bcs self study published 08-27-13

Bible Center School

ACSI Accreditation

Self-Study

August 27, 2013

Bible Center School ACSI Accreditation Self-Study Page i

Dear Brothers and Sisters

in Christ,

We praise God as He continues to use Bible Center

School for His glory!

Since its doors first opened in 1981, Bible Center

School has sought to glorify God by nurturing

students spiritually, intellectually, physically, and

socially.

Recently, Bible Center School “moved to the

middle” by adding the seventh and eighth grades to

its elementary and preschool programs. This move,

coupled with Bible Center Church’s significant

growth during the past decade, positions Bible Center School to refine its strategic plan as part of a

larger effort to better serve parents and students through improved organizational performance.

With a Colossians 3:23 heart – working for the Lord, not for men – Bible Center Church and Bible

Center School are committed to strengthening all facets of the school’s offerings and operations. We

strive to achieve the superior performance levels marked by ACSI accredited schools.

This self-study report is the cornerstone of our efforts to reach the highest levels of standards,

performance, integrity, and quality in Christian education. It is a product of dedicated church and

school leadership, faculty and staff, and members of the local community. Put simply, the Bible

Center community is committed to this effort.

We will use this report, coupled with recommendations of the visiting accreditation team, as a catalyst

to better Bible Center School, its students, their parents, and the community. It is our prayer that the

accreditation process – and this report, in particular – will help us fulfill the psalmist’s desire written in

Psalm 78:4: We will tell the next generation the praiseworthy deeds of the LORD, His power, and the

wonders He has done.

Because He Lives,

Dr. Eric Mounts Mr. Garland Elmore

Senior Pastor Principal

Bible Center Church Bible Center School

Greeting

Eric Mounts Senior Pastor

Bible Center Church

Garland Elmore Principal

Bible Center School

Bible Center School ACSI Accreditation Self-Study Page ii

Self-Study Team

The Bible Center School (BCS) self-study team is comprised of Bible Center Church (BCC) leadership

and staff, BCS leadership and faculty, and community leaders. Such composition reflects the intent for

the self-study to be relevant and actionable to the school’s many stakeholders: its students, parents,

faculty, staff, administrative leadership, governing body, church family, church leadership, and the

community.

The following sections include (1) a description of the team’s structure and organization; (2) a listing

of team members by committee; and (3) a timeline of the team’s process.

Structure

The team is led by the steering committee, which is chaired by the BCS principal. The steering

committee is empowered to manage the school’s accreditation process by the BCS Committee (or

“School Committee”), which is the governing body for BCS. This empowerment is represented by the

dashed arrow in the organization chart from the school committee to the steering committee. The

school committee authorized BCS to begin the ACSI accreditation process by a unanimous vote at its

meeting on November 13, 2011.

The steering committee guided the school through the self-study process, acting as a liaison with ACSI

representatives and meticulously reviewing each report offered by subcommittees.

Reporting to the steering committee are ten subcommittees centered on one of the standards outlined in

ACSI’s REACH Accreditation Manual. This relationship is represented on the team’s organizational

chart by the solid arrows from the steering committee to each subcommittee.

Each subcommittee first reviewed the best practices that mark superior performance or strong

procedures for each standard. They then investigated the school’s administration, faculty, and staff’s

actions and the effects of those actions on students and children. Such research and analysis enabled

the subcommittee to (1) determine, in its own opinion, that BCS meets the standard and will continue

to do so during the accreditation period; (2) identify BCS’ strengths and areas of improvement; and (3)

compare BCS to those best practices. Finally, the subcommittees drafted strategic goals that will be a

part of the school’s culture of continuous improvement.

The subcommittees submitted their respective reports to the steering committee, which requested

revisions and resubmission of the report or approved the report to be reviewed by BCS faculty and

staff. Faculty and staff then had the opportunity to make suggestions prior to their approval and

resubmission to the steering committee.

The steering committee consolidated each report, supporting documentation, and other information as

part of overseeing the assimilation of the reports into the published self-study. After completing final

revisions to and formatting the report, the steering committee then ensured the report’s distribution to

the appropriate stakeholders.

Bible Center School ACSI Accreditation Self-Study Page iii

Steering

Committee

Standard 2 Governance and

Administrative

Leadership

School

Committee

Standard 1 Philosophy and

Foundations

Standard 4 Personnel

Standard 3 Home and Community

Relations and Student

Services

Standard 6 Library, Media, and Technology

Standard 5 Instructional

Program

Standard 8 Facilities,

Environment, and

Transportation

Standard 7 Crisis Planning,

Safety, Health, and

Food/Nutrition

Services

Standard 10 Continuous

School

Improvement

Standard 9 Character, Values, and

Spiritual Development

of Students/Children

Organizational Chart

The following organizational chart graphically depicts the structure of the self-study team. Ten

subcommittees report to the Steering Committee, who is empowered by the BCS Committee.

Membership

The diverse group of individuals on the BCS self-study team provides a holistic view of BCS during

this intensive process – a process that is only the first step as BCS strives to continually improve and

better serve the Charleston community for Christ. The resulting analysis and improvement planning is,

therefore, relevant to the school’s many stakeholders.

Bible Center School ACSI Accreditation Self-Study Page iv

The successful publication of this in-depth self-study report would not have been possible without the

following individuals dedicating their time and talents. BCS thanks God for their service and

commitment to our children’s growth and learning.

Steering Committee

Garland Elmore, BCS Principal, Chair

Sandy Backus

Kelly Britton

Julie Bupp

Vicki Hess

Subcommittees

Standard One: Philosophy and Foundations

Kelly Ramey, Chair

Julie Bupp

Standard Two: Governance and Administrative Leadership

John Cunnings, Chair

Jacquie Brown

Greg Moore

Standard Three: Home and Community Relations and Student Services

Jessica Bacchus, Chair

Debbie Kimble

Amy Williams

Standard Four: Personnel

Sandy Backus, Chair

Melissa Stewart

Standard Five: Instructional Program

Beth Vencill, Chair

Jan Bowman

Sara Moles

Marylynn Saloiye

Bible Center School ACSI Accreditation Self-Study Page v

Standard Six: Library, Media, and Technology Services

Candace Jacob, Chair

Ben Ellis

Standard Seven: Crisis Planning, Safety, Health, and Food/Nutrition Services

Elizabeth Ingold, Chair

Jamie Stone

Standard Eight: Facilities, Environment, and Transportation

Christy Corbin, Chair

Dick Riffe

Gina Saunders

Standard Nine: Character, Values, and Spiritual Development of Students/Children

Amanda Casto, Chair

Kelly Britton

Lisa Pack

Standard Ten: Continuous School Improvement

Andrea Garrison, Chair

Jan Rohr

Timeline

November 13, 2011: School Committee authorized BCS to pursue ACSI accreditation.

November 17, 2011: BCS sent application for accreditation to ACSI

June 12, 2012: Initial Meeting with Chairman of Visiting Accreditation Team

June 2012 - Aug. 2012: Steering Committee and Subcommittees formed and worked in assigned

areas to assess current status and develop improvement plans

September 20, 2012: Follow-up Visit with Chairman of Visiting Accreditation team

Fall/Winter 2012/13: Steering Committee and Subcommittees continued work

May 2013: Self-study completed and reviewed by School Committee

June 2013: Pre-visit by Chairman of Visiting Accreditation Team

Bible Center School ACSI Accreditation Self-Study Page vi

June - July 2013: Steering Committee conducts final review of self-study

August 2013: School Committee and all employees review self-study and

documentation

August 27, 2013: Self-Study sent to members of Visiting Team

Sept. 29 - Oct. 2, 2013: Visiting Team on-site for Accreditation Visit

Bible Center School ACSI Accreditation Self-Study Page vii

Table of Contents

GreetingSelf-Study Team .......................................................................................................................... i

Self-Study Team ....................................................................................................................................... ii

Structure ................................................................................................................................................ ii

Organizational Chart ............................................................................................................................ iii

Membership ......................................................................................................................................... iii

Steering Committee .......................................................................................................................... iv

Subcommittees ................................................................................................................................. iv

Timeline ................................................................................................................................................ v

1 School Profile ....................................................................................................................................... 1

1.1 Historical Overview ................................................................................................................... 1

1.2 Vision Casting ............................................................................................................................ 2

1.3 Demographic Portrait ................................................................................................................. 3

1.4 Achievement Levels and Accomplishments .............................................................................. 5

1.5 Leadership Team ........................................................................................................................ 6

2 Commitments ......................................................................................................................................... 8

2.1 Christian Philosophy and Orientation ............................................................................................ 8

2.2 Commendable Educational Services .............................................................................................. 8

2.3 Professionally Qualified Faculty and Staff .................................................................................... 8

2.4 Governing Body and Empowered Administrative Leadership ...................................................... 8

2.5 Health and Safety ........................................................................................................................... 8

2.6 Spiritual Nurturing and Discipleship ............................................................................................. 8

2.7 Curriculum Development and Evaluation ...................................................................................... 9

2.8 Business Operations ....................................................................................................................... 9

2.9 Continual Performance Evaluation ................................................................................................ 9

