€¦ · Web viewCongratulations! You have been selected to provide assistance to a school going through the process of National Lutheran School Accreditation. As the school’s

NLSATeam Captain’s Manual

Table of Contents

To the Team Captain 3

NLSA Mission, Purpose and Values 4

The Team Captain’s Role 5

Overview of the Team Captain’s Responsibility 7

1. Preparing for the Site Visit 7

2. Guiding and Directing the Activities of the Visiting Team 9

3. Preparing the Team Report 13

4. Considering Exemplary Status 15

5. Reviewing the School Action Plan 16

6. The Visiting Team Exit Report 17

Addendum

1. Team Captain’s Checklist (Before, During and After) 18

2. Sample Letter to Visiting Team Members 20

3. Sample School Visit Schedule 22

4. List of Required Evidence and Documentation 23

5. Visiting Team Report Format 26

6. Team Submission Report Form 50

7. The PowerPoint Format for the Exit Report (May be downloaded from the Lutheran School Portal.)

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To the Team CaptainCongratulations! You have been selected to provide assistance to a school going through the process of National Lutheran School Accreditation. As the school’s assigned visiting team captain, your work will play a critical role in the school’s accreditation process. During your visit, your team will provide an unbiased response to the school’s self-evaluation and plans for improvement. The visiting team will make recommendations that will result in continued school improvement.

Your appointment as team captain confirms your district’s high degree of respect for your leadership abilities. You have been selected as a team captain because you have demonstrated professional insights, experience, common sense and the ability to work well with others. You have received specific training for this task. As you guide the activities of the visiting team, you are not expected to be an expert, but you are a peer who presents an outside viewpoint on the school’s operation. In your work, you will share a great deal of trust with the school staff because the findings in the reports you share will have a dynamic effect on the school’s future.

As you conduct your work as team captain, you will be called upon to validate that the work the school has prepared reflects the actual practice in place at the school and is accurate and truthful. This will be accomplished as your team members visit, interview, observe and evaluate written documentation. Your responsibilities also call on you to ensure that the school complies with required indicators of success as well as evaluate the school’s standing in seven standard areas using ratings compiled for each general indicator. Your purpose is not to criticize or to find fault but to build up the school and make specific, helpful recommendations that will result in school improvement. Your final report should accurately reflect your team’s findings at the school.

Your work is extremely important to the school you serve. However, you will not only contribute to the school’s success as a part of the visitation process; you will also gain. During the visit, you will acquire insights and new ideas for your own teaching or administrative opportunities. Your work will be of great benefit not only to the school you visit but also to you.

You have experienced the benefits of NLSA in your own school setting. That was an important part of your overall training as you serve your appointed school. This manual also serves to document the requirements and conditions of your work as team captain. Review it carefully because it contains everything you need to complete your task successfully.

Thank you for agreeing to serve as captain of the visiting team. The school you visit and the National Lutheran School Accreditation Commission are grateful for your willingness to serve in this capacity and for the willingness of your school to release you for this purpose. God bless your efforts on behalf of the school and its students.

Terry L. Schmidt, directorNational Lutheran School Accreditation

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NLSA Mission, Purpose and Values

An organization that excels is guided by a clearly articulated mission statement that defines the purpose for its existence. Leaders are responsible for articulating the mission so that every stakeholder understands his or her individual responsibilities in regard to the mission’s accomplishment. When mission, purpose and values are strategically aligned with the actions of each stakeholder, the organization is assured of implementing and living its mission.

The team captain is a critical stakeholder in the NLSA process. The captain’s work at the school must be aligned with the purposes of NLSA. A team captain works with the members of a visiting team to make sure the school’s information is accurate and truthful and ratings that were assigned reflect the actual practice of the school at the time of the visit. Additionally, the team captain ensures that school action goals are realistic, measurable and attainable. These efforts ensure the present and future quality of the Lutheran school.

The captain has an essential responsibility within our organization. The success of our organization is directly aligned with the efficiency and effectiveness of the leadership of the NLSA team captain. Therefore, it is critical that the captain is familiar with the mission, purpose and values of NLSA and internalizes them within his or her work with schools.

NLSA Mission:NLSA encourages and recognizes schools that provide quality, Christian education and engage in continuous improvement.

NLSA Purpose:1. Help Lutheran schools improve.2. Help Lutheran schools evaluate themselves based upon their unique purpose and on national

standards.3. Assure that accredited Lutheran schools maintain high standards of quality.4. Provide appropriate recognition to schools successfully completing the process.

Core Values of NLSA1. Christian culture in every Lutheran school2. Educational excellence3. Innovation that results in improved student learning4. Ongoing improvement

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The Team Captain’s Role

MISSIONProvide unbiased ratings and a response related to the school’s self-evaluation and action plan. Make recommendations that will lead to continued improvement.

ROLEPrepare the visitation team’s written report based on observations and judgments made during the site visit.

FOCUSFocus on the activities of the team at the school during its site visit.

KEY CONCERNArriving at accurate ratings based upon unbiased evaluation.

Team Captain’s Job DescriptionQUALIFICATIONSUnless the district has requested an exception, the NLSA director will only appoint as captain a person who:

1. Received specific training by the district or NLSA to equip him or herto lead the activities of the visiting team.

2. Currently serves or recently retired as a teacher or administrator in a Lutheran (LCMS) school (child care, early childhood, elementary, middle or secondary) to be visited.

3. Has successfully led a Lutheran school through the NLSA process used by the school at which he or she will captain the visit.

4. Has served as a member of an NLSA visiting team.5. Is willing and able to lead one or more NLSA visiting teams.

SELECTIONNLSA team captains will be selected from a list of trained captains that is available through the district office. Ordinarily, the captain has experience at the same level of school (early childhood, elementary, high school) as the school to be visited. The team captain is suggested by the school, endorsed by the district and formally approved by the director of National Lutheran School Accreditation.

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DUTIES1. Confer with the school administrator regularly after accepting the appointment until the site

visit is completed and the visiting team report has been given to the school.2. Confer with the assigned NLSA consultant to ensure that the school is ready for the visit.3. Together with the school accreditation leader, establish a tentative schedule and agenda for the

visit.4. Contact visiting team members as soon as possible after they have been appointed, informing

them of the visit schedule and making work assignments. A sample letter is located in the addendum.

5. Ensure that you and all team members receive the school’s self-study report no later than one month before the scheduled visit. If you do not receive the materials in time, reschedule the visit.

6. Arrange visit details with the school accreditation leader (housing, mileage, team supplies, technology needs, data entry assistance, etc.).

7. Whenever possible, conduct an orientation meeting for team members at least one month before the visit to review tasks and train members for their work.

8. Assign rating and writing responsibilities to team members. Remind them to review the self-study report and arrive at the school prepared with their initial rating and ready to work.

9. Supervise the work of the visiting team.10. Be a model team member, preparing your report first and leading the team through its review.11. Instruct, direct, encourage, challenge, support and advise team members in their work.12. Review rough drafts of team standard reports before they are presented for initial consideration

by the team.13. Lead the team in considering, discussing, adapting, correcting and adopting each section of the

report. Ensure that all ratings are based upon a preponderance of evidence presented by the school and accurately reflect the condition in place at the school.

