Nlsa SELF-STUDY REPORT FORM
Table of Contents
HISTORY
*PURPOSE
*THE SELF-STUDY REPORT FORM
*THE SELF-STUDY PROCESS
*Section I: PHILOSOPHY
*Section II: SCHOOL AND CONGREGATION(S)
*Section III: SCHOOL AND COMMUNITY
*Section IV: SCHOOL CLIMATE
*Section V: ADMINISTRATION
*Section VI: PROFESSIONAL PERSONNEL
*Section VII: CURRICULUM
*Section VIII: INSTRUCTION
*Section IX: INSTRUCTIONAL MATERIALS AND RESOURCES
*Section X: STUDENT SERVICES
*Section XI: PHYSICAL FACILITIES
*SECTION XII: FINANCE
*SUMMARY OF REQUIRED ATTACHMENTS
*
In 1984, principals and District education executives of The Lutheran Church — Missouri Synod were asked to respond to a set of standards for Lutheran elementary schools. From the responses a revised set of standards was published for further evaluation and revision by educators of the LCMS.
In December 1994, following the Conference of District Education Executives (confedex), a meeting was held to discuss the possibility of establishing national accreditation for Lutheran schools. The District education executives in attendance at this meeting agreed that a national system for accreditation of Lutheran schools would be of benefit to our Lutheran schools. Dr. Carl Moser, Associate Director of Elementary and Secondary schools, was encouraged to proceed in his leadership of the project by securing appropriate funding and scheduling the preliminary work for establishing a national system for Lutheran school accreditation.
After funding was received from the LCMS Foundation, an accreditation core committee was appointed. Three area task forces, St. Louis, Baltimore and Los Angeles, were also selected. Meetings of the core committee and area task forces were held to discuss procedures, implications and standards; to receive suggestions; and to evaluate and clarify the entire accreditation process for Lutheran Schools. The core committee guided the process, with brief input from the area task forces.
The accreditation process was proposed for adoption to Synod’s Board for parish Services responded to the project by authorizing and approving national Lutheran School Accreditation.
While procedures for establishing national Lutheran School accreditation were being developed, the instruments necessary for the process were being developed. The school accreditation process and materials then were field tested, revised and adopted.
The purposes of NLSA are to:
1. Help Lutheran Schools--early childhood centers, elementary, and secondary--to improve.
2. Help all Lutheran schools to evaluate themselves based on their unique purposes and on national standards.
3. Give appropriate recognition to those schools which complete the process successfully.
The Self-Study Report Form contains NLSA standards and required responses and exhibits related to the standards. The standards are divided into twelve sections:
I. Philosophy
II. School and Congregation
III. School and Community
IV. School Climate
V. Administration
A. Board of Christian Education (School Board)
B. Administrator
VI. Professional Personnel
VII. Curriculum
VIII. Instruction
IX. Instructional Material
X. Student Services
A. Activities
B. Guidance
C. Health and Safety
D. Food Services
E. Child Care Services
XI. Physical Facilities
XII. Finance
These standards are based on three assumptions:
1. Lutheran school educators believe that a high quality educational program is required of our schools in order for them to be good stewards of the blessings given by Almighty God.
2. Lutheran schools administrators willingly cooperate with governmental agencies unless such cooperation inhibits the free sharing of the Gospel.
3. Those who own and operate Lutheran Schools strive to meet and, where possible, exceed all local, state, regional, and federal guidelines for public schools.
Early childhood centers (programs for children aged 0-4) which are part of a school with grades or are operated by a congregation which also operates a school with grades are to be included as an integral part of the self-study report for all school programs operated by the congregation. An elementary school cannot be accredited separately from an early childhood center operated by the same congregation. An early childhood center cannot be accredited separately from an elementary school operated by the same congregation. Schools with early childhood centers should use "Notes of Clarification Early Childhood Programs Affiliated With Lutheran Elementary Schools".
This self-study report form is available in various formats on computer diskette. Please contact the NLSA office for more information.
Faculty involvement
Since faculty members are key individuals in the self-study process, they should be involved in the decision to conduct a self-study and be fully aware of the process and requirements before that decision is made and continually involved throughout the self-study process.
Self-Study Steering Committee
Once a decision has been made to seek National Lutheran School Accreditation, 5 - 8 people, representing various members of the school community, should be appointed as a steering committee. This steering committee's primary task is to plan, guide and coordinate the self-study. Its responsibilities include: appointing necessary subcommittees, preparing the self-study report, reviewing the report of the visiting team, and making recommendations for continued improvement. A sample steering committee may include parents, teachers, administrator, pastor, other church staff members, and board of education members. (See the Administrator's Manual for more information.)
Preparing the Self-Study Report
The Self-Study Report Form is to be used as a tool for self-evaluation and improvement. For each section, the report requires:
1. Responses to selected questions and statements. ("Please respond to…")
2. Specific required exhibits (identified by an asterisk)
3. An agreement-implementation rating scale for each standard.
4. Comments explaining the rating given each standard.
5. Comments about the strengths, needs for improvement, and plans for improvement for each section of standards. ("Please comment on…")
Each "Please Respond To" section serves as a starting point for discussion and study. The statements and questions are written not only for the purpose of clarifying and explaining, but also for stimulating thought, reflection and self-evaluation.
Supporting data and information should be categorically labeled and attached to the self-study report. Items marked with an asterisk (*) should be appended to the report.