2.10 Continuous Improvement ............................................................................................................. 9

3 Standards ............................................................................................................................................. 10

3.1 Standard One: Philosophy and Foundations ............................................................................... 10

3.1.1 Brief Narrative ....................................................................................................................... 10

3.1.2 Strengths ................................................................................................................................ 10

3.1.3 Documentation and Supporting Evidence ............................................................................. 10

3.1.4 Areas for Continuous School Improvement .......................................................................... 12

Bible Center School ACSI Accreditation Self-Study Page viii

3.2 Standard Two: Governance and Administrative Leadership ...................................................... 12

3.2.1 Brief Narrative ....................................................................................................................... 12

3.2.2 Strengths ................................................................................................................................ 12



3.3 Standard Three: Home and Community Relations and Student Services ................................... 15

3.3.1 Brief Narrative ....................................................................................................................... 15

3.3.2 Strengths ................................................................................................................................ 16



3.4 Standard Four: Personnel ............................................................................................................ 21

3.4.1 Brief Narrative ....................................................................................................................... 21

3.4.2 Strengths ................................................................................................................................ 22



3.5 Standard Five: Instructional Program ......................................................................................... 25

3.5.1 Brief Narrative ....................................................................................................................... 25

3.5.2 Strengths ................................................................................................................................ 26



3.6 Standard Six: Library, Media, and Technology Services ........................................................... 32

3.6.1 Brief Narrative ....................................................................................................................... 32

3.6.2 Strengths ................................................................................................................................ 33



3.7 Standard Seven: Crisis Planning, Safety, Health, and Food and Nutrition Services .................. 36

3.7.1 Brief Narrative ....................................................................................................................... 36

3.7.2 Strengths ................................................................................................................................ 37



3.8 Standard Eight: Facilities, Environment, and Transportation ..................................................... 40

3.8.1 Brief Narrative ....................................................................................................................... 40

3.8.2 Strengths ................................................................................................................................ 41



Bible Center School ACSI Accreditation Self-Study Page ix

3.9 Standard Nine: Character, Values, and Spiritual Development of Students/Children ................ 44

3.9.1 Brief Narrative ....................................................................................................................... 44

3.9.2 Strengths ................................................................................................................................ 45



3.10 Standard Ten: Continuous School Improvement ...................................................................... 47

3.10.1 Brief Narrative ..................................................................................................................... 47

3.10.2 Strengths .............................................................................................................................. 47

3.10.3 Documentation and Supporting Evidence ........................................................................... 47

3.10.4 Areas for Continuous School Improvement ........................................................................ 50

Bible Center School ACSI Accreditation Self-Study Page 1

1 School Profile

BCS began as an outgrowth of the BCC Day Care ministry, which began in 1977, and officially began

in 1981 with the completion of the Family Center addition at BCC. First grade was the first and only

grade available that year. Grade levels were added on, one per year, as the school grew. Double

tracking for most grades was also a gradual process, one grade level at a time. In 2010, as a result of

the Move to the Middle campaign, seventh grade was added. The 2011-2012 school year was the first

year in school history for BCS to have a complete elementary and middle school, with grades

kindergarten through eighth grade.

BCS also has an exceptional preschool program for three- to four-year-old children, which is licensed

by the state of West Virginia as a preschool existing within the framework of a day care center. A

preschool is operated throughout the regular school year for children who are 2 ½ years old and fully

potty-trained through six years old. There are classes for young three’s (1 class); true three’s (2); four-

year-olds (4); and transitional kindergarten (1). During the summer, a day care program is offered for

children from 2 ½ years through fifth grade. The summer program’s license allows for up to 150

children.

The mission of BCS is to provide a biblically based education emphasizing Christ-like character and

academic excellence, offered in a nurturing environment. BCS seeks to partner with parents in

preparing students to reach their God-given potential, develop Christ-like character, and achieve

academic excellence (Luke 2:52).

As a ministry of BCC, BCS is governed by the BCS School Committee, which is responsible directly

to the BCC Board of Elders. In other words, BCS is a church-sponsored school. School Committee

members are appointed to serve one-year terms by the BCC Board of Elders. The primary functions of

the governing body are to approve and review the school’s budgets, approve policies, review

enrollment and staff assignments periodically, provide direction to the school principal and preschool

director regarding new and existing programs, and address any staff or parent appeals.

BCS is seeking accreditation for all its current offerings (EE-8).

1.1 Historical Overview

The BCC Day Care ministry was so well received by church families and others that its natural growth

into a school became a “must.” The first grade started in 1981, and one grade was added each year for

the next five years.

The purpose of BCS was to provide quality education along with a biblical world-view. If what a

student believes about origins affects everything else he believes in life, such training could not be

provided in the public education system.

The loving care of Christian teachers was another valuable asset. Every commencement ceremony

demonstrated the emotional impact godly teachers had on their students. Each year many students

came to know Jesus Christ as Savior – life’s most important decision.


1.2 Vision Casting

BCS envisions the development of passionate Christian leaders who are well equipped biblically,

academically, socially, and physically, that will further the cause of Christ and become a godly

influence on their world.

To that end, the following are expected student outcomes for BCS:

Spiritual Formation (Favor with God)

“Let the word of God dwell in you richly.” (Col. 3:16)

Understand and commit to a personal relationship with Jesus Christ (Rom. 10:9-10).

Know, understand, and apply God’s Word in daily life.

Are actively involved in a church community, serving God and others.

To develop a Christian worldview.

Are empowered by the Holy Spirit, pursuing a life of faith, goodness, knowledge, self-control,

perseverance, godliness, brotherly kindness, and love (2 Pet. 1:5-7).

Personally respond to carry out the Great Commission. Possess apologetic skills to defend their

faith (Matt. 28:19-20).

Academic Formation (Wisdom)

“Let this mind be in you which was also in Christ Jesus.” (Php. 2:5)

Are well prepared in all academic disciplines and are skilled in reading, writing, speaking,

listening, and thinking.

Are proficient in mathematics and science.

Have a knowledge and an understanding of people, events, and movements in history. (including

church history) and the cultures of other peoples and places.

Appreciate literature and the arts.

Have an appreciation of languages and cultures of other peoples, dispelling prejudice, promoting

interethnic harmony, and encouraging biblical hospitality.

Have the skills to question, solve problems, and make wise decisions.

Know how to utilize resources – including technology – to find, analyze, and evaluate information.

Social Formation (Favor with man)

“No man liveth unto himself.” (Rom. 14:7a)

Embrace and practice justice, mercy, and peacemaking in family and society.

Value intellectual inquiry and engage in the marketplace of ideas (open, honest exchange of ideas).

Respect and relate appropriately with all people with whom they work, play, and live.

Have an appreciation for the natural environment and practice responsible stewardship of God’s

creation.

Are good stewards of their finances, time (including discretionary time), and all other resources.

Understand that work has dignity as an expression of the nature of God.

Are committed to lifelong learning.


Physical Formation (Stature)

“Present your bodies a living sacrifice unto God.” (Rom. 12:1)

Treat their bodies as a temple of the Holy Spirit (1 Cor. 6:19-20).

Understand the worth of every human being as created in the image of God.

Are prepared to practice the principles of healthy, moral, family living.

Understand the value of physical exercise.

Develop an appreciation for lifelong sports and activities.

1.3 Demographic Portrait

BCS – preschool, elementary, and middle school grade levels – are located at 1111 Oakhurst Drive,

Charleston, West Virginia 25314. This campus is located directly off Corridor G (US-119), a main

thoroughfare into downtown Charleston. For some events, the school also utilizes the main church

campus, which is approximately 5 miles south on US-119, at 100 Bible Center Drive, Charleston, West

Virginia 25309. BCS maintains a website (http://www.biblecenterschool.com) and also utilizes social

media to communicate with its stakeholders. Its phone number is 304-346-0431, and its fax number is

304-346-0431.

