Atlanta Classical Christian Academy

SAIS/SACS Dual Accreditation

Standards & Indicators

2011-2012

STANDARD 1: Vision and Purpose The school establishes and communicates a shared purpose and direction for

improving the performance of students and the effectiveness of the school.

o IMPACT: A school that commits to shared beliefs and mission establishes expectations for

student learning that are aligned with the school’s vision. These expectations serve as

benchmarks for assessing student performance and school effectiveness and are supported by

school personnel and external stakeholders. The school’s mission guides allocations of human,

time, material, and fiscal resources.

STANDARD 2: Governance and Leadership The school provides a governance, leadership, and organizational structure

that promotes student performance and school effectiveness.

o IMPACT: School leaders are advocates for the school’s vision and improvement efforts.

Leaders provide direction and deploy resources to implement curricular and co-curricular

programs that enable students to achieve expectations for their learning. Leaders encourage

collaboration and shared responsibility for school improvement among stakeholders.

STANDARD 3: Teaching and Learning The school provides research based curriculum and instructional methods that

facilitate achievement for all students.

o IMPACT: The school that implements a curriculum based on clear and measurable

expectations for student learning provides opportunities for all students to acquire requisite

knowledge, skills and attitudes. Teachers that use proven instructional practices actively

engage students in the learning process, provide opportunities for students to apply

knowledge and skills to real world situations, and give students feedback to improve

performance.

STANDARD 4: Documenting and Using Results The school enacts a comprehensive assessment system that monitors,

documents, and uses results to improve student performance and school

effectiveness.

o IMPACT: A comprehensive assessment system provides timely and accurate information

that is used to assess student performance on expectations for student learning, evaluate the

effectiveness of curriculum and instruction, and determine interventions to improve student

performance. Performance measures generate information that guides decision-making and

planning to improve student performance. The assessment system yields information that is

meaningful and useful to school leaders, teachers, and other stakeholders in understanding

student performance, school effectiveness, and the results of improvement efforts.

STANDARD 5: Resources and Support Systems The school has the resources and services necessary to support its mission and

purpose and to ensure achievement for all students.

o IMPACT: The school that has sufficient human, material, and fiscal resources provides a

curriculum that enables students to achieve expectations for student learning, meet special

needs, and comply with applicable regulations. The school employs and deploys staff well-

qualified for assignments and provides ongoing learning opportunities for all staff to improve

effectiveness.

STANDARD 6: Stakeholder Communication and Relationships The school fosters effective communications and relationships with and

among its stakeholders.

o IMPACT: The school that has effective communications and relationships enjoys the

understanding, commitment, and support of stakeholders. School personnel seek

opportunities for collaboration and shared leadership among stakeholders to help students

achieve expectations for student learning and to advance improvement efforts.

STANDARD 7: Commitment to Continuous Improvement The school establishes, implements, and monitors a continuous process of

improvement that focuses on student performance.

o IMPACT: The school that implements a collaborative and continuous improvement process

based on clear expectations for student learning fosters the commitment and support of the

stakeholders. New improvement efforts are informed by the results of earlier efforts and

reflection on the engagement in the improvement process. Improvement efforts are sustained

and the school demonstrates progress in improving student performance and school

effectiveness.

Standard 1: Vision & Purpose

The school establishes and communicates a shared purpose and direction for

improving the performance of students and the effectiveness of the school.

o IMPACT: A school that commits to shared beliefs and mission establishes expectations for

student learning that are aligned with the school’s vision. These expectations serve as

benchmarks for assessing student performance and school effectiveness and are supported by

school personnel and external stakeholders. The school’s mission guides allocations of human,

time, material, and fiscal resources.

STANDARD 1 – INDICATORS:

1.1 Establishes in collaboration with its stakeholders a mission for the school that

guides all planning and decision-making

The mission of Atlanta Classical Christian Academy (ACCA) is the foundation

for all of its programs and policies. ACCA exists to glorify God by cultivating

truth, goodness, and beauty in students through a distinctly Christ-centered

classical education. In the fall of 2011, the Board, Head of School, faculty and

parents collaborated to rewrite the school’s mission statement in an effort to

better reflect the purpose of the school. The mission appears on the school web

site as well as in ACCA publications, such as the Student/Parent Handbook, Staff

Handbook, and school brochures. The mission statement is routinely explained

to all incoming families in the admissions process and its principles are further

expounded to all families at parent orientations and Parent Teacher Fellowship

(PTF) meetings during the school year.

1.2 Identifies goals to advance the mission of the school and ensures the mission

is congruent with principles of academic scholarship; permitting and

encouraging freedom of inquiry, diversity of viewpoints, and academic

independent, critical thinking.

