Harvest Christian Selfstudysample

Harvest Christian Academy Steering Committee and Committee Members
Steering Committee List your steering committee and their titles (superintendent, principal, etc.)
Standard One: Philosophy and Foundations Chair: Chairs Name Members: Advisory Council including: List additional members Campus 1: Member 1 Member 2 Member 3 Campus 2: Member 4 Member 5 Member 6
Standard Two: Governance and Administrative Leadership Chair: Chairs Name Members: Advisory Council including: List additional members Campus 1: Member 1 Member 2 Member 3 Campus 2: Member 4 Member 5 Member 6
Standard Three: Home and Community Relations and Student Services Chair: Chairs Name Members: List members for this team Standard Four: Personnel Chair: Chairs Name Members: List members for this team Standard Five: Instructional Program Chair: Chairs Name Members: List members for this team
Standard Six: Library, Media, and Technology Services Chair: Chairs Name Members: List members for this team Standard Seven: Crisis Planning, Safety, Health, and Food Nutrition Services Chair: Chairs Name Members: List members for this team
Z:\Accreditation\REACH\_HarvestChristianSelfstudysample(5).doc
Standard Eight: Facilities, Environment, and Transportation Chair: Chairs Name Members: List members for this team Standard Nine: Character, Values, and Spiritual Development of Students/Children Chair: Chairs Name Members: List members for this team Standard Ten: Continuous School Improvement Chair: Chairs Name Members: List members for this team
Harvest Christian Academy ACSI Accreditation Time line 2008-2009 Amended February 2009
May/June 2008 May 2008
Inform faculty/staff of accreditation process and their involvement Steering committee formed; steering committee familiarized with process and their responsibilities Subcommittees formed to evaluate each of the nine sections. Section 10, School Improvement Plan will be done by the entire faculty
May 2008
Aug 2008-Jan 2009 Subcommittees submit progress reports to steering committee for approval March 2009 HBC/HCA audit conducted Pre-visit by accreditation team chair Committees complete the work for their sections Steering committee presents their reports to the entire faculty Faculty develops School Improvement Plan Pre-visit by accreditation team chair Motel and meal arrangements finalized including the introductory dinner arrangements Self study completed and compiled; copies mailed to chairman and team members Team visit Accreditation Commission meets
April 2009 May 2009 June 2009 Summer 2009 August 2009
September 2009
November 2009 December 2009
Harvest Christian Academy Leadership Degrees & Credentials Upper School Administration
Name of Team Member, Title Education: Certification: Name of Team Member, Title Education: Certification: Name of Team Member, Title Education: Certification:
Historical Overview of Harvest Christian Academy
Pastor and the leadership of Harvest Bible Chapel birthed the vision for Harvest Christian Academy in the fall of 2000. Committed to Christian education and the desire for the daily input of Gods Word into the lives of young people, the leaders of Harvest Bible Chapel began to explore the possibility of creating a Christian school. The strategy was to coordinate the opening of a school with a plan to relocate the church to a larger facility the hope being that the larger church facility would have the space needed to accommodate the school program. As the search for a site began, a leadership team was created to explore various grade configurations and suggested timelines. As the years progressed, enthusiasm for the school continued to grow. Then, suddenly in February 2003 God supernaturally provided. Although the church had never targeted the Elgin area, God, in His timing, led the church to discover His provision for a school location. An eighty-acre site with a 285,000 square foot office building twenty-five miles from the churchs existing campus was given to Harvest Bible Chapel. The provision of the Elgin building allowed the church to remain at the present Rolling Meadows facility while creating a school in the new Elgin locale. To meet the needs of families in the Rolling Meadows area, the leadership of the church approved a plan for a school program at Rolling Meadows as well. In doing so, the two-campus model of Harvest Christian Academy was created. Gods provision continued as the congregation met the need for startup funding for both campuses. During the fall 2003 capital campaign, the sacrificial giving of friends and members of Harvest Bible Chapel provided the necessary funding for the multi-million dollar build-out of school facilities at both the Elgin and Rolling Meadows campuses. Harvest Christian Academy opened its doors in the fall of 2004 for preschool and kindergarten at Rolling Meadows and preschool through sixth grade at Elgin. The total enrollment between the two campuses was 250 students in that first year. Since then, HCA has added a grade to each campus so today (2009-2010), Rolling Meadows hosts grades preschool through five and Elgin has grades preschool through twelve.
The following post is Pastors contribution to Scott McConnells Multi-Site Churches: Guidance for the Movements Next Generation (B&H Publishing, 2008) 19-23. It may come as some surprise, but Harvest Bible Chapel didnt have any big plans or strategy or even desire to go multi-site. God was blessing our church with growth, and we were completely overloaded. We were meeting in a big old warehouse and were running six shuttle buses for four services. Our response to our growth problem was to start planting churches. We had a vision to plant ten churches in ten years starting in 2000. And so we started sending people out to plant churches. The first year we sent out two groups of three hundred people, and then we continued to send people out for each new church plant. The Lord has really exceeded all of our expectations, and here in 2008 we hope to have launched our thirtieth church. We would send three hundred of our best leaders out. These wonderful people would go, and then new people would come in. Then we helped these new people grow as leaders, and we would send them out. Then even more would come in. Church planting is a wonderful, biblical thing to do that Harvest Bible Chapel is very committed to do. Yet as wonderful and as fruitful as it was to these people going out and establishing new churches, we found out that church planting did not solve our growth problems. So, we sought to relocate our church to a larger location. Here in the northwest suburbs of Chicago the population is very dense. As we looked, we found that there were really no properties or locations available to us. Ultimately we ended our search. This was a dark time for our church as we honestly did not know what we were going to do. Then out of nowhere the Lord provided for us a campus that was outside of our search area. Through the generosity of the Green family that owns the Hobby Lobby stores, we were given an eighty-acre campus with a 280,000 square foot building and a nine hundred-car parking garage. It was built in the mid 1990s for about $53 million, and they gave it to us for a dollar. At first, we thought, Wow! Well just move our whole church out there. But the problem was it was too far away. We couldnt move our whole church a half an hour away. As the reality of this development sunk in, we realized we were forced to become a two-campus church. Similar to our church plants, more than seven hundred people left the original campus in Rolling Meadows and went to launch the new campus in Elgin. Since then, their spaces have been filled at the original campus while the new campus has grown to more than thirty-five hundred people in attendance. This all seems overwhelming looking back, but in the midst of all this a little church down in Niles, about a half an hour in the other direction, came to us. They only had about thirty-five people attending in a three hundred fifty-seat worship center. They hadnt had water in the baptistery in three years, nobody was getting saved, and really nothing was happening. And they said, Can you help us?
They agreed to disband their former church government. They voted to never vote again, and they accepted our elder form of government. We set them up as a video site, and we called it Harvest Bible Chapel Niles. Within about three years, this campus became packed out in four services with about eleven hundred people attending there every week. Since that time one of the churches we planted ran into financial difficulty, and their elders agreed to come back into partnership with us. The church had dropped from eight hundred to five hundred in attendance and was facing bankruptcy. By providing leadership and Harvests video teaching, they have rebounded to more than one thousand in attendance and have gotten into a new facility. In addition, we had a number of people who had moved to Phoenix for retirement or semi-retirement who couldnt find a similar church. This base of leadership was ready to plant a church and Harvest was willing to help. Initially the right pastor could not be found, so they utilized video teaching just like the other video services Harvest has. Now that the church has grown to more than two hundred fifty and has a pastor in place, it has become an autonomous church. When we started to go into multi-site, our attendance was between five thousand and six thousand. And while we have continued to plant churches we have almost eleven thousand in weekly attendance. With such a tremendous story of Gods provision, you may expect us to be outspoken proponents of multi-site. The truth is that we are reluctant participants in multi-site.
Vision Casting
Our Biblical Mandate: Let the Word of Christ dwell in you richly, teaching and admonishing one another in all wisdom... Colossians 3:16a ESV Our Vision: To provide students with biblical training in the context of academic excellence.
Our Mission: Harvest Christian Academy exists to teach and admonish students to think and act biblically in all matters of life, to integrate faith and knowledge by the authority and wisdom of Gods Word, and to prepare students for a lifetime of devotion to Christ. Educational Philosophy: HCA bases its philosophy of education on the following basic components: Immersion in Gods Word Believing that the Bible is the final authority on all matters of life and learning, HCA is committed to a daily curriculum of Bible instruction. The focus of Christian education is to immerse students in a developmental appropriate study of Gods Word as the basis for approaching all other academic disciplines. The goal of Bible instruction is the accurate interpretation and faithful application of Scriptures to the life of each student. Infusion of Gods Wisdom A second key element in HCAs philosophy of education deals with the starting point of Gods wisdom in the overall approach to learning. The basis of this model is found in the book of Proverbs reference to three key words in the learning process: wisdom, understanding, and knowledge (Proverbs 24:3-4 By wisdom a house is built and by understanding it is established; by knowledge the rooms are filled with all precious and pleasant riches). (Also see Proverbs 3:19.) The secularization of these terms has reversed the Biblical intent of their order and priority. From a human viewpoint, wisdom is viewed as a result of gaining more of mans knowledge and his process of understanding. This is a system based on theory. HCA approaches wisdom from Gods Word, not as the result of a learning theory, but as the starting point of all truth. Gods wisdom must be the arbiter and organizer of all knowledge and learning. The goal is to understand whatever principle or counsel Gods Word offers on any particular subject. It is a system built on truth. This approach in no way undermines or decreases the schools commitment to scholarship or intellectual pursuit. In fact, it enriches and enhances the importance of a program of academic excellence. Gods wisdom provides a platform for the pursuit of knowledge, and brings it to a higher and more complete level of understanding. If anything, approaching knowledge from Gods viewpoint demands the very best in scholarly pursuits. The Integration of Faith in Learning Secular education places religion and the Bible into a compartment and treats it as irrelevant to all other academic disciplines and thought. In contrast, Christian education involves the commitment to both the person of Jesus Christ and the authority of the Bible as having a profound effect on all knowledge and academic disciplines. Within Christian schools, this view of Scripture and knowledge
is known as Biblical integration. Simply defined, integration is the blending of faith and knowledge with the goal of producing a Biblical worldview. HCA views integration as a natural outcome of the schools commitment to the authority of the Word of God and the wisdom of Biblical principles. Under the careful eye of the Christian teacher, Gods Word is integrated into every subject matter, much as a weaver creates a tapestry. The threads of scripture are vital to the true representation of any given subject. Strands are naturally woven into each lesson as appropriate, providing it with a distinct look, feel, and Biblical signature. HCA commits itself to the philosophy of Biblical integration as a major component of its educational theory. Care Model As a quality, caring, and distinctively Christian school, it is expected that the school (personnel and programs) reflect and demonstrate the following core values in every aspect: Christ centered - Every educational system must have a central focus that serves as the primary influence for learning. For secular schools, it is the philosophy of humanism with its reliance on mans thoughts and perspectives that serves as the authority for all learning. For a Christian educational community, the foundation for learning must be the centrality of Christ and the final authority of His Word. This belief results in the quest for the development of Christ-likeness within students and the goal of honoring Christ in all aspects of the school program. As such, HCA is committed to the preeminence of Christ and His Word as the governing influence in all matters of decision-making, curriculum, and the schools overall approach to education. Christ will be honored in all. (Colossians 1:17-18) Academically minded - School, by definition, requires a focus on the development of the mind through the study of academic disciplines. However, this challenge should not be viewed as a threat to compromise the Christian faith, but rather as an opportunity for spiritual growth. Christian education need not fear knowledge, but rather accept the challenge of submitting knowledge to a Biblical worldview. What we discover through scholarly inquiry into created order will not conflict with what God provides through the specific revelation of His Word. HCA embraces the importance of a strong academic program as an opportunity for the integration of faith and learning. (Colossians 3:16a) Relationally focused - In that God chose a relationship through His Son, to communicate His truth and love for mankind, so a school must recognize the importance of a strong relationship-based program to communicate with and embrace its students. School is more than an institution of learning; it is a subculture of relationships that have immense influence. Realizing this, Christian education must commit itself to developing programs of discipleship and mentoring between teacher and student as well as providing instruction and Biblical expectations for healthy models among student peer groups. HCA is committed to developing a context for appropriate relationships with students in areas of the Christian faith, academic pursuits and extracurricular activities. (Colossians 3:12-14) Excellence driven - There is no substitute for excellence when it comes to an educational system that identifies itself with the name of Christ. The pursuit of excellence for the glory of God is a prime qualifier in the design and implementation of
an overall school program. Excellence knows no boundaries or limitations. It is accomplished by the desire to do the very best with whatever Christ has provided, and should be applied to every aspect of school life. HCA commits itself to a mindset of excellence through the entirety of its school program. (Colossians 3:23) Eight Distinctive Beliefs: Listed below are the core beliefs of the school and the priority that they have on the school program. An unswerving commitment to the Bible as the final authority in all matters of school life. A commitment to thorough and purposeful integration of Biblical principles in the teaching of all academic disciplines. A formalized program of teacher-to-student discipleship, mentorship, and prayer support. A commitment to excellence measured by pre-determined benchmarks. A commitment to the development of quality educational facilities. An instructional staff characterized by the expression of strong Christian character and testimony, a genuine care for students, and credible educational experience and credentials. An intentional and mandated program of Christian outreach and service within the local community and beyond. Recognition of the authority of the local church in all matters of training children.
Strategic Planning for the next five years Strategic planning is a vital element to a dynamic organization. Planning, strategizing and dreaming are all part of keeping an organization looking to the future. The schools leadership team comprised of administration and school directors sat down for three days in July 2009 to shape a plan that would give vision for the next five years. During these three days, this group reviewed the mission and vision statement to ensure that it represented who the school is and what it is trying to accomplish. In addition, the group: Identified external factors affecting the school. These are factors that impact the school, but little can be done to control them. Gleaned information regarding internal factors (those issues that affect the school that can be addressed by the school). Brainstormed and pictured the ideal HCA in five to ten years. While the leadership team shared their heart and vision for the school for the next five years, it became apparent that their ideas could be clustered into categories. These
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clustered items became the basis of our strategic goals. The strategic goals that emerged from the three-day session included: Strategic Goal #1: Exceptional Facilities and Equipment: We will expand facilities as the Lord increases our enrollment through stewardship of the abundant resources that God has entrusted to us, in order to provide an environment that optimizes the learning experience for our students. Strategic Goal #2: Challenging Academics that Prepare for Life - We will filter all subject matter through the truth of Gods Word as we offer a wide range of rigorous coursework which maximizes critical thinking for learning within the framework of a biblical worldview. Strategic Goal #3: Vibrant Partnerships - We will intentionally build relationships to produce students and graduates who are living for Jesus Christ and stewarding their gifts and talents for His glory. Strategic Goal #4: Comprehensive Program Development - We will develop innovative programs which meet the spiritual, academic, social, emotional and physical needs of our students. Strategic Goal #5: Passionate and Professional Staff - We will attract, hire and retain highly qualified, dedicated followers of Jesus Christ who embrace our mission and demonstrate our core values as they teach, disciple and serve. Strategic Goal #6: Comprehensive Advancement - We will effectively communicate our mission and core values to targeted constituencies, raise funds to support our school and recruit vision-fit students. Furthermore, the team created initiatives under each strategic goal; and finally, action items were crafted under each strategic initiative. The document that contains the strategic goals, initiatives, and subsequent action items have been placed in a working document that will be reviewed on a quarterly basis by the very team that created it. Where there is no vision, the people perish. We want the vision of HCA to stay fresh and alive. The leadership team now has a working document that will keep school leaders on track for the future. Please see the Data/Documentation files for a complete copy of HCAs strategic plan.
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Demographic Portrait
The following information will give the reader a snapshot of Harvest Christian Academy. Details of the information given below may be found in the documentation files found in the school office. Name of School: Harvest Christian Academy
Campuses:
1000 North Randall Road Elgin, Illinois 60123 Preschool Twelfth
800 Rohlwing Road Rolling Meadow, IL 60008 Preschool Fifth
Grades:
Year Founded:
2004
Grades seeking accreditation: HCA is seeking accreditation for the Upper School only; grades six through twelve, located at the Elgin, Illinois campus. Enrollment: Enrollment for the grades to be accredited includes: 6th 19 7th 37 8th 38 Total MS: 94 students 9th 21 10th 18 11th 24 th 12 9 Total HS: 72 students Total 166
Family & Student Demographics: The following information regarding Upper School enrollment is taken from the schools student database. Of the 166 students in the Upper School at HCA: Gender: 78 or 48% are male, 87 (52%) are female Race: 148 students or 89% are Caucasian; 5 students (3%) are Hispanic; 5 students (3%) are African-American; 4 students (2%) are Asian; 3 students (2%) are Multi-racial; and 1 student (1%) is Native Hawaiian Cities/Towns: The student body represents 34 cites and towns. The largest sending city is Elgin with 42 (25%) students coming from the city in which the campus is located. Of significance, 45% of the Upper School student body comes from the Elgin/South Elgin/St. Charles corridor with the remaining 91 students (55%) coming from 31 other locales.
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Church: More than 70% of the Upper School student body comes from the schools host church, Harvest Bible Chapel. Only 10 other area churches are recorded as drawing students. The second highest number of students comes from Christ Community Church with six students or just under 4% of the total Upper School population. Enrollment History: Harvest Christian Academys enrollment has steadily grown over its brief history. In year one (2004-2005), 282 students were enrolled between the two campuses. Elgin had 242 students in grades preschool through six, while Rolling Meadows had 40 children in preschool and kindergarten. Each year since then, both campuses have added a new grade so for the 2009-2010 school year, there are 680 students of which 126 are in grades preschool through five at the Rolling Meadows campus and 554 students in grades preschool through twelve are at the Elgin campus. The table below shows the overall (grades preschool through twelve) enrollment history from FY2004 through FY2009. For more information regarding overall enrollment history including a breakdown of enrollment by grades for both campuses, please refer to the Data/Documentation file on record in the school office.
Overall Enrollment History 2004-2009 (Both Campuses)