The following are tables of BCS administrators, faculty, and staff for the 2013-2014 school year:

Bible Center School

Name Degree Class Assignment

Garland Elmore M.A., B.A. Principal

Jacquie Brown B.S. Kindergarten

Amanda Casto B.S. Kindergarten

Sandra Backus B.S. First Grade

Candace Jacob B.A. First Grade

Whitney Spencer B.A. Second Grade

Beth Vencill B.S. Second Grade

Kelly Ramey B.A. Third Grade

Jan Rohr M.A., B.A. Third Grade

Kelly Britton B.S. Fourth Grade

Andrea Garrison B.S. Fourth Grade

Melissa Stewart B.S. Fifth Grade

Julie Bupp B.A. Sixth Grade

Christy Corbin B.S. Seventh Grade

John Cunnings B.A. Eighth Grade

Melanie Takubo B.S. Science

Josh Willetts M.Div., B.S. Bible

Ilse Long M.A., B.A. Music

Sharon Ford Waiver/

No Degree Art

Deborah Karr B.S. Spanish

Jessica Bacchus M.A., B.S. Computers

Greg Moore M.B.A., B.S. PE; Athletic Director


Bible Center Preschool

Name Degree Class Assignment

Kim Adigwe LUN (nursing) 4’s Aide

Anna Armstead M.A. Transitional Kindergarten

Teacher

Patty Bias ACSI EE Certificate 3’s Teacher

Jan Bowman ACSI EE Certificate 4’s Teacher

Barbara Burgess High School Diploma Young 3’s Teacher

Cindy Clark HS Diploma Assistant Director

Joan Ferrell HS Diploma 4’s Aide

Linda Green HS Diploma 4’s Aide

Sharon Griffith GED Head Cook

Vicki Hess M.A., .B.S. Director

Pam Hicks B.A. On-Call Aide

Machelle Huffman Regents Degree 4’s Teacher

Diana Martin High School Diploma Assistant Cook

Shannon Moore High School Diploma 4’s Teacher

Misty Pauley High School Diploma Floating Aide

Marylynn Saloiye B.A. 4’s Teacher

Joyce Saul High School Diploma 3’s Aide

Carolyn Yeager ACSI EE Certificate 3’s Teacher

BCS enrollment for the 2012-2013 school year is listed in the following table and expressed

graphically in the bar graph below:

Grade Number of Students

Kindergarten 47

First Grade 39

Second Grade 37

Third Grade 39

Fourth Grade 26

Fifth Grade 34

Sixth Grade 28

Seventh Grade 20

Eighth Grade 23

0

10

20

30

40

50

K 1st 2nd 3rd 4th 5th 6th 7th 8th

Number of Students


The BCS student population is diverse and includes students from a wide range of socioeconomic

levels. Regarding ethnicity, as of August 27, 2013, the student population consists of 94.16%

Caucasian, 2.06% Asian, 1.72% African American, .34% Hispanic, .34% mixed, and 1.38% other.

The school represents 66 church denominations and a wide range of professional families.

Preschool enrollment, as of August 27, 2013, is the following:

Class Full-time Part-time Total

Young Threes 6 1 7

Three-Year-Olds 13 8 21

Four-Year-Olds 24 22 46

Transitional Kindergarten (Fives) 9 0 9

Preschool Total 52 31 83

1.4 Achievement Levels and Accomplishments

Prior to kindergarten admission, a prospective student must complete a Gesell Developmental

Observation. The purpose of this screening device is to provide an objective tool for determining

developmental readiness for kindergarten. An appropriate entrance score indicates a high likelihood of

success in kindergarten. If an appropriate score is not reached, it is recommended that students

participate in the transitional kindergarten program to allow additional time for kindergarten

preparation.

Students entering at grade levels other than kindergarten must go through the regular admissions

procedure, which involves interviews and the procurement of records from previously attended

schools. Such records must include copies of report cards and standardized test results. If a student’s

academic record or standardized testing score are unfavorable, BCS reserves the right to deny

admission to that student.

When a child is admitted as a first year student at BCS, the student will serve a probationary period for

the first nine weeks. After that period of time, if there is any indication of academic deficiency, the

child will be referred to the School Assistance Team (SAT). The team will always include the teacher

of record. The probationary period may be extended into the second nine weeks to allow additional

time for remediation.

Each classroom teacher is responsible for setting the academic standards for students in the classroom

based upon the standards and objectives for the grade level and subject matter. Student assessment is

based upon a student’s class participation, preparedness for class, teacher-prepared and administered

quizzes and tests, tests prepared by publishers of the curriculum, and completion of class projects.

BCS believes that the school’s grading system should be a reliable system that ensures each student’s

grades reflect accurately the degree of accomplishment and achievement that can help students,

teachers, and parents judge properly how well the student is achieving the goals of the school’s

program.


The school maintains a system of reporting student progress that includes written reports (report cards

will be prepared, reviewed, and then delivered to parents) and parent conferences with teachers.

Administration requires all appropriate staff members to comply with such a system as part of their

professional responsibility.

Methods for determining grades shall not be used as a disciplinary measure. Teachers shall not

consider the behavior of their students when determining academic progress. A student will be

promoted to the succeeding grade level if the following conditions have been met:

A. The course requirements at the present grade level have been met;

B. The instructional objectives set for the present grade have been satisfied;

C. Sufficient proficiency has been exhibited to move ahead in the educational program; and

D. The degree of social, emotional, and physical maturation necessary for a successful learning

experience in the next grade has been shown.

1.5 Leadership Team

The personal and professional qualifications of the key administrative leadership have a significant

influence on the entire school/program. The leadership skills of the administrator/director enhance the

effectiveness of the entire educational faculty and staff.

The leadership of Bible Center School consists of a principal and preschool director. The

administrative team serve as visionary leaders for the school. Part of the vision for the school is to

achieve full accreditation by October 2013. Also, the leaders provide clear and effective staff

development training to enhance the skills of the faculty. The team always seeks input from parents in

the vision for the school through parent teacher fellowship meetings, task force meetings, development

team meetings, and School Committee meetings. Bible Center School continues to grow and meet the

needs of the students through a biblically based curriculum.

Garland Elmore (304-346-0431, [email protected]) serves as BCS Principal, and the

Preschool Director is Vicki Hess (304-346-0431, [email protected]).

Principal Elmore’s leadership as the instructional leader of BCS and as the guiding force in the

development of the curricula, the spiritual formation of the students/children, and the principles for the

foundation of the programs stands on his educational background, which includes the following:

Master of Arts, Special Education

Bachelor of Arts, Psychology

ACSI All Levels Principal Certification

K-8 Principal’s Certification

5-12 Middle/Junior/Junior/Senior High School Principal’s Certification

K-12 Superintendent Certification

K-12 General Supervisor Certification

5-AD Certification

K-12 Mental Retardation Certification


Director Hess’ educational background includes the following:

Master of Arts, Vocational-Technical Education/Child Development

Bachelor of Science, Home Economics

ACSI Early Education Directors Certification


2 Commitments BCS maintains a strong, pervasive, and continuous commitment in the following ten foundational

areas, which are further addressed in the ACSI standards, indicators, and rubrics.

2.1 Christian Philosophy and Orientation

BCS is committed to being clearly Christian in its philosophy and orientation. Leadership, faculty, and

staff have signed the ACSI statement of faith.

2.2 Commendable Educational Services

BCS is committed to being a viable institution, providing commendable educational services.

2.3 Professionally Qualified Faculty and Staff

BCS is committed to providing educational services to its students/children through professionally

qualified faculty and staff. Faculty and staff have the appropriate credentials, degrees, and training;

and, they are qualified for their assigned duties. Further, BCS provides for continuous professional

development.

2.4 Governing Body and Empowered Administrative Leadership

BCS is committed to being governed by trustees who develop and give policy direction to the

administrative leadership. The principal is empowered by the governing body to oversee the day-to-

day operations. Further, the BCC Board of Elders and the BCS School Committee strictly follows a

biblical code of ethics in all its decisions.

2.5 Health and Safety

BCS is committed to having its facilities meet all required codes, standards, and requirements for

health, safety, and sanitation; and, the school/program has developed and implemented a plan for the

safety of its children, students, and staff in the event of an emergency or a disaster.

2.6 Spiritual Nurturing and Discipleship

BCS is committed to providing for the spiritual nurture and discipleship of its students, assisting in the

development of moral, spiritual beings. The culmination of these efforts yields students who have a

solidly developed biblical worldview.


2.7 Curriculum Development and Evaluation

BCS is committed to the development and maintenance of a written curriculum guide/plan for its entire

instructional program, and BCS engages in a systematic review process for the evaluation and

development of curriculum, curriculum materials, and instruction.

2.8 Business Operations

BCS is committed to managing well its business operations, including just compensation for staff.

2.9 Continual Performance Evaluation

BCS is committed to annually assessing and evaluating its performance at every level. The assessment

data and subsequent analysis inform the decisions made by the school. While assessment data and

analysis may be handled differently at the early education level, the data and analysis inform the

decisions made by the administrative leadership.

2.10 Continuous Improvement

BCS is committed to the implementation of a continuous improvement process that prioritizes

improving the attainment of expected student learning outcomes, the accountability to all stakeholders,

and the strategic use of resources.


3 Standards BCS strives to achieve superior performance and strong effectiveness based on educational research and

quality practices from a distinctively Christian perspective, which is encompassed in the following ten

ACSI Standards.

3.1 Standard One: Philosophy and Foundations

3.1.1 Brief Narrative

BCS has developed a vision statement, a mission statement, and a core set of values (Indicator 1.1).

BCS has a clear statement of faith that aligns with the school’s purpose as established by the founding

church (1.3). The vision, mission, and core values statements are prominently displayed throughout

the buildings and are an intentional and regular part of all handbooks, brochures, web postings, and

marketing initiatives (1.2).

Feedback is sought from the families annually to determine the degree to which the school is

accomplishing its mission. The administration, faculty, and school committee review the mission and

purpose systematically to suggest improvements and strategies to ensure its delivery to every child

(1.5). BCS has developed expected student outcomes that demonstrate its commitment to the whole

child (1.6). The school’s philosophy of education permeates all aspects of the academic program,

business operations, and student activities (1.4). All BCS employees must sign that they agree with the

school’s statement of faith (1.6).