14. Prepare the visiting team’s report summary, listing the team’s recommendation for or against accreditation, outstanding strengths and any major deficiencies. (provisional or exemplary consideration)

15. Collect all final standard area reports before dismissing the team. 16. Prepare the PowerPoint presentation that will be used for the exit report.17. Edit the visiting team report as needed and return it to the school within two weeks after the

visit. Include the Team Submission Checklist, School Profile of the Self-Study Report and biographical information on team members in the final copy of the visiting team report.

18. Instruct the school accreditation leader to distribute copies of the report to district and national offices.

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Overview of a Team Captain’s ResponsibilityThe visiting team captain’s work is primarily focused on an event: the team’s visit to the school. Much preparation, communication and coaching must be carried out in order to lead a team visit successfully. The team captain’s responsibilities can be organized in five distinct areas: preparing for the site visit, guiding and directing the activities of the visiting team, preparing the team report, reviewing the school action plan and leading the exit report.

1. Preparing for the Site Visit

Selection of the Visiting TeamNational Lutheran School Accreditation requires a visit by a team of qualified observers. The purpose of the visiting team is to provide an unbiased response to the self-evaluation carried out by the school, the school’s plans for improvement and to make recommendations related to continued improvement.

The captain and members of the visiting team are recruited by the school administrator, recommended by the district accreditation leader and appointed by the NLSA director.

At least two members of the visiting team should have previous experience with National Lutheran School Accreditation, either as a member of a visiting team or as a faculty member of a school that has completed or is currently involved in the accreditation process. The selection of team members from Lutheran schools who have not completed the NLSA process is encouraged.

The team shall consist of a diverse group of six team members that may be selected from the following types of members:

A. Team captain (selected from the district list of approved, trained potential captains)B. Teacher or administrator from another LCMS schoolC. Teacher or administrator from a non-LCMS Christian schoolD. Public school teacher or administrator (wherever practical this person may be an LCMS

congregation member)E. A specialist, college professor or staff person from district or national LCMS offices

Careful attention should be given to the selection of visiting team members in order to have competency and balance. Members of the visiting team should know the characteristics of a good school program and represent the level of the school being visited. Official letters of appointment should be sent to all visiting team members by the school administrator after appointment by the NLSA director.

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Preparing Team Members for Effective ServiceAccreditation standards for Lutheran schools are organized into seven sections.

Section 1: Purpose Section 2: Relationships Section 3: Leadership Section 4: Professional Personnel Section 5: Teaching and Learning Section 6: Student Services Section 7: Facilities

During the visit, individual team members will be assigned the responsibility of reviewing, rating and responding in writing to the school’s materials in a single standard area. Assignments should be made well in advance of the site visit so team members can prepare adequately for their tasks. The work prepared by team members in advance will be prepared in draft form and will be shared with the entire visiting team. The visiting team’s final report will be a collective response prepared after much careful review, discussion, collaboration and editing of individual section drafts by the visiting team.

The most important work of team members prior to the visit at the school is to read carefully the self-study document, paying particular attention to their assigned areas. The team captain must instruct the members of the visiting team to read the entire document but focus with intentionality on the area of their assignments. Come to the school prepared to validate that NLSA requirements have been met and ensure that the indicators are supported with evidence and practices that reflect the actual condition found at the school.

As a final preparatory act before the visit, team members must assign a rating (whole number) to their assigned standard area that reflects their initial impressions of the school’s compliance in that area. The pre-rating serves as a starting point for the work of the visiting team. Everything done during the visit serves to confirm, enhance or diminish that rating, which is related to the final rating assigned each standard area. All members should come to the school prepared to share that rating with the visiting team.

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2. Guiding and Directing the Activities of the Visiting Team

Not all members of visiting teams are experienced in school accreditation reports, processes or visits. Although it is expected that each team member will rely primarily on professional knowledge, personal experience, insights and common sense, the following suggestions will help each member realize the scope of the task before them. These suggestions are not meant to limit the professional observations of the site visitor but to provide some guidance for those observations.

The initial orientation of team members should include: A review of the event purpose, procedures and precautions. Encouragement for team members to visit, interview, observe, validate and stay on task. Assurance that the school has complied with all required standards and indicators of success in

assigned areas. Validation that ratings provided by the school are honest and accurate and supported by practices

and evidence.

Ultimately, team members will be asked to assign ratings for their area that accurately reflect what is happening in the school. Before the visit, some initial assumptions have been made as the team members prepare by reading the self-study document. Additional verification must be secured through observations and interviews during the visit. All assumptions must be verified unconditionally before being shared in the written report.

Understanding Rating Assignments

Process RequirementsNLSA has established requirements that are associated with each of the standard areas. Required indicators of success describe the practices that are essential for Lutheran schools seeking accreditation. In order to be accredited in good standing, the school must answer the required indicators “yes” with practices and evidence to support their answers. The visitation team will spend time verifying that the school complies with all required indicators.

Required evidence and documentation must be present, engaged and enacted in order for a school to be accredited in good standing. The visiting team is to verify that required evidence and documentation are in place and being used. In order to recommend that a school is granted accreditation, it is essential that all required evidence and documentation is well-prepared and reflects the actual condition in place at the school.

Potential Evidence and PracticesEvidence 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 visiting team may rate the school’s accomplishments.

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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.)

Schools are not limited to considering only those items of evidence and practices that are listed. We recommend that schools identify and list items that are not presented on the list but are present and enacted at the school. The visiting team must verify that evidence and practices identified by the school are being enacted.

Rating RubricsIn a school’s self-study process, compliance ratings for each general indicator were determined by subcommittees through careful evaluation of the preponderance of evidence and practices that have been assembled in support of the indicator. The school uses the following rubrics to evaluate how it complies with the indicator. At the time of the visit, the team is required to verify that each rating identified by the school is supported with sufficient practices and evidence. If the team disagrees with the rating prescribed by the school, members should support their divergent rating with a strong defense of the team’s rating. Please note that schools may rate themselves too highly or not highly enough. Indicators rated highly must be supported with a preponderance of significant evidence or practices.

(4) Highly Functional – The preferred condition is documented, understood and accepted by staff, students and school constituents and is easily observable throughout the school. It is supported by observable practices, written documentation and evidence. This is a strength of the school. (3) Operational – The condition is in place and functionally supported and practiced. It may not always be fully enacted or easily evidenced in every aspect of the school program. The school functions acceptably in this area. The school may develop ways to improve in this area. (2) Emerging – The condition is recognized as important by the school, but it is inconsistently or irregularly applied. It is not supported with sufficient practices, evidence or documentation. There is room for improvement in this area. (1) Not Evident – There is observable conflict or deficiency with the condition at the school. The school does not enact this condition.

Determining Indicator RatingsThe definition of what is expected for each rubric is explained and applies to all of the general indicators. It is the job of the team member to review evidence and practices that apply to each indicator.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, a team member should arrive at a rating that is an accurate reflection of the condition in place at the school.

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A rating of 4 (or Highly Functional) is a great strength of the school and requires significant support with much evidence and impactful practices. The words “every and all" are used will be used often to defend a rating of Highly Functional. The rating of 3 (Operational) describes a condition that is in place at the school and supported by practice and evidence.

A ranking of Emerging (2) or Not Evident (1), will result in required actions by the school. The school will be required to develop specific responses to each of these indicators and will result in improvement over the course of its next accreditation cycle.

