• Abstract and Figures
• Public Full-text

1 Table of Contents

Introduction

Preface……………………………………………………………….6

Chapter One: Student and Community Profile………………………7

Chapter Two: Expected Schoolwide Learning Results……………15

Chapter Three: Progress Report……………………………………17

Chapter Four: Self-Study Findings………………………………...21 Organization for Student Learning………………………..….21 Curriculum and Instruction…………………………………...33 Support for Student Personal and Academic Growth………...46 Resource Management and Development……………………52

Chapter Five: School Wide Action Plan……………………………59

Appendices…………………………………………………………66

2 Bethel Baptist Junior High and High School

School Administration Pastor Dan Davidson, Pastor/Superintendent Terry Cantrell, Administrator Steven M. Thomas, Principal

WASC Self-Study Coordinator Jennifer Simonds

School Staff Elizabeth Thomas – English, Drama Robynn Yates, - English, Journalism Jennifer Simonds – History, Speech Darlene Golding – Math Courtney Bakan – Science, Guidance Counselor Emily Miller – Spanish James Ashton – Yearbook Robert Lopez – Bible Joe Rousell – Physical Education Lori Martinez – Physical Education

Support Staff Sheila Hester - Secretary Tammi Risse – Secretary Jan Hutter – Financial Secretary Joel Simonds – Athletic Director/Coach

3 BBS Self-Study Groups

HOME GROUP Darlene Golding Robynn Yates Elizabeth Thomas Courtney Bakan Jennifer Simonds

FOCUS GROUPS 4A 4B 4C 4D Organization for Curriculum and Support for Student Resource Student Learning Instruction Academic and Management and Personal Growth Development

Sarah Jones, Robert Lopez (chair) Lori Martinez (chair) Courtney Bakan Danni Shuman Lupe Lomelli Lueree Barton (chair) (chairs) Darlene Golding Elizabeth Thomas Dawn White Lori Adams Sheila Hester Lois Bloom Ruth Dizon Robynn Yates Roe Osborne Fred Morales Helen Wright Joyce Jenkins Daniel Henry Joel Simonds

4 Visiting Committee Representing Western Association of Schools and Colleges

Chair

Dr. Sylvia V. Whitlock Administrator La Verne, CA

Committee Members

Steven Chai Administrator New Covenant Academy Los Angles, CA

Randall Long Chino Hills Christian School Chino Hills, CA

5 Preface

The accreditation and self-study process has had a tremendous impact on our school leadership, staff, and students. Through the process, our school has become more aware of how its strengths and weaknesses affect the overall effectiveness of its success. The involvement and collaboration of all stakeholders was a new concept that quickly became realized as vital to the growth of our programs. Through student and parent surveys, more in-depth meetings with faculty, and the creation of a leadership team, Bethel Baptist School has emerged from this self-study process with a greater understanding of how to assess student achievement and plan for improvements.

The following is a general timeline of actions taken to complete the self-study process:

Fall 2007 – Self-Study Coordinator and Leadership Team established Jennifer Simonds and Terry Cantrell attend Part I of WASC seminar Collection of data for student/community profile begins

Spring 2008 - Continued collection of student work by home group Jennifer Simonds, Terry Cantrell, and Steven Thomas attend Part II of WASC seminar In Service Faculty meeting to assign staff to various focus groups; establish focus group chairs Focus Groups are assigned to meet once before the school year ends to begin analysis of evidence

Summer 2008 – Focus Groups meet and analyze evidence Drafts of Chapters 1-3 completed

Fall 2008 - Jennifer Simonds, Terry Cantrell, and Dan Davidson attend Part III of WASC seminar Focus Groups finish drafts of Chapter 4 findings Formulate Action Plan Meeting with Visiting Committee chair, Dr. Sylvia Whitlock; receive feedback on First draft of Final FOL product Begin revisions to Self-Study

Winter 2008-09 Meeting with staff to review final Self-Study report Ongoing changes to improve Action Plan

6 CHAPTER ONE: Student / Community Profile

Bethel Baptist School (BBS), founded in 1967 by Pastor Ray Chappell, is located at 901 S. Euclid Street in Santa Ana, California on the premises of Bethel Baptist Church. Over the past 41 years, BBS has built a solid reputation of high academic achievement and outstanding character development. The school is situated in the middle of Orange County in the northwest corner of Santa Ana, which is a neighbor to the cities of Fountain Valley, Garden Grove, Westminster, Tustin, and Costa Mesa. The vicinity around the school is primarily residential, interspersed with small businesses.

Bethel Baptist School is unique in that we encourage the growth of the “whole” student through a focus not only on academic, social, and physical growth but also spiritual growth. It is our desire for students to be able to integrate Biblical principles into the choices they make as they respond to daily circumstances in life. The students of Bethel Baptist School benefit from the close relationship with Bethel Baptist Church. They profit from the relationships created with staff members and from the homelike atmosphere. Staff members become acquainted with the students’ families on a more intimate basis enabling them to meet the needs of the students and their families more specifically and effectively. Communication is enhanced because of the relationships that are formed. The school is a ministry of the church. Staff members are active members of the church. We have an open enrollment policy. All decisions made by the school administration and staff are to be made within the guidelines of church policy.

Instructional and support programs

Bethel Baptist High School provides each student with college preparatory classes that fulfill the requirements for UC and Cal State admission. BBS offers elective classes in the areas of speech, journalism, drama, home economics, computer lab, yearbook, and SAT preparation. Students are given the opportunity to attend class trips to Sacramento and Washington, D.C. throughout their six years at the school’s junior high and high school program.

Bethel Baptist School is a member of the Golden State Association of Christian Schools (GSACS), a division of the American Association of Christian School (AACS). Through this membership, our teachers and administrators receive the opportunity to attend seminars and workshops; our students also benefit from this membership by being able to participate in yearly academic and fine arts competitions such as speech, photography, painting, and music.

Bethel Baptist School activities are planned and directed by Student Council. Representatives from each class meet each week to plan fundraisers, discuss school activities, and give feedback on classroom needs and concerns. The council plans several events during the year in order to celebrate our diverse ethnic population and to create an

7 exciting environment for each student. These include Chinese New Year, Cinco de Mayo, Homecoming, Winter Formal, and Spring Festival.

Participation in School Extracurricular Activities 2007-2008 2008-2009 Drama 11 24 GSACS Competition 20 20 Sports 40 50 Associate Student Body 10 12

Students are also encouraged to participate in our sports program through our membership in Christian Athletic League of Orange County (CALOC) for junior high and California Interscholastic Federation (CIF) for high school. Currently we field teams in the sports of volleyball, basketball, and cross-country. Our teams have earned CIF playoff berths in girls volleyball, girls basketball, and boys cross country in the past three years.

School Governance

Members of the school board are selected by the Pastor and then affirmed by the Board of Trustees of the church. There are four board members consisting of church members, one that must be a member of the Board of Trustees of the church. The board members serve a term of three years. They are a sub-committee of the Board of Trustees and serve at the Pastor’s and the Board of Trustee’s discretion.

The current members are as follows: Roe Osborne – Kindergarten teacher; Early Education Supervisor K4- 2nd Grades

Don Touchstone – Private businessman, construction; current parent

Sam Rodriguez – Home Mortgage Specialist; current Trustee of Bethel Baptist Church

Candide Lopez – Director of IT, Bal Seal Engineering; current parent Board members meet three times a year (scheduled in January, April and September). Additional board meetings may be called as necessary. At each meeting, members review annual school financial reports, as well as old and new business, and record minutes expressing discussion and approval of the reports.

The board member who serves on the church trustee board acts as a representative of the school board and prepares a report to be presented at the next church trustee board meeting. This report reflects a summary of the actions taken at the previous school board meeting. The board representative also prepares and presents a report of school board activity to the church congregation at the annual business meeting. Additional school board reports may be provided to the congregation as necessary.

8 Community Demographics

The city of Santa Ana is located in Orange County with a population of approximately 358,000 (2005). Its residents are diverse. The city is ranked 6th in the highest Hispanic population in the nation. Santa Ana is surrounded by many cities such as Westminster where one of the largest Vietnamese populations outside of Vietnam is located. Major employers in the city of Santa Ana are county government offices as well as electronics and aerospace industries. The residents of these areas would be considered lower middle class, with an annual median family income of $42,000. Coupled with this lower income are high housing costs. These economic factors present a challenge to our school in that we desire to keep tuition and costs as low as possible for its families.

Student Demographics by Ethnicity

The demographics of our school reflect the population of our surrounding neighborhoods.

9 Student Demographics by Population and Gender Grade 2006-2007 2007-2008 2008-2009 # of Girls/Boy # of Girls/Boy # of Girls/Boy student s student s students s s s 7 11 3/8 12 8/4 18 12/6 8 13 5/8 10 3/7 12 8/4 9 12 7/5 10 4/6 12 4/8 10 7 1/6 10 6/4 9 4/5 11 7 5/2 7 1/6 12 9/3 12 5 4/1 7 5/2 5 1/4

Enrollment The current student enrollment at Bethel Baptist Junior and Senior High School is 68. Data from the chart demonstrates that this number is an increase from previous years. Enrollment data also shows that we are retaining a greater percentage of our students, including a growth in the percentage of students enrolling from the 6th grade elementary school. Beginning in the spring of 2007, BBS began to hold a get-acquainted dinner for all 6th grade parents and students in order to provide a connection between elementary school and junior high. This has proven to be an effective way of increasing the percentage of incoming 7th graders.

Enrollment increased 20% in 2008

10 Data reflects the percentage of students returning from the previous year. Students leave due to financial hardship, moving out of the area, or difficulty with curriculum level.

Percentage of Retention by Year (total incoming students grades 7-12)

Rrerfkdlsjaf Non-returning students

Returning Students

Bethel continues to retain a larger percentage of students each year.

11 Assessment Bethel administers the Stanford Achievement Test (SAT 10) each spring. These results allow the school to evaluate which learning outcomes are being accomplished. Students in grades 7-12 consistently score above average in each section of the SAT 10. These tests are valuable for teachers and administration to evaluate individual students and classes for any difficulties that need to be addressed. The results are assessed before the new school year begins as a way to create curriculum and learning activities that would benefit the students. Bethel not only looks at the level of each student but also at progress made by classes and individual students from year to year.

2005 2007 2008 Grade and Test Grade At or above Grade level At or above Grade level At or above level 50th %tile 50th %tile 50th %tile 7th reading 8.4 58% 7.6 45% 11.0 83% 7th 10.5 76% 8.5 64% 12.6 100% mathematics 7th complete 9.1 64% 8.8 64% 11.9 92% battery 8th reading 10.3 85% 10.5 77% 10.4 70% 8th 11.7 99% 11.4 100% 10.5 80% mathematics 8th complete 11.6 91% PHS 92% 12.9 80% battery 9th reading 10.7 91% 11.1 77% 11.2 80% 9th 11.6 86% 10.1 69% 12.7 100% mathematics 9th complete 10.7 85% 10.7 69% 12.4 100% battery 10th reading 11.2 75% 11.0 71% 11.3 90% 10th 9.2 67% 10.0 86% 10.7 50% mathematics 10th complete 9.2 74% 11.4 86% 10.7 90% battery 11th reading 11.8 88% PHS* 100% 10.7 86% 11th 11.0 82% 11.7 86% PHS 100% mathematics 11th complete 11.4 83% PHS 100% 11.6 86% battery 12th reading 11.4 66% PHS 100% PHS 100% 12th 11.8 91% PHS 100% PHS 100% mathematics 12th complete 11.3 84% PHS 100% PHS 100% battery *Post High School

Bethel has offered College Board SAT preparation courses for the past 2 years so that our students may be better prepared to take the SAT as they begin applying to college. We encourage students in the 11th grade to take this class the semesters prior to taking the test.

12 Ministry opportunities / Community programs

Bethel Baptist Church provides the students of Bethel Baptist School with a connection to the youth group ACTS (focusing on Adoration, Confession, Thanksgiving, and Supplication). While offering a place to grow spiritually, the youth group also presents an outreach to teens who need a community of friends and support. Currently, thirty percent of our students attend weekly services in our youth group.

In order to develop an awareness of needs within the neighboring communities, each 9th-12th grade student is required to complete community service during each semester. Some of the programs students have participated in are as follows: Habitat for Humanity, local library work, service at Fountain Valley Hospital, and gift wrapping at children’s homes.

Infrastructure

The education building at Bethel Baptist School is approximately thirty years old. Rooms are consistently being painted and new carpet installed to keep them looking fresh and comfortable.

Physical science, biology, chemistry, and physics are lab sciences being taught. The labs are completely furnished to provide all of the laboratory experience necessary to supplement the course work.

Teachers and students are encouraged to use technology in the classroom. Computers, overhead projectors, VCRs, DVDs, and video projectors are available and consistently used. A portable computer center with a total of 26 Mac laptops is provided to enhance student learning. Our library contains approximately 1300 books including reference works on CDs that can be used on computers.