FY04
Rolling Meadows campus Grades offered Rolling Meadows campus Student Enrollment Elgin campus Grades offered Elgin campus Student Enrollment Total Enrollment 302 454 561 683 707 673 PreKKdg 40 PreKSixth 262
FY05
PreKFirst 59 PreKSeventh 395
FY06
PreKSecond 86 PreKEighth 475
FY07
PreKThird 98 PreKTenth 585
FY08
PreKFourth 108 PreKEleventh 599
FY09
PreKFifth 126 PreKTwelfth 547
While the student enrollment had grown steadily through the 2008-2009 school year, enrollment dipped slightly in the 2009-2010 year. While the Rolling Meadows campus saw an increase of nearly 17% in the last year, the Elgin campus saw a decline of nearly 9% from last year to this school year. The significance of this statistic is germane to this accreditation study in that much of the decline came in the Upper School with a total decline of 21 students even while adding an additional grade. The table below shows the history of the Upper School enrollment and student retention from the schools first year through fiscal year 2009.
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Harvest Christian Academy- Elgin Upper School Student Enrollment/Student Retention History 2004-2009
FY04 6 RE % RE NE TE 7 RE % RE NE TE 8 RE % RE NE TE 9 RE % RE NE TE 10 RE % RE NE TE 11 RE % RE NE TE 12 RE % RE NE TE 6th-12th RE % RE NE TE 16 89% 16 57 41 72% 12 96 84 88% 37 170 128 75% 18 187 136 73% 11 166 11 11 FY05 FY06 FY07 FY08 FY09
TE= Total Enrollment RE= Reenrollment NE= New Enrollment
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25 16 89% 16 32
43 19 76% 11 30 22 69% 1 23
49 39 91% 9 48 30 100% 7 37 15 65% 10 25
41 39 80% 6 45 40 83% 4 44 20 54% 5 25 21 84% 3 24 8 73% 0 8
19 34 83% 3 37 37 82% 1 38 20 45% 1 21 17 68% 1 18 20 83% 4 24 8 100% 1 9
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Of significance from the statistics above is the poor retention rate of students going from eighth grade into the HCA ninth grade. The retention rate going into high school has not advanced over 65%. Whats more, the retention rate over the three years is getting progressively worse. This raised no small concern among the school and church leadership. Some examination into this lackluster retention into the high school reveals some possible explanations including: The difficulty of attracting people to a high school program with no record. The first graduating class will be June 2010. People want to see evidence of a strong academic program as evidenced by ACT/SAT scores and college admissions.
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High school students desire to see a fuller program with a wide variety of sports and extra-curricular clubs and activities that is not available until the school grows. Students and families want to be part of a larger program with more than 20 students in a graduating class. One could look at the high school enrollment numbers and glean some encouragement. In year three of the high school, enrollment has doubled from the first year. However, retention within the high school has not been stellar. For example, only 68% of last years freshmen returned for their sophomore year. This is not the kind of enrollment pattern that HCA has grown accustomed to in its short history. Church leadership ordered a study of the situation. A group of school parents, church staff and interested parties convened over many weeks to investigate among other things, the cultural vibe of the school. The findings, called a Special Report on Culture and Student Experience at Harvest Christian Academy High School, dated June 30, 2009, made several recommendations to school leadership. Some of the highlighted recommendations included: A greater synergy between the church and its school including use of the churchs worship team in chapel; utilizing the youth team in the schools discipleship department, requirement of HBC membership for all new teachers and staff; and use of the churchs new communications department. Develop more clubs, sports, and extra-curricular offerings. Create an atmosphere with noticeable privileges for high school students including a student lounge. Amend the dress code to reflect a more student-friendly feel. School leadership made several changes that seem to have brought a warmer feel to the Upper School. In addition, the school hired an Upper School assistant principal to give increased attention to students and faculty alike. Also, an Upper School office was created on the fourth floor to be close in proximity to the Upper School students and faculty alike. It is our hope that these and other changes to the high school culture will bring a continued positive response as early indicators show. A copy of the complete church study may be found in the Data/Documentation file in the school office.
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Operations
Governance: Type I; a ministry of a church (Harvest Bible Chapel). HCA is a ministry of Harvest Bible Chapel and operates under the authority of HBC and its Elder Board. The school operates under the corporate status of HBC as a ministry of the church. The responsibility of this school is vested in the Board of Elders of HBC. However, the Elders entrust the Superintendent with the general oversight of the school. In turn, the Superintendent of the Academy works with a council of parents and other interested persons who give general counsel to the Superintendent. Please see the schools policy manual, section 000 for more details of the governance structure, number of governing body members, how they are chosen, etc.
Facility: The combined overall amount of usable space in the two buildings on campus is 800,000 square feet, though the school Pre-school through Twelve uses approximately 250,000 square feet of usable space. The campus is located on a wooded, 80-acre tract of land bordering on nature preserves. The building area used by the school meets all applicable federal, state, and local fire, health, and building codes. The four-story parking deck located in the middle of the building and used by the school for parking, drop off and pick up of students hold 900+ vehicles. The Upper School utilizes the fourth floor on the north side of the building. This fourth floor area includes 13 classrooms, offices, a technology lab, and a student lounge. There are three additional classrooms available for further expansion of the Upper School. The classrooms are beautiful, well lit, and spacious with the average size of the classrooms at 900 sq.ft. The total square footage of the fourth floor available to the Upper School program is 27,300 sq.ft. Additionally, Upper School students utilize several classrooms and other space on the first, second, and third floors. These areas include: First floor: Band room (2,160 sq.ft); Choir room (780 sq.ft) Second floor: Cafeteria (5,000 sq.ft) Third floor: Science lab (1,680 sq.ft); Art room (1,120 sq.ft); Middle School science room (875 sq.ft); Computer lab (900 sq.ft.); Library (3,750 sq.ft) Finally, other areas available to and used by the Upper School program include: Chapel (7,800 square feet) Athletic Center including gym, locker rooms, and workout area (20,600 square feet) Taken together, the Upper School students have available to them and use more than 65,000 square feet of building space.
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Business Operations: Harvest Christian Academy establishes its annual budget for the forthcoming year during the month of December. The procedure for budget preparation involves building principals, central office staff, Leadership Team members, Advisory Council, and church Elders. In mid-fall, the Superintendent gives budget worksheets to principals and directors for specific line items. They put in their requests for funding with written justification for their requests. After turning these budget sheets in, the Leadership Team (made up of administration and directors) discuss areas of improvement for the school. They will also use the strategic plan as they determine prioritizing budget issues. Having created a tentative budget, the group discusses reasonable enrollment projections to make recommendations for tuition. The Superintendent brings the tentative budget plan to the church business office where it is scrutinized for accuracy. Once done, the budget details and tentative tuition levels are brought to the churchs Chief Financial Officer, who in turn, rejects or brings the plan to the full Elder board for approval. The 2009-2010 school budget is a balanced budget set at $3,123,701 in total revenue and expenditures; a reduction of approximately 4% from the previous years budget. Anticipating falling revenues due to the worsening economy, school leadership made the necessary personnel and other cuts to preserve financial integrity. The history of the tuition rates at Harvest Christian Academy are shown below:
FY04 Total Enrollment (Elgin only) MS & HS Enrollment Tuition Levels HBC Member Non-Member HBC Member Non-Member
262
FY05
395
FY06
475
FY07
585
FY08
599
FY09
547
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57 $3,850 $5,350 NA NA
96 $3,850 $5,675 NA NA
170 $4,275 6,100 $5,200 $6,500
187 4,485 6,405 $5,460 $6,825
166 $4,695 $6,705 $5,630 $6,995
Kdgth 8 gr. Kdgth 8 gr. High School High School
$3,850 $5,350 NA NA
The churchs business office assists the Superintendent with tracking income and expenditures. Monthly reports are created and disseminated to the Superintendent who is responsible for containing costs. Mr. Dennis Nelson, CPA, oversees the accounting office at Harvest Bible Chapel. Harvest Christian Academy utilizes the services of FACTS tuition management system to collect monthly tuition. Families have the option of paying annually, semi-annually, quarterly, or monthly (ten, eleven, or twelve month options), though the overwhelming majority of families choose monthly payment. No reduction of tuition is offered for annual or semi-annual payments.
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Its important to note the assistance given to the school from its host church Harvest Bible Chapel. HBC has repeatedly demonstrated its commitment to the school in many ways, not the least of which is financially. When the building and property was donated to the church, it was not suited for school occupation. Harvest Bible Chapel conducted a capital campaign called Seize the Opportunity that paid for, among other things, the renovation of the building making it suitable for school use. Each year since the schools opening in 2004, the church has paid for the schools upgrades/expansion needed for the schools increased enrollment. Furthermore, the church pays for several administrative salaries and nighttime cleaning. In addition, the school pays no rent, or any utility costs. The financial backing of the church was never more apparent than in the startup of the high school. With a small enrollment of 36 high school students, the school nonetheless, offered a full range of classes and honors courses. Certainly, the schools population could not pay for the high school program. As a matter of fact, the school ran a $100,000 deficit in the high schools first year. In its second year, the high school ran a $50,000 deficit. On one occasion, as the Superintendent was speaking with a group of prospective high school families, one astute gentleman asked how HCA could offer such a quality program at such an affordable price. The answer you cant unless it was for the huge financial backing that the church gives to its school. Over time, the high school will need to demonstrate its fiscal solvency. One issue that HCAs leadership will have to investigate is the schools tuition levels. While the non-member rates are competitive or less expensive than area Christian schools, the member rates are considerably lower than other schools. When one considers that families/students who pay member rates comprise 70% to 80% of the Upper School, the implications are enormous.
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Achievement Levels
Admissions Standards: Harvest Christian Academy exists to assist the Christian home in the training and nurturing of its children. Designed to assist Harvest Bible families primarily, the school also accepts non Harvest families who give evidence of their salvation in Christ. It is required that one parent give evidence of his/her commitment to Jesus Christ. For admission to the HCA high school, prospective students must be born again and express a desire to come to the school. The students pastor and/or youth pastor must give recommendation for the student. Academically, a copy of the students academic transcripts must be sent to the school. In addition, the student must take an abbreviated Stanford Achievement Test. The prospective student must score on at least the fifth stanine for total math and total reading. A positive teacher recommendation is required for all prospective middle and high school students. Students entering high school must complete a questionnaire asking questions as to why they want to come to Harvest. All this information is gathered together for the parent and student interview. In conclusion, Harvest Christian Academy desires students who love the Lord Jesus Christ, desire to come to HCA, and academically perform at the average or above average level. Achievement Data: Harvest Christian Academy is designed for the college bound student. As such, the middle and high school courses are designed as college preparatory. Once enrolled at HCA, students must take all required courses (Bible, English, Science, Social Studies/History, and Math) at Harvest Christian Academy, though exceptions for extenuating circumstances may be considered by the administration. Advanced math classes are the norm in middle school with honors classes beginning in the junior year of high school. In order to graduate from HCA, students must earn a minimum of 56 credits, with one credit being earned for successfully passing a semester course. For purposes of determining G.P.A. and class rank, the high school transcripts are maintained on a 4.0 scale, as determined by using the following scale:
A+ A AB+ B B-
98-100 94-97 90-93 88-89 84-87 80-83
4.0 4.0 3.7 3.3 3.0 2.7
C+ C CD+ D DF
78-79 74-77 70-73 68-69 64-67 60-63 0-59
2.3 2.0 1.7 1.3 1.0 0.7 0.0
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Honors, Advanced Placement (AP) and Dual Credit College courses are scored on a higher G.P.A. scale. Honors classes are based on a 4.5 scale while AP and Dual Credit classes are scored on a 5.0 scale. For a complete review of academic requirements, please see the student handbook as a part of the Data/Documentation files in the school office. Also included in the Data/Documentation files are the schools curriculum guide, and course offerings may be found in the school office. Middle school and ninth grade students annually take the Stanford Achievement Test in conjunction with ACSI national testing. In addition, sophomores and juniors take the PSAT test. In the table below, middle and high school Stanford Achievement tests are displayed. Each year, the school administration tracks individuals as well as grades/classes.
Stanford Achievement Testing Mean Scores for HCA Upper School 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 % % % % % Total Reading 79 84 76 76 73 Total Math 71 74 65 76 86 Complete Battery 75 80 69 73 74 Total Reading Total Math Complete Battery Total Reading Total Math Complete Battery Total Reading Total Math Complete Battery 78 66 73 78 69 72 67 59 66 78 67 72 74 73 75 69 67 67 74 73 70 80 80 77 85 82 80
Grade 6
th
th
th
9th
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Harvest Christian Academy ACSI Accreditation through Self Study Standards Report Format Explanation
REACH: Accreditation Manual for EE-12 North American and International School has been developed as a new model for accreditation. The ten standards in this document are comprehensive declarations of quality procedures and practices that should exist in schools and early education programs (schools/programs) that are striving to achieve superior performance and strong effectiveness based on educational research and quality practices from a distinctly Christian perspective. - Taken from REACH Accreditation Manual Introduction, p. 1
The purpose of the introduction to this part of the HCA Accreditation Notebook is to explain the design to its readers. Its format is in accordance with ACSI required elements. The ten standards, as developed by ACSI, are contained in the following pages (21-51); and incorporated into each standard section, a brief narrative, a list of strengths, a plan for continuous school improvement, and data/documentation section. Most of this format is self explanatory and we hope the Visitation Team members find it informative. A brief explanation of the Data/Documentation section is in order. The HCA accreditation steering committee thought it beneficial to the Visitation Team by creating a system whereby the appropriate data/documentation may be found for each corresponding indicator as outlined in the REACH manual. You will notice under each Data/Documentation section of this notebook, the list of indicators for that particular standard. Under each indicator, there is at least one, and more often, many sources of data and documentation which fulfills the requirement as outlined in the rubrics manual. This source of data and documentation will be available to the Team upon arrival at Harvest Christian Academy. These files arranged by standard, have all the corresponding documentation in an easily accessible file coded for your convenience. For example, as the Team investigates standard one and is reviewing the documentation which satisfies indicator 1.4, you may see on page 22 of this notebook that indicator 1.4 has several sources of data/documentation including a staff handbook, parent/student handbook, promotional materials, teacher evaluative materials, and so on. These same documents may be found in the standard one file under the very same labels as given on page 22. As you review this notebook, you may be assured of data and documentation awaiting you at the school. Of course, additional data or documentation not listed in the notebook will be available to you upon request. We hope you find this system helpful, and if there are any questions to this documentation system, it will be quickly clarified upon your arrival in the school office. Thank you.
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Harvest Christian Academy ACSI Accreditation through Self Study Standard One Philosophy and Foundations Brief Narrative Harvest Christian Academy, though young, is blessed in so many ways, including a written and detailed description of its philosophy, mission and core values (indicator 1.1). These statements are established, disseminated to the school's constituencies (1.2), evaluated regularly (1.1), and have been integrated into the school's program and operations through a variety of means (1.4). As a ministry of Harvest Bible Chapel, HCA adopts the same statement of faith as Harvest Bible Chapel. The philosophy, mission and core values give HCA its direction and distinct purpose. So, the school goes through great lengths to make sure our families see and hear and understand the mission, both informally and formally. One example includes the schools mission statements and core values on placards in different hallways/ classrooms throughout the school. These statements are also published in teacher handbooks, parent handbooks and often times stated in the newsletter and communiqus. The description of our mission is really a part of everyday life, whether it is verbal message at a Back-to-School night, graduation celebrations, concerts and the like throughout the year. In addition, parents of potential students are personally interviewed and oriented to the schools mission and philosophy. Likewise, our teachers and staff are oriented to the philosophy, mission and values of the school in several ways. Teacher screening (with new applicants) is always centered around our core values of CARE: Christ centered, Academic minded, Relationally oriented, Excellence driven. Teachers are oriented to the philosophy and mission of the school by a series of meetings: in-service days prior to school beginning, during the school year, and at the close of the school year. The teacher handbook states the objectives of the school and expectation of teacher, so those objectives may be achieved. Teachers meetings also provide for interpretation and implementation of the mission and philosophy on a regular basis. Faculty devotions enhance the philosophy of Christian education through Bible study. Required summer reading provides another format for growing in the area of the Christian education. Even as a young school, our faculty and staff have weighed in regarding how our mission and core values are reflected in their teaching (1l.6). Strengths The strengths of HCA in its philosophy and foundations include a high degree of symmetry and cooperation within the church ministry. HCA is an integral part of Harvest Bible Chapel. It's no wonder that approximately 70% of the student body comes from within the church. Another strength is the clear articulated statements of mission and values. You can hardly go anyplace in the school without seeing the school's core values of CARE on a wall or placard. It is a strength of the schools philosophy, mission, and core values that they are so steeped in Scripture.
