REACH 2 1 Rubrics 0816

REACH
Rubrics Manual
2.1
for EE12 North American and International Schools2016 Edition
Reaching for Excellence Through Accreditation and Continuous Improvement for Higher Achievement
Contents
Standard One: Philosophy and Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Standard Two: Governance and Executive Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Standard Three: Home and Community Relations and Student Services . . . . . . . . . . . . . . . . . . . . . . . . 7
Standard Four: Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Standard Five: Instructional Program and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Standard Six: Student Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Standard Seven: Character, Values, and Spiritual Formation of Students . . . . . . . . . . . . . . . . . . . . . . . 32
Standard Eight: Continuous School Improvement Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Standards/Indicator Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
The Standards/Indicators checklist, starting on page 37 of this document, may be used as a

snapshot tool to assist schools in determining compliance with the standards.
2016 by ACSI
All rights reserved. No portion of this book may be reproduced, stored in a retrieval system, or transmitted, in any form
or by any meansmechanical, photocopying, recording, or otherwisewithout prior written permission of the Associa-
tion of Christian Schools International, with the following exception: permission is granted to make copies of all pages
necessary as a school works through the accreditation process.
Printed in the United States of America

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ACSI gratefully acknowledges the tireless effort, significant contributions, and excellent leadership of Merry Clark in the
development and publication of REACH 2.1.
Executive Director, Commission on Accreditation: Derek Keenan
Designer: Mike Riester
Content Editors: Kathy Burns, Sara Jo Dillard, Derek Keenan, and Erin Wilcox
Editorial Team: Chandler Birch, John Conaway
Association of Christian Schools International
The rubrics manual of REACH guidelines for school self-assessment
ISBN 978-1-58331-376-3 Catalog #3028BK2
Association of Christian Schools International

PO Box 65130 Colorado Springs, CO 80962-5130
Customer Service: 800-367-0798 www.acsi.org
ACSI REACH 2.1 | ii | Rubrics Manual

Standard 1: Philosophy and Foundations
The school has developed written statements of philosophy, Symbols next to indicators apply as follows:
vision, mission, beliefs, core values, and schoolwide expected (C)Comprehensively applies to every level of a school
student outcomes as well as a statement of faith. These being accredited (grades EE12)
statements are well defined, systematically reviewed, and (E/S)Applies only to K12 schools
broadly implemented throughout the school. They outline the (EE)Applies only to early education programs that are
schools Christian distinctives and communicate a clear purpose stand-alone or a part of a K12 school being accredited
and direction for school effectiveness and student growth and Circle the number that reflects your schools level of compliance.
development. In general, rubrics build on the previous level. All indicators in
boldface are considered Critical Indicators.
Indicator 1.1 1 2 3 4
(C) Noncompliance Partial Compliance Compliance Exceeds Compliance
The statement of faith The school has not The school has not created all The school has developed The school regularly and
and the philosophy, developed a statement the foundational statements, a statement of faith along systematically reviews all
mission, vision, core of faith and philosophy, or these statements may with philosophy, mission, foundational documents
values, and schoolwide mission, vision, core values, not be reviewed regularly vision, core values, and collaboratively with
expected student and schoolwide expected or systematically in a schoolwide expected student constituencies.
student outcome statements; collaborative manner. outcome statements. The All facets of the school
outcome statements
therefore, no statements are leadership of the school program are aligned by
of the school are reviewed. has developed a systematic
established and are utilizing the constituencies
review process for these to assess the validity of
reviewed regularly statements, and feedback the statement of faith and
and systematically in a from all stakeholders is philosophy, mission, vision,
collaborative manner. considered when evaluating core values, and schoolwide
the statements. expected student outcome
statements in the lives of the
students.
The school communicates The school rarely, if at The school occasionally The school communicates its The school thoroughly and
its philosophy, mission, all, communicates its communicates its philosophy, mission, vision, frequently communicates
vision, core values, and philosophy, mission, vision, philosophy, mission, vision, core values, and schoolwide foundational statements
schoolwide expected core values, and schoolwide core values, and schoolwide expected student outcome orally and in print (displayed)
student outcomes expected student outcome expected student outcome statements regularly to its to all constituents and
statements to its constituents statements to its constituents constituents and community community. There is evidence
statements to its
and community. and community. for understanding and support. of understanding and support
constituents and from stakeholders.
community. There is minimal evidence These foundational
of understanding and statements are communicated
support of the foundational to each segment of its
statements within the constituency through multiple
constituents and community. means and methods.
The foundational Clearly written foundational The foundational documents The foundational documents Stakeholders knowledgeably
documents are documents have not been are applied as an integrative, are consistently applied as discuss the guiding statements
consistently applied developed or published, or it coordinating, and examining an integrative, coordinating, and affirm the importance of
as an integrative, has not been applied to the device throughout some, and examining device the purpose of the school.
coordinating, and programs, operations, but not all, aspects of the throughout all aspects of the
and curriculum. programs, operations, and/or programs, operations, and
examining device
curriculum. curriculum.
throughout all aspects The foundational documents
of the programs, are not the driving force
operations, and behind decision making.
curriculum. The staff are not familiar
with the foundational
documents, nor do they
understand their relevance to
classroom planning.
ACSI REACH 2.1 | 1 | Rubrics Manual

The executive leadership, There is no consistent Some staff members support There is consistent All staff are committed to
faculty, and staff commitment to advancing the advancement of the commitment by the executive and consistently look for
continually support the the philosophy, mission, and philosophy, mission, and leadership, faculty, and staff opportunities to advance the
advancement of the vision of the school. vision of the school. to advance the philosophy, philosophy, mission, and
philosophy, mission, and mission, and vision of the vision of the school.
school.
vision of the school.
From a distinctively The school has not addressed The school has not addressed, The school demonstrates The school demonstrates
Christian perspective, the development of the and/or is not committed to, a commitment to the a commitment to the
all staff demonstrate whole child from a distinctly all aspects of the development development of the whole development of the
a commitment to the Christian perspective. of the whole child child from a distinctly whole childspiritually,
development of the spiritually, intellectually, Christian perspective, intellectually, physically,
physically, emotionally, and focusing on the following: emotionally, and socially
whole childspiritually,
sociallyfrom a distinctly from a distinctly Christian
intellectually, physically, Spiritually
Christian perspective. perspective.
emotionally, and socially growth in Christ
(Luke 2:52). The school is engaged in the
Intellectually
following:
instruction/learning
moving forward for all Continually assessing
the students effective implementation
of this commitment
Physically
health, nutrition, and Making this commitment
lifelong fitness evident throughout all
aspects of the programs
Socially
and operations, including
wholesome interactions
curricular, cocurricular,
and extracurricular
programs

Standard 2: Governance and Executive Leadership
The school has Christ-centered governance and executive Symbols next to indicators apply as follows:
leadership that promotes effectiveness of the school and growth (C)Comprehensively applies to every level of a school
of the student through an established structure that contributes being accredited (grades EE12)
to an operationally and financially sound Christian educational (E/S)Applies only to K12 schools
institution. The executive leadership and governing body work in (EE)Applies only to early education programs that are
partnership to ensure the integrity, effectiveness, and reputation of stand-alone or a part of a K12 school being accredited
the institution through the establishment of written policies and Circle the number that reflects your schools level of compliance.
procedures. The head of school is responsible for the supervision of In general, rubrics build on the previous level. All indicators in
all operations of the school and implementation of board policies. boldface are considered Critical Indicators. Indicators marked
with an asterisk (*) must be met at the compliance level or
higher for a team visit to occur.
A governing body has The governing body is The governing body is The governing body has The governing body has
been established, and its unclear of its role and somewhat clear of its clearly defined its role, clearly defined its role,
primary responsibilities fiduciary, strategic, and role and fiduciary, develops overall governing regularly develops and
include: developing governance responsibilities. strategic, and governance policies, directs the strategic reviews governing policies,
general school responsibilities. plan, and ensures the has developed clear
financial stability of the guidelines for the hiring
governance policy;
school. of the chief administrator,
hiring the head of school; ensures the long-term
providing direction The members of the
financial stability of the
and strategic planning; governing body serve as
school, and directs long-
informed decision makers.
ensuring the financial range strategic planning.
There is a documented and
stability, effectiveness, systematic plan for board
and consistency between member training.
all campuses of the
institution; defining the
role of the governing
body; defining the role of
the head of school; and
conducting systematic
board self-evaluation.
The governance and The school does not identify Board members and A policy is in place that Board members and
executive leadership whether board members or executive leadership have requires a testimony and executive leadership are
team of the school executive leadership have a indicated that they are evidence of faith in Jesus recognized by the school
reflects a clear Christ- clear testimony of faith in Christians, but a clear Christ from all board and community as mature
centered governance Jesus Christ. testimony has not been members and executive Christian leaders. They
established. leadership as evidenced in provide spiritual leadership
and executive One or more board members
the signed statement of faith. to the staff, students, and
leadership model. A do not have a clear testimony
other stakeholders in
policy is in place that of faith in Jesus Christ.
fulfilling the Christ-centered
requires a testimony mission of the school.
and evidence of faith
in Jesus Christ from all
board members and
executive leadership.

The governing body There is no job description The leadership role and the The board and other stake- The annual written evaluation
supports the head of for the head of school, and/ functions of the head of holders recognize and sup- of the head of school is based
schools prerogatives and or the leadership prerogatives school are not clearly distinct port the executive preroga- on fulfillment of the job
responsibilities, and it are unclear. from the governance role of tives of the head of school. description, annual written
provides for an appropri- the board. objectives, compliance with
No formal written evaluation The roles of the board and the
the ongoing professional
ate annual evaluation of of the head of school is Occasional written head of school are clearly de-
growth plan, and the value
the head of school. conducted. evaluations of the head of fined, and the head of school
that the leader has brought
school are conducted but is recognized as the adminis-
to the organization. The head
may not occur annually. trative and educational leader
of school has provided input
of the school.
during the evaluation process,
An appropriate written evalu- and the board meets person-
ation system is developed and ally with the head of school to
is used annually. review the evaluation.
Evaluation is a positive
experience, and it
stimulates professional and
organizational growth that is
supported in the budget.
Constituents and stake- Constituents and Constituents and Constituents and School policy ensures that
holders are provided stakeholders have no input in stakeholders have limited stakeholders have appropriate and ongoing
appropriate input the decision-making process. input in the decision- appropriate input in the input from constituents and
by leadership in the making process. decision-making process. stakeholders is regularly
Participation in, responsibility
decision-making process, sought.
for, and ownership of the Participation in, Participation in, responsibility
a practice that promotes schools mission and goals are responsibility for, and for, and ownership of the Constituents and stakehold-
a culture of participation, negligible or nonexistent. ownership of the schools schools mission and goals ers willingly and appropri-
responsibility, transpar- mission and goals are by all constituents and ately participate in school
ency, and ownership. limited. stakeholders are clearly decision-making processes,
evident. demonstrating responsibility
and ownership in the school
mission.
Established written Few written policies and/or Bylaws and all policy Written policies and proce- The board and
policies and procedures procedures exist, or existing manuals exist, but they are dures exist to promote effec- administrative staff regularly
promote effective op- policies and procedures not consistently followed tive operations. Bylaws and all review and revise policies
erations in admissions, do not result in effective and/or they result in policy manuals are current and and procedures to reflect
governance, finance, operations. ineffective operations. explicitly state the religious current needs and practice.
Or procedures that guide distinctive of the school and
and other operational Appropriate legal documents Staff members refer to
administrators and staff the schools mission.
aspects. Appropriate have not been filed or fail to policies often to ensure
are not written; manuals
legal documents and explicitly state the religious The financial requirements consistency and to
are outdated, incomplete,
clearly articulated distinctive of the school and of the continuous school understand the application
or do not explicitly state
the schools mission. improvement plan are of the policies in the day-to-
articles of incorpora- the religious distinctive of
Financial documents are not incorporated in the annual day life of the school.
tion, governing body the school and the schools
budget and/or capital
policies, and bylaws handled appropriately, or mission.
they are not available. improvement plan.
are established and are Financial and legal documents Legal documents are
available for review. are not inclusive of all the prepared, filed, and secured
schools components. by legal counsel.