One outdoor volleyball and two basketball courts are located on our campus playground. Our school’s interscholastic sports teams practice and play in nearby Fountain Valley Recreation Center. The gymnasium is about 2 miles from campus and affords us the opportunity to play legitimate “home” games even though we are not actually on campus. When our teams play at home on a weekday afternoon, the gym is close enough for students and their families to attend the games. The relationship our school has developed with the staff at Fountain Valley Recreation Center has proven to be a valuable asset to our program.

13 Staff Profile

Name Position Degree(s) Held Credential Years in BBS education Dan Davidson Pastor/Superintendent Ph.D. ETTA (Evangelical 21 Teacher Training Association) Certification Terry Cantrell Administrator; J.D.(Western State College 34 AP Macroeconomics of Law), B.A. Theology (Pacific Coast Baptist Bible College) Steven Thomas JH-HS Principal; B.A., Theology (Pacific AACS* Certification, 14 Bible teacher; Coaching Coast Baptist Bible College) Education Administration M.A. Christian Education staff (Azusa Pacific University)

Courtney Bakan JH Science; Biology; B.S., Child and Adolescent AACS certification, 6 Chemistry; SAT Development (Cal State Secondary Education Fullerton); M.A., Education K-12 Cal cleared teaching preparation; Admissions (Azusa Pacific University) credential with CLAD and Guidance Counselor

Darlene Golding JH math; Algebra; B.A.,Child and Adolescent AACS certification, 4 Geometry; Pre-Calculus Development, Minor Secondary Ed; CSET, Mathematics (Cal State 3-subject mathematics Fullerton) Elizabeth Thomas HS English B.A., Education, (Pacific AACS 13 Drama Coast Baptist College) Certification, Secondary Ed Robynn Yates JH English B.A., Education, (Pacific AACS 13 Journalism Coast Baptist Bible College) Certification, Secondary Ed Jennifer Simonds JH/HS Social Science; B.A., History (Cal State AACS 12 Speech Long Beach) Certification, Secondary Ed Joel Simonds Athletic Director; M.A., Education emphasis CLAD multiple subject 8 Basketball Coach Cross-Cultural teaching (National University) James Ashton Yearbook Advisor B.A., Missions (Pacific 1 Baptist College)

Robert Lopez JH Bible B.S., Theology (Pacific 20 Coast Baptist Bible College) Joe Rousell PE; Basketball coach B.S. Social Science; M.A. 2 Education (Azusa Pacific University) Lori Martinez PE B.A. Education (Pacific 2 Baptist College) Emily Miller Spanish B.A., Spanish (California 1 Baptist University) *American Association of Christian Schools Student to teacher ratio – 8:1

14 CHAPTER TWO: Expected Schoolwide Learning Results

Bethel Baptist School began the process of developing Expected Schoolwide Learning Results in 2005. Our principal Jeff Higgins brought ideas to the Junior High and High School staff for input. The staff discussed the five primary broad areas that they felt represented the goals each student should accomplish. After further consideration, sub categories for each of the five primary areas were added. A final draft was given to each Junior High and High School teachers for more feedback and then was published to our WASC visiting committee in 2006. Upon recommendation, a physical ESLR was added to the fifth category, conscientious, in the summer of 2008.

The Expected Schoolwide Learning Results were first published to our parents in the spring of 2005 when they registered their children for the upcoming year. The ESLRs were later added to our website in the fall of 2006.

In the spring of 2007, posters were created for each classroom in order to display our philosophy, mission statement, and ESLRs. Teachers were encouraged to use these posters during instruction in order to connect learning to the goals.

Data gathered from student surveys from the winter of 2008 reflected that students knew the school’s goals, but upon further on-on-one interviews, the school recognized that many students were not familiar with specific goals. In consideration of this feedback, teachers began the 2008-09 school year with a greater emphasis on creating a connection between the classroom activities and the learning outcomes, so that students better understand how they are accomplishing the goals set forth in the ESLRs.

Critical Thinkers  Access, organize, process, and evaluate information  Develop and apply problem solving and decision making skills  Formulate decisions based on principles from the Word of God

Competent Communicators  Demonstrate proficiency in reading, listening, speaking, writing, viewing, and presenting.  Demonstrate the use and application of technology  Communicate artistically and persuasively  Explain the Biblical worldview that looks at life, government, social issues, diverse cultures, and world events as God sees them

Cooperative  Contribute and function responsibly in various group activities in and out of the classroom  Use collaborative efforts to contribute to peer learning  Demonstrate integrity, respectful behavior, and responsible citizenship  Develop the ability to relate to individuals and situations in a Scriptural and loving way

Creative  Set high standards and challenging goals  Produce intellectual, practical, artistic, and physical works  Determine and use personal gifts from God to his honor and glory

15 Conscientious  Recognize opportunities and identify consequences  Use time effectively  Exhibit self-motivation and self-discipline  Demonstrate awareness that physical fitness is developed through regular exercise and proper eating habits  Make correct choices by the daily application of Biblical principles to everyday life through Bible reading and prayer

16 CHAPTER THREE: Progress Report

Critical areas for Follow-Up (as recommended by the visiting committee)

1. The Visiting Committee Recommends: A need to link curriculum and instruction with assessment measure against external criteria other than standardized testing norms.

Through the development of curriculum maps, we have been able to connect our curriculum and projects to our ESLRs as well as to California Content Standards for each subject. Since the initial visit, the school has created assessments for each subject that students are to take at the end of the first and second semesters. This assesses their core knowledge of each subject and allows administration and teachers to analyze the strengths and weaknesses of each student. Once these tests are completed, the results are evaluated and teachers take necessary steps to guarantee that each students advances through each subject as required.

2. The Visiting Committee Recommends: Expansion of learning opportunities for advanced students.

Bethel Baptist School has expanded its learning opportunities to advanced students through the addition of several Advanced Placement classes such as Spanish, United States History, and Economics. These classes are offered on campus as well as through Aventa Learning, an online organization that directs students through the course in preparation for the AP exam. In the summer of 2008, Mr. Cantrell attended a 2-day seminar in preparation for teaching AP Economics. BBS has added the position of AP coordinator and guidance counselor in order to better direct students in taking higher level courses at BBS throughout the school year as well as during the summer through the local community colleges. The school has also added Pre- Calculus as a senior math class.

3. The Visiting Committee Recommends: Expansion of relationships/partnerships with other educational facilities, agencies and community resources to leverage resources for Bethel Baptist students.

Financial resources have been increased through the school’s use of money offered from No Child Left Behind grants. Several of the teachers have been able to access funds to further their education and take seminars to enhance their teaching. The school has also established a stronger relationship with the city of Fountain Valley. BBS now uses the Fountain Valley Recreation Center for its sports events and practices. Students have also been referred to Excelsior Tutoring in Fountain Valley as an outside resource for academic needs.

17 4. The Visiting Committee Recommends: Formalizing the action-planning process: prioritizing growth needs, developing action steps, timelines and persons responsible for their completion. Reviewing the action plan annually and modifying/expanding as action steps are completed.

The leadership team meets on a weekly basis to discuss the immediate and long-term needs of the school. As a result of the self-study process, Bethel Baptist School has created a formal action plan based upon the findings of focus groups and has assigned timelines and persons responsible for the completion of those needs.

Areas of Need Identified by Bethel Baptist (from Initial Visit Report)

1. WASC accreditation is needed to provide unlimited access to higher education for Bethel students.

Since the accreditation, Bethel students have applied and been accepted to many universities in the Southern California area. The following universities have accepted students from Bethel recently. California State University, Long Beach California State University, Fullerton California State University, Dominguez Hills BIOLA University University of California, Irvine University of California, Berkley Chapman University Vanguard University Bob Jones University Students from Bethel have been afforded more opportunities to enroll and attend universities because of the WASC accreditation.

2. A computer-lab will equip students with useful skills that will help them be more proficient in their learning and competitive in their future education and vocation.

The recent purchase of a modern computer-lab has greatly enriched the potential for educational advancement for Bethel students. Teachers are encouraged and equipped to use the lab through training sessions and materials so that students will benefit from the computer-lab. Skills that are being developed include and are not limited to research, program-writing, creative writing development, Internet, word processing, computer operations and concepts, and learning multi-media. Each skill being developed assists students in their future education and vocations.

18 3. Software for computer adaptive testing for ongoing student assessment provides teachers with tools to respond quickly to students’ academic needs.

Currently, we are not using any computer software to provide ongoing student assessment. Instead, we are using other assessment methods (exams, standardized assessment, Cal State math assessment) and working to implement them efficiently.

4. A growth in the student body population will enable the school to expand academic and extracurricular programs giving students more opportunities to discover and develop their talents.

This year Bethel has experienced an increase in our enrollment that has enabled Bethel to add more electives, more athletic teams and participate in community projects that would normally not be as successful with smaller numbers. Enrollment has increased recently by 20%. Talents have been developed based on the reenergized journalism class, an expanded drama department, and speech class that are a direct result of the increased enrollment.

5. More parental involvement will help the school utilize the resources that are available in the local community to provide a more authentic learning environment for our students.

Bethel has increased the efforts to gain parental involvement in the following ways: an effort has been made to increase communication between parents, teachers and the principal through personal and corporate meetings. The athletic department has seen an increase in parental involvement acquiring “team parents” for each athletic team. Parental involvement has increased in the area of acquiring funds through fundraisers to increase technology on campus. Better communication through web based technology has been employed to gain the involvement of parents in areas that provide an environment conducive for learning.

6. More electives for students allowing them to be more competitive and helping them develop the “whole person.”

Bethel’s elective program has increased in recent years in order to develop the student individually and best equip him/her for future education and vocations. The addition of remedial programs in the areas of math and reading has greatly assisted students in areas where help is required. Yearbook continues to be an elective that draws creative students willing to use talents and abilities to benefit the entire school. Journalism has been added to the elective program to offer students an opportunity to develop writing skills and talents. Speech has also been added to the elective program equipping students for future educational opportunities and possible vocational choices. Drama as an elective has been reenergized and includes one of

19 our highest participatory levels in recent years. Each elective, as it engages students, is philosophically driven to meet not only the EXPECTED SCHOOLWIDE LEARNING RESULTS but also seeks to develop each student individually and holistically.

7. New computers for staff and student management software will free valuable time that can be used for curriculum development and lesson planning. It will also provide an avenue to increase parent and school communication due to the access parents will have to students grades, assignments, school activities and the school staff.

Computers were purchased for staff use in order to accommodate better communication to parents and to conserve time in lesson planning. Full immersion and training into the school’s online grade and assignment program has enabled teachers and parents to communicate easier and more frequently. Teachers have benefited from a total reconstruction of the computer network and wireless network, including increased access to the web, greater security and the addition of quality printers for use in the classroom. The launching of a new Warrior website invites parents to communicate to us and seeks to give greater access to parents.

20 CHAPTER FOUR: Self-Study Findings

CATEGORY A. ORGANIZATION FOR STUDENT LEARNING

A1. School Philosophy, Goals, and Mission Criterion

To what extent has the school established a clear statement of purpose and set of expected schoolwide learning results that accurately and thoroughly reflect the beliefs and philosophy of both the sponsoring local church and the school?

The mission of Bethel Baptist Junior and Senior High School is to provide a God honoring, Christ-Centered, Biblically based, college preparatory education for seventh through twelfth grade students. We endeavor to accomplish this by seeking to assure that each student has a personal relationship with Christ, educating each student through superior academic and extracurricular programs, ministering to the family each child represents, and helping each student find God’s will for his life.

Bethel Baptist High School is a direct ministry of Bethel Baptist Church. Bethel Baptist High School has a clear statement of purpose that reflects the doctrines and beliefs of Bethel Baptist Church. This statement of purpose is derived directly from the Bible, the inerrant Word of God, which is the final authority. The statement of purpose can be found in many areas throughout Bethel Baptist High School. The statement of purpose is printed and found in the first few pages of Bethel’s student handbook, it is evidenced also in the student registration packet, this statement of purpose is posted in every classroom (along with the ESLR’s), and it is posted on Bethel’s online websites for church and school.

To what extent are the philosophy, goals, and mission defined further by adopted expected schoolwide learning results that form the basis of the educational program for every student?

The mission statement of Bethel Baptist School is in alignment with the Expected Schoolwide Learning Results:

“God honoring, Christ-centered, Biblically based” “Personal relationship with Christ” “Finding God’s will for his life” Critical Thinkers who formulate decisions based on principles from the Word of God Competent Communicators who explain the world as God sees it Cooperative students who related to individuals and situations in a Scriptural way Creative students who determine and use personal gifts from God to His honor and glory Conscientious students who make correct choices by the daily application of Biblical principles

“College preparatory” “Superior academic and extracurricular programs”

21 Critical thinkers who can evaluate information and apply decision making skills Competent Communicators are proficient in speaking and presenting, including the use of technology Cooperative students who can work in groups and contribute to peer learning Creative students who set goals and produce high quality physical works Conscientious students who use time effectively and exhibit self-discipline

Under the Bethel’s Pastor’s authority, the High School principal was given the job of designing and formulating the ESLR’s. Once the ESLR’s were written, the principal took them to the school administrator and Pastor. Once these administrative leaders finalized the ESLR’s they were put into print and brought in front of the church and school.

