acca self study
DESCRIPTION
ACCA's self study produced for dual accreditation with SAIS/SACS.TRANSCRIPT
Atlanta Classical Christian Academy
SAIS/SACS Dual Accreditation
Self Study Report
2011-2012
1
Table of Contents Introduction ................................................................................................................................................ 3
Welcome Letter ....................................................................................................................................... 3
Visiting Team .......................................................................................................................................... 4
Accreditation Schedule ......................................................................................................................... 5
Board of Directors .................................................................................................................................. 6
Faculty and Staff ..................................................................................................................................... 7
School History ........................................................................................................................................ 8
Mission & Description ......................................................................................................................... 10
Vision ..................................................................................................................................................... 11
Foundational Commitments ............................................................................................................... 12
Accreditation Process .......................................................................................................................... 14
Executive Summary ............................................................................................................................. 17
Profile ......................................................................................................................................................... 19
School Profile ........................................................................................................................................ 19
Academic Profile .................................................................................................................................. 19
Curriculum Profile ............................................................................................................................... 21
Financial Profile .................................................................................................................................... 22
Development Profile ............................................................................................................................ 23
Facility Profile ....................................................................................................................................... 25
Demographic Profile ............................................................................................................................ 25
Stakeholder Surveys ............................................................................................................................ 27
Student Performance Data .................................................................................................................. 30
Vision ......................................................................................................................................................... 34
Strategic Goals ...................................................................................................................................... 34
Academic Vision .................................................................................................................................. 36
Curriculum Vision ............................................................................................................................... 37
Financial Vision .................................................................................................................................... 38
Development Vision ............................................................................................................................ 38
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Facility Vision ....................................................................................................................................... 39
Plan ............................................................................................................................................................. 41
Academic Plan ...................................................................................................................................... 41
Curriculum Plan ................................................................................................................................... 41
Financial Plan ....................................................................................................................................... 42
Development Plan ................................................................................................................................ 42
Facility Plan ........................................................................................................................................... 43
Measuring Results .................................................................................................................................... 44
Academic Results ................................................................................................................................. 44
Curriculum Results .............................................................................................................................. 44
Financial Results................................................................................................................................... 44
Development Results ........................................................................................................................... 45
Facility Results ...................................................................................................................................... 46
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Introduction
Welcome Letter
November 11, 2012
Dear SAIS Accreditation Team,
We would like to welcome you to Smyrna and Atlanta Classical Christian
Academy (ACCA). We are excited to share our mission and vision with you as we seek
to train a generation of children who honor God with their heart, soul, mind and
strength. ACCA offers a challenging and rigorous academic program where every
subject is taught from a Biblical perspective. ACCA’s intentional return to an education
rooted in the classical liberal arts is central to our academic program.
ACCA considers SAIS/SACS accreditation a significant step in our ability to
achieve our mission and vision. The accreditation process involved a wide range of
stakeholders who were able to contribute their unique perspective and gifts to help
define ACCA’s purpose and identity in the community. The process has helped
strengthen our academic program and clarify the value of an ACCA education to our
stakeholders. Most importantly, ACCA has been able to develop a comprehensive
vision and strategic plan for how we can better accomplish our mission as a classical
and Christian school.
We are grateful for your willingness and sacrifice to help ACCA achieve our goal
of accreditation. We believe your hard work and feedback will help us further refine
and develop the character of our school. May the Lord bless you during your visit to
ACCA.
In Christ,
Brett Edwards
Head of School
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Visiting Team
Atlanta Classical Christian Academy
SAIS/SACS Dual Accreditation Visit
November 11-13, 2012
Chair
Mr. Jack Exum
Head of School
Hickory Valley Christian School
6605 Shallowford Road
Chattanooga, TN 37421
Phone: (423) 894-3200
Team Members
Ms. Lynne Adams
Director of Admissions
Tattnall Square
111 Trojan Trail
Macon, GA 31210
Phone: (478) 477-6760 (ext. 176)
Ms. Jane Brown
Asst Head for Business and Finance
Battle Ground Academy
PO Box 1889
Franklin, TN 37065-1889
Phone: (615) 567-9004
Ms. Lori Jackson
Lower School Head
Cliff Valley School
2426 Clairmont Road NE
Atlanta, GA 30329-3330
Phone: (678) 302-1302
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Accreditation Schedule
Atlanta Classical Christian Academy
SAIS/SACS Accreditation
November 11-13, 2012
Sunday, November 11, 2012
2:00 PM Team members check into the hotel / team organizational meeting
5:00 Team arrives at school campus; welcome by Head of School and
administrative team and campus tour
5:30 Reception with Board and Steering Committee
5:45 Dinner with the team, Board, Steering Committee and administrators
7:00 Working session with the team and Steering Committee
Monday, November 12, 2012
7:30 AM Team breakfast and meeting
8:30 Team observes classrooms of their choice
10:00 Team meets with school administrators as determined by chair and
school: finance, facilities, development
11:15 Team visits with students during lunch
12:30 PM Team meets with Steering Committee
1:45 Team meets with parent groups
3:30 Team meets with faculty
4:45 Team meets with alumni
6:00 Team working dinner
Tuesday, November 13, 2012
7:30 AM Team breakfast and meeting
8:10 Team attends chapel
8:45 Team meets with Board
9:45 Team visits faculty/staff, classes, or works on report
12:00 PM Team working lunch
12:30 Team finalizes report commendations and recommendations
3:15 Team (or Chair) provides brief oral exit report to the Head of School and /
or the Steering Committee
3:45 Team visit concludes
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Board of Directors
Chairman……………………………………………………..................... Matt Duncan
Vice Chairman…………………………………………………………… Greg March
Secretary………………………………………………………………….. Elizabeth Smith
Treasurer…………………………………………………………………. Allison Hooks
Past Board Chairs
Matt Duncan
Julian Krevere
Kevin Sandlin
Jonathan White
Keith Crowgey
Fred Young
Parent-Teacher Fellowship
President………………………………………………………………….. Joy Hill
Vice-President……………………………………………………………. Lee Joiner
Secretary………………………………………………………………….. Misty Fountain
Treasurer…………………………………………………………………. Nikki Loubeau
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Faculty and Staff
Leadership Team
Head of School…………………………………………………………. Brett Edwards
Office Manager…………………………………………………………. Amanda Kieck
Director of Institutional Development………………………………. Shannon Neese
Financial Administrator……………………………………………….. Allison Hooks
Teaching Staff
Kindergarten…………………………………………………………….. Laura Keesee
Kindergarten…………………………………………………………….. Annie Worrell
1st Grade………………………………………………………………… Christina Barbulescu
2nd Grade………………………………………………………………... Donna St. Hill
3rd Grade………………………………………………………………… Pam Grote
4th Grade………………………………………………………………… Molly Harrington
3rd – 6th Grade Math & Science………………………………………. Chuck Rickman
5th – 8th Grade Humanities…………………………………………… Michelle Williams
8th Grade Physical Science & Logic………………………………….. Melissa Hobson
8th Grade Algebra I……………………………………………………. Brett Edwards
Art……………………………………………………………………….. Nancy Rodriguez
Music……………………………………………………………………. Danielle Lindeman
Physical Education…………………………………………………….. Stacie Meilstrup
Support Staff
Before Care/After Care Director……………………………………… Lauren Bradford
Before Care/After Care Staff………………………………………….. Heather Lawrence
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School History
In the spring of 2004, God brought together a group of people with a common
vision for a classical Christian school in the Smyrna area. Under the leadership of
Donna Davis, ACCA’s first Head of School, the group labored to secure a facility at
Cumberland Community Church (CCC) and enroll 40 students from Northwest Atlanta
in time for the 2004-2005 school year.
Mrs. Davis led ACCA into its first year of operation on the Tuesday after Labor
Day, 2004. The school had a Pre-K/K combined class, a 1st/2nd grade combined class, a
3rd-6th grade combined class and 7th-12th grade classes taught by three teachers. ACCA
began with six teachers, and offered basic curriculum with no co-curricular classes. The
school realized most of its growth through word of mouth from parents who were
excited about ACCA and the excellent education provided by the school. In the spring
of 2005, ACCA joyfully celebrated the graduation of its first graduate.