Established written There is no definition Some criteria for meeting the An admissions policy is The school periodically
policies are in place to or criteria for accepting educational needs of in place whereby students reviews the criteria for admis-
see that the educational students in order to meet all students exist, but they whose educational and/or sions and adjusts its admis-
and developmental their educational and/or are not applied consistently developmental needs can be sion policies and procedures
developmental needs. to all students. met in the existing programs to ensure that the educational
needs of each admitted
are admitted. and/or developmental needs
student are being The school does not monitor Individual needs of students
the needs and/or the are not consistently Admission criteria are clearly of all students are met.
met on the basis of
biblical principles, achievement of students. identified; resources do communicated to prospective The school periodically
professional ethics, and not adequately support families. evaluates student needs and
Staff members are unaware
the educational and/or identifies ways to enhance
high standards. Staff of the needs of the students. The school has identified
developmental needs of learning.
members are sensitive the needs of students that
students.
to the culture, gender, have been admitted, and it Staff members are trained to
language, and special consistently meets those needs. meet the various needs of the
students.
needs of students and
their families.
Financial resources are The school is unable to fulfill The school occasionally falls The school consistently The schools resources enable
available to fulfill the its financial obligations. short of accomplishing its has the required resources it to expand programs that are
mission and programs of mission and program goals to fulfill its mission consistent with its mission.
Financial operations and
the school, and financial and objectives because of a and program goals and The school provides an
decisions are conducted
lack of financial resources. objectives.
operations and decisions without appropriate annual financial report to
are conducted with in- governing oversight. Some financial decisions and The governing board its stakeholders.
tegrity and in accordance operations are conducted and the administration
School revenue is allocated
with biblical principles. without transparency consistently display evidence
to non-educational
Income received from and accountability to the of accuracy, integrity, honesty,
programs or personnel
governing board. The school equity, impartiality, good
tuition is appropriately and this allocation is not
community sometimes stewardship, and compassion
used for education- transparently reported to
questions the integrity of the in financial decisions and
related expenses within stakeholders.
board in financial matters. operations.
the school.
The budget is constructed The budget is simply The budget is developed The budget is developed The budget is developed
carefullyusing input a general estimate of on a year-to-year basis to using thorough supporting using supporting data
from program headsand anticipated income and determine tuition and data. It adequately gathered through input from
is managed properly in expenses, and it does not salaries, but it is not used supports educational and all stakeholders in the school
adequately reflect the costs as an ongoing management organizational goals that community. It is an essential
accordance with the stated
for educating students. tool. support student learning. It is component in the long-range
goals of the school. The appropriately managed using strategic planning process.
budget reflects an accurate The program heads are not Not all fiscal aspects of the
general accounting principles,
assessment of the cost involved in preparing the school are reflected in the
and it is regularly used as a
of educating a student, annual budgets for their financial documents.
decision-making tool.
areas of responsibility. The program heads are
including instructional
All fiscal aspects of the
supplies and informational There is no evidence of a invited to participate in
school are reflected in the
technology. Stated student focus on achieving student the budgeting process, but
financial documents.
outcomes are appropriately outcomes. they have limited ability to
influence decisions. Line items to distinguish
financed.
program expenses are
developed as needed to
give an accurate picture of
resource allocation.

A review of the schools No review of finances is A review of finances is A review of finances is A review of the schools
finances is conducted conducted at the time of conducted but it is a lower conducted in a timely finances is conducted by an
by an external CPA who initial accreditation and level than recommended fashion and at the level outside CPA which yields
renewal. in the chart provided on recommended in the chart an audit at the time of initial
has no vested interest
Options for Meeting Indicator provided on Options for and renewal of accreditation.
in the school at the time 2.9 OR the review is not Meeting Indicator 2.9. The The audit is used to improve
of initial accreditation conducted by an external review is conducted by an systems and operations.
and renewal. The annual CPA. external CPA.
statement of financial
practices is submitted
with the annual
accreditation report.
(See Options for Meeting
Indicator 2.9 for details)
Indicator 2.9a 1 2 3 4
(EE) Noncompliance Partial Compliance Compliance Exceeds Compliance
Stand-alone preschool The program does not The program has infrequent The program has an annual The program has an annual
programs, with an annual have its finances examined examination of its finances financial examination by a financial examination by a
budget of $250,000 or less, annually or does not use an and/or does not have the qualified accountant that highly qualified accountant
may choose to have an accountant that is qualified supporting documentation is documented, and it uses that is documented. It
annual examination of their or independent. for those examinations. those reports to improve its uses those reports, as well
finances in lieu of a financial fiscal management. as ongoing counsel by the
accountant, to improve the
statement review. The ex-
programs financial practices
amination must be complet- including budgeting
ed by a qualified accountant practices and assets
who is independent of the management.
program and its sponsoring
church, school, or board.
J ust compensation Compensation packages for Analysis of staff turnover Just compensation packages Just compensation packages
packages are documented teachers and nonexempt staff reveals that compensation are written, reviewed, and for professional staff are
for all employees and are unwritten, unclear, and packages are inadequate in adequate for meeting the sufficient to enable staff to
are commensurate with inconsistent. retaining quality staff. financial needs of staff. remain in Christian school
education as a career.
the training and services Compensation packages Just compensation packages of
rendered. do not sufficiently reflect local and regional schools were Levels of just compensation
training and services. considered in the development are not a factor in teacher
of benefits, and benefits retention.
were based on equitable
recognition of training and
level(s) of responsibility.
Indicator 2.11* 1 2 3 4
The school ensures The school is unaware of The school is aware of some Compliance is reflected in The school has a system
compliance with local, state, and federal local, state, and federal laws, appropriate policies, and of tracking new laws and
applicable local, state, laws and standards, and it standards, and regulations, where indicated, appropriate regulations; its adherence
and federal laws, and it is is out of compliance with but it has several areas of certificates and licenses are to applicable laws and
regulations. noncompliance. posted. regulations goes above
in good standing with all
compliance.
regulatory agencies. Records of regulatory The school is in good
documents are incomplete. standing with regulatory The schools regulatory
agencies. documents indicate a long
history of full compliance
Regulatory documents
with regulatory agencies and
(including reports of
no citations for deficiencies.
inspections, approvals, and
corrected deficiencies) are
maintained on file.

Standard 3: Home and Community Relations and Student Services
The school exists and functions as an institution of reliability and Symbols next to indicators apply as follows:
authority by exhibiting a pattern of respect, trust, accountability, (C)Comprehensively applies to every level of a school
and dignity to its constituents, both internally and externally. Effec- being accredited (grades EE12)
tive communication and relationships are fostered with constitu- (E/S)Applies only to K12 schools
ents, as well as among constituents. A wide range of strategies are (EE)Applies only to early education programs that are
used to incorporate involvement by the parents and the community. stand-alone or a part of a K12 school being accredited
It is expected that the school meets the educational and develop- Circle the number that reflects your schools level of compliance.
mental needs of the students it enrolls. Services at the appropriate In general, rubrics build on the previous level. All indicators in
levels include guidance (both academic and personal) and student boldface are considered Critical Indicators. Indicators marked
activities (curricular and cocurricular). Appropriate resources and with an asterisk (*) must be met at the compliance level or
planning occur to ensure that the mission, vision, and philosophy
higher for a team visit to occur.
are being carried out to meet the expected outcomes.
Enrollment is sufficient The enrollment is not The enrollment is marginal Enrollment is sufficient to Enrollment is more than
to establish the viability sufficient to establish to operate as a viable school, operate as a viable school, sufficient to establish the
of the school and all the viability of the school or meet the needs of students, meet the needs of students, viability of the school.
divisions it offers (i.e., any of the divisions it offers. or operate with financial or operate with financial
EE, primary, elementary, The school does not meet the stability. stability.
academic, spiritual, social,
secondary).
and developmental needs of
the students enrolled.
Size is insufficient to operate
with financial stability
as a credible educational
institution.
The school conducts The school has not The school has conducted The school conducts regular The school implements
regular demographic conducted demographic minimal demographic comprehensive demographic and analyzes regular
assessments of its assessments of its assessments of its assessments, and it has used comprehensive demographic
constituents in light of constituents in light of the constituents in light of the some of its constituent assessments of its
the stated mission: (1) stated mission. stated mission. responses in light of the constituents in light of
stated mission. the stated mission, and
educational levels, (2)
the findings are making
ethnic diversity, (3) faith an impact on the school
backgrounds, (4) family decision making.
income and vocation.
(E/S) Noncompliance Partial Compliance Compliance Exceeds Compliance
The length of the school The length of the school The length of the school day The length of the school The schools instructional
day and year, as well as the day and year, including the and year or the number of day and year, including the program extends beyond the
number of instructional number of instructional instructional hours and days number of instructional minimal requirements for
hours and days, complies hours and days, does does not comply with state hours and days, complies the school day and year.
with state or provincial not comply with state or or provincial laws. with state or provincial laws.
provincial laws.
laws, if applicable.

Regular, established, Minimal means of Some communication occurs A variety of established, A variety of regular, well-
and effective two-way communication occurs between the school and its effective two-way established, multidimensional,
communication occurs between the school and constituents, but they tend communication occurs and effective means of
between the school and its constituents, whether to be one-way in nature. between the school and its communication using state-
its constituents. formally or informally. constituents. of-the art technology occurs
The school does not have a between the school and its
system of receiving feedback constituents.
from the community. Communications are designed
Intentional communication to keep the community
methods are not in place. informed and to solicit input
and feedback.
Conferences with each Formal and informal obser- Parent-teacher conferences Parent-teacher conferences Teachers are trained in
childs parents/guardians vations are not recorded, and occur less than twice a year, are offered twice per year conference preparation
are offered twice per parent-teacher conferences and conference-schedule for each student. Mutually and techniques for
year and at other times are not scheduled. meeting times are limited. agreed-upon goals are successful communication
as needed to discuss reviewed and discussed. with parents/guardians.
the childs growth and Opportunities are provided
for the teachers to debrief
developmental progress.
with the director and/or the
lead teacher.
The school has established There are no established There are ineffective policies The school has established The school has established
biblical principles for policies for resolving for resolving differences biblical principles for biblical principles for resolving
resolving differences differences between the between the school and its resolving differences differences between the school
between the school school and its constituents. constituents. between the school and its and its constituents. These
and its constituents. constituents. These policies policies are written, reviewed,
are written, reviewed, and and communicated for
These policies are
communicated for effective effective implementation.
written, reviewed, and implementation.
communicated for There is evidence that
effective implementation. the implementation of
the principles has led to
restoration and/or removal
within the school community.
The school systematically The school The school seeks limited or The school systematically The school obtains, analyzes,
seeks input/feedback does not seek input/ inadequate input/feedback seeks input/feedback from and utilizes input/feedback
from current and past feedback from current and from current and past current and past students from current and past students
students and other past students and/or does students and/or does not to provide information to provide information
constituents in order to not use the input to provide use the input to provide regarding the learning regarding the learning process
information regarding the information regarding the process. Surveys are in order to make an impact
adjust its instructional
learning process. learning process. Surveys distributed to constituents at on its instructional and
and operational practices. are occasionally distributed least every twothree years. operational practices. Surveys,
Survey data is regularly but the data may not be Results are analyzed for which are nationally normed,
gathered and analyzed accurately tabulated or feedback regarding program are distributed to constituents
for feedback regarding effectively analyzed. satisfaction. at least every one two
program satisfaction. years. Results are analyzed
for program satisfaction and
improvement steps are taken
based on the resulting data.
Indicator 3.7* 1 2 3 4
The nondiscrimination The nondiscrimination The nondiscrimination The nondiscrimination The school intentionally
statement is published statement has not been statement is published, but it statement is published goes beyond the statement
and evident in the ac- published, and no evidence is not evident in the actions, and evident in the actions, to embrace the diversity of
tions, relationships, and exists in the actions, relationships, and programs relationships, and programs the school culture and make
programs of the school. relationships, and programs of the school. of the school. an impact for the kingdom
of the school. of Christ.

Guidance and Support Services
High school guidance No services are available. Some services are available to High school guidance Designated personnel provide
services provide academic students. services provide academic specialized services that meet
course selection along course counseling along with individual student needs for
with college and career college and career planning. college and career planning.
planning. The school offers a wide
range of activities to promote
different avenues for further
education to the student body.
The school has a process The school does not monitor The process exists to identify The process to identify The process to identify and
to identify the unique the needs of individual students with learning and support students with support students with learning
learning needs of individual students to determine if differences. Students are not learning differences is differences is well executed
students and support is they need support. Staff consistently identified or consistently applied. Needs for struggling students as well
provided in order for them members do not have tools supported with additional are met in existing classrooms as the gifted and those with
or resources to help students assistance by the teacher. by most teachers. Some social/emotional challenges.
to meet the expected
who struggle or need examples of differentiated Frequent examples exist
student outcomes. enrichment. lessons exist. Occasional throughout the school of
training in these areas is differentiated instruction
provided for teachers. allowing students to learn at
their own levels, pursue areas of
interest, and demonstrate their
learning in a variety of ways.
Support is provided through
classroom intervention or
special staff hired to focus on
small groups or individuals.
Training in these areas is
provided for teachers.
The school communicates There is no communication There is limited The school has effective com- A fully developed program
effectively with families with families regarding any communication with families munication with families re- that includes parent/student
regarding all guidance guidance services provided regarding guidance services garding all guidance services orientation, documentation
services provided by the by the school. provided by the school. provided by the school. of available services and
school. policies, and easy access to a
qualified guidance services
staff is communicated and
available to all families.
Confidential records Student records are Student records are Student records are organized An outside source maintains
of students are incomplete, poorly maintained but are difficult and current. Accessibility all documentation and
complete, organized, organized, and in a to reference. There are no is restricted, and they are in provides accessibility to
current, accessible nonsecure location. accessibility limits, and they a fireproof location or are authorized personnel. They
only to appropriate are in a nonsecure location. electronically duplicated are in complete compliance
and maintained off-campus. with all applicable legal
personnel, compliant
They are compliant with all requirements.
with applicable legal applicable legal requirements.
requirements, and kept
in a safe location.