The philosophy, goals, and mission of Bethel Baptist High School have been adopted into the expected schoolwide learning results through careful consideration of Bethel’s statement of purpose. The expected schoolwide learning results or ESLR’s were posted in every classroom during the 2007-2008 school year. Along with the ESLR’s, the mission and vision are posted in the classrooms, found in the student and faculty handbooks, listed in the registration packet, and are posted on Bethel’s church and school websites. Both the students and the parents sign a statement of commitment to all the information found in the handbook. Open house and parent-teacher conferences, various fliers that are sent home, weekly warriors, teacher-parent communication fliers, online postings or upcoming activities, and Bethel’s new information board which posts all upcoming events are just a few more ways Bethel communicates with the parents and church.

To what extent are the GSACS Statement of Faith and the sponsoring church and school doctrinal statements agreed upon by the professional staff?

Bethel’s administration is aware of the necessity of regularly review and revisions needed in the school’s philosophy, goals, mission, and expected schoolwide learning results. The administration makes a point of sitting down with the school’s doctrinal statements every six months to a year to take necessary action on reviewing and revising where necessary. The administration and faculty handbook clearly define the school’s doctrinal statements and policies.

Bethel’s administrative and faculty handbook was updated for the 2008-2009 school year and was issued to all faculty members during the new year orientation meeting. The faculty handbook answers all questions for resolving conflicts among staff members. At the beginning of every school year Bethel holds an orientation meeting for a week where all staff members are encouraged to focus their attention for the upcoming year on improving student learning and spiritual growth. Within the first two months of the new school year all teachers participate in a GSACS (Golden State Association for Christian Schools) convention where classes and focus groups are geared to rekindle the fire within each teacher to promote student learning and spiritual growth within the classroom. Bethel holds monthly staff meetings where character traits are discussed as well as issues such as

22 tardiness, campus cleanliness, prayer requests, student needs, and other issues from the faculty handbook that may be issues of concern.

A2. Governance Criterion

To what extent does the school board adopt policies that are consistent with the school’s philosophy, goals, mission and support of the achievement of the expected schoolwide learning results?

Bethel Baptist Junior and Senior High School is one of the many ministries of Bethel Baptist Church. The governing authority of BBS consists of the church pastor (who is the school’s superintendant), the administrator, the principal, the trustee and deacon board of the church, and the school board. Bethel’s school board is still in the beginning stages of development. The school board was initiated two and a half years ago because of its necessity. Bethel’s pastor is the head of the entire operation, under the pastor is the church trustee board, then the school board. When Bethel became aware of the need for a school board, the pastor met with the trustee board to discuss whom the school board members should be. Bethel’s school board now consists of a trustee member, a school administrator, and two parents. The school board meets to discuss issues of concern within the school and works in conjunction with administration to develop and implement policies. Due to the school board being in the beginning stages they have held five meetings in the past two and a half years. The board is having more frequent meetings in order to better understand and practice their role in reviewing policies, making recommendations to administration, and helping to define bylaws.

To what extent does the school board delegate implementation of these policies to the school professional staff?

Due to the relatively new construction of Bethel’s school board there is not much communication between the school board and the school’s constituency. In the future the school board plans to have a more open door policy for the constituency. The school’s administrator is now heading up school board meetings. If the school’s constituency has any concerns they would like to be brought before the school board they first take their concerns to the administration who then brings the concerns before the school board. The school board continues to work in cooperation with administration and staff, seeing that there is accountability for policies developed.

To what extent does the school board monitor results?

The school board is presently monitoring results through reports they receive at each meeting as well as through interaction with parents, students, and staff. There is an open line of communication between the board and the administration, allowing for follow up to previous meetings and discussions.

23 A3. School Leadership Criterion

To what extent does the school leadership make decisions to facilitate actions that focus the energies of the school on student achievement of the expected schoolwide learning results?

The Bethel administration sets aside time every week to assess the school, the students, and all employees. During this time administration discusses ways to improve the school, teacher-parent relations, and teacher-student relations. It is the administration’s desire that all of these areas are strictly following the expected schoolwide learning results. There is a faculty and administration handbook that covers all areas, such as written policies, charts, responsibilities, and relationships. Each of these areas focuses on each of Bethel’s ESLR’s. Beyond the administration meetings, Bethel administration consistently sends out staff memos and e-mails, there are monthly staff meetings (held the first Tuesday morning of every month), there are specialized in-service days and emergency procedure days scheduled throughout the course of the year. Through all of these meetings, it is Bethel’s goal to train and encourage teachers who lead students to be critical thinkers, communicators, cooperative, creative, and conscientious.

To what extent does the school empower its staff?

Bethel Baptist Junior and Senior High School leadership continually strives to find opportunities to develop leadership from within by giving teachers creative freedom and responsibility in the classroom. The school offers training through in-service days, GSACS yearly leadership conferences, and various subject area seminars offered by outside organizations. Books and journals for staff are given for each member to read and discuss. Through first-of-year in-service week, monthly staff meetings (which include prayer and devotions with Bethel’s pastor), emergency procedure days, and weekly staff memos, administration continually empowers all of Bethel’s staff spiritually and academically. Also, the teachers have the opportunity to meet with the administration and principal for additional questions and concerns at any time during the school year.

To what extent does the school leadership encourage commitment, participation, and shared accountability for student learning?

Bethel’s administration encourages all teachers to have an open door policy, before and after school. After school tutoring and help classes are available all year long, along with lunch break help classes for students who need help in certain areas. Throughout the school year teachers meet with and make phone calls to parents to discuss their child’s improvement and areas that need work. Every year BBS holds parent-teacher conferences which give parents an opportunity to have one on one time with the teachers of their children. During the third quarter the entire school participates in open house when all parents and students have the opportunity to meet with teachers and view all classrooms. Teachers are in constant contact with parents regarding students’ grades and behavior. It is the teacher’s desire to see all students achieve their goals both academically and spiritually. Parents are contacted and kept

24 informed of every demerit, misconduct, or low grade. The administration consistently is in classrooms observing (when needed) areas in need.

To what extent does the school leadership provide direction to the youth activities and witnessing/ministry opportunities?

The school leadership provides many opportunities for students to be involved with the youth activities of the church as well as ministry opportunities. Youth activities are announced each week during chapel services and flyers for upcoming events are posted throughout the school. The church youth pastor (who is also the school principal) is very active in inviting students of the school to weekly youth meetings (Wednesday night, Sunday services, and Saturday visitation). Most activities planned by the student council members and advisors are connected to the activities of the church youth group. Many of the students of BBS also attend summer camp at Ironwood Christian Camp in Newberry Springs with the ACTS youth ministry of the church.

In the past 4 years, our ACTS student ministry has gone on two missions trips to Belgium to assist missionaries Dennis and Laura Leavell. The missions teams for both these trips included students from the school ministry.

In order to encourage student participation in church missions ministry, each class is assigned a yearly missionary. Classes pray for these missionaries; send letters and monetary support as a Christmas gift; and create a poster for the church’s missions’ conference in February of each year. When missionaries are visiting our area, BBS invites them to speak to our students. Our students met with Mike and Becky Winters of Japan in 2007 and Ross Pyle of South Africa in 2008. These visits give students the opportunity to talk with the missionaries they are supporting and praying for.

Every Thanksgiving, school leadership provides each student the opportunity to donate money to purchase Albertsons gift cards for families in our church and school who have a financial need during the holidays. Each student is asked to bring at least $5 to go towards the purchase of these cards.

A4. Staff Criterion

To what extent are the school leadership and staff qualified for their assigned responsibilities?

Bethel’s administrator and high school principal, with the approval of the Pastor, have the responsibility of interviewing and hiring all high school staff. Prospective staff members are evaluated by their spiritual desire to be an active member of the ministry of the school and their academic background and preparation. This evaluation is done through a staff application, resume, and interviews held by the administrator and principal. It is desire of the school leadership to hire staff members who currently have a bachelor’s (or higher) and in the process of continuing education in their teaching field. Everyone currently on Bethel’s

25 High School staff fulfills this desire and holds certification from the state of California or from AACS (American Association of Christian Schools.) The administrator of the school has been at Bethel for 34 years. The principal of the school holds an Administrative Certificate from AACS and has over 15 years experience in youth leadership at BBS. Four teachers have been at Bethel for over 10 years, and two teachers have been on staff for 3-5 years.

To what extent are the school leadership and staff committed to the school’s philosophy, goals, and mission?

It is the desire of Bethel’s administration that all staff members are completely committed to the school’s philosophy, mission, and goals. For this reason, the administration stresses this fact prior to hiring any staff member. All staff members are to read the faculty handbook and, when signing the staff agreement, have the understanding that their signature is stating their complete commitment to the school’s philosophy, mission, and goals. In the case of any staff member showing signs that they are not fully committed, they are counseled and reminded of policies found in the faculty handbook.

To what extent are the school leadership and staff engaged in ongoing professional development that promotes their personal growth as a means of increasing student learning?

Bethel staff is strongly encouraged to further their education. The administration is willing to work and help any teachers who wish to go back to school to improve their education. The American Association of Christian Schools (AACS) requires renewals for teachers every 2-3 years. The AACS certification program requires Continuing Education Units (CEUs) for renewal of certification, which teachers are constantly working toward. During teacher in- service week Bethel staff goes through many classes and meetings where personal and educational growth is strongly related to student learning. Every October the entire Bethel staff attends a GSACS (Golden State Association of Christian Schools) conference. During this conference all staff attends classes to help in furthering their education and have the opportunity to receive credits toward the AACS program.

Another valuable method for developing greater professional skills is the observation of other teachers within the school. In 2008, all teachers began observations of other teachers on staff. This not only provides accountability and a means to observe what students are doing in other classes, but it has also become a way that teachers have learned from the activities of other staff members. As a result, teachers have gained constructive methods of dealing with some of the classroom management and instructional challenges.

Several teachers are working to continue their education through subject matter seminars and summer classes. During the summer of 2008, the AP economics teacher attended a 2-day seminar to better prepare for the coming year. The new academic advisor also completed a

26 training course in order to better assist our high school students as they prepare to enter college. The social studies teacher attended a seminar on integrating learning activities in the classroom and another class on curriculum development where she was able to spend 75 hours constructing specific assessments and activities for the 8th grade curriculum. The availability of No Child Left Behind funds to assist in paying for these classes has been a benefit to both teachers and students.

A5. School Environment Criterion

To what extent does the school have a safe, healthy, nurturing, spiritually rich environment that reflect’ the school’s philosophy, goals and mission?

The rules and regulations of Bethel Baptist Junior and Senior High School ensure that the environment is safe, healthy, nurturing, and spiritually rich. To ensure safety, all visitors are required to check-in at the school office before they can be on campus. Other safety issues are addressed in the faculty and students handbooks. Students are supervised at all times, as all staff has been trained to always have “line-of-sight” to all areas of the playground area. Fire and earthquake drills are held on a quarterly basis through the use of the bell system. Currently, there is not a way to communicate other possible health and safety emergencies as they arrive in or out of the classroom. The school disaster plan has been developed and a survivor kit of equipment for all students is available in a storage container on the east end of the playground.

The physical health of Bethel’s students is addressed in daily Physical Education classes. All 7th-10th grade students are required to take part in PE and participate in the Presidential Physical Fitness program. In addition, most students play interscholastic sports. Bethel fields teams in girls junior high basketball and volleyball and boys junior high basketball. At the high school level, girls can play volleyball and basketball, while boys can join cross- country, basketball and volleyball. Depending upon the size of the student body and levels of participation, Bethel always looks into the possibility of adding sports to the interscholastic athletics already offered. Bethel is a member of the California Interscholastic Federation (CIF) at the high school level.

To address students’ spiritual growth and maturity, there is a daily Bible class as part of the regular school day. Members of the church pastoral staff teach these courses. Once per week, the school has a chapel service in lieu of Bible class. Occasionally chapel services are attended by guest speakers such as missionaries. In addition, the church pastoral staff is available for counseling. The Bethel Baptist Church has regular Wednesday night services that students are encouraged to attend. Many of the high school and junior high students stay after school or sports practices to attend these services. Also, church youth ministries’ activities are promoted in the school, and school activities are promoted to the teenagers in the church.

The school year is kicked off with a “Spiritual Emphasis” week at Ironwood Christian Camp in Newberry Springs, CA. This is a three-day retreat that focuses on team-building and community development between students and faculty and is a great opportunity for new students to get acquainted to returning students. Also lessons, taught by a guest speaker,

27 have a community-oriented theme. This year, Scott Kirkland, a pastor from Gardena, California, taught lessons about the importance of community, getting self out of the way, and focusing on helping and serving others.

Building on the theme of building community within the school population, students are required to complete 16 hours of community service per year. Last year, a group of about 15 students worked at a Habitat for Humanity project in Buena Park. Involvement in the local community is an important part of the spiritual development of Bethel students.

In an effort to build an inclusive community, many activities are planned. The first week of school culminates with a bowling activity that all students attend. Later in the first quarter, a trip to the Boomers Family Fun Center is planned so that students have another opportunity to spend time with each other and their teachers away from the school setting. The school has instituted “community hour” on Fridays. Students meet with their homeroom teachers and do team-building activities or participate in service projects around the school campus. The goal is to help students take ownership of their school.

