National Lutheran School Accreditation National Lutheran School Accreditation encourages, assists, and recognizes schools that provide quality Christian education and engage in continuous improvement.

Purpose of Accreditation Help all Lutheran schools improve. Help all Lutheran schools evaluate themselves based on their unique purposes. Assure a level of quality for accredited Lutheran schools based on national standards. Give appropriate recognition to those schools that complete the process successfully.

Vision and Benefits National Lutheran School Accreditation (NLSA) provides a service that empowers schools to develop and improve high-quality, Christ-centered education through a voluntary process. Highlight Benefits from the following list that you think might especially apply to the school you are visiting: Allows you to identify and celebrate your strengths. Exposes weaknesses that should be corrected. Provides validation for your program’s existence. Prepares a “blueprint” for improvement for the next five years. Removes your ability to procrastinate and postpone important things that should be done. Rallies support from people who might otherwise not have been involved. Builds cohesiveness among staff members. Strengthens your image in the community. Provides you with a PR tool for your arsenal. Connects you with hundreds of other LCMS schools that have already worked through the process. Provides a set of objective eyes (site evaluation team) to review your work. Provides accountability to your community, constituents and congregation. Compares your program to a set of objective national standards for Lutheran schools. Provides the opportunity to evaluate the spiritual component of your school. Helps establish an image for your program. Provides motivation for staff development. Validates your credibility through an objective outside agency. Publicly acknowledges the quality of your institution. Provides the opportunity for public acknowledgement and celebration. Is something every Lutheran preschool, elementary school, and high school can and should attain.

Values Supported by NLSA Lutheran Culture Educational Excellence Continuing Improvement Innovation

Steps on Journey of Accreditation Phase One: Self-Study Phase Two: Team Validation Visit Phase Three: Continued Improvement

Key Participants in Your Journey: Administrator Teachers and Support Staff Lay Leaders Pastor School Parents NLSA Consultant & Team Captain All of the constituents should be represented on your committees and Steering committee

Preparing the Self Study Report: The Steering Committee Directs and Supervises the Work Committees complete the work which is reviewed and finalized by the Steering Committee The Self Study includes several parts: General Information Section Surveys of Constituents Evaluation of the School Based on Standards and Evidence Developing a school action plan Supervising and directing the work of accreditation involves several jobs for the steering committee. The steering committee helps to establish committees and the schedule by which they will work. Establishing the Self Study Schedule should include setting up a schedule and method for subcommittees to share their work with the steering committee. Assuring that the school complies with all required indicators of success also means that the steering committee would direct others in actions that would bring the school into compliance with required indicators before the self-study process is completed Determining the school’s readiness for an accreditation visit based upon compliance with required NLSA standards and indicators of success.

NLSA Standards Purpose – The School is Purpose driven Relationships - The school demonstrates its Christian mission through relationships. a. School and Congregation b. School and Community c. School Climate The school committees and steering committee will evaluate the school and its programs based upon seven basic standards that are outlined in further detail in the self-study document. These standards are based on three assumptions: Lutheran school educators believe that a high-quality educational program is required of our schools in order for them to be good stewards of the blessings given by Almighty God. Lutheran school administrators willingly cooperate with governmental agencies unless such cooperation inhibits the free sharing of the Gospel. Those who own and operate Lutheran schools strive to meet and, where possible, exceed all local, state, regional and federal guidelines for public schools.

Standards Leadership - The school is governed and administered following written policy. a. Governance b. Administration Professional Personnel - A qualified and competent staff serves the school.

Standards Teaching and Learning - The school’s Christ- centered curriculum, instructional design and assessment practices ensure teacher effectiveness and engaged student learning. Student Services - The school plans for and provides resources and activities that extend beyond standard classroom instruction. Facilities - Buildings, grounds and equipment provide a safe and healthy environment that serves to enhance student learning.

Self Study – Details on Each Standard Required Responses Required Evidence Required Indicators of Success Rating General Indicators Providing Potential Evidence Each of the seven standard areas follow a consistent reporting format that includes: Required Responses 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. Required Indicators of Success The school must respond YES to required indicators in order to be accredited in good standing. Rating General Indicators of Success A rating implementation for each indicator of success is based upon evidence and practices that support it. Potential Evidence Gather 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. The list of suggested evidence is provided as a resource but does not require action during the self-study process by the school. Potential Practices Like 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. This list is provided as a resource but does not require action during the self-study process by the school.