Determining the Standard Area RatingGeneral indicators provide the basis of support for an overall area rating for each of the seven standard areas. To determine this overall standard area, simply compute the average of all of the indicators. The standard area rating may be expressed as a whole number with one decimal point.

Additional Suggestions to Guide and Direct the Work of the Visiting Team

1. Pray for the school and your team’s role of evaluation and influence during your work.2. Spend your time during the visit on the activities related to the accreditation process. You will

not be able to schedule other business during your days at the school.3. Direct team members to be concerned with major issues aimed at school improvement rather

than becoming consumed with minor issues or items that will be impossible for the school to resolve. Don’t let little incidents or superficial concerns distract you from the larger purpose of your work.

4. Be certain that anything written in the final report is supported with evidence and can be defended. If there is any doubt, gather additional evidence. If there is still doubt, don’t write it.

5. Visit all classrooms but do not evaluate individual teachers. Any rating or specific evaluation of a teacher is inappropriate by individual team members or by the team as a whole.

6. You are a professional educator. God has gifted you with specific skills and abilities. You have the ability to determine what is effective and what is not. Be confident in your abilities.

7. Although each educator has a personal educational philosophy, it is not the objective of any visiting team to impose a particular educational philosophy or practice upon the school. Personal opinions should not be a part of the visitation team report. Schools are to be evaluated on the basis of national standards and local school philosophy and goals. Individual or team opinions should not be a part of the report.

8. Actively seek out information. Don’t wait for the information to come to you. You cannot accomplish your work without walking the hallways, visiting classrooms and informally interviewing teachers, parents, board members, support staff and students. Interviews and observations outside of the workroom contribute mightily to your overall impressions of the school.

9. Stick to your assignment. Seek out information specific ally related to your assigned areas of responsibility. Determine significant questions or concerns related to your area of assignment and then seek specific information that will help you reach legitimate judgments.

10. Be willing to modify tentative judgments. Initial impressions are important but keep observing and asking questions.

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11. In rating general indicators of success, the rating of 4 reflects the highest standards of compliance that are supported with transformational practices and significant documentation. These are the greatest strengths of the school. The rating of 4 should not be awarded without careful reflection of the significance of the evidence and practices identified by the school.

12. The art of questioning without revealing tentative judgments requires careful preparation. Ask opening, not leading, questions. Do not reveal your judgments or impressions. Do not criticize what a person is telling you.

13. Watch and listen carefully. Sometimes things that are shared are shared for a particular purpose. Be aware of personal agendas of people you interview.

14. Evaluate things that you hear in light of the circumstances in which you see or hear them. Statements and actions may be based totally on a specific situation and are not typical of the school’s normal operation.

15. As recommendations are being considered for the school, do your best to make them realistic. Sweeping changes and unattainable recommendations are of no value to the school and can often create more problems than they resolve. There are appropriate improvement goals for every school.

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3. Preparing the Team Report

The team’s written report reflects its findings. It is the most important item left behind by the team and will influence the activities of the school throughout the course of its coming accreditation cycle. It must be carefully written and reflective of the overall quality expected of schools in their NLSA process.

Preparing the visit report is a collaborative effort involving all of the members of the visiting team. Even though each section of the standard area team findings has been crafted by an individual team member, the final report is the joint effort of the team operating together. Therefore, all areas of the report are to be carefully reviewed and consensus reached before the report can be finalized.

All visiting team reports will begin with the following introductory information that is prepared by the team captain.

Title page (school name, location, date of visit, list of team members) Forward Disclaimer Visiting team member biographic information

A one-page Report Summary follows the introductory information and contains the following:

Overall School Performance Level (the average of the seven standard area performance level ratings)

The Visiting Team’s Overall Impression of the school (paragraph or two) Outstanding Strengths , which identify six to ten significant strengths of the school Major Deficiencies, which are any conditions, based on an NLSA standard that have severe,

negative effects on the quality of education, the ministry of the school and/or endangers the health and safety of the school population. Many schools will have no major deficiencies.

Accreditation recommendation Signature of the team captain

Team Findings

The team findings section presents the team’s evaluation of each of the NLSA standards areas and their indicators. In addition, the school is required and the team is charged to verify and review copies of all required evidentiary pieces. Report findings must provide a performance level rating for each general indicator and list sources of evidence that have led to the assignment of the performance rating. Finally, a team must identify strengths and concerns related to each standard area. All items listed as concerns will need to be addressed in the required school action plan. The team must also validate that the school fully complies with required indicators in each standard area.

Specific Suggestions Related to Report Writing1. Clearly indicate the team’s recommendation for or against accreditation in the report summary.2. Many accreditation teams complete their entire accreditation process electronically. Standard

reports are saved to a jump drive, and the team captain brings the report together. Report sections are shared with the entire team using an LCD.

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3. Some visitation teams have completed the team report using Google docs. In these cases be aware that formatting in Google docs is often altered when it is converted to Microsoft Word.

4. Within each section of your report, number and list strengths and concerns as well as make recommendations.

5. Write carefully, using complete sentences and correct grammar and spelling. The quality of the report helps convey the importance of the accreditation process.

6. Make your report format objective rather than personal.7. List sources of evidence that led you to arriving at your performance level rating.8. Ensure that the Report Summary includes the team’s recommendations about accreditation and

any outstanding strengths of the school.9. A school does not have to have a major deficiency.10. Complete your portion of the Team Submission Report Form, and give the form to the

administrator for inclusion when reports are forwarded to the district office.11. Remind the administrator to attach the General Information section of the self-study report that

was prepared as a part of the school’s self-study document. This is a required element of the materials that must be received in our district and national offices.

12. The final edited copy of the report must be given to the school within two weeks of the conclusion of the visit. The visiting team captain shall share a copy of the final edited report with other visiting team members within two weeks of the conclusion of the visit as well.

A variety of samples (including a sample visiting team report) can be found with other resources in the addendum of this manual.

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4. Considering Exemplary Status

Exemplary: serving as a model or pattern, worthy of imitation.

NLSA team visits assure that a school provides quality, Christian education and is committed to ongoing improvement. Occasionally a visiting team observes a school that exceeds quality expectations and exhibits unique, replicable best practices. A visiting team may nominate a school for Exemplary Recognition when the school demonstrates a high degree of excellence. The following rating will be used to qualify candidates for nomination:

Overall school rating average of 3.5 or above will be eligible for nomination for Exemplary Status.

In order to qualify for exemplary consideration, the visiting team must also observe and verify that the school is:

Christ-centered and service driven. Documenting an outstanding record of student academic preparation and success. Perceived positively in its community. Serving satisfied stakeholders. Demonstrating innovative leadership through replicable best practices.

Accredited School Exemplary Status is achieved after a school is found worthy and nominated by an NLSA visiting team or its district education official. Schools shall only be nominated in the year of their NLSA team visit. Schools may not apply for this special award but are recognized for the quality of their programs and established “Best Practices.” The National Accreditation Commission reviews and endorses nominations that have been received from the districts. Schools nominated may then apply for special recognition of exemplary status. Additional supporting documentation and an additional site validation visit assures that the school is worthy of special recognition. Accreditation with exemplary status is awarded for the school year following the granting of a school’s new accreditation cycle.

Schools are found worthy of exemplary status partially through observations made by the visiting team at the time of the site visit and evidence provided by the school at the time of its visit. The school visiting team recommendation is only the first step in the exemplary school selection process. Therefore, it is important that the school not be made aware of the team’s decision to nominate for exemplary consideration at the time of the exit report. The school will be notified of its nomination by the national office after the district has endorsed the nomination and the national accreditation commission has formally nominated the school for exemplary consideration at the national accreditation commission meeting in August.