At every level of the school’s operations, the stakeholders of the school are

directed to establish goals consistent with the mission of the school. This

philosophy of governance is reflected in the school’s foundational commitments

(core values), vision statement, and self study. Viewing the parents as ultimately

responsible for the education of their children, ACCA encourages the

participation of its parents in realizing its mission as a classical Christian school.

The ACCA core value of God-Honoring Excellence which follows the Biblical

imperative to love God entirely with heart, soul, mind, and strength ensures that

students will be challenged at all levels to do quality academic work. Central to

ACCA’s classical Christian education is the idea that students be encouraged to

think independently and critically.

1.3 Ensures the beliefs and mission guide the instruction and curriculum

throughout the school and reflect research and best practices concerning

teaching and learning.

Teachers are hired with the belief that they have the necessary education,

abilities and conviction to implement ACCA’s mission and vision in the

classroom. Weekly faculty meetings are designed with the mission as a central

focus. The Christian and classical distinctives of the school guide all curriculum

choices. ACCA regularly reviews, updates and changes its curriculum to better

reflect the instructional goals of the school. In addition, ACCA provides

opportunities for teachers to attend education conferences where they learn and

refine effective classical and Christian teaching practices.

1.4 Regularly reviews its mission and revises when appropriate.

In the fall of 2011, in an effort to better reflect the purpose of the school, the

Board, Head of School, faculty, and parents collaborated to rewrite the school’s

mission statement. The Board and Administration plan to review its mission,

foundational commitments and vision on a yearly basis.

1.5 Provides evidence that no form of bias or prejudice is allowed or practiced

within the mission scope of the school in order to promote an equitable, just,

and inclusive community that inspires students to respect and value diversity.

ACCA admits students of any race, color, national and ethnic origin to all rights,

privileges, programs, and activities generally accorded or made available to

students at the school. It does not discriminate on the basis of race, color,

national and ethnic origin in administration of its educational policies,

admissions policies, scholarship programs, financial assistance and loan

programs, athletic programs, and other school administered programs and

activities. ACCA makes no distinction concerning an individual's race, color, or

ethnic background because the school acknowledges that all persons are created

in God's image (Genesis 1:27), and He makes no such distinctions (Galatians 3:28)

in his redemptive plan for mankind. ACCA states in its sixth foundational

commitment (Engaged and Committed School Community) that we believe our

school community should reflect God’s Kingdom in its racial, ethnic, and

economic make-up. These values are exhibited by ACCA’s diverse student body

and are evident in the behavior of the students and faculty of the school.

Standard 2: Governance & Leadership

The school provides a governance, leadership, and organizational structure

that promotes student performance and school effectiveness.

o IMPACT: School leaders are advocates for the school’s vision and improvement efforts.

Leaders provide direction and deploy resources to implement curricular and co-curricular

programs that enable students to achieve expectations for their learning. Leaders encourage

collaboration and shared responsibility for school improvement among stakeholders.

STANDARD 2 – INDICATORS:

2.1 Operates within the jurisdiction of a governance structure or civil authority

and, when necessary, has a charter, license, or permit to operate within that

jurisdiction.

ACCA is a 501(c)(3) organization governed by a board of directors.

2.2 Assures that the governance structure provides for the continuity of mission.

ACCA’s Bylaws and Policy Governance Manual ensures continuity of the

school’s mission.

2.3 Complies with all applicable statutes and governmental regulations.

The school is in compliance with all applicable statutes and governmental

regulations.

2.4 Maintains access to legal counsel who can advise or obtain necessary

information about the legal requirements and obligations that exist in the

state, federal, or other jurisdictions in which it operates.

ACCA has access to general advice and counsel from a parent and attorney,

Jonathan White. To the extent that matters arise outside of Mr. White’s expertise

the school would seek additional counsel.

2.5 Assures that the governance structure clearly defines roles and responsibilities

for board members and the head of school, and provides procedures for board

and head orientation and evaluation.

All new board members are oriented before they begin active service. The Board

evaluates itself using an outside consultant every 3-5 years. The last evaluation

of the Board was May of 2011. The Head of School is evaluated by the Board

annually. Both the Board and Head of School are evaluated by stakeholder

surveys annually.

2.6 Assures that the governance structure supports and models inclusive decision-

making methods.

The ACCA board governance structure supports and models inclusive decision

making methods by meeting monthly in addition to communicating between

meetings when necessary. Each board member also serves on at least one school

committee (education, operations, finance, advancement and facilities). These

committees are actively engaged in planning and reviewing various institutional

programs and initiatives. Members of the school administration team also

provide support. Board actions evolve from the conversation and work on these

committees.

