Accreditation Reports

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Organizational Context 1.1
The school has a distinct Christian school culture and identity that is defined clearly in its foundational documents (vision, purpose/mission, Christian philosophy of education, and statement of faith), and is pervasive throughout all school operations.*
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- The school’s foundational documents (vision, purpose/mission, philosophy of Christian education, and statement of faith) are well articulated and clearly define the Christian culture and unique identity desired for the school. The school has succinctly and effectively aligned the school programs and operations to the guiding Christian principles outlined in the foundational documents, and has actualized full integration.
- The school’s foundational documents provide a sound framework for the school’s Christian school culture and unique identity. The school’s culture vastly reflects values consistent with its vision, purpose/mission, philosophy, and statement of faith; however, the school’s identity is not clearly integrated at all levels of operations, but only foundationally.
- The Christian culture and identity of the school are clearly articulated in the school’s foundational documents, but the Christian culture and identity are not apparent in all aspects of the daily operations. The school has progressed toward unilateral integration of the Christian philosophy and culture and evidence exists that it is increasing.
- The school’s foundational documents outline a Christian culture and unique identity that simply does not exist in the school on a daily basis. The culture and identity are not defined by the governing/leadership structure, but rather is molded by external influence.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 1.1 Feedback

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Organizational Context 2.1
The school collaborates with appropriate stakeholders for the development of a Christian philosophy of education that considers the diversity and differences in the students and community the school serves as well as fostering spiritual, intellectual, social, and physical development of each student within the framework of a sound corporate biblical worldview.*
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- The school effectively identifies and engages its stakeholders for the development of the school’s Christian philosophy of education which is well articulated and clearly addresses the students’ needs in regard to the spiritual need, intellectual need, social need, and physical development need, within the framework of the school’s biblical worldview.
- The school effectively identifies and engages its stakeholders for the development of the school’s Christian philosophy of education, but the process has not been fully or consistently implemented. The Christian philosophy of education is well articulated and clearly addresses the students’ needs in regard to the spiritual need, intellectual need, social need, and physical development need, within the framework of the school’s biblical worldview, but the Christian philosophy of education is not unilaterally embraced, or is not implemented t all levels of the school.
- The school somewhat identifies and has limited engagement of its stakeholders for the development of the school’s Christian philosophy of education. The Christian philosophy of education is minimally articulated and addresses the students’ needs in regard to the spiritual need, intellectual need, social need, and physical development need, within the framework of the school’s biblical worldview, but only at the basic levels.
- The school has not identified its stakeholders for the development of the school’s Christian philosophy of education. The Christian philosophy of education is weak or underdeveloped in addressing the students’ needs in regard to the spiritual need, intellectual need, social need, and physical development need, within the framework of the school’s biblical worldview.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 2.1 Feedback

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Organizational Context 3.1
The school provides evidence of sound, professional, ethical and legal practices in all financial operations.*
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- The school has provisions for accounts receivable, payroll, and accounts payable that include policy and practice that all financial operations of the school, demonstrate accountability and integrity, prevent the probability of fraud, follow generally accepted accounting practices, and includes a system of double-entry accounting as well as an annual audit by a third-party accountant.
- The school has provisions for accounts receivable, payroll, and accounts payable that include policy and practice that all financial operations of the school, demonstrate accountability and integrity, and includes a system of double-entry accounting as well as a periodic and formal financial review by a third-party accountant.
- The school financial operations demonstrate accountability and include a system of double-entry accounting as well as an annual financial review by the governing body.
- The school financial operations policy and practices demonstrates very weak or non-existent checks and balances. The school does not use a double-entry accounting method.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 3.1 Feedback

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Organizational Context 4.1
The school presents evidence of adequate and sustainable financial resources to operate the school’s program which includes adequate salary and benefits for the staff, as well as documentation of all fundraising and resource development activities*
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- The governing body participates in setting tuition and staff salaries, reviewing finances regularly and making adjustments as needed with input from the administrator, and targets succinct fundraising and development goals.
- The school operates with a profit, has active board involvement in periodic and systematic financial review and correction
- The school operates with a profit, but has limited or no board financial review, and no systematic means of financial review and correction.
- The school operates in the deficit with a weak or no plan for correction.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 4.1 Feedback