Student Activities
Student activities are Student activities are neither Student activities are Student activities are The activities program
consistent with the reflective of the mission of limited in scope, and they consistent with the mission provides a varied balance
mission of the school, are the school, balanced, nor insufficiently accommodate of the school, are a balanced of activities including
a balanced variety, and are reflective of the student the needs and interests of the variety, and are reflective of athletics, fine arts, academics,
reflective of the needs of body. student body. the needs of all the students. and other interest-based
activities; they are developed
all students.
with the mission of the
school in mind and they
reflect the spiritual,
emotional, academic, and
social needs of all students.
Personal Care, Support, and Advocacy for Children

The director ensures Children are regularly The program schedule makes The daily schedule Transitions during the day
that daily transitions and interrupted and moved to provision for minimizing indicates the commitment to include planned procedures
regrouping of children are another group, room, or childrens transitions; minimize daily transitions. The for facilitating relationships
minimized through orga- teacher. however, staff fail to director has provided highly between the children and
nization, written policies, implement strategies (such organized staff schedules to the staff who are responsible
as transition activities) support the program; there for their care.
and staffing.
that cushion the impact of are sufficient staff to minimize Transitions are minimized
transitions for children. daily transitions. when feasible.
Staff who share the primary
responsibility of a group of
children communicate with
one another to ensure smooth
operation of the program.
Each group of children A list demonstrates that each Staff members are given ach group of children
E The bonding procedures are
has one primary teacher/ group of children does not primary responsibilities has one primary teacher/ tailored to the development
caregiver to help ensure have one primary teacher/ for assigned groups; however, caregiver to help ensure that and ages of the children
that the individual child is caregiver. there is frequent change in the individual child is cared served.
those assignments because for and nurtured.
cared for and nurtured.
of staff turnover or because
children/staff are shifted
from classroom to classroom.
Staff members The emotional health of Not all classrooms have Staff members intentionally Classroom observations
intentionally prepare the environment is not observable indicators of prepare and maintain indicate a positive climate
and maintain an prioritized. an emotionally healthy an emotionally healthy of mutual respect, pro-
emotionally healthy environment. environment (outlined in social interactions, affection,
Children appear socially
environment (outlined the EE Evidence Guide for and laughter.
anxious and/or fearful, and
REACH Indicators). Children are content, and
in the EE Evidence Guide observable indicators are
for REACH Indicators.) random and incidental. they do not exhibit signs of
social/emotional stress.
Teachers are well trained in
preparing an emotionally
healthy environment, and
they respond promptly to the
emotional needs of children
(hurt, fear, negativity).
Teachers understand the
listed components and the
practical application of each.

The program has a There are no modifications Written plans are in There is a written plan in The written plan is
written plan to address in the program for children place but are inconsistent place addressing children systematically reviewed and
children who exhibit who have varying needs. throughout the program. with varying needs including updated by all teaching staff.
varying needs. Needs may individualization, evaluation, Teachers embrace a
include developmental and referral to professional collaborative approach
services. with the parents and other
delays, special needs, or
English language learners The teaching staff are professionals in the best
(outlined in the EE Evidence trained to recognize and interest of serving the childs
Guide for REACH Indicators). accommodate children who needs.
are exhibiting developmental
delays or learning differences.
Families are provided with Staff are not familiar with Staff are familiar with Staff are familiar with Staff provide support and
materials and resources community services and community services and refer community services and guidance for parents/
to assist with health and resources and thus do not parents as needed. However, resources that support guardians who need access to
educational needs of their connect parents to helpful either the director and staff the success of all children. services for their child while
child and are invited to resources. Families are not do not work collaboratively They share this information considering the families
encouraged to actively in providing information as with parents and provide cultural and linguistic needs
participate in classroom/
participate in the classroom. needed, or written consent referrals as needed. Families when providing referrals.
program activities. from parents is not sought are invited to participate Intentional care and
before providing requested in appropriate classroom/ planning is evident when
information. Invitations for program activities on a inviting families to classroom
families to participate in the regular basis. activities.
classroom/program activities
are minimal.

Standard 4: Personnel
The school hires personnel who have made a personal Symbols next to indicators apply as follows:
commitment to follow Jesus Christ and endorse the schools (C)Comprehensively applies to every level of a school
statement of faith. They are committed to the written philosophy, being accredited (grades EE12)
mission, vision, and core values of the school. Faculty and (E/S)Applies only to K12 schools
staff engage in ongoing professional development to improve (EE)Applies only to early education programs that are
instructional practices leading to continual growth in student stand-alone or a part of a K12 school being accredited
learning and development of the instructional program. The Circle the number that reflects your schools level of compliance.
executive leadership, instructional, and support staff are sufficient In general, rubrics build on the previous level. All indicators in
in number to provide for the effective delivery of quality boldface are considered Critical Indicators. Indicators marked
education and are appropriately credentialed, degreed, trained, with an asterisk (*) must be met at the compliance level or
and qualified for their assigned duties. higher for a team visit to occur.
Each staff member has a The school has made no The school has attempted The school has a signed In addition to the signed
clear testimony of faith effort to determine each to determine each staff statement of faith and documents, staff members
in Christ, has signed the staff members personal members personal endorsement of the schools exemplify a passion for
schools statement of relationship with Jesus Christ. relationship with Jesus ethics/lifestyle statement for Christ, for students, and for
faith, and endorses the Christ, but it does not have each staff member. Christ-centered educational
supporting evidence. processes.
schools code of ethics/
lifestyle statement.
The executive leadership Ethical guidelines have not The executive leadership has The executive leadership Staff members are annually
of the school ensures been developed or discussed a set of ethical guidelines, has a set of well-developed trained to know and
staff members know and with the staff. but the staff have not been ethical guidelines, and the understand the ethical
understand the ethical trained for basic knowledge annual training includes considerations of their
considerations of their and/or understanding of opportunities to brainstorm respective positions.
those guidelines. ways for these to be expressed Opportunities to discuss
respective positions.
in the culture of the school. practical application are
provided. A system to
acknowledge and encourage
ethical behavior has been
implemented.
Staff members can clearly
articulate the meaning and
application of the ethical
guidelines.
School personnel, There is no indication that The staff have verbally There is supporting The supporting documen-
including volunteers, the staff have made any indicated their support, documentation from each tation includes personal
clearly indicate their commitment to the mission but there is no documented staff member indicating his commitments by the majority
commitment to the and philosophy of the evidence of that or her commitment to the of the staff to the mission of
mission and philosophy of school. commitment. mission of the school and the school as evidenced by
biblically based relationships involvement in activities/
the school and biblically
therein. programs.
based relationships therein.

The K12 head of No administrator has a Some administrators have All administrator certificates The head of school has
school and all K12 current certificate. current certification. are current. attained training beyond
principals hold an ACSI a masters degree.
administrative certificate.
The director of the early The director does not have a The director meets the The director meets the The director has a graduate
education program has degree. qualifications in the EE indicator requirements as degree in early childhood
professional training as Equivalency Chart: Director. stated. education/child development
The director does not have
evidenced by having or related field from an
administrative training.
obtained, at minimum, a accredited institution.
bachelors degree in early The director has completed
childhood education/child graduate work in administra-
development or related tion and/or business.
field from an accredited
institution; or a bachelors
degree in a nonrelated
field and a CDA; or a
bachelors degree in a
nonrelated field and nine
credit hours of college
coursework in early
childhood education/child
development or related
field.
The director also has a
working understanding
of business practices as
evidenced by nine credit
hours of college coursework
in administration/business
(or its equivalent). The
coursework includes training
in leadership development
and supervision of adults.
Refer to the EE Equivalency
Chart: Director.
All K12 teachers Not all teachers hold a Some teachers have bachelors All teachers hold approved Many of the teaching staff
hold, at minimum, a bachelors degree. degrees from unaccredited, bachelors degrees. hold advanced degrees, and
bachelors degree from nonrecognized colleges. they are encouraged and
an accredited college/ supported in their pursuit of
university or an institu- graduate degrees.
tion recognized by ACSI.

Early education teachers All teachers do not meet Fifty percent of teachers One hundred percent of Twenty-five percent of early
have obtained, at minimum, the minimum requirements have an associates degree in early education teachers have education teachers have
an associates degree in early as outlined on the EE early childhood education/ obtained, at minimum, an obtained degrees beyond
childhood education/child Equivalency Chart: Teacher. child development or related associates degree in early an associates degree in early
development or related field from an accredited childhood education/child childhood education/child
institution, and all remaining development or related development or a related
field from an accredited
teaching staff meet the field from an accredited field from an accredited
institution or an AA degree requirements of the EE institution. institution.
out of field with six credit Equivalency Chart: Teacher.
hours of early childhood/
child development in
college coursework or a CDA
credential. Refer to the EE
Equivalency Chart: Teacher.
Indicator 4.5b 1 2 3 4
Early education teacher All teacher assistants do Fifty percent of the teacher One hundred percent of Twenty-five percent of
assistants have obtained, at not meet the minimum assistants have a state/ teacher assistants have teacher assistants have
minimum, a state/nationally requirements as outlined on nationally recognized obtained, at minimum, a obtained advanced degrees
recognized competency the EE Equivalency Chart: competency credential, state/nationally recognized beyond state/nationally
credential. Refer to the EE Teacher Assistant/Aide. and the remaining teacher competency credential. recognized competency
assistants meet the credentials.
Equivalency Chart: Teacher
requirements in the EE
Assistants/Aide. Equivalency Chart: Teacher
Assistant/Aide.
A minimum of 80 percent Less than 70 percent of Between 70 and 80 percent Eighty percent or more of One hundred percent of the
of K12 faculty, which the teachers hold an ACSI of teachers hold current the teachers hold current teaching staff hold current
includes professional teaching certificate. ACSI certificates. There are ACSI certificates. ACSI certificates.
positions such as teachers with applications
guidance counselors, pending who are awaiting
their certificates.
athletic directors, library/
media specialist, etc.,
based on full-time
equivalents (FTEs), hold
current ACSI certification.
Professional development There is no ongoing There is some professional Professional development Professional development
for K12 faculty, guidance professional development in development for K12 for K12 faculty, guidance for K12 faculty, guidance
personnel, informational place for most of the faculty faculty, guidance personnel, personnel, informational personnel, informational
resources staff, and other and/or staff. informational resources staff, resources staff, and other resources staff, and other
appropriate staff is ongoing and other appropriate staff. appropriate staff is ongoing appropriate staff is ongoing
Training in the Christian and integral to the school and integral to the school
and integral to the school
school philosophy of and is aligned with specific and is aligned with specific
and aligned with specific education has only been goals and instructional goals and instructional
goals and instructional accomplished for certified programs, and it includes programs. All staff members
programs, and it includes faculty members. training in the Christian have been trained in the
training in the Christian school philosophy of Christian school philosophy
school philosophy of education. of education.
education.