Athletically, two special nights are planned. Staff Appreciation Night is a chance for athletes to show their appreciation for staff members who have taken a personal interest in them. Staff members escort the athlete who chose them onto the floor for pre-game introductions and hold banners cheering them on. We try to teach students that it is important to recognize and be thankful for those who have helped them throughout the years. Also, we take time at our final home game to honor our graduating seniors and their families for the hard work and sacrifice they have put forth in their time in high school sports.

To what extent is the school environment characterized by trust, compassion, professionalism, support, respect for others and high expectations for each student?

The staff at Bethel is characterized by being available. Students often call teachers at home with questions about assignments. Parents call teachers with questions about their child. With a smaller community, there is more of a family atmosphere and closer relationship between students, parents and faculty.

Bethel is a heterogeneous community made up of many different cultural, ethnic and socioeconomic groups. Cultural diversity is celebrated through the observance of the Chinese New Year. Students wear traditional Asian clothing and bring customary dishes to share. The day of Tet is a non-school day. Cinco de Mayo is also celebrated by the student body. Class field trips have been taken to Chinatown, Olvera Street and Tijuana, MX.

We believe students should be challenged with higher expectations of behavior and dress. The student dress code stresses modesty and appropriateness. The student discipline policy dissuades inappropriate behavior such as tardiness, lack of preparedness, and misbehavior.

Academically, students report that they feel challenged in their classes and that they are required to do high quality of work. Students are expected to do more than recall facts, but also to critically think about their subject matter through essays and class discussion.

28 Students are aware of the teachers’ expectations through being given the grading rubric at the time of the assignment. Students are often required to demonstrate knowledge by actually teaching subject matter to other students through jigsaw activities.

High behavioral and academic expectations also play out on the athletic field. Our school was awarded the Express League Sportsmanship Award in 2007 and was honored at Dodger Stadium. Also, our boys’ volleyball team was awarded the CIF Academic Championship in 2008 for having the highest collective grade point average of any boys volleyball team in the CIF-Southern Section and was honored at Angel Stadium. In addition, our boys basketball, cross country and girls basketball teams received honorable mention academic awards.

Occasionally Bethel’s students have the opportunity to meet the needs of one of their own. On more than one occasion they have raised money so that classmates who would not otherwise be able to participate in school activities would be able to. Last year, students raised enough money for the one student in 11th and 12th grade who could not afford to go on the class trip to Washington, D.C. They also helped raise money for a basketball player who was invited to the Junior Nationals in Las Vegas. These are perfect examples of students showing compassion for one another.

Bethel students are taught that they represent their school and their families whenever they are on school functions. They are made aware of the appropriate behavioral and dress standards depending upon the event and venue of the activity. A group attending a school bowling function would be expected to act and dress appropriately, which would be different from the expectations for attending a play at the South Coast Repertory. In any case, the expectation is that they are ambassadors for their school, the family, and God when they are on these outings. Many of these expectations are delineated in the student handbook, but are reviewed with students.

A6. Reporting Student Progress Criterion

To what extent do the school leadership and staff regularly assess student progress toward accomplishing the expected schoolwide learning results?

Student progress is assessed in a variety of ways, including projects, homework, tests, cooperative learning activities, and oral classroom discussions. All teachers use the Headmaster online grading program so that student progress is reported on a regular basis and is accessible to the student and parent at any given time. Quarter and semester grades are posted so that students and parents always have that information at hand. Parent conferences are scheduled at the end of the first quarter in order to discuss student progress with parents and students. Bethel students also take the Stanford 10 standardized test in the spring of each year. Test scores are reported in August and copies of the report are available for parents and students.

Students take final exams at the end of each quarter and semester to test their cumulative knowledge in each subject. Also, Bethel is in the process of building an exit examination for each subject to determine a student’s progress. Eighth grade students take the ACT exam, which helps them determine a career and academic path as they get into high school.

29 Students participate in the Presidential Physical Fitness program. Students work on their physical condition through charting their progress in completing fitness activities. They run a timed mile in PE on a weekly basis and their results are kept so that progress can be determined.

To what extent does the school administration and staff report student and alumni progress to the rest of the school community?

In addition to the online grade reporting system, BBS also reports student progress at the end of the year through an awards ceremony where students are recognized for Academic and Social Achievements. Our senior graduation, where each student is individually recognized for their academic, spiritual, and physical achievements, is well attended by friends and family in the community. The school also has yearly awards ceremonies for sports participants.

Currently, Bethel is in the planning stages of tracking alumni progress. We have started an Alumni Association with hopes of renewing our school-alumni relationships at Homecoming Weekend on Jan. 16-17, 2009. We have begun tracking and accumulating alumni information to be added to a database on a Mac-based program called BENTO. Information to be tracked would include college acceptances and attended, careers, and family. Bethel understands the importance of making our constituency aware of the progress and accomplishments of our graduates.

A7. School Improvement Process Criterion

To what extent does the school leadership facilitate school improvement that is driven by plans of action that will enhance quality learning for all students? Does the school have community support and involvement? Does the school leadership effectively guide the work of the school? Does the school leadership provide for accountability through monitoring the school wide action plan?

All Bethel teachers are required to maintain credentials in their subject matter. This involves teachers continuing their education through various universities to stay up to date. Most of our teachers are credentialed through American Association of Christian Schools (AACS) or the California Commission on Teacher Credentialing.

The Bethel staff has made a concerted effort to keep open lines of communication with the parents of our students. Parents are asked to fill out surveys to help administration know what their concerns may be. Bethel has purchased a mobile Macintosh computer lab and has installed video projectors in some of the classrooms. There are plans to continue upgrading classroom technology and increase their availability to all students.

Bethel has been a part of the local community since the 1970s. Its graduates and former students have become attorneys, teachers, ministers, as well as quality members of their community. Bethel has a good reputation in the community as most of our new students are

30 referred by word of mouth by both current and former members of our constituency. One challenge that Bethel has is in getting parental involvement. Most of our students have both parents at work or live in single-parent families. A growing percentage of our students are Vietnamese. There is a cultural/generation gap within the Vietnamese community between the children of those who have been here for decades and those relatively new in the country. There is a lack of understanding that parental involvement and attendance at school events is encouraged. The school is working at ways to get this part of our constituency more involved. Each summer, all parents with their child in sports are asked to participate in a fireworks fundraiser. In the past 2 years, there has been greater involvement in this event.

Administration has a philosophy of personal involvement and visibility in its efforts to effectively provide guidance and manage the school. The principal is available to meet with teachers throughout the day and tries to have an approach that asks teachers, “What can I do for you to make your job easier and more effective?” Administration is available to address parental needs and concerns as well.

While the principal holds teachers accountable for the management and progress of their classes, he is accountable to the school board and superintendent. He holds bi-weekly staff meetings to address needs. Teachers are responsible for turning in weekly lesson plans. The principal periodically monitors the Headmaster grading program to insure timely grade reporting by teachers.

Areas of strength:  Updated student, administration, and faculty handbooks have been distributed to the appropriate groups  Completed student/community profile  Informed staff- upcoming events and memos  Involved staff with students  Teachers have been given great opportunities for furthering education  Teacher-student-parent communication and relationships are strong  Clear and concise expected schoolwide learning results connected to school’s mission  Strong sense of community within school  Disaster plan is in place with survival items in stock

Areas for Growth:  The school constituency has been introduced to the school’s philosophy, mission, goals, and ESLR’s, but many are not able to identify them  New school board in need of more meetings, more informative policies for school board members, and better communication with its constituency  No written information on how leadership formally assesses the accomplishment of ESLRs  Complete exit exams to assess  No written staff development plan  Parental involvement and participation needs to be greater  Lack of classroom-to-office communication system (intercom)

31  School rules provide for a “closed campus” as visitors must check-in, but the campus is open to the street and there is no way to insure that unknown people do not come on campus

Evidences:  Student handbook  Administrative and faculty handbook  Student/Community profile  Parent survey  Registration packet  Statement of commitment  School Board Minutes  Staff Memos  Schedule for weekly administrative meetings  Church/Staff Orientation manual  Schedule of monthly staff meetings  Emergency procedures  Interview with administration  Interview with school board  AACS certifications  BENTO  Student Observations

32 CATEGORY B. CURRICULUM AND INSTRUCTION

B1. Curriculum Criterion: What Students Learn

To what extent does the school provide a challenging, coherent, relevant, and spiritually rich curriculum for each student that fulfills the school’s mission and results in student achievement of the school wide learning expectations (ESLRs) through successful completion of any course of study offered?

Bethel Baptist School is devoted to guiding students by integrating the ESLRs in the educational learning experience in measured areas. As a ministry of Bethel Baptist Church, Bethel Baptist School has been a pioneer of Christian Education in Orange County for over 30 years. The School ministry seeks to demonstrate, to the glory of God, the love of Jesus Christ on campus as well as off campus. Our foundation is the Bible/Word of God as evidenced in all areas of our academic disciplines.

The curriculum at Bethel Baptist School is challenging. The students of BBS must earn 240 credits for graduation. Students receive five credits per semester for each course that is completed and passed. California requires 220 credits to graduate as well as meeting the minimum course requirements. Students typically earn more than the required number of credits by taking elective courses. No student who fails any Bible class may graduate. Seniors must have all graduation requirements fulfilled in order to participate in the graduation ceremony.

The curriculum has been designed to be relevant to students as they are in school and as they prepare for college and life. Curriculum and course development (course descriptions, goals, and objectives) are University of California approved. In order for our students to be prepared for college, the curriculum includes opportunity for students to listen to lecture, discussions, give oral and written reports, participate in classroom debate, peer edit, design computer based projects, and be part of lab/scientific experimentation.

Feedback is consistently received from graduating seniors who report success in college due to Bethel Baptist’s academic program. Often they have reported that they were more advanced than students who graduated from other schools. Our graduates have gone on to attend the following colleges and universities: University of California – Irvine, University of California – Los Angeles, Cal State Long Beach, Cal State Fullerton, Biola University, Azusa Pacific University, Vanguard University, Chapman University, Baptist Bible College, Bob Jones University, Pensacola Christian College, and Pacific Baptist College.

The BBS curriculum is Biblically centered. While most of student texts are published by Bob Jones University Press in South Carolina, other texts have been integrated into classroom instruction. The 8th grade pre-algebra class is using a text produced by Glencoe and the AP Economics class is using a text published by McGraw Hill. Teachers are always evaluating the texts they use in class, intentionally supplementing their instruction with a variety of sources.

33 The following is a list of the courses offered at Bethel Baptist School: Basic Mathematics This course is designed to develop both the student’s understanding of our number system and their accuracy in computation. It reviews operations using whole numbers, fractions, decimals, and percents. This course introduces the student to integer and set operations, the Cartesian plane, and measures of central tendency. Pre-Algebra This class offers an introduction to basic algebra concepts, and algebraic operations. It is designed to provide a bridge for students as they progress from basic arithmetic to elementary algebra. This course gives the student more practice with the tools of algebra including variables, exponents, radicals, and functions. Algebra 1 Designed as a first course in algebra, this class provides the student opportunities to build their algebraic skills and prepare for future mathematics courses. This course teaches algebraic concepts systematically, beginning with basic operations on integers and ending with applications of quadratic functions. Algebra 2 Introduces the student to more advanced algebraic topics such as radicals, logarithms, complex numbers, the use of matrices, and the principles of basic Trigonometry. This course gives the student an opportunity to learn how to use technological tools such as the TI-83 graphing calculator. Geometry This class introduces the concepts of basic Euclidean geometry. It includes concepts of lines, planes, triangles, congruence, inequalities, parallel lines, similarity, areas and volumes. This course also introduces the student to logic and the use of deductive reasoning including two column proofs. Pre-calculus This course is designed to prepare students for a first course in calculus. It includes topics from trigonometry, introduces new concepts such as conic sections, polar coordinates, and sequences, while giving the student a more in depth study of topics from Algebra 2 such as relations, functions, complex numbers and logarithms.

English 7 This course is an in-depth study of grammar including parts of speech, mechanics for writers, sentence and paragraph composition, the writing process. Literature basics including types of genres - short story, poetry, historical fiction, etc. as well as literary devices and terms are also discussed in detail in this course. Vocabulary will be studied in throughout the selected works. English 8 Building upon the basic foundations of English 7, this class is also an in-depth study of grammar including parts of speech, mechanics for writers, sentence and paragraph composition, and the writing process with additional development of the use of phrases and clauses. Literature basics including types of genres - short story, poetry, historical fiction, etc. as well as literary devices and terms are also discussed in detail in this course. Vocabulary will be studied in throughout the selected works.