At the beginning of the 2005-2006 school year, ACCA had added about twenty
more students. ACCA still operated with six teachers; however, part time teachers were
added to teach co-curricular classes and high school math and science as needed.
Students were provided the opportunity to take art, physical education and music
classes.
The 2006-2007 and 2007-2008 school years proceeded as normal with
conservative but healthy growth in ACCA’s student body. During this time, ACCA
graduated two more students. However, during the 2007-2008 school year, Mrs. Davis
resigned from her post as Head of School due to family illness. After a long search and
much prayer, Thomas Carrenard accepted the position as the new Head of School.
As a result of the long period of waiting in the search for a new Head of School
and the uncertainty of the school’s future, many families made the decision to enroll
their children in other schools. The 2008-2009 school began with only 40 students in Pre-
K through 6th grade. In many ways it was like ACCA was starting over. During his time
of leadership, Mr. Carrenard was truly a unifier for ACCA and brought together the
remaining families and many new families and helped ACCA to gain a real sense of
community. Mr. Carrenard was known for spending time getting to know families and
their children and demonstrating great love for the school and its constituents. The
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school grew quickly under Mr. Carrenard’s leadership and in the years he led the
school the student body grew from about 40 to 130. The secondary school was
reestablished, a separate Pre-K program was started, and an additional Kindergarten
class was added. Mr. Carrenard took teachers to summer training in Maryland,
Pennsylvania and Atlanta, and paired experienced teachers with new teachers in
mentoring relationships. At this time, ACCA began the process of seeking dual
accreditation with SAIS and SACS.
At the beginning of the 2010-2011 school year, ACCA suffered several set backs.
Mr. Carrenard announced in early September that he would be leaving ACCA very
quickly because of unexpected health needs in his family. The change in leadership,
unforeseen facility expenses, and loss of students resulted in budgetary problems. The
ACCA family rallied to meet these challenges. Both a transition team and a Head of
School search committee were put in place. In December of 2010, the Board offered the
position of Head of School to Scott Taylor.
In January of 2011, Mr. Taylor began his leadership of ACCA and quickly
demonstrated his gifts for administration and vision through an extensive
reorganization of the structures of ACCA from the front office to the classroom. Mr.
Taylor endeavored to help ACCA become more deliberate and focused in its mission of
providing a truly classical Christian program to metro Atlanta families. ACCA also
continued in its efforts to further improve and build out key processes needed to
acquire SAIS accreditation. In April of 2011, the Board made the decision to discontinue
offering grades 9-12 due to low enrollment. During the 2011-2012 school year, Mr.
Taylor decided to leave ACCA because of his family’s need for a high school.
ACCA found itself in a time of transition yet again, but the ACCA family came
together demonstrating its commitment to the school and its mission. Mr. Brett
Edwards was asked to lead the school on an interim basis. Today, ACCA’s primary
challenges are the completion of its accreditation requirements, the need for a new
facility, and the need for stability in leadership. However, each of the challenges faced
by ACCA has been met with God’s faithfulness and love. The ACCA family continues
in hope and confidence that as it continues to improve and overcome the short term
challenges currently faced by the school, that it will fulfill its mission and will return to
a growth mode in the coming years.
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Mission & Description
Atlanta Classical Christian Academy exists to glorify God by cultivating truth, goodness, and
beauty in students through a distinctly Christ-centered classical education.
In every aspect of its program, ACCA seeks to honor and glorify God with a
Christ-centered education. The school desires to develop in its students a Christian
worldview of every area of life. The Dutch theologian Abraham Kuyper said “no single
piece of our mental world is to be hermetically sealed off from the rest, and there is not
a square inch in the whole domain of our human existence over which Christ, who is
Sovereign over all, does not cry: 'Mine!'" ACCA seeks to teach every academic
discipline from a Biblical foundation and perspective because Jesus Christ is sovereign
over all things.
A derivative of ACCA’s commitment to a Christian education is its distinctive
classical methodology. The apostle Paul commands the church to “not be conformed to
this world, but be transformed by the renewal of your mind, that by testing you may
discern what is the will of God, what is good and acceptable and perfect” (Romans
12:2). The school considers a classical methodology of education the most effective way
to “renew” the mind and prepare it to “discern” the will of God. Classical education in
our contemporary culture is an attempt to return and revive a form of education that
has stood the test of time. This form of education is the making of a particular type of
man and not simply the training of a man for a particular vocation. Students
successfully trained in the classical tradition will be able to discern truth, goodness and
beauty from a Christian perspective. It is when the student finds truth, goodness and
beauty that he finds the essence of God himself.
The school and its teachers believe and teach that truth is absolute and
unchanging. In John 14:6, Jesus says “I am the way, and the truth, and the life. No one
comes to the Father except through me.” The school teaches truth by assessing all
things through the standards set forth in the Word of God. Jesus teaches in John 8:31-32
that “If you abide in my word, you are truly my disciples, and you will know the truth,
and the truth will set you free.” Understanding truth in today’s world is an instrument
to attaining freedom. ACCA seeks to train the minds of its students to love and discern
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truth in every academic discipline and then proclaim this truth outside the walls of this
institution.
Furthermore, ACCA’s academic program seeks to train not just the mind but also
the heart of the student. When the heart of a child has been brought up in the nurture
and admonition of the Lord it can then discern good from evil. Central to the mission
of the school is the cultivation of what Francis Schaeffer called “moral emotions.” This
entails developing emotions that are connected to a standard of morality rooted in
God’s Word. These emotions are the overflow of a heart committed to loving and
serving the Lord Jesus Christ. Through the development of moral emotions, ACCA will
graduate students that have emotional maturity and the confidence to overcome
anything that happens in their life.
Finally, ACCA desires to cultivate an aesthetic sense of beauty within its
students. Students will be better able to objectively appreciate the beauty and order in
his creation as they draw closer to their savior Jesus. The academic program at ACCA
believes in an objective standard of beauty determined by the very nature of God
himself. This standard, guided by the Bible, is revealed by means of academic
discovery and exploration of God’s created order.
Vision
ACCA aims to graduate young men and women who:
Love God with all their heart, soul, mind, and strength;
Evaluate all human knowledge and experience in the light of the Scriptures;
Are equipped to engage and shape the culture with the Truth of the Gospel;
Listen carefully, reason soundly, speak precisely, and articulate persuasively;
Have mastered a core body of knowledge and are capable of discussing great
ideas;
Possess a life-long passion for learning and know how to apply the tools of
learning;
Lead and serve with humility, gratitude, and grace.
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Foundational Commitments
The foundational commitments of Atlanta Classical Christian Academy
distinguish it as an institution and are the standards against which all new ideas and
practices are tested. They are the core values to which the Board of Directors is
committed and for which it is responsible on behalf of present and future constituents.
The administration, faculty, and staff are likewise committed to and responsible for
implementing these foundational commitments in all policies and practices of the
School.
Christian Worldview: We believe that every aspect of our children’s education must be
intentionally founded upon biblical truth.
At ACCA we believe the focal point of all that is, has been, and ever will be is the
person of Jesus Christ. We believe that the education of our children begins with this
reality. God reveals Himself not only specially in His Word, but also generally in every
facet of His creation. All knowledge is therefore interrelated and teaches us about God’s
character, wisdom, and power. Ultimate reality exists only in Him, the Creator and
Sustainer of all things, and therefore truth can be understood only as it relates to Him,
the God of Truth and Sovereign Lord over all. The Scriptures teach that the fear of the
Lord is the beginning of wisdom and knowledge. We believe therefore that every aspect
of our children’s education must be intentionally grounded in and integrated with
biblical truth.
Classical Liberal Arts: We are committed to the traditional and long established,
exemplary forms and standards in education handed down from ancient and medieval
educators.
At ACCA we are committed to a classical liberal arts education; the traditional
and long established, exemplary forms and standards in education handed down from
ancient (Greek, Roman) and medieval educators. We follow the methodology of the
Trivium, seeking to identify appropriate analogies of Grammar, Dialectic (Logic), and
Rhetoric in all subjects and to teach all subjects in a manner consistent with the
appropriate developmental stage of the child. We understand that the liberal arts of
antiquity denoted the education “worthy of a free man” (Latin liber, “free”) –an
education intent upon cultivating wisdom, virtue, and eloquence through the pursuit of
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truth, goodness, and beauty. We emphasize and seek to preserve and pass on to
successive generations the richness of our Western cultural heritage.