All EE staff who are re- None of the staff members Only 75 percent of staff One hundred percent of staff Staff members regularly
sponsible for the care and have met the professional participate in a minimum participate in a minimum of reflect and share learned
education of the children development clock hours for of 12 clock hours of 12 clock hours of professional training information orally
in the program participate continuing education. professional development development in addition to with other staff members.
annually in a minimum in addition to meeting state meeting state guidelines for
guidelines for continuing continuing education.
of 12 documented clock
education.
hours (or meet the state-
mandated clock hours) of
continuing education or
professional development
relating to topics specific
to early education. Refer to
the EE Yearly Professional
Development Report.
A minimum of four clock None of the staff members Only 75 percent of the A minimum of four clock Staff members regularly
hours of biblical studies (a have a minimum of four staff have a minimum of hours of biblical studies have reflect and share learned
formal group or individual clock hours of biblical four clock hours of biblical been documented by 100 training information orally
Bible study) is accepted studies. studies. percent of the staff. with other staff members.
with documentation of
completion.
Indicator 4.7c 1 2 3 4
Eighty percent of all early Less than 25 percent More than 25 percent Eighty percent or more of One hundred percent of
education teachers and of teachers and teacher of teachers and teacher the teachers and teacher the teachers and teacher
teacher assistants complete assistants have completed assistants have completed assistants have completed assistants have completed
ACSIs Principles and ACSIs Principles and ACSIs Principles and ACSIs Principles and ACSIs Principles and
Practices of Christian Early Practices of Christian Early Practices of Christian Early Practices of Christian Early Practices of Christian Early
Education course. Education course. Education course. Education course.
Education course.
Policies and procedures There are no policies and There are some policies and There are policies and The school adjusts its policies
that reflect ethical procedures in place regarding procedures in place regarding procedures in place that based on an outside survey
employment practices faculty/staff employment faculty/staff employment reflect ethical employment data collection agency.
regarding faculty/staff and and/or separation from and separation from service, practices regarding faculty/
separation from service service. or they are not regularly staff employment and
reviewed, or personnel separation from service
are implemented and
files are not maintained in that are implemented and
regularly reviewed. an appropriate manner in regularly reviewed.
keeping with their confidential
nature and applicable legal
requirements.
Executive leadership Faculty/staff evaluations are The executive leadership Executive leadership follows Executive leadership follows
supports the implemen- sporadic or nonexistent, they team primarily uses informal a clearly defined plan for a clearly defined plan for a
tation of effective do not follow a prescribed or infrequent evaluation ongoing evaluation of variety of ongoing evaluations
instructional practices plan, and little or no for faculty and staff, and faculty and staff. The plan is of faculty and staff. The plan
of faculty/staff through documentation of assessment the process is inconsistent collaboratively developed, is collaboratively developed,
is available. in application. Feedback is provides for feedback, is well provides for feedback, is
annual observation,
also inconsistent and poorly documented, and is driven well documented, and
evaluation, and goal setting documented. by growth and professional is driven by a desire for
to more effectively achieve development of the staff. growth and professional
desired student outcomes. development. Evaluations
may include peer review and
input from stakeholders. A
systematic implementation of
professional development is
linked to professional goals.

The director ensures that a A formal evaluation of new New employees are informally A formal evaluation of new A new employees training
formal evaluation of new employees does not take place evaluated on an individual employees takes place no period includes (1) pre-
employees takes place no within six months after the basis. Criteria for evaluation later than six months into the service orientation with
later than six months into orientation period begins. has not been established. orientation period. support materials and/or
the orientation period. (2) individual coaching from
a staff member.
The number and Instructional: Programs Instructional: Staff members Instructional: Programs Instructional: Staffing for
professional preparation offered by the school are time is consumed by prepara- offered by the school are extra and/or cocurricular
of instructional and implemented unsuccessfully tion and maintenance of ac- implemented smoothly. activities is done by non- or
support staff is sufficient because of insufficient staff. tivities, allowing little time for Sufficient staff members additional instructional staff,
for the scope of the Students spend an excessive teaching, talking, and listening teaching within their thereby allowing individual
amount of time in transitions to students. area of preparation are and corporate planning time
school.
and waiting for activities. present allowing each staff for instructional staff.
Clerical: Insufficient clerical
member to fulfill his or her
Clerical: Insufficient clerical support is evidenced by one Clerical: To meet the
responsibilities for program
support is evidenced by more of the following: (1) unmet demand of special projects,
management, instruction, and
than one of the following: (1) deadlinesnewsletters or clerical staff can be
interaction with students.
unmet deadlinesnewsletters billing statements not going supplemented or hours can be
or billing statements not going out on time, (2) phone calls Clerical: The program increased.
out on time, (2) phone calls not answered or returned, (3) runs smoothly as a result of
Custodial: Supplementary
not answered or returned, (3) incomplete registration files for sufficient hours allotted to
custodial and maintenance
incomplete registration files children, (4) inquiring parents clerical staff.
staff are available to meet
for children, (4) inquiring receiving hurried or delayed
Custodial: The number of facility needs that occur as
parents receiving hurried or responses, etc.
custodial and maintenance part of special events or at the
delayed responses, etc.
Custodial: The number of staff is sufficient for the beginning of the school year.
Custodial: The number of custodial and maintenance staff facilities and programs.
custodial and maintenance is insufficient for maintaining Staff members are confident
staff is insufficient for main- attractive grounds and class- that requested maintenance
taining the grounds and classrooms. There is a significant or custodial services will be
rooms in a safe condition. delay between the time that received.
projects are requested and
when they are completed.
Indicator 4.11* 1 2 3 4
All personnel, including No background checks are Some background checks are All personnel, including Additionally, background
volunteers and substitute made. made, but not all personnel volunteers and substitute checks of all personnel
teachers, have the are included in that process. teachers, have the include child abuse registry
An orientation program is
appropriate screening appropriate screening and and sex offender registry
not provided to the staff. Orientation occurs, but
and background checks background checks on file checks as available on a local,
it does not include all
and they are supervised by state, and federal level.
on file, and they are personnel.
qualified staff. Orientation Every staff member receives a
supervised by qualified for new staff members is
staff. Orientation for new formal orientation to school
thorough and is conducted policies and procedures before
staff members is thorough before any staff have contact beginning employment, re-
and is conducted before with students. gardless of when employment
any new staff have begins within the school year.
contact with the students. The process is consistently fol-
(See the EE Annual Staff lowed and documented.
Training Guidelines.)

Teachers and Little or no opportunity for Some staff participate in A significant majority A significant majority of
administrators work regular collaboration in ways learning communities or of teachers participate teachers and administrators
collaboratively with each that affect school culture other regularly scheduled in regularly scheduled consistently participate
other to positively affect and encourage student opportunities for learning communities or in regularly scheduled
school culture, encourage learning are evidenced. collaboration which affect other opportunities for learning communities
Some informal, sporadic school culture and encourage collaboration. The agenda for or other opportunities
student learning, and
collaboration by teachers student learning. Some these meetings contributes to for collaboration. Topics
promote organizational may take place. teachers meet informally a reflective, problem-solving of discussion arise from
effectiveness. on their own initiative to culture which is focused the inherent needs of the
collaborate, but it is not on student learning, school students and the school. The
regular, scheduled, or ethos, or other conditions conclusions of the group
documented. that affect student learning. are followed-up in a way
that positively affects school
culture and promotes student
learning.
The program policy pro- The staff schedule does not The staff schedule is The teaching staff are The program provides a staff
vides a schedule for staff provide planning time for inconsistent in providing compensated for appropriate member to offer breaks and
that includes appropriate teaching staff, nor does it planning and break time. planning time. All staff are to assist with emergencies
planning time and breaks include break times for all offered a break time on a such as illness, etc.
in the work schedule. employees. consistent basis.
Staff breaks are scheduled
to minimize interruption to
childrens activities.

Standard 5: Instructional Program and Resources
The instructional program consists of carefully developed, Core instructional areas include Bible, language arts (reading,
thoroughly documented, and well-executed curriculum English, literature, grammar, and writing), mathematics, science,
elements that include educational philosophy, schoolwide and social studies/history.
expected student outcomes, a variety of effective instructional Informational resources exist to carry out the mission of the
strategies, adequate resources, and appropriate assessments school by supporting the instructional program with ample and
that are based on current research and quality practices. The appropriate print, media, and technology resources. Qualified
curriculum of the school is driven by well-written policies staff provide effective services to students, staff, and parents.
and procedures. Core instructional areas include Bible,
language arts (reading, English, literature, grammar, and Symbols next to indicators apply as follows:
writing), mathematics, science, and social studies/history. It (C)Comprehensively applies to every level of a school
is sufficiently funded, comparatively reviewed on a regular being accredited (grades EE12)
basis, and compiled using the schools mission, vision, core (E/S)Applies only to K12 schools
values, and schoolwide expected student outcomes to ensure a (EE)Applies only to early education programs that are
biblical foundation for instruction. A method for assessing the stand-alone or a part of a K12 school being accredited
effectiveness of learning schoolwide expected student outcomes Circle the number that reflects your schools level of compliance.
is in place, and the results of the assessments are communicated In general, rubrics build on the previous level. All indicators in
regularly to all stakeholders. boldface are considered Critical Indicators.
The curriculum documents The curriculum plans/ Curriculum plans/maps Curriculum plans/maps are Curriculum plans/maps
developed by the school maps are minimal or are partially completed comprehensive and provide are comprehensive and
provide a well-documented non-existent, and there is for some of the core a well-documented bibical exceptionally well-
biblical basis for instruction almost no evidence of a courses, but there is little basis for all core courses and documented in the bibical
of students in each course thoughtfully developed, evidence of a thoughtfully most electives consistent basis for each course.
bibically based curriculum. developed, bibically based with developing a biblical The curriculum is out-
consistent with the goal
curriculum. worldview in students. standing in design and
of developing a biblical
worldview of students. functionality, and effectively
supports all teachers for
effective instruction in a
biblical worldview.
The curriculum plans/maps The curriculum plan/maps The curriculum plan/maps The curriculum is current, The curriculum is annually
drive the instructional are minimal in quality or are somewhat developed, complete, and well reviewed, current,
program. The plans/maps quantity; not up to date, but several of the documented, including all complete, and thoroughly
are current and include the and/or do not meet the requirements (15) are not requirements (15) in the documented, with every
following components: (1) requirements (15) in the included. indicator. requirement (15) being
schoolwide expected student indicator. There is little or only The curriculum
clearly addressed.
outcomes, (2) scope and There is no evidence in the anecdotal evidence the clearly addresses the There is considerable
sequence of instruction for curriculum that it addresses curriculum addresses the developmental needs of the evidence across the
each subject area at each the developmental needs of developmental needs of the whole child. curriculum that it addresses
grade level, (3) biblical the whole child. whole child. the developmental needs of
integration concepts, (4) The curriculur documents
the whole child.
school-selected standards, The curriculum documents The curriculum documents are readily accessible to all
and (5) assessments. The are not accessible to the are not readily accessible to faculty members. The curriculur documents
plans include course goals faculty. the faculty. are readily accessible to
The instructional program
and objectives, resources, as all faculty, parents, and
The instructional program The instructional program is clearly curriculum driven
well as the time allotted for students.
is totally textbook driven is highly textbook driven and textbooks are used as a
each unit. and not curriculum driven. and not curriculum driven. resource. The curriculum documents
are regularly used by the
The plans/maps are accessible faculty for instruction, and
to all faculty and inform the selection of resources is
instruction that clearly values curriculum based.
the development of the whole
child - spiritually, intellectually,
physically, emotionally, and
socially.

The program has developed There is very little There is some consideration Every teacher has access The curriculum guide/
a curriculum guide/plan that consideration or and consistency by the to and utilizes a current plan is a living document
flows out of the philosophy consistency by the teachers teachers in all classrooms curriculum guide/plan that that is consistently used
and foundational statements in all classrooms for all for all developmental includes all components to inform instruction.
and that is based on current developmental domains. domains. specified in the indicator. It is consistently revised
early education research and to reflect more effective
principles. instructional practices and
curricular resources, and
The curriculum plan includes
it is driven by authentic
the following components:
assessment.
(1) an educational philosophy
of teaching and how children
learn based on early education
research, (2) schoolwide expected
student outcomes, (3) mapping
of instruction for each age
group, (4) incorporating overall
goals and objectives aligned
with state/national standards
for each domain: spiritual,
social, emotional, physical, and
cognitive, (5) developmentally
appropriate instructional
methods, (6) instructional
resources, and (7) evaluation and
assessment strategies (outlined
in the EE Evidence Guide for REACH
Indicators.)
Bible content and instruction Bible may not be required Instruction in Bible classes A Bible course is required Every student is in a Bible
are required in the core as a core class or developed is inconsistent among for each student every term class four days a week or,
curriculum. in the same way as other students and classes either of attendance or, due to a due to a varied school class
core classes. in time or quality of varied school class schedule, schedule, its equivalent
instruction. its equivalent amount of time instructional minutes.
Bible instruction is
in a year.
sporadic or inconsistent A clear scope and sequence Every student has age
throughout the curriculum. and specific course Instruction is built on a appropriate opportunities
objectives do not exist for well-developed scope and for exercising spiritual
each Bible class. sequence. Bible curriculum disciplines, personal
includes all the elements reflection, and character
described in Indicator 5.2. development on a regular
Instructional strategies are basis related to their Bible
consistent with other courses. instruction.
ACSI will accept alternative and innovative ways of meeting the Bible content and instruction requirement. The schools method can be
approved for meeting (or exceeding) compliance in advance of an accreditation visit by submitting a description of the process the school
uses to the team chairperson and ACSI regional office. The plan must include: goals, objectives and outcomes; assessment; and how it meets
the spirit of the indicator and rubric.