Following each "Please Respond to" section is a list of standards. Discuss each one and indicate with the appropriate letter how much your school agrees with that standard and implements it. First determine how much your school agrees with that standard and indicate your agreement with one letter (A-Very high, B-High, C-Moderate or Somewhat, D-Low, E-Very low.) If you don't agree with a standard, make your level of agreement "D" or "E." If you think it is a good standard, mark it "A" or "B."
Then determine how well you have implemented that standard and indicate your level of implementation with a letter. If you do very well what the standard requires, give yourself an "A." If you do it poorly, give yourself a "D" or "E" for level of implementation.
After you have "graded" your school for agreement and implementation, justify and explain your "grades" in the space for comments. If you put an "A" on the implementation line, explain how your school implements that standard. Give specific examples where possible. Every standard should have some comment, even if it is brief or a referral.
Finally, for each section of standards you will be asked to identify specific strengths, what needs improvement, and plans for improvement for that section. No one section of standards is designed to be independent of another section. All the standards are correlated so that comprehensive self-evaluation can be made. Therefore, participants in the self-study process need to keep in mind that the total evaluation and decision related to accreditation do not rest solely on one particular standard or section of standards, but on the quality of the school as a whole.
This Self-Study Report Form is not intended to be the actual report, with blank spaces filled in. The actual report should be typed (or printed by a good quality computer printer), using the format provided in this booklet, but leaving adequate space for your responses. Space is provided herein to indicate where responses are requested and to provide a place for brief, hand-written notes. The Self-Study Report Form is available in various formats on computer diskette. Please contact the NLSA office for more information.
The required thoroughness of this report is designed to stimulate thought and to assist a thorough self-study and self-improvement process. It is also designed to give enough evidence to the visiting team and NLSA officials to determine whether or not your school continues to be worthy of NLSA accreditation.
NLSA accreditation is good for 7 years. Therefore this Standards Based process must be replicated every 7 years, or the Ongoing Improvement process used, to secure continuing accreditation.
THE SELF-STUDY REPORT FORM
GENERAL INFORMATION
1. School
name address
City, State, Zip
Congregation(s) (List all operating congregations. Use a separate sheet if necessary.)
` name address city, state, zip
2. School Administrator(s)
3. Pastor(s)
* Attach a list of all steering and subcommittee members, indicating whether teachers, parents, etc.
* Attach a copy of all forms of your most recent LCMS school statistics report.
4. Circle the dominant school organization structure:
single grade classrooms multigrade classrooms non-graded departmentalized
5. Circle and name the current school accreditation program:
state regional agency LCMS District none
COMMUNITY
1. Write a brief history of the school:
2. Describe the community surrounding the school:
3. List other significant information/factors that affect your school, its population, and environment.
ENROLLMENT
1. What is the total current school enrollment?
2. Review your responses on the statistics report to the number of students per grade, number of special education students, students' church membership and students' race, then discuss any features of your current enrollment which reveal significant or unusual information.
3. List the projected enrollment for each of the next five (5) years and bases for the projections.
4. How many children are there in families who are members of the congregation(s).
Age Total
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Total
5. Comment on the number of eligible congregation children enrolled and the number of children not able to be enrolled due to space limitations. Discuss any significant or unusual features about this information.
STAFF (This section may be arranged so each of these 5 criteria are given for each teacher, rather than on 5 different lists.)
1. Academic credit and continuing education units earned over last 6 years:
Semester
Faculty Member Course Institution Graduate Hours
2. Teaching or school administration experience: (List the most recent experience in another school first.)
Faculty Member Location School Name Dates
3. Current participation in congregational activities:
Faculty Member Responsibility Participation
4. Current membership in professional organizations:
Faculty Member Organizations
5. Support staff Members (secretary, bus driver, child care, etc.):
Hours Years at
Name Function per week School Renumeration
SUPPLEMENTAL SERVICES
Describe the nature and use of each service received from an outside agency. Include: Curriculum aids, materials for instruction (e.g., library materials, courses of study, audio-visual aids), testing and guidance services, health services, services relative to school attendance, transportation, and custodial services.
Every school needs a carefully formulated, comprehensive statement of philosophy. Such a statement serves as the basis for forming school goals and learner outcomes and determining whether the school is in fact achieving its purposes. Through the process of self-study all phases of the school program are examined in order to determine if all are carried out in accordance with the stated philosophy.
The evaluation of any institution must begin with the rationale for its existence. Declarations regarding its theological and educational basis and intended learner outcomes provide direction for organization and program. How these declarations are developed affects their validity for and ownership of these declarations by the school's constituents.
The philosophy section is one of the basic sections upon which the evaluation rests. Therefore, it is especially important that the report of this committee be presented to the faculty and administration for approval or modification before the remainder of the study is started.
Overview
Each school should develop its own philosophy statement consistent with the unique needs of the students and families it serves and consistent with the theology of The Lutheran Church--Missouri Synod.
Since a statement of philosophy is basic to the development of meaningful educational programs and the creation of an environment conducive to learning, it is important that such statements be developed through the use of the democratic process; thereby reflecting the best thinking of the school staff and others in the community it serves.
Schools having a written statement of philosophy need to review such a statement for current relevance and to determine whether it is consistent with the needs and characteristics of children currently being served by the school. A review of materials related to the development of a Lutheran school philosophy should include: Integrating the Faith: A Teacher's Guide for Curriculum in Lutheran Schools, Lutheran School Administrator's Handbook series, Planning for Lutheran Elementary Schools Series, and In His Hands, a manual for beginning and operating Lutheran early childhood programs. Refer to the Department of School Ministry "Resource Catalog".