Wisdom and Virtue: We believe that true education culminates in wise and virtuous
students who are being conformed to the image of Christ.
At ACCA we believe each child is a living and eternal soul to be nourished, not a
product to be manufactured. The purpose of education is not instilling knowledge
alone, nor is it merely providing vocational skills. The purpose is inculcating wisdom
and virtue in the life of each student. We seek true wisdom that begins with the fear of
the Lord, is rooted in the Scriptures, and encompasses all of human experience. We
aspire to virtue that reflects the moral excellence of Christ, expresses itself in faithful
obedience to God, and demonstrates love to others. Wise and virtuous students will
become understanding, thoughtful, and courageous leaders in our homes, churches,
and communities.
God-Honoring Excellence: We are dedicated to teaching and learning with excellence
as unto the Lord.
At ACCA we believe that all instruction must encourage students to love and
honor God through their academic endeavors. God commands us to love Him with all
our heart, soul, mind, and strength. Students must be challenged at all levels to do
quality academic work "heartily, as unto the Lord" because God is worthy of their best.
We employ gifted teachers who possess a passion for learning, a passion for teaching,
and a passion for Christ. We want our students to possess a love of learning and be well
equipped for their future callings.
Appropriate Forms and Habits: We believe that true education recognizes that hearts
and minds are shaped not only by ideas and knowledge, but also by practices, habits,
routines, and liturgies.
At ACCA we seek to deliberately develop a culture in the school in which every
idea, truth, and concept has its fitting visible expression. We seek not the artificial
formality of the arrogant, nor formality for formality’s sake, but rather a wise attention
to form that continually favors appropriateness over casual and comfortable
complacency. We believe that true education recognizes that hearts and minds are
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shaped not by ideas and knowledge only but also by practices, habits, routines, and
liturgies.
In Loco Parentis: We seek to assist parents in their God-given task of educating their
children in the Lord.
At ACCA we believe God has granted to parents the responsibility and authority
for raising their children, including the responsibility of educating them. ACCA seeks to
assist parents in this God-given responsibility. ACCA purposes to be an extension of the
home --educators who function as agents and servants of the parents. We are
committed to fostering a supportive community of like-minded families, who, with our
faculty and staff, encourage one another in their calling to bring up their children “in
the discipline and instruction of the Lord.”
Engaged and Committed School Community: We believe parents should actively
participate in the life and community of the school.
We strive to cultivate in our parents a sense of responsibility for the school and
to see them well informed about the goals of our classical and Christ-centered
approach. Parents are encouraged to actively participate in the life and community of
ACCA. As we cultivate wisdom, virtue, and eloquence through the pursuit of truth,
goodness, and beauty in the lives of our students, we expect to see our parents grow in
the same. We believe our school community should reflect God’s Kingdom in its racial,
ethnic, and economic make-up. We desire to exemplify unity in the body of Christ
through support and cooperation with area churches.
Accreditation Process
Beginning in the fall of 2010, ACCA’s Board of Directors believed it to be in the
best interest of the school to develop a strategic plan and to seek dual accreditation with
SAIS and SACS. The goal of these efforts was to outline a vision and plan on how
ACCA could best achieve its mission and vision in the community. The Board sought
to include all the various stakeholders of the school in the accreditation process. The
Board considered the input and participation of the school’s teachers, parents, and
students to be critical towards producing commitment and loyalty to the school’s vision
as a classical and Christian school.
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The Board assumed the role of the steering committee and proceeded to organize
committees composed of various stakeholders to focus on the essential aspects of the
school’s operations. Initially, the Board reviewed the school’s previous strategic
planning efforts. The school’s leadership had not completed a comprehensive strategic
plan since the school’s start in 2004. However, previous leadership had developed
many effective processes and procedures that served as a solid foundation for the
current work. Most importantly, the school had already developed a particular
educational identity and character unique in the community. This distinct reputation to
embed Christ in the curriculum and to focus on the Trivium model helped direct the
efforts of the school’s work on the strategic plan.
The self study component was merged with the ongoing efforts of the ACCA
Board to develop a comprehensive strategic plan. Led by board member Jimmy
Carisma, stakeholders with particular gifts were placed in committees to evaluate the
essential aspects of the school. To better reflect the purpose of the school’s existence, a
new mission statement, vision statement, and list of foundational commitments were
created. In addition, a new student-parent handbook, staff handbook and curriculum
guide were developed to better reflect the new mission and vision. The bulk of the self
study effort was divided into four categories:
1. Assess the School’s Current Situation
2. Develop a Vision for the Future
3. Create a Plan to Achieve the Vision
4. Establish a Plan to Measure Success
When assessing the school’s current situation, the committees sought to define
the unique character of ACCA and its value in the community. The main characteristics
distinguishing the school include its emphasis on a Christian worldview, an education
rooted in the classic liberal arts, and the school’s desire to partner with parents in the
education of their children. The tools used to analyze the school’s current situation
included stakeholder surveys, standardized test results, family interviews, a
demographic study, and academic performance statistics.
The new vision statement provided the school with an inspiring look at what a
graduate of ACCA would look like. This mental picture served as a guide for teams to
develop the ideal academic program that would form such an individual. Each
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committee was responsible to consider how their particular focus area must be
organized in the future to help the school reach this vision. The vision for each
particular focus group was to be understandable and also capable of compelling
stakeholders towards action. Lastly, the vision for the future was to give the school
clear direction on how to proceed towards achieving its mission.
After establishing this vision, the committees developed a plan how the school
could realize the vision. This included the creation of strategies and initiatives to meet
the essential goals of the strategic plan. The strategies were developed to be directly
supportive of the school’s mission, vision and foundational commitments. The Board
converted the goals and strategies into a “scorecard” that will be regularly reviewed to
measure the success of the school’s strategic plan. These dashboard indicators will
become a central focus for school leadership (Board and Administration) as they lead
the school. The strategies will be reevaluated at appropriate times in response to
changing conditions.
In the fall of 2010 the lead secondary school teacher Eve Marks worked
collaboratively with administrators, teachers and parents to begin reviewing and
answering the SAIS standards and indicators. The school experienced a transition in
leadership and in its academic program during the 2010-11 school year. This change
required transferring the responsibility of the standards and indicators document to
Dean of Students and middle school teacher Brett Edwards. Mr. Edwards organized a
committee of more than 10 stakeholders to develop up-to-date responses better
reflecting the current state of the school. Committee members discussed, deliberated
and developed answers to the various indicators from August, 2011 until February,
2012. After completing the document, it was carefully reviewed and edited to ensure
that the school had provided accurate and honest answers to each indicator. The
committees gathered an array of files and documents that helped support the answers
provided in the standards and indicators document.
The accreditation process helped the school study its identity as a school and
develop a comprehensive plan for how it can thrive in its efforts to provide a classical
Christian education for the Smyrna community. Such a process has forced the school to
engage all its stakeholders in a massive collaborative effort. Beginning in the fall of
2010, the school will have worked for two years to complete the effort. The leadership
of the school is inspired by the result and looks forward to using these efforts to guide
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the school towards its vision. Ultimately the school places its trust in a sovereign God
that works all things according to his good pleasure and will.
Executive Summary
ACCA exists to glorify God by cultivating truth, goodness, and beauty in
students through a distinctly Christ-centered classical education. In 2004, a small group
of parents determined to provide a strong Christian education for their children and
began planning to leave their respective schools and launch a new classical Christian
School in the Smyrna, Georgia community. In 2004, those parents launched ACCA
adopting a mission, vision and set of values similar to those of many like-minded
classical Christian schools. Between 2004 and 2011, the school experienced many
turbulent times which were often grounded in a lack of a clear vision or a misplaced
understanding of what the school was trying to accomplish. These unclear times led to
significant enrollment fluctuations, financial uncertainty, and leadership instability.