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Organizational Context 5.1
The school periodically reviews its foundational documents (vision, mission, philosophy of Christian education, etc…) in purview of current research and best practices, while involving appropriate stakeholders.*
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- The school and its governing body effectively identify appropriate stakeholders, and follow a systematic and periodic review of its foundational documents which involves the integration and incorporation of current research and data, and information pertaining to best practices.
- The school and its governing body have developed a systematic and periodic review of its foundational documents which involves the integration and incorporation of current research and data, and information pertaining to best practices.
- The school and its governing body have developed a systematic and periodic review of its foundational documents. The process has not been consistently followed, or limited implementation is evident.
- The school and its governing body have not developed a process of systematic and periodic review of its foundational documents. The process has limited or no integration and incorporation of current research and data, and information pertaining to best practices.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 5.1 Feedback

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Organizational Context 6.1
The school effectively communicates the Christian philosophy of education.*
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- The school’s philosophy of Christian education is available for prospective parents, staff, current parents, and the general public. School employees, students, and parents feel a sense of ownership of the philosophy of Christian education.
- The school’s philosophy of Christian education is available for prospective parents, staff, current parents, and the general public. School employees, students, and parents, have read and understand the basic elements of the philosophy of Christian education.
- The school’s philosophy of Christian education is available prospective parents, staff, current parents, and the general public. School employees, students, and parents, have limited understanding of the basic elements of the philosophy of Christian education.
- The school’s philosophy of Christian education is not available, or has limited availability to prospective parents, staff, current parents, and the general public. School employees, students, and parents, have no understanding of the basic elements of the philosophy of Christian education
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 6.1 Feedback

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Organizational Context 7.1
The foundational documents (vision, mission, philosophy of Christian education) are used to guide the overall development of the school.*
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- The school incorporates elements of the school’s vision, mission, and philosophy of Christian education into its orientation and training programs, curriculum development, professional development plans, and school improvement plans. Faculty and staff maintain a common vision and clear understanding of the shared vision, mission and philosophy of Christian education. School leadership and governing body can correlate all activities, curricula, programs, and services to values and elements of the foundational documents.
- The school incorporates elements of the school’s vision, mission, and philosophy of Christian education into its orientation and training programs, curriculum development, professional development plans, and school improvement plans. Faculty and staff have a strong understanding of the common vision and understanding of the shared vision, mission and philosophy of Christian education.
- The school incorporates a few elements of the school’s vision, mission, and philosophy of Christian education into its orientation and training programs, curriculum development, professional development plans, and school improvement plans. Faculty and staff have a basic understanding of the common vision and understanding of the shared vision, mission and philosophy of Christian education.
- The school does not incorporate, or has limited incorporation of elements of the school’s vision, mission, and philosophy of Christian education into its orientation and training programs, curriculum development, professional development plans, and school improvement plans. Faculty and staff have a minimal understanding of the common vision and understanding of the shared vision, mission and philosophy of Christian education. School leadership and governing body cannot correlate activities, curricula, programs, and services to values and elements of the foundational documents.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
(Be Brief)
Organizational Context 7.1 Feedback

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Organizational Context 8.1
The school has clear and measurable goals in regard to biblical content, biblical worldview, Christian character, and Christian service.*
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- The school has clearly defined, measurable student spiritual formation goals that are fully supported by school personnel and other school stakeholders. A system for comprehensive assessment of student development in the areas of biblical content, biblical worldview, Christian character, and Christian service has been developed that is fully aligned with the student spiritual formation goals.
- The school has clearly defined, measurable student spiritual formation goals that are supported by school personnel and other school stakeholders. These goals serve as the focus for regular assessment of student spiritual formation in the areas of biblical content, biblical worldview, Christian character, and Christian service.
- The school is developing student spiritual formation goals that are clear and measurable. These goals will serve as the focus for assessing student spiritual formation in the areas of biblical content, biblical worldview, Christian character, and Christian service.
- The school has not developed separate student spiritual formation goals or if such goals exist, they are not well-defined and measurable. Assessments of student spiritual formation, if any, are more ad hoc with no real focus toward definitive goals.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 8.1 Feedback