Schools developing an initial statement of philosophy may find some of the following suggestions helpful. The formulation process might include three stages of development. In the first, all participants would individually examine their beliefs concerning the overall purposes of Christian education in our society, the role of the Lutheran school in the educational process, and the unique role of this particular school in light of the special individual needs of the students it serves.
The second stage consists of a series of discussions focusing on desirable philosophy and objectives for this school. In this process complete agreement of all participants should not be anticipated, since each individual brings to the discussion his own personal biases and beliefs. It is important that divergent views expressed by participants be heard and considered. It is also desirable that a consensus or majority viewpoint be arrived at prior to the conclusion of this step.
In the third stage, a committee of the participants should draft the statement of philosophy discussed by the group and submit it to them for modification or approval. At this point it may be desirable to submit the statement to the administration and school board for approval.
Please respond to the following:
A. How is the statement of philosophy reflected in the operation of the school, including administration, instruction, co-curricular activities, and learner outcomes?
B. How are staff, students, parents and congregation members kept aware of the school's philosophy?
Attachments:
* Your school's mission statement, purpose, or philosophy.
* Your congregation’s purpose/mission statement.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
1:01 The school has a written statement of philosophy, mission, and/or purpose.
<*dv_1*> Level of Agreement Level of Implementation
Comments:
1:02 The statement of philosophy (mission, purpose) is rooted in Holy Scripture and is in agreement with the Lutheran Confessions.
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1:03 The school statement of philosophy is based upon and is in agreement with the operating congregation's statement of purpose and/or mission.
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1:04 The statement of philosophy was developed in cooperation with church and school staff, school administration, board of education, parents, and congregation members.
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1:05 The statement of philosophy is communicated effectively to staff, parents, students, and operating congregation(s).
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1:06 The statement of philosophy has been formally approved by the appropriate church and school boards or committees.
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1:07 The statement of philosophy is reviewed periodically, and when appropriate, revised.
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1:08 The statement of philosophy reflects sound educational, theological, and psychological principles.
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1:09 The statement of philosophy is expressed in specific school goals, learner outcomes, and school activities.
Level of Agreement Level of Implementation
Comments:
Please comment on the whole section on philosophy:
A. What are the strengths of your philosophy/purpose/mission statement?
B. What needs improvement?
C. Briefly describe your plans for improvement.
Section II: SCHOOL AND CONGREGATION(S)
The Lutheran school has a special relationship with its operating congregation(s). The school concerns itself with the ministry of the whole church in order to fulfill its purpose as a Christian school. To do this the school seeks opportunities to strengthen relationships with the local congregation(s) and The Lutheran Church--Missouri Synod.
Please respond to the following:
A. Describe the relationship between the school and the congregation.
B. How is the staff of the school and church involved in worship life, church and school activities, and ministries of the operating congregation(s)? Be specific about the involvement of each staff member.
C. In what ways does the school's student body participate in the life of the congregation? Indicate involvement of the student body as a whole and of individual students and their families.
D. How are new parents of students in the school assimilated into school and congregational activities?
E. Describe the ways that the school accomplishes congregational goals.
F. Describe the relationship of your school to your LCMS District and to Synod.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
2:01 The school is operated by one or more congregations of The Lutheran Church--Missouri Synod.
Level of Agreement Level of Implementation
Comments:
2:02 The pastor(s) is acknowledged as the spiritual leader of the whole congregation, including the school.
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2:03 The professional staff is actively involved in worship, activities, and ministries of the operating congregation(s). (Professional staff persons include faculty and all other persons employed at the school.)
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2:04 The congregation(s) provides spiritual support for the school and its students.
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2:05 Students participate in congregational life through planned activities available regularly and coordinated with the school curriculum.
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2:06 The school cooperates with the District and national offices of the LCMS.
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2:07 The school staff participates in LCMS District and regional conventions and conferences.
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2:08 The pastor and the school staff evidence support for each other and each other's ministry.
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2:09 The congregation has a written plan for and effective implementation of an evangelism program for families with children in the school.
Level of Agreement Level of Implementation
Comments:
Please comment on the whole section on school and congregation:
A. What are the strengths of this relationship?
B. What needs improvement?
C. Briefly describe your plans for improvement.
Section III: SCHOOL AND COMMUNITY
The Lutheran school seeks to serve the community (the area in which the school is located), involving and enlisting community participation.
The Lutheran school must be sensitive to local and state requirements and community needs if it is to be effective within that community.
Please respond to the following:
A. Briefly describe your program of public relations to the community.
B. How does the school serve its students' families?
C. What services does the school provide for the community?
Attachments:
* A sampling of public relations materials.
* Your enrollment policy.
* Your school calendar.
* The parent-teacher organization's programs for the year.
* Your school's non-discrimination policy.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High, C-Moderate or somewhat; D-low; E-Very low) for each standard and explain your responses.
3:01 An effective public relations program communicates information about the school to its constituents and to all segments of the community in which it is located.
Level of Agreement Level of Implementation
Comments:
3:02 The use of volunteers in the school's educational program and student services enhances student development.
Level of Agreement Level of Implementation
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3:03 Teachers use educational resources of the congregation and the community to facilitate student development.
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3:04 The school has a parent-teacher organization and/or other parent support groups.
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3:05 Parent-education programs and resources are available through the school.
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3:06 All parents and family members of prospective, former, and current students, whether members or non-members of the operating congregation(s), are made to feel welcome at the school and the operating congregation(s).
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3:07 Professional staff are encouraged to participate in community activities and service organizations.
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3:08 The school facilities are available, when practical, for use by appropriate community groups and activities.