Instructional Strategies
The school systematically No systematic basis A curriculum review cycle A process is in place to Annual school improvement
evaluates its instructional for formally evaluating exists, but it is not consistently effectively monitor the plans have been developed
strategies, learning activities, the curriculum and the followed. school learning environment in response to effective
and instructional technology, instructional program
An informal monitoring pro- to ensure that it is conducive assessment of the curriculum
ensuring they are research-based is in place.
cess exists, but no formal data
to the instruction and and the instructional
and reflect sound educational The school learning are collected or evaluated to development of the whole strategies.
practice. environment is not ensure that the school learning child. There is a historical pattern
monitored. environment is conducive to of an improving school
the instruction and develop- learning environment
ment of the whole child. that has been initiated as
a result of the assessment
processes.
(ES) Noncompliance Partial Compliance Compliance Exceeds Compliance
Instructional strategies and The curriculum and Many teachers are exclusively Instructional strategies and The school is utilizing
equitable learning activities instructional strategies using adopted textbooks learning activities focus and widely implementing
focus on active student are exclusively driven by and publishers materials, on active engagement, the learner-centric
engagement, the achievement the adopted textbook and but some teachers are using achievement of essential instructional strategies
of essential knowledge and publishers materials. learner-centric instructional knowledge and skills, biblical that are reflective of best
skills, biblical wisdom and Engaged learning is not a
strategies. wisdom and understanding, practices.
understanding, and higher-order priority in the school. Some students have an equal and critical thinking skills as
All students have an equal
thinking skills. opportunity for meeting the well as higher-order thinking
opportunity for meeting
Many students do not have skills.
learning outcomes. the learning outcomes.
the same opportunities
for meeting the learning Many students have an equal
outcomes. opportunity for meeting the
learning outcomes.
Appropriate instructional There is very little There is some consideration Appropriate instructional Consideration of
strategies include the following consideration or and consistency by the teach- strategies include the developmental domains
developmental domains: consistency by the teachers ers in all classrooms for all following developmental of all children is a top
spiritual, social, emotional, in all classrooms for all developmental domains. domains: spiritual, social, priority for all teachers as
physical, and cognitive to developmental domains. emotional, physical, and they consistently plan for
include Bible, language, math, cognitive to include Bible, strategies to improve best
and science/discovery (outlined language, math, science/ practices for instruction.
in the EE Evidence Guide for discovery (outlined in the The teachers receive ongoing
REACH Indicators.) Compliance section of training for domain planning
the EE Evidence Guide for to include using teachable
REACH Indicators.) moments in everyday
interactions (outlined in the
Exceeds Compliance section
of the EE Evidence Guide for
REACH Indicators.)
Teachers incorporate There is no connection Instructional strategies and Lesson plans accurately The teaching staff are
appropriate instructional among the instructional learning activities are loosely reflect the program trained on an ongoing
strategies and learning activities, learning tied to program goals and goals and expected child basis in how to incorporate
activities in the lesson plans activities, program goals, expected child outcomes. outcomes, and the teaching expected child outcomes
that reflect the goals of the expected student goals, and staff clearly incorporate into the lesson plans
program and connect with the lesson plans. appropriate instructional (outlined in the Exceeds
the overall expected child strategies and learning Compliance section of
outcomes (outlined in the activities in the lesson the EE Evidence Guide for
EE Evidence Guide for REACH plan (outlined in the REACH Indicators.)
Indicators.) Compliance section of
the EE Evidence Guide for
REACH Indicators.)

Indicator 5.5c 1 2 3 4
The daily schedule The classroom schedule Only a portion of the All classroom schedules All teachers prepare written
provides for stability, does not reflect a balance classroom schedule reflects reflect a plan for appropriate plans to include a variety of
security, and flexibility of appropriate activities as a plan and an attempt for activities as described by the activities described in the
to meet the groups described in the indicator. a balance of appropriate indicator and are consistently indicator. Ongoing planning
needs, capitalizing on activities. The plan is implemented. and implementation is
the childrens interest inconsistently achieved. evident.
and attention span. The
classroom schedule
includes a balance of
activities that are age
appropriate in length
(outlined in the EE
Evidence Guide for REACH
Indicators.)
Assessment
There is a systematic There is no process in place The school utilizes limited There is a systematic Assessments are continually
process in place for for the assessment of student assessment tools. It analyzes administration of administered with fidelity
the assessment of learning. data on a cursory basis by standardized testing over time to include
student learning and what is provided in the group consistently over time. There standardized, formative,
development that reports for the standardized is some use of multiple and consistent school-based
includes multiple tests. There is very little assessment measures to assess measures addressing all
assessment measures disaggregation of data or expected student outcomes. areas of expected student
over time to accomplish analysis of data for subgroups outcomes. Authentic
the expected student or on a single staudent basis. assessment is readily seen
outcomes. Teachers are rarely trained in in many classrooms and at
data analysis. many levels.
Developmentally Teachers do not perform The teachers perform some Children are assessed at All staff are trained in using
appropriate child assessments, they are not assessments; however, the least twice per year using a variety of assessment
assessments such as trained, or they do not data are not collected. the programs approved tools. Parent input is used
portfolios, work samples, document childrens growth assessment protocol. as a collaborative means of
and observation data are and progress. Teachers are trained to assessing the needs of each
collected at least twice use the assessment tools child.
per year and shared with approved by the program.
parents.
The school analyzes Assessment is limited to The school utilizes limited The school uses comparison The school uses all of the
student performance textbook content testing assessment tools. It analyzes and trend data of factors listed at the compliance
data including: or teacher-made classroom data on a cursory basis by performance. The analysis level as well as analyzing scores
1) implications of tests. The school does not use what is provided in the group of student performance that are 1) higher or lower
schoolwide trends seen standards-based or nationally reports for the standardized includes: 1) implications of than expected; 2) showing
from year to year; normed tests. The only tests. There is very little schoolwide trends seen from increasing or decreasing gaps;
2) monitoring the reporting is report cards. disaggregation of data or year to year; and 3) correlations with other
progress of individual analysis of data for subgroups 2) monitoring the progress school indicators such as grades
students; or on a single student basis. of individual students; or graduation rates. Teachers
3) disaggregation Teachers are rarely trained in 3) disaggregation of data by are regularly trained on how to
of data by gender, data analysis. gender, ethnicity, and other do analysis of both formative
ethnicity, and other factors important to the and summative assessments and
factors important to the school; and how to use that for program
school; and 4) comparison to outside improvement.
4) comparison to groups. Teachers are
outside groups. trained in data assessment
Teachers are trained in and analysis for program
data assessment and improvement.
analysis for program
improvement.

The school uses the The school is not likely to The school occasionally The school consistently The school consistently uses
analysis of data in making use data or data analysis uses data and data analysis uses data and data analysis data analysis in conjunction
educationally sound to make educationally to make educationally to make educationally with appropriate research
decisions regarding sound decisions regarding sound decisions regarding sound decisions regarding (constituents, literature,
students, instructional students, instructional students, instructional students, instructional etc.) to make educationally
strategies, and programs strategies, or programmatic strategies, and programmatic strategies, and programmatic sound decisions regarding
to better attain expected improvements. improvements. improvements. students, instructional
student outcomes. strategies, and programmatic
improvements.
The school has Assessment results are Standardized test scores are The school has procedures The school utilizes a wide
implemented procedures communicated through sent home to parents, but for regular communication variety of assessment tools
for regular communication report cards only. analysis and follow-up are regarding assessment. Both with results regularly
of student achievement not provided. formative and summative communicated to students
to all stakeholders. This assessments are utilized with and parents. Exemplary work
communication includes appropriate communication is displayed for students,
the following: (1) major concerning results. teachers, parents, and the
tests used, (2) schoolwide community. An annual
trends in achievement, assessment audit is provided
(3) accomplishment of to the parents and the
schoolwide expected community.
student outcomes, and
(4) annual progress of
individual students.
Instructional Resources
Instructional and Resources are inadequate Some of the resources are Resources are adequate Resources in multiple media
informational resources and/or not appropriate adequate and appropriate for and appropriate for the formats are plentiful and
which support teaching for the schools programs. the programs offered. The programs offered. Materials appropriate for the vast
and learning are Instructional resources quantity of resources meet are systematically evaluated majority of programs offered.
appropriate in number, are not evaluated for a minimum of the resources and selected with moral Materials are systematically
culturally representative of appropriateness. needed. and cultural sensitivity and evaluated and selected with
the students, and include include Christian distinc- moral and cultural sensitivity
the Christian distinctives tives. Resources are provided and include Christian
of the school. to support teaching and distinctives. Resources are
learning. provided to support teaching
and learning.
Developmentally Classroom materials and The classrooms contain Developmentally appropriate Classroom materials and
appropriate instructional equipment are either ample materials and materials and equipment, equipment include (1)
resource materials and insufficient in quantity equipment. However, including child-sized tables duplicates of popular items,
equipment, including for the children enrolled children have limited access and chairs and adequate (2) open-ended materials
child-sized tables and or not geared to childrens to those resources, or the furniture in good repair, are that children can use in
chairs and adequate developmental needs. materials provided must provided in each classroom to a variety of ways, and (3)
furniture in good repair, are be sharedresulting in meet the needs of the children. newly developed products.
provided in each classroom inadequate provisions in
Childrens feet touch the
to meet the needs of the some of the classrooms.
floor (or the provided surface
children. in high chairs), giving them
stability while seated.

Faculty members, students, Information resources staff Information resources staff There is a formal process The faculty, students, and
and other relevant are solely responsible for the accept suggestions for the for the faculty members parents are intentionally
constituents provide selection of materials and selection of materials and to provide input into the solicited for reccommendations
input into the selection of resources. resources. selection of information regarding the selection of
instructional and information resources supporting the information resources used by
resources that support the attainment of the schoolwide the school population. There
attainment of schoolwide expected student outcomes. is alignment between the
expected student outcomes. assessment of the schoolwide
expected student outcomes
and the selection of the schools
information resources.
Information resources Access to information Access to information Information resources are Information resources in
are readily accessible resources is not convenient resources is convenient for readily accessible by students, a variety of media formats
to student, staff, and or readily available to most of some of the students, staff, staff, and faculty. are easily accessible by
faculty. Use of information the student, staff, and faculty. and/or faculty. Information resources staff students, staff, and faculty
resources is supported by Information resources staff are usually available to assist and are clearly linked to
trained staff. are occasionally available to staff and students with their the instructional program.
assist staff and students with support needs. Library/media specialists
their support needs. are readily available to assist
staff and students with their
support needs. Training on
how to integrate information
resources/media into
instruction is available from
the information resources staff.
Passive media (television, Media are used for Passive media do not meet all Passive media (television, All passive media that
DVDs, CDs), when used, entertainment and/or on of the stated requirements. DVDs, CDs), when are used are included as
meet the following a regular basis to occupy used, meet the following resources in the schools
requirements: (1) are children during unstructured requirements: (1) are curriculum guide/plan and
appropriate to the age portions of the day. appropriate to the age and are continually updated
and the attention span, (2) the attention span, (2) and evaluated according
enhance the effectiveness enhance the effectiveness to their effectiveness in
and values of the program, and values of the program, meeting instructional goals
(3) are previewed by the (3) are previewed by the staff and objectives. The media
staff for overall content for overall content and age programs that are used
and age appropriateness, appropriateness, (4) serve as include appropriate teacher
(4) serve as an occasional an occasional supplement to involvement in introducing
supplement to daily daily activities rather than and following up the viewing
activities rather than a a significant part, and (5) with questions and activities
significant part, and (5) include appropriate teacher that elicit childrens active
include appropriate teacher involvement in introducing involvement.
involvement in introducing and following up the viewing
and following up the with questions and activities
viewing with questions and that elicit childrens active
activities that elicit childrens involvement.
active involvement.
If the program includes There are no program- The software selection Program guidelines The software selection
screen time for children, wide guidelines addressing process is informal. have been developed for process is written and formal.
program guidelines childrens active involvement Childrens time spent at classroom use, addressing Evaluative comments precede
have been developed and/or selection of software. the computer includes long strategies to ensure the adoption process.
for classroom use to Teachers can bring software periods of waiting and more interactive involvement and Teachers are trained to use
ensure childrens active into the program without passive involvement rather consideration for the needs all purchased software, and
involvement. Guidelines formal approval. than active involvement. of the young learner. they know how to integrate
address strategies to ensure the software into learning
interactive involvement opportunities.
and consider the needs of
the young learner.