In order to formally nominate an accredited school, the team captain must submit a nomination letter to NLSA Director Terry Schmidt. The letter should indicate specific best practices observed by the visiting team and ensure that the school has been awarded an overall school rating average of 3.75 or better. This letter should be prepared separately from the visiting team report and sent to the NLSA director with a copy to the district education executive.

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5. Reviewing the School Action Plan

As a school conducts its self-study process, it identifies areas needing improvement. These items are usually rated as 2 (Emerging). 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. There is room for improvement in this area. 1 (Not Evident) means there is observable conflict or deficiency with the condition at the school. The school does not enact this condition.

Items that have been identified as emerging or not evident require planned improvement actions. Over the course of the school’s accreditation cycle, the items must be targeted (with a completion date), assigned, evaluated and completed. A school action plan is the organization’s roadmap, guiding the improvement process during the school’s accreditation cycle.

Certain items will be rated as 3 (Operational). The condition is in place and functionally supported and practiced. It may not always be fully enacted or easily evidenced in every aspect of the school program. The school functions acceptably in this area. The school may but is not required to develop ways to improve in this area.

It is the responsibility of the visiting team to review the School Action Plan to ensure that all items requiring actions have been targeted in school goals (with a completion date) and assigned. A narrative overview of the school action plan should be the concluding portion of the visiting team report. This overview should include:

1. An evaluation of the realistic attainability of the plan as a whole.2. The inclusion of any items not addressed in the school action plan that were identified by the

school in its self-study.3. The inclusion of additional items targeted for required action as determined by the team during

its visit.

The school’s action plan becomes its roadmap to continued improvement. It serves to provide evidence of improvement to district accreditation commissions as goals are completed. The school action plan becomes the cumulative annual reporting document that holds schools accountable for their progress.

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6. The Visiting Team Exit Report

The final task of the visiting team as a whole is to provide a brief exit report to the faculty and guests invited by the school. The team captain leads the report and team members will be asked to make contributions and share some general (positive) observations about their work at the school. The report will share the greatest strengths of the school, specific ratings awarded in each standard area and any major deficiencies identified by the team. The team will also share the overall rating of the school and the explanation of how it was determined. The format for a PowerPoint that should be used to guide the presentation is located in the addendum that can be downloaded from the Lutheran School Portal. A one-page report summary will be left with the school at the conclusion of the exit report.

The team’s exit report usually takes less than 45 minutes. After that time, a brief question and answer period may be held. If there are questions related to specific recommendations or concerns, ask them to wait for the fully-documented report that the school will receive within two weeks. The visiting team’s exit report concludes its work at the school.

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Addendum #1A Checklist for Team Captains

Before the Visito Contact the school principal upon accepting the assignment as captain. Confer with the principal

regarding the visiting team selection.o Contact visiting team members as soon as possible after they have accepted the assignment.

Make cursory introductions and share desired outcomes for the visit. Instruct team members to assign a preliminary rating for their assigned standard area based on the evidence provided in the self-study.

o Collaborate with the school accreditation leader to establish a detailed time schedule covering the visit in terms of the school’s daily schedule.

o Establish and maintain communication with the school accreditation leader concerning the intended visit.

o Work with the school accreditation leader to arrange for a suitable visiting team meeting room.o If you haven’t received your copy of the self-study one month before the scheduled site visit,

you must reschedule the visit. Team members receive the report at least one month in advance of the school visit to adequately prepare for their work at the school.

o Arrange visit details with the principal (meals, supplies, technology needs, help, etc.).o Arrange, with the school accreditation leader, for suitable housing for team members, when

necessary.o Instruct visiting team members to read the school’s self-study report carefully and establish a

preliminary rating for their assigned area.o Make standard area work assignments for each member of the visiting team. o Read and review all parts of the school’s self-study report carefully.o Prepare tentative agendas for your meetings with the team. Be sure to include prayer and

devotional opportunities.

During the Visito Spend time with visiting team members reviewing visit purpose and procedures. o Review team members’ responsibilities and interview schedules. Establish classroom visit

schedules. (Visit every classroom.)o Discuss initial standard area rating assigned by team members.o Begin by reviewing standard area 1 (Purpose) with the entire visiting team. Use your work to

establish a protocol model the process for reviewing other standard areas. Establish how ratings are assigned. Complete standard area 1.

o Provide guidance to individual team members as they carry out their tasks.o Visit and observe. Be a model team member. Don’t have long meetings behind closed doors. Be

readily available at all times.o Share your notes with other team members. Review their notes as requested.o Model questions, techniques, unobtrusive classroom observations, organized note taking and

educational professionalism.

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o Lead (don’t dominate) the team’s discussion of the tentative philosophy report. Use it as a model for other discussions and reports!

o Share high standards of report acceptability with the team. Hurried, inadequate reports are not acceptable.

o Advise, counsel, listen to and keep team members on task.o Review the confidentiality of the report and all its parts with anyone involved with its

development.o At the beginning of each day, review the team’s schedule for that day.o Arrange for either the whole team or appropriate team members to meet briefly with the

pastor(s).o Validate that the school has met or exceeded all requirements.o Review rough drafts of committee reports before they are considered by the team.o Lead the discussion centered on each standard area.o Assist team members as they revise tentative reports according to team discussions.o Collaborate with all team members to revise reports and gain consensus approval.o Lead the team in identifying any major deficiencies. A major deficiency is any condition based

on an NLSA standard that has a severe negative effect on the quality of education, the ministry of the school and/or endangers the health and safety of the school population. Major deficiencies are share with the school at the exit report.

o Collect all final reports before dismissing the team.o Prepare the exit report PowerPoint presentation.o Lead the presentation of the verbal team exit report.o Personally thank everyone for their cooperation.o Provide the copy of the Team Report Submission Checklist after completing the team captain’s

portion of the form.

After the Visito Thank everyone associated with the visit: the team members, the schools that released team

members for the site visit, the school for its hospitality, etc. o Edit the team report as needed without changing its substance. Be sure to include pages 5–8 of

theo Self-Study Report Form and biographical information on team members.o Within two weeks, send a final copy of the team report to the school for reproduction and

distribution.o Instruct the principal to send a copy of the final team report to each team member and the

required number to the District Accreditation Commission. It is no longer necessary to send copies of the visiting team report to the national office in St. Louis.

o Remind the principal of the responsibility of ongoing improvement and the annual reporting.

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Addendum #2: Sample Letter to Visiting Team Members

SAMPLE: Captain’s Letter to Team Members : A sample letter to team members from the team captain that can be modified to meet local needs.

Dear Friends:

Congratulations on agreeing to serve as a member of our NLSA visiting team. No doubt about it, we have been asked to perform an important task as we visit Immanuel Lutheran School from April 17-20. I look forward to undertaking this important work with a team of skill educators.

Immanuel has already completed an extensive self-evaluation. Their self-study document (that you will receive) represents the essential element of the school’s self-evaluation process.

During the visit, you will be assigned responsibility to review, rate and respond in writing to the school’s materials in a single standard area. During our visit to the school you will prepare a draft of the report form from your assigned area that will be shared with the entire visiting team. The visiting team’s final report will be a response prepared after much careful review discussion, collaboration and editing of individual section drafts by the visiting team together.