3.1.2 Strengths 1. The school’s purpose and core philosophy of education was established at its establishment by

BCC and has not significantly changed throughout the school’s 32-year history.

2. BCS leadership has remained constant with little turnover to ensure a seamless flow in mission

integrity.

3. The philosophy, mission, vision and core values are fundamental to every area of the school and

are regularly reinforced to all stakeholders.

3.1.3 Documentation and Supporting Evidence

Indicator 1.1: The philosophy, vision, mission, and core value statements of the school/program are

established and are reviewed regularly and systematically in a collaborative manner. (C)

Philosophy/Vision/Mission/Belief/Core Values

Parent/Student Handbook (pages 5-9)

Continuous School Improvement Plan

Enrollment Agreement and Admissions Packet

School Survey

Employment Application


Indicator 1.2: The school/program communicates its philosophy, vision, mission, and core values

statements to its constituents and community. (C)

Business Partners

Admission Packet

School Newsletter

Personnel Manual

School Website (http://www.biblecenterschool.com)

Indicator 1.3: The school/program has a clear, written statement of faith that identifies the beliefs to

which the school/program adhere and that is consistent with the written philosophy. (C)

Parent/Student Handbook (page 8)

Employment Proffer

Faculty Contracts

Indicator 1.4: The philosophy statement consistently applies as an integrative, coordination, and

examining device throughout all aspects of the programs, operations, and curriculum. (C)

Expected Student Outcomes

Survey Summaries

Policy Manual

Enrollment Agreement

Student Application

Curriculum Guides

Employee Contracts

Indicator 1.5: The administration, faculty, and staff continually identify plans or goals to advance the

philosophy, vision, and mission statements of the school/program. (C)


Moms in Prayer

Chapel Schedule

Creation Museum

Students Giving Service

Connections Café

Indicator 1.6: From a distinctively Christian perspective, all staff demonstrates a commitment to the

development of the whole child – spiritually, intellectually, physically, emotionally, and socially (Luke

2:52). (C)

Teacher Job Description (Personnel Handbook, pages 6-9)

Faculty Contract

Personnel Handbook (pages 3-5)

Parent/Student Handbook (pages 3-5)

Athletic Handbook


3.1.4 Areas for Continuous School Improvement

1. School leadership should develop a plan to evaluate and increase ministry effectiveness as a result

of reviewing the statements.

2. The parent constituency should be more involved in the collaborative review of statements.

3.2 Standard Two: Governance and Administrative Leadership


In 2010, the BCC Board of Elders authorized the establishment of the BCS School Committee. Prior

to 2010, the school operated under Bible Center Church Board of Elders with certain powers delegated

to BCS administrative leadership.

The School Committee operates under the authority of the BCC Board of Elders with clearly defined

responsibilities, powers, and procedures (Indicators 2.2, 2.3). The BCC Board of Elders hires the

school principal and evaluates performance annually (2.9). Further, the BCC Board of Elders appoints

School Committee members, who are also members of BCC.

The School Committee provides accountability for various aspects of the school’s functioning and

strategic planning (steering committee, finance, education, development, technology, admissions, and

personnel). The principal serves on each committee and reports the progress to the School Committee.

A financial review is conducted by an outside source annually.

3.2.2 Strengths

1. BCS has established clear roles and responsibilities for the Board of Elders, the School Committee,

other committees, and the administrative team as defined in the school’s policy manual.

2. The administrative leadership and governing bodies reflect a clear Christ-centered governance

model.

3. The administrative team provides spiritual leadership to the staff, students, and other stakeholders

in fulfilling the Christ-centered mission of the school.

4. BCS has a clear mission statement and admits students according to a published priority of

admissions. This leads to a school climate conducive to the accomplishment of the school’s

priority of spiritual formation.



Indicator 2.1: Policies are in place to see that the educational needs – as well as the developmental

needs of the whole child – of each admitted student/child are being met on the basis of biblical

principles, professional ethics, and high standards. Staff members are sensitive to the culture, gender,

language, and special needs of students/children and their families. (C)

Policy Manual

Parent/Student Handbook

Admissions Guidelines

Code of Ethics

Indicator 2.2: Established written policies and procedures promote effective operations in

admissions, governance, finance, and other operational aspects. Appropriate legal documents and

clearly articulated articles of incorporation, governing body policies, and bylaws are established and

are available for review. (C)

Board Policy Manual

Finance Section


Application Packet

Enrollment Agreement

Indicator 2.3: A governing body has been established, and its primary responsibilities include

developing general school governance policy, hiring the school head/program director, providing

direction and strategic planning, ensuring the financial stability of the institution, defining the role of

the governing body, and defining the role(s) of those who will interact directly with it. (C)

Board Policy Manual

Organizational Flow Chart

Indicator 2.4: The governance and leadership of the school/program reflect a clear Christ-centered

governance and leadership model. According to their role, the governance and leadership provide

spiritual leadership to the staff, students/children, and other stakeholders in fulfilling the Christ-

centered mission of the school/program. (C)

Board Policy Manual

Personnel Handbook

Administrator Job Description

Board and Administrator Evaluation Forms

Annual Surveys


Indicator 2.5: Financial resources are available to fulfill the mission and programs, and financial

operations and decisions are conducted with integrity and in accordance with biblical principles.

Income received from tuition is appropriately used for education-related expenses within the

school/program. (C)

Policy Manual

School Budget

Indicator 2.6: The budget is constructed carefully – using input from department heads – and is

managed properly in accordance with the stated goals of the school/program. The budget reflects an

accurate assessment for educating a student. Stated student outcomes are appropriately financed. (C)

School Budget

Requisition Forms

BCC Deacon Board and School Committee Minutes (meetings wherein tuition rates are

established on an annual basis)

Indicator 2.7: A financial review is conducted annually. (C)

Annual Financial Audits

Indicator 2.8: The school/program ensures compliance with applicable local, state, and federal laws,

as well as licensure requirements, standards, regulations, and documentation. (C)

Fire Marshal Reports

Health Department Inspections

West Virginia Exemption K Certificate

Day Care License

Licenses for Computers and Related Software

School Calendar

Indicator 2.9: The school/program recognizes and preserves the administrative leadership

prerogatives of the school head/program director and provides for an appropriate evaluation system of

leadership. (C)

Policy Manual

Administrator Job Description



Indicator 2.10: Constituents and stakeholders are provided appropriate input in the decision-making

process, a practice that promotes a culture of participation, responsibility, transparency, and ownership.

(C)

Annual Surveys

InfoDirect


Indicator 2.11: Compensation packages for all employees are commensurate with the training and

services rendered. (C)

Faculty Salary Schedule

Personnel Handbook

Support Staff Job Descriptions

Sample Faculty Contract

Personnel Handbook


1. The School Committee should be more intentional in agenda planning to include long-range

planning and review of school mission delivery to every student.

2. The School Committee should meet regularly and expand membership to foster increased input

from all stakeholders.

3. The BCC Board of Elders should be more conscientious in evaluating the school administrator

annually.

3.3 Standard Three: Home and Community Relations and Student Services


BCS exists and functions as an institution of reliability and authority by exhibiting a pattern of respect,

trust, and accountability between teachers, parents, and students. Effective communication and

relationships are fostered by teachers’ weekly newsletters and by using InfoDirect, an online database,

to post announcements and events. This system is also used for parents to be able to check student’s

homework and grades online (Indicator 3.5). Parents are encouraged to provide feedback by emailing

teachers or through parent conferences (3.4).


BCS chooses the constituents it will serve in light of its stated philosophy and mission. The families

whose children are admitted to the school/program sign an annual statement of theological

understanding and acceptance. School enrollment has increased over the last several years (3.1, 3.2).

The school has recently started a Parent-Teacher Fellowship organization. Parent volunteers are

evident throughout all grades and are involved in every aspect of the school.

All students participate in annual standardized testing that is used to assess students’ understanding of

the necessary concepts. Incoming kindergarteners participate in the Gesell Developmental Testing to

determine if they are ready to begin kindergarten. Also available on campus are tutoring services,

speech services; and the Exploration Program, a program to assist students struggling with dyslexia

and Attention Deficit Disorder. As needed, outside professionals are recommended in evaluating

students’ needs (3.7).

Student activities are an integral part of the educational experience at BCS. The athletic director

oversees the sports for both middle school boys and girls. A number of clubs promote student

involvement and participation, including drama, science, chess, and Lego League. Fine arts activities

include drama performances, visual arts, and programs for Veterans Day and Christmas. Other

academic activities include Math Field Day and the school’s Spelling Bee (3.12).

3.3.2 Strengths

1. BCS believes in meeting the needs of all students by providing a Christian education in which

students can develop a strong foundation.

2. BCS uses InfoDirect to communicate announcements, newsletters, grades, athletic information, and

lunch information. Parents can access all this information from their phone or at home.

3. BCS offers a variety of student activities including those in the academic, fine art, and athletic

areas.

4. BCS welcomes volunteers and considers them needed participants in the smooth functioning of the

school.


