NATIONAL LUTHERAN SCHOOL ACCREDITATION

South Wisconsin District

NATIONAL LUTHERAN SCHOOL

ACCREDITATION TRAINING

October 13, 2014

MISSION STATEMENT

National Lutheran School Accreditation encourages, assists, and recognizes

schools that provide quality Christian education and engage in continuous

improvement.

PURPOSESThe purposes of NLSA are to: Help Lutheran Schools - early childhood

centers, elementary, and secondary - to improve.

Assure school quality by evaluating a school’s compliance with required NLSA standards and indicators of success.

Help all Lutheran schools to evaluate themselves based on their unique purposes and on national standards.

Give appropriate recognition to schools that successfully complete the process.

PROCESS Application Self-study Site Visit School Action Plan District Commission National Commission Annual Reports

APPLICATION

Send two copies to the district office. District assigns a consultant. Application fee and annual fee is $450. Do not need to send in application fee if annual

fee is paid at the beginning of the school year. Materials are on the Lutheran School Portal.

SELF-STUDY

School Narrative Profile Surveys Compliance with Standards Required Evidences

SCHOOL PROFILE

General Information Community Enrollment Staff Supplemental Services

SURVEYS

Parents Teachers Grades 1-3 Grades 4-8 Summary of results

STANDARDS REPORTSI. Purpose (6)

II. Relationships

A. Congregation (3)

B. Community (5)

C. Climate (5)

III. Leadership

A. Governance (8)

B. Administration (6)

IV. Professional Personnel (5)

STANDARDS REPORTS

V. Teaching and Learning (7)

VI. Student Services

A. Guidance and Counseling (2)

B. Extra-curricular Activities (1)

C. Health and Safety (1)

D. Food Service (1)

VII. Facilities (5)

SELF-STUDY PROCESS Respond to Questions Required Evidence Potential Evidence Potential Practices Required Indicators of Success General Indicators of Success Summary and Response Actions

RESPONSE

Narrative responses are to be written for all of the questions at the beginning of each standard area and included in the self-study document.

REQUIRED EVIDENCE

Required evidences must be attached to the self-study document and will be used by the subcommittees to arrive at its conclusion related to each general indicator.

POTENTIAL EVIDENCEGather a preponderance of evidence related to each general indicator. Use the list of suggested evidence. Uncover additional evidence. Evidence or lack thereof will assist the subcommittee to reach an agreement on a rating rubric for each indicator. Seek policies and practices that are underway at the school that aid in the accomplishment of the indicator. Potential evidence does not need to be included with the self-study, but should be available for the visiting team to review.

POTENTIAL PRACTICESLike potential evidences, potential practices are collected to show how the school is meeting the indicators. A list of potential evidences and potential practices is included in each section to help the school consider items which may be beneficial for the school to pursue or implement. The potential practices also do not need to be included with the self-study, but should be used by the subcommittee to determine ratings for the indicators and be available for the visiting team to review.

REQUIRED INDICATORS

Required indicators must be answered YES in order for the school to be accredited in good standing.

REQUIRED EVIDENCEStandard OneThe written purpose/philosophy/mission statement

Standard Two Nondiscrimination policySchool discipline code

REQUIRED EVIDENCESStandard Three Governing board handbook or policy manual The administrator’s job description

Standard FourThe school’s staff development planNondiscriminatory salary and benefit scale

REQUIRED EVIDENCESStandard Five A current schedule for each classroomWritten curriculum for every grade level A chart illustrating what percentage of each school week is allocated each subject.An analysis of the results of standardized tests administered.

REQUIRED EVIDENCESStandard SixEnrollment/Admission policyVolunteer HandbookCrisis Emergency Plan

Standard SevenSchool floor plan

GENERAL INDICATORSA rating implementation for each indicator of success is based upon evidence and practices that support it. Each general indicator is to be rated using the rubrics and assigned a point value:

Highly Functional – 4 (Birdie)

Operational – 3 (Par)

Emerging – 2 (Bogey)

Not Evident – 1 (In the Hazzard)

The committee will arrive at a rating after careful consideration and discussion. Written comments should be provided explaining the rating given each indicator of success that was not rated as “highly functional.”

