich avenue of research and communication on the campus. Computers are often used for inquiry-based lessons, as well as introducing and developing technology research tools. We utilize the Accelerated Reader Program, a comprehensive quiz-taking tool, which improves students’ critical thinking skills, comprehension, and helps build an intrinsic love of reading. Computer based Star Reading tests and Star Early Literacy tests provide the faculty with on-going assessment of student reading development that is used in curriculum development and lesson planning.
In keeping with the school philosophy of using technology to help achieve student learning goals, all technology purchases and decisions are based on their degree of support to the school’s curriculum. The school’s acceptable-use policy provides a guide for students and faculty regarding proper use of school computers and online resources. The school follows a technology plan developed by the school’s technology committee, which includes a school board member, administration, faculty members and parents. The technology plan includes a scope and sequence that teaches computer literacy skills. Professional development is implemented on a variety of levels as we acquire new technology and continue to operate at different skill levels as a staff.
Standard Seven – Crisis Planning, Safety, Health, and Food/Nutrition Services
The school complies with applicable local, state, and federal laws regarding safety and health issues. All staff members are trained in CPR and first aid and their training is updated regularly. Disaster drills are conducted regularly and include fire drills, lockdown drills, and earthquake/evacuation drills. The school has supplies for all staff and students for three days in the case of a catastrophic emergency. In addition, the school has three AEDs on the campus that the staff is trained to use. The supply shed is updated regularly with medical and food/water supplies. Equipment such as generators and lighting are checked to be sure they remain in working order. Plans are in place in the office regarding who communicates what in the case of a disaster and who is second in command when the primary person is not available.
San Gabriel Christian School has communication with legal authorities (i.e., the fire department, police department, and other applicable agencies). Plans for communicating with parents, media, and community members when a crisis or a major incident occurs have also been put in place.
The 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. Families are informed when updates are required.
The school’s staff complies with its legal reporting responsibilities in cases of alleged child abuse, neglect, or other areas where reporting is mandated. Abuse hotline numbers are given to staff, and instruction in evaluating the situation is offered.
San Gabriel Christian School complies with local, state, and federal regulations regarding preparation, delivery, handling, and storage of food. The school has established a nutritional standard for items sold on the campus during the school day and in our hot lunch program. The school provides a suitable space for the staff and student eating areas.
Standard Eight – Facilities, Environment, and Transportation
The San Gabriel Christian School policies adhere to local, state, and federal legal standards for fire protection and sanitation. City officials yearly inspect and provide appropriate documentation. In addition all staff are trained in CPR and first aid. The school does not own or operate its own transportation.
The school’s business/facilities manager and custodial staff conduct regular maintenance and safety inspections. In addition to our own staff, we have had engineering consultants and architects inspect and assess our facilities to maintain a safe and orderly environment and to develop a long term facilities plan to maximize student safety and learning.
With current enrollment of our school we are of a sufficient size to provide quality instruction consistent with the goals of the school. The church owns the facilities for the school ministry, greatly reducing the overhead costs for the school. While the aging building does not hinder the instructional program, we are mindful of the continual need for maintaining our current buildings and facilities, thinking ahead to the future needs of the students and expanding our instructional programs. Additional space for our instrumental and choral music programs as well as classrooms that are more functional with regards to technology integration, provide for updated storage areas, and that present a more pleasing esthetic environment are highly desirable. The master plan committee is continually seeking for ways to expand and function together with the school and church.
The recreation area, playground, common areas and athletic areas are safe and large enough for our student population during the school hours. However, athletic programs require more space than we currently have available. Currently athletic teams use city park space or off campus facilities at other school campuses who will accommodate our needs. We do not currently have enough open green space. Again, our plans in this area have met roadblocks with regards to land and facility changes and land acquisition.
The school board and master plan committee are reviewing needs for the future seeking to address growth and development of our campus. We have not been able to procure the additional land needed to enable us to proceed with our Master Plan in a meaningful way. We are now examining ways to maximize our facilities within the current footprint of the school. This includes exploring means by which to update our aging classrooms.
Since the school neither owns nor operates our own vehicles, we do not have written policies for their use or driver qualifications. If transportation is needed, parents who drive their vehicle have valid driver’s license and proof of insurance on record with the school. Instructions are given to parents regarding the expectations for carrying students in their vehicles. Bus companies that we contract with must have a certificate of liability insurance on file with the school.