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Examples of Documentation and Supporting Evidence Documentation which supports the following indicators: 1.1 Philosophy, vision, mission, and core value statements as contained in the: Faculty Handbook Student Handbook Strategic Planning Description School communication of its philosophy, vision, mission, and core values statements as contained in: Promotional Materials School Brochures Staff Handbook Parent/Student Handbook Yearbook The school has a clear written statement of faith as evidenced in: Staff Handbook Parent/Student Handbook Promotional Materials Employment Application & Process The philosophy statement consistently applies as an integrative device as evidenced by: Staff Handbook Parent/Student Handbook Promotional Materials Teacher Evaluative Materials Teacher Remediation Plan under Teacher Evaluative Materials End-of-year Student Surveys Samples of Communications with parents, students, and constituents Program Description Job Descriptions Yearbook The administration, faculty, and staff identify plans or goals to advance the philosophy, vision, mission, and core values of the school as evidenced by: Strategic Planning Description Teacher Created Faculty Norms Faculty Culture Profile under Surveys/Evaluation Instruments and Results Parent-Teacher Fellowship By-laws All staff demonstrate a commitment to the development of the whole child as evidenced by: Teacher Contract Teacher Job Description Program Description Staff Handbook pages 15-17;21-22 Teacher Evaluation Materials
1.2
1.3
1.4
1.5
1.6
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Teacher Remediation Plan Job Descriptions Non-certified Staff Evaluation
Plan for Continuous School Improvement The administration should develop a plan whereby the school mission is formally examined and plans are discussed to advance the philosophy and mission to the school's constituencies. The faculty and staff should participate in such an exercise and the plans written down as part of the school's strategic or school improvement plan. The Leadership Team should help the Superintendent develop a working tag line taken from the mission statement. The Superintendent will ensure that the schools mission placards are placed throughout the school.
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Harvest Christian Academy ACSI Accreditation through Self Study Standard Two Governance and Administrative Leadership Brief Narrative Harvest Christian Academy is a ministry of Harvest Bible Chapel. Therefore, the schools governance is patterned after and follows that of the churchs governance: elder leadership. The schools board is made up of church leadership; pastoral and lay elders. The Elders meet weekly to discuss issues in the church (including school) regarding direction, doctrine, and discipline. The schools Superintendent meets approximately twice each year with the Board of Elders reporting on direction and significant issues facing the school. He meets weekly with the elder who is given oversight to the school; the Assistant Senior Pastor. Through this elder structure and weekly meeting format, issues of importance are brought to the full elder board. The Elder Boards link to operational achievement and conduct is the school Superintendent who is vested with authority and accountability of staff, school operations, and more (indicator 2.4). An annual written evaluation of the Superintendents job performance is conducted by the Assistant Senior Pastor (indicator 2.9), and governed by policies of school life (indicators 2.1 & 2.2). The Elder Board delegates responsibility to an Advisory Council which provides advisement and assistance to the schools Superintendent. This Council, made up of school parents and friends, meets regularly to discuss pertinent issues and creating policies involving admissions, governance, finance, educational and student policies, and other operational aspects (indicators 2.1 & 2. 2). This is a key group of constituents who provide appropriate input in the decision-making process of the school (indicator 2.10). Additionally, there is extensive policy that determines the Councils functions, authority, and Superintendent relationship with the Advisory Council itself (indicator 2.3). There are two distinct Advisory Councils, one for each campus of the school. The HCA budget in excess of $3 million is carefully constructed to fulfill the mission of the school (indicator 2.6). Accurate monthly financial statements are disseminated to the proper personnel and annual financial reviews are conducted (indicator 2.7). The church and school tie is evidenced by the adoption of the annual budget via the churchs Chief Financial Officer. Annually, the Superintendent provides to the CFO figures of staff compensation, income and expenditures, and tuition levels for the school (indicator 2.11).
Strengths The strengths of HCA in its governance model include a high degree of support and autonomy given to the Superintendent. He is free to run the school within the parameters of policy and church direction. This focus of independence while providing continual checks to ensure lockstep direction with the church enables the school to make decisions that are timely while prudent.
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Examples of Documentation and Supporting Evidence Documentation which supports the following indicators: 2.1 Policies are in place to see that the educational needs- as well as the developmental needs of the whole child are being met as evidenced by the following documents: Policy Manual & By-laws Admissions Policies and Procedures Promotional Materials End-of-year Student Surveys In-Service Agendas Established policies and procedures promote effective operations as evidenced by: Policy Manual & By-laws Staff Handbook Parent/Student Handbook A governing body has been established with defined roles and responsibilities as evidenced in: Policy Manual & By-laws The governance and leadership of the school/program reflect a clear Christcentered governance and leadership model as evidenced by: Superintendents Job Description Policy of Annual Agreement of Advisory Council Members in the Policy Manual; policy # 1.1.1 Policy Manual containing governing body and leadership job descriptions (including testimony and evidence of faith); policy # 0.1.1 through 0.7.4 Financial resources are available to fulfill the mission of the school as evidenced by: 2009-2010 School Budget Monthly Financial Reports Budget Development Plan and Budget Documents Meaningful Consultation with U-46 Minutes The budget is constructed carefully and managed properly as evidenced by: 2009-2010 Budget and Budget Worksheets, and description of budget construction as found in Budget Development Plan and Budget Documents Tuition and Fee Rates Monthly Financial Reports Budget Development Plan and Budget Documents A financial review if conducted annually as evidenced by: Financial Audit Report
2.2
2.3
2.4
2.5
2.6
2.7
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2.8
The school/program ensures compliance with applicable local, state, and federal laws as evidenced by: Certificates of Compliance Fire Drills Report Crisis Management Plan The school recognizes and preserves the administrative leadership of the school head and provides for adequate evaluation of leadership as evidenced by: Organizational Chart By-laws Policy 0.7.0 regarding Advisory Council/Superintendent Relationship as found in the Policy Manual & By-laws Administrative Evaluation Forms Constituents and stakeholders are provided appropriate input in the decisionmaking process as evidenced by: Advisory Council Agenda and Minutes located in conference room Surveys Faculty Culture Profile End-of Year Student Surveys Days marked for parent meetings with the Superintendent under the School Calendar Folder Compensation packages for all employees are commensurate with the training and services rendered as evidenced by: Salary and Benefits/Compensations Documentation Teacher Contract Tuition & Salary Comparisons with area Christian schools Strategic Goal Number Five in the schools Strategic Plan
2.9
2.10
2.11
Plan for Continuous School Improvement The administration should develop a plan whereby school direction is more clearly ascertained through a variety of school constituencies. Participation from these various constituencies would provide buy-in of mission from parents and staff alike. While the Elder model of leadership works for HCA within the context of Harvest Bible Chapel, the Superintendent needs to meet more regularly with the Advisory Council to solicit their opinions and advice. Without their regular input, they may begin to think of themselves as irrelevant to the decision-making process. The Superintendent should schedule regular and varied meetings with parents to seek input and provide opportunities to cast the vision of the school.
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Harvest Christian Academy ACSI Accreditation through Self Study Standard Three Home and Community Relations and Student Services Brief Narrative Harvest Christian Academy values its parents and students and often takes the time to understand them more completely and serve them. As a ministry of Harvest Bible Chapel, church membership is a benefit to many of the families attending HCA. In an effort to promote the ongoing mission of the school, the church provides support for evaluating church membership status of those HCA families (indicator 3.1). Another key area Harvest Bible Chapel provides ongoing support to the school is in the positive promotion of the school amongst its members which provides the majority or approximately 70% of the overall school enrollment (3.2). Harvest Christian Academy continues to determine additional ways to continue the strong enrollment trends for the future both inside and outside the walls of the church and uses feedback from parents and others to help meet the needs of the families while maintaining focus on the mission and vision of the school (3.2 and 3.4). One way the school endeavors to support the current families is in making sure that regular communication by teachers and the school administration is a part of the culture (3.5). Although Harvest Christian Academy is a young school, service to our students has been a priority from the beginning. All students at Harvest Christian Academy participate in annual standardized testing which is used to both assess our programming and to assist in understanding how to best service our students (3.7). In addition to the annual assessments, outside professionals are called upon to assist in evaluating student needs as they arise (3.8). In the middle and high school, the Guidance Counselor plays a significant role in assisting students in placement into courses and ultimately into colleges as they reach graduation (3.7 and 3.10). At Harvest, student activities are seen as key components of a quality program, and that is evidenced through the variety of programs that are offered through the school. A variety of sports, clubs, extra-curricular and co-curricular programs are available to students of varying genders, ages, and interests (3.12). Coaches and directors are carefully chosen to ensure a match to the school philosophy and mission (3.12). One thing that distinguishes Harvest Christian Academy is the commitment from Harvest Bible Chapel to provide a facility and program of excellence (3.13). Strengths Parents and community members have encouraged HCA in its pursuit of excellence in communication through the use of the web page and email communication. Maximizing these resources has proved invaluable in keeping people informed about the programming at the school. The guidance program matches the level of excellence set by the school for all high school students by offering to meet spiritual as well as emotional support as well as providing college preparation courses and resources. Harvest Christian Academy provides an exquisite facility, by the Lords grace, for both student learning and engagement in activities.
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The Parent-Teacher Fellowship is active and helpful in promoting the HCA culture to our families. Examples of Documentation and Supporting Evidence Documentation which supports the following indicators: 3.1 The school conducts regular demographic assessments of its constituents as evidenced by the following documents: Demographic information as found in the Accreditation Notebook Church Affiliation Information Membership Rate Letter Enrollment is sufficient to establish the viability of the school as evidenced by: Upper School Enrollment Chart by Grade The length of the school day and year, as well as the number of instructional hours and days, should comply with state laws as evidenced by: School Calendar Parent/Student Handbook Selection 3.3 The school systematically seeks input/feedback from current and past students and their families to provide insight and information regarding the learning process in order to adjust it practices as evidenced by: HCA Withdrawal Form Parent/Teacher Conference Feedback Form Conference Report Form Year-end Teacher Evaluation Form Progress Report Survey Regular, established, and effective two-way communication occur between the school and its constituents as evidenced by: School calendar School Calendar; Special Meetings in which Administration meets with Parents and/or Students in Informational Settings E-mail directory Staff Handbook Selections 3.5 Parent/Student Handbook Selections 3.5 School Directory Skyward Parent Portal Parent Portal Handouts HCA Web Page Conference Report Form Student Progress Reports School News Parent-Teacher Conference Standard Form
3.2
3.3
3.4
3.5
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3.6
The nondiscrimination statement must be demonstrated in the action, relationships, and programs of the school as evidenced by: Student Application Teacher Employment Application Application for Employment Staff Handbook Selections 3.6 Parent/Student Handbook Selections 3.6 Athletics Handbook Student demographics information Guidance services include standardized testing, counseling, referrals, and posthigh school planning as evidenced by: Student orientation programs Parent/Student Handbook Selections Middle School Testing Schedule SAT/ACT Registration Packet High School PSAT Parent Letter/Reminder High School Academic Requirements and Course Offerings Booklet LDR 150: Introduction to Life Calling Brochure Senior Questionnaire Senior Appointment Pass High School Course Selection Packet HCA Senior Information Night Packet & Power Point Web Articles Seven Star Online Program Information HCA Web Page Student Records Referral Flow Charts (Guidance and Academic) Guidance Referral Form High School Orientation Power Point Proposed Web Button Processes are in place to identify and address students/children who have special needs as evidenced by: Student/Child progress reports Parent/Student Handbook Selections Training, support, and ongoing professional development for guidance personnel are provided as evidenced by: Supplementary Professional Development Documents A working relationship with parents is fostered by the guidance department as evidenced by: Calendar of events which promote parent understanding including Senior Information night, Eighth Grade Information night, College Financial Aid night, etc. Parent/Student Handbook Selections Graduation requirements as detailed in the High School Academic Requirements and Course Offerings Booklet
3.7
3.8
3.9
3.10
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High School Orientation Invitation Letter Staff Handbook Selections 3.11 Confidential records of students/children must be kept in a safe location, and they must be complete, organized, current, and accessible only to appropriate personnel as evidenced by: Staff Handbook Selections 3.11 Student Records The activities program includes activities that foster opportunities for both genders; reflect the gender mix of the school population; balanced among athletics, fine arts, and academics; and are directed by sponsors, advisors, and coaches who understand the philosophy of the school. This is evidenced by: Middle/High School Athletic Reception Program Athletic Activities Calendar Athletic Handbook Middle/High School Online Athletic Registration Form Extracurricular Club Fliers High School Academic Requirements and Course Offerings Booklet Staff Handbook Selections 3.12 Parent/Student Selections 3.12 The school provides sufficient facilities, appropriate personnel, and financial support for each component of the student activities program as evidenced by: Stipend Schedule Budget Information Master Site Plan Facility Map
3.12
3.13
Areas for Continuous School Improvement As more students continue through Harvest Christian Academy, we seek to refine the referral program for students with academic needs. Identifying and servicing students who need academic support is a short-term goal of ours as we grow and strive to serve students more effectively. Sports offered are generally balanced, but we need to offer more boys sports, better inform the boys of the opportunities to participate, and also increase the quality of experience of existing boys and girls sports. The Assistant Superintendent will develop a plan for the screening, intervention and referral of students with academic, spiritual, and emotional needs. The Superintendent should solicit feedback of student needs from the student council.
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Harvest Christian Academy ACSI Accreditation through Self Study Standard Four Personnel Brief Narrative Harvest Christian Academy has met the personnel standard in some areas and exceeded compliance in most areas. The schools faculty and staff of 75 professionals minister to nearly 700 students across two campuses. The Upper School faculty of 17 teachers is clearly sufficient for a population of 190 middle and high school students (indicator 4.11). The high quality of HCAs personnel is ensured by an application process that is extensive which includes applicants demonstrating a personal faith and maturity in Jesus Christ (4.1), a calling to the Christian school ministry (4.3), and an understanding of professional responsibilities commensurate with a Christian school educator (4.2). Embedded in this design are finger-print background checks, ACSI and state certifications, and appropriate assignment of staff in their areas of expertise and qualification (4.7 & 4.12). Specialists are employed in the areas of technology, art, music, physical education, Spanish, Library, Band, and Bible. In addition, teachers are required to show evidence of expertise and training by submitting their college transcripts to complete their personnel files (4.6). Each year, a formal induction is held for new staff and returning staff is also required to attend sessions before school begins (4.12). The induction period features discussions and presentation of the HCA mission, discussions and introductions to curriculum, introduction to the evaluation process and benefits. New teachers are given training on e-mail, voice mail, copiers, laminators, and all other equipment in the teacher work center. They are also given instruction on how to access their computers from home (4.9). In addition, each new staff member is required to show proof of a negative findings tuberculosis test. All staff must also become certified in CPR First aid, a course which is offered at school expense during induction. HCA teachers and staff are strongly encouraged to continue their educations through staff development, conference attendance, and Bible coursework. As part of the benefit package, teachers are offered $100 per credit hour reimbursement for approved coursework that contributes to the mission of the school. In addition, HCA participates in the public school cooperative Title grant programs which bring us funding to support teacher learning. Time is built into the calendar for in-service training and on-going professional development (4. 8). In the interest of assisting new staff to adapt to teaching at HCA, there was a mentoring program introduced in 2008-2009. The evaluation cycle includes teacher mentoring as part of the program for inducting new members. Due to the newness of many of our staff and our programs, the program was designed as a group mentoring cycle, meeting monthly to discuss a variety of subjects and encourage teachers as they progress through the year. This program includes all teachers new to HCA, whether they have past teacher experience or not. The goal for this program is to train more individualized mentoring as a companion to this program administered in group format. Training for individual mentors is needed before such a program will progress to the next stages. When returning staff comes back to school, HCA hosts a three-day period of teacher learning and team meetings related to the theme or improvement goal for the year. These meetings have featured such presenters as: Answers in Genesis, Walk Though the Bible: 7 Laws of the Learner, Nehemiah Institute, and Harvest Bible Chapel's Peak