34 English 9 Because the study of grammar is foundational to mastering the English language, this course is an intensive study of grammar, including parts of speech, sentences, spelling, vocabulary, and writing skills, enabling the student to write a well-constructed and grammatically correct composition. The course also includes a study of the elements of literature such as theme, character, conflict, structure, drama, and poetry. English 10 In this course, the principles of English grammar and structure will be applied to improve writing skills and oral communication. Students will learn various modes of writing, including description, compare and contrast, analytical, and research. Vocabulary and spelling skills are also included in this course. A general scope of the fundamentals of literature is taught including units on the short story, poetry, drama, essay, and the novel. English 11 This course reviews the principles of English grammar, seeking to improve the students’ writing skills and oral communication. Students will engage in extensive essay writing and a variety of writing genres. This course also examines American literature from a historical perspective as well as from a literary one. The study includes a variety of American authors and their works, including poetry, drama, essays, and the novel. The material covered represents the history of the United States from the discovery of the new land to the present day. English 12 The emphasis of this course is on an advanced study of grammar, usage, and composition through the writing of several essays and a research paper. This course also includes a concentrated study of British writers and their works from the Middle Ages to the Modern Period. British literature is examined from a historical perspective as well as from a literary one and includes the study of a variety of genres, including essays, poetry, drama, and the novel.

Life Science This class is a comprehensive survey of Life Science, intended to expose each student to the major areas of life science. Students will be expected to analyze, compare, contrast, and discuss in order to have a thorough understanding of the material. Earth Science This class is a comprehensive survey of Earth and Space science, intended to expose each student to the natural world and the universe around us. Students will be expected to analyze, compare, contrast, and discuss in order to have a thorough understanding of the material. Physical Science This class provides a scaffold of basic information regarding matter and measurement, leading to the essential information in classical physics, work and energy, thermodynamics, magnetism, sound, and light. This course also provides the necessary foundation of knowledge and theory for subsequent science courses, including Chemistry and Physics. Biology This class is a comprehensive survey of Biology, intended to expose each student to the scope of biology. Students will be expected to analyze, compare, contrast, discuss, and apply in order to have a thorough understanding of the material.

35 Chemistry This class is designed to presents students with the foundational ideas of chemistry, including atomic structure, bonding, nomenclature, solutions, equilibrium, acid-base chemistry, organic and biochemistry, and nuclear chemistry. In addition, students will perform supervised laboratory investigations and experiments in class. Physics This class is a comprehensive survey of Physics, intended to expose each student to the basics of mechanics, thermodynamics, electromagnetism, and optics. Students will be expected to analyze, compare, contrast, discuss, and apply in order to have a thorough understanding of the material.

World Studies Our emphasis will be on cultures and how they developed in the context of historical events. Our text also includes a study in geography; we will be learning the location and importance of several key countries throughout the world. The purpose of this class is to provide each student with a general understanding of world history from 1100-the present. Our goal for this class is to recognize that history is the study of people just like us. These people had interests, goals, and desires for their lives that molded their society, just as we mold ours. American History This class is a comprehensive survey of United States history, intended to give each student a solid foundation of knowledge about the heritage of this country. The purpose of this class is to provide each student with a general understanding of US History from exploration to World War I. We will also evaluate historical narratives and original documents for accuracy and historical perspectives. We will strive to identify the consequences of past decisions, good and bad as well as to explore the causes and effects of major events and dates in each era of history. Geography This course is designed to survey countries around the world through a study of physical geography, climate, economics, and society. In addition to being able to recognize basic geographic information, each student will develop the following skills: interpret basic types of maps, use basic geographic terms and tools, compare and contrast different regions, show the relationship between physical geography and human activity, list special challenges to mission work in different regions, and explain the motivations behind modern conflicts. World History This class is a comprehensive survey of world history, intended to give each student a solid foundation of knowledge about the events of the past and how countries have grown and developed. The purpose of this class is to provide each student with a general understanding of world history from the beginning of civilizations to the present. We will also evaluate historical narratives and original documents for accuracy and historical perspectives. United States History This class is a comprehensive survey of the history of the United States, intended to give each student a solid foundation of knowledge about the events of the past and how our country has grown and developed. The purpose of this class is to provide each student with a general understanding of United States history from exploration to the present, with a strong

36 focus on the 20th – 21st centuries. We will also evaluate historical narratives and original documents for accuracy and historical perspectives.

Government Our emphasis will be on pursuing a deeper understanding of the institution of American government. We will compare systems of government in the world today and analyze the history and changing interpretations of the Constitution, the Bill of Rights, and the current state of the three branches of government. Economics The goal is for the student to demonstrate an understanding of basic economic concepts. Students become familiar with the economic system of the United States and how it operates. They also explore the roles of various components of the American economic system. Students examine their roles as consumer, worker, investor and voting citizen. Topics of discussion include the Stock Market, comparative economic systems, and the impact of political and social decisions on the economy. Advanced Placement Economics This course is designed to give students a thorough understanding of the principles of economics that apply to an economic system as a whole. Emphasis is on the study of national income and price determination, and also develops familiarity with economic performance measures, economic growth, and international economics. Students taking this course are working to prepare for the AP Macroeconomics Exam.

Spanish 1 This is a course for students with little or no knowledge of Spanish that aims to develop the four basic language skills of listening, speaking, reading, and writing. Topics discussed are related to school, home, family life, daily activities, sports, and other daily activities of teenage life. Students will be able to hold simple conversations and attain sufficient vocabulary to express themselves in the present tense, and be able to conjugate regular and irregular verbs. Spanish 2 This course begins with a brief review of grammar and vocabulary of Spanish 1 and continues to develop the basic skills of listening, speaking, reading, and writing. Students learn to communicate in everyday situations, such as in schools, restaurants, stores, hotels, doctor’s offices, banks, airports, and at sporting events. They will also learn key grammatical principles including reflexive verbs, direct and indirect object pronouns, and the preterit and imperfect tenses. Spanish 3 The third year Spanish course continues to expand the students’ vocabulary and communicational abilities. Lessons will develop grammar concepts, vocabulary, and oral communication. Several forms such as: the present, past, future, and conditional tenses will be reviewed and introduced throughout the year. Students will also narrate and discuss elements of Spanish culture and be able to comprehend what they have read.

Journalism

37 An overview of characteristics of journalism that connect members of a community. Ethical issues are also discussed in great detail in this course.

Speech This course is designed to give each student an understanding of how the voice is used as a tool to inform, demonstrate, and persuade. Each student will learn the importance of pitch, tone, gestures, enunciation, and written organization as they prepare a variety of extemporaneous speeches. Drama This course introduces the students to the basics of theatre and acting, including characterization, vocal projection, pacing and phrasing, blocking, set design, and costume design. Reading Lab This elective course targets reading growth in areas of vocabulary development and comprehension improvement. Practice of fundamental reading skills, finding main idea, identifying supporting details, and increasing rate is stressed daily. Attention is also given to reading in the content areas. Math Lab This course is designed for students who are struggling in their regular math class. The low student to teacher ratio allows individual instruction geared toward meeting the needs of each student. Students are given help with homework, extra practice to study for tests, and hands on activities to increase understanding of concepts.

Junior High Bible The Junior High Bible class applies Biblical knowledge and truths as it applies to our daily living. Pupil participation is encouraged to ascertain the relevance, understanding, and application of each lesson. Student participation includes quizzes, question and answer, as well as Jeopardy style competition.

Senior High Bible Grade 9- Themes from the Old Testament I This course is a general study of the Old Testament. Because of the length of the Old Testament writings, this class will not cover an expositional approach but rather will include the use of various Bible study methods. The primary aim is to expose students to a broad range of Old Testament information while growing in respect, love, and understanding of God who reveals Himself in its pages. We will trace the history of God’s people, learn of the Judges and be introduced to Israel’s kings. As we follow their trials and triumphs, we will emphasize how it relates to our own lives and points to Jesus Christ, the fulfillment of the Old Testament. Grade 10- Themes from the Old Testament II This course is a continuation of the general study of the Old Testament. The primary aim is to expose students to writings that are not historical only but include literary devices common to Hebrew writings. We will study the poetic writings of the Old Testament and learn of the prophecies that point to Christ. Grade 11- Directions for Early Christians

38 This course will study the New Testament. Students will gain an understanding of the life and ministry of Paul the Apostle in Prison Epistles and Pastoral Epistles. Students will also study the general epistles, and gain an understanding of the formulation of the New Testament canon. The study will take place according to the order in which the epistles were written chronologically rather than the arrangement in Scripture. The aim of this class will be to cultivate an awareness of proper conduct and character as an action that that the student is to participate in. Grade 12- Patterns for Christian Living This course is a general study of the New Testament. The thrust of this class centers on expressing loving God through a personal knowledge of Him. The class themes are broken into two categories 1) Loving God and 2) Loving others. The class will seek to prepare students in the areas of character development, biblical truths to believe, as well as understand the significance and meaning of the parables in Jesus’ ministry. The primary aim is to prepare students to enter a new world, equipped with the love of Christ. This class will cultivate an awareness of a worldview necessary to love God and to love others.

Each course provides essential tools to develop the learning outcomes that we have established for our students to achieve throughout their education at Bethel Baptist School.

Critical Thinkers

BBS uses various teaching methods and techniques as well as a viable curriculum in developing our students’ abilities to think critically in accessing, organizing, processing and evaluating information in order to apply problem solving and decision making skills which reflect on our God honoring and Christ-centered ministry.

1. Curriculum maps are used as a tool to assist each teacher in developing a course of study outlined in their lesson plans. Lesson plans contain critical thinking objectives for the teacher and student as directed by the curriculum maps. 2. Biblical integration in each subject is reinforced by the teacher pointing to the Creator. Question and answer portions of lessons are implemented either from the lesson plans or by the teacher to achieve a better understanding the lesson in light of God’s Word and to create a well-rounded decision making capability. 3. Student self-assessments and peer evaluations are collected and evaluated for critical thinking. 4. Students are asked to evaluate and explain activities in relation the ESLRs to which they are connected. This is completed by either student feedback forms or in class.

Competent Communicators

Communication is an essential element in proclaiming the gospel of Jesus Christ. BBS uses a challenging and traditional curriculum giving each student an opportunity to communicate

39 in both written and oral formats. Use of technology gives the students an opportunity to exercise both written and oral abilities.

1. Students are encouraged and challenged to use oral presentations as well as reading in class. 2. Students will lead in prayer as well as express a request. 3. The use of power point presentations and poster projects are assigned for oral presentations. Students are often instructed to illustrate concepts through drawings with oral explanations. 4. Other opportunities to increase communication skills are writing assignments, video presentations, informal group discussions, and think-pair-share activities.

Cooperative

The essence of biblical teachings on loving your neighbor is brought out through the interaction between students. Personal and public acknowledgement, awards, and monthly character traits are utilized to properly stress the importance of cooperation.

1. Character First monthly bulletins stress a different character trait. 2. Cooperative groups assist each student in group problem solving and interactions. 3. Team sports programs and P.E. involvement. 4. Citizenship awards for those demonstrating the highest form of citizenship. 5. Community hour and home room activities. 6. Community service is required for all high school students to complete credits for graduation.

Creative

BBS is college preparatory emphasizing high standards for college acceptance and college level instruction. The curriculum addresses the college preparatory requirements in practical, artistic and intellectual areas. Spiritual guidance is applied in helping the students achieve their goals for the use of their talents as they glorify God.

1. Curriculum maps, lesson plans, chapel time and Bible class afford each student the opportunity to understand and discover their God given talents. 2. Student council, sports activities, community involvement and community hours allow the student to apply their talents. 3. Open house, drama, and video recordings of drama reenactments allocate the use of spiritual gifts as well as leadership abilities. 4. Students are given rubrics and project choices in order to set goals for what tasks to accomplish and the grades to achieve.

Conscientious

40 As a college preparatory school, BBS also highlights the importance of self-discipline and self-motivation. Time stewardship is a valuable lesson in preparing the student entering into job market, realizing opportunities and consequences.

1. Writing resumes for the job market. 2. Interviewing people in their desired/selected career path. 3. Classroom management of both lesson development and use of spare time is taught. 4. Students are encouraged to make correct choices regarding mind, body, and soul through instruction during physical education, extracurricular sports, chapel, Bible class, and community hour. 5. Time management Student Projects skills are  Science Fair Research and Experimentation encouraged during  Geography island projects group projects, in  Research papers: Constitutional Convention signers, book reviews, class assignments,  Drama programs as  Speech presentations well as student  Debate free time in and  Current events presentations out of class.  Speech meet  Poetry development  Academic testing (GSACS)  Community Hour participation  Jigsaw activities  Macbeth video production  Peer reviews  US History ads  Art and essay writing competitions (GSACS)  Science labs  Pathogen “WANTED” poster  Tabernacle Project  Space Exploration Group Project  California Native Plant Project  Bridge Project  Romeo and Juliet Assignments  World War I assignments B2. Pedagogical  Physics projectile/motion project Criterion: How Students Learn

To what extent does the professional staff use Biblical principals and research – based knowledge about teaching and learning? To what extent does the professional staff design and implement a variety of learning experiences that actively engage students at a high level of learning consistent with the school’s philosophy, goals, mission, and expected school wide learning results?

The professional staff of Bethel Baptist Church and Church school attend GSACS conventions annually during the fall. Continued education in the field of each staff’s expertise is encouraged to equip them in the teaching of Christian principles and develop skills for the classroom. Additional seminars and lectures are available to each teaching staff personnel through the church’s mission of “to reach people for Jesus Christ and help each other to become more like him day by day.” This environment for development enhances the

41 teachers’ eagerness and fervor when teaching the students. Other forms of lesson enhancement include: power point presentations, DVDs, field trips, lab work, video projects, Q & A discussions, personal teacher-student study halls, note taking, computer lab, student projects, internet access, textbooks, workbooks, homework and lectures.