2.7 Establishes by its governing process policies to ensure no conflict of interest

between business, professional or parental roles and duties to the school.

Each year all board members and key administrators sign conflict of interest

forms. These forms are on file with the Financial Administrator.

2.8 Has an organizational structure that includes separate entities that carry out

the distinct functions of governance and day-to-day management.

The Head of School is responsible for day-to-day management of the school. The

Board approves policy, approves the annual budget, ensures that the school

operates in accord with its mission, conducts strategic planning, and oversees the

Head of School as its sole employee.

2.9 Establishes policies and procedures that recognize and preserve the executive,

administrative, and leadership prerogatives of the managers of the school.

The Head of School is responsible for all operational functions within the school.

The ACCA bylaws and the Board Policy Governance Manual establish that the

Head of School and administrators make all decisions pertaining to the day-to-

day management of the school.

2.10 Assures that the governance structure does not interfere with the day-to-day

operations of the school.

According to the ACCA Bylaws and the Policy Governance Manual, the Head of

School is solely responsible for the day-to-day operations of the school. The

Head of School presents a report on the status of school operations at monthly

board meetings. The Board confines its work to approving policy, approving the

annual budget, general oversight, strategic planning, and supervising the Head

of School.

2.11 Assures that the governance structure establishes comprehensive monitoring

of overall school policies.

The ACCA Board monitors school policies at monthly board meetings and

through the standing committees in which at least one board member serves.

2.12 Assures that the administrative head of the school allocates and aligns the

human, instructional, financial, and physical resources in support of the

vision, mission, and beliefs of the school. The school head shall have

responsibility for the expenditure of all funds raised in the name of the school

by booster clubs and other related organizations of students, parents, alumni,

or supporters.

All money raised by the school is under the control of the Head of School and is

allocated for in the annual budget. The Head of School and the Financial

Administrator provide a monthly budget report to the Board at its monthly

meetings. The Board oversees the budget monthly to ensure budget limitations

are satisfied.

2.13 Assures that the governance structure provides for stability in transitions of

leadership.

The ACCA bylaws detail policies concerning transitions of leadership on the

Board. Board members serve five year terms and alternately roll off. There are

also provisions for elections and removal of a board member.

A transition plan was created in order to protect the Board and school from

sudden loss of the Head of School.

2.14 Analyzes student performance and school effectiveness.

ACCA annually collects and reviews data from standardized tests concerning the

performance of its students as well as the effectiveness of its program. This

information is shared with the appropriate board committee, with the Board in

general and in the annual report. The Head of School also provides regular

assessments of student performance to the Board.

2.15 Assures that debt service or lines of credit are managed in such ways as to

ensure that fiscal responsibility remains under the control of the governing

authority.

The school has no formal debt service or lines of credit. Lines of credit are

managed through the business office and balances are reflected on the balance

sheet reported monthly to the Board.

2.16 Assures that the school is not in, nor in prospect of moving into, financial

reorganization under the protection of bankruptcy.

In reviewing monthly the budget and current financial reports the Board seeks to

ensure the school is fiscally sound and capable of meeting its monthly and

annual financial obligations. ACCA has no litigation or court proceedings and

no debt service.

2.17 Assures that the governance structure provides adequate risk management

policies for the protection of the school.

The Board has adequate risk management policies. The Board guided and

oversaw the development of an emergency management plan for the school

during the summer and fall of 2012. These policies are reviewed annually and

adjustments are made when needed.

2.18 Provides adequate documentation of insurance or equivalent resources to

protect its financial stability and administrative operations from protracted

proceedings and claims for damage.

ACCA maintain adequate insurance or equivalent resources to protect its

financial stability and administrative operations from protracted proceedings

and claims for damage.

2.19 Maintains a plan to fund a maintenance reserve.

ACCA is in a lease agreement with a landlord. It is the landlord’s responsibility

to cover all facility and grounds maintenance.

Standard 3: Teaching & Learning

The school provides research based curriculum and instructional methods that

facilitate achievement for all students.

o IMPACT: The school that implements a curriculum based on clear and measurable

expectations for student learning provides opportunities for all students to acquire requisite

knowledge, skills and attitudes. Teachers that use proven instructional practices actively

engage students in the learning process, provide opportunities for students to apply

knowledge and skills to real world situations, and give students feedback to improve

performance.

STANDARD 3 - INDICATORS

3.1 Develops and aligns the curriculum and instructional design with the school’s

mission and expectations for student performance across subject areas and

grade levels.