Indicator 3.1: The school/program conducts regular demographic assessments of its constituents in

light of the stated mission. (C)

Application

Mission Statement


Gessell Testing

Demographic Surveys

Church Affiliation Information

Indicator 3.2: Enrollment must be sufficient to establish the viability of the school/program. (C)

Enrollment Forms

Enrollment History

Indicator 3.3: The length of the school day and year, as well as the number of instructional hours and

days, should comply with state or provincial laws, if applicable. (E/S)

School Calendar

180 Days of Instruction

Kanawha County School Calendar

Indicator 3.4: The school/program 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

its instructional and operational practices. (C)

Parent Surveys

Alumni Surveys

Parent Signup Sheets for Conferences

Sub-Indicator 3.4a: Conferences with each child’s parents/guardians are offered at least twice per

year and at other times as needed to discuss the child’s growth and developmental progress. (EE)

Parent Handbook (Parent-Teacher Conference Guidelines)

Transitional Kindergarten Newsletter

Parent Signup Sheets for Conferences

Parent Surveys and Results

Evaluation Tools

Development Committee

Suggestion Box

Administration/Staff Open-Door Policy

Indicator 3.5: Regular, established, and effective two-way means of communication occur between

the school/program and its constituents; the age of the student/child influences the frequency and

specificity of communication. (C)

School Calendar



InfoDirect

School Memos

Class Newsletters

School Website/Facebook Page

Orientation

Planner Communication

Volunteer Program

Yearbook

Accelerated Reader

Report Cards

Indicator 3.6: The nondiscrimination statement must be demonstrated in the actions, relationships,

and programs of the school/program. (C)

Student Application

Teacher Employment Application


Student Demographic Information

Indicator 3.7: The guidance services include the following minimum services: (1) for early education

children and families – assessment, screenings, referrals to community services, resources, and

referrals to support the success of the children and families; (2) for elementary and middle

school/junior high school students – standardized and/or criterion-referenced testing, counseling, and

referrals; (3) for high school students – assessment, counseling, referrals, and post–high school

planning. (C)


TerraNova Testing

Gesell Developmental Testing

Student Referral Process or SAT

Tutoring and Exploration Program

Indicator 3.8: Processes are in place to identify and address students/children who have special

needs. (C)

Student Progress Reports

Parent Teacher Conferences


Speech Therapy

Counseling Services


Sub-Indicator 3.8a: Modifications in the program and facilities are made for children who have

previously identified special needs. (EE)

Student Progress Reports

Parent Teacher Conferences


One Level Floor Plan for EE Classrooms

Preschool Website

Adaptive Equipment Enabling Children to Participate in Program Activities

Staff Awareness of Diagnosed Special Needs

Individual Education Plans

Training in Intervention Strategies

Indicator 3.9: Training, support, and ongoing professional development opportunities for guidance

personnel are provided. (C)

Annual Nexus Training

Faculty Evaluations

Weekly Meetings – Staff/Block

Staff In-service

List of Professional Development Opportunities

Dyslexia Training

Indicator 3.10: A working relationship with parents is fostered by (1) communicating guidance

services and information, (2) maintaining standards of professional confidentiality, and (3) having a

written policy regarding the transfer and acceptance of credit requirements for promotion, graduation,

and honors. (C)


Parent-Teacher Conferences

Indicator 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. (C)

Student Activities


Office Files

Indicator 3.12: The activities program includes the following components: (1) activities that foster

opportunities for both genders and that are comparable in number when possible; (2) activities that

reflect the gender mix of the student population; (3) activities that are balanced among athletics, fine


arts, academics, and other interest-based activities; (4) sponsors, advisors, and coaches who understand

and agree with the philosophy of the school and who demonstrate their background and training. (E/S)

Extracurricular Club Fliers

Concert Programs

List of Activities and Clubs

Applications and Background Checks for Employees/Volunteers

Indicator 3.13: The school provides sufficient facilities, appropriate personnel, and financial support

for each component of the student activities program. (E/S)

School Budget

Facility Map

Personnel Files in Offices

Indicator 3.14: The director ensures, when applicable, that daily transitions and regrouping of

children are minimized through organization and staffing. (EE)


Employee Schedules

Parent Handbook

Indicator 3.15: To help ensure that the individual child is cared for, bonded with, and nurtured, each

group of children has one primary teacher/caregiver. (EE)

Employee Schedules

Class Rosters

DHHR Licensing Requirements

Indicator 3.16: Staff members intentionally prepare and maintain an emotionally healthy

environment that includes the following: personal and peer respect; expression of emotions with

words (both positive and negative); predictable routines, reactions, and responses; introduction and

support of conflict resolution; immediate intervention for bullying and/or physical aggression;

introduction, development, and support of social skills (friendships, manners, and other social

interactions); encouragement of self-competence. (EE)


Daily Report

Weekly Observation Form

Parent Handbook

Copies of Parent Letters Dealing with Disciplinary Issues from Files

Personal and Peer Respect


Expression of Emotions with Words (Both Positive and Negative)

Predictable Routines, Reactions, and Responses

Introduction and Support of Conflict Resolution

Immediate Intervention for Bullying and/or Physical Aggression

Introduction, Development, and Support of Social Skills (Friendships, Manners, and Other

Social Interactions)

Encouragement of Self-Competence (EE)


1. Alumni and parent surveys should be conducted on a consistent basis.

2. BCS should improve procedures on how to identify and support students with special needs.

3.4 Standard Four: Personnel


BCS has a detailed application and interview process that provides candidates for employment with the

opportunity to share their testimony and philosophy of Christian education as well as demonstrate their

calling to this ministry (Indicators 4.1, 4.2, and 4.3). The teachers are required to be certified through

ACSI and are also encouraged to have a valid West Virginia Teaching Certificate (4.6, 4.7). The

school regularly promotes, supports financially, and provides opportunities for professional

development for the faculty (4.8). The school principal has a masters’ degree in Special Education and

holds ACSI Administrator Certification (4.5).

Each teacher and staff member is provided with a Statement of Ethical Behavior by BCS (4.2). That

statement, along with the Employee Lifestyle Commitment of BCC (4.3), is expected to aid all

employees as they strive to model behaviors that are consistent with biblical standards (4.1). The

application for a faculty or staff position clearly states requirements in terms of their personal

testimony (4.2).

Teachers and staff are evaluated regularly by the administration, and this information is organized and

stored properly (4.10). Teacher evaluation also includes self-examination and the implementation of

professional goals for each employee. The principal reports to and works cooperatively with the

School Committee (4.4). The school administrator is evaluated by the School Committee (4.10).

The school administration provides technological training for both faculty and staff to meet the needs

of the instructional program and school operations (4.9).

The school administration keeps on file the appropriate screening and background information for each

employee (4.12). New employees are provided with a mentor for orientation throughout their first


school year (4.12). The number of instructional staff and support staff is sufficient for the scope of the

school/program (4.11).

3.4.2 Strengths

1. The teachers and staff of the school show clear evidence of their Christian testimony and their

calling to this particular ministry.

2. Staff and faculty are highly committed to the mission of the school as evidenced by strong

retention of staff and their vision of a relational environment promoting spiritual formation and

overall achievement.

3. Technology integration and training is a priority.


Indicator 4.1: Each staff member must be a Christian, and each must have a clear testimony of faith

in Christ, reflecting the school’s/program’s code of ethics/lifestyle statement that is affirmed by the

administrative team upon hiring. (C)

Employee Application

Faculty Job Descriptions

Staff Information Sheets on File in School Office

Indicator 4.2: The leadership of the school/program ensures that staff members know and understand

the ethical considerations of their respective positions. Considerations include, but are not limited to,

the following: Confidentiality, professionalism, appropriate relationships with staff, parents, and

children, personal and spiritual development, professional reading and contributions to the field,

flexibility, and a Christ-like attitude. (C)

Job Descriptions

BCS Professional Christian Educator Code of Ethics

Indicator 4.3: School/program personnel, including volunteers, must clearly indicate their calling to

the mission of the school program and give evidence that their relationships with its entire community

are biblically based. (C)


Staff Information Sheets on File in School Office


Indicator 4.4: The chief administrator/director shall report to or work directly with a governing body

or committee. (C)

Principal Job Description

Policy Manual


Indicator 4.5: The K-12 chief administrator and all K-12 principals must hold an ACSI administrative

certificate. (E/S)

Personnel Files

Administrator Certification Report

Sub-Indicator 4.5a: The director of the early education program has professional training as

evidenced by having obtained, at minimum, a bachelor’s degree in early childhood education/child

development (or its equivalent) from an accredited institution. The director also has a working

understanding of business practices as evidenced by nine credit hours of college course work in

administration/business (or its equivalent). The course work includes training in leadership

development and supervision of adults. (EE)

Personnel Files in Preschool Office

ACSI EE Director’s Certification

Indicator 4.6: All K-12 teachers must hold, at minimum, a bachelor’s degree from an accredited

college/university or an institution recognized by ACSI. (E/S)

Personnel Files


Sub-Indicator 4.6a: EE Teachers: Early education teachers must have obtained, at minimum, an

associate’s degree in early childhood education/child development from an accredited institution. (EE)


Copies of Transcripts/Degrees

Copies of ACSI Certificates

Sub-Indicator 4.6b: EE Assistant Teachers: Early education assistant teachers must have obtained, at

minimum, a state/nationally recognized competency credential. (EE)