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3:09 The length and number of school days meets or exceeds any required state regulations.
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3:10 Students are admitted without regard to race, color, or national origin.
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3:11 The school maintains good relations with the local public schools.
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3:12 A statement of non-discrimination is evident in school printed materials.
Level of Agreement Level of Implementation
Comments:
Please comment on the whole section on school and community:
A. What are the strengths of this relationship?
B. What needs improvement?
The Lutheran school is more than an assembly of persons. It is a community of people, redeemed by God through Jesus Christ, in which all members are affirmed because of their forgiveness through Him. Christ's love motivates us to develop an atmosphere in which each member of the community may experience his individuality and contribute to the community. Members of this community recognize, value, and respect the needs of others for acceptance, love, correction, approval, and attention. All activities within the school, therefore, help to design, create, and foster this climate.
Please respond to the following:
A. Describe the climate of your school and its impact on the lives of students.
B. Describe the worship experiences in which students and staff participate.
C. In what ways do faculty members and administrators support one another?
D. What are the characteristics of the teaching/learning environment that make it appropriate for each level of child served by your school (e.g middle grades, early childhood, primary)?
Attachments:
* Your most recent form used to survey parents, teachers, and students about school climate. (See "Administrator's Manual", p. 42 ff.) Summarize the results.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
4:01 A loving, Christian climate is obvious throughout the school and during all school activities.
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4:02 A developmentally appropriate teaching/learning environment is evident.
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4:03 Students, teachers, and administrators respect each other as individual, fellow members of the body of Christ.
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4:04 Where desirable and practical, faculty members, parents, legal care-givers, and students participate in making school decisions.
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4:05 Students demonstrate love for all people out of love for Christ.
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4:06 Student behavior is appropriate to accomplish established learner outcomes and to maintain the school's chosen teaching/learning environment as described in the school's philosophy.
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4:07 The legal rights of parents, legal caregivers, teachers, and students are protected.
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4:08 Students worship together daily either in each classroom or in an appropriate worship experience with other students.
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4:09 Students are helped to grow in self-control out of love for Christ.
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4:10 Faculty members and administrators are supportive of one another.
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4:11 Students and staff demonstrate a positive school spirit.
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Please comment on the whole section on school climate as it impacts on student achievement:
A. Identify the strengths of your school climate.
B. What needs improvement?
C. State your plans for improvement.
5A: Board of Christian Education (School Board)
As the policy-making agency for the school, it is vital that the Board of Christian Education (School Board) operates efficiently and keeps accurate records.
Please respond to the following:
A. How are board members and officers selected?
B. Describe the governing board, indicating its membership, responsibilities and meeting times.
C. How are board policies and minutes obtained for examination?
D. How is the school's community and operating congregation(s) informed of the governing board's policies, decisions and plans?
E. Which major decisions has the board made in the past 3 years.
F. Which needs have been identified, but not yet resolved?
G. What model or plan does your school use for systematic planning?
H. How many board actions provided benefits for students and their families?
Attachments:
* Your Board of Christian Education (School Board)handbook.
* Your board's policy about the roles of the board, administrator, and pastor.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-low; E-Very low) for each standard and explain your response.
5A:01 The operating congregation(s) designates the governing board and has established its responsibilities.
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5A:02 Board members are members in good standing of the operating congregation(s).
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5A:03 Board meetings are open to faculty and parents unless executive sessions are called.
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5A:04 The board meets regularly.
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5A:05 Minutes are kept for each meeting, circulated to all members in printed form, and kept in the school office.
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5A:06 Board policies are determined at official meetings and recorded in the minutes.
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5A:07 Board policies are collected into a policy handbook, separate from the minutes. This handbook is available for review in the school office. Significant policies are shared with the school community.
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5A:08 The board makes regular reports to the operating congregation(s) and informs the school community of board decisions.
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5A:09 The board makes policies which are administered by the school administrator.
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5A:10 Comprehensive job descriptions for the administrator, pastor(s) and other staff persons have been adopted by the appropriate board.
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5A:11 The administrator reports in writing at each board meeting.
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5A:12 The administrator is evaluated by the board annually, on the basis of the job description, with assistance given, as appropriate, by staff members and parents.
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5A:13 Relationships among the board, the administrator, and the pastor(s) are clearly defined and stated in their job descriptions.
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5A:14 The board establishes short and long range goals for the school.
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5A:15 The board approves an annual budget for the school which is fiscally sound, sufficient to meet the school's goals, and enables learner outcomes to be met.
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5A:16 The school is currently involved in a program of school-wide, systematic planning and/or has a written long-range plan.
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5A:17 The school uses systematic procedures, which included involvement of staff, parents (members and non-members), congregation, and students for assessing school and student needs.
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5A:18 School planning includes efforts to resolve needs identified as a result of a needs assessment.
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Comments:
Please comment on the whole section on Board of Christian Education:
A. Strengths of your board.
B. What needs improvement?
C. What plans do you have for improvement?
5B: Administrator
The administrator of a Lutheran school makes a difference. The administrator's leadership is necessary if the school is to be effective with students, parents, personnel and the Board of Christian Education (School Board). The administrator's tasks are vital to the school's success.
Please respond to the following:
A. Describe the school administrator and his or her administrative style.
B. How does the administrator fulfill his or her responsibilities in formulating and managing the school budget?
C. In what ways does the school administrator use leadership skills in the congregation, community, and professional organizations?
D. Describe the relationship of the administrator to the volunteers and non-teaching staff of the school.
E. Describe the process of instructional supervision.
Attachments:
* The administrator's job description.