Instructional technology Little use of technology by Use of technology by Technology is incorporated Technology is integrated
competencies are teachers or students. the teacher is primarily into the curriculum. Uses through a vast majority
incorporated into the for presentation. Use of vary with teachers. Some of classes at high levels
teaching and learning technology by the student have higher level use which by both teachers and
process to improve the is primarily for drill and incorporate critical thinking, students. There are frequent
achievement of expected practice or completion of collaboration, and creative examples of creativity,
student outcomes. Well- word processing assignments. uses for students. Other collaboration, innovation,
integrated technology teachers are still using research, problem-solving,
promotes creativity, technology primarily as a and ongoing training for
collaboration, innovation, presentation tool. Students digital citizenship. Students
research skills, problem- use technology to complete are taught the skills of the
solving, and digital assignments at a similar innovative tools, how to use
citizenship. variety of levels. them in their coursework, and
are assessed appropriately for
the variety of tools they use.
Policies and Procedures

The school has a written There is no written classroom There is a written classroom The school has a written Classroom management
classroom management management or philosophy management philosophy classroom management philosophy and policies have
philosophy and policies policy. and policy, but they are not philosophy and policies been effectively implemented.
that are developmentally developmentally appropriate that are developmentally There is an overarching positive
appropriate and bibli- or biblically based, and appropriate and biblically atmosphere. The broader
cally based, and they are they are not implemented based, and they are school community has been
implemented effectively schoolwide, implemented implemented effectively and involved in the development
and communicated to the effectively, or communicated communicated to the school and implementation of
school community. to the school community. community. programs that promote a
distinctive Christian learning
community.
Child guidance policies There are no policies and There is an informal The child guidance policies Child guidance procedures
and procedures are in procedures in place, and they understanding of the and procedures are published are systematically reviewed
place and published are not published for parents programs child guidance in both the staff and parent and updated. All staff
for parents and staff. and staff. policies and procedures by handbooks. Staff understand members are trained for
The policies and the staff and parents. and follow the established best practices for classroom
procedures support staff child guidance policies and management (outlined in the
in maintaining effective procedures (outlined in Exceeds Compliance section
orderly classrooms the Compliance section of of the EE Evidence Guide for
(outlined in the EE the EE Evidence Guide for REACH Indicators.)
Evidence Guide for REACH REACH Indicators.)
Indicators.)
Written policies and The school has no written The school has written The school has a written The school uses current
procedures are in place policy in place related to policies and procedures policy regarding student/ research and analysis to
to allocate and protect class size, instructional time, in place related to class teacher ratio for each school determine optimum student/
instructional time and or graduation requirements. size, instructional time, or division. teacher ratio.
learning opportunities graduation requirements,
The school has a written The school has a written
and support student but they are not consistently
policy regarding the time policy that addresses freedom
learning and graduation followed.
allocated for instruction that from class interruptions.
requirements. The number meets the requirements of
of students per classroom The school shows evidence
the state, province, or foreign that it exceeds the time and
is monitored for effective country of the schools geo-
learning and student- coursework requirements for
graphic location. graduation.
teacher relationships.

(ES) Noncompliance Partial Compliance Compliance Exceeds Compliance
The school instructs There is no plan for There is a policy and plan The school instructs teachers The school emphasizes
teachers and students in instructing teachers or for ethical and moral use and students in the ethical and models the moral and
the ethical and moral use students in the moral and of source materials, but it and moral use and evaluation ethical use of source material.
and evaluation of source ethical use and evaluation is inconsistently applied or of materials from any source, It emphasizes the related
materials, including of materials. There is no taught to students. It does including verification, character issues to staff and
verification, attribution instruction in media literacy not cover all sources of attribution and credit, students.
and credit, appropriate or school standards for its material. There is incidental appropriate referencing, and
referencing, and media use on school property. instruction in media literacy media literacy, and provides
literacy. but no school standards for appropriate documentation
its use on school property. of the instruction. The
curriculum includes
instruction in the proper
documentation of sources.
The school has, and The school does not have The schools written The school has created a The school solicits additional
regularly evaluates, a a written technology technology management technology management plan funding to augment or
technology plan that management plan. plan includes some of the that includes the acquisition, accelerate the procurement
includes the acquisition, required components, inventory, and maintenance of appropriate technology
inventory, and but it is not implemented of software and hardware as and informational resources.
maintenance of software effectively or evaluated well as acceptable use policies.
The school is a pioneer in the
and hardware as well as regularly. The school implements the
development and/or applica-
acceptable use policies. plan and regularly evaluates it.
tion of technology to enhance
school instructional objectives.

Standard 6: Student Care
Written policies and procedures are in place to ensure students and written policies and procedures are in place.
wellbeingemotional, physical, spiritual, and academic. The
school facilities (buildings and grounds) are appropriate in size, Symbols next to indicators apply as follows:
furnishings, and space to meet the stated philosophy, mission, (C)Comprehensively applies to every level of a school
and vision for the number and age of students served. The being accredited (grades EE12)
entire campus is a safe, healthy, and nurturing environment (E/S)Applies only to K12 schools
for teaching and learning. Safety procedures are documented (EE)Applies only to early education programs that are
and clearly understood, and they address the prevention and stand-alone or a part of a K12 school being accredited
identification of abuse, bullying, and the presence of unwelcome Circle the number that reflects your schools level of compliance.
guests. A relevant and thorough crisis management plan is in In general, rubrics build on the previous level. All indicators in
place, and the faculty and staff have been trained appropriately boldface are considered Critical Indicators. Indicators marked
to handle various emergency situations. Regular drills and with an asterisk (*) must be met at the compliance level or
practices occur to assist in preparation for crisis events. higher for a team visit to occur.
Transportation guidelines for staff and students are developed,
Crisis Planning
A comprehensive The school does not have a The school has a written The school has a comprehensive The school has a comprehensive
written security and written security and crisis plan for security and crisis and reviewed written security and reviewed written security
crisis management plan management plan. management that is not and crisis management plan, and crisis management plan.
has been developed, formalized or implemented. and the school has trained the It has trained the staff and
regularly reviewed, and staff and students in how to students in how to respond
implemented, and it is respond in emergency/crisis and has provided orientation
supported by appropri- situations. to the parents to effectively
ate training for all staff communicate the schools
and students. preparedness, including
coordination with community
responders.
A safety audit has been
conducted.
The school communicates The school has no plan for The school has a written The school has formally The school has formally
with legal authorities communication with legal plan for communication, written a plan for written a plan for
(i.e., the fire department, authorities, parents, media, but it has not been formally communicating with legal communicating with legal
police department, and and community members in implemented nor has authorities, parents, media, authorities, parents, media,
other applicable agen- times of crisis or emergency. orientation been given to and community members in and community members in
cies), parents, media, and staff. times of crisis or emergency, times of crisis or emergency. It
community members and it has provided staff has provided staff orientation
when a crisis or a major orientation. as well as orientation for all
incident occurs. concerned stakeholders.
Safety and Health

The school complies with No process has been A process has been developed, All local, state, and federal Safeguards are in place
applicable local, state, and implemented to comply with but it has not been implement- laws regarding safety and beyond the minimum
federal laws regarding any local, state, and federal ed to comply with all local, health issues are met. requirements of local, state,
safety and health issues. laws regarding safety and state, and federal laws regard- and federal laws.
health issues. ing safety and health issues.

The program does not The program has not The program has developed The program does not offer The program consults with
offer foods that present developed guidelines to guidelines to address foods foods that present a risk of parents on an individual basis
a risk of choking to address foods that are that are choking hazards; choking to children. Food concerning foods that do not
children. Food is cut into choking hazards. however, they are not is prepared as stated in present a choking hazard that
small pieces no larger communicated consistently the indicator, and written can be brought from home.
than a one-fourth-inch to staff and parents. policies are presented to staff
square for infants and a and parents.
one-half-inch square for
toddlers. A written policy is
communicated to all staff
and parents.
Students are in Student records are Some student records are A plan is in place for tracking The school has developed
compliance with the outdated, or undocumented, outdated, or undocumented, and follow-up when students a system for tracking
requirements of civil or are incomplete. or are incomplete. are admitted into the school documentation needed in
authorities regarding with allowable documented student files, including a
immunizations, physical exceptions to their records. plan for follow-up of items
examinations, and Emergency information is
requiring periodic updating.
communicable diseases. current and maintained for
A system is in place for
Records of health services each student.
staff to access emergency
rendered to students information on or off
(including accidents and campus.
injuries) are appropriately
noted and filed.
Written policies and Policies and procedures do Written policies and Written policies and Written policies and
procedures for all areas not exist. procedures have been procedures for all areas of procedures for all areas of
of health and safety developed, but they are not health and safety services health and safety services
services have been formally implemented or have been developed, have been developed,
developed, reviewed, reviewed. reviewed, and implemented. reviewed, and implemented,
and implemented. and they include education
and training for staff and
students. Prevention is
emphasized in the culture of
the school.
The program has specific Policies and procedures Some policies and procedures Written policies and Written policies and
written policies that relating to illness management relating to illness management procedures are in place for procedures are reviewed
guide the consistent and prevention have not and prevention have been all stakeholders (faculty, annually with all stakeholders,
implementation of a been provided to parents/ established, but they are not staff, parents/guardians) and detailed written
wellness and illness guardians. followed on a consistent basis. related to wellness and information is provided.
management plan as well illness management. Policies Professional consultants assist
as staff training in their are regularly reviewed and in the review and revision of
responsibilities (outlined updated. Parents/guardians the policies and procedures
in the EE Evidence Guide for are notified of these policies (outlined in the Exceeds
REACH Indicators.) and procedures in writing. Compliance section of the EE
Staff training occurs annually Evidence Guide for REACH
(outlined in the Compliance Indicators.)
section of the EE Evidence
Guide for REACH Indicators.)

The program has an The schedule for sanitizing toys There is a schedule for The program has an estab- The program has developed
established plan for and equipment and the imple- sanitizing toys and equipment; lished plan for sanitizing toys systems for sanitizing toys and
sanitizing toys and mentation of the schedule fall however, it is not comprehen- and equipment regularly. Toys equipment. The systems are
equipment regularly. below state guidelines. sive, and/or the schedule is not that have been contaminated exceptionally functional and
Toys that have been consistently implemented. by saliva or other body secre- easily implemented and moni-
contaminated by saliva tions are washed and sanitized tored. They do not interrupt
or other body secretions before they are used by another interactions or exploration.
are washed and sanitized child.
before they are used by
another child.
Biblically based plans There are no plans or There are some plans and Biblically based plans and Well-written biblically
and procedures are procedures in place regarding procedures in place to address procedures are developed that based plans and procedures
developed that educate harassment, intimidation, the issues of harassment, educate the school community are known and practiced
the school community and bullying. intimidation, and bullying; regarding harassment, consistently by the entire
regarding harassment, however, the entire school intimidation, and bullying. school community to prevent
intimidation, and community has not been They are consistently followed harassment, intimidation,
bullying. educated on them or does not by the school community. and bullying.
follow their use.
The school provides Policy has not been A policy has been The school has developed a Written policies are in place,
training for staff developed, staff are not developed; however, staff written policy for reporting and staff are annually trained
and complies with trained, and reporting are not adequately trained suspected child abuse or in detecting, preventing, and
its legal reporting processes are informal. on their legal reporting neglect. The policy meets reporting child abuse and
responsibilities in cases responsibilities. civil requirements and neglect.
of alleged child abuse, includes provisions for Staff members are
neglect, or other areas protecting staff members
trained annually instead
in which reporting is from negative repercussions of biennially. An age-
mandated. for making a report. appropriate student
Staff are trained on curriculum on abuse and
identifying and preventing neglect is incorporated into
child abuse or neglect and the school curriculum.
appropriate methods of
addressing the issues/needs of
abused or neglected children
on a biennial basis.
Food/Nutrition Services
The school complies with The school does not comply The school has a plan, and it The school complies with The school complies with
local, state, and federal with local, state, and federal has begun implementation in local, state, and federal local, state, and federal
regulations regarding regulations regarding order to comply with local, regulations regarding regulations regarding
preparation, delivery, preparation, delivery, state, and federal regulations preparation, delivery, preparation, delivery,
handling, and storage of handling, and storage of food. regarding preparation, handling, and storage of food. handling, and storage of food.
food. delivery, handling, and It consistently maintains the
storage of food. highest ratings for sanitation
that those agencies award.
The school provides a The space provided is The space is limited and/or The school provides a A dedicated hygienic space
suitable and hygienic insufficient for the needs of unsuitable for the needs of suitable and hygienic eating for food services is available,
eating space for the staff the school. the school. space for the staff and and it efficiently provides the
and students. students. dining and nutritional needs
of the students and the staff.