WV STARS WVTCECE Requirements

Copies of Diplomas/Degrees


WV STARS Training Records for Each Aide

Indicator 4.7: The K-12 faculty, including full-time equivalents (FTEs), must hold current ACSI

certification. (E/S)

Personnel Files

Teacher Certification Reports

Indicator 4.8: Professional development in specific subject areas and grades, as well as the

philosophy of Christian school education, is ongoing and integral to the school and is aligned with

specific goals and instructional programs. (C)

Professional Growth and Evaluation Plan

List of Professional Growth Opportunities

Sub-Indicator 4.8a: All staff who are responsible for the care and education of the children in the

program participate annually in a minimum of 12 documented clock hours (or meet the state-mandated

clock hours) of continuing education or professional development relating to topics specific to early

education. The training may be provided by both internal and external qualified presenters. (EE)

WV STARS Core Competencies

WV STARS Employee Training Records

Sample File from Employee’s Records in Preschool Office

Indicator 4.9: Teachers, staff, and administrators receive training in technology that is appropriate to

their work assignments. (C)

List of Technology Training In-Service Topics

Indicator 4.10: 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. A performance assessment includes a self-evaluation component and informs a

personal professional development plan for each staff member. (C)

Personnel Files

Formal Evaluation Once per Year with a Follow-up Conference

Sub-Indicator 4.10a: The director ensures that a formal evaluation of new employees takes place no

later than six months into the orientation period. (EE)

Personnel Files

Employee Handbook


Indicator 4.11: The number of instructional staff and support staff is sufficient for the scope of the

school/program. (C)

Master Schedule

Employee List

Indicator 4.12: All personnel, including volunteers and substitutes, must have on file the appropriate

screening and background checks, and all personnel must be supervised by qualified staff. Orientation

for new staff members is thorough and is conducted before new staff works with the students. (EE, C)

Personnel Files

Orientation Checklist

Indicator 4.13: The program policy provides a schedule for staff that includes appropriate breaks in

the work schedule. (EE)

Preschool Staff Schedules


1. The administration should monitor the effectiveness of the professional development plan for each

teacher as it correlates to student achievement.

2. The administration should make the orientation of new teachers a priority and ensure that each new

employee has regularly scheduled meetings with their assigned mentor.

3.5 Standard Five: Instructional Program


The instructional program of BCS consists of carefully developed curriculum guides for each subject

taught (Indicator 5.1). Each curriculum guide documents course content, instructional goals, time

allotment, instructional resources and methods, evaluation strategies, and biblical integration (5.2).

Teachers are expected to utilize these guides in creating lesson plans throughout the year, while

documenting their usage in their lesson plan books or curriculum guides. The implementation of the

curriculum guide usage is also noted during teacher observations.

Comparisons are made between data and the curriculum content at each grade level. Teachers work

collaboratively among grade levels and across grade levels to make recommendations to the principal

for more effective instructional strategies and adjustments to the curriculum’s goals and objectives.

Part of this analysis includes assessing the curriculum’s effectiveness in meeting state and national

standards as well as comparing trend data of student performance from comparable schools (5.4).


The instructional program is implemented through instructional strategies that engage the student in

active learning and are reflective of sound educational practice (5.5). Teachers can provide input for

the use of money in purchasing resources appropriate for their classroom. Teachers are challenged to

meet student learning needs by using a variety of instructional methods and evaluation techniques,

which are also part of the observation/evaluation process. Annual achievement testing at all grade

levels informs appropriate educational practices. Annual funds are not budgeted for staff development

opportunities, but the school takes advantage of resources that are available at no cost to the school

(5.7, 5.8). The school has consistently chosen to compare itself to other ACSI schools and public

schools when publishing test scores, but does not formally and effectively analyze data provided by

standardized instrument reports (5.9).

The elementary curriculum is designed to teach students to read proficiently, write effectively, and

think critically. Special attention is given to the development of a personal relationship with God

followed by godly character development.

Middle school courses are designed to prepare students for their more in-depth high school courses.

Students in the middle school are challenged to understand what they are reading, write effectively

what they have learned, and ask quality questions of their teachers. Advanced math courses are

offered.

BCS does not currently offer high school courses.

3.5.2 Strengths

1. The curriculum developed at each grade level is based on biblical truth and integrates a biblical

worldview throughout all subjects taught.

2. The school/program is aware of and promotes the use of high-yield instructional strategies that are

researched based and reflective of best practices.

3. The preschool program exceeds compliance by providing daily lesson plans that are based upon the

West Virginia Early Learning Standards Framework. Each area is documented, and a weekly

evaluation form is used to track student accomplishment. Teachers adapt the periods of activity to

the group’s daily interests and attention span. Teachers prepare written plans for all three types of

activity periods. Teachers incorporate indoor/outdoor play to help develop gross motor skills.

4. Students are actively engaged, essential knowledge and skills have been identified, and higher-

order thinking skills are evidenced.

5. BCS has written classroom management policies reflecting biblical principles and are

conscientiously and consistently followed and communicated.


6. Classroom materials and equipment include duplicates of popular items, open-ended materials that

children can use in a variety of ways, and newly developed products.

7. BCS has a policy for and an awareness of the ethical and moral use and evaluation of materials

from any source, including the Internet. The policy is consistent with the school’s biblical

philosophy and values.


Indicator 5.1: The curriculum guide/plan is based on biblical truth, sound educational practice, and

appropriate state or national standards that inform the instructional program for each age and grade

level and each program. (C)

See Subject Area Curriculum Guides

Indicator 5.2: The curriculum guide/plan includes the following components: (1) schoolwide

expected student outcomes, (2) an educational philosophy that includes a biblical basis for each course,

and (3) mapping or scope and sequence of instruction for each subject area at each grade level

(incorporating items such as time frame for each instructional unit, overall instructional goals for each

course, instructional resources and textbooks, specific instructional objectives for each unit of study,

instructional methods, and evaluation and assessment strategies. (C)

Subject Area Curriculum Guides

Lesson Plans

Sub-Indicator 5.2a: The director ensures that the program has developed a curriculum guide/plan that

flows out of the philosophy and foundational statements and that is based on child development

principles. The curriculum guide/plan includes the following: a written philosophy of teaching and

learning; expected student outcomes; goals for each age group reflecting the following domains:

spiritual, physical, social/emotional, and cognitive; building blocks to achieve the age-group goals;

sequence of focus on identified building blocks; assessment of a child’s progress toward age-group

goals; context in which learning will occur – environment, instructional strategies, and the daily

schedule. (EE)

Curriculum Guides for Threes, Fours, and Transitional Kindergarten in School Notebook

Written Goals and Competencies

Lesson Plans

Student Report Cards

Weekly Evaluation Forms

Daily Schedule for Each Class


Indicator 5.3: The school/program formally evaluates the curriculum and the instructional program

on a systematic basis, including the monitoring of the school/program climate to ensure that it is

conducive to learning and development. (C)

Subject Area Curriculum Guides

Curriculum Evaluation Schedule

Indicator 5.4: The school/program uses instructional strategies, learning activities, and technology

that are research-based and reflective of sound educational practices. (C)

Curriculum Guide

Lesson Plans

Staff Handbook

Student Technology Agreement

Schedules

Sub-Indicator 5.4a: Lesson plans reflect the goals of the program, and the teachers understand how

each activity connects with the overall expected student outcomes (both the final result for the year and

entire program). The lesson plan includes the following: active learning center times for dramatic

play, multifaceted/open-ended art experiences, musical experiences, creative experiences, building

experiences, discovery experiences, prereading and prewriting experiences; transition activities; and

modifications for children with special needs. (EE)

Lesson Plans


Sub-Indicator 5.4b: The classroom schedule includes a balance of activities that are age appropriate

in length: large group (teacher directed); small group (teacher/child interactive and child/child

interactive); individual choice (child initiated); indoor and outdoor play opportunities. The daily

schedule provides for stability and security, yet teachers are free to be flexible in adapting the daily

schedule to the group’s needs, to capitalize on children’s interests and to respond to children’s waning

attention. (EE)

Lesson Plan Samples

Lesson Plan Notebook Containing All Lesson Plans in Preschool Office


Indicator 5.5: 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. (C)

Curriculum Guide

Textbooks


Lesson Plans

Clubs (fifth grade patrols, Science Club, Math Field Day, Spelling Bee, Fellowship of Christian

Athletes, Newspaper, Fine Arts)

Sub-Indicator 5.5a: Staff members love and respect each child and interact often with children by

showing interest, warmth, consideration, and affection. Their interactions foster the social, emotional,

spiritual, intellectual, and physical development of the child: staff speak to children in a courteous

tone; staff are available to individual children and are responsive to their needs; staff encourage an age-

appropriate degree of independence in children; staff encourage the initiation of skill development by

recognizing the work, accomplishments, and interests of children. The curriculum guide/plan includes

opportunities to foster children’s social competence through planned activities and purposeful daily

routines; teachers and caregivers maximize these opportunities. (EE)

Daily Interactions between Staff and Children (Photos)