Beginning in the fall of 2010, the Board of Directors began a process to re-
evaluate the mission of ACCA and launched a strategic planning process. The strategic
planning process led to the creation of a new mission, vision and list of foundational
commitments. The mission, vision, and foundational commitments have been clearly
communicated to the school community and serve as a compass for all actions at the
school. Five committees were launched in the fall of 2011 to drive the strategic plan.
Each of the committees is led by an active board member and include parent, faculty
and staff representatives. The five committees are:
Development
Education
Financial
Accreditation
Facilities
Through a self-assessment process, the Board determined that they lacked many
requisite skills to drive the long term strategic plan. This recognition led to a
restructuring of the Board and a transition of numerous Board members. New board
members with backgrounds in Human Resources, Finance & Accounting, Operations,
Education, Information Technologies, and Strategic Planning have been added. The
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Board continues to seek additional board members with a focus on finding a board
member with an extensive legal background. Utilizing the school’s leadership
succession plan, the Board elected to promote a teacher to the Interim Head of School
position versus launching an immediate search. The interim Head of School’s
performance is being closely monitored by the Board and he will be considered a strong
candidate for the full time role when a Head of School search is launched.
ACCA is currently leasing space from a non-denominational Church partner,
Cumberland Community Church. The current lease expires in 2013 so the facilities
committee is actively evaluating facility options for the 2013-14 school year. The
facilities committee has been tasked with finalizing the selection and negotiation
process by December of 2012.
The Board, in partnership with the Head of School, has assumed ownership of
the strategic plan and is in constant review of school priorities to ensure alignment with
the mission, vision, and foundational commitments. The school’s leadership has
learned much from its past experience and from outside counsel. The school is excited
about the work God is doing to bring glory to himself through ACCA.
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Profile
School Profile
Established: 2004
Type: Private, Co-educational, Independent Christian Day School, Board-governed,
Member of Association of Classical Christian Schools.
Grades: Pre-K – 8th
Average Class Size: 10
Student Population: 81
School Hours
Pre-K (Part Time): 8:00am - 12:00pm
K - 1st Grade: 8:00am - 2:40pm
2nd - 4th Grade: 8:00am - 2:50pm
5th - 8th Grade: 8:00am - 3:00pm
Before Care: 7:00am - 7:45am
After Care: 3:00pm - 6:00pm
Academic Profile
ACCA believes excellence in its program begins with “who” questions before
thinking of “what.” The hiring of great teachers and staff is one of the most important
things ACCA does to achieve its mission and vision. That ACCA has succeeded in this
area is evident in the stakeholder survey results:
80% of parents “Strongly Agree” with the statement that “ACCA’s teachers and
administration encourage students to love and honor God through their
academic endeavors” while the remaining 20% “Agree” with this statement.
73% of parents “Strongly Agree” that their “child’s teacher is successfully
implementing a classical Christian education” and 26% more “Agree” with the
statement.
Seeking to continually improve the quality of ACCA’s education, the school
encourages and helps teachers develop professionally in various ways. This occurs by
requiring attendance at educational conferences focused on a classical Christian
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philosophy of education, providing continuing education resources to teachers and
coordinating visits to like-minded schools in the area.
Similarly, the leadership at ACCA realizes the importance of attracting and
accepting students and families whose educational goals are consistent with those of the
school. A rigorous application and interview process for students and parents is
employed to attract and enroll families prepared to support and encourage ACCA’s
commitment to a Christ-centered classical education. The Board and administration
believe that such an approach is critical to maintaining and further cultivating the
character of the school.
An ACCA education is Christ-centered with every subject being taught from a
Biblical perspective. Every subject can be taught in relationship to the Creator.
Beginning in Kindergarten students are taught a children’s catechism that is expanded
and reinforced every year. A weekly Chapel service provides a special and reverent
time of corporate worship where the school glorifies God through singing, prayer and
Biblical teaching.
The classical liberal arts education at ACCA is centered on Western Civilization
and the ideas produced by this culture. This focus leads to a study of the great works to
prepare students to participate in what has been termed “the Great Conversation.”
Students exhibit this ability by being able to communicate and reason with wisdom and
eloquence. ACCA places great importance on the art and craft of writing, oral
expression, and reading. Most importantly, the program seeks to develop a love of
learning that will continue beyond their years in the classroom. William Butler Yeats
captures this sentiment well saying “education is not the filling of a pail but the lighting
of a fire.”
A critical component to the academic program is ACCA’s partnership with
parents in the education of their children. The Latin phrase “in loco parentis” which
means “in the place of a parent,” describes how the school views its role and
responsibility as an educational institution. Parents are ultimately responsible for the
education of their children. ACCA expects and allows parents to actively participate in
their child’s education. This important partnership between parents and school
reinforces what is being taught both at home and at school.
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Curriculum Profile
During both the 2010-11 and 2011-12 school years, the school developed a
comprehensive curriculum guide to outline goals and objectives for every class in the
academic program. ACCA makes careful curriculum choices that are consistent with
the school’s academic goals, its Christian worldview and the stages of learning as
outlined in Dorothy Sayers essay The Lost Tools of Learning. A good foundation is one of
the most important aspects of a solid education. The curriculum is designed from the
top-down with a vision for the type of student that the school seeks to graduate. The
emphasis in the grammar school (K-6th) is to develop a vast body of knowledge by
having high expectations in memorization, recitation and reading. The facts and
concepts learned during these years serve as a necessary foundation for their future
education. The logic learning phase at ACCA (7th & 8th grade) challenges students to
reason logically and think critically. Students at this age are naturally inclined to
question and argue with those in authority. Classical education doesn’t want to quell
these inclinations but rather train students to argue and debate with humility and grace.
A classical education aspires to develop fluent and analytical readers. The
curriculum in the younger years begins with a thorough instruction in phonics. This
will prepare students to read, comprehend and discuss good literature. As students
progress through the program they are exposed to more challenging literature that will
prepare them to read the classic works of Western civilization. ACCA’s teachers
possess a love for reading and communicate this passion to their students. Ultimately,
the goal is to create students who love to read and will read independently and
voluntarily.
The discipline of writing complements the school’s goals in reading. The
curriculum equips students to write articulately and persuasively. Students begin
exercises in writing from the earliest stages of learning, beginning with proper
formation of letters, progressing through the writing of summaries, and ultimately
writing analytically using higher order thinking skills.
The sciences have always been central to a classical liberal arts education. The
school’s curriculum in mathematics and science develops a love for exploring and
discovering the nature and order of God’s world. Curriculum and instruction is
designed to put students in the place of the discoverer of truth. A book that heavily
22
influences the curriculum and instruction at ACCA is John Milton Gregory’s The Seven
Laws of Teaching. Gregory’s Law of the Teaching Process states that teachers are to
“excite and direct the self-activities of the learner, and tell him nothing that he can learn
himself.” This is a guiding principle for how ACCA uses its curriculum in the sciences.
In the lower grades, the emphasis remains on building a foundation of scientific
knowledge that will prepare the student to be an effective and patient problem solver in
upper level math and science classes.
A distinctive of ACCA’s classical curriculum is instruction in Latin and Logic. In
the 3rd grade, students begin Latin instruction to increase vocabulary and develop a
thorough understanding of language. In the 8th grade, ACCA instructs students in the
rules of Logic to equip them with the tools that will allow them to construct an
argument that is both valid and persuasive. Students are taught to identify logical
fallacies and critique arguments reasonably. Instruction in both Latin and Logic begins
at the stage of learning in which the student is most naturally able and interested in the
subject. Latin begins when students are at a stage of learning that enables them to
memorize great quantities of information. Logic begins at the stage of learning when the
student enjoys arguing and expressing opinions about issues.
ACCA integrates learning to reinforce instruction across the curriculum.
Integration takes place in literature as students read books that take place during the
time period they are studying in history. Writing is taught across the curriculum by
having students write about topics in any subject from math to grammar. Effective
integration will help students make important connections between historical events,
literary works, artistic creations and scientific discoveries. In addition, integration
increases the student’s joy of learning and improves their retention of information.