Critical Thinkers Use of in class debate, mock trials, taping of student made literature programs, journaling, manipulatives, and student taught lessons help connect the students to a diverse learning experience and evaluate the context of their instruction.

Competent Communicators Video projections, power points presentations and drama programs give the student the outlet for lesson enhancement and articulation development as well as the student exposure to the new technology. GSACS competitions, oral poetry and in class presentations allow student to express themselves on various topics.

Cooperative Discussion groups, independent study groups, community involvement, and sporting activities all promote the student’s well rounded exposure to each other and the community around them. Trips to Washington D.C., Sacramento, San Francisco, Chinatown, as well as cultural acknowledgements allow the students contact to the various people groups. The Macbeth video project reinforces the students’ need for a collaborative effort and peer learning.

Creative Student projects in history, literature, math and science disclose the high standards set by the classes in allowing them to use their creativity and challenging goals. Both the physical work and artistic work is illustrated and defined by these projects. The talents of those so gifted are drawn out by the accessibility of such projects.

Conscientious The teacher illustrates time management in the classroom. Specific examples of how to study, the creation of study sheets, 3 X 5 cards and what to do with spare time are given. In literature, a complete chapter is dedicated to study skills. Homework and projects are given deadlines to assist the student with self-discipline. Bible lessons help to illustrate the proper application of Biblical principles i.e., sowing and reaping. Students are given memory verses and have a moment of prayer requests to demonstrate the crucial application of “love your neighbor as your self.”

B3. How Assessment is Used

To what extent is teacher and student use of assessment frequent and integrated into the teaching and learning process?

Question and answer time, collaborative groups and in-class discussions are used and developed to assess the students’ knowledge and retention of information. Along with unit

42 tests and daily quizzes, the quarterly exams help to evaluate the students’ abilities to grasp the important ideas of each lesson. Tests are reviewed in class after the fact by the entire class giving another question and answer opportunity. SAT 10 results also show if the curriculum is meeting instructional needs.

Daily homework and quizzes help the teacher to determine if the lesson needs more review or if the use of collaborative groups help with the general understanding of the lessons. The use of Headmaster on-line software keeps the students and parents up to date on the progress. Math and reading labs are available for students who are challenged in those areas. Students in the lab receive one-on-one attention from the instructor.

Other methods of formative and summative assessment include the following: pre-tests, board work, essays, notebook checks, portfolios, peer reviews, report cards, student self- assessments, quarter exams, unit tests, exit exams, and guidance counseling meetings.

Student and parent surveys are another format that we have incorporated to assess the overall programs offered at BBS. During the month of registration for the following school year, both parents and students are asked a series of questions. The results are used to evaluate the current programs and need for changes.

To what extent are the assessment results the basis for measurement of each student’s progress toward the expected schoolwide learning results? How are assessment results used as the basis for regular evaluation and improvement of curriculum and instruction?

Assessment in all areas (academic, social and spiritual) is used to adapt better methods to achieving the learning results. Using the results for individual students as well as the community as a whole, administration and staff are able to create or improve the current program (curriculum, class schedules, extracurricular activities). Students with math or reading deficiencies are now able to take an elective period to build those skills through the new Reading and Math lab course.

Examples of this can be seen in several of the changes that were made at the beginning of the 2008-2009 school year. The math assessment from Cal State Fullerton (as given by our math department) showed that there were some gaps in the current curriculum as students were promoted into the Algebra I course. In order to close this gap, a new textbook and teaching methods were introduced to this year’s 8th grade pre-algebra class.

Our parent and student surveys and interviews reflected a desire for access to guidance counseling and preparation for college entrance. BBS added this position at the beginning of 2008 in order to meet this need. All students meet with the guidance counselor throughout the year, with special attention give to those in 11th and 12th grades as they prepare to take college entrance SAT exams and choose colleges to which they will apply. We have seen a tremendous increase in student awareness of how to apply for college and how to better prepare for the transition from high school to college.

43 Teachers and administration also strive to provide a way for students to create their own challenging goals and see the need to be inwardly motivated. BBS has designed a self- evaluation form for each student to fill out as they meet with their parents during parent teacher conferences. Student led conferences were used this year instead of the traditional parent teacher conference style in order to develop student centered action plans. We desire that each student create an action plan that addresses their own weaknesses and ways to improve those areas as well as continue doing well in their stronger areas.

Another area that was improved due to our assessment of programs was the discipline and tardy policy. The new policy addresses problem areas such as tardiness through detentions instead of demerits. Students who have excessive tardies or other behavior issues are given thorough writing assignments during detention time where they evaluate the problem and create an action plan of ways to change their behavior.

Community hour each Friday is an area that has been created in order to increase the need for a more cooperative student body. This period is a time designed by individual teachers to address the students of their homeroom class collectively. A variety of activities are conducted during this time including team building, conflict resolution, writing cards to those who are sick or need encouragement (including class missionaries), and portfolio development and evaluation.

How are assessment results the basis for the allocation of resources?

Based on the findings of various assessments, resources such as finances and staffing have increased in the following ways: new curriculum purchased, 25 Mac book computers purchased, technology (video projectors, screens, speakers) has been added to most classrooms, physical education supplies have been purchased, guidance counseling position added, and reading and math lab positions added.

Strengths

 Excellent curriculum and use of curriculum maps to support ESLRs  Continued curriculum assessments by administration  Excellent results on SAT 10  Assistance for teacher development by funding GSACS conferences expenses for teachers  Continuing education tuition assistance  Process of WASC certification by staff through program evaluation  Educational field trips, spiritual emphasis camps, trips to Sacramento, San Francisco, and Washington, D.C  Weekly administration meetings used to improve overall program  Character First program implemented throughout school  Communication to parents through Kiosk and Weekly Warrior.  Special cultural acknowledgment days

44 Areas for growth

 Incorporate use of the term “ESLRs” in the classroom activities and lesson plans to promote student understanding of the school’s goals  Incorporate more verbal communication opportunities in classroom  Enhancement of library  School lunch program need healthier choices on menu

Evidence

 Curriculum maps  Lessons plans  Student handbook  Faculty handbook  School calendar  School mission statement  Teacher survey  Class Observation  Student survey  Student interview  Examination of student work  Computer labs  Open house  Sport programs  Spiritual Emphasis week  ESLRs posted in the classroom  SAT 10 results  School mission statement  Church mission statement

45 CATEGORY C. SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH

C1: Student Connectedness Criterion

To what extent are students connected to a system of support services, activities, and opportunities at the school and within the community that meet the challenges of the curricular and co-curricular program in order to achieve the expected school-wide learning results?

Bethel Baptist School provides its students with a wide variety of opportunities, support services, and activities at the school and within the community that meet the challenges of the curricular and co-curricular program in order to achieve the expected school-wide learning results.

Bethel Baptist School approaches its responsibility of educating students as one that includes not only academic education, but also preparing students for a life of adulthood. Bethel Baptist School achieves this goal not only by teaching students through Biblical example, counseling, and character training, but also by providing students with opportunities to connect with teachers and fellow students. It is the desire of Bethel Baptist School that in addition to academic growth, students learn to take responsibility for their own spiritual progress, and grow in their ability to seek and foster healthy relationships in their lives.

ACADEMIC SUPPORT

To ensure every student receives the best possible academic education, Bethel Baptist School has various services available to assist students in reaching their highest potential. An integral part of Bethel Baptist School is the communication with both the student and the families. Methods to promote this relationship include the following:

Enrichment Trips: Every other year, BBS schedules trips to areas such as San Francisco, Sacramento, and Washington D.C. These trips offer students the opportunity to better understand many of the concepts of history, government and society that they learn in the classroom.

Orientation: At the beginning of the school year, orientation is held in order to give students and parents the opportunity to meet Bethel Baptist Staff and become acquainted with the administration, students’ schedules, and classrooms. Each student and parent is required to attend. The 2008/09 orientation was enhanced by the addition of various information booths which allowed students and parents to become acquainted with our yearbook leadership,

46 guidance counseling, Ironwood representatives, and sports leadership.

Headmaster: This computer program allows students to daily monitor academic progress, encouraging students to take responsibility for their own progress by keeping every student up-to-date on his or her grades.

Guidance Counseling: Students are made aware during orientation of the services available for career and college planning. A guidance counselor position was created for the 2008/09 school year. Students meet with the guidance counselor in order to evaluate their current grades, to be connected to resources for college entrance, and to voice any concerns they have academically and socially.

Help Class: Teachers offer help classes for those who need extra help in certain areas. Help services are provided during breaks and through appointments with teachers. During the 07/08 school year, an extra class was assigned to many of the students in Algebra II based upon their tremendous need for math remediation. This type of assistance is designed when there is a need that arises among the student body.

SAT Prep: Eleventh and twelfth grade students are offered this course in order to prepare for the college SAT test for the year.

Ongoing accountability: According to school policy, if a student is in need of academic support, teachers will contact parents, notifying them of the student’s specific needs and recommended remedies to assist each student in reaching his or her full academic potential.

SOCIAL AND SPIRITUAL SUPPORT (Student-Staff Relationships) Bethel Baptist feels that it is important to foster good relationships between its staff and its students and families. To this end, Bethel incorporates the following:

School After Dark: Here students attend an evening activity to help foster close student- teacher relationships. Students travel from room to room playing games that encourage school unity and a more relaxed environment to get to know their teachers better.

Spirit Week: Each teacher and his or her class show their support for the community during this week of school unity. Also, each teacher is given the opportunity to show his or her support for athletes. The classes make banners for their sports teams, and the entire school participates in an exciting Pep Rally. After the rally, all of the banners created by fellow students are hung in the gym for the homecoming game.

Staff appreciation night: Athletes choose a staff member and honor him or her with a certificate telling the teacher that he or she has made a difference in the life of the student. In addition to the certificate, teachers are given a special sign to hold in support of their athlete during the basketball game.

Sports Awards Banquet: On this night, students receive awards for athletic

47 accomplishments, giving recognition for improvement through recognition by staff and fellow athlete nominations.

Facebook: The Facebook website offers staff and students a more informal chance for communication.

Miscellaneous events: There are many other ways that Bethel seeks to build close relationships with its students and their families. For instance, sporting events, Fall Festival, Christmas programs, graduation, the Weekly Warrior--all these are important ways for the Bethel Baptist family to grow closer.

Spiritual Emphasis at Ironwood: Students attend camp at Ironwood Christian Camp in Newberry Springs for 3 days each September. This offers unique opportunities to grow spiritually and foster unity among staff and students. Students attend chapel services during these three days and also participate in team building activities that promote problem solving and critical thinking.

Discipline: The most complete list of school policies and rules is found in the student handbook. These rules and policies give each student a clear picture of what is expected of them while they are enrolled in Bethel Baptist School. This handbook also lists the procedures for maintaining discipline on campus. It provides the steps that the staff will take when a procedure is violated.

Teacher/mentor: The teacher mentors the class, not only as an academic instructor, but also as a spiritual leader. The teacher is responsible to infuse biblical principles into each subject that he or she teaches. The teacher prays for his students individually and seeks to foster relationships with the students by allowing time to get to know each student throughout the school year.

Community Hour: Each Friday, students meet with their homeroom teachers to discuss individual and group needs. This time is available for team building activities, writing letters to missionaries, group discussion of growth needed within their class, and discussion of character building topics. The teacher designs this hour to meet the needs of the specific class. It is a time to develop better relationships among students and teachers.

Home Room: Students meet daily with their homeroom class to do pledges, prayer, and make announcements. This time allows students to be made aware of school activities, changes in schedules, and exchange prayer requests.

Character Development: Every month a different character trait (tolerance, dependability, diligence) is introduced and studied throughout the year. Students learn definitions and study applications for each trait taught.

Bible class and chapel: Each student participates in daily Bible lessons and attends weekly chapel services. In these lessons, students learn to read, study, and memorize God’s Word. It is Bethel’s goal to teach students how to have a personal walk with God and how to grow in

48 discernment of today’s social issues.

Church ACTS group: It is the desire of Bethel Baptist Church to be involved with as many students as possible. To this end, youth group has been established to provide a church home for those students without a church they regularly attend. Students attend Sunday school and are given activities for service. Students desiring to continue spiritual growth can be discipled by ACTS. Pastor Matt Thomas, the head of the youth group, is also the principal and chapel teacher. He and other leadership within the ACTS ministry faithfully offer their time and counsel to students experiencing difficult times either at school or at home.

C2: Parent/Community Involvement Criterion

To what extent does the school leadership employ a wide range of strategies to ensure that parental and community involvement is integral to the school’s established support system for students?

Bethel Baptist School’s administration and staff provide a connection to parental and community involvement through the activities offered by the school and church. Students, parents, and faculty remain constantly informed about programs, services, and events sponsored either by the school or church through various flyers, announcements, message boards, and weekly memos, put into action by school administration.