HIGHLY FUNCTIONAL

This is an area of outstanding strength at the school. The preferred condition is documented, understood, and accepted by staff, students and school constituents and easily observable throughout the school. It is supported by observable practices, written documentation and evidence. This is a strength of the school.

OPERATIONAL

This is the expected operating condition for the school . The condition is in place and functionally supported and practiced. The school performsconsistently in this area.

EMERGING

Improvement is required in this area. The condition is recognized as important by the school, but is inconsistently or irregularly applied. It is not supported with sufficient practices, evidence or documentation.

NOT EVIDENT

There is observable conflict or deficiency with the condition at the school. The school does not enact this condition.

PERSONNELSECTION 4:

A qualified and competent staff serves the school.

RESPOND TO:1. State the educational requirements and/or credentials for your professional personnel.

2. What is the current student/teacher ratio?

3. Describe the staff development process in place to help teachers learn and grow professionally.

4. Describe the content and frequency of staff meetings and evaluate their effectiveness.

5. Describe ways in which teachers demonstrate their personal relationship with Jesus Christ and their dedication to the Lutheran teaching profession.

6. Describe the entire induction process, including background checks for staff members.

7. Describe the ways teachers and staff members are equipped in current instructional technology.

REQUIRED EVIDENCE

This evidence must be attached to the self-study document.

School’s Staff Development PlanNon-discriminatory salary and benefit scale

POTENTIAL EVIDENCE Faculty handbook Job descriptions for all non-administrative school positions Teacher portfolios Professional personnel files related to teacher qualifications and

competency List of teachers’ professional organization memberships Policy and procedures on preparing volunteers Policies related to support staff Current salary and benefits scale Qualifications and training of school volunteers New teacher induction guidelines Survey results

POTENTIAL PRACTICES Peer-to-peer observations Teacher visits and observations to other

schools Participation in accreditation work Effective vetting, preparation and support

for new teachers Teacher home visits

REQUIRED INDICATORS

4:01* YES NO All school personnel express and demonstrate agreement with the stated school purpose.

GENERAL INDICATORS4:02 Christ-centered teachers have qualities and qualifications necessary for success in their defined areas of service.

Schools must demonstrate with documented evidence and practice that they comply with the following in order to function at the Operational Level.All teachers demonstrate a personal relationship with Jesus Christ and a dedication to teaching in the Lutheran school. Full-time faculty members are on the roster of the synod or are eligible.Full-time professional staff members have appropriate teaching certificate(s) from the state and meet requirements for their specific assignments. Academic transcripts, copies of state teaching certificates, background checks and other necessary or required information about all professional personnel are kept on file in the office. Teachers hold a baccalaureate degree. Teachers have been prepared and vetted following prescribed federal and state mandates for background checks and training. Academic transcripts, copies of state teaching certificates, background checks and other necessary or required information about all professional personnel are kept on file in the office.

 

___Highly Functional(4) ___Operational(3) ___Emerging(2) ___Not Evident(1)

Identify and list supporting Evidence or Practices:

Comments:

GENERAL INDICATORS4:03 Employees and volunteers serving in support roles have the qualifications and training necessary for success in their defined area of service.

Schools must demonstrate with documented evidence and practice that they comply with the following in order to function at the Operational Level.

Support staff (e.g. teacher assistants, student teachers, nurse) meets state standards for their specific assignments. Appropriate policies related to support staff are established and practiced. Adequate training for support staff is provided. Appropriate policies and training for volunteers are in place. Staff members understand and relate appropriately with students and their families.

 

___Highly Functional(4) ___Operational(3) ___Emerging(2) ___Not Evident(1)

 

Identify and list supporting Evidence or Practices:

Comments:

GENERAL INDICATORS4:04 Teachers and workers are inducted, evaluated, encouraged and supported in their continuing pursuit of professional growth and development.

Schools must demonstrate with documented evidence and practice that they comply with the following in order to function at the Operational Level.Programs for teacher supervision/evaluation/growth have been adopted and are implemented by the administrator.Teachers engage in high quality professional development, including spiritual development, and are accountable for implementation that supports student learning. Teachers attend workshops, conferences, seminars and training appropriate to their position and discipline. LCMS rostered teachers are provided opportunities to attend LCMS events. Teachers hold membership in professional organizations. The school provides opportunity, training and support so that teachers may effectively and appropriately engage technology in classroom instruction.