Financial Profile
ACCA’s financial position has improved over the last year. Faced with a large
budget deficit at the beginning of the 2011-12 school year, the school was able to
fundraise, solicit charitable gifts and make wise financial decisions to end the year
breaking even. For the 2012-13 school year, the Board originally targeted the same
break-even position with the budget. However, with careful planning and a
summertime influx of new students, the school projects a surplus of at least $13,000.
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This surplus can be used to offset moving costs incurred during the summer of 2013 or
saved into a reserve account. ACCA has two financial goals: have a balanced budget
every year and build a reserve of at least $100,000 by the end of the 2016-17 school year.
The current year’s surplus puts the school on track to meet this goal. The current
financial plan shows that with adequate growth to more than 120 students within five
years, the cash reserve should grow to an adequate level to secure property or upgrade
to a larger facility to meet the needs of the school.
Development Profile
Since its inception, ACCA has served the surrounding community and the city of
Atlanta by providing quality classical education within a biblical framework. ACCA
aims to be a beacon of light, attracting families to an affordable, desirable alternative to
public education. Ultimately, the school desires to offer all grade levels (Pre-K-12th) and
fully develop all aspects of the classical model so that the school can best serve the
community and its families. Early on, the school recognized that effective marketing
and advertising were essential to the school’s success and implemented a number of
measures to effectively reach the school’s target constituent base effectively.
ACCA formed a Marketing Committee and a Parent-Teacher Fellowship (PTF) in
its first year. The Marketing Committee has traditionally handled advertising,
marketing materials, marketing events, open houses, and social media. The PTF
traditionally recruited volunteers, ran monthly school-wide informational meetings,
organized teacher appreciation events, and helped direct and manage the school’s
fundraisers. Volunteer “Room Moms” coordinated classroom events and served as a
valuable link between the PTF, the classroom and the families.
In 2011, ACCA hired a Director of Institutional Advancement who took over all
functions of the marketing committee and took over management of the school’s
fundraisers from the PTF. Marketing functions currently include the following:
Creating an advertising campaign to be used in local print publications.
Creating professional marketing materials for distribution to prospective
families and to the surrounding community.
Coordinating school open houses throughout the enrollment season.
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Setting up displays and staffing school fairs and other community events
in the area to increase awareness about the school and its programs
Helping to solidify the school’s mission and vision within the school
community.
The Director of Institutional Advancement coordinates and manages all school-
wide fundraisers, recruiting teams of volunteers and overseeing the full execution of
each event. ACCA holds a student Jog-a-thon fundraiser in the fall of each year.
Students solicit pledges from family members, friends, and neighbors, and then run as
many laps as they can to raise money for their school. Parents are also encouraged to be
very involved, by volunteering before or during the event, soliciting business
sponsorships, and even running with their children by paying an entry fee. In the 2011-
12 school year, the school expanded its Online Auction event, traditionally held each
spring, to a banquet and silent auction event called the ACCA Benefit Gala. The school
intends to continue to host the Benefit Gala each spring. Auction items are procured
through write-in campaigns and solicitations in the surrounding community. Money is
raised through the sale of auction items, table sales, raffle ticket sales, and guests’
donations.
In the 2011-12 school year ACCA also realized a goal of starting its Annual Fund
fundraiser. Annual Fund solicitations are mailed three times during the academic year.
Parents and other school supporters are encouraged to participate by making an
Annual Fund contribution at any level. ACCA also participates in Georgia’s Education
Expense Credit program, which allows individual tax payers to direct a portion of their
state income tax dollars to the private school of their choice. Through the school’s
chosen Student Scholarship Organization, these funds are used to provide financial aid
for qualifying students. The Director of Institutional Advancement solicits
contributions to this program from the ACCA school community, manages all aspects
of the process with each contributor, and coordinates with the school’s Student
Scholarship Organization.
Fundraising, marketing and development efforts at ACCA have been very
successful with the support of a committed school community. ACCA plans to
continue its fundraisers and development efforts and expand upon them in future
years.
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Facility Profile
ACCA is located in Cumberland Community Church (CCC) in Smyrna, GA. The
current location has been the school’s home since 2004. The current facility is well
maintained, safe and easily accessible by stairs or elevator. Overall, the current facility
satisfies or exceeds the needs of the school.
CCC has many accommodations that meet or exceed the requirements of the
school. The school is permitted to use their large, technologically equipped, auditorium
space for chapel, school meetings, and other school events. The lunch area is sufficient
for the current size of the school. The outdoor playground serves students well, as they
enjoy that space daily in recess and aftercare.
The total ACCA classroom and administrative space is approximately 10,000 sf.
Ten classrooms are currently utilized and there is space for three administrative areas
and a teacher workroom. The classrooms meet the needs of the school at the current
time based on the current school size and class size. CCC also allows use of additional
space for Art, Music and indoor P.E. An area that could be improved in the future may
be the administrative area, providing the staff more privacy if needed.
Demographic Profile
ACCA was founded in 2004 in Smyrna, Georgia by a group of committed parents
and teachers. Smyrna is in Cobb County, one of the largest counties in the metropolitan
Atlanta area. ACCA is located in the Cumberland/Galleria business district near the
intersection of I-75 and I-285 making it convenient for commuting families to access the
school. A wide range of industries including The Home Depot, Coca-Cola
Refreshments, Assurant, HD Supply & Racetrac are headquartered within 5 minutes of
the school. Cumberland Community Church, a non denominational Church partner
leases space to ACCA. The currently lease agreement allows for use of all facilities at
CCC (auditorium, recreation area, classrooms, playground, parking, etc).
ACCA has experienced enrollment fluctuation over the past nine years but has
averaged 81 students annually. Enrollment for the 2012-13 school year is 81.
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Several other independent Christian schools operate within a close proximity to
ACCA.
School Name Grades Enrollment
Covenant Christian School PreK – 8 205
Eastside Christian School PreK – 8
The Heiskell School PreK – 8 400
Smyrna’s desirable proximity to Atlanta has caused it to experience tremendous
growth in the past ten years. A significant portion of the growth has come from
households with school age children. Of Smyrna’s 23,002 households, 26.6% or 6,122
have children under the age of 18. This household growth provides ACCA with an
abundant source of potential students in the years to come.
Median household income in Smyrna is $54,603. Per capita income is $36,434,
which is 26% higher than the Atlanta metro region's $28,853. Approximately 48% of all
families have incomes over $75,000.
The percentage of Smyrna residents who are
college graduates is almost 15 points higher than the
metro Atlanta region. Nearly 50% of Smyrna
residents have earned four-year college degrees, with
18% holding graduate degrees.
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Throughout ACCA’s history, the school leadership has been committed to
ensuring that the school is representative of the surrounding community. ACCA’s
foundational commitment of an “Engaged and Committed School Community” states,
“We believe our school community should reflect God’s Kingdom in its racial, ethnic,
and economic make-up. We desire to exemplify unity in the body of Christ through
support and cooperation with area churches.” For the 2012-13 school year, the school’s
diversity statistics versus the 2010 Smyrna Census data are as follows:
Race Smyrna % ACCA %
Caucasian 53.8% 62.9%
Black/African American 31.6% 24.7%
Asian 4.9% 1.2%
Hispanic 14.9% 3.7%
Two or more Races 3.1% 7.4%
The leadership of ACCA commits to on-going efforts to ensure appropriate
representation of faculty, students and families. Ongoing efforts will include
community service projects and partnerships with local churches, schools and minority
organizations.
Stakeholder Surveys
ACCA believes an important factor towards organizing its program to best
accomplish the mission and vision is by gaining feedback from its many stakeholders.
This feedback provides valuable information that can both encourage the school where
it has been successful and help reveal weaknesses in the program. Surveys directed at
parents, board members, and teachers were conducted in the spring of 2012 and a
survey gaining student feedback was completed in the fall of 2012. The surveys were
carefully designed with questions closely related to the school’s mission, vision and
foundational commitments.
The overall results were overwhelmingly positive. In total, 1,430 answers were
given by all the stakeholders and 93% responded with either “Strongly Agree” or
“Agree” to the various statements in the survey. Of the remaining 7%, 2% of the
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responses were either “Disagree” or “Strongly Disagree” and the remaining 5% were
answered with “Neutral.”