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Performance. There is time for team meetings, prayer, extended conversation about new programs and introduction of new staff. In addition, all staff is required to certify their understanding of Blood Borne Pathogens responses, Moral Fences of Harvest Bible Chapel, policy on sexual harassment, and they are required to certify their understanding of the state requirements for mandated reporters. This is done annually with all staff. Administratively, HCA is fortunate to have seasoned professionals who are academically qualified and licensed in their areas (4.5). Both lower school principals have master's degrees and are licensed by the state or through ACSI. A new Assistant Principal position for the Upper School was recently designed and a candidate hired for the 20092010 school year. This person is also ACSI certified for the assignment. Both the Superintendent and Assistant Superintendent have earned education doctoral degrees and are licensed by the State and/or ACSI. The Superintendent works with the governing body or Elders of the sponsoring church (4.4). In order to track all of the certifications, training, license expirations and renewals, the Assistant Superintendent supervises hiring, remediation, mentoring, professional development (4.8), termination and talent search. This allows personnel files to be confidential, complete, cohesive, and organized in chronological order. It also allows for continuity in the process of evaluating and documenting goals for personnel at every level (4.10). Strengths Through formal surveys and anecdotal conversations and notes, it is evident that HCA faculty and staff understand and propagate the mission of the school. Another strength of HCA is the commitment of the administrative team in regards to development and professional growth for the teaching staff. Finally, with 75% of the faculty and staff attending Harvest Bible Chapel, there is great harmony between church and school. Examples of Documentation and Supporting Evidence Documentation which supports the following indicators: 4.1 Each staff member is a born-again Christian, reflecting the schools code of ethics and lifestyle as reflected in the: Staff Handbook Teacher Contract Job Descriptions Application Documents The leadership of the school ensures that staff members know and understand the ethical consideration of their respective positions as evidenced by: Job Descriptions Moral Fences & Standards Document In-Service Agendas from 2005-2009 Handbook agreement document First Aid/CPR Training Sexual Harassment Statement
4.2
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Mandated Reporter Binder Teacher Contract 4.3 School personnel must clearly indicate their calling to the mission of the school as evidenced by: Written statements in each Personnel File The chief administrator shall report to or work directly with a governing body or committee as described in: Policy manual & By-laws Superintendent Job Description The K-12 chief administrator and all K-12 principals must hold an ACSI administrative certificate as evidenced by: Superintendent Job Description Personnel File; transcripts, certificates ACSI Staffing Report All K-12 teachers must hold, at minimum, a bachelors degree from an accredited college/university or an institution recognized by ACSI as evidenced by: Documentation of teacher credentials, including certification, licensure, highly qualified status, baccalaureate degree, etc. Teacher Job Description Personnel Files Policy Manual Teacher Handbook The K-12 faculty, including full-time equivalents, must hold current ACSI certification as evidenced by: Documentation of teacher credentials, including certification, licensure, highly qualified status, baccalaureate degree, etc. Personnel Files ACSI Staffing Report Professional development in specific subject areas and grades, as well as the philosophy of Christian school education, is ongoing and integral to the school as evidenced by: Documentation of teacher credentials, including certification, licensure, highly qualified status, baccalaureate degree, etc. In-Service Agenda & Documentation PLCs at HCA Summer Reading Assignments Staff Handbook Professional Growth Plan Request U-46 Title Grant Information New Teacher Mentoring Professional Development Library Professional Memberships list
4.4
4.5
4.6
4.7
4.8
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4.9
Teachers, staff, and administrators receive training in technology that is appropriate to their work assignments as evidenced by: In-Service Agendas from 2005-2009 Skyward Training New Teacher Mentoring Procedures, instruments, and files for annual, effective, performance-based evaluation, hiring, rehiring, and separation of employment for all personnel must be organized and systematically stored as evidenced by: Evaluation Documents Personnel Files Ventures Interview Documents Employee Applications Request for Assistance Documents Non-Certified Evaluations Exit Interview Form Policy Manual Hiring Documents New Teacher Mentoring The number of instructional staff and support staff is sufficient for the scope of the school as evidenced by: Staff Roster Class teacher/student ratios as evidenced by Staff Rosters All personnel, including volunteers and substitutes, must have on file the appropriate screening and background checks. All personnel must be appropriately supervised and staff orientation must be thorough and timely as evidenced by: Screening and Background Checks Personnel Files; evaluations- summative and formative Teacher Induction Training Policy Manual
4.10
4.11
4.12
Areas for Continuous School Improvement Harvest Christian Academy is in its infancy, having begun with grades preschool through six in the 2004-2005 school year. When the school began, state certification and not ACSI was the professional qualification or license necessary for employment. So, a number of teachers were recently granted temporary ACSI certification. Over the next few years, the administration must take the necessary steps to ensure the expectation of teachers having their ACSI standard teaching certificates. The Superintendent must develop a long-range plan to increase teacher salaries commensurate with degree and experience. A business plan regarding the costs associated with the increase must dovetail with increased tuition income and/or sustainable gift income. The administration should develop a merit pay scale to replace the traditional lane and step model of teacher pay.
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The administration will develop a plan to incorporate professional learning communities as a best practice of staff development.
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Harvest Christian Academy ACSI Accreditation through Self Study Standard Five Instructional Program Brief Narrative HCA has the desire to produce a program which encourages students to experience through hands-on-activities, to make life application of learning, and to experience Gods power and creativity through all the disciplines (indicator 5.5). We know that this will only happen as we make a solid, connected, and seamless plan for Pre-K-through grade 12. The plan for curriculum development at Harvest Christian Academy is based on the philosophy that teachers are the real curriculum experts in the classroom. The initial efforts at mapping curriculum have been focused on preventing the text from becoming the major focus for instruction. We also desire to make the text conform to standards that we value and choose rather than simply teach through a text. The creation of curriculum maps at Harvest Christian Academy began the process of curriculum and course development at all levels from the very first year. They have undergone a variety of re-writes as student progress and development has informed our instructional goals and approaches (5.1). During the first years of 6-12, a curriculum map was developed by a team of educators who were not part of the HCA family. This was done because each plan needed to be developed before there were staff hired and students enrolled. Philosophically, we wanted to be sure to know what we wanted to teach and why, before we selected materials. In order to make the formation of each segment of the school flow into the next, it was important to develop a trajectory for K-12 instruction. The basic flow for this progress was charted long before there were grades created to implement the courses. Most coursework was backward mapped assuming an ending point of AP courses at the high school levels. This was done in order to make sure that students would not be excluded from higher level AP and dual credit work in their later high school grades. As students enrolled and teachers implemented the maps, the teaching team was asked to weigh in on changes that needed to be made (5.4). The curriculum maps were initially published to parents and distributed widely so that credibility for our program could be established. At the time, we knew that it would become necessary to build a full curriculum guide. The guide presented by our staff is the result of a year-long, collaborative process. The process included converting the initial curriculum maps into a full curriculum guide by adding and defining objectives, assessments, activities, materials, and Biblical integration points (5.2). Thinking skills, cooperative work skills, and career connections are embedded across the curriculum even though there are specific objectives listed separately. Each discipline has formed a team and has been led through the process of embedding the national standards into the guide (5.1). This has been done at all levels, in all disciplines as the philosophy of HCA targets excellence. Since the Illinois State Standards are very vague, we prefer to use national standards, but Illinois Standards can be extrapolated from our maps when needed. The standards document that we have followed can easily be found in detail at the McREL website, www.mcrel.org. The goal of the new curriculum guide is that it will become a living, breathing document worth using weekly for planning and improving annually; sooner when needed. Teachers are encouraged to note when improvements are needed throughout the year.
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They are also encouraged to have curriculum discussions continuously and approach administration with new ideas. Many teachers present ideas gleaned from their professional memberships, books they read, courses they attend, or from in-services we have presented. All of these ideas have been folded into the thinking about our first formal school improvement plan (5.3). It should be noted that since the guide is new to our staff and to Harvest Christian Academy, no review cycle has been used to improve it. A review cycle has been adopted, but it is too soon to tell what result of implementation will yield. A commitment has been made by administration and staff to apply the review cycle and improve it as time informs the practice. Prior to this year, our school improvement process has been informal, lacking a detailed plan. This has been by design and by decision due to the youth of the program. At present, the Stanford Achievement Test data are analyzed by item at each level tested. This information is evaluated by teams to inform instruction and the evaluation is passed on to the receiving teachers. Since we are using the Stanford through the ninth grade, this provides solid information that, combined with other measures, informs our teaching decisions and curriculum development and change (5.8 & 5.9). The PSAT data also inform for 10th grade and ACT and SAT data will be used as soon as our students are old enough to take those tests and post results. Other formal testing is done when students are experiencing failure and frustration. HCA uses the Woodcock Johnson III Reading battery for diagnosing reading difficulties. The Hannah-Orleans Algebra Prognosis test is used for placement of students into the Pre-Algebra strand and has been used to more accurately place students when they have not had algebra background. There are a variety of informal measures that are used as well: classroom evaluations, testing by objective and practice by objective for math, and running records for reading. It is the role of the Assistant Superintendent to guide the discovery of data and to present the items analysis to teachers. In addition, the reports to teachers and parents are created at this level. When a parent has a concern or a teacher needs help developing instruction improvements from test data, guidance is provided from this office. In the future, it is our intent, as evidenced by our existing (our first formal) school improvement plan, to have the school improvement process continue to be informed by our test data (5.7), our informal data, our teachers expertise and community input. We know that this is best practice and will continue to implement it as we grow older. Calendar planning and specific schedules to class times and specials classes ensures adequate time for instruction and learning (5.11). The facility, equipment, and teaching materials are exceptional. Teachers are provided funds in the annual budget for purchasing materials needed for instruction (5.10). Course guides and graduation requirements are published annually and disseminated to the respective publics (5.11). Graduation requirements meet or exceed State standards.
Strengths HCA is strong at listening to teacher voice in the various stages of curriculum development and is willing to modify when teachers make a case for objectives being invalid or unrealistic. HCA is strong at identifying areas that need improvement and addressing them. HCA is strong at identifying best practices and searching out whether these are a match for our philosophy, good for HCA students, and appropriate for our context.
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Examples of Documentation and Supporting Evidence Documentation which supports the following indicators: 5.1 The curriculum guide is based on biblical truth, sound educational practice, and appropriate standards as evidenced by: Subject Area Curriculum Guides MCREL Standards Document The curriculum guide includes school wide expected student outcome; and educational philosophy that includes a biblical basis for each course; and mapping or scope and sequence of instruction. This standard is evidenced by: Subject Area Curriculum Guides High School Course Booklet Educational Philosophy Lesson Plans The school formally evaluates the curriculum and the instructional program on a systematic basis, including the monitoring of the school climate to ensure that it is conducive to learning and development as evidenced by: Subject Area Curriculum Guides Faculty Culture Profile 2008, 2009 The school uses instructional strategies, learning activities, and technology that are research based and reflective of sound educational practice as evidenced by: Curriculum Guide Lesson Plans Staff Handbook PLC Documents Yearbook J-Term Course Descriptions Student Technology Agreement Course Descriptions Schedules Instructional strategies and learning activities focus on active learning, the achievement of essential knowledge and skills, wisdom and understanding, and critical thinking skills as well as higher-order thinking skills as evidenced by: Curriculum guide (activities column) Textbooks Lesson Plans Yearbook Clubs The school has a written classroom management policy that is developmentally appropriate, biblically based, implemented effectively, and communicated to the school community as evidenced by: Parent/Student Handbook Staff Handbook
5.2
5.3
5.4
5.5
5.6
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5.7
There is a systematic program in place for the assessment of student learning and development as evidenced by: Curriculum Guide SAT/PSAT Results Progress Reports Parent Conferences PLC Assessment Book The school gathers, analyzes, and uses data and research in making educationally sound decisions regarding students, teachers, and the allocation of resources as evidenced by: Professional Memberships Summer Reading for Staff Stanford Administrative Reports, Items Analysis STAR Math Data Progress Reports Report Cards Roll-up Data Graphs Grade-level Achievement Graphs The school uses comparison and trend data of student performance from comparable schools in evaluating the schools effectiveness as evidenced by: Stanford ACSI Comparison Data Stanford National Comparison Data SAT Data Studies Instructional materials that are adequate and appropriate for the programs offered are systematically selected and evaluated, and they are informed by appropriate input as evidenced by: Textbook Selection Policy Textbooks Curriculum Review Cycle Policies are in place to see that the educational needs- as well as the developmental needs of the whole child are being met as evidenced by the following documents: Guidance Referral Form Academic Referral Form Policy Manual Parent/Student Handbook Staff Handbook Meaningful Consultation with U-46 Minutes
5.8
5.9
5.10
5.11
Areas for Continuous School Improvement The administration should implement a curriculum adoption and review cycle. The administration should implement the Response to Intervention model and modify it as students needs are studied and met through intervention.
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The administration needs to develop a plan; short and long term, for the addition of courses, both core and elective, for the high school. The administration should pursue relationships with additional colleges regarding AP and/or dual credit classes. The Assistant Superintendent will help teachers develop expertise in using data to improve instruction. Instructional Program Disciplines Narrative with Strengths and Weaknesses The instructional program in the HCA Upper School is young. Being only three years old, it has not had the pleasure of growing from the bottom up as would be expected in most schools. Fortunately, the experience of meeting students where they are, at whatever grade level they choose to enter, is a privilege that has become part of the short legacy of this school. The challenge with enrolling students who have not learned in an aligned program is that they may bring gaps or overlaps to their learning. In some cases, learning difficulties have been overlooked, in other cases, rigor has not been the previous standard and some students find the transition to HCA a little overwhelming at first. Because of Gods grace, and the love of some very dedicated teachers, HCA has been able to meet a variety of needs. As a small high school (hoping to become larger), HCA is in the peculiar position of providing a full program, featuring sports, activities, fine arts, and college preparatory academics, to a small population. Without the full program, enrollment suffers. With the full program, class sizes are small, which benefits students, but has not helped us to achieve economy of scale. Our strategic plan includes goals for program expansion, student retention, and growth of the Upper School. These things are not mutually exclusive of enrollment. As God continues to bless HCA with growing enrollment, we will see the program grow to accommodate students needs. In the meantime, HCA will continue to use all creative means possible to provide a rigorous program that is broad in scope and deep in content. Mathematics The Mathematics program has been considered aggressively advanced. After initial consultation with many sources, and reading broadly on the subject of middle school students, it was decided to keep the math strand advanced. Therefore, all sixth graders are required to take Pre-Algebra. This is followed by a choice between a two-year Algebra experience, or a one year Algebra experience followed by Geometry. The Geometry taken in middle school does not qualify for high school credit. This program has yielded mixed results: 1) a few students are successful but then decide to re-take Algebra in high school because of the time lapse between seventh grade Algebra and the possibility of Algebra 2 in ninth grade 2) a few students are