The mission of ACCA is to glorify God by cultivating truth, goodness and beauty

in students through a distinctively Christ-centered classical education. Teachers

are trained and curricula are chosen with this mission in mind. ACCA uses

classical methodology and content based on the medieval Trivium. ACCA also

strives to teach all subjects from a Christian worldview perspective. Curriculum

alignment and instructional design consistent with classical Christian education

are defined in our Curriculum Guide and Staff Handbook (Trivium Application

Chart, Curriculum Goals, and Curriculum Selection Guidelines).

The school’s mission guides and directs faculty meetings and curriculum

committee meetings so that the entirety of ACCA’s instructional program

reinforces the purpose of the school. Teacher training and professional

development opportunities emphasize understanding philosophical foundations

and best practices in classical Christian education. Experienced teachers work

alongside new teachers, mentoring and encouraging them, ensuring continuity

and consistency in the classical model.

3.2 Implements curriculum based on clearly defined expectations for student

learning.

ACCA seeks to use curriculum that is both consistent with the classical Christian

methodology and is appropriate for our unique student community. ACCA’s

curriculum guide clearly defines the learning objectives for every subject and

grade level. The curriculum is regularly reviewed and changed when an

alternative is found that is better suited for our academic program.

3.3 Assures that the curriculum relies on sound learning principles and provides a

balance of educational experiences, including academic, fine arts, and physical

education based on knowledge of human growth and development.

The classical educational curriculum used by ACCA is rooted in the educational

practices that have been proven most effective over time. The pedagogical

methods used with the curriculum seek to nourish the soul on the ideals of truth,

goodness and beauty as revealed to man in God’s Word and his creation. These

methods of learning provide a wide range of learning experiences that engage all

the senses of a child. ACCA teaches art to students in Kindergarten to 8th grade,

music to students in Kindergarten to 8th grade and physical education from 1st

grade to 8th grade. ACCA desires to train children to glorify God academically,

artistically and physically. Extra-curricular basketball, tennis and cross country

teams have provided an opportunity for students to better realize how they can

love God with all their strength. ACCA students often take field trips that play a

unique and powerful role in a child’s educational experience. In addition, ACCA

conducts school-wide performances and programs to highlight the students’

work in the fine arts program.

3.4 Assures that the curriculum promotes the active involvement of students in

the learning process, including opportunities to explore application of higher

order thinking skills and to investigate new approaches in applying learning.

ACCA relies on the principles and methods articulated in John Milton Gregory’s

The Seven Laws of Teaching in an effort to cultivate critical thinking skills in

students. Teachers at ACCA utilize a form of inquiry and debate between

individuals by asking well-crafted questions to elicit student participation in the

learning process. ACCA teachers are trained to use the curriculum as a means to

excite and direct students to find truths independently. The vision of ACCA

aims to graduate students that possess a life-long passion for learning and who

are equipped with the tools of learning.

ACCA also teaches formal Logic in the 8th grade. Formal Logic is an excellent

tool for developing sound reasoning skills in students.

3.5 Offers a curriculum that challenges each student to excel, reflects a

commitment to equity, and demonstrates an appreciation of diversity.

ACCA chooses curriculum that it believes can best fulfill its foundational

commitment to God-honoring excellence. ACCA believes students must be

challenged at all levels to do quality academic work. ACCA makes no

distinction concerning an individual's race, color, or ethnic background because

the school acknowledges that all persons are created in God's image (Genesis

1:27), and He makes no such distinctions (Galatians 3:28) in his redemptive plan

for mankind. As stated in the school’s foundational commitment for an engaged

and committed school community, ACCA desires that the school population

reflect God’s Kingdom in its racial, ethnic, and economic make-up.

In 2011, ACCA updated its history curriculum from one that focused almost

exclusively on Europe and North America to one that also includes units on

major historical developments in the civilizations of Asia, Africa and South

America in order to provide students with a complete history that covers all

continents, cultures and civilizations.

3.6 Promotes the use of relevant data and research in making curriculum,

instructional, and organizational decisions.

Administrators and teachers use assessment data from both school administered

tests and standardized tests to determine the value of curriculum choices. ACCA

also collaborates closely with like-minded classical and Christian schools to find

curriculum materials that have proven effective in their academic setting.

Attending professional development conferences provides more opportunities

for administration and teachers to access data and research related to various

curricula, instructional, and organizational options. Curriculum is reviewed

yearly by teachers and administration to ensure its consistency with the mission

and vision of ACCA.

3.7 Provides for articulation and alignment between and among all levels of

schools.