Nutritional standards for No nutritional standards Standards exist, but they are Clear standards based on Clear standards based on
meals and snacks have have been established. inconsistently applied. sound nutritional research sound nutritional research
been established. are formally written and are formally written,
implemented. implemented, and used to
educate students in making
good nutritional choices.
The nutritional needs The program does not meet The program addresses and The nutritional needs The program excels in
of children are met and all of the nutritional needs, meets some of the childrens of children are met and meeting the nutritional
supported by the staff and and the environment is not nutritional needs, and the supported by the staff and needs, and creative
facilities (outlined in the EE adapted for the children facility adaptations are facilities (outlined in the EE adaptations to the facility are
Evidence Guide for REACH enrolled. inconsistent. Evidence Guide for REACH evident (outlined in the EE
Indicators.) Indicators.) Evidence Guide for REACH
Indicators.)
Facilities, Environment, and Transportation

Indicator 6.11* 1 2 3 4
Required local, state, Required local, state, Some substandard Policies and practices There is evidence that the
provincial, and federal provincial, and federal conditions in the area that reflect the required school goes beyond the legal
legal standards for fire standards are not met. of sanitation and unsafe local, state, provincial, requirements. Policies are in
protection, sanitation, Executive leadership is practices in fire protection, and federal standards are place to ensure that the school
and transportation are unaware of legal standards. safety, and transportation in place. Observation and regularly inspects and reviews
met. Evidence of substandard indicate that not all local, documentation confirm that these areas.
conditions and unsafe state, provincial, and these legal standards are
practices are observed, and federal legal standards are followed.
they can be documented. consistently met.
The school maintains the The environment is not safe Occasional inspections and Documented, regular A school maintenance
site, facilities, services, and and orderly because of a lack maintenance are conducted, maintenance and safety improvement plan is
equipment to provide an of scheduled inspections and but limited documentation inspections are conducted, developed, reviewed, and
environment that is safe, maintenance. and corrections are provided. and deficiencies are corrected implemented to enhance
secure, and orderly. to ensure a safe and orderly overall functionality
environment. and safety. Subsequent
documentation is on file.
The facilities are secure Facilities are not secure or Some facilities are not secure Facilities are secure and of High-quality school facilities
and suitable for the of sufficient size to ensure or of sufficient size or nature. sufficient size and nature to provide for the expansion
size of the school; the quality instruction. Facilities Maintenance of facilities is provide quality instruction of school programs, and
school environment are poorly maintained. inconsistent. Guidelines for that is consistent with the facilities are specifically
is monitored and special program facilities the goals of the school. designed for their intended
maintained to ensure (such as fine arts, technology, Maintenance of facilities use, providing security and
it is conducive to science, athletics) are not is consistent and of good accommodation for physical
the instruction and followed. quality, and it provides needs as able. High school
development of the a good testimony to the labs follow guidelines for
whole child. community. preuniversity-level courses.
Professional associations and/
or experts were consulted in
the design of special function
rooms. Maintenance of
facilities is of consistent quality
and is recognized as exemplary
by the community.

The program provides an There is no maintenance plan A maintenance plan exists The program provides an There is a long-range plan
ongoing maintenance plan for the building, grounds, or but does not consistently ongoing maintenance plan for ongoing maintenance
that ensures the health equipment. Maintenance is address potential hazards that ensures the health and replacement of
and safety of the children provided inconsistently and including environmental and safety of the children equipment. The plan is
(outlined in the EE Evidence is underfunded. allergies. (outlined in the Compliance modified to the needs of the
Guide for REACH Indicators.) section of the EE Evidence program (outlined in the
Guide for REACH Exceeds Compliance section
Indicators.) of the EE Evidence Guide for
REACH Indicators.)
Sinks and toilets are readily Childrens restrooms are The number of sinks and/ Sinks are located in the A minimum of one sink
accessible to children. accessible, but the number or toilets is adequate for area near the toilets, and and one flush toilet is
of sinks and/or toilets is the number of children soap and paper towels are available for ten or fewer
inadequate for the number enrolled in the program, accessible to the children. The toddlers and preschoolers,
of children enrolled in the but adult-sized toilets are number of sinks and toilets as recommended by the
program. Sinks are not being used for toddlers and is in compliance with civil National Health and Safety
located near toilets, or preschool-age children. authorities and is adequate Performance Standards. Or,
adult-sized toilets are the They are accessible to the for the number of children in the program provides hands-
only toilets available to the children, and they have attendance. Child-size toilets free faucets, soap, and paper
children, and they are not secured platforms or steps to are recommended, and step dispensers that are accessible
made accessible with secured ensure child safety. Sinks are stools are provided, if needed. to the children.
platforms or steps. located near toilets; however, Care is taken to prevent
children are not able to toddlers from wandering into
access the soap and paper restrooms unattended.
towels without assistance.
The recreation area/ There are no recreation Recreation areas, common Recreation areas, common Recreation areas, common
playground, common areas, common areas, and/or areas, and athletic areas exist, areas, and athletic areas are areas, and athletic areas have
areas, and athletic areas athletic areas. but they are not an adequate safe and are large enough for been developed in ways that
are safe, age appropriate, size for the intended use the number of students that maximize their intended
and large enough for the and/or they contain one or use them. use, providing safe use and
number of students. more safety hazards that have enhancing educational goals
not been addressed. and objectives.
The early education The outdoor play area does The playground is not The playground supports The aesthetic details of
playground supports the not meet state/national designed and equipped to the developmental growth the playground offer
developmental growth of regulations, and the fall provide optimal learning of children within a context children indirect and direct
children within a context zones are not covered with experiences. of safety (outlined in the experiences with nature, and
of safety (outlined in the EE appropriate types of material. Compliance section of the playground equipment
Evidence Guide for REACH the EE Evidence Guide for provides an extensive and
Indicators.) REACH Indicators.) balanced range of activities
(outlined in the Exceeds
Compliance section of
REACH Indicators.)
A written facilities plan is No written facilities plan A limited facility plan exists A written facilities plan Executive leadership engages
in place to address future exists. for future programs and staff, considers potential growth in long-range planning to
programs; enrollment facility, and technical needs. or reduction in the areas of address various contingencies
changes; staff, facility, enrollment, staffing and/or and their potential impact on
and technical needs; as technical needs, and capital current facilities. A capital-
well as future capital improvements. Capital improvement line item is in
improvements. funding is addressed in the the schools budget.
schools budget.

Vehicles and drivers used The school is unaware of Policies regarding vehicles Written policies exist for The school regularly
to transport students for government and insurance and drivers are in place but vehicle use and driver monitors compliance with
all school activities follow regulations. Policies are not consistently enforced. qualifications. Vehicles vehicle and driver policies.
the schools policies as regarding vehicles and The school is not fully meet government standards. The school provides training
well as government and drivers do not exist. aware of, or is insufficiently Drivers are licensed at the to anyone involved in
insurance regulations. communicating, government appropriate levels. Insurance transporting students for
and insurance regulations to policies are in place, and school activities.
key personnel. regulations are followed.
Adequate liability, vehicle, No liability, vehicle, or Inadequate insurance Adequate liability, vehicle, The school conducts an
and property insurance property insurance exists. for liability, vehicle, and and property insurance are annual assessment of all
are in place. property is in place. in place. insurance needs and adjusts
coverage as needed.
Written policies and There are no policies and Some policies and Written policies and The school regularly reviews
procedures are in place for procedures for routine safety procedures are in place, procedures are in place for policies and procedures
routine safety inspections, inspection, servicing, and but they are inconsistently routine safety inspections, for improvement. The
service, and repair of repair of vehicles in place. applied or poorly servicing, and repair of school has walked through
school-owned vehicles communicated. school-owned vehicles. various scenarios to plan for
and for reporting vehicle Policies for reporting vehicle communicating effectively
accidentsincluding accidents are explicit and with parents, the media, and
communication with all followed. the school community in the
constituents. event of tragedy.
Infants and Toddlers: There is little consideration There is some consideration The infants and toddler The health, safety, and
Appropriate health, safety, or consistency by the and consistency by the teachers follow best practices supervision of all children is
and supervision practices teacher in all classrooms teachers in all classrooms for the health, safety, and a top priority for all teachers,
ensure the specific needs for the health, safety, and for the health, safety, and supervision of the children and they consistently watch
of infants and toddlers are supervision of the children. supervision of the children. (outlined in the Compliance for opportunities to improve
met (outlined in the EE section of the EE Evidence their practices in these areas
Evidence Guide for REACH Guide for REACH (outlined in the Exceeds
Indicators.) Indicators.) Compliance section of
REACH Indicators.)

Standard 7: Character, Values, and Spiritual Formation of Students
The school shall provide for spiritual nurture and discipleship Symbols next to indicators apply as follows:
of its students with the goal of developing a biblical worldview. (C)Comprehensively applies to every level of a school
Spiritual nurturing of Christlike character is planned, intention- being accredited (grades EE12)
al, and systematic in implementation. Mentoring and disciple- (E/S)Applies only to K12 schools
ship experiences are necessary components in a spiritual forma- (EE)Applies only to early education programs that are
tion strategy. Students are given opportunities to serve others stand-alone or a part of a K12 school being accredited
and develop a Christlike attitude toward the poor, needy, and Circle the number that reflects your schools level of compliance.
vulnerable. A commitment to a community of faith is modeled In general, rubrics build on the previous level. All indicators in
by the faculty and emphasized to all students. Spiritual forma- boldface are considered Critical Indicators.
tion assessment is integral to effective and ongoing improve-
ment of the school program.
Schoolwide expected Schoolwide expected student Schoolwide expected student Schoolwide expected student Schoolwide expected
student outcomes outcomes do not exist or outcomes include some outcomes include character student outcomes, including
include character do not adequately include character development development, acquisition character development,
development, character development, and/or some acquisition of of Christian values, and acquisition of Christian
acquisition of Christian acquisition of Christian Christian values and spiritual spiritual formation. The values, and spiritual
values, and spiritual values, and spiritual formation. outcomes are published in formation, are instructionally
formation. formation. the school community. evident, assessed, and
observable in the lives of
the students. The outcomes
are widely published in the
school community.
Christlike respect, A comprehensive framework A framework for teaching A comprehensive framework Respect, compassion, and car-
compassion, and caring for teaching respect, respect, compassion, and for teaching respect, ing are clearly demonstrated
for self and all others is compassion, and caring is not caring is evident but is not compassion, and caring for by all school personnel as
taught and demonstrated evident. intentional, comprehensive, self and all others is taught evidenced by the following:
by school personnel. Teaching respect,
or prioritized in the and demonstrated by school The schools assessment of
curriculum. School personnel personnel. the caring culture within the
compassion, and caring
do not consistently model school community
occurs incidentally and
Christlike character. An evident spirit of respect,
sporadically.
compassion, and caring that
is initiated and embraced by
the students

Mentoring and The school does not have a Mentoring and discipleship Mentoring and discipleship The school offers a wide
discipleship experiences program or set schedule for experiences lack a curriculum experiences follow a variety of mentoring and
focus on spiritual mentoring and discipleship with a sequence of spiritual scheduled and planned discipleship experiences that
formation, character experiences, or it has yet to formation, character sequence focusing on are planned and that result in
development, and the plan and implement such a development, and the spiritual formation, character evident spiritual formation
instilling of Christian program. instilling of Christian values. development, and instilling and character development
values. The schedule for mentoring Christian values. The school in the student body.
and discipleship is vague offers the following:
Students are leading and
and at the discretion of Effective chapels and some engaging in age-appropriate
individual teachers. small-group activities individual and small-group
Planned curricular, relational discipleship and
cocurricular, and mentoring. Evidence of
extracurricular programs for student-initiated spiritual
spiritual formation, character disciplines may include the
development, and the following:
instilling of Christian values Journaling
A vibrant prayer life
A focus on Bible reading
A Bible memory program
Prayer in the classroom
Appropriate teacher
and student spiritual
transparency
Constituent interactions There is no evidence of Constituent interactions Constituent interactions Constituent interactions
reflect the attitude of the attitude of Christ in can reflect the attitude of reflect the attitude of reflect the attitude of Christ
Christ. Communication constituent interactions. The Christ, but not in a consistent Christ. Communication and are intentional in their
between constituents school has not addressed manner. The school is in between constituents clearly nature. Communication
demonstrates sensitivity communication issues. the process of addressing demonstrate sensitivity between all staff and
and responsiveness communication issues among and responsiveness to the students demonstrates a
to the individual constituents. individual needs, interests, clear pattern of sensitivity
needs, interests, and and temperaments of the and responsiveness to the
temperaments of the students. individual needs, interests,
students. and temperaments of the
students.
The entire organizational
ethos has a Christ-like
attitude which is apparent in
the lives of the board, faculty,
staff, and students.
All aspects of the school Application of both a biblical Application of both a biblical Application of both a Application of both a biblical
and its instructional worldview and a Great worldview and a Great biblical worldview and worldview and a Great
program reflect Commission perspective of Commission perspective of a Great Commission Commission perspective
developmentally the world does not appear the world is inconsistently perspective of the world is of the world is evident, in a
appropriate application of in the written curriculum. implemented across the evident, in a natural and natural and unforced manner,
a biblical worldview and Biblical worldview and a curriculum. unforced manner, across in the entire curriculum and
Christlike character and Christian ethos are more Worldview integration the curriculum and all the all the activities of the school.
values. secondary than primary in appears in the curriculum activities of the school. Evidence of this can be seen
the schools focus. guides/plans but appears A biblical worldview and in both noninstructional and
more as correlation than a Great Commission instructional activities of the
integration. perspective of the world school. Students have
are ongoing components internalized a biblical
A biblical worldview and
of the staff professional worldview, and they openly
a Great Commission
development program. challenge worldly
perspective of the world as
perspectives.
ongoing components of the
staff professional development
program are lacking.