Your assigned area is Standard 3: Relationships.

Your most important work prior to the visit at the school is to carefully read the self study document paying particular attention to your assigned areas. Read the entire document but focus with intentionality on the area of your assignment. Come to the school prepared to validate that NLSA requirements have been met and ensure that the indicators are supported with evidence and practices that reflect the actual condition found at the school.

As a final preparatory act before the visit, you must assign a rating (whole number) to your assigned standard area that reflects your initial impressions of the school’s compliance for their assigned area. The pre-rating serves as a starting point for your work during our visit. Everything done during at the time of the visit serves to confirm, enhance or diminish that rating that is related to the final rating assigned each standard area. Please come to the school prepared to share your pre-rating from you assigned area with our visiting team.

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Feel free to contact me with any questions you may have about our work at the school.

Thank you for giving of your time and of yourself to serve on this visiting team. I hope that I can be of assistance to you together we can facilitate the work of the team so that it can be done as effectively as possible.

Serving the Master Teacher,

Team Captain

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Addendum #3: Sample School Visit Schedule

First Day: 1:00 p.m. - 8:30 p.m. 1:00 – 1:30 School Orientation with Principal

1:30 - 3:00 Team Orientation – Review Section 1 - Purpose

3:00 - 3:30 After school meeting with faculty

3:45 - 5:00 Team meeting

5:30 - 6:30 Reception with board members and steering committee

6:30 - 8:30 Dinner together

Second Day: 8:00 a.m. - evening

8:00 - 11:30 Interview and classroom observations

11:30 - 12:30 Lunch with students and faculty


1:30 - 3:00 Interviews, classroom observations and team collaboration

3:00 - 3:45 Interviews with faculty members


5:00 - Initial report writing

Third Day: 8:00 a.m. - 4:00 p.m. 8:00 - 9:00 Team meeting

9:00 - 11:00 Verify concerns and legitimacy of recommendations

11:00 -12:00 Write reports

12:00 - 3:00 Catered lunch to team. Write and share reports

3:00 - 4:00 Exit report to faculty, staff, and invited persons

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Addendum #4: List of Required Evidence and Documentation

Required Indicators of Success (Non-Negotiable)1:01* The school‘s written purpose statement is rooted in Holy Scripture, agrees with Lutheran

confessions and reflects sound educational and psychological principles. 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 Lutheran Church—Missouri

Synod or maintains an active RSO status with the Synod. 2B:08* A statement of nondiscrimination is evident in school-printed materials and assures that

students are admitted without regard to race, color or national origin. 2C:17* The climate of the school flows from and supports the school’s purpose. 3A:01* The operating organization designates the governing authority and has written policies clearly

defining lines of authority, responsibilities and/or limitations of 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. 5:01* The teaching of the Christian faith is recognized as the major purpose of the school, is allotted

appropriate time in the daily schedule and is integrated intentionally throughout the curriculum and instruction.

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.

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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.

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Required Evidence and Documentation (Non-negotiable)Standard One

● The written purpose/philosophy/mission statement Standard Two

● Nondiscrimination policy● School discipline code

Standard Three

● 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

Standard Four

● The school’s staff development plan ● Nondiscriminatory salary and benefit scale

Standard Five

● A current schedule for each classroom, indicating clearly which subjects (activities) are taught at which times.

● Written curriculum for every grade level for the following subjects: religion, mathematics, science, reading, language arts, social studies, art, music, physical education (Early childhood centers need not segment learner outcomes into specific subject areas.)

● 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 for each grade level for the past three years. Describe how this information is used to evaluate and improve student learning.

Standard Six

● Enrollment/Admission policy● Volunteer handbook● Crisis Emergency Plan

Standard Seven

● School floor plan

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Addendum #5: Visiting Team Report Format

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TEAM VISIT REPORT FOR

School Name

Location

Date of the VisitList Team Members (Captain First)

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FOREWORD (new page)

Becoming accredited is a strenuous task. The school and its administration are to be highly commended for their efforts in this accreditation process. The self-study document, School Improvement Plan and the various arrangements for the accreditation team were done exceptionally well. It is the hope and prayer of the members of the visiting team that the enclosed document is one that is accurate and helpful for the continued improvement of ____________________.

The committee hereby expresses sincere gratitude to the faculty, staff and students at _______________ for the opportunity to serve on the visiting team and for the many acts of kindness shown to us during our visit. Each of us on the committee has grown as a result of the experience.

_______________is a good school. This was reflected in your self-study but also by the observations made by the members of the visiting team. We were delighted with ______________. The school speaks out for the Christian faith to the students and to the community very effectively.

Our report is carefully written and includes specific recommendations which should be considered seriously by the school and its congregation. Not every recommendation needs to be followed but each should be given serious consideration.

The members of the visiting team were given responsibilities for writing portions of the team's report. This report is the effort of the entire team combines the talents of every team member. The report contains the findings and recommendations of the team has been written and edited by the team as a whole. Wherever possible, specific, practical recommendations have been made to help remedy the concerns expressed.

Team members pledge their continued support and assistance should you care to call upon us in the implementation process.

May the Lord richly bless the faculty and constituents of your school so that through the power of the Holy Spirit they might continue to proclaim His Gospel ever more effectively to the students they serve and their families.

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DISCLAIMER (New page)

Limitations on the distribution, use and scope of this document.

It is the official intent of the National Lutheran School Accreditation Commission that this report be considered a privileged document, to be submitted by the captain of the visiting team directly to the administration of the school. The distribution of the report and its availability for public consideration beyond that point rests solely in the hands of the school administration.

Neither the captain nor the other members of the visiting team are authorized to release any of the information contained in this report without the approval of the administration of the school.

The primary purpose of the visiting team has been to examine the educational setting of the school, including courses of study, learning materials, student needs and interest, staffing and facilities. The visiting team has attempted to assess the effectiveness of the total school program in meeting the educational objectives the school has established for itself and in meeting national NLSA standards.

It is not been the purpose of the visiting team to evaluate individual teacher performance. The use of this report as an official assessment of any staff person’s professional competency would be a violation of the process and the intent under which the school evaluation was conducted. Such use would be inherently since at no time during the team visit has the team been concerned with the evaluation of individual teacher performance.

The members of the evaluation team have utilized their best professional judgment in drawing the conclusions reported in the document. Team members are not to be held accountable for any injudicious or unauthorized use of this document.

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Visiting Team Member Biographic Information (New page)

Name:

School Serving:

Contact Information (email and phone:

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Report Summary (New Page)

Overall School Performance Level (the average of 7 standard area performance level ratings)

The Visiting Team’s Overall Impression of the School (paragraph or two)

Outstanding Strengths

Major Deficiencies (if necessary)

Accreditation RecommendationWe the members of the visitation recommend____________________________ (granting accreditation or denying accreditation)for ______________________(school name)_____________________(location)

Signature of the Team Captain

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Team Findings (New Page)

The Findings section presents the visitation team’s evaluation of the NLSA Standards and Indicators. It also identifies Strengths, Concerns and related Recommendations that were identified by the visitation team through review of the schools prepared documentation and observations and interview that were conducted during the visit.