The curriculum guide illustrates ACCA’s commitment to the Grammar, Logic

and Rhetoric levels of child development, student learning, modes of instruction

and instructional materials. The classical model provides a clear articulation and

alignment of education as it provides for the building blocks of teaching students

to learn and to love learning.

3.8 Assures that there are written curriculum guides and support materials that

serve as a basis for implementing the curriculum.

ACCA possesses written curriculum guides that direct the objectives, teaching

methods and materials to be used in all subjects and grade levels. Teachers

submit weekly lesson plans to show their implementation of the materials and

curriculum standards.

3.9 Instructional time is allocated and protected to support student learning.

The daily schedules are planned to allow adequate instructional time for each

grade and subject. Teachers are trained to use their time in a way that is

appropriate for learning according to the classical model. Field trips, special

programs, and sports activities are planned with instructional time in mind.

3.10 Plans an academic calendar with a minimum of 175 days (or more if required

by state law) during which students and teachers engage in teaching/learning

activities (Note: For half-day kindergarten programs, one-half day is

equivalent to one full day in meeting the 175-day standard).

The academic calendar of ACCA has a minimum of 175 days. ACCA references

the Cobb County Department of Education and State of Georgia Annotated Code

provisions for the required number of school days and instructional hours per

academic year.

3.11 Provides comprehensive information and media services that support the

curricular and instructional programs and the mission of the school.

The school’s library provides a sufficient volume and variety of literature and

materials to help students thrive in their educational responsibilities. All

classrooms have access to VCR/DVD media and wireless internet service. As is

fitting for the curriculum and whenever it benefits the learning experience of the

students, ACCA teachers will utilize visual and digital educational media in the

classrooms.

3.12 Assures that, in schools without a central library, students have access to all

resources necessary to accomplish developmental learning goals.

ACCA has a small central library providing many books relevant to the

curriculum of the school. When the library fails to provide the necessary

resources, teachers either delivers these resources to their students in class or will

direct students to external sources (local libraries, online sources, etc.) to find

them.

3.13 Assures that the school has a policy and procedure for responding to

challenged materials.

ACCA has a Curriculum Materials Selection Guideline that effectively eliminates

the potential for objectionable materials in our classrooms. In the event that an

ACCA stakeholder challenges materials in a classroom or in the library, that

stakeholder may communicate their concern directly to the teacher or to the

Head of School. If their concern is not satisfactorily addressed they may take the

issue to the Board per the ACCA Communication and Grievances Policy.

3.14 Assures that all students and staff members have regular and ready access to

instructional technology and a comprehensive materials collection that

supports the curricular and instructional program.

ACCA maintains a growing library of books that support and enrich the

curriculum used by each teacher. ACCA has accumulated a wide range of

instructional materials specifically targeted at professional development in the

classical and Christian tradition. The school shares a variety of media and

technological devices that aid in the instructional program.

Standard 4: Documenting & Using Results

The school enacts a comprehensive assessment system that monitors,

documents, and uses results to improve student performance and school

effectiveness.

o IMPACT: A comprehensive assessment system provides timely and accurate information

that is used to assess student performance on expectations for student learning, evaluate the

effectiveness of curriculum and instruction, and determine interventions to improve student

performance. Performance measures generate information that guides decision-making and

planning to improve student performance. The assessment system yields information that is

meaningful and useful to school leaders, teachers, and other stakeholders in understanding

student performance, school effectiveness, and the results of improvement efforts.

STANDARD 4 – INDICATORS:

4.1 Provides a comprehensive system for assessing student progress based on

clearly defined student results for learning.

ACCA's curriculum guide and curriculum materials provide frequent

assessment of student progress. Methods of assessment included with the

curriculum materials as well as teacher-developed assessment tools measure

student learning. These include, but are not limited to, quizzes, tests, daily

assignments, oral questioning during class review, presentations, and projects.

Student progress is evaluated regularly according to the objectives for each

subject as outlined in the ACCA curriculum guide. The school administers the

Stanford Achievement Test yearly as an additional assessment tool.

4.2 Uses assessment data for making decisions for continuous improvement of

teaching and learning processes.

ACCA administers placement tests to all students entering ACCA to ensure

students have the knowledge and skills necessary to successfully participate in

ACCA’s program. Students are placed into suitable grades and, if needed,

provided remedial summer instruction to be ready to learn according to ACCA’s

curriculum guidelines.

ACCA measures student progress against the objectives stated in the ACCA

curriculum guide. Teachers analyze this data to determine areas needing

improvement. Student achievement in relationship to ACCA’s curriculum

objectives is regularly communicated to parents at parent-teacher conferences

and through student report cards.