Age-appropriate oppor- Opportunities for service, Opportunities for service, There are multiple age- Opportunities for service,
tunities for service and missions, and personal missions, and personal appropriate opportunities missions, and personal growth
missions, including com- growth are haphazardly growth are included in the for service and missions, are determined by the full staff.
passionate outreach to the included in the curriculum. curriculum, but the same including compassionate Careful thought is given to
poor, needy, or vulnerable, options are provided at all outreach to the poor, needy, the matriculation of students,
are provided as a means age levels with no regard to or vulnerable, and these the cultural needs represented
of spiritual growth and tailoring the opportunities are provided as a means around the location of the
formation. for the age groups served. of spiritual growth and school, and the maximization of
formation. The school has a the specialized gifts and callings
reputation and testimony of of the staff who have a heart for
Christian service to others. local and/or global ministry.
Active participation in The importance of There is little evidence The active participation in The active participation in
a local Christian church participating in a local of and/or little emphasis a local church community a local church community
community is required of church community is not placed on the importance is emphasized within the is emphasized within the
the faculty and emphasized evident in the schools of participating in a local schools philosophy and goals. schools philosophy and goals.
within the schools philosophy and goals or core church community within the The school makes intentional
philosophy and goals. values. schools philosophy and goals. efforts to partner with local
churches in ministry.
Assessment of the spiritual There is no evidence of Assessment of the spiritual Assessment of the spiritual Assessment of spiritual
development of students spiritual development development of students development of students is development and all the
is intentionally included in assessment of students in the is informal and sporadic. intentionally included in schoolwide expected student
the ongoing evaluation of ongoing evaluation of the Assessment of schoolwide the ongoing evaluation of outcomes is part of the annual
the schools effectiveness schools effectiveness. outcomes is anecdotal and the schools effectiveness. evaluation process. Results
in formally measuring informal. Assessment of schoolwide are reported to the schools
its schoolwide expected outcomes is organized and stakeholders. Related goals and
student outcomes. intentional. plans are in place to increase
effectiveness in specific areas.
The school also assesses the
spiritual climate of the entire
school.

Standard 8: Continuous School Improvement Plan
The school must, with appropriate stakeholder input, systemati- Symbols next to indicators apply as follows:
cally develop and annually update a continuous school improve- (C)Comprehensively applies to every level of a school
ment plan (CSIP). The plan, based on the schools philosophy, being accredited (grades EE12)
mission, vision, core values, and schoolwide expected student (E/S)Applies only to K12 schools
outcomes, includes specific long-range and short-range goals, as (EE)Applies only to early education programs that are
well as action items. The process is driven by data collection and stand-alone or a part of a K12 school being accredited
analysis. This plan must have significant focus on how it will pro- Circle the number that reflects your schools level of compliance.
mote organizational growth and high achievement of schoolwide In general, rubrics build on the previous level. All indicators in
expected student outcomes. The CSIP reflects a pervasive culture boldface are considered Critical Indicators.
of ongoing improvement and accountability.
The ongoing planning There is no ongoing planning The continuous school The CSIP is reviewed and The school has developed
process is collaborative, process. improvement plan (CSIP) revised annually. a comprehensive and
and it includes The plan is developed is reviewed and revised Representatives of all
systematic process for
opportunities for input without representation from infrequently. stakeholder groups
planning that includes a
from all stakeholders. any stakeholder groups. Stakeholder groups have limited collaborate in the planning
broad range of stakeholders
(including parents).
representation. Few stakehold- process.
ers are able to verbalize their Stakeholders are able to
understanding and support of verbalize their understanding
the planning process. and support of the planning
process.
The CSIP reflects the No component of the CSIP The CSIP has limited The CSIP reflects the The CSIP incorporates sound
attainment of schoolwide includes an analysis of student connection to an analysis academic and non- educational research and
academic and non- academic and/or non- of student academic and/or academic achievement reviews best practices.
academic expected academic achievement or a non-academic achievement of schoolwide expected Evidence of improved
student outcomes and correlation to the achievement and/or very little correlation student outcomes, including student achievement in
school effectiveness. of the schoolwide expected to the achievement of academics, character, service, all academic and non-
student outcomes. schoolwide expected student relationships, or other academic areas results from
outcomes. categories of outcomes. the implementation of the
continuous planning process
which is well documented.
The planning process The planning process is The planning process The planning process is The planning process is
is organizationally limited to a very small includes most aspects of organizationally thorough organizationally thorough
comprehensive and portion of the schools overall school improvement and comprehensive, and and comprehensive. Short-
establishes priorities for programs and contains no but has poorly developed it establishes priorities and long-range goals that are
short- and long-range long-range goals. short- and long-range goals. for short- and long-range measurable and achievable have
development. development. been developed. Action items
with a timeline are included
that are clear and concise.

The school improvement The CSIP has not been The CSIP has been The CSIP has been developed Policies and procedures that
plan is developed developed using a variety developed using a limited using a variety of data sources, ensure data-driven planning are
by utilizing a variety of data sources and/or amount of data sources and/ such as surveys with strong in place and followed. Surveys
of organizational, with very little input from input from stakeholders.
or with very little input from and other consistent data
achievement, and survey stakeholders. There is no stakeholders. The analysis ofAnalysis of the data has been collection and analysis informs
data and input from clear connection to the thorough, and there is clarity
the data has been superficial. all aspects of the CSIP.
stakeholders. The plan is mission, the vision, or the Connection to the mission,
about what the priorities
Stakeholders demonstrate
viewed as a strategy for schoolwide expected student vision, and the schoolwide
are for school improvement.
understanding of the CSIP
strengthening mission outcomes. expected student outcomes is
The school annually updates
and consider the plan to be
effectiveness and vision not clearly evident.
the CSIP with current
clear and comprehensive. A
accomplishment. achievement data and
connection to the mission,
stakeholder input.
vision, and the schoolwide
A connection to the mission, expected student outcomes is
vision, and the schoolwide highly evident.
expected student outcomes
is evident.
Each action item in The CSIP action items The CSIP action items The CSIP action items The CSIP action items
the improvement plan do not address the fiscal, partially address the fiscal, address the fiscal, address the fiscal,
addresses the fiscal, personnel, resources, and personnel, resources, and personnel, resources, and personnel, resources, and
personnel, resources, time implications for time implications for time implications for time implications for
and time implications for implementation. implementation. implementation. implementation. Each item is
implementation. given a priority basis for use
of resources, and progress is
documented and available
for review at any time by the
staff and stakeholders.
The school evaluates The school does not evaluate The school conducts The school evaluates and The school annually evaluates
and documents the or document the effectiveness limited evaluation of the documents the effectiveness the effectiveness and impact
effectiveness and impact or impact of its CSIP. effectiveness and impact and impact of its CSIP. of its CSIP. Information on
of its improvement The plans and/or the progress
of its CSIP, or it does not The plans and the progress
the CSIP and progress on
plan and regularly are not communicated to all
sufficiently communicate the are communicated to all
each item in it are readily
communicates the results stakeholders.
plans and/or the progress to stakeholders.
available to all stakeholders.
to all stakeholders. all stakeholders. Findings are used to modify
school policies and proce-
dures.

Standards/Indicator Checklist
Standard One:
The school has developed written statements of philosophy, vision, mission, beliefs, core values, schoolwide expected student
outcomes as well as a statement of faith. These statements are well defined, systematically reviewed, and broadly implemented
throughout the school. They outline the schools Christian distinctives and communicate a clear purpose and direction for school
effectiveness and student growth and development.
Indicator Number Noncompliance Partial Compliance Compliance Exceeds Compliance

1.1
1.2
1.3
1.4
1.5
Total of Columns

Standard Two:
The school has Christ-centered governance and executive leadership that promotes effectiveness of the school and growth of
the student through an established structure that contributes to an operationally and financially sound Christian educational
institution. The executive leadership and governing body work in partnership to ensure the integrity, effectiveness, and reputation
of the institution through the establishment of written policies and procedures. The head of school is responsible for the
supervision of all operations of the school and implementation of board policies.

2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.9a
2.10
2.11
Total of Columns

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

3.1
3.2
3.3
3.4
3.4a
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
3.14
3.15
3.16
3.17
Total of Columns

Standard Four:
The school hires personnel who have made a personal commitment to follow Jesus Christ and endorse the schools statement of faith.
They are committed to the written philosophy, mission, vision, and core values of the school. Faculty and staff engage in ongoing
professional development to improve instructional practices leading to continual growth in student learning and development of the
instructional program. The executive leadership, instructional, and support staff are sufficient in number to provide for the effective
delivery of quality education and are appropriately credentialed, degreed, trained, and qualified for their assigned duties.

4.1
4.2
4.3
4.4
4.4a
4.5
4.5a
4.5b
4.6
4.7
4.7a
4.7b
4.7c
4.8
4.9
4.9a
4.10
4.11
4.12
4.13
Total of Columns

Standard Five:
The instructional program consists of carefully developed, thoroughly documented, and well-executed curriculum elements that
include educational philosophy, schoolwide expected student outcomes, a variety of effective instructional strategies, adequate
resources, and appropriate assessments that are based on current research and quality practices. The curriculum of the school is
driven by well-written policies and procedures. Core instructional areas include Bible, language arts (reading, English, literature,
grammar, and writing), mathematics, science, and social studies/history. It is sufficiently funded, collaboratively reviewed on a
regular basis, and compiled using the schools mission, vision, schoolwide expected student outcomes and core values to ensure a
biblical foundation for instruction. A method for assessing the effectiveness of schoolwide expected student outcomes is in place,
and the results of the assessments are communicated regularly to all stakeholders.
Informational resources exist to carry out the mission of the school by supporting the instructional program with ample and
appropriate print, media, and technology resources. Qualified staff provide effective services to students, staff, and parents.

5.1
5.2
5.2a
5.3
5.4
5.5
5.5a
5.5b
5.5c
5.6
5.6a
5.7
5.8
5.9
5.10
5.10a
5.11
5.12
5.12a
5.12b
5.13
5.14
5.14a
5.15
5.16
5.17
Total of Columns

Standard Six:
Written policies and procedures are in place to ensure the wellbeing of the studentsemotional, physical, spiritual, and academic.
The school facilities (buildings and grounds) are appropriate in size, furnishings, and space to meet the stated philosophy, mission,
and vision for the number and age of students served. The entire campus is a safe, healthy, and nurturing environment for teaching
and learning. Safety procedures are documented and clearly understood, and they address the prevention and identification of
abuse, bullying, and the presence of unwelcomed guests. A relevant and thorough crisis management plan is in place, and the
faculty and staff have been trained appropriately to handle various emergency situations. Regular drills and practices occur to
assist in preparation for crisis events. Transportation guidelines for staff and students are developed, and written policies and
procedures are in place.

6.1
6.2
6.3
6.3a
6.4
6.5
6.5a
6.5b
6.6
6.7
6.8
6.9
6.10
6.10a
6.11
6.12
6.13
6.13a
6.13b
6.14
6.14a
6.15
6.16
6.17
6.18
6.19
Total of Columns

Standard Seven:
The school shall provide for spiritual nurture and discipleship of its students with the goal of developing a biblical worldview.
Spiritual nurturing of Christlike character is planned, intentional, and systematic in implementation. Mentoring and discipleship
experiences are necessary components in a spiritual formation strategy. Students are given opportunities to serve others and
develop a Christlike attitude toward the poor, needy, and vulnerable. A commitment to a community of faith is modeled by the
faculty and emphasized to all students. Spiritual formation assessment is integral to effective and ongoing improvement of the
school program.

7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
Total of Columns

Standard Eight:
The school must, with appropriate stakeholder input, systematically develop and annually update a continuous school
improvement plan (CSIP). The plan, based on the schools philosophy, mission, vision, core values, and schoolwide expected
student outcomes, includes specific long-range and short-range goals, as well as action items. The process is driven by data
collection and analysis. This plan must have significant focus on how it will promote organizational growth and high achievement
of schoolwide expected student outcomes. The CSIP reflects a pervasive culture of ongoing improvement and accountability.

8.1
8.2
8.3
8.4
8.5
8.6
Total of Columns

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REACH

Standard One: Philosophy and Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Standards/Indicators checklist, starting on page 37 of this document, may be used as a

Printed in the United States of America

Association of Christian Schools International

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Personal Care, Support, and Advocacy for Children

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Policies and Procedures

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Safety and Health

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Facilities, Environment, and Transportation

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Indicator Number Noncompliance Partial Compliance Compliance Exceeds Compliance

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