Accreditation Standards and IndicatorsStandards define what’s important for schools to be successful. In an accreditation self-study process they provide the educational community with the opportunity to evaluate school’s effectiveness, identify strengths and concerns and plan for intentional and continuous improvement. They establish benchmarks that schools must achieve through intentional planning and assessment. The NLSA standards are a complication of expectations related to what is most important for Lutheran schools. They have been refined and adjusted and align closely with the research based standards that have been prepared secular partner accrediting agencies. They allow Lutheran schools to use the very that the best that the educational community has prepared while staying true to the mission of sharing Christ with children and families.

This section contains an evaluation of each NLSA Accreditation Standard and Indicators, conclusions related to strengths and concerns that were identified by the visiting team and evidence and practices that led to the team’s conclusions. Indicators are evaluated and rated individually by the visiting team using a four-level performance rubric. The Standard Performance Level is the average of the indicator scores for the standard.

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Standard 1: Purpose

The schools purpose/philosophy/mission statement serves as the basis for forming goals, learner outcomes and actions plans, as well as determining a direction for all activities for the school. Throughout the self-study process, every phase of the school program is evaluated in order to determine if they are being carried out in accordance with the schools stated purpose.

1) Does the school comply with Required Indicators for Standard 1?

1.1 The school’s written purpose statement is rooted in Holy Scripture, agrees with the Lutheran Confessions and reflects sound educational and psychological principles.

1.2 School leadership and staff members understand and accept the purpose of the school.

2) Are required evidentiary pieces for Standard 1 prepared and in good order?

The written purpose/philosophy/mission statement.

GeneralIndicator

Sources of Evidence Performance Level Rating

1.3 The school’s purpose is engaged, aligned and enacted with it in its vision, values, school goals, learner outcomes and student activities.

1.4 The school purpose was developed in accordance with governance policy.

1.5 The school’s purpose is communicated effectively to staff, students, and stakeholders.

1.6 The school regularly evaluates and reviews the alignment of purpose, vision, values, school goals, learner outcomes and student activities.

1.7 The school’s purpose is displayed and reflected in the teaching/learning environment in classrooms.

1.8 New employees are informed about the school’s purpose and its appropriate engagement.

1) Based on your findings what are the strengths of the school in this area?

2) Based on your findings what concerns have you identified? a) Do the concerns you have identified agree with the concerns that were listed in the

school’s self study process? b) What recommendations would you make for concerns that were not addressed by

the school in its self study process?

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Standard 2: RelationshipsStandard 2 is divided into three categories: school and congregation, school and community and climate. Establishing and maintain healthy, positive relationships within all three areas contributes to the overall effectiveness of the school’s ability to accomplish its purpose.

Some Lutheran schools operate outside of a highly developed relationship with a single congregation or group of congregations. In that case, the school and congregation section may be omitted.


2A:01 The school is operated by one or more congregations of The Lutheran Church – Missouri Synod or maintains an active RSO status with the Synod.

2B:08 A statement of nondiscrimination is evident in school printed material and assures that students are admitted without regard to race, color or national origin.

2C:18 The climate of the school flows from and supports the school’s purpose.


General Indicator


2A:02 The pastor is acknowledged as the spiritual leader of the school.

2A:03 The congregation provides spiritual support for the school and its students.

2A:04 Students participate in congregational life through planned activities available regularly and coordinated with school events.

2A:05 Called person employed by the school are actively involved in worship and congregational life in their parish.

2A:06 The pastor and staff evidence support for each other and each other’s ministry.

2A:07 The school and church have a plan and work together on behalf of families with children in the school who do not have an identified church home or attend church regularly.

2B:09 An effective public relations program communicates information about the school to its constituents and to all segments of the community where it is located.

2B:10 The school engages community resources and volunteers to facilitate students growth.

2B:11 The school has an active parent-teacher organization and/or other parent groups.

2B:12 Parent education programs are available through the school

2B:13 Parent and family members of prospective, former and current students, whether members or non-members, are made to feel welcome at the school.

2B:14 The school encourages staff members to participate in community activities and service organizations.

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2B:15 The school seeks ways to involve its students and teachers in service to the community.

2B:17 The school facilities are available, when practical, for use by appropriate community groups.

2B:17 The school maintains good relations with local public schools.

2C:19 The school Christian climate is on display and evident to visitors.

2C:20 Teachers and administrators respect and support one another as individual, fellow members of the body of Christ.

2C:21 A developmentally appropriate teaching environment is evident throughout the school.

2C:22 Where desirable and practical, faculty members, parents, legal caregivers and students participate in making school decisions.

2C:23 Student’s demonstrate love for others in response to Christ’s love for them.

2C:24 Student behavior is appropriate to encourage growth and to maintain the school’s chosen teaching/learning environment.

2C:25 Student’s spiritual needs are given appropriate support by church and school.

2C:26 The legal rights of parents, legal caregivers, teachers and students are protected.

2C:27 Students worship together daily either in each classroom or in a school-wide appropriate worship experience with other students.

2C:28 Through the school’s discipline code, students are assisted to grow in self-control out of love for Christ.

2C:29 Faculty members and administrators demonstrate support of one another in tangible ways.

2C:30 Students and staff demonstrate a positive and appropriate school spirit.

2C:31 Staff members understand and related appropriately with students and their families.

3) Based on your findings what are the strengths of the school in this area?

4) Based on your findings what concerns have you identified? c) Do the concerns you have identified agree with the concerns that were listed in the

school’s self study process? d) What recommendations would you make for concerns that were not addressed by


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Standard 3: Governance

Leadership of the school is a major factor in the successful development implementation and evaluation of the school. Leadership is provided through a variety of groups and people. The two primary leadership components are the governing board and appointed administrator(s). Schools may function effectively without a school board. In that case, Section 3A: Governance, would not apply.


3A:01 The operating organization designates the governing authority and has written policies clearly defining lines of authority, responsibilities and/or limitations of 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 limitations 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.


General Indicator


3A:04 The governing authority provides for grievance and due-process resolution procedures.

3A:05 The governing authority meets regularly and has clearly defined policies regarding open attendance at meetings and executive sessions.

3A:06 Governance policies are determined at official meetings and recorded in the minutes, including appropriate updates and changes to policy. Minutes are recorded for each meeting and circulated to all members

3A:07 Governing authority policies are collected into a policy manual, separate from the minutes.

3A:08 Governing body members are required to participate in professional development regarding roles and responsibilities of the governing body and its individual members.

3A:09 The governing authority makes appropriate reports to the operating organization(s).

3A:10 Comprehensive job responsibilities and/or limitations are in place for the administrator.

3A:11 The governing authority receives reports from the administrator at each meeting.

3A:12 The governing authority evaluates the head administrator annually based on job description.

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3A:13 The governing authority has written policies or position descriptions clearly delineating relationships between the head administrator and pastor(s)

3A:14 The governing authority establishes policies that provide for sound budget planning and fiscal operations.

3A:15 The governing authority has a process in place for evaluating the effectiveness of the school that includes a needs assessment process integral to school-wide systematic planning. Long range goals or desired outcome are developed from this planning process.

3A:16 The governing authority has established process policies that set forth the style and rules by which the governing authority will complete its tasks and processes. (Note: in Policy Based Governance.)

3A:17 Neither the governing authority nor its individual members involve themselves in the day-to-day operations management of the organization.

3A:18 The governing authority monitors itself for adherence to policies.

3A:19 The governing board approves the budget (including annual tuition and fees) for the school or has developed polices to empower individuals with that responsibility.