ACCA also uses data from annual standardized testing to assess student

progress. When deficiencies are identified, teaching methods and curriculum

content are evaluated and adjusted for improvement. Teachers assess their

teaching methods and classroom procedures as they receive feedback from

student work and parents. Conferences with parents cultivate valuable feedback

for both teachers and parents to assess ACCA's success in meeting its academic

and spiritual goals.

4.3 Conducts a systematic analysis of instructional and organizational

effectiveness and uses the results to improve student performance.

Faculty groups meet annually to assess student performance and instructional

effectiveness. The faculty groups compare the success of their division with the

objectives stated in the ACCA curriculum guide. In addition, ACCA will survey

its stakeholders annually to determine the efficiency of its academic program as

it relates to the school’s mission.

4.4 Maintains a secure, accurate, and complete student record system in

accordance with state and federal regulations.

ACCA maintains files containing report cards, standardized test results and

other records of academic progress for each student. Student report cards are

verified by the teacher, administration and parents to ensure accuracy. Student

records are kept in locked filing cabinets in the Office Administrator’s office.

Standard 5: Resources & Support Systems

The school has the resources and services necessary to support its mission and

purpose and to ensure achievement for all students.

o IMPACT: The school that has sufficient human, material, and fiscal resources provides a

curriculum that enables students to achieve expectations for student learning, meet special

needs, and comply with applicable regulations. The school employs and deploys staff well-

qualified for assignments and provides ongoing learning opportunities for all staff to improve

effectiveness.

STANDARD 5 – INDICATORS:

5.1 Assures that administrative, instructional and support staff are qualified and

competent to perform the duties assigned to them in the school in order to

meet the needs of the total school program and the students enrolled.

ACCA seeks to hire qualified, experienced administrators, teachers, and support

staff who have training and experience in the area in which they will teach or

work. The hiring process involves a thorough application, interview and

screening process to ensure ACCA hires competent employees consistent with its

mission and vision. The application and interview process evaluates each

candidate’s education, credentials, professional experience, life background, and

values. Each candidate’s qualifications must be in alignment with the school’s

mission and vision. A detailed job description is provided in each employee’s

contract.

5.2 Provides written policies covering recruitment, employment, assignment,

evaluation, and termination of service to all school personnel.

Written policies addressing recruitment, employment, assignment, evaluation

and termination of service are found in the Staff Handbook and employment

agreement.

5.3 Assures that there is an effective orientation program for faculty and staff new

to the school.

Orientation for all faculty, with special sessions for new faculty and staff, are

conducted at the beginning of each school year during back-to-school teacher

orientation. ACCA’s mission, vision, philosophy, curriculum, classroom

management approach, Staff Handbook content, communication policies,

student discipline, and operations logistics are all covered during this

orientation.

5.4 Assures that all staff participate in a continuous program of professional

development.

ACCA faculty and administrators often attend the ACCS Conference and other

appropriate conferences during the summer each year. Considerable time (30

minutes) is spent in each weekly teacher’s meeting addressing philosophy and

methodology issues related to classical Christian education. During the school

year, faculty and administrative staff periodically visit and observe like-minded

schools for further professional development. In addition, administrative staff

attend periodic training seminars more specific to their job description.

5.5 Implements an evaluation system that provides for the professional growth of

all personnel.

All staff members (teachers and administrators) are evaluated annually. The

evaluation guidelines are outlined in the Staff Handbook.

5.6 Provides counseling services that meet the needs of students.

ACCA is a small, new school with an intimate school environment where

individual faculty members daily guide and counsel students. As a covenantal

school, ACCA works in partnership with parents to meet the emotional, spiritual

and academic needs of the students. When the school is unable to meet the

psychological, emotional, educational and spiritual needs of a particular student,

help is sought from competent services outside of the school. The school

maintains a list of external services that can meet the particular need of a student.

5.7 Assures that students whose needs cannot be met in school are referred to

appropriate agencies for assistance.

When it has been determined that a student has academic or psychological needs

that cannot be met by the school, the administration refers families to the

appropriate agencies for assistance. ACCA generally refers students in need of

educational and psychological services to Lori Moore of Breakthrough Learning

Solutions.

5.8 Establishes written procedures for termination of any student.

Termination procedures are published in the Student-Parent Handbook and in

the Staff Handbook.

5.9 Has a written crisis management plan.

The crisis management plan is outlined in the Staff Handbook. Fire drill

procedures and routes are posted in each classroom. Fire drills are conducted

monthly.

5.10 Provides documentation of ongoing health and safety inspections that verifies

an environment that is safe, healthy, and orderly.