* The Faculty and Parent/School handbooks, including discipline procedures.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your responses.
5B:01 The school administrator is on the LCMS roster or is actively working toward a colloquy.
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5B:02 The administrator holds current, appropriate state certification.
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5B:03 The administrator has a master's degree in education, with no less than 12 semester hours in administration or supervision, or is actively working toward such a degree. (The administrator of an early childhood center has a bachelor's degree, with no less than 18 semester hours in early childhood education, or is actively working toward accomplishing this requirement.)
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5B:04 The administrator participates in conferences and conventions which are required by the Synodical Handbook and in other appropriate conferences.
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5B:05 The administrator is a member of The Lutheran Education Association and at least one other professional organization and regularly reads professional periodicals.
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5B:06 The administrator is active in the whole educational ministry of the operating congregation.
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5B:07 Adequate time is provided for administrative duties. The school administrator is released from teaching duties for at least 1/4 of each day for every 50 students enrolled. (If administrative duties are shared, then released time should be shared.)
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5B:08 The administrator works together with the local public schools at every opportunity.
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5B:09 Adequate secretarial help is available. A secretary is available for school purposes for at least 1/4 of each school day for every 50 students enrolled.
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5B:10 The school secretary and all other support staff (bus drivers, cooks, etc.) are directly responsible to the administrator.
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5B:11 The administrator consults regularly with pastor(s) and teachers individually and collectively.
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5B:12 The administrator demonstrates a personal Christian faith, a commitment to Lutheran education, and a dedication to the teaching ministry.
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5B:13 The administrator visits each classroom and evaluates individual teacher performance at least annually. These evaluations are discussed with the teacher and then reported in summary to the board.
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5B:14 The administrator provides an ongoing program of professional staff supervision for the improvement of instruction.
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5B:15 Accurate, current files are kept for each staff member (professional and support) and student.
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5B:16 The administrator provides leadership in curriculum development, staff development, congregational service, public relations, student evaluation and all other school related activities. Appropriate responsibility is delegated, but the administrator remains accountable to the board.
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5B:17 All professional and volunteer staff persons are accountable to the administrator for the performance of their duties.
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5B:18 The school administrator administers the school budget and finances.
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5B:19 The administrator provides spiritual leadership for the school community and in the congregation(s) through word and example.
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5B:20 The administrator relates appropriately with students of all ages.
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5B:21 The administrator relates appropriately with families.
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5B:22 Opportunity is provided for all staff to be equipped to use current technology.
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5B:23 The administrator provides leadership in securing funds and resources which may include individual, private, corporate and/or governmental sources.
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Comments:
Please comment on the administrator:
A. What are the strengths of your administrator?
B. What needs improvement?
C. State your plans for improvement.
Section VI: PROFESSIONAL PERSONNEL
A competent staff is essential to a quality Lutheran school. The performance of the instructional, administrative, and auxiliary personnel, functioning as a unit, should reflect the stated philosophy and objectives of the school.
Please respond to the following:
A. State the educational requirements and/or credentials for your professional personnel.
B. What is the student/teacher ratio?
C. Describe the content and frequency of staff meetings and evaluate their effectiveness.
D. Describe how new staff members are helped to become successful members of the faculty and integrated into congregational life.
E. Describe ways in which teachers demonstrate their personal relationship with Jesus Christ and their dedication to the Lutheran Teaching profession.
F. Describe the entire process, including background checks, used in engaging faculty and staff.
G. Describe the ways teachers are equipped in current instructional technology.
H. Describe the ways staff members are equipped in current technology.
Attachments:
* Any policies and/or procedures which assist the instructional staff in guiding, directing and training volunteers to work in their qualified areas.
* The current salary and benefit scale.
* Your staff development plan.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
6:01 All full-time faculty members are on or eligible to be on the roster of Synod.
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Comments:
6:02 Professional staff members have appropriate teaching certificate(s) from the state and meet requirements for their specific assignments.
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6:03 All teachers hold a bachelor's degree.
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6:04 The average student/professional personnel ratio is appropriate for the age and level of the students. The number of staff persons is adequate to provide effective instruction and supervision for students at all school activities.
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6:05 Support staff (e.g. teaching assistants, student teachers, nurse) meet state standards for their specific assignments.
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6:06 Appropriate policies related to support staff are established and practiced.
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6:07 Adequate training for non-instructional personnel is provided.
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6:08 If specialists (e.g., guidance, special education, reading, speech) are not available through the school, the school makes referrals to such specialists for those students needing their services.
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6:09 Academic transcripts, copies of state teaching certificates, and other necessary information about all professional personnel are kept on file in the office.
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6:10 Cooperatively developed forms and programs for teacher supervision/ evaluation/growth have been adopted by the board and are implemented by the administrator.
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6:11 All LCMS rostered teachers attend conferences and conventions required by the Synodical Handbook.
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6:12 Each teacher demonstrates a personal relationship with Jesus Christ, a commitment to Lutheran doctrine, and a dedication to the Lutheran teaching ministry.
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6:13 Each teacher is a member of at least one professional organization in addition to the Lutheran Education Association.
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6:14 A program of staff development is provided wherein professional personnel have opportunities and support for professional and spiritual growth.
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6:15 A nondiscriminatory salary and benefit scale has been adopted by the board and implemented for all personnel.
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6:16 Teachers who have congregational leadership responsibilities (e.g. music, youth, part time educational agencies, athletics) are given appropriate time and compensation for those responsibilities.
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6:17 Staff members understand and relate appropriately with students.