3A:20 The governing board accepts, reviews and devises strategies to react to concerns expressed in the annual financial audit.

3B:22 The The administrator holds current, appropriate state certification or is actively working toward obtaining required certification.

3B:23 The administrator has a master’s degree in education, with no less than 12 semester hours in administration or supervision, or is actively working toward such a degree. (The administrator of an early childhood center has a bachelor’s degree, with no less than 18 semester hours in early childhood education, or is actively working toward accomplishing this requirement.)

3B:24 The administrator participates in conferences and conventions which are required by the Synodical Handbook and in other appropriate conferences

3B:25 The administrator participates in conferences and conventions which are required by the Synodical Handbook and in other appropriate conferences.

3B:26 The administrator demonstrates leadership through involvement with professional organization and regular reading of educational blogs and periodicals.

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3B:27 The administrator is active in the whole educational ministry of the operating congregation.

3B:28 Adequate time is provided for administrative duties. The school administrator is released from teaching duties for at least 1/4 of each day for every 50 students enrolled. (If administrative duties are shared, then released time should be shared.)

3B:29 The administrator works together with the local public schools at every opportunity.

3B:30 Adequate secretarial help is available. A secretary is available for school purposes for at least 1/4 of each school day for every 50 students enrolled.

3B:31 Levels of responsibility and accountability are clearly defined for all support staff (secretarial, maintenance, cafeteria, transportation, etc.).

3B:32 The administrator consults regularly with pastor(s) and teachers individually and collectively.

3B:33 The administrator engages in an ongoing program of professional staff supervision for the improvement of instruction. Performance evaluation visits with every teacher are conducted at least annually. The results of these visits are discussed with the teacher and then reported in summary to the board.

3B:34 Accurate, current files are kept for each staff member (professional and support) and students.

3B:35 The administrator provides leadership in curriculum development, staff development, congregational service, public relations, student evaluation and other school related activities. Levels of responsibility and accountability are clearly defined.

3B:36 Levels of responsibility and accountability are clearly defined for all professional and volunteer staff persons

3B:37 Responsibility and limitations for the development and administration of the school’s budget and finances are clearly defined.

3B:38 The administrator provides spiritual leadership for the school community and in the congregation(s) through word and example.

3B:39 The administrator relates appropriately with students of all ages.

3B:40 The administrator relates appropriately with families.

3B:41 The administrator provides leadership for implementation of current educational technology—including necessary staff development and training.

3B:42 The administrator provides leadership in securing funds and resources which may

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include individual, private, corporate and/or governmental sources.

3B:43 The administrator compiles such policies, procedures or practices as appropriate for effective communication to the various school communities into student and/or parent handbooks/manuals

3B:44 The school administrator is responsible for developing and recommending a budget and managing the budget (expenditures).

3B:45 The budget is managed responsibly, using appropriate bookkeeping procedures and safeguards.

3B:46 Funds provided by auxiliary organizations are allocated according to governing board policy and in consultation with the school administrator and regularly audited.

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

4. Based on your findings what concerns have you identified? a) Do the concerns you have identified agree with the concerns that were listed in the



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Standard 4: Professional Personnel

An dedicated professional and support staff is are essential qualited related to an accredited Lutheran school. Qualified and competent staff members should align their activities with the stated purpose and work together to create a safe and productive learning environment for students


4:01 All school personnel express and demonstrate agreement with the stated school purpose.


General Indicator


4:02 Teachers demonstrate a personal relationship with Jesus Christ and a dedication to teaching in the Lutheran school.

4:03 Full-time faculty members are on or eligible to be on the roster of Synod.

4:04 Professional staff members have appropriate teaching certificate(s) from the state and meet requirements for their specific assignments.

4:05 Teachers have been prepared and vetted following prescribed federal and state mandates for background checks and training.

4:06 Teachers holds a baccalaureate degree.

4:07 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 people is adequate to provide effective instruction and supervision for students at all school activities.

4:08 Support staff (e.g. teacher assistants, student teachers, nurse) meets state standards for their specific assignments.

4:09 Appropriate policies related to support staff are established and practiced.

4:10 Appropriate policies and training for volunteers are in place

4:11 Adequate training for support staff is provided.

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4:12 If specialists (e.g., counseling, guidance, special education, physical or occupational therapy, reading, speech) are needed by students in the school, the school provides them or makes referrals to specialist as appropriate.

4:13 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.

4:14 New teachers receive thorough and precise orientation and induction and are supported with experienced, assigned teaching mentors.

4:15 Programs for teacher supervision/evaluation/growth have been adopted and are implemented by the administrator.

4:16 Teachers attend workshops, conferences, seminars and training appropriate to their position and discipline. LCMS rostered teachers are provided opportunity to attend LCMS events.

4:17 Teachers hold membership in professional organizations.

4:18 A program of staff development is provided wherein professional personnel have opportunities and support for professional and spiritual growth.

4:19 A nondiscriminatory salary and benefit scale has been adopted and implemented for all personnel.

4:20 Teachers who are in a shared ministry arrangement are given appropriate time and compensation for these responsibilities.

4:21 The school provides opportunity, training and support so that teachers may effectively and appropriately engage technology in classroom instruction.

4:22 Staff members understand and relate appropriately with students.

4:23 Staff members understand and relate appropriately with families.


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4. Based on your findings what concerns have you identified? a) Do the concerns you have identified agree with the concerns that were listed in

the school’s self study process? b) What recommendations would you make for concerns that were not addressed

by the school in its self study process?

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Standard 5: Teaching and LearningStudent learning requires the integration of well-developed curriculum and instructional design supported by intentional and ongoing assessment. When teaching, learning and assessment are correctly aligned and students are engaged, learning results. In this way Lutheran schools accomplish one of their primary objectives.


5:01 The teaching of the Christian faith is recognized as the major purpose of the school, is allotted appropriate time in the daily schedule, and is integrated intentionally throughout the curriculum.

5:02 The written curriculum has been developed is being implemented for every subject area taught at the school.


General Indicator


5.03 The school community builds and maintains a vision, direction, and focus for student learning.

5.04 The curriculum meets or exceeds state expectations.

5.05 Curriculum is used as an opportunity to proclaim the Gospel.

5.06 Curriculum offerings provide challenging learning experiences and ensure that all students have sufficient opportunities to develop life skills, critical thinking skills, and applied learning.

5.07 Curriculum, instruction and assessment are regularly monitored and systemically adjusted in response to ongoing assessments of student learning.

5.08 Teachers work together to share responsibility for student learning.

5.09 Service learning is a key component of the school’s required program

5.10 Teachers engage students in their learning using a variety of instructional strategies that ensure achievement of learning expectations.

5:11 Technology is integral to curriculum, instruction, and assessment, and helps teachers to individualize, enhance and improve instruction.

5:12 Technology skills are sharpened and

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advanced through integration into the learning process.

5:13 Teachers regularly participate in staff development activities designed to provide professional growth opportunity, improve instruction and student learning.

5:14 Teachers use a variety of strategies and settings that identify and accommodate individual learning styles and engage students having divergent abilities.

5:15 Multiple forms of student assessment drive instructional strategies.

5:16 School leaders monitor and support the improvement of instructional practices used by teachers to ensure student success.

5:17 Student learning is monitored, tracked, recorded and reported from the time they enroll until the time they leave

5:18 The school evaluates what a student should know, be able to do, and believe.