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successful and go on to track into the higher math strand in high school allowing them to reach Pre-Calculus and Calculus before graduation, 3) a few students are not successful and are feeling that the advanced strand is too fast for them. These students generally re-take Algebra 1 and Geometry for the math credits they need. Strengths of the math program in Middle School: Advanced tracking allows students to reach Calculus before graduation Small class size allows teachers to be aware and engaged when students struggle. Students have graphing calculators and manipulatives at their disposal. A new math track program was recently begun after a small group of students was identified as struggling. This program is co-taught by the Learning Resource Teacher and adds an additional section of support (a second math period) for those who have serious gaps in their map knowledge base. Weaknesses of the math program in Middle School: Advanced tracking needs to be complimented with another math track to accommodate students who are slower in their math readiness. The jump between fifth grade math and alignment with the Lower School needs to be strengthened in order to give good support to students rising through the grades. Strengths of the math program in High School: Advanced tracking allows students to select advanced coursework in support of their college goals. This also allows students the opportunity to exposure to advanced concepts before testing for college entrance. Class sizes are very small, affording students tremendous teacher support and attention. Slower math students have the option to re-take Algebra 1 and Geometry for math credit to avoid having to go into the higher math courses when that would present a conflict. Teacher qualifications are strong and the applications to real life are apparent. The breadth of the program is strong considering the size of the school population. Weaknesses of the math program in High School: The weaknesses of the program are the lack of advanced technology for the program.
Science The middle school science program follows a classic progression including Earth Science, Life Science, and Physical Science. Students then progress toward the High School Sciences beginning with Conceptual Physics. This is a required course for all freshmen, followed by Chemistry and Biology for upperclassmen. The Strategic Plan goals target the broadening of advanced laboratory science courses. At present there are enough basic laboratory courses to meet graduation requirements. The addition of advanced courses will be implemented with consideration given to schedule availability, student needs, and economy of scale.
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Strengths of the science program in middle school Students are exposed to the sciences in a biblical perspective, making them able to merge their faith and learning. The subject of evolution is discussed in the light of truth so that students can develop an apologetic for their thinking. Students have high school quality laboratory, which is appropriately stocked with the proper safe guards in place. Weaknesses of the science program in middle school The laboratory is shared with the high school program and therefore schedules sometimes prohibit one group from using the lab when needed. Facilities should be further developed to prevent this if the program is to grow further Further training in young Earth creationism should be given to the science team to reinforce their understanding for biblical integration purposes. Strengths of the program in high school Students are exposed to the sciences in a biblical perspective, making them able to merge their faith and learning. The subject of evolution is discussed in the light of truth so that students can develop an apologetic for their thinking. Students have high school quality laboratory, which is appropriately stocked with the proper safe guards in place. Masters degreed staff is in place. Weaknesses of the program in the high school The laboratory location is in the midst of the elementary school and it is shared by the middle school students. Facilities should be further developed to accommodate the broadening of the program. Advanced coursework needs to be designed for high schoolers who need AP or college level courses in order to achieve their college placement goals. Students should begin to prepare for the appropriate level of science fair Language Arts The Language Arts program addresses learning goals in the areas of: Reading, Writing, Speaking and Listening, and Accessing and Using Information. The courses are aligned from the middle school through the high school. All seven years coursework are mandatory for graduation. There is a classics focus to the Language Arts program. Middle school titles are more contemporary in nature and will align with History curriculum in some areas. High School uses more traditional American and British classic literature. Students are trained in analysis and thinking skills. The writing components of both programs include an all school rubric based on the research in 6+1 Traits. This alignment encourages students to employ the language of writing as they develop their style, voice and competence. In addition, HCA hosts Drama Club and Writing Club. The Drama Club is responsible for school productions while the Writing Club give students the opportunity to write and submit pieces for contests. Several students have won contest recognition because of their writing submissions.
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Students are also encouraged to participate in the ACSI Speech Meets and the Writing Contests. Teachers have included opportunities for advanced writing and drama in the J-Term course selections. Students who are particularly talented and interested in writing and acting usually choose these courses for J-Term. The English Department collaborates with the rest of the middle school and high school teams in order to prepare students for writing tasks across the curriculum. Often, students will prepare a paper to indicate content mastery in a content area and the piece will also be graded for proper writing form by the English Teachers. This prevents students from overload and it helps them to see the interdisciplinary nature of reading and writing. The Language Arts program incorporates program standards, which are published for students and parents. Students are required to read and log 25 pieces of literature across 13 genre for each year between 6-12 grades. Similarly, they are required to write and log 10 pieces across 8 genre for each year between 6-12 grades. These logs are kept with portfolios of student work in hard copy form for middle school and in electronic copies for high school. Strengths of the Language Arts program in middle school: The program in middle school is delivered through a double period schedule, one period for language arts (writing grammar) and the second period for reading (strategies and analysis of literature). The middle school program is enhanced by the addition of the Making Meaning program which stresses reading strategies. Students reading levels are tracked up through middle school using running records. The middle school program is well-stocked with sets of novels (see the guided reading room) which are leveled. This allows students to have some choice in their assigned reading. Weaknesses of the Language Arts program in middle school: Students need better access to computers for writing production. This is presently available on a laptop cart, however, because of the complicated set up time, teachers are reluctant to use it frequently. Strengths of the Language Arts program in high school: Students have been assigned their own laptops and can use them during and after school for production of assignments and transfer of them electronically. This creates the opportunity to rely on keyboarding skills making students more ready for college and it allows the opportunity for electronic portfolios. Students have the benefit of interdisciplinary coordination of assignments which prevents overload and helps them to see the curriculum as related. Students have rigorous expectations when it comes to quality and volume of reading and writing. Students have expanded opportunities to pursue areas of talent and interest in Drama, Creative Writing, and Speaking as they take advantage of J-Term schedules and clubs.
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Weaknesses of the Language Arts program in high school: Students are not exposed to coursework targeting Journalistic type writing. They might benefit from exposure in this area should that be an area they wish to explore in college. The library is only beginning to address the reading needs of the Upper School students. More materials need to be added and extended schedule times need to be arranged to encourage library use. Bible The Bible program follows a rigorous sequence aiming at getting students fluent in Bibliology and Apologetics. The department is supported by a strong and talented system of pastors from Harvest Bible Chapel, who hold Harvest Christian Academy teachers accountable to the accurate level of teaching adopted by the church. In addition, the Spiritual Life Department is staffed by Pastors and support personnel from the Student Ministries Team who are responsible for coordinating Chapel programs, Life Days, Service Days and Missions Conference. By policy, Harvest Christian Academy agrees with the Harvest Bible Chapel, that small groups and missions trips are the responsibility of the Student Ministries. In this way the school and church are not in conflict over resources and parents and students do not have to choose between opportunities. Students are required to post 25 hours of service between their 11th-12th grade years in order to pass Bible. HCA, by philosophy, agrees with the church mission, WORSHIP. WALK. WORK. Biblically, this is a way for students to begin to express their desire to serve God and pay attention to what He calls them to do. Students attend a required sequence of courses until their Junior year, where electives are available. A Life Calling Course is offered for dual credit through Indiana Wesleyan University and is taught by the Guidance Counselor. This course specifically addresses college selection and life call and careers related to post high school years. The Bible department teachers and Guidance Counselor also act as mentors for discipling students who are experiencing difficult circumstances either at home or school. Student Ministry Staff surrounds the Bible Department with support and coordination of these efforts so that no student falls through the cracks. It is the goal of HCA and especially the Bible Department that each student would leave Harvest having found their identity in Christ and having chosen a path to serve Him. Strengths of the Bible program for middle school Pastor-qualified teacher who coordinates and teaches the program. Coordinated support from Student Ministries creates strong relationships between leaders and students. This keeps them involved in weekend church and Youth Group attendance. Strong support and alignment with church programs. The courses are taught from an applications point of view. Students are expected to apply what they are learning. Prominence of Scripture.
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Weaknesses of the Bible program for middle school Curricular materials are all teacher-created, this does not allow students to have the experience of using a text for studying, researching, and preparing for tests. Strengths of the Bible Program for high school Pastor-qualified instructor who is closely aligned with church doctrine. Curricular tools that are real life books, rather than text-oriented. Prominence of Scripture. Focus on becoming competent at studying and applying Gods Word. J-term electives which explore full-time and lay ministry options. Weaknesses of the Bible Program for high school More electives can be developed to encourage those who are ministry focused. History The History program is aligned to present both World and US History. In the middle school, there was a recent attempt to realign the history curriculum for seventh and eighth grades so that US History could be spread over two years. Since this has occurred, there appears to be a need to rebalance World and US History. By dividing the US History curriculum in middle school, students are much better prepared for the Constitution Test and they are also more aware of US current events. The courses are taught from a cause and effect perspective much more than just timelines of events. Field trips are featured for seventh and eighth grades. In the high school program, the program is aligned to the State of Illinois graduation requirements. Civics, Government, Economics and US History are part of this strand. The program is taught from the perspective of understanding Gods involvement and direction of history, but also from the perspective of encouraging students to get involved. Strengths of the History program in middle school The program is taught from a Christian perspective and strongly features missionary impact to the historical events and timelines Students are asked for a wide variety of projects and performances to demonstrate their understanding of the concepts being taught. Students are enthusiastic about history. Weaknesses of the History program in middle school Because of the emphasis on US history, the program needs re-alignment to be certain that students have a good understanding and working knowledge of World Geography. More tools for teachers and resources for students should be added to the media and book collections in the library to provide better access for students writing research about history topics and for teachers to demonstrate historical concepts and timelines.
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Strengths of the History program in high school Full alignment to Illinois graduation standards makes students prepared for graduation on time. J-term careers focus has allowed students to explore careers in Law, Finance, Stock Market trading, and Teaching. Visual tools in the classroom makes it possible for the instructor to show students historical geography as a result of war. Weaknesses of the History program in the high school More and varied reading strategies should be taught for using text information. Breadth of coursework in the AP or dual credit options needs to be developed. Fine Arts The Fine Arts program in the Upper School is fed by a well-coordinated Lower School system for Band, Choir and Art. These three strands are featured in the middle school program as exploratory electives of 9 weeks. Further, J-term options are available to students who want even more exposure with a variety of teaching and learning styles. The Fish Sticks rhythm band got its start as a J-term course and has now graduated to a middle school elective because of its popularity. The focus of the Fine Arts program is expression of worship. This is in alignment with the church mission of Worship. Walk. Work. The Visual Arts program calls a 1200 square foot laboratory home. In it is an additional 100 square foot pottery room. The program owns a kiln for finishing of ceramics. Students in the middle school and the high school are encouraged to join art club when they want more individualized creative experiences. The art students are encouraged to participate in the ACSI Art Festival which is hosted for the region at HCA. In the high school, the program for Visual Arts begins with basic painting and drawing, leads to ceramics, photography, graphics, and ends with an Open Studio course which allows students to further their portfolios. All courses are not taught every year, and they are scheduled based on demand. Band or Choir is mandatory in the middle school and is not counted against electives. The philosophy of this requirement comes from the belief that worship must be taught. It follows that a good understanding of music makes for a better worship experience. The band program begins in the fourth grade with the selection of instruments and group and private lessons. In the sixth grade year, the band students still meet for sectional rehearsals. After that the middle school band is combined and they practice daily for performances in fall and spring. The facility features a large dedicated room for band rehearsals, school owned instruments, and dedicated, secure space for students to store their own instruments. The middle school choir program also has a fully outfitted facility which features instructor electronic piano, risers, and students keyboards. The keyboarding program is unusually unique in that all students can play and compose simultaneously without disturbing one another.
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Band and Choir are not mandatory in the high school. Students select them as part of their elective choices. There are protected periods in the schedule so that band and choir can be worked into students schedules. Many electives are not scheduled against band and choir so that students do not have the difficult conflict of continuing their music learning or trying something new. The Drama program is new to HCA this year and has appeared as a club. Several attempts have been made to schedule drama courses as electives or during J-Term. Each has resulted in less than required intensity for excellent performance quality. This year, a new instructor with experience producing drama with students, has been contracted to begin the program from the club perspective. As the success and popularity increase demand, we will again incorporate Drama electives into high school. Strengths of the Fine Arts program in middle school Required music courses not scheduled against other electives encourages students to explore music as worship. Strong band program has grown from middle school into high school electives. Excellent performance quality facility is available for Drama and Music programs. ACSI Art Festival provides opportunities for students to display artwork for contest. J-Term electives allow students opportunities to explore non-classical arts with extended time frames and a variety of teaching strategies. Outstanding classroom facilities for choir, including piano keyboarding laboratory. Outstanding facilities for band program featuring school owned instruments and storage facilities for student instruments. Access to outstanding performers and recording artists within our church who lend expertise to student praise bands. Weaknesses of the Fine Arts program in middle school The laboratory time needed to produce finished pieces often is limited. If student expertise is to be encouraged, extended lab time needs to be scheduled. Practice rooms for musicians are not available. Technology The technology program at HCA began with the premise of one-to-one laptops for all Upper School students. After three years of leasing computers and repairing them, it became apparent that the program needed revision. Teachers and students both needed to learn appropriate classroom use for lap tops. The program gravitated upward to high school where it is still maintained. At the end of their senior year, students are given full ownership of their lap top computer for their student or home use. The remaining laptops have been designated to a lap top cart which can be circulated to classrooms so that any classroom can become a computer lab. This has resulted in limited success. The Technology program begins in the Lower School with specific requirements for keyboarding speed and accuracy. As students finish middle school, they are required to keyboard at 50 WPM before entering the Computer Applications courses in high school
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Newly entering high schoolers must prove keyboarding competency as well. The Computer Applications Courses target successful application of the Microsoft Office Suite including, Power Point, Excel, Word, and Access. In addition, the Computer Applications advanced course includes Visio. The high school computer laboratory is the only Upper School classroom equipped with a Smart Board for teaching purposes. Is also contains a dedicated computer projector to assist the instructor delivery. Because high school students have lap tops, this laboratory works well for them. The laptop cart is stored in the Computer Applications classroom and is immediately available when needed for middle school use. Otherwise, the middle school keyboarding elective is taught in the third floor laboratory where the keyboarding program is loaded. J-Term provides some elective courses for middle schoolers wishing to explore technology further. Web page building and graphics have been features of middle school J-term. Each J-Term year varies according to availability of talent to teach the courses. Strengths of the Technology program in middle school Keyboarding requirement increase competence and prepares students for high school lap top use. Third floor laboratory and lap top cart increase availability for students to use computers. Middle school students are given thumb drives in order to transfer electronic documents from home to school. Photography course features digital camera equipment for students use. Students are required to learn and present using Power Point to increase competence. Weaknesses of the Technology program in middle school Student access to printers is limited. The lap top cart concept has had limited impact to student learning because of complexity of setup. Strength of the Technology program in high school Student one-to-one lap top program increase student use of computer equipment for production of school assignments. Student lap tops are used for a variety of projects and purposes throughout the curriculum. Students have access to storing portfolio work digitally, making it easier to keep and track their work. Students can access databases for research purposes according to their public library memberships through the wireless network. This saves resources of the school because the data bases do not have to be purchased through tuition dollars. Digital camera equipment is available for student use in photography classes.