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6:18 Staff members understand and relate appropriately with families.
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6:19 All teachers demonstrate agreement with the stated school philosophy.
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6:20 All teachers demonstrate agreement with the stated school mission.
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6:21 Opportunity and support are provided so that all teachers are equipped in current instructional technology.
Level of Agreement__ Level of Implementation__
Comments:
Please comment on the whole section on professional personnel:
A. Strengths of your professional personnel.
B. What needs improvement?
C. State your plans for improvement.
Although in its broad sense, curriculum includes instruction and materials, in this section it is narrowed to mean the planned process and expectations of student learning.
Please respond to the following:
A. How is the curriculum affected by the needs of your community?
B. Indicate resources used in the construction of your curriculum (e.g. state mandates, local public school curriculum, Integrating the Faith, achievement test objectives).
C. Describe any curriculum changes made in the past three years and indicate the impact of these changes on student achievement.
D. What percent of each school week is allotted each subject (activity) at each level? Compare this with state recommendations.
E. List any standardized tests given, an analysis of the results for each grade (level) for the past three years, and how this information is used to evaluate and improve student achievement.
Attachments:
* A set of learner outcomes (objectives) for one of the following subjects: religion, mathematics, science, social studies, or reading. Make available to the team on-site all learning outcomes (objectives) in a curriculum guide or separately for each subject (religion, mathematics, science, reading, language arts, social studies, art, music, physical education, and technology education). Early childhood centers need not segment learner outcomes into subjects.
* A current schedule for each classroom, indicating clearly which subjects (activities) are taught at which times.
* An analysis of standardized test results from the past six years.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
7:01 The curriculum is used as an opportunity to proclaim the Gospel.
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7:02 The philosophy of the school is reflected in planned daily learning experiences.
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7:03 The teaching of the Christian faith is recognized as the major purpose of the school, is allotted appropriate time in the daily schedule, and is integrated intentionally throughout the curriculum.
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7:04 All state mandated programs are implemented unless they conflict with the school philosophy.
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7:05 Learner outcomes (objectives) are written for each age or grade level for each curricular area. These outcomes (objectives)are written with concern evident for measurability, expected levels of achievement, scope, sequence, correlation, state mandates, and cultural diversity.
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7:06 The time allotted to each curricular area is age appropriate and meets or exceeds any state standards.
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7:07 Learning experiences are built upon previous learning and prepare students to succeed at the next level of education and in life.
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7:08 The curriculum is evaluated regularly and appropriate changes are made to ensure that student needs are met.
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7:09 Parents are informed about the curriculum and participate in its evaluation.
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7:10 Curricular materials are selected by the faculty and administrator. Board policy is followed for the approval and purchase of these materials.
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7:11 Achievement of desired learner outcomes is measured by a variety of assessment methods.
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7:12 Student assessment data is used regularly to evaluate learner outcomes (objectives) and improve student achievement.
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7:13 Learning materials are selected to assist the achievement of the desired learner outcomes (objectives).
Level of Agreement Level of Implementation
Comments:
Please comment on the whole section on curriculum:
A. Strengths of your curriculum.
B. What needs improvement?
C. State your plans for improvement.
Please comment on your religion curriculum:
A. Strengths of your religion curriculum.
B. What needs improvement?
C. Plans for improvement.
Please comment on your mathematics curriculum:
A. Strengths of your mathematics curriculum.
B. What needs improvement?
C. Plans for improvement.
Please comment on your language arts curriculum:
<*dv_0*> A. Strengths of your language arts curriculum.
B. What needs improvement?
C. Plans for improvement.
Please comment on your reading curriculum:
A. Strengths of your reading curriculum.
B. What needs improvement?
C. Plans for improvement.
Please comment on your social studies curriculum:
A. Strengths of your social studies curriculum.
B. What needs improvement?
C. Plans for improvement.
Please comment on your science curriculum:
<*dv_4*> A. Strengths of your science curriculum.
B. What needs improvement?
C. Plans for improvement.
Please comment on your music curriculum:
A. Strengths of your music curriculum.
B. What needs improvement?
C. Plans for improvement.
Please comment on your art curriculum:
A. Strengths of your art curriculum.
B. What needs improvement?
C. Plans for improvement.
Please comment on your physical education curriculum:
A. Strengths of your physical education curriculum.
B. What needs improvement?
C. Plans for improvement.
Please comment on your technology education curriculum:
A. Strengths of your technology education curriculum.
B. What needs improvement?
C. Plans for improvement.
Instruction is the way teachers help students achieve the planned learner outcomes (objectives) in the school's curriculum.
Please respond to the following:
A. Which teaching methods are used most often?
B. Describe any innovation or change in methodology and/or content which has been incorporated into the school program in the last 3 years and how teachers have been prepared to use these methods or help students master the new content.
C. How do teachers identify and meet special needs and interests of learners including remediation and enrichment?
D. Describe the process of reporting learner progress to parents and/or other caregivers.
E. In which varieties of learning experiences do students participate? How are these based on student needs for the next level of education and success in life?
F. Describe how current technology is used to enhance the instructional process.
Attachments:
* Report cards and other report forms that are in current use.
* List and describe any innovations or change in methodology and/or content which has been incorporated into the school program in the last three years and how teachers have been prepared to use these methods or help students master the new content.
* Sample ethical use policy for use of technology, equipment and software.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
8:01 All curricular areas are taught from the perspective of Lutheran theology. Personal witness and Holy Scripture are integrated throughout the day.
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8:02 Instruction is based upon age appropriate planned learner outcomes.