ACCA facilities are in compliance with all city, county and state standards for

health and safety for schools. ACCA does not have a cafeteria, and does not

provide food services on campus. A certified licensed caterer provides hot

lunches on a daily basis for students to purchase. ACCA operates a half-day Pre-

K program and provides Before and After Care in accordance with city, county

and state regulations.

5.11 Maintains the accounts of the school in accordance with generally accepted

accounting principles (GAAP), audited regularly by an independent licensed

accountant. The report of the annual audit is onsite and available to the

accreditation visiting team.

In August 2012, ACCA held a full audit for the 2011-12 fiscal year. The audit was

conducted with generally accepted accounting principles. ACCA will hold a full

independent audit within three years of the accreditation visit and a review by

an independent licensed accountant in the intervening years.

5.12 Budgets sufficient resources to support its educational programs and plans for

improvement.

ACCA’s annual budget provides sufficient resources supporting its educational

programs and plans for improvement.

Standard 6: Stakeholder Communication & Relationships

The school fosters effective communications and relationships with and

among its stakeholders.

o IMPACT: The school that has effective communications and relationships enjoys the

understanding, commitment, and support of stakeholders. School personnel seek

opportunities for collaboration and shared leadership among stakeholders to help students

achieve expectations for student learning and to advance improvement efforts.

STANDARD 6 – INDICATORS:

6.1 Fosters collaboration with community stakeholders to support student

learning.

ACCA has developed relationships with various community and civic

organizations to help enhance the students’ learning experience. ACCA invites

its community stakeholders to attend plays, concerts and shows highlighting the

learning experience of ACCA’s student body. In addition, students participate in

a wide array of field trips allowing them to interact with the local community.

6.2 Assures that communications among and between school staff, stakeholders,

and alumni are clear and effective.

ACCA communicates regularly among and between staff, parents and other

stakeholders. Weekly faculty meetings maintain consistent communication

between the faculty and staff. ACCA's newsletter, “The Knightly News,” is

distributed weekly to parents and all stakeholders communicating upcoming

events and other important institutional information. ACCA's marketing and

fundraising update, “Knight Life,” is sent to all parents and school supporters at

least bi-monthly. In addition, the school communicates through its web site and

Facebook page. Teachers send parents daily progress reports addressing

students’ behavior and work habits. ACCA ensures effective communication

between parents and teachers by requiring parents to sign and respond to daily

feedback from teachers. All stakeholders are invited to attend the monthly board

meetings where they are encouraged to provide feedback on how ACCA can

better achieve its mission. PTF meetings provide further communication

opportunities for parents and faculty. The school calendar, Student-Parent

Handbook, and family directory are all publications used to keep faculty and

stakeholders informed about school scheduling and protocol. ACCA hosts a

“Grandparents, Friends, and Family Day” each year in which all stakeholders are

invited to visit the school to learn more about its mission and vision.

6.3 Uses the knowledge and skills of parents to enhance the work of the school.

A core value of ACCA’s mission is an engaged and committed school

community where parents actively participate in the life of the school. Parent

participation in PTF meetings generates useful feedback for improving the work

of the school. ACCA parents use their particular knowledge and unique skills to

serve on various committees to assist with marketing, fundraising, curriculum

development and other efforts. Many parents are actively involved in the day-

to-day educational program of the school through helping with classroom

reading groups, library reading circles, and assisting teachers with other

academic activities. Generally all of ACCA’s board members are parents.

6.4 Assures that there is evidence of communication with appropriate agencies,

such as public health, mental health, physicians, and other professionals.

When necessary, the teachers and administration coordinate with the

appropriate agencies to address the physical and mental health of their students.

6.5 Assures that the school’s advertising and promotional materials reflect

accurate information about the school’s programs and accomplishments.

ACCA employs a Director of Institutional Advancement that coordinates, in

collaboration with the Head of School, all the advertising and promotional

efforts. These efforts reinforce and promote the school’s mission and core values.

The ACCA web site is regularly updated and maintained to give an accurate

representation of the school’s programs and accomplishments.

6.6 Assures that there is a well-defined, published admission process including

criteria upon which admission decisions are made, and that professional ethics

are strictly observed in the admissions process.

The admissions procedures for ACCA are well-defined and published in a

printed admissions packet and in the Student-Parent Handbook which are also

available on the school web site. All admissions are handled in accordance with

ACCA’s stated procedures and are designed to admit families and students that

that can thrive both spiritually and academically. ACCA’s admissions process is

consistent with its Christian foundation and makes no distinction based on race,

color, national or ethnic origin.