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Weaknesses of the Technology program for high school Student lap tops are primarily used for Word processing tasks, more design needs to be put into ideas for use of computers in more creative and applicable ways. Course variety is limited. SMART board technology is lacking in Upper School classrooms, making it necessary for hand-transcription of notes and demonstrations. This especially interferes with students for whom note taking is difficult or distracting. Student access to printers is limited. There is no access to Intranet for purposes of transferring digitally prepared assignments to teachers. Therefore, students continually find need for printing hard copies to turn in. Physical Education The physical education department is greatly blessed by the gift of a college-quality, state-of-the-art facility. The gym contains a loft area filled with quality work out equipment which allows for personal fitness electives in the high school. In addition, the facility invites student athletes to training and strengthening exercises before the season starts. The competition quality also encourages fan participation as it is outfitted with electronic score board and bleachers. Rounding out this facility are a coaching/officials office and four locker rooms and a snack area. Students are required to take physical education classes daily on a gender specific schedule from sixth grade through high school. The focus of the coursework is fitness and fun. Middle school coursework varies from learning the rules and proper form for lifetime sports to personal fitness and health units. The health units focus on spiritual health, social health and personal health and a human reproduction unit is coordinated between Student Ministries, HCA and home. Personal Purity is the focus. In high school, courses in personal fitness and cardio fitness are offered as well as the mandatory health sequence. Students may also choose to take the regular lifetime sports sequence. Although HCA does not offer drivers education, it does count drivers education as a semester of physical education, thereby freeing up students schedules for other electives. This will also happen after accreditation is achieved and HCA is allowed full recognition in IHSA (Illinois High School Association) as varsity athletes are allowed to count participation as physical education credit. A complementary intramural sports program is offered through the church using the same facilities on the weekends, affording students even more opportunities to be active. Finally, a full tuition scholarship program is offered to students athletes (one female, one male) who exemplify godly character on and off the field. This is known as the TORCH scholarship. Strengths of the physical education program in middle school College-quality facilities. Full and developing sports program for student athletes. Daily physical education with fitness and fun as the focus.
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Gender specific schedule so that girls and bys can focus on developing fitness. Parents are included and coached as to how to present human reproduction to their children at home. Materials are provided and an annual parent meeting is held to describe the school focus and the Student Ministry focus. HCA discourages (both in policy and in practice) dating and paring off. J-Term selection include extreme sports (i.e.wall climbing, skiing, outdoor wilderness camping). Weaknesses of the physical education program in middle school The growing sports and athletics program has dominated gym use and therefore it is not often available for intramural use. Strengths of the physical education program for high school College-quality facilities Full and developing sports program for student athletes. Daily physical education with personal fitness emphasis. Gender specific schedules so that girls and boys and focus on developing fitness without awkwardness. Strong personal health program with emphasis on spiritual health, emotional health, social health and personal modesty and purity. Cardio and fitness loft for student use. Student electives in cardio and personal fitness encourages students to set and achieve personal fitness goals. Weaknesses of the physical education program for high school Lack of accessible outdoor field space. Lack of score board and bleachers for intramural or athletic use Lack of intramural program for non-athletes Foreign Language The Foreign Language program has been limited to Spanish by choice. Although full service high schools present a range of choices in the languages, HCA has decided to focus in this one area for two reasons: 1) we will direct students who have a beginning knowledge of Spanish to local service opportunities through Harvest House, a ministry of Harvest Bible Chapel, which serves local, low income, bi-lingual families. 2) the initial program began in early Lower School with Spanish vocabulary and early concepts, the Upper School program completed this strand. The Spanish program is considered part of the graduation requirements for students at HCA. There are enough courses so that students can meet college enrollment standards, and some can CLEP out of courses if they choose. Strengths of the Foreign Language program in middle school Students experience a fully aligned program which transfers easily to high school. There is immediate application opportunity through church ministries.
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Weaknesses of the Foreign Language program in middle school Students have low retention quality due to the exploratory nature of one semester schedule. Strengths of the Foreign Language program in high school Students have a full four year program that will count for graduation credit and will allow them to waive language requirements for college admissions. Students have immediate application opportunities through coordinated church ministries, if they choose. Weaknesses of the Foreign Language program in high school. There is no breadth of choice for students who wish to study another language.
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Harvest Christian Academy ACSI Accreditation through Self Study Standard Six Library, Media, and Technology Services Brief Narrative The K-12 school library, with 19,000 titles, has an appropriate amount of catalogued, usable and acceptable variety of inventoried holdings that support our learning objectives (indicator 6.1). Our collection is a reflection of our student population and is continually building toward the representation of the surrounding community (6.2). Teachers, parents, and to a lesser extent, students have provided input into the wide selection of materials available (6.3). The librarian is a state-certified librarian (6.4 & 6.5). The library is conveniently and centrally located for grades K-12 and is open for students until 4:00 pm Monday through Friday. The 4,000 square foot library is certainly adequate for a school of HCAs size and scope, and accommodates both individual and group instruction simultaneously (6.6). The library is supported through the school budget and designated gift income (6.7). The Technology Director oversees the purchase, maintenance, and troubleshooting of approximately 200 computers at the Elgin campus. These include desk top computers, two computer labs, classroom computers for student use, laptop computers provided for each high school student, laptops for middle school use, teacher desktop and/or laptop computers, and computers for office personnel and support staff. In addition, the Director oversees an extensive computer network at the school and coordinates initiatives and procedures with the church technology director. Finally, the schools Technology Director develops and submits to the administration acceptable-use policies for staff and students alike (6.8). Two additional computer teachers provide instruction for students in grades kindergarten through 12. These computer classes lay the foundation for computer literacy for all students. The technology curriculum map and guide assists teachers in pinpointing instructional goals and providing the skills necessary for students to first be acquainted with, and then master technological skills. This confident mastery of technology, along with the knowledge of Gods Word, prepares students for a lifetime of devotion to Christ and relevancy in the work place (6.8). Strengths HCAs library collection is wide and diverse and is continually growing. A recent gift of $50,000 was given to purchase more books for middle and high school students. God has truly blessed us with a wonderful facility to house our library collection. The space is versatile and meets the needs of students in grades K-12. An extensive technology program and corresponding hardware and software make computer education readily available for all students. The recent development of implementing a program in providing parents with 24/7 access to their students grades and assignments is commendable.
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Examples of Documentation and Supporting Evidence Documentation which supports the following indicators: 6.1 The school/program has an appropriate, cataloged, usable, acceptable, and balanced variety of inventoried library books, other media, and technology that support the learning objectives of the instructional program and various program divisions and that represent the Christian distinctive of the school/program. Comprehensive Library Materials Collection Guidelines for Book Selection Analysis Overview Report Circulation Data for Media Materials Circulation Trends Report Guidelines for Usage Policy Policy for Using the Library Inventory of Instructional Media Equipment Software Collection Student Laptop Program Books and other media are culturally sensitive, representing the enrolled demographic and surrounding communities. And the schools/programs collection includes resources that originate from the students/childrens countries of citizenship or from the perspective of the students/childrens gender, race, or ethnicity. Demographics Report Comprehensive Library Materials Collection Analysis Overview Report Faculty members, students, and other relevant constituents provide input into the selection of those books and materials that make up the library/media collection so that the collection supports the attainment of school wide expected student outcomes. Formal Process for Faculty Input on Selection of Materials Library/media center staff and technology staff are qualified to provide effective service and training in research skills to students, staff, and faculty. Evidence of Trained Personnel For the library/media center staff and technology staff, the school implements an ongoing plan for professional growth in library science, information literacy, and information technology. Evidence of Trained Personnel Technology Training The location of the library/media and technology center is convenient for access by students/children, staff, and faculty. The center is open sufficient hours to meet the needs of all constituents, and the space is large enough to accommodate both individual and group research and instruction. Size of the Library and the Numbers of Resources Available Classes Using Services Size of Technology Labs
6.2
6.3
6.4
6.5
6.6
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Map of Facility 6.7 Library/media and technology are appropriately and adequately supported through the annual budget. Budget Allocation System Inventory of Instructional Media Equipment The school follows a technology plan that includes the following components: Instructional Technology and Media Service Plan Strategic Plan Technology Curriculum Map for Upper School Class Syllabi Academic Requirements and Course Offerings Acceptable Use Policies Student Laptop Program Inventory of Instructional Media Equipment Demographics Technology Training Software Collection
6.8
Areas for Continuous School Improvement The Technology Director should formalize a more detailed five-year technology plan which encompasses the replacement of current technology and provides for the sustained growth of the technology program at HCA. The administration should budget for and provide additional help for the Technology Director with the entire technology program. The administration should budget for and plan for adequate in-service training of Upper School faculty as they implement technology into classroom instruction. The administration should grow the middle and high school library collection, especially in the area of non-fiction holdings.
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Harvest Christian Academy ACSI Accreditation through Self Study Standard Seven Crisis Planning, Safety, Health, and Food/Nutrition Services Brief Narrative With a building as massive and complex as the Harvest campus at Elgin, plans must be and are established to provide for the safety and well being of students and staff. Both crisis and security plans have been established, with input from church officials, and local police and fire departments. These plans are disseminated to various groups including church building personnel, and teachers and staff. Escape routes are posted throughout the building and practice drills planned during the year. Adequate training for emergencies is provided as a part of the in-service training at the beginning of each school year (indicator 7.1). In the event of a crisis, the fire and police departments and Harvest Bible Chapel building services are notified as they play an integral role in the crisis plan. Media and the local community are contacted by the Superintendent in conjunction with the Harvest Bible Chapel Director of Communication. (7.2) The Health Services department at HCA exists to provide students and staff with an environment that enhances learning through providing support of the physical, mental, social and spiritual needs of our students and families. This goal is accomplished through various policies and procedures, staff training, student interaction and parental communication that reflect Christs love and concern for each person. The school nurse, a registered nurse, oversees the complete health program at HCA and is continuously seeking to make sure the school complies with local, state, and federal laws and expectations (7.3). The nurse keeps year-round tabs on student records to ensure that all students in attendance are in compliance with immunizations and physical examinations and ensures that all new students come to HCA with complete health records. All records are on the schools electronic database. In addition, the nurse makes sure that all necessary documenting of compliance is filed with the state of Illinois by each appropriate deadline (7.4). In addition to caring for the students and maintaining of their records, the nurse oversees the training of all staff in CPR and First Aid/Blood Borne Pathogens (7.5) at the beginning of each year. Lastly, HCA takes very seriously the role of mandatory reporting of alleged child abuse and neglect. Teachers and staff are trained on this annually (7.6). A signed document from each staff member indicating their reading and agreement with the mandated reporting is placed in their employment files. Harvest Christian Academys food service program is run by the Harvest Bible Chapel food ministry. The food program complies with state regulations and has been approved with the highest ratings. The manager and kitchen supervisor are certified every five years by the state health department in food handling, safety and sanitation. The health department annually inspects the facilities unannounced and awards certificates that are posted accordingly (7.7). A beautiful cafeteria provides seating for up to 188 students to enjoy their lunch with a picturesque view. There are five lunch periods (2009-2010) meeting the needs of approximately 500 students K-12 (7.8). The main objective of the food service program is to provide a healthy, well-balanced meal that stimulates learning by serving fresh fruits, vegetables, protein and complex carbohydrates. Refined sugar products and processed foods are kept to a minimum. Nutritional information is available to parents and students upon request (7.9). Of note, the school introduced a cashless component to the lunch program whereby parents may place funds into a food account via the internet. Students purchase lunch with their account card. Parents may view what their young person has purchased 24/7. Middle and high school students may purchase
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ala carte items. In addition, high school students use the food service for a mid-morning break in the cafeteria.
Strengths We believe the careful development of the crisis plan is an extension of our CARE model as it is part of excellence in caring for students and staff. The health program at Harvest Christian Academy takes special care in providing services to students and staff, especially as it pertains to maintaining student medication and distribution. We are grateful for a full-time RN to run our health office. HCA offers a well-thought-out and balanced menu, provided with care and expertise that truly provides for optimum learning to occur for each student as they participate in the program. A beautiful cafeteria is an enhancement of a strong food-service program Examples of Documentation and Supporting Evidence Documentation which supports the following indicators: 7.1 A written security and crisis management plan has been developed and implemented, and it provides appropriate training for all staff and students. Crisis Management & Emergency Plan Staff Handbook Selections 7.1 Parent/Student Handbook Selections 7.1 Bus Evacuation Plan from Crisis Plan Policy Manual Selections 7.1 In-Service Schedule The school/program communicates with legal authorities (i.e., the fire department, police department, and other applicable agencies), parents, media, and community members when a crisis or a major incident occurs. Crisis Management & Emergency Plan Crisis Response Letters Staff Handbook Selections 7.2 Parent/Student Handbook Selections 7.2 Policy Manual Selections 7.2 The school/program complies with applicable local, state, and federal laws regarding safety and health issues. Documents showing Compliance with Local, State, and Fed Regulations Schedules and Documentation of Required Drills State Health Forms HCA Health & Emergency Forms Policy Manual Selections 7.3 Staff Handbook Selections 7.3 Skyward
7.2
7.3
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State Health Reports 7.4 Children in attendance are in compliance with the requirements of civil authorities regarding immunizations, physical examinations, and communicable diseases. Records of health services rendered to students (including accidents and injuries) are appropriately noted and filed. Policy Manual Selections 7.4 Parent/Student Handbook Selections 7.4 Health communiqus All School Report Emergency Binder Written policies and procedures for all areas of health and safety services have been developed. Crisis Management & Emergency Plan Health Policies, Procedures and Guidelines Binder Policy Manual Selections 7.5 Parent/Student Handbook Selections 7.5 Staff Handbook Selections 7.5 Health communiqus Student and Faculty Health Files Copies of First Aid Certification Building Evacuation Plan Incident Report Field Trip Documents Emergency Backpacks Parent Notification Procedures HCA Health and Emergency Forms Emergency Binder Staying Healthy Building Signs Parental Release Form Medication Administration Form Permission to Carry Medication Form Individual Health Care Plans Pandemic Flu Plan The school/program complies with its legal reporting responsibilities in cases of alleged child abuse, neglect, or other areas in which reporting are mandated. Staff Handbook Selections 7.6 Mandated Reporter Binder & Signature Form Parent/Student Handbook Selections 7.6 Faculty HR Files The school/program complies with local, state, and federal regulations regarding preparation, delivery, handling, and storage of food. Food Services Guidelines & Inspection Report Documents Showing Compliance with Local, State, and Fed Regulations Food Service Overview Food Safety Signs