Tailoring of Staff Responses to Children’s Individual Needs and Interaction Styles

Sub-Indicator 5.5b: The program provides rich, receptive, and expressive language experiences for

all children throughout the day. (EE)

Lesson Plans

Daily Schedule

Photos Taken in Center

Sub-Indicator 5.5c: The staff engage children in activities that allow the children to do the following:

experience language and literacy across interest centers and across the curriculum; listen to stories read

aloud; explore books independently; respond to conversations about elements of the story, to predict

outcomes, to retell the sequence of the story, to connect happenings in the story with prior experiences;

develop phonological awareness. (EE)

Lesson Plans

Calendars


Curriculum Guides for Threes, Fours, and Transitional Kindergarten in School Notebook

Sub-Indicator 5.5d: The staff engage children in experiences that allow children to do the following:

manipulate, name, match, describe, and sort basic geometric shapes; explore positional concepts such

as over, under, above, beside, next to, behind, in front of; explore numbers, their names, the correlation

between numbers and quantity, and the relationships of numbers to one another on the number line;

gain competency in rote counting and counting quantities; use concepts of quantity; compare and order

objects in graduated order; explore measurement concepts; recognize and continue patterns; sort and

classify concrete objects; compare likenesses and differences; collect, describe, and represent

information on charts and graphs. (EE)


Lesson Plans



Sub-Indicator 5.5e: The staff engage children in experiences that allow children to do the following:

pose questions; perform simple investigations; use their senses for learning about objects, events, and

organisms; describe observations; analyze and discuss data; connect the wonder of discoveries in the

natural world with God’s role as Creator; learn about healthful nutrition. (EE)

Menu


Lesson Plans

Indicator 5.6: The school/program has a written classroom management policy that is

developmentally appropriate, biblically based, implemented effectively, and communicated to the

school/program community. (C)

Classroom Management Policies


Faculty/Staff Handbook

Sub-Indicator 5.6a: The child guidance policies and procedures are published for parents and staff.

The policies and procedures support staff in maintaining effective, orderly classrooms. Physical

punishment (e.g., shaking, hitting, paddling, and withholding food) and emotional punishment (e.g.,

demeaning tactics and intimidation) are not allowed. The child guidance policies and procedures are

consistent with the program’s Christian philosophy and are viewed as components for developing

children’s social, emotional, and character development. Staff members implement the guidance

policies and procedures with gentleness, consistency, and firmness. (EE)

Policies and Procedures Manual

Parent Handbook (Discipline Guidelines)

Facilitation of Ongoing Informal Discussions and Problem-Solving of Disciplinary Issues

In-Service Training on Disciplinary Issues

Teachers’ Sensitivity to Children’s Individual Needs Concerns Discipline

Indicator 5.7: There is a systematic program in place for the assessment of student learning and

development. (C)

Curriculum Guide

TerraNova Test/TerraNova Results

Progress Reports

Parent Conferences

InfoDirect

Weekly Classroom Newsletters


Home Connect (Accelerated Reader)

Indicator 5.8: The school gathers, analyzes, and uses data and research in making educationally

sound decisions regarding students, teachers, and the allocation of resources. (E/S)

Curriculum Guide

Renaissance Learning

Progress Reports

Report Cards

Grade level Achievement Graphs

TerraNova Reports, Items Analysis

Staff Development Book Studies

Indicator 5.9: The school uses comparison and trend data of student performance from comparable

schools in evaluating the school’s effectiveness. (E/S)

TerraNova ACSI Comparison Data

TerraNova National Comparison Data

Indicator 5.10: Instructional materials that are adequate and appropriate for the programs offered are

systematically selected and evaluated, and they are informed by appropriate input. (C)

Curriculum Guide

Teacher-Prepared Assessments

Standardized Testing

Sub-Indicator 5.10a: Ample developmentally appropriate materials and equipment are provided to

accomplish the following: support the learning objectives of the program’s curriculum plan; develop

cognitive skills through exploration and experimentation; develop fine motor skills through handling

objects and using tools. (EE)

Photos Taken in Center of Classroom Materials

Indicator 5.11: Written policies and procedures should be in place to allocate and protect

instructional time and learning opportunities and support student learning and graduation requirements.

(E/S)

Preschool Parent Handbook (page 4)

Employee Handbook


Indicator 5.12: The school instructs teachers and students in the ethical and moral use and evaluation

of materials from any source, including verification, attribution and credit, and appropriate referencing.

(E/S)

Student Handbook


1. While teachers review standardized test scores each spring, a more consistent method of assessing

and tracking student progress should be developed. Creating a comparison analysis in which

teachers can track each class’s growth from year to year would be beneficial to the overall

assessment of school effectiveness.

2. Updated curriculum guides should reflect changes to curriculum.

3. BCS should develop a more formal system, such as a committee, to evaluate the curriculum and

instructional progress on a regular basis and to make decisions regarding curriculum review,

staffing priorities, student needs, and budget allocations.

4. BCS should develop a systematic review process that does not base its selection of instructional

materials primarily on administrator preference, publisher bias, faculty preference, or budget

constraints.

3.6 Standard Six: Library, Media, and Technology Services


The K-8 classroom libraries, with over 10,000 books, have an appropriate amount of usable and

acceptable variety of inventoried holdings that support learning objectives (Indicator 6.1). Although

BCS does not have a centrally located library, it has a database of the books that is accessible to the

student body and teachers. The library database is conveniently and centrally located on a computer

in the computer lab for grades K-8 and is open for students during regular school hours (6.6).

The library’s 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 classroom libraries are

supported through book fair funds, donations, and various fundraisers (6.7).

The BCC Director of Information Technology oversees the purchase, maintenance, and

troubleshooting of approximately 200 computers, including those used by BCS.

One additional computer teacher provides instruction for students in grades K-8. 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 God’s Word, prepares students for a lifetime of devotion to Christ and

relevancy in the work place (6.8).

3.6.2 Strengths

1. BCS’s library collection is wide, diverse, and is continually growing.

2. An extensive technology program and the availability of corresponding hardware and software

make computer education readily available for all students.

3. BCS recently implemented a program that provides parents with 24/7 access to students’ grades

and assignments.


Indicator 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. (C)

Centrally Located Database of Books

Guidelines for Book Selection

Guidelines for Usage Policy

Inventory of Instructional Media Equipment

Software Collection

Computer Lab Floor Plan/Photos

Indicator 6.2: Books and other media are culturally sensitive, representing the enrolled demographic

and surrounding communities; and, the school’s/program’s collection includes resources that originate

from the students’/children’s countries of citizenship or from the perspective of the student’s/children’s

gender, race, or ethnicity. (C)

Demographics Report

Database of Books

Spanish Class Book Selection

Indicator 6.3: 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. (C)

Formal Process for Book Selection

Book Form for Entering Books into the Database

Form for Entering Other Available Media into the Database


Indicator 6.4: Library/media center staff and technology staff are qualified to provide effective

service and training in research skills to students, staff, and faculty. (C)

Evidence of Trained Personnel (Please see Standard 4)

Technology Skills Rubric – Staff Assessment for Professional Growth

Report from Technology Skills Rubric

Staff Development Held on January 11, 2013

Indicator 6.5: 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. (C)

Evidence of Trained Personnel

Report from Technology Skills Rubric

Technology Training (In-Service)

Indicator 6.6: 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. (C)

Size of Classroom Libraries and Quantity of Resources Available

Centrally Located Database

Size of Technology Lab

Map of Facility

Software Collection

Floor Plan Showing Location of Computer Lab

Photos of Computer Lab

Computer Lab Schedule

Sample Lesson Plan

Indicator 6.7: Library/media and technology are appropriately and adequately supported through the

annual budget. (C)

Budget Allocation System

Inventory of Instructional Media Equipment

Book Fair

Donations

Various Fundraisers (e.g., Walk-a-Thon, Giving to Grow Gala)

Various Communications Regarding Technology Updates (Letters, Newsletters, Faxes)

Technology Inventory

Indicator 6.8: The school follows a technology plan that includes the following components:

computer literacy instruction/skills; philosophy; schoolwide goals; demographics; acceptable use

policies; division-level scope and sequence/ professional development; future development; and

acquisition


Demographics Chart

Floor Plan Showing Computer Lab

Sample Lesson Plan

Computer Lab Photos

Computer Class Scope and Sequence

Acceptable Use Policy

Technology Goals

Future Development Plans

Statement of Technology Philosophy

Skills Rubric for Staff Assessment

Report from Staff Assessment

Technology Inventory

Book Inventory Form for Entry in Database

Sub-Indicator 6.8a: Passive media (television, DVDs, audio tapes), when used, meet the following

requirements: are appropriate to the age and attention span; enhance the effectiveness and the values

of the program; are previewed by the staff for overall content and age-appropriateness; serves as an

occasional supplement of daily activities rather than a significant part; include appropriate teacher

involvement in introducing and following up the viewing with questions and activities that elicit

children’s active involvement. (EE)

Policy Manual (e.g., Use of Videos)

Preschool Policy

Classroom Calendar

General Information Letter to Parents

Computer-Technology Plans

Social Networking Policy

Sub-Indicator 6.8b: If the program includes computers for children’s use, program guidelines have

been developed for classroom use to ensure children’s active involvement. Guidelines address

strategies to ensure interactive involvement and consider the needs of the young learner. (EE)

Technology Grades for Preschool


1. The Director of Information Technology 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 BCS.

2. BCS should budget for and provide additional help for the Director of Information Technology.

3. BCS should budget for and plan for adequate in-service training of school faculty as they continue

to implement technology into classroom instruction.