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Organizational Context 9.1
The school assesses student spiritual growth and spiritual discipline, using the data to further define professional development and curricular need in Bible content and Biblical worldview.*
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- A clearly defined and systemic process for the assessment of the spiritual growth and spiritual discipline of students has been developed, and is used to improve discipleship in Bible content and Biblical worldview through effective professional development, as well as the development of Bible and Biblical worldview curricula.
- The school has developed a clearly defined and systemic process for the assessment of the spiritual growth and spiritual discipline of students but has not identified how the school will use it to improve discipleship in Bible content and Biblical worldview through effective professional development, as well as the development of Bible and Biblical worldview curricula.
- The school is developing a clearly defined and systemic process for the assessment of the spiritual growth and spiritual discipline of students and has identified how the school will use it to improve discipleship in Bible content and Biblical worldview through effective professional development, as well as the development of Bible and Biblical worldview curricula.
- The school does not assess student spiritual growth or spiritual discipleship, or if it does assess, does not utilize the data for professional development, or the development of Bible content, or Biblical worldview curricula.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 9.1 Feedback

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Organizational Context 10.1
The school integrates biblical principles in all curricula and school programs.*
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- The school has developed and follows a formal process that ensures the integration of Bible content and Biblical worldview into every content area the school offers, and is demonstrated through unilateral implementation and provision of open expression and application of Biblical principles in all areas of the school community.
- The school utilizes a curriculum that integrates Bible content and Biblical worldview into every content area the school offers. The school demonstrates implementation through basic implementation and limited provision of open expression and application of Biblical principles in all areas of the school community.
- The school has developed a formal process that ensures the integration of Bible content and Biblical worldview into every content area the school offers but it is implemented in a limited manner. The school has limited implementation and provision of open expression and application of Biblical principles in all areas of the school community.
- The school does not have a process whereby integration of Bible content and Biblical worldview is integrated, or, curriculum is used that has no Biblical worldview integration. The school does not demonstrate open expression and application of Biblical principles in all areas of the school community.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 10.1 Feedback

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Organizational Context 11.1
The school ensures that all co- and extra-curricular programs are aligned with the foundational documents (vision, mission, philosophy of Christian education) of the school as well as expand the opportunity for spiritual growth and discipleship.*
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- The school develops and implements co- and extra-curricular programs that are fully aligned with the schools philosophy, vision and mission. The school’s co- and extra-curricular programs expand the schools opportunity for spiritual growth and discipleship. Students are afforded opportunities of spiritual discipleship through the participation in co- and extra-curricular programs.
- The school develops and implements co- and extra-curricular programs that are aligned with student spiritual formation goals. The school demonstrates that co- and extra-curricular programs are supportive of student spiritual formation goals. Students are frequently provided opportunities for spiritual growth through their participation in co- and extra-curricular programs.
- The school develops and implements co- and extra-curricular programs that indicate some alignment with student spiritual formation goals. The school has begun a process to ensure that co- and extra-curricular programs are aligned with and supportive of student spiritual formation goals. Students have limited opportunities for spiritual growth through their participation in co- and extra-curricular programs.
- The school develops and implements co- and extra-curricular programs that are not aligned with and/or supportive of the mission, vision, and philosophy of Christian education, student spiritual formation goals. Students have few opportunities for spiritual growth through their participation in co- and extra-curricular programs.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 11.1 Feedback

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Organizational Context 12.1
The school’s policies and procedures reflect the institution’s Christian distinctive as informed by biblical principles.*
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- The school has developed policies and procedures that are informed by biblical principles and that fully reflect the school’s Christian distinctive. The school has a formalized process in place that ensures that the development, review, revision, and implementation of its policies and procedures are always fully consistent with biblical principles and supportive of the school’s Christian distinctive. The school demonstrates that biblical principles and its Christian distinctive are deeply embedded in its policies and procedures and the way the school functions.
- The school has developed policies and procedures that are informed by biblical principles and that reflect the school’s Christian distinctive. The school demonstrates that the development, review, revision, and implementation of its policies and procedures are consistent with biblical principles and supportive of the school’s Christian distinctive. Biblical principles and the school’s Christian distinctive are embedded in its policies and procedures and are foundational to the school’s culture.
- The school has developed policies and procedures that are informed by biblical principles and that reflect the school’s Christian distinctive. The school demonstrates that its policies and procedures are consistent with biblical principles and supportive of the school’s Christian distinctive. Biblical principles and the school’s Christian distinctive inform the school’s culture.
- The school has developed policies and procedures that are not fully consistent with biblical principles and/or the school’s Christian distinctive. The school’s policies and procedures have little influence and impact on ensuring the school functions consistent with biblical principles and its Christian distinctive.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 121.1 Feedback