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8:03 A variety of teaching methods/learning experiences is used to meet the individual needs of students.
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8:04 Teachers prepare written weekly and daily lesson plans.
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8:05 Student development and learning is assessed through a variety of evaluation techniques for the purposes of diagnosis, remediation, enrichment, and reporting.
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8:06 The school meets the needs of students needing remediation and enrichment.
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8:07 Frequent reports of each student's progress are made to parents or legal caregivers in conferences and in written form.
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8:08 Evaluation of student development is based on learner outcomes (objectives).
Level of Agreement Level of Implementation
Comments:
Please comment on the whole section on instruction:
A. Strengths of your instruction.
B. What needs improvement?
C. State your plans for improvement.
Section IX: INSTRUCTIONAL MATERIALS AND RESOURCES
The instructional resources of a school may be housed in a separate media center, in individual classrooms, or in some combination of the two. In whatever form, the resources of the school will be effective for carrying out the objectives of the school when they are of sufficient quantity and variety, when they are carefully selected to meet the needs of students, when they are available to teachers and students, and when they are properly maintained.
Please respond to the following:
A. What is the process and schedule for developing, selecting, adopting, maintaining and evaluating instructional materials and resources?
B. Describe which instructional materials, other than textbooks, are used regularly by teachers and students.
C. Describe the holdings in your media center and professional library.
D. How do teachers use instructional materials to communicate the Christian faith?
E. If you have no central library or media center, please explain. (If none, items F and G are not applicable.)
F. How are new teachers and students oriented to the media center?
G. How, and from which funds, are media center materials procured?
H. What is the total number of library books (classroom libraries and central library or media center combined)?
I. What on-line access is available at school?
J. What measures are taken to evaluate the validity and appropriateness of all on-line resources?
Attachments:
* An inventory list of instructional hardware and equipment used by both teachers and students.
* A list of classroom and library reference materials. Give copyright date for each.
* The school's short range and long range technology plans. Include the review schedule and procedures for review of the plans.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
9:01 Instructional/learning materials are reviewed periodically in light of planned learner outcomes (objectives), according to an adopted schedule, and replaced as needed to ensure effective learning.
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9:02 Materials are available and used for children with special needs such as remediation, enrichment, and extension of learning.
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9:03 A variety of instructional/learning materials and equipment is readily available and used by teachers and learners.
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9:04 Instructional/learning materials do not conflict with Lutheran theology and are selected with consideration for Christian standards.
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9:05 The professional library of books and periodicals is adequate and current.
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9:06 Reliable equipment for the reproduction of paper materials is available.
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9:07 Current reference materials are available (e.g. encyclopedias, dictionaries, current events materials).
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9:08 All media and other library materials are classified and catalogued according to an accepted system.
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9:09 The media center holds a balanced collection of print materials, non-print materials, and teaching/learning equipment which is sufficient in quantity and quality to meet the educational needs of the students.
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<*dv_2*>9:10 The media center is easily accessible by all children and staff throughout each school day.
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9:11 The school has adopted and put in place a comprehensive technology plan. The plan includes, but is not limited to: staff development; budget; hardware and software inventories; designated technology leadership; accessibility of technology to students, staff and school communities; integration into the curriculum; acceptable and ethical use policy; and a time line for the process of informing and involving the school's communities in the decision making process. The technology plan is reviewed periodically, and when appropriate, revised.
Level of agreement__ Level of Implementation__
Comments:
Please comment on the whole section on instructional materials:
A. Strengths of your instructional materials.
B. What needs improvement?
C. State your plans for improvement.
Student services (guidance, health and safety, food services, child care, and activities) are offered to meet the needs and foster the growth of each student.
10A: Guidance
Please respond to the following:
A. How are students selected for admission to your school?
B. With which type or level of student is your school most effective?
C. Explain your disciplinary code/standard.
D. How is misbehavior handled? How are God's Law and Gospel applied?
E. What counseling services are available to students and their parents?
F. What process is used to assist teachers in the guidance of their students?
G. What orientation strategies are used to insure a satisfactory bridge between home and school at the entrance of each new student?
H. If the school is an elementary school, what strategies are used to insure a satisfactory articulation to high school?
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
10A:01 All student applicants are admitted according to established written admission criteria.
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10A:02 The parents/legal caregivers of all new applicants are interviewed.
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10A:03 Permanent cumulative records for each student are maintained, stored, and shared as appropriate and according to state and federal law.
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10A:04 The school has an established, written procedure for handling misbehavior, which incorporates provisions for the due process rights of students.
Level of Agreement Level of Implementation
Comments:
Please comment on the whole section on guidance:
A. Strengths of your guidance program.
B. What needs improvement?
C. State your plans for improvement.
10B: Health and Safety
Please respond to the following:
A. Describe and list the dates and times of drills for possible emergencies in the past year.
B. How have your teachers been trained to ensure the safety and protection of their students and to handle medical emergencies and crisis intervention?
C. How are students protected from outsiders before, during and after school?
D. What provisions are made to inform students about, and/or eliminate practices detrimental to the health of students (i.e. drugs, alcohol, poor nutrition)?
E. How are health records used?
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
10B:01 Emergency disaster evacuation or protection procedures are established, communicated effectively, and practiced regularly (e.g., fire, flood, tornado, earthquake).
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10B:02 A crisis management plan/emergency procedure to serve the needs of the school community is in place in the event of emotional duress and/or injury.
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10B:03 A specific procedure has been established to report possible cases of child abuse.
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10B:04 Procedures have been established for handling incidents of suspected communicable diseases or transferable infections.