Parent Survey
Approximately 80% of ACCA parents participated in the survey. Overall,
ACCA’s parents believe that the school is achieving its mission and vision. 81% of
parents “Strongly Agree” that “ACCA’s teachers and administration encourage
students to love and honor God through their academic endeavors.” The remaining
19% “Agree” with this statement. 95% of parents either “Strongly Agree” or “Agree”
that “ACCA delivers a classical liberal arts education that effectively cultivates wisdom,
virtue and eloquence in its students.” In addition, 95% either “Strongly Agree” or
“Agree” that “ACCA emphasizes and respects the parent’s God-given task of educating
children in the Lord.” A major strength apparent in the parent surveys was the quality
of ACCA’s faculty. This strength was further validated by similar responses in surveys
from board members and students. Stakeholders were overwhelmingly satisfied with
the Christ-centered classical education delivered by ACCA’s teachers.
Relative to other results, there were clearly some areas where the school can
improve its program. 18% of parents were either “Neutral” or “Disagree” that
“Students possess humility, gratitude and grace when interacting with others.” 15%
were either “Neutral” or “Disagree” that “the school community reflects God’s
kingdom in its racial, ethnic and economic make-up.” Some particular concerns were
repeated in the open response questions. When asked what they would like to see
changed at ACCA, several parents expressed their desire for the school to achieve more
stability in leadership and long term stability in its facility situation. Related to this,
parents would like to see the school grow in enrollment so that one day they might be
able to expand towards a K-12 program. Some parents expressed the desire for their
child’s academic experience to be more exploratory in an effort to help further cultivate
a love of learning. In addition, some parents would like the school to offer more
extracurricular opportunities. ACCA’s leadership recognizes these weaknesses and the
school’s strategic plan seeks to address many of these issues.
Faculty Survey
Teachers agreed that the school was achieving its mission. All respondents
either “Strongly Agreed” or “Agreed” that “Students are taught to approach all things
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with a Christian worldview.” All but one of the teachers either “Strongly Agreed” or
“Agreed” that “ACCA delivers a classical liberal arts education that effectively
cultivates wisdom, virtue, and eloquence in its students.”
One of the clearest weaknesses evident in the teacher surveys was in response to
the statement “I benefit greatly from faculty meetings and am challenged to grow and
develop professionally.” 67% of teachers responded with “neutral.” In an effort to
improve in this area, the school’s leadership has sought to organize faculty meetings
during the 2012-13 school year that are more collaborative and better directed at
helping teachers grow professionally. A repeated response from teachers when asked
“What about ACCA would you like to see changed?” related to the need for the school
to better communicate with parents the mission and vision of ACCA as a classical and
Christian school. To address this weakness the school held parent forums at the
beginning of the school year to help communicate with parents regarding the mission of
the school. In addition, weekly communication from the Head of School is centered on
explaining in more detail the school’s foundational commitments. PTF meetings will
also be organized in a manner that further communicates the core values of an ACCA
education.
Board Survey
The Board of Directors also responded favorably to statements about ACCA’s
success in achieving its mission. When asked to respond to the statement “Students are
taught to approach all things with a Christian worldview,” five of six respondents
“Strongly Agreed” and the other respondent “Agreed.” Four of the six respondents
“Strongly Agreed” that “ACCA delivers a classical liberal arts education that effectively
cultivates wisdom, virtue and eloquence in its students.” The remaining two “Agreed”
with this statement.
When asked “What about ACCA would you like to see changed?” the responses
centered on two main concerns. The first being for the school to attain more
institutional stability and the second desire was for the school to realize growth in its
enrollment.
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Student Surveys
When asked to respond to the statement “ACCA has helped me develop a love
for learning,” 87% of students either “Strongly Agreed” or “Agreed.” The most
encouraging result was that 100% of students “Strongly Agreed” to the statement “My
teachers possess a passion for learning, a passion for teaching, and a passion for Christ.”
One area of concern in the student surveys was in response to the statement
“Students at ACCA treat me and my classmates with respect and dignity.” Although
73% either “Strongly Agreed” or “Agreed” with the statement, the favorable responses
were noticeably lower for this question relative to other results. Leadership established
one area of focus for the 2012-13 school year to be aligning the school’s culture with the
Biblical mandate to “love your neighbor.” This focus was discussed during
preplanning training and will be reviewed consistently at faculty meetings throughout
the school year. The goal will be to establish principles and methods to better train
students how to love and encourage their neighbor at school.
Student Performance Data
ACCA administers the Stanford standardized test annually in the spring. ACCA
students have consistently performed well above the national average in every subject
covered on the test. Over the past five years, compared to other students nationally,
ACCA students have scored higher than:
82% of students in reading
88% of students in mathematics
86% of students in language
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0%
20%
40%
60%
80%
100%
Reading Math Language
5 Year Average (2008-2012)
82% 88% 86%
84 8477
81 83 82
0
10
20
30
40
50
60
70
80
90
100
Score
2008 2009 2010 2011 2012 Average
Year
5 Year Reading Scores
8287 84
90 88 88
0
10
20
30
40
50
60
70
80
90
100
Score
2008 2009 2010 2011 2012 Average
Year
5 Year Mathematics Scores
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The 2012 percentile scores were very close to these averages with 83% for
reading, 88% for mathematics and 88% for language.
An area of emphasis for the 2012-13 school year is in the reading program.
Though significantly better than the national average, reading scores appear to be
consistently lower than ACCA’s language and mathematics scores. The school
considers reading proficiency and comprehension foundational to a classical liberal arts
education. Therefore, teacher Molly Harrington will be leading ACCA efforts during
the 2012-13 school year to reform and improve its reading program. Training during
preplanning and a monthly faculty meeting will be devoted to improving ACCA’s
reading program. The following chart presents goal reading scores for the next two
years (2013 and 2014).
82 84 87 87 88 86
0
10
20
30
40
50
60
70
80
90
100
Score
2008 2009 2010 2011 2012 Average
Year
5 Year Language Scores
0%
20%
40%
60%
80%
100%
Reading Math Language
2012-13 Test Results
83% 88% 88%
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011/12 2012/13 2013/14
2 Year Reading Goal (2012-2014)
83% 85% 88%
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Vision
Strategic Goals
One of the key roles of the Board of ACCA is to develop a robust strategy for the
school and the resulting strategic initiatives that are needed to realize the vision. The
ACCA Board regularly engages in discussions about the future of the school and the
critical success factors for the school to flourish. The school’s leadership is currently
focused on stabilizing the school, which requires additional emphasis and action
planning to retain students and faculty and to address key areas of concern of the
families of ACCA. Below are the six strategic objectives the ACCA Board and Head of
School will focus on for the 2012-13 school year. These objectives directly support the
vision and the 2020 goals of the school.
1. Strategic Objective: Retain >90% of students into the 2013 School Year
a. Complete an engagement survey for the parents to test for retention by end of
4Q 2012.
b. Build and measure key retention metrics and leading/lagging indicators.
c. Develop a list of options and feasibility for after care programs.
d. Use social media services (website, Facebook, twitter) as a supplement to help
engage our families in the life of the school.
e. Conduct parent forums at the beginning of the year to increase stakeholder
involvement in the life of the school.
f. Hire Head of School thoroughly committed to the mission of the school and
committed to serving the existing families of the school.
g. Seek to gain long term commitments from lead teachers in the school.
h. Conduct three student life events during the school year bringing students,
parents and teachers together for fellowship and fun.
i. Improve perceived value of middle school (6th-8th grade) - outdoor
adventure club (Pathfinders) activity 1/month, creating middle school
lounge/cafe, improve design and aesthetics of middle school classrooms,
focus on website of middle school, marketing effort in Smyrna community
directed at 6th-8th grade students, and developing a small technology center.
2. Strategic Objective: Retain >90% of faculty into the 2013 School Year
a. Complete an engagement survey for the teachers to test for retention by end
of 4Q 2012.
b. Build and measure key retention metrics and leading/lagging indicators.
c. Develop a compensation and benefit plan for teachers.
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d. Give added and desired responsibilities to teachers that will increase their
participation in the direction of the school.
e. Offer at least two options for teachers to improve professional development
by year end.