SPIRITUAL GROWTH SUPPORT (Local church involvement) Visitation: Teachers are encouraged to visit the homes of their students in order to become closer to their students and families.

Missions Conference: Through its services and International Dinner, Bethel Baptist Church’s annual Missions Conference, brings students and parents a greater desire to take part in worldwide evangelism and Christ commanded in the Bible.

Church Cantatas: These musical/drama events encourage student families to come into the church and enjoy a program prepared by the church, often at Christmas and Easter. Students, families of the church, and BBS staff are all encouraged to attend and invite their own guests, bringing community to school, church, and other participants.

Thanksgiving dinner: Each year, Bethel hosts a Thanksgiving dinner to again involve staff, students, their families, and the community during a time where all can give thanks for the blessings the Lord has provided. Dinner is held in the church auditorium, giving families in the church, community, and school an opportunity to have a traditional thanksgiving dinner. Donations for gift cards are gathered by the school and church, and given to needy families in the church community or students’ families in need of food for a holiday meal.

Parent-teacher conferences: Parents and students are required to attend all conferences. At

49 these meetings, the teacher speaks with the parents of each student, giving them information about the student’s progress academically. During this time, teachers alert parents to any difficulties that have arisen at that point in the school year. The conferences for the fall of 2008 were enhanced by the creation of a Student Led Conference. Weeks prior to the conference, students completed a self-evaluation to assess their own strengths and weaknesses. During the conference, the students shared this information verbally with the teacher and the parent.

Message board: On the wall in the pick-up/drop-off area hangs a school message board. It contains information about important future events, keeping parents and students well informed of upcoming school and church activities and events.

Areas of Strength

 Parents remain well informed due to open communication between parents, students, and faculty.  Students are provided with various services such as career and college planning advice to ensure students receive adequate preparation for their life after high school.  Headmaster allows students to take responsibility for their own progress by keeping them up to date on their grades.  Various events and activities are offered to bring students, their families, and school administration and staff together. These events and other services promote school unity and provide assistance to those in need.  There is an immense emphasis on commitment to the community and betterment of those around us.  Students feel that support services are easily accessible.  This is the first year of structured guidance counseling.

Areas for Growth

 A more structured mentoring program needs to be in place for students.  There needs to be a better kept record of mentoring interaction.  A more organized schedule for help classes needs to be made available, rather than only by appointment.

Evidences Used

 Student/Community Profile  Character First handouts  Faculty interview records  Chapel slides  Help class records  Headmaster printout  Pictures of reinforcement activities  Facebook printouts  Staff memo

50  Pep Rally flyer  School After Dark flyer  Sports Award Banquet picture  Community Service project form  Missions Conference flyer  Cantata Flyers  Student interview records  Weekly Warrior memo  Visitation card  Thanksgiving dinner flyer  Food drive for thanksgiving baskets flyer  Fall Festival flyer and picture  Graduation mailer  Announcement board picture  Staff memo  Student Handbook

51 CATEGORY D: RESOURCE MANAGEMENT AND DEVELOPMENT

D1. Resources Criterion

To what extent are the resources available to the school sufficient to sustain the school program and effectively used to carry out the school’s philosophy, goals, mission, and student spiritual emphasis and growth, and the achievement of the expected school wide learning results?

Resource Allocation Decisions

Annual Budget: The Bethel Baptist Church administration (Pastor, treasurer, administrator, and financial secretary) meets at the end of December or beginning of January to determine the tuition and salaries for the upcoming year. The fiscal year runs from August 1 to July 31. Once reviewed by the Church and/or Board of Trustees, the financial plan is approved at a church business meeting in September.

The resources for the school’s operations originate from two main sources of income: tuition, which is the school’s primary source of income, and fees for school services. Additional income comes from school events, fundraising, donations, registration, and book fees. The school income breaks down approximately as follows:  97.5% Tuition dollars  2.5% Other fees: registration, other academic fees, fundraisers

Adequacy of School’s Facilities

Bethel Baptist School Facilities: The Bethel Baptist campus is situated on 2.5 acres of land and is made up of three buildings. The current facilities can handle up to 550 students if every class were filled to capacity. Current enrollment is 300 students.

The buildings include the church building, which includes administrative offices and the chapel, the two-story school building, and the pastor’s office.

School Safety: The school has printed procedures for safety drills (fire, earthquake, and other emergencies) that are printed in the Faculty Staff Manual. These procedures are reviewed annually at the teacher in-service meetings. In addition, the following safety protocol is in place, although minor adjustments should be made to the current procedures.  Evacuation maps are posted in each room.  Fire drills are conducted at least annually.

52  Earthquake drills are conducted as teachers see the need to do so.

To ensure the safety of students before, during, and after school, the school has established the following supervisory schedule:  Paid supervisors oversee elementary students in morning Daycare from 7:00 – 8:15 a.m.; Jr. High/High School students from 7:00 – 7:50 a.m.  Teachers monitor and supervise elementary students from 8:15 a.m. – 3:30 p.m., and Jr. High/High School teachers supervise students between 7:50 a.m. – 3:30 p.m.  Teachers must acquire assistance of another teacher or the office staff in the event that they cannot monitor their classes.  Paid supervisors monitor students in afternoon Daycare from 3:30 – 6:00 p.m.

In the event of student injury, supervisory personnel know to contact the administration while observing the following procedures:  All ambulatory students report to the office for evaluation and first aid treatment.  For a serious injury, standard first aid procedures are to be followed.  Parents are notified about all head and any major injuries.  Minor injuries (bumps, scratches, and cuts) are treated on site.  For serious injuries, 9-1-1 is contacted. An accident report form is filled out by the supervisor/teacher for any injury or accident. The report is filed in the office and is available to the parent upon request.

Instructional Materials: The Bethel Baptist School administration is careful to acquire and maintain instructional materials such as textbooks, audio-visual equipment, laboratory equipment, etc. The administration ensures that the latest additions of curriculum changes are phased in after careful review.

Maintenance: Bethel Baptist School employs one full-time and two part-time custodians to clean and maintain the school and church facilities daily. Teachers are responsible for maintaining their classroom on a daily basis, although other paid personnel do some maintenance, such as carpet cleaning, on a periodic basis. The school has established a maintenance request system to address faculty and staff maintenance needs. All major maintenance and repairs are scheduled by the administration. Periodic volunteer clean-up days accomplish some of the maintenance.

Spiritual Emphasis: Junior High and High School students attend a back-to-school retreat at Ironwood Camp at the beginning of each school year. Special guests are also invited as chapel speakers from time to time. The missionaries to various countries who visit during the missions’ conference also speak to the students in chapel.

Business and Accounting Practices

53 Business Operation Structure: Although all church and school funds are held in the same accounts, revenue projections are made for the school based on the past three to five years. Although the documented financial procedures in the Administrative Manual explain the school’s financial direction, the following accountability hierarchy is currently in place to prevent mishandling of institutional funds: Pastor, Administration, Financial Secretary, and the office staff handle Bethel Baptist School’s finances on a day-to-day basis; the Financial Secretary records account receivable and makes all disbursements. The Pastor and the Administration oversee the Financial Secretary. An outside audit is conducted approximately every three years. The last procedural was conducted in 2005; the next for late 2008.

Accounts Receivable: The resources for the school’s operations originate from tuition, the school’s primary source of income, and fees, the school’s secondary source of income.

The accounts receivable are handled as follows:

Tuition: Bethel Baptist School offers families three payment options; in full with a discount, ten-month plan with statements, ten-month plan with automatic withdrawal. The office staff accepts payments in full, monthly payments are made through FACTS.

Fees from school services, school events, and fundraisers: Money from fundraisers is designated for classes and the general fund. The office staff and financial secretary record all secondary income and make all income deposits. Money from donations is used for general expenses or, if so stated, for special designated projects held in restricted accounts.

Accounts Payable: The financial secretary handles all accounts payable, but two people (designated board members and/or administrative staff) must sign all checks. All accounts receivable records are maintained in the financial secretary’s office.

Designated Funds: Funds raised or designated for special purposes are maintained in restricted fund accounts. The Pastor and Financial Secretary oversee and approve all expenses from these accounts.

Financial Audits: Financial statements are distributed at the annual church business meeting and are available upon request. The pastor, trustees, or financial secretary are willing to answer questions at any time.

Hiring and Staff Development Resources

Hiring: Open positions and staffing needs are filled with current staff.

Orientation: All teachers and support staff attend the teacher in-service at the beginning of the year, which includes orientation, safety procedures, classroom procedures, challenges from God’s Word in the area of the teaching ministry, as well as helpful teaching tips.

54 Teacher Salary: A comprehensive salary schedule was developed based on experience and training. Bethel Baptist School’s salary schedule provides a sufficient salary to meet basic needs.

Retirement Account: Each teacher has the opportunity to contribute to a 403(b) retirement account with personal funds. The school matches up to 9% of teacher contributions.

Teacher/Staff Benefits: Bethel Baptist School provides teachers and staff with six paid sick days per year. In addition, the school provides group medical, dental, and vision insurance for all full time teachers and staff. A term life insurance benefits insures each employee for $15,000. Teachers/Staff are also eligible for a 100% tuition discount and are not charged for daycare expenses. A low-cost medical plan is also available for spouses and dependants.

Professional Liability Insurance: The church/school carries professional liability insurance for all faculty and staff. The insurance covers accusations (i.e. sexual molestation, verbal abuse, etc.) made during school- related activities. The insurance has a one million dollar limit, which will cover and defend the church, school, and the named offender.

Continuing Education: A teacher can receive tuition aide towards continuing education expenses, upon administrative approval. The courses taken must be related to the field of education.

Teacher Seminars: The school pays all expenses for the teachers to attend an annual teachers’ convention. The school may fund other seminars for individual teachers or subject areas as approved by the Principal/Administrator.

Staff Retention: Bethel Baptist School has had a fairly consistent staff over the past several years. Many of Bethel Baptist School’s single teachers have moved on to other ministries after being married. The current average retention rate is 8 years.

D2. Resource Planning Criterion

To what extent does Bethel Baptist School’s governing authority and leadership implement responsible resource planning for the future?

Master Resource Planning

Bethel Baptist School’s primary resources are its faculty and staff, its facilities, furnishings, and its equipment.

Faculty and Staff: Bethel Baptist School is able to fulfill its mission because of its dedicated staff that is committed to the mission and vision of the church and school. We look for staff that show this commitment and dedication.

Facilities: Since the original purchase of the school property, the buildings have been altered to assist the school ministry. The campus currently has a debt of $300,000. The next phase is

55 to convert all high school classrooms into “smart” classrooms, containing mounted projectors, audio equipment, and projection screens.

Furnishings and Equipment: Furnishings and equipment that do not fall within the annual financial projection are paid for with money raised through fundraisers or alternate sources such as donations. The administration reviews all fundraising initiatives and campaigns to ensure that they are in alignment with the school’s goals.

Involvement of Stakeholders in Future Planning

The school is an educational arm within the ministry of Bethel Baptist Church. The church leadership provides overall direction and planning for the school, but significant decisions are subject to the approval of the trustees of the church. The school contributes to the overall ministry plan of Bethel Baptist Church through several resources:

Faculty and Staff: The faculty and staff offer formal and informal suggestions to school planning and needed improvements. The school seeks these contributions during regular staff meetings.

Students: Students also have an opportunity to provide input about the school’s development through Student Council, as well as annual student surveys.

Parents: The school encourages all parents to be involved in the school’s development. The school seeks parental input through surveys and personal interaction between parents and staff. Parents are also encouraged to volunteer at school activities and events.

School Board and Administration: The School Board and the Administration review all suggestions to assess and develop them into improvement plans. Subsequently, the School Board considers these plans for possible implementation.

Marketing Strategies

Both Bethel Baptist Church and Bethel Baptist School strive to be active participants in the community. Because the school is a ministry of the church, outreach efforts from the church often result in exposure for Bethel Baptist School. Likewise, outreach efforts from the school often result in exposure for Bethel Baptist Church. Thus, all aspects of community outreach from the church and the school are considered part of the school’s marketing strategy. In addition, Bethel Baptist School makes every effort to expand its exposure through its academic program, athletic program, and advertising efforts. The school participates in local advertising through the Orange County Register and the Yellow Pages. Mass marketing flyers have been sent to families in zip codes nearest the school.

Bethel Baptist Church Involvement (Outreach Exposure): Because Bethel Baptist School is a ministry of Bethel Baptist Church, Bethel Baptist School receives substantial exposure through the following church efforts:  Revival meetings, missionary visits, guest speakers  Easter and Christmas cantatas

56  Special musical programs and special presentations for major holidays

Bethel Baptist School Involvement (Outreach Exposure): In addition to seeking opportunities for community involvement, Bethel Baptist School has yearly scheduled events with the purpose of reaching out to the community and increasing the school’s exposure:  Special musical programs and special presentations for major holidays  Fundraisers: Bethel Baptist School has yearly fundraisers, which include the Fall/Spring Festival  Bethel Baptist School has a policy to welcome prospective parents to visit classrooms at Open House, as well as during early registration.