7.5
7.6
7.7
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7.8
The school/program provides a suitable space for the staff and student eating area. Maps of School Facilities Facilities information in the accreditation notebook The Cafeteria Parent/Student Handbook Selections 7.8 Staff Lunchroom Nutritional standards for meals and snacks have been established. Monthly Menus Nutritional Guidelines Parent/Student Handbook Selections 7.9
7.9
Areas for Continuous School Improvement The Elgin campus is a difficult place to secure with its many doors and entrances. Though steps have been taken to ensure student and staff safety, greater security measures should be implemented. The Superintendent, in conjunction with church officials, should develop a five-year plan for greater security. The Athletic Director should budget for and plan to hire an athletic trainer available for athletic contests. The Superintendent should hold regular meetings with the Crisis Response Team and regularly train and update them in new procedures.
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Harvest Christian Academy ACSI Accreditation through Self Study Standard Eight Facilities, Environment, and Transportation Brief Narrative Harvest Christian Academy, as a ministry of Harvest Bible Chapel, is privileged to be housed in such a beautiful, expansive, and awesome building as the one we occupy at 1000 North Randall Road in Elgin, Illinois. The combined overall amount of usable space in the two buildings on campus is 800,000 square feet, though the school uses approximately 250,000 square feet of usable space. The campus is located on a wooded, 80-acre tract of land bordering on nature preserves. The building area used by the school meets all applicable federal, state, and local fire, health, and building codes (indicator 8.1). The church provides the facility to the school rent free. Additionally, the church pays for all utility usage, night time cleaning, and other costs associated with the care and upkeep of the facility. The building is clean, well maintained, and a testimony of the excellence of Christs dominion (8.2 & 8.3). The recreation and athletic areas are adequate for a program of the size and scope of HCA. The Mitchell Swaback Athletic Center is a showcase for the sports and physical education enthusiast (8.3 & 8.4). However, the outdoor sports fields, with only 180,000 square feet of space limit the number and types of sports made available to our students. The grounds are maintained by the church, employing an outside agency to cut and groom the fields. Written rules and procedures for transporting children, bus evacuations, and protocols are in place to ensure student safety though neither the school nor church own any busses (8.6 ; 8.7 & 8.9). More than $40,000 is budgeted annually to transport students on field trips and sporting events using outside companies. Proper insurance coverage is provided and ready for examination. Strengths Harvest Christian Academy is blessed with an unusually beautiful setting for its school. The athletic center provided for Upper School students is a showplace for athletic activity. The churchs financial support and care for the facility keep tuition affordable for more families. Examples of Documentation and Supporting Evidence Documentation which supports the following indicators: 8.1 Required local, state, provincial, and federal legal standards for fire protection, sanitation, and transportation are met when applicable. Documents Showing Compliance with Local, State, and Fed Regulations Fire Drills Report The school/program maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly. Preventative Maintenance Log Book located in Facility Managers office
8.2
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Maintenance Request forms (HCA & HBC) HCA Maintenance Log Book located in Facility Managers office Documents Showing Compliance with Local, State, and Fed Regulations Cleaning Schedule of School Facility HCA Maintenance Job Description 8.3 The facilities are suitable for the size of the school/program; they are well maintained, enhancing quality instruction for the students/children. Master Site Plan as found in conference room Maps of School Facilities Facilities information in the Accreditation Notebook The recreation area/playground, common areas, and athletic areas are safe and are large enough for the number of students/children. Master Site Plan as found in conference room Facilities information in the Accreditation Notebook Traffic Flow Information A written facilities plan is in place to address future programs, enrollment changes, staff needs, facility needs, and technical needs as well as future capital improvements. Strategic Plan Special Report on Culture and Student Experience at HCA p. 21 Vehicles and drivers used to transport students for any school/program activities follow the schools/programs policies as well as any government and insurance regulations that are appropriate. Transportation Plan Written transportation rules and regulations as well as adequate training for students are provided. Transportation Plan Adequate liability insurance, vehicle insurance, and property insurance are in place. Proof of Insurance Field Trip Forms including insurance notification for drivers & passengers Written policies and procedures are in place for routine safety inspections, service, and repair of school-owned vehicles and for reporting vehicle accidentsincluding communication with the parents, the media, and the constituency. Crisis Management Plan; Bus Accident/Incident, p. 8 Proposal to Board of Elders for purchase of school bus/vehicle
8.4
8.5
8.6
8.7
8.8
8.9
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Areas for Continuous School Improvement The Elgin campus is a difficult place to secure with its many doors and entrances. Though steps have been taken to ensure student and staff safety, greater security measures should be implemented. The Superintendent, in conjunction with church officials, should develop a five-year plan for greater security. The Athletic Director should plan to implement sports that meets the needs of HCA families while capitalizing on available resources (gym, fields) The Superintendent should develop a five-year facility plan that addresses a growing enrollment and future needs of the school. The Superintendent should develop a capital spending plan to forecast replacement equipment and furniture.
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Harvest Christian Academy ACSI Accreditation through Self Study Standard Nine Character, Values, and Spiritual Development of Students/Children Brief Narrative Harvest Christian Academy was born from a desire to see children from Harvest Bible Chapel trained up in the things of the Lord. The church spends considerable resources of time, talent, and treasure to accomplish this goal. The schools CARE model exemplifies that the C or Christ centered comes first. As such, every aspect of the school reflects this principal theme of Christ centeredness: from hiring born-again believers for every position in the school; to detailing biblical integration for every subject in the curriculum guide; to preparing meaningful chapels each week; to creating and maintaining a spiritual life team for small and large-group discipleship (indicator 9.3). Care is modeled to students on a regular and daily way. Student discipline is conducted in a way that is biblically based and preserves the dignity and standing for a child of God (9.2). Bible is taught every day in every grade, a curriculum developed for content acquisition, Bible memorization, and life application (9.4). High school Bible classes are designed to equip students for personal Bible study, understanding key doctrines of the Bible and church, and facing lifes challenging questions from a biblical perspective. But just as important as Bible class taught every day, the teachers are the living curriculum, bringing their walk with Christ into the classroom and lessons (9.6). Teachers pray with students and encourage them to be bold for Christ. HCA demonstrates that Christ is honored and professional ethics are practiced in a variety of ways for different groups (9.5). These ways can be divided into at least two categories: high expectations encoded, and feedback gleaned. High standards of professionalism and the Christian walk are expected at all levels; from Advisory Council members, faculty and staff members, parents, and students. These expectations are expressed in policy statements, contractual agreements, and faculty and parent handbooks. For a teacher, violations of the lifestyle clause are grounds for dismissal or removal. Policy statements regarding ethical and more specifically, scriptural expectations are created and disseminated to pertinent groups via contract statements, handbooks and such. Of course, communicating high expectations is one thing. Ensuring that high expectations are satisfied is another. HCA uses a variety of methods to assess whether the school actually demonstrates that Christ is honored and that ethical and moral behaviors are practiced. Feedback is requested at all levels. Lines of communication are open to all including e-mail addresses for all teachers and administrators. Parent/teacher conferences are scheduled and encouraged. Parent satisfaction surveys, the faculty culture profile, and observations and evaluations of faculty members all contribute to the measurement of how biblical character is modeled and taught at HCA. Teachers even receive feedback from the middle and high school students themselves via student surveys conducted at the end of the year. We wish to know how we are measuring up to the things we claim to be and do. Finally, opportunities for service to the community and church are built into the curriculum guide. HCA expects its students to live out the Great Commission and service
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to others, as the end of our mission statement reads, to prepare students for a lifetime of devotion to Christ. Students are given service opportunities within the school year; first as classroom projects; but as the students grow older, the opportunities are more intrinsically motivated and individualized. Students are required to provide evidence of a minimum of 25 hours of service in ministry from June to December in each of their junior and senior years. In addition, the school works alongside the church in providing local, national, and international missions opportunities (9.6 & 9.7).
Strengths Harvest Christian Academys chapel program is an exciting, high energy, worshipful experience. The strong ties between church and school help to foster a dynamic atmosphere of expectation for genuine discipleship. The talent available in various HBC ministries gives a considerable depth and breadth of resources available to the school (worship leaders, pastors, youth workers, counselors, etc.) Teachers and staff demonstrate a genuine care for students. Examples of Documentation and Supporting Evidence Documentation which supports the following indicators: 9.1 Expected student outcomes include character development, acquisition of Christian values, and spiritual formation. Student Outcomes as described in the Program Description Curriculum Guides Policy Manual; policy 5.5.1 Student Code of Conduct Parent/Student Handbook Staff Handbook Promotional Materials HCA Spiritual Life Ministry Description Respect, compassion, and caring for self and all others are taught and demonstrated in alignment with biblical teachings. C.A.R.E. Statement as found Parent/Student handbook, page. 3 and Staff handbook, page 3 Parent/Student handbook Quick Scripture Guide (Bible verses for specific issues) Report Card Bullying Policy as found in Policy Manual; policy 5.5.8 Large- and small-group experiences follow a scheduled and planned sequence of spiritual formation, character development, discipleship, and instilment of Christian values. Chapel Schedule
9.2
9.3
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School Calendar for student service, missions emphasis, and Life Days under Spiritual Life Days folder Church Student Ministries information Student Ministry Calendar under Church Student Ministries information HCA Spiritual Life Ministry Description 9.4 Disciplines of the Christian life (e.g., Bible reading, prayer, Bible memorization, Bible study, devotional reading) are modeled by staff, taught to students, and scheduled or systematically practiced. Chapel Schedule Curriculum Guide Lesson Plans Check Your Temperature Student Survey Weekly Memos to Teachers Ethical and moral behaviors based on biblical character and values are routinely taught and modeled by the staff, learned and displayed by the students, and implemented throughout the organization. Policy Manual Parent/Student Handbook Staff Handbook Student Application Job Descriptions Promotional Materials End-of-year Student Survey Standards & Moral Fences Document (also found in Staff handbook) Teacher-Created Faculty Norms Application of both a biblical worldview and a Great Commission perspective of the world is evident, in a natural and unforced manner, in the entire curriculum and the activities of the school. Promotional Materials Report of HCAs Involvement in Launching HARVEST-LIBERIA Curriculum Guide Age-appropriate opportunities for service, missions, and personal growth are integral to schools/programs. Junior/Senior Service Log & Explanation School Calendar for student service, missions emphasis, and Life Days under Spiritual Life Days folder Student Council Application Torch Scholarship Application HBC Student Ministry Missions Plan
9.5
9.6
9.7
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Areas for Continuous School Improvement The Superintendent, working with the Spiritual Life Director needs to provide for greater pastoral care for teachers. The Spiritual Life Director needs to provide more outlets for student participation in chapel and greater participation in personal service in the community. The administration needs to create measurable outcomes for students with regard to Christian character and spiritual formation. The Spiritual Life Director, working with the administration needs to refine and define the schools counseling ministry to students. The Spiritual Life Director, working with principals, should provide opportunities for teacher training with regard to personal discipleship and counseling of students.
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Harvest Christian Academy ACSI Accreditation through Self Study Standard Ten Continuous School Improvement Brief Narrative Harvest Christian Academy is a young school; beginning just its sixth year during the accreditation visit. Nonetheless, it is imperative for a school of any age to review its past, examine its present structure, and to dream for a stronger tomorrow. While the school has steadily improved in many areas since its inception, there was no long-term strategic plan for the school, until 2009. The main vehicle or conduit for school improvement is now the HCA Strategic Plan. Developed in July 2009, the strategic plan was a group effort of the school Leadership Team, comprised of the administrative team and directors of the school. A copy of the schools strategic plan may be found at the end of this section. This school improvement plan will be reviewed quarterly by the Leadership Team to ensure that major initiatives and subsequent action items are followed through on a timely basis. This ongoing planning process satisfies indicator 10.1, and involves various areas including curricular, building, staff improvement, development and marketing, and more (10.2). Another source of information and data for school improvement plan was the ACSI SelfStudy itself (10.3). Each team of the self study steering committee examined the schools compliance to the standards of ACSI. As each team reviewed the strengths and weaknesses of each area, a list of commendations and recommendations for each standard was developed. Then, at the close of the school year in June 2009, the steering committee presented their findings to the Upper School faculty. After detailing every recommendation and allowing time for questions from the faculty, the teachers were given colored stickers made up of five different colors, with each color representing a numeric value according to priority. Once designated color represented the highest priority and was worth five points. Another color represented the next highest priority as was worth four points, and so on. Teachers were asked to walk around the room at the myriad ideas represented on poster boards hung on the walls and place their colored stickers next to each improvement they thought was a priority. What emerged were the seven top priorities for school improvement from the facultys perspective. The seven top priorities are shown below under the section Areas for Continuous School Improvement. Actually, we were looking to identify the top five priorities, but it became evident that these top seven really separated themselves from the others. The faculty immediately saw the results and felt that the top priorities represented their concerns as teachers. These top seven areas for school improvement were placed in the strategic plan developed later in the summer and will be disseminated to various constituencies of the school (10.5).
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Strengths Harvest Bible Chapels entrepreneurial culture not only approves of, but endorses a culture of change and improvement. HCAs School Improvement Plan and Strategic Plan falls within the overall strategy of the church to develop systems that promote evaluation and improvement. HCAs Strategic Plan involves various stakeholders and will be a fluid document that is reviewed quarterly, enabling school leaders to periodically and regularly see the big picture of school improvement and not concentrate only on the tyranny of the urgent that haunts school leaders daily. Examples of Documentation and Supporting Evidence Documentation which supports the following indicators: 10.1 The ongoing planning process is broad based, collaborative, and committed to serving all stakeholders. Strategic Plan & Planning Documents In-Service Agendas Surveys Teacher-created Faculty Norms Report on High School Culture The improvement plan has its foundation in student achievement and development, school improvement/effectiveness, and the school wide expected student outcomes. Strategic Plan & Planning Documents In-Service Agendas Faculty Culture Profile Academic Achievement Data Folder School Program Description Progress in School Improvement The improvement plan is developed through an assessment of the self-study and through strategic planning (long and short range) for ongoing improvement in all areas of school/program life (e.g., professional development, evaluation, assessment, and school/program effectiveness). ACSI School Improvement Plan; Standard Ten Strategic Plan & Planning Documents Progress in School Improvement Each action item in the improvement plan addresses the fiscal, personnel, resources, and time implications in relationship to the mission, the vision, the philosophy, and the school wide expected student outcomes. Strategic Plan & Planning Documents The school/program evaluates and documents the effectiveness and impact of its CSIP and communicates the results and the plans to all stakeholders. Strategic Plan & Planning Documents
10.2
10.3
10.4
10.5
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Areas for Continuous School Improvement The administration needs to develop a plan; short and long term, for the addition of courses, both core and elective, for the high school. The administration will develop a plan to incorporate professional learning communities as best practice of staff development. The Technology Director should formalize a more detailed five-year technology plan which encompasses the replacement of current technology and provide for sustained growth. The administration should implement the Response to Intervention model and modify it as students needs are studied and met through intervention. The administration should pursue relationships with additional colleges regarding AP and/or dual credit courses. The Assistant Superintendent will develop a plan for screening, intervention and referral of students with academic, spiritual, and emotional needs. The Superintendent must develop a long-range plan to increase teacher salaries commensurate with degree and experience.
ACSI would like to thank Dr. Jeff Mattner of Harvest Christian Academy for allowing us to use his schools self-study as an example.
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Harvest Christian Academy Steering Committee and Committee Members