The school conducts an annual assessment of all insurance needs and adjusts coverage as needed. Changes are made to fit the needs of the school and the cost of coverage, providing the best possible program.
Standard Nine – Character, Values, and Spiritual Development of Students/Children
The mission of San Gabriel Christian School directly states our commitment to encourage the development of committed followers of Jesus Christ within the context of a high quality education. Each area of the school program is evaluated in light of this primary goal. Spiritual, character and value development are explicitly referenced in the school goals as well as in the school philosophy and vision statements. San Gabriel Christian School is an evangelistic Christian school and as such serves a diverse population of students with regards to spiritual matters. The natural interaction between our staff and students as well as the well thought out chapel and Bible curriculum programs results in an unforced understanding of a biblical worldview. Our focused character trait program also encourages student growth in biblical character. The yearly exit surveys of our eighth grade students are testimony to the effectiveness of reaching this spiritually diverse group and positively impacting their lives in both spiritual and academic areas. Evidence from the high schools that our students attend also indicate that our students leave San Gabriel Christian as strong leaders who are engaged with their faith and demonstrate strong character and values.
In addition to our Bible curriculum, there is explicit teaching regarding biblical relationships with others and the resolution of conflict. We see this instruction being used by our students in resolving their relational difficulties. Students are also given opportunity to serve their community through yearly giving projects such as providing shoes, coats and food to children in our area. Various grade levels also participate in singing at area nursing homes and sending care packages to troops in Iraq. Students receive exposure to the needs in other countries through the sharing of missionaries in our chapel program. We have also done concrete projects within the school community to build schools in other countries as well as to provide clean drinking water. Our junior high students, in conjunction with their student leadership team, have raised money for the leukemia foundation in response to the illness of a student on the campus. We also have an active parent group praying for the school on a weekly basis through our Moms in Touch prayer group.
The school organization has developed governance procedures and operational policies that are based on biblical character and values. There is evidence of a strong caring environment on the campus that is modeled by both students and staff. Our Volunteers in Partnership parent involvement program provides meals and concrete assistance to families in crisis. The faculty engages in daily times of prayer and Bible study. Bible study and prayer are taught to our students and encouragement is given to pray for others. Our Junior High students participate in small groups in conjunction with the chapel program, which is led by church staff members. The school’s discipline program is focused on ‘discipline as discipleship’, and staff is trained in working with students within this context.
Our fine art and athletic programs are also engaged in the discipleship aspect of our school. Our coaches have been mentored in creating an athletic program that is done to the glory of God, where students can have opportunity to develop their athletic gifts in light of the instruction of scripture regarding humility and caring for others. Our choral and instrumental programs provide opportunity for our students to learn to use their gifts for the good of the body of Christ as well as for outreach. Each year we do two large musicals in which the theme is focused on sharing the gift of God in Jesus Christ with our school families and community. Our fine art program teaches students to use their creative gifts to express the greatness of God.
There are areas where we would like to build upon what is already being done. We would like to provide students with more opportunities to do direct service in our community as well as to do more student-initiated outreach in a way that makes sense in a K-8 school environment.
Our school also has a direct connection with San Gabriel Union Church, including pastor-led worship and Bible studies, Bible Institute classes offered to faculty, and women’s ministry prayer and support groups. Children and student ministry activities include many of the students from the school providing a church presence for many students who do not have a home church. We are also blessed to have church members who are partnered up with faculty members to pray for their needs.
Standard Ten – Continuous School Improvement
The school improvement plan is created with the input of all stakeholders of San Gabriel Christian School. Faculty, parents, the school board, and the church elder board are all included in the creation of the plan as well as given responsibility for its implementation. Our goals are written collaboratively and there is opportunity for the larger school community to provide input. The focus of the improvement plan is to continue to further the school goals, and research is used to determine the best way to impact the school program. Strategies are formulated that are designed to explicitly maximize the unique resources the school enjoys by virtue of its support by the church congregation and her staff. Visits to other schools to observe best practices have been done for both curricular and facility evaluations.
The current school improvement plan is a result of the information gained from our self-study. Each group: faculty, administration, boards, and parents were asked to give input regarding our areas of highest need resulting in consensus on the goals that have been developed. The plan has been written to address the resources needed to accomplish the goals and the people and/or groups who are responsible for each area. The improvement plans have direct connection to the school goals. Goals are reviewed each year to determine the degree to which they have been accomplished and to adjust for any unexpected changes.