6.7 Accepts students for whom there is a reasonable expectation of success from

the program.

ACCA makes a concerted effort to admit only those students for whom there is a

reasonable expectation of academic and social success. In an effort to accept such

students during the admissions process, ACCA evaluates copies of standardized

test scores, most recent report cards, reference letters from former teachers, and a

portfolio of the student’s recent academic work. Each family is personally

interviewed by the Head of School to communicate clearly the mission of the

school. In addition, the school administers entrance exams consistent with its

mission to determine if a student can succeed academically.

6.8 Bases financial aid and scholarships upon established and published criteria.

ACCA offers financial aid consistent with material published in its admissions

packet and web site. Furthermore, details regarding the financial aid process are

expounded to families during the family interview. ACCA utilizes the services

of FACTS (www.factstuitionaid.com) to equitably assess each applicant’s

qualifications for assistance and scholarships.

6.9 Gathers information about graduates and other former students, using the

resulting data to inform the school.

Although ACCA does not have any formal graduates, the school has conducted

surveys with a group of former students to gain information that can further

develop the academic program. The school conducts exit interviews for families

leaving the school. Information from these interviews is used to improve the

school’s operations and inform the school of its success.

6.10 Emphasizes elements of citizenship and conduct that include honesty,

integrity, trustworthiness, responsibility, citizenship, self-discipline, and

respect for others.

ACCA has a detailed “Code of Student Citizenship” in the Student-Parent

Handbook that directs and cultivates an atmosphere of integrity, reverence,

honesty, and discipline in the school.

As stated in the school’s core values, ACCA aims to graduate young men and

women who think clearly and listen carefully with discernment and

understanding; who reason persuasively and articulate precisely; who are

capable of evaluating their entire range of experience in the light of the

Scriptures; and who do so with eagerness in joyful submission to God. Because

of their commitment to Biblical authority, ACCA students will be equipped to

recognize and resist the enticements of negative cultural influences. Teachers

and administration seek to train students to be socially graceful and spiritually

gracious, equipped with an understanding of the tools of learning, and desiring

to grow in understanding, yet fully realizing the limitations and foolishness of

the wisdom of the world. Students are taught to have a heart for the lost and be

able to distinguish real religion from religion in form only; and that they possess

the former knowing and loving the Lord Jesus Christ. And all these are to be

possessed with humility and gratitude to God.

6.11 Assures that guidelines for student conduct, attendance, and dress are written

and communicated to all students, parents, and members of staff.

The Student-Parent Handbook and the Staff Handbook contain all of the

guidelines for student conduct, attendance and dress. At the beginning of each

year, parents are asked to read the Student-Parent Handbook and discuss

relevant portions with their children. Expectations for student conduct,

attendance, and dress are also discussed with all new families in their admissions

family interview.

The Staff Handbook is given and explained to all staff members at the beginning

of the year during teacher orientation. The guidelines and expectations for

students are communicated as well to the teachers.

Standard 7: Commitment to Continuous Improvement

The school establishes, implements, and monitors a continuous process of

improvement that focuses on student performance.

o IMPACT: The school that implements a collaborative and continuous improvement process

based on clear expectations for student learning fosters the commitment and support of the

stakeholders. New improvement efforts are informed by the results of earlier efforts and

reflection on the engagement in the improvement process. Improvement efforts are sustained

and the school demonstrates progress in improving student performance and school

effectiveness.

STANDARD 7 – INDICATORS:

7.1 Assures that a strategic plan aligned with the vision, mission, and beliefs of

the school is developed and implemented to guide improvement efforts.

In the fall of 2011, ACCA evaluated and rewrote its mission and vision statement

and developed seven foundational commitments to better reflect the school’s

commitment to a distinctly classical and Christian education. In connection with

its self study, ACCA developed a strategic plan to implement this mission and

vision.

7.2 Engaged in a continuous process of improvement that is documented by a self

study every five years explaining four essential actions: Explain the vision and

purpose the school wants to pursue (Vision); Describe the current school

environment, student profile, performance indices, and organizational

effectiveness (Profile); Indicate how the school plans to move from where it is

to where it wants to go (Plan); Explain how the school will show the results of

its plan and its effect on future improvement (Results).

These issues are addressed in ACCA’s self study.

7.3 Evaluates the effectiveness and impact of its continuous process of

improvement and takes action to correct any identified areas of noncompliance

with standards, addressing recommendations for improvement.

ACCA’s Board plans to regularly review its self study to ensure that all its

programs are consistent with its mission and vision. When areas of

noncompliance are recognized ACCA will institute the necessary improvements.