3. Strategic Objective: Complete accreditation
a. Complete and deliver self study and standards & indicators documents by
early October.
b. Coordinate and prepare the parent, student and graduate teams for the
accreditation visit.
c. Coordinate and organize hospitality team.
d. Communicate with ALL stakeholders about the results of the strategic plan
and accreditation process.
4. Strategic Objective: Secure and update a permanent facility for the 2013-2014
school year
a. Develop list of key criteria to select a location.
b. Review location options and refine to less than five that meet the criteria.
c. Develop a funding plan and capital campaign for the buildings and
renovations.
d. Select new facility and approve by the Board.
e. Complete a move plan and relocate school.
5. Strategic Objective: All families understand the mission, vision, foundational
commitments, and goals of the School
a. Prepare a concise and informative document that communicates the central
components of ACCA's mission, vision and foundational commitments.
b. Board President prepares a presentation at October PTF meeting sharing the
results of ACCA's strategic plan process and accreditation preparation.
c. Cast 3-5 year vision for our families to illicit excitement in our future.
d. Embed mission and vision and commitments into a school project and
contents for each grade.
e. Quarterly progress update on goal execution to parents via PTF meetings
with follow-up email.
6. Strategic Objective: Implement improved processes and information flow at the
school
a. Investigate the cost of RenWeb and clearly state the benefits to the Board.
b. Develop improved admissions process that better illustrates the mission and
vision of ACCA.
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Academic Vision
There is no question that the academic program at ACCA is rigorous. However,
the school’s emphasis on a high-level education will be premised on the quality of the
work required of students rather than on the quantity. Underlying all the school does,
students will learn that Christ’s lordship extends over every sphere of life, including
education.
Teachers are expected to be life-long learners who see the “big picture” through a
Christian worldview lens. They will love learning and love to teach. They will be able to
provide a cogent Christian testimony and will be committed to personal holiness while
understanding their dual status as both saved and a sinner.
Teachers will be intelligent and broadly educated in the liberal arts and
committed to the classical model. They will love children and love God. They will
exemplify professionalism in all aspects of their teaching responsibilities, and will
exhibit a servant nature and show fruits of the spirit (joy, peace, etc.) in their daily walk.
Lastly, they will be a member in good standing in a local church.
ACCA will utilize a curriculum that is Christian worldview-focused and all
subjects will be taught consistent with this Christian worldview. The school will have
Chapel on a regular basis where students are instructed on how to worship God in
spirit and truth. Instruction will focus on memorizing Bible verses, equipping the
students to understand the gospel and articulate it intelligently. The curriculum will be
supported by the Bible with scriptural references, where applicable.
The academic program will depend upon excellent literature, poetry, the great
books, music, art, and an appropriate survey of the sciences. The school will seek strong
curriculum for grammar, reading comprehension, and writing as well. ACCA will
constantly ensure that they are using the best materials by looking at what similar
classical Christian schools are doing in this arena. While the curriculum and academic
plans will by necessity contain some rigidity, the teachers nonetheless will be given the
freedom to allow students to pursue special projects in specific areas of interest.
ACCA will continue to give objective grades, and other assessments based on
student performance. With that being said, the school will assess the students’
37
abilities and organize the instruction to challenge all students appropriately. Students
will be given reasonable but challenging homework assignments. ACCA believes
grades should accurately reflect the work and academic ability of the student.
ACCA will encourage and support personal discipleship by teachers and the
administration. The school will foster and emphasize a school culture that is unified,
classical, Christian, and committed. The Biblical discipline policy will be followed
consistently. The school will have class devotion time and pray together regularly.
ACCA will train the students in the development of a vision for their life as a Christian.
ACCA’s staff will be welcoming to all parents and visitors. The school will rely
on parent/teacher conferences to discuss substantive issues in detail. In PTF meetings,
ACCA will provide information about the classical model as well as how parents can
assist their children in their educational endeavors. The administration will constantly
work to ensure that teachers have the right tools and resources to develop and refine
the teaching methods that are best suited for their students in reaching the students’
God-given potential.
Curriculum Vision
At ACCA the curriculum is the framework and structure that assists the school
in consistently and constantly moving toward its goals. The education provided to
children at ACCA will be rooted in Christ and nourished by a Christian worldview
across the curriculum.
The school will select and utilize curriculum materials that are consistent with
this Christian worldview but are flexible at the appropriate points. The school’s
materials will be state-of-the-art, updated and efficiently organized. The school expects
to take advantage of the best curriculum resources that exist.
The curriculum materials will support what is being done in the classroom,
whether it is recitation, the Socratic Method, phonics, memorization, or logic exercises.
The goal of the curriculum is to lead students to find truth independently, not only in
the school environment but in the outside world as well.
Teachers will show and exude an enthusiasm for the course materials. They will
be able to interact with the curriculum creatively through drama, song, chants, etc. The
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teachers will fundamentally understand how the various subject areas overlap and how
each subject applies to the others. The teachers will own and personalize the curriculum
and be able to articulate why the school is using it and how it fits with the school’s
purpose and vision. ACCA will take advantage of the abilities and strengths of the
faculty and the teachers will have a degree of flexibility to tailor the curriculum as he or
she sees fit with oversight by the Head of School.
The curriculum will be regularly reviewed and opportunities for improvement
identified and implemented. Over the next few years, the school expects to
incrementally add to its curriculum various extra-curricular activities that are consistent
with the mission. These may include but are not limited to modern languages, fine arts
and athletic opportunities.
ACCA will collaborate with established, thriving classical Christian schools with
regard to the curriculum that has been most effective for them to determine the best and
most appropriate curriculum. ACCA will also seek the input of teachers and parents
and involve them in curriculum decisions.
Financial Vision
ACCA is targeting a financial reserve of $100,000 by the end of the 2016-17 school
year. This can be accomplished with a strong, dedicated resource to provide
fundraising and marketing expertise. It is essential that a balanced budget is
maintained each year as well. An individual with a strong financial background is also
needed to assist with the budget and ongoing financial needs of the school.
Additionally, the school wants to ensure that the faculty and administration
receive competitive pay and benefits. Base salaries are in line with the current market
based on salary market data obtained. The school does not yet offer medical benefits or
retirement benefits. The plan is to offer these benefits over the next five years.
Development Vision
The goal of the development program is to support the growth of the school,
while retaining the true heart and culture enjoyed at the school today. The school
desires to offer the Atlanta area a unique academic experience through a K-12 program
39
that is based on the Trivium. The school must focus on several critical success factors,
including the development of a retention strategy, an enrollment strategy, and
increasing community and engagement of the parents. This past year, ACCA has
enjoyed the fruits of having a part time Director of Institutional Advancement on-staff
and has seen the single largest increase in giving and funding in the school's history.
To realize this vision, it is necessary to develop the school systemically, realizing
the phases the school needs to progress through to reach its growth potential.
Specifically, the past year has seen some significant changes in the leadership and
enrollment of the school. The first part of the development plan is to implement a series
of programs to increase retention and stabilize the school. Development will focus on
retention and recruiting new students with limited growth to between 80-100 students.
The second phase, envisioned to start about year three, will be a period of strengthening
the new foundation, enjoying better processes and higher retention rates at the school
leading to 110-130 students. After this period, the school will be regarded as a stable
school and positioned to significantly grow. In this final phase, the growth phase, the
school expects to reach a total of 180-200 students by the fifth year.
ACCA understands the need to have significant resources to execute the
development plan, a new facility, and a focus by the Board and staff to engage parents
to reach this vision. Most of the early development work at ACCA will focus on
fundraising and internal development.
Facility Vision
ACCA wants to position the school for long term sustainability in a building and
location that will accommodate both current and future families. The facility will be a
safe place that has the flexibility needed for large groups but with dedicated classroom
space appropriate for a personal educational experience.
ACCA recognizes the significance of controlling classroom sizes for more direct
instruction. Overall class size should range from 12-16 students. It is understood that
individualized class management ability, as well as family or school need may cause
this to rise to a maximum of 18 students. Expected growth in the next three years will
require the school to add two additional Pre-K classes and potentially additional classes
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for 1st and 2nd grade. The five-year growth plans would require additional class space
for grades 3rd – 5th.