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10B:05 Appropriate health records are kept for students and staff.
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10B:06 Policies and procedures for the dispensation of medication have been established.
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10B:07 The services of a nurse are available to help identify and to help treat or refer special health problems.
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10B:08 Regular fire inspections are made by the local fire department or other mandated agencies and deficiencies noted are remedied by the school.
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10B:09 Crossing guards, lanes and school speed zones are provided where needed.
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10B:10 A safe, carefully supervised procedure for loading and unloading students in cars, buses, and other vehicles is in effect.
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10B:11 Where possible, annual vision and hearing tests are conducted.
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10B:12 First aid supplies are available and readily accessible to authorized personnel.
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10B:13 Emergency fire, police, and ambulance phone numbers are posted at every telephone.
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10B:14 Any toxic chemicals are properly labeled and stored.
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10B:15 All health, emergency, transportation, and safety policies and procedures comply with applicable local, state, and federal regulations.
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10B:16 Students and teachers observe proper safety precautions when working with special materials, tools, and equipment.
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Comments:
Please comment on the whole section on health and safety:
A. Strengths of your health and safety program.
B. What needs improvement?
C. State your plans for improvement.
10C: Food Services
Please respond to the following:
A. Describe the food services provided.
B. Describe the lunch/snack procedures and provide a sample weekly menu or snack list.
C. Who is responsible for ensuring proper hygiene relating to food handling, preparation, serving, storage, and eating?
D. How does your school meet state and local ordinances for food services at your school?
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
10C:01 Provisions are made for appropriate storage of food brought from home.
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10C:02 Milk or fruit juice is available for all students and is stored and delivered in a hygienic method.
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10C:03 Care is taken to insure cleanliness while meals or snacks are eaten.
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10C:04 If hot meals are provided, they are nutritious and are prepared by appropriate personnel in sanitary conditions.
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10C:05 State law and local food services ordinances are met.
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Comments:
Please comment on the whole section on food services:
A. Strengths of your food service program.
B. What needs improvement?
C. State your plans for improvement.
10D: Child Care Services
Please respond to the following:
B. Describe school practices related to the supervision of children who come to school early and/or stay after school
C. How are care personnel selected and equipped?
Standards:
Indicate the levels of agreement and implementation (A-Very high, B-High, C-Moderate or somewhat, D-Low, E-Very low) for each standard and explain your response.
10D:01 Any child care services offered by the school reflect the philosophy and purpose of the school.
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10D:02 Child care services offered by the school meet all state and local requirements.
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10D:03 Any child care program (e.g. mother's day out, extended school care, infant or child care) offered by the school is accepted as a part of the total school program, not as a separate agency. Therefore, these standards shall be applied also, as appropriate, to any child care program.
Level of Agreement Level of Implementation
Comments:
Please comment on the section on child care services.
A. Strengths of your program of extended care services.
B. What needs improvement?
C. State your plans for improvement.
10E: Activities
Please respond to the following:
A. Which student activities does your school offer?
B. In what ways do students show their faith through student activities?
C. How are supervisors prepared for supervising students during activities?
D. Describe any before or after school care programs.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
10E:01 The school provides a variety of extra-curricular activities which meet the needs and interests of the students and reflect the philosophy of the school.
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10E:02 Each activity is carefully supervised by appropriately trained personnel.
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10E:03 All activities are appropriate for the age level of the students involved, and based on appropriate student outcomes (objectives).
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10E:04 Through school activities students have opportunities to share their Christian faith.
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10E:05 All those who supervise activities know and accept the philosophy of the school.
Level of Agreement Level of Implementation
Comments:
Please comment on the whole section on student activities:
A. Strengths of your student activities program.
B. What needs improvement?
C. State your plans for improvement.
Section XI: PHYSICAL FACILITIES
The Lutheran school's physical facilities include the building, land, equipment, maintenance of the property, and provisions for health, safety, and sanitation. The school is both a place for learning and an instrument of learning. As a place for learning it should help children grow spiritually, physically, mentally, socially, emotionally and aesthetically. As an instrument used in the learning process it should demonstrate principles of beauty, harmony, order, and utility. Its decor should point people to the God they love and serve.
Please respond to the following:
A. Describe how general maintenance and repair of the physical facilities are ensured.
B. Describe the maintenance and cleaning schedule of your facility.
C. What is the relationship of the school administrator and faculty with the custodial staff?
D. What part of your physical plant has been changed in the last 3 years?
E. What long range plans do you have for ground and site development?
F. Summarize the results of the questionnaires about physical facilities given to instructional, custodial, and clerical staff members. (See the NLSA Administrator's Manual Appendices H, I, and J.)
Attachments:
* A diagram of the school floor plan. Show all classroom areas, library, recreational areas, offices, restrooms, storage areas, hallways, etc. For classroom/instructional areas, show room dimensions, indicate room capacity, and diagram arrangement of furniture.
Standards:
Indicate the levels of agreement and implementation (A-Very high; B-High; C-Moderate or somewhat; D-Low; E-Very low) for each standard and explain your response.
11:01 Buildings, grounds, and equipment are well maintained, attractive and appropriate for the age and number of students.
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11:02 All physical facilities are safe and free of hazards.
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11:03 The playground/athletic field has fences or other restraints to prevent students from going onto streets or adjoining property and to prevent vehicular traffic during school hours.
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11:04 All physical facilities conform fully with all applicable laws and health, safety, and building codes.
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11:05 The size and design of the buildings and teaching/learning areas are appropriate for the school's programs and achievement of learner outcomes (objectives).