Required Indicators of Success 1:01* The school’s written purpose statement is rooted in Holy Scripture. 1:02* School leadership and staff members understand and accept the purpose of the school. 2A:01* The school is operated by one or more of the congregations of The LCMS 2B:08* A statement of nondiscrimination is evident in school-printed materials. 2C:17* The climate of the school flows from and supports the school’s purpose.

Required Indicators of Success 3A:01* The operating organization designates the governing authority 3A:02* The operating organization has written policies clearly defining governing authority membership. 3A:03* The governing authority establishes written policies or administrative limitation that empower the administration in operating the school. 3B:21* The administrator demonstrates a personal Christian faith, a commitment to Lutheran education and a dedication to the teaching ministry of the governing authority. 4:01* All school personnel express and demonstrate agreement with the stated school purpose.

Required Indicators of Success 5:01* The teaching of the Christian faith is recognized as the major purpose of the school 5:02* The written curriculum has been developed and is being implemented for religion, mathematics, science, reading, language arts, social studies, art, music and physical education. 6:01* Services offered by the school meet or exceed federal, state and local requirements. 7:01* Facilities are well maintained, free from hazards providing for a safe and productive learning environment. 7:02* Facilities conform fully with all applicable laws and health, safety and building codes.

Required Evidence The written purpose/philosophy/mission statement Nondiscrimination policy School discipline code Governing board handbook or policy manual including policies relating to roles: board, administrator and pastor Latest copy of the annual LCMS Early Childhood and School Statistical Report The administrator’s job description The school’s staff development plan Nondiscriminatory salary and benefit scale

Required Evidence Written curriculum for all of the subjects taught at your school. (Early childhood centers need not segment learner outcomes into specific subject areas.) A current schedule for each classroom, indicating clearly which subjects (activities) are taught at which times. A chart illustrating what percentage of each school week is allocated each subject (activity) at each level. Compare this with state requirements. An analysis of the results of standardized tests administered at your school Standard Six Enrollment/Admission policy Volunteer handbook Crisis Emergency Plan School floor plan

Rating Other Indicators Analyze your practices and evidence Review survey results Study the indicator rubrics Come to a consensus for rating the indicator’s implementation at your school Ratings are from one to four : 1 – Not Evident 2 – Emerging 3 – Operational 4 – Highly Functional The school must reach consensus for ratings for each general indicator of success. Subcommittees should begin their work by securing the Required Evidence and evaluating the school’s compliance with every Required Indicators of Success. Required items must be present in order for your school to be accredited in good standing. If you mark NO for any required indicator, it is strongly suggested that the school develop the required items before proceeding or correct the deficiency before moving forward with the process. Next, move into a careful analysis of your school’s status using the General Indicators of Success. The general indicators have been specifically designed for each section and are written not only for the purpose of clarifying and explaining, but also to stimulate thought, reflection and self-evaluation by each subcommittee. The more significant the practices and their impact related to the accomplishment of the indicator, the higher the rating. After gathering evidence and citing practices and their results, the subcommittee should arrive at a consensus about the correct rubric rating for each indicator of success. The definition of what is expected for each rubric is explained and applies to all of the general indicators. It is the job of the subcommittee to assemble the evidence and practices that lead your group to an overall rating that agrees with the condition that is found in your school. If you have ranked a general indicator as Emerging (2) or Not Evident (1), this area must be addressed in a well-developed school action plan that will be implemented over the course of the accreditation cycle. MORE ABOUT THE RATINGS IN THE NEXT SLIDE