 

___Highly Functional(4) ___Operational(3) ___Emerging(2) ___Not Evident(1)

 

Identify and list supporting Evidence or Practices:

Comments:

GENERAL INDICATORS4:05 Teachers and workers are empowered and equipped to effectively accomplish their assigned task. 

Schools must demonstrate with documented evidence and practice that they comply with the following in order to function at the Operational Level.New teachers receive thorough and precise orientation and induction and are supported with experienced, assigned teaching mentors. Teachers demonstrate and continuously improve knowledge and skills necessary for effective instruction and modeling of Christ-centered values.Appropriate policies related to teachers and support staff are established and practiced. The average student/professional personnel ratio is appropriate for the age and level of the students and ensures optimal student growth. The number of staff is adequate to provide effective instruction and supervision for students at all school activities.A nondiscriminatory salary and benefit scale has been adopted and implemented for all personnel.

 

___Highly Functional(4) ___Operational(3) ___Emerging(2) ___Not Evident(1)

 

Identify and list supporting Evidence or Practices:

Comments: 

SUMMARYA. Are the Required Indicators of Success met?

B. Based on your findings, what are the strengths of your school in this area?

C. Based on any deficiencies, develop specific plans to improve your school in this area. Develop specific plans with target dates and assignments for all areas identified as emerging or not evident.

D. What is the school’s overall (the average rating for all general indicators) rating for Section 4: Professional Personnel?

(nearest tenth)

SCHOOL ACTION PLAN As the concluding part of the school’s self study, a

preliminary action plan must be developed. This plan will be designed to address every areas of concern (emerging-2 and not evident-1) that was identified by the school during the self study process. Each concern must be noted and addressed.

After the school receives the visiting team report, it will be required to amend its preliminary report to include additional concerns that were identified by the visiting team.

School Action Plan sent to District and National Commissions.

PRELIMINARY ACTION PLAN

Section and Standard #

Concern and related strategies for remediation

Target Year

Responsible Party

Year Completed

         

         

The preliminary school action plan must be attached to the self-study document.

BEST PRACTICESPractices associated with general Indicators that have been rated as Highly Functional (4) by the school have the potential for identification as a potnetial best practice if the practice has been transformational and is replicable.

Identify and explain any practices (no more than 3) at your school that you have identified as best practices. It is possible that your school meets accreditation standards without best practices.

STEERING COMMITTEE Principal Teacher School Board Member PTL Representative Parent Pastor Board of Director Member

PROPOSED TIMELINE May-June Send in Application June-August Form Steering Committee September Establish Committees Oct.-January Committee Reports February Complete Self-study March Print Copies/Collect Exhibits April Team Visits May Send Report to District June District Commission August National Commission

Follow Timeline Checklist

FINISHED REPORT School Profile Self-study Preliminary School Action Plan Required Evidences Three-ring binder Dividers Copy to visiting team, Consultant, District Office Copy to NLSA office (No binder) Keep several copies for the school

SITE VISIT Visiting team captain chosen by

administrator from list of trained captains. Team consists of six members Consultant not on visiting team Visit 2 days. Have team approved by LCMS Office. Score on each section (Nearest Tenth) Overall school score (Nearest Hundredth)

SITE VISITGeneral (Potential Costs)Lodging for teamMeals for teamOpportunity to meet with stakeholdersSnacks for teamAccess to computers?Notepads and pens?Substitute teachers for team?Thank you gift?

LEVELS OF ACCREDITATION

Accredited in Good Standing

Provisional Accreditation

Exemplary Accreditation

ANNUAL REPORTS

Recommendations from the School Action Plan are prioritized by school year.

Recommendations are addressed annually.

Report sent to the district on progress made on recommendations.

QUESTIONS

TEAM ASSIGNMENT Determine a preliminary score for each

indicator. Who do you need to interview? Who do you need to observe? What evidences do you need to examine? What commendations do you have? What potential concerns and

recommendations do you have?

QUESTIONS