5:19 The school has in place a comprehensive program that tracks student success at the next level compared to their current course of study.





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Standard 6: Student ServicesAccredited Lutheran schools support students and their families with a wide variety of services that enrich the education experience of students. Section 6: Student Services is divided into four categories: Guidance and Counseling, Extracurricular Activities, Health and Safety, Food Services.


6:01 Services offered by the school meet or exceed federal, state and local requirements.


General Indicator


6A:02 Student applicants are admitted according to established written admission criteria

6A:03 Permanent cumulative records for each student are maintained, stored, and shared as appropriate in adherence with state and federal law.

6A:04 The school has written procedures for handling students’ emotional, social and psychological needs.

6A:05 The school has established procedures for evaluating students for promotion and/or

graduation.

6B:06 The school provides a variety of extra-curricular and co-curricular activities which meet the needs and interests of the students and reflect the purpose of the school.

6B:07 Extracurricular activities are carefully supervised by appropriately trained personnel.

6B:08 All those who supervise activities have undertaken background checks and know and accept the purpose of the school.

6B:09 Immunization documentation, health tests and screenings conducted at the school conform completely with local and state laws.

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6C:10 First aid supplies are available and readily accessible to authorized personnel

6C:11 The school has a crisis management plan that is communicated, tested, and updated annually.

6C:12 Requirements for safety are met which include: fire, tornado, intruder, and other drills which are conducted and recorded.

6C:13 Plans have been developed and are implemented for blood-borne pathogens, asbestos, CPR training, first aid training and the distribution of medication

6C:14 Volunteers who work with students on a regular basis have had background checks and completed child-abuse training and neglect screening.

6D:15 Provisions are made for appropriate storage of food and drinks brought from home.

6D:16 Care is taken to ensure cleanliness where meals or snacks are eaten.

6D:17 If a food service is provided, adequate and qualified personnel are available to plan and serve a variety of well-balanced, wholesome meals in full accordance with local, state and federal regulations





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Standard 7: FacilitiesThe Lutheran school’s physical facilities include the building, land, equipment, maintenance of the property, and provisions for health, safety, and sanitation. The school is both a place for learning and an instrument of learning. As a place for learning, it should help children grow spiritually, physically, mentally, socially, emotionally, and aesthetically. As an instrument used in the learning process, it should demonstrate principles of beauty, harmony, order, and utility. Its decor should point people to the God they love and serve.


7:01 Facilities are well maintained, free from hazards provide for a safe and productive learning environment.

7:02 Facilities conform fully with all applicable laws and health, safety, and building codes.


General Indicator


7:03 Buildings, grounds, and equipment are well maintained, attractive and appropriate for the age and number of students.

7:04 The playground/athletic field has fences or other restraints to prevent students from going onto streets or adjoining property and to prevent vehicular traffic during school hours.

7:05 The size and design of the buildings and teaching/learning areas are appropriate for the school’s programs and achievement of learner outcomes (objectives), meet state and local code requirements and provide for special needs.

7:06 The buildings are cleaned daily and the washrooms are sanitary.

7:07 School furniture is appropriate to the physical requirements of the students, adequate for the demands of the program, and sufficient in quantity and

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age appropriate.

7:08 The school administrator(s) participates in the supervision of those who maintain the physical facilities

7:09 Physical facilities give specific (crosses, signs, etc.) and non-specific

(attractive, adequate, etc.) Christian witness to the community.

7:10 All teaching/learning areas are properly ventilated and lighted and have adequate space for the number and size of the students.

7:11 Adequate and appropriate space is provided for offices, health rooms, recreation, a library/media center, and small group instruction.

7:12 The school limits public access to the facilities to provide a safe environment for students.

7:13 The school environment supports and enables the integration of technology and learning.

7:14 Crossing guards, lanes, and school speed zones are provided where needed.

7:15 A safe, carefully supervised procedure for loading and unloading students in cars, buses, and other vehicles is in effect.

7:16 The school has locked entrances and is a secure facility during normal school hours.





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Review of the School Action PlanAs a school conducts its self study process it identified areas needing improvement. These items are usually rated as (2) Emerging – 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. There is room for improvement in this area. Or (1) Not Evident – There is observable conflict or deficiency with the condition at the school. The school does not enact this condition.

Items that have been identified as emerging or not evident require planned improvement actions. Over the course of the school’s accreditation cycle the items must be targeted (with a completion date), assigned, evaluated and completed. A school action plan is the organization’s roadmap guiding the improvement process during the school’s accreditation cycle.

Certain items will be rated as (3) Operational – The condition is in place and functionally supported and practiced. It may not always be fully enacted or easily evidenced in every aspect of the school program. The school functions acceptably in this area. The school may but is not required to develop ways to improve in this area.

In a narrative please address the following aspects of the school action plan:

What is the team’s evaluation of the realistic attainability of the plan (as a whole).

Were any items not addressed in the school action plan that were identified by the school in its self study.

Does the team wish to target additional action items not identified by the school in its self study process?

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Addendum #6: Team Submission Report Form

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NATIONAL LUTHERAN SCHOOL ACCREDITATIONTEAM REPORT SUBMISSION CHECKLIST for _________________________________, ___

Box 1. To be used by the visiting team captain (VTC) to verify all parts are in the final site team report and are ready to be duplicated. Note: This should be submitted to the school within 14 days of the visit.

Box 2. To be used by the school administrator (SA) to verify that all parts are duplicated, collated, and ready to be sent to the designated people. Note: These should be sent within 14 days of receipt of the document from the team captain.

Box 3. To be used by the District Accreditation Commission (DAC) as a final check before sending to the NLSA national office. Note: Two copies of the team report are to be sent to the NSLA office no later than June 15.

NEEDED FOR BOTH STANDARDS BASED AND ON-GOING IMPROVEMENT PROCESSES VTC SA DAC1 2 3 Face Sheet to Accompany All Reports (as found on disk)1 2 3 Title Page

School Name and LocationType of Accreditation (Standards I, Standards II, OI, EC, Other with NLSA Supplement)Contact Information for Administrator of the SchoolDate of This Site VisitNLSA accreditation is dual with or reciprocal to ______________

1 2 3 Forward1 2 3 Disclaimer

Visiting Team Report (+ OI items listed below)1 2 3 Concerns and Recommendations1 2 3 Team Profiles – captain and team members

Exit Report Summary, including1 2 3 Recommendation for or against accreditation1 2 3 Signature of team captain1 2 3 Selected commendations and concerns1 2 3 Major deficiencies, with compliance verification requirements

including deadline for correction

Appendix A: General Information Section of the School Profile, including 2 3 Basic school history 2 3 Most recent statistical report 2 3 List of steering and subcommittee members

3 Major Deficiencies Sign Off with Documentation – by date required in the site visit report

3 Letter of extenuating circumstances/explanations, if any, of which thecommission should be aware

ADDITIONAL ITEMS NEEDED FOR AN ON-GOING IMPROVEMENT TEAM REPORT1 2 3 Standards Checklist 1 2 3 Standards Checklist Report1 2 3 Appendix B: The School Improvement Plan as Originally Given to Site-Visit Team

(Goals and Timeline)

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Documents

€¦ · Web viewCongratulations! You have been selected to provide assistance to a school going through the process of National Lutheran School Accreditation. As the school’s