Academics: Bethel Baptist School provides high quality academic instruction. The students from Bethel Baptist School have consistently done an above average job on the Stanford Achievement Test (SAT-10), which each student takes annually. There is a desire to add more AP classes, as well as more elective classes, in the near future. Bethel Baptist School strives to attract students through the school’s established reputation in the following ways:  Scholastic Events: Students participate in local scholastic events such as GSACS Competitions and AACS National Competitions.

 Athletics: The Bethel Baptist School athletic program includes Junior High and Senior High boys’ and girls’ basketball, Junior High and Senior High boys’ and girls’ volleyball, and Senior High boys’ cross-country. The league also offers participation in Junior High boys’ football, Senior High boys’ baseball, Senior High girls’ softball, and Senior High girls’ cross-country, although there has not been enough interest among students to support these teams in the last couple years. All teams compete in pre- and post- season tournaments against other Christian and private schools in our area.

 Advertising: Bethel Baptist School further increases school exposure through targeted advertising in the following ways: Yellow Pages: Bethel Baptist School has a paid advertisement in the Yellow Pages. Internet Website Direct Mailings Word of Mouth: Bethel Baptist School has found that word of mouth is the most successful marketing source. Local Newspapers Referral Program

Areas of Strength

 BBS has a stable staff and a seasoned administration.  BBS has a strong sense of purpose as a ministry of Bethel Baptist Church.  There is a great emphasis on Scriptural and moral values.  Student academic achievement is high.

57 Areas for Growth

 More fire and earthquake drills are needed.  It would be beneficial at the close of the year to have all teachers complete a year-end evaluation that includes a section for suggestions for improvement and future development.  There is a need for an annual budget to be put into place.

Sources of Evidence

 Faculty and Staff Handbook  Student Handbook  Financial Records  Financial Secretary Interview  Administrator Interview  Maintenance Request Form

58 CHAPTER FIVE: ACTION PLAN

Based on the critical needs for growth, as suggested by the Focus Groups, the leadership team and staff have developed an action plan that focuses on the following five goals:

1. Encourage and increase parental engagement and community involvement to increase student learning.  Establish parent/school board communication  Career Day  Further development of the Alumni Association  Parent/Teacher Conferences  College night for parents and students 2. Improve a coordinated system for communicating financial accountability to stakeholders.  Produce a budget  Computer Software Education  Develop a yearly timeline to review the budget  Communicate financial program to stakeholders 3. Improve facilities decisions that provide a safe and secure learning environment and support student achievement of the conscientious ESLR.  Tracking oncoming visitors  Classroom to office communication (intercom system)  Fire/Earthquake drills  Healthier lunches 4. Students will be connected to a more structured and accountable method of academic, spiritual, and social services.  Further guidance counseling  Structured time for help class  Raise awareness of opportunities for spiritual guidance  Increase participation in community/volunteer programs 5. Constituency will know and understand the connections between the ESLRs, assessment, and student learning.  Examine and revise current ESLRs  Establish a process to identify where courses address ESLRs

59  Communicate to students the connections between ESLRs and classroom activities  Develop a more effective assessment tool to measure understanding and achievement of the ESLRs

60 Goal (Area of Improvement): Encourage and increase parental engagement and community involvement to increase student learning Rationale:Goal (Area Critical of Improvement): Need: Review ImproveStudentsConstituency and observationfacilitieswill bewill connected knowdecisions of stakeholders and to thatunderstand a more provide reflects structured thea safe connections a need and and securefor accountable greater between learning parent methodthe environment ESLRs,and of community academic, assessment, and support participationspiritual, and student student and socialachievement learning services of the ESLRsGoalconscientiousRationale: (Area Addressed: Critical of ESLRImprovement):Improve Need: Cooperative Focus groups(function a desirerevealcoordinated responsibly forthat a students more system in groups,structured arefor notcommunicating collaborative aware method of toconnection assistefforts financial students to contributeaccountability to student to stakeholders learning, demonstrate integrity, respectfulRationale:ESLRs Addressed: behavior,Critical Need: Alland responsible FocusStakeholders group citizenship. presentedhave shown a need concern for an over annual tracking budget of oncomingto be put in visitors, place classroom to office communication, and healthier lunches ESLRs Addressed: WhileConscientiousRESPONSIBLERESPONSIBLE this goal is more organizationalPROFESSIONALPROFESSIONAL than instructional DEVELOPMENT/ DEVELOPMENT/ in nature, it willMEANS supportMEANS TO the ASSESS Critical TO ASSESS thinkers,AN D REPORT ANDCommunicators, and ConscientiousTASKS ESLRs by modelingRESPONSIBLEPERSON(S)PERSON(S) the behaviorsPROFESSIONAL we hopeRESOURCES RESOURCESto foster DEVELOPMENT/ in our students. MEANSREPORTIMPROVEMENT TO IMPROVEMENT ASSESS AND TIMELINETIMELINE TASKS RESPONSIBLEINVOLVEDINVOLVEDPERSON(S) PROFESSIONALRESOURCES DEVELOPMENT/ MEANSREPORT TO IMPROVEMENT ASSESS AND TIMELINE  EstablishExamineAcademicTASKS and revise  GuidancePrincipalOfficeINVOLVEDPERSON(S) Staff  “HowContinuedWeekly can westaff RESOURCEStraininghelp meetings you?” of concernsguidance to  FormsReportCalendar turned cards datesREPORT in to office IMPROVEMENT Fall 2009FallOngoingTIMELINE 2008 – -  parent/schoolcurrentTrackingFurther ESLRs guidanceoncoming board  TeacherscounselorPrincipalParentsINVOLVED administration In-servicecounselorVisitor badges days and and toschool corporately sign board in procedures – form  ClassESLRsVisitor work logcompleted in sheets FallongoingJune 2010 2009  Producecommunicationvisitorscounseling a budget  FinancialStudentsLeadershipPrincipal team and ReviewevaluateTrainDevelop box staffin current theESLRsafter toschool beschool date aware office program of visitor for  BudgetParentDraftsRecord fromfeedback of training meetings Spring 2010  Structured time for  secretaryOfficeTeachers staff  Provide Conductprocesstutoring quarterly studentsmeetings summary with trusteeof school board  MinutesGuidanceStudentReport to surveysof administrativecounselor trustee meeting log staff meeting help class  SchoolTeachers board board ReceiveInvestigateFurther meeting growth input theto parentsfrom possibilityof reading/math leaders of of video areas lab  WeeklyPublish Warriorthrough website and orientations Winter 2009/10 Website  Administrator affectedsurveillance by budget and gate spending barriers in their  Updated handbook  Post signs to direct all visitors to  CareerSpiritual Day  PrincipalTeachers  Plans Bibledepartments for class yearly event  CalendarStudent surveys Fall 2009/10Ongoing school office  EstablishRaise awareness a process of  ChurchPrincipalStudent pastoral  Students WeeklyRevise instructed curriculum chapels to searchmaps (forfor subjects  Flyers/MailoutsParentCurriculum surveys maps 2010/2011  Classroom to office  IT (information  Assemble team  Research notes Fall 2010  Computertoopportunities identify Softwarewhere for  Teachersstaffcommittees community PlansSpiritualwith new for emphasis membersyearlyteachers/updated event to retreat represent textbooks) diverse  SignCalendar up sheets and forclass student schedule to community Spring Fall2009/10 communication technology) team  Research available intercom systems  Monthly staff meeting Educationcoursesspiritual address guidance  StudentParents careers StudentsReferralsComplete instructed tomaps counselors for toelectives search andfor memberFlyers/MailoutsWebsite assignments 2009/10 ESLRs(intercom system)  Administrator to be installed in the classrooms  Progress report to administration  committeesOffice Staff  communityChurchother areas services lackingmembers completed to represent maps  SignWeekly up sheetsWarrior for student to community member diverse careers Spring  Further development  ParentsAlumni  Continue to locate/contact/gather  Onlineassignments groups (Classmates, Facebook) Winter 2009 - Social  Student council  Gather information from local  Student survey Ongoing2009/10  ofCommunicate Alumni Association to  OfficeTeachersCoordinator Staff information Class time on alumni  AttendanceStudent interviews at events and(registration surveys forms) ongoingFall 2008 -  Fire/EarthquakeIncrease  Administration  communitiesSchedule 4 drills for volunteeryearly (2 earthquake  Emergency Drill Log Dec 2008  Developstudents thea yearly  AdministrationPrincipalStudent Council  Host AssessESLRs more monthlyposted alumni inevents statements classroom and fundraisers  RegularClassroomResearch report / flyersobservations to gatheredschool board/trustees (monthly Fallongoing 2010 Drillsparticipation in  Principal opportunitiesand 2 fire)  School calendar timelineconnections to review  FinancialStudentsParentsPrincipal Staff  Create CompareDiscussion survey findings toin thatstaff we tomeetings canoverall get feedbackyearly  trusteeRubricsWeekly meetings) Warrior community/  Schoolwide community service thebetween budget ESLRs and  CommunityTeachers  Keep budgetCommunity alumni aware Hour of events  AnnualWebsiteStaff meetings ministry meeting classroomVolunteer programsactivities projects  liaisonOffice staff  FinancialHome Room staff instruction to update progress  Flyers and sign ups  regularlyTeacher observations at weekly administration  Parent/Teacher  Parents  Implementmeetings student led conference  Forms/feedback Surveys from teachers, parents, Fall 2008  ConferencesDevelop a more  TeachersStudents  Develop Research self-evaluation other schools: for studentsmethods and andFaculty students survey 2009/2010  Healthier lunches  Kitchen staff  Consult nutrition expert  School board review 2009/2010  Communicateeffective assessment  OfficePrincipalTeachers staff  Develop Placetools annualformat forministry teacher on and school student to  StudentWebsiteSamples self-evaluation and action plan forms November  School board  Equip current kitchen staff with  Student/parent survey financialtool to measure program to  Principal follow calendarIn service days  ScheduleWeeklyClass discussions Warriorof visits 2009 understanding and  Nutrition working knowledge of proper food  Lunch calendar stakeholders  PublishStaff development dates of annual week ministry for teacher  SchoolClass work calendar choices for students  Collegeachievement Night offor  consultantGuidance  Localmeetingtraining universities/Christian to allow school colleges/parents to  MailoutsCompletedWeekly Warriorto nearbyand implemented institutions and tool parents Winter/Spring parentsESLRs and students  Administrationcounselor Juniorvisit colleges to share information with  2010  Principal student body  Teachers

61 Results of Parent Survey Spring 2008 7th – 12th grade families 31 total families responded

My child is given an appropriate amount of homework each night. 35% Strongly Agree 65% Agree 0% Disagree 0% Strongly Disagree

The school communicates well to me. 45% Strongly Agree 45% Agree 4% Disagree 6% Strongly Disagree

I have easy access to the teachers and administration. 55% Strongly Agree 45% Agree 0% Disagree 0% Strongly Disagree

The school responds well to my concerns. 45% Strongly Agree 55% Agree 0% Disagree 0% Strongly Disagree

I am satisfied with my child’s education. 60% Strongly Agree 40% Agree 0% Disagree 0% Strongly Disagree

My child is treated fairly at school. 55% Strongly Agree 45% Agree 0% Disagree 0% Strongly Disagree

My child is safe at school. 68% Strongly Agree 32% Agree 0% Disagree 0% Strongly Disagree

I feel welcomed at the school. 55% Strongly Agree 45% Agree 0% Disagree 0% Strongly Disagree

I am comfortable with the school dress code. 51% Strongly Agree 45% Agree 4% Disagree 0% Strongly Disagree

The food provided at school is of good value. 29% Strongly Agree 65% Agree 6% Disagree 0% Strongly Disagree

I know the school’s goals for my child. 45% Strongly Agree 51% Agree 4% Disagree 0% Strongly Disagree

Orientation night is helpful to me. 39% Strongly Agree 55% Agree 6% Disagree 0% Strongly Disagree

62 Parent teacher conference day is helpful to me. 31% Strongly Agree 65% Agree 0% Disagree 0% Strongly Disagree 4% No answer

I know and understand the school rules. 45% Strongly Agree 51% Agree 0% Disagree 0% Strongly Disagree 4% No answer

The Weekly Warrior provides the information I need to know. 39% Strongly Agree 57% Agree 0% Disagree 0% Strongly Disagree 4% No answer

I understand how to access my child’s grades online. 40% Strongly Agree 48% Agree 6% Disagree 0% Strongly Disagree 6% No answer

I access my child’s grades online regularly. 31% Strongly Agree 55% Agree 6% Disagree 4% Strongly Disagree 4% No answer

My child is adequately challenged by his or her studies. 45% Strongly Agree 51% Agree 0% Disagree 0% Strongly Disagree 4% No answer

My child’s behavior has improved since school has begun this year. 40% Strongly Agree 48% Agree 6% Disagree 0% Strongly Disagree 6% No answer

It is important that the school provides a summer school program. 28% Strongly Agree 48% Agree 12% Disagree 6% Strongly Disagree 6% No answer

I believe it is important for parents to be involved in the school. 48% Strongly Agree 48% Agree 4% Disagree 0% Strongly Disagree

The daycare program meets my needs. 26% Strongly Agree 19% Agree 0% Disagree 0% Strongly Disagree 55% No answer

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