May/June 2008 May 2008

November 2009 December 2009

Historical Overview of Harvest Christian Academy

1000 North Randall Road Elgin, Illinois 60123 Preschool Twelfth

800 Rohlwing Road Rolling Meadow, IL 60008 Preschool Fifth

Overall Enrollment History 2004-2009 (Both Campuses)

TE= Total Enrollment RE= Reenrollment NE= New Enrollment

49 39 91% 9 48 30 100% 7 37 15 65% 10 25

41 39 80% 6 45 40 83% 4 44 20 54% 5 25 21 84% 3 24 8 73% 0 8

19 34 83% 3 37 37 82% 1 38 20 45% 1 21 17 68% 1 18 20 83% 4 24 8 100% 1 9

170 $4,275 6,100 $5,200 $6,500

187 4,485 6,405 $5,460 $6,825

166 $4,695 $6,705 $5,630 $6,995

Kdgth 8 gr. Kdgth 8 gr. High School High School

98-100 94-97 90-93 88-89 84-87 80-83

4.0 4.0 3.7 3.3 3.0 2.7

78-79 74-77 70-73 68-69 64-67 60-63 0-59

2.3 2.0 1.7 1.3 1.0 0.7 0.0

Teacher Remediation Plan Job Descriptions Non-certified Staff Evaluation

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