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Organizational Context 13.1
The school ensures that the acquisition and use of all technology, print, and other media resources is aligned with the school’s purpose/mission and Christian philosophy of education.*
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- The school has developed policies regarding the acquisition and use of technology, print, and other media resources that are fully aligned with the school’s purpose/mission and Christian philosophy of education. The school has a process in place for evaluating print and media materials to ensure that they are appropriately aligned with its purpose/mission and Christian philosophy of education. The school has established an Internet usage policy consistent with biblical principles that is well-articulated and clearly understood by all school personnel, students, and parents. School personnel and students use technology resources in an ethical manner and appropriate guidelines are followed to prevent plagiarism by school personnel and students.
- The school has The school has developed policies regarding the acquisition and use of technology, print, and other media resources and demonstrates that technology, print and other media resources are aligned with its purpose/mission and Christian philosophy of education. The school has established an Internet usage policy consistent with biblical principles that is understood by all school personnel, students, and parents. School personnel and students use technology resources in an ethical manner and appropriate guidelines are followed to prevent plagiarism by school personnel and studentsdeveloped policies and procedures that are informed by biblical principles and that reflect the school’s Christian distinctive. The school demonstrates that the development, review, revision, and implementation of its policies and procedures are consistent with biblical principles and supportive of the school’s Christian distinctive. Biblical principles and the school’s Christian distinctive are embedded in its policies and procedures and are foundational to the school’s culture.
- The school has developed policies regarding the acquisition and use of technology, print, and other media resources that are not aligned with its purpose/mission and Christian philosophy of education. The school has established an Internet usage policy consistent with biblical principles that is understood by all school personnel, students, and parents. Guidelines have been established regarding the ethical use of technology resources and the prevention of plagiarism by school personnel and students.
- The school has developed policies regarding the acquisition and use of technology, print, and other resources that demonstrate some alignment with its purpose/mission and Christian philosophy of education. The school has established an Internet usage policy consistent with biblical principles and established guidelines regarding the ethical use of technology resources and the prevention of plagiarism by school personnel and students.
Evidence*
Select all the evidence that support the choice made above.
Other Evidence
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Organizational Context 13.1 Feedback

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External Review Team Results
Below is the summary of the team's findings in regards to the ILCS Organizational Context Standards for the ILCS/AdvancED Partnership Accreditation.
Inspections Conclusions
ILCS Organizational Context Rating*
Concluding Paragraph*
Provide a closing paragraph that summarizes the overall findings. Briefly describe the general themes related to student success and organizational effectiveness that emerged during the review.
Accreditation Recommendation*
Based on the evidence reviewed by members of the External Review Team, select the response most appropriate for this institution:
- Based upon the findings, the External Review Team recommends to the ILCS/FLOCS Accreditation Commission that the institution earn the distinction of accreditation for a five-year term. The League of Christian Schools will review the results of the External Review to make a final determination including the appropriate next steps for the institution in response to these findings.
- Based upon the findings, the External Review Team does not recommend to the ILCS/FLOCS Accreditation Commission that the institution earn the distinction of accreditation for a five-year term. The League of Christian Schools will review the results of the External Review to make a final determination including the appropriate next steps for the institution in response to these findings.

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ILCS/AdvancED Organizational Context

Organizational Context 1.1

Organizational Context 1.1 Feedback

Organizational Context 2.1

Organizational Context 2.1 Feedback

Organizational Context 3.1

Organizational Context 3.1 Feedback

Organizational Context 4.1

Organizational Context 4.1 Feedback

Organizational Context 5.1

Organizational Context 5.1 Feedback

Organizational Context 6.1

Organizational Context 6.1 Feedback

Organizational Context 7.1

Organizational Context 7.1 Feedback

Organizational Context 8.1

Organizational Context 8.1 Feedback

Organizational Context 9.1

Organizational Context 9.1 Feedback

Organizational Context 10.1

Organizational Context 10.1 Feedback

Organizational Context 11.1

Organizational Context 11.1 Feedback

Organizational Context 12.1

Organizational Context 121.1 Feedback

Organizational Context 13.1

Organizational Context 13.1 Feedback

External Review Team Results

Inspections Conclusions