Sample Indicator 1:03: School leadership (administration and governing board) uses the mission statement as the foundation and reference for all planning. Schools must demonstrate with documented evidence and practice that they comply with the following to function at the “operational” level. Place an “X” in the boxes below which currently apply to the school. The school’s purpose was developed in accordance with governance policy. The school’s purpose is engaged, aligned and enacted with its vision, values, school goals, learner outcomes and student activities. The school’s mission statement supports and aligns with the congregational mission statement. When discussing this slide please note that schools should pay close attention to the wording of the rubrics and realize that it would be highly unlikely that a school would have most if not all indicators rated as Highly Functional (4). This is different than previous NLSA processes where the expectation was that most if not all indicators were Fully Met (4) (4) Highly Functional – A rating of 4 would indicate and area of outstanding strength for a school. The school not only meets ALL of the rubrics related to the general indicator, but has extensive documentation and/or observable practices that exceed expectations related to this indicator. This rating indicates a practice that other Lutheran schools would consider emulating. (3) Operational – The condition is in place and functionally supported and practiced within the school. All rubrics must be met completely for this rating to apply. The condition is supported with documentation and/or observable practices that support the rating. (2) Emerging – If one or more rubrics are not fully met, the rating must be a ”2”, 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. (1) Not Evident – There is observable conflict or deficiency with the condition at the school. The school does not enact this condition. Less than the majority of the expected rubrics are not met or addressed with sufficient practices, evidence, or documentation. This rating will result in the assignment of provisional status. The area must be addressed in the school improvement plan. Place an “X” in the Rating Box with Reflects the Actual Condition of the School Highly Functional (4) Operational (3) Emerging (2) Not Evident (1)

Providing Evidence Since this is “Evidence Based” Accreditation, you must provide evidence to support every rating you give. This can be in the form of documents, survey results, pictures, or anything else that can demonstrate how the standards are being met. * Evidence and practices build the case to help support how a school enacts general indicators of success. * Potential evidence and practices provides a list of suggestions for a school to consider as it evaluates its compliance within each standard area. * The more significant the evidence and practices, the higher the school can rate its accomplishments. * Evidence is what the school has (documents, policies, schedules, meeting minutes, written curriculum etc.). * Practices are what the school does (training, teaching methods, supervision, building inspections etc.).

Developing the School Action Plan Review School Mission Statement Standardized Test Scores (and other testing measurements) Surveys (see samples) Teacher Interviews The Standards Checklist – All indicators which receive a rating of 1 or 2 should be addressed in the School Action Plan Other sources of data regarding the school and its programs

Goals 3-7 school action goals related to findings from the self- study process consistent with the school's purpose. A well-organized plan for school improvement that relates to the NLSA Standards by focusing on improved student learning, ministry enhancement or improvements related to programs, policies or facilities. Goals that are related to findings from the Self-Study process and are consistent with the school’s purpose. Goals are statements of desired future conditions consistent with the school's mission and NLSA standards based on concerns identified by the school in its self- study process. The school action plan is school’s corrective response to concerns that were identified during the accreditation process. The findings of the school during its self-study process are developed into a preliminary action plan. The preliminary action plan is enhanced through the recommendations presented in the report of the visiting team. A preliminary school action plan should be developed by the school as a part of the self–study process and included with the school’s self study document. The preliminary school action plan should include the following:

Strategies Strategies are aligned with school action goals and provide the vehicle (ideas, plans, actions, steps) for accomplishing the goals within a prescribed timeframe (targeted date). Strategies are specific enough to be measurable. Strategies take into account factors like time and cost. A specific person or group should be assigned to assure that a strategy is carried out. Strategies should describe when and how the outcomes will be evaluated.

Accreditation Checkpoints This is the suggested schedule for schools to maintain appropriate progress towards the completion of their self-study. 1. The consultant makes initial contact with a school before January. 2. The consultant makes an initial visit to school to meet with administrators, Pastor, Board members, faculty, committee members, and any other interested individuals.

Accreditation Checkpoints 3. The school will contact the consultant a minimum of once a month during the entire self- study process. The school administrator is responsible for providing the consultant with copies of completed work and appropriate exhibits on a timely basis according to the school’s adopted accreditation schedule.

Accreditation Checkpoints 4. The school will report on progress and any concerns they have to the District Accreditation Commission (DAC) at meetings before the District Educator’s Conference. Each administrator will have 15 – 20 minutes to present an overview of the work completed. You will be notified as to what items are to be presented at this meeting

Agencies That Co-Accredit With NLSA Florida-Georgia District Accreditation AdvancEd WASC (Western Association of Schools and Colleges) CCLE (Consortium for Classical Lutheran Education)

Consultant Contact Information Name: School: Address: Phone Numbers: W C Email:

Blessings on Your School Improvement Journey! National Lutheran School Accreditation