In ACCA’s experience with its current facility, the school has come to appreciate
and desire specific qualities for a long term facility. A facility with a multipurpose area
can provide many important uses for the school. This space can become the cafeteria
and the auditorium, as well as act as the before care and after care area. A safe
playground is also a very important component of the facility. A lobby/vestibule and
private administrative areas have value for welcoming visitors and greeting students
and families.
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Plan
Academic Plan
ACCA will use carefully chosen literature and curriculum materials to further
the goal of providing a God-centered classical Christian education. Faculty will
encourage students to use rational thought to decide whether something is true, good
and beautiful. Students will also learn about erroneous views and why they are
incorrect.
ACCA students will understand the gospel and the Bible’s primary message of
Creation, the Fall and Redemption. They will demonstrate the fruits of the spirit in daily
activities. Also, they will be able to effectively and articulately defend the Christian
worldview. Students will exhibit a high level of aptitude in a broad variety of
disciplines.
Through the admissions process, administration will attempt to make certain
that parents are fully aware of ACCA’s vision, goals and academic rigor. Emphasis will
be placed on how important it is for parents to help the students with memorization,
building effective study habits, and reading with their children on a daily basis. Parents
would be expected to develop a big-picture vision for their children that would go
hand-in-hand with what the children are learning at school.
Curriculum Plan
ACCA will assign a qualified teacher to be the “Curriculum Coordinator.” The
school will involve a variety of ACCA stakeholders to review, analyze and select the
curriculum used. A stakeholder’s summit will be held annually to discuss the status
and success of current curriculum materials. This will also provide an opportunity to
contemplate changes to the existing curriculum.
The Head of School will conduct teacher training on a periodic basis via faculty
meetings and other opportunities. The Head of School will review teacher performance
and compare teacher evaluations with the curriculum to determine the level of
performance and adherence to ACCA’s curriculum goals. The school will support
periodic training sessions for the teachers outside of ACCA at the annual ACCS
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conference and other similar conferences. The Head of School will provide clear
performance expectations and reviews to the faculty.
Any substantive changes to the existing curriculum will not be made without
due process or discussion. Any proposed changes will be discussed with the faculty,
key parent representatives and Board members.
Financial Plan
Several factors determine whether the financial vision turns into a financial
reality. ACCA must focus on retaining students and stabilizing the environment to
keep finances in order. It is necessary to secure a permanent Head of School and an
appropriate level of support staff. Additionally, it is important for the stakeholders of
the school to receive clear, timely communication from the Head of School and Board of
Directors. The major stakeholders are teachers, parents, students and the local
community. Finally, ACCA must secure a facility for at least the next five years.
The Board and administration will consider tuition income to make sure it is
acceptable. It will be important to monitor other schools in the area, and see if there is
a competitive advantage that allows the school to charge a higher tuition. Tuition
amount will be driven by market conditions, especially in comparison to ACCA’s
closest competitors.
Development Plan
The development plan, is subdivided into three phases; stabilizing the school,
strengthening the foundation, and growing the school. This plan is already being
executed and is showing substantial fruit. ACCA had a positive income in the 2011-12
school year, largely due to an increased focus on development with a dedicated
development staff member, growing funding by over $150,000.
Several key development activities lie ahead for ACCA to achieve the goals of
stabilizing and growth. One obstacle to retention and enrollment is the lack of a
permanent facility. It is expected that ACCA will need to build significant funding to
prepare for a move to a new leased facility that may require some funding to make it
move-in ready for the school. An on-site development manager will be critical to
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continue to build on the fundraising success, which is still an integral part of the
school's operating income (~20%). The goal of the increased funding is the formation of
a reserve to allow for growth, new programs, investment in curriculum, and systems to
improve communication with parents, and track retention and participation.
Finally, the development plan includes several efforts to increase the retention of
existing students and participation of parents such as a more comprehensive and
systematic communication tool (e.g., RENWEB). Better communication is a critical
element in reaching stability. Furthermore, part of the development plan is to start
tracking retention of existing students and understanding the motives for any
departures. By learning and improving from these experiences, ACCA hopes to be a
school where development is founded upon a principle of learning and growing.
Facility Plan
The facilities committee has real estate experience and generally understands the
current economic reality. A long term lease, with the possibility of a lease to purchase
option, would be the most optimal situation for the school in terms of current
enrollment and expected growth for the future. The school understands the costs
involved in operating its own building and knows that capital reserves need to be
established. Capital reserves and long-term building improvements need to be
accounted for in future annual budgets.
The facilities committee will finalize plans prior to involving stakeholders. The
school will bring in key families and key stakeholders whose interest and financial
backing may be required in advance of other families. There will be a strong desire to
assist the school in this new season of growth, stability, and movement into a new
facility.
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Measuring Results
Academic Results
ACCA will analyze objective data to measure the success of its academic efforts.
This includes class grades where teachers and administration can search for trends both
between grades and between classes within the same grade. Teachers and
administrators will analyze standardized test scores to spot trends in student
performance. Also, the school will conduct annual faculty reviews with clear
performance expectations and clear constructive feedback. The school’s administration
will conduct an annual summit with all stakeholders invited to discuss not only
curriculum but academic results, issues, and suggested changes.
ACCA will compare its standards to other private schools. The school will
measure students’ progress through parent surveys, student surveys, and Head of
School class visits/evaluations.
Curriculum Results
The school will conduct annual surveys among stakeholders to determine the
effectiveness of the curriculum materials. Also, ACCA will measure its success by
analyzing standardized test scores and other in-school assessment tools.
The status and ongoing success of the curriculum will be reviewed annually by
the curriculum coordinator. One main element for review will be an evaluation of how
well the current curriculum supports the school’s mission.
Financial Results
It is imperative that timely financial reports, forecasts and comparisons are
generated and reviewed by the Board of Directors. This will allow time to proactively
address the financial needs of the school. Leadership will consider additional tools,
systems and software as the needs arise and the financial resources are available.
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Development Results
ACCA will focus on tracking several key performance indicators to ensure that
development progress is according to plan. These include, but are not limited to
tracking:
1. Personnel. Retaining high performing staff members is a critical element to
achieving the development vision. Teacher surveys give the school’s
leadership a better pulse on the needs and feelings of the teachers. In
addition, the school will maintain an office administrator and a development
manager at a part time basis, until additional revenue supports a full time
approach.
2. Fundraising Performance. ACCA relies on fundraising to achieve its
operating cash flow, and needs to continue to track and have a continual
pipeline of new development activities. The five year goal is to reduce the
fundraising from 20% of income to less than 10%.
3. Cash Reserve Level. A key milestone in the development performance of the
school, will be the establishment of a cash reserve in the coming years. This
fund will help secure a new facility, increase enrollment and solidify the
stability the school desires. In addition to supporting a long term lease on a
facility, the cash reserve will serve to:
a. Renovate the new facility to meet state standards including a full day
pre-K program.
b. Support new communication programs including parent-teacher tools
(i.e. RenWEB) and curriculum growth.
c. Support operations to keep tuition at about 50% of the top pricing tier
schools in the area.
d. Support financial aid to continue to enjoy both diversity of thought
and economic diversity at ACCA.
4. Retention Rate. ACCA will enhance its tracking and reporting of the
retention rate and analyze key retention drivers of its parents. Current
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retention rates are less than 75% with a long term goal of reaching 90% or
more.
5. Parent Participation Rate. In addition to retention, ACCA intends to track
parent participation rate as a key leading indicator. This will help ensure that
parents are engaged and have a voice.
Facility Results
In the future, ACCA will evaluate its current facility and facility plans by
regularly surveying stakeholders. The survey results will be considered along with the
school’s short and long term plans for enrollment.
The school will regularly schedule facility meetings and use email
communication to review goals and keep the committee updated. ACCA will keep the
stakeholders informed of its actions and progress as needed. Once final facility plans
and contracts are completed, communication of this information will be made as early
as possible. The facilities committee will track and manage the facility relocation
budget by evaluating costs and working closely with the finance committee. The action
steps to develop firm goals for the facility and the required committee structure to
achieve those goals will be a priority.