4. BCS should investigate opening a centrally located library.


5. The replacement of technology equipment should be made on a capital replacement basis.

6. Administration, faculty and staff should meet for training and development on regular intervals to

be up-to-date with software and to become familiar with new technological advances.

7. All classrooms should be equipped with additional technology, including digital overheads and

other means to display content.

8. Technology should continue to be utilized at increasing levels to increase the efficiency and

effectiveness of all BCS stakeholders, such as faculty, staff, and parents.

3.7 Standard Seven: Crisis Planning, Safety, Health, and Food and Nutrition Services


BCS sustains an environment that is safe and healthy for students and employees through well-written

policies in place to address issues of safety, health, and food/nutrition.

While BCS has always been committed to maintaining a protected environment for its students and its

employees, recent disturbing events occurring in schools around the country mandate that BCS take an

in-depth look at existing policies and procedures in the area of safety and security. As a result, the

leadership appointed a security task force comprised of a representative from the church pastoral staff,

the director of facilities management, school and preschool administrators, appointed school

committee members, faculty representatives from the preschool and school, concerned parents,

representatives from two area security businesses, and a state policeman. Members were charged with

evaluation of existing procedures and making recommendations for creating physical barriers for

unwelcomed intruders while remaining accessible to parents and those with business in the building.

Suggestions were evaluated based three considerations: 1) how beneficial the change would be to

overall security; 2) how restrictive these changes would be to those who have legitimate reasons for

visiting the church (and school’s) multi-use campus; and 3) how expensive it would to implement the

change. Many changes have been made and others will continue.

Written plans have been amended and expanded that include communication within the facility, with

parents, emergency personnel, and the media (Indicator 7.2). Regular drills and practices occur to

assure readiness during a crisis event. Local, state, and federal laws regarding safety and health issues

are followed (7.2 through 7.6). Emergency and contact information, as well as important health

information, is maintained for each child in the preschool and school offices. Written policies

regarding the reporting of child abuse, neglect, harassment, and bullying are in place (7.5, 7.6). In

preschool, training is required that qualifies teachers and aides to recognize signs of abuse and neglect.

School-wide, staff is trained to handle various emergency situations.

In the preschool, dietician-approved menus are provided weekly to parents. Food is prepared, handled,

and served according to licensing standards. The cook and assistant cook receive annual training in

food safety. Further, the kitchen undergoes routine inspections by the county health department.


The elementary and middle schools do not serve foods prepared on-site. Foods are delivered by local

vendors and a caterer and then served by staff members assigned the job of routine food distribution.

3.7.2 Strengths

1. Written plans are in place and drills are practiced to address the possibility of fires and other

emergencies, such as a chemical spill, that would require a shelter-in-place. Written plans are in

place and reviewed for a site evacuation in case of a bomb or other threat.

2. A Safety and Security Task Force is in place to evaluate school security and to develop and

implement a plan for addressing weaknesses that are identified.

3. Plans are being made to address procedure for lock-down in case of an unwelcomed guest.

4. CPR and first aid certifications are required for all preschool employees and classes are offered

every two years on site to teachers, coaches, and aides.


Indicator 7.1: A written security and crisis management plan has been developed and implemented,

and it provides appropriate training for all staff and students. (C)

Emergency Management Plan on File in Preschool Director’s Office and with Local

Authorities

Shelter-in-Place Plans

County Emergency Contact List

Parent Communication (Emergency Plans)

Emergency Instructions

Indicator 7.2: 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 major incident occurs. (C)

Emergency Call Lists

Preschool Staff Call List

BCS Phone Director

Staff Memorandum Concerning Emergency Codes

Shelter-in-Place Drill Summary

Shelter-in-Place Drill Steps

Shelter-in-Place for all Kanawha County Schools

Parent/Student Guides

Fire Marshal Inspection Report

Policy Manual (See Indicator 2.2 for Full Copy)

Preschool Parent Handbook


Indicator 7.3: The school/program complies with applicable local, state, and federal laws regarding

safety and health issues. (C)

DHHR License for Preschool

Fire Marshal’s Reports

Fire Drill Records

Shelter-in-Place Log

Health Department Inspection Reports

Environmental Protection Inspection

Asbestos Management Plan

Pest Management Plan

Staff Emergency Instructions

Parent Handbook

Phone Use Memorandum

Indicator 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. (C)

Immunization Records in Files in Offices

Medication and First Aid Records

Accident Report Forms (School and Preschool)

Illness Report Forms (Preschool)

School and Preschool Applications

Parent Consent/Physician’s Certificate for Athletic Participation Form


Parent Communication (Sample Letters)

Licensing Regulations

Employee Accident/Injury Report

Child Injury Report

Indicator 7.5: Written policies and procedures for all areas of health and safety services have been

developed. (C)

Policies and Procedures Handbook (Student Health Policies)

Sub-Indicator 7.5a: Specific written policies for early education guide the consistent implementation

of: illness management and prevention (robust hand-washing guidelines, attendance policies for ill and

injured children, communicating with parents (information about illness or injury and consent for

care), isolation area); and staff training, preparation, and responsibilities (first aid certification, which

includes management of blocked airways and rescue breathing for infants and children; responding to

medical and dental emergencies; universal and standard precautions; children with special health

concerns; medication administration; child supervision; field trips (supervision, transportation,

continuous count); identifying and reporting child abuse and neglect. (EE)



Physician’s Examination/Immunization Form

Medication Policy

Nonprescription Medication Form

Allergy/Special Diet Form

Illness/Injury Report

First Aid/CPR Training

Medication Administration Training (Sample Certificate)


Child Abuse/Neglect Training (Sample Certificate)

Policy Manual

Employee Health Record (Sample)

Indicator 7.6: The school/program complies with its legal reporting responsibilities in case of alleged

child abuse, neglect, or other areas in which reporting are mandated. (C)

Child Abuse and Neglect Recognition Workshop (Required for all Preschool Employees)

Parent Handbooks (School and Preschool)

Personnel Handbook

Policy and Procedures Manual (Reporting Child Abuse and Neglect)

Indicator 7.7: The school/program complies with local, state, and federal regulations regarding

preparation, delivery, handling, and storage of food. (C)

Kanawha-Charleston Health Department Permit

Health Department Inspection Reports (See Indicator 7.3)

DHHR Licensing Regulations

Preschool Menu File

Dietician’s Approval Letter for Preschool Menus

Indicator 7.8: The school/program provides a suitable space for staff and student eating areas. (C)

Floor Plans of Lunchrooms

Teacher Resource Room

Aide Workroom

Indicator 7.9: Nutritional standards for meals and snacks served in the school provided by caterers

have been established. (C)

Snack Menu Items

Lunchworks Menu

Sub-Indicator 7.9a: The early education center addresses children’s needs and nutrition in the

following ways: programming components (tables and chairs used for snack/mealtimes are

appropriate for the sizes of the children; the children are encouraged to serve themselves and assist

with cleanup, within age-appropriate levels of ability; adults sit with children during mealtimes;

drinking water is always available to each child and is served in a safe and sanitary manner);


nutritional components (meals and/or snacks meet children’s nutritional needs; menus reflect menu

pattern requirements published by the USDA Child and Adult Care Food Program; parents have access

to written menus that meet nutritional guidelines). (EE)

Approved Serving Size and Meal Plans for Preschool

Foods and Nutrition Training Agenda

Packed Lunch Policy

Allergy Alert Form



1. Nutritional standards should be established and implemented for school meals.

2. Recommendations from the Safety and Security Task Force regarding upgrades to the school

facility should be implemented.

3.8 Standard Eight: Facilities, Environment, and Transportation


The commitment to providing staff and students in preschool through eighth grade with an up-to-date

facility in a safe environment is a commitment that is carried out in earnest at BCS. The facility

design, continuing updates, and infrastructure are all indications that making available an exemplary

school facility are taken very seriously (Indicators 8.2, 8.3). The school continues to be in compliance

with all safety and health regulations identified by the State of West Virginia (8.1). It must be

reiterated that, due to recent violence taking place in schools around the country, BCS has appointed a

Safety and Security Task Force that will make suggestions to the School Committee for upgrades to

current school security policies and facility changes to afford greater security.

The preschool, elementary school, and middle school are set on a self-contained campus of 8.5 acres at

1111 Oakhurst Drive within the Charleston, West Virginia, city limits. Two separate buildings, which

total 50,000 square feet, are used to accommodate the preschool and elementary schools; while the

RAM Center that contains the middle school has 17,000 square feet. The main building is divided into

Sections A, B, and C. Section A located on the main floor has two elementary classrooms with an

additional two classroom at the lower level, restrooms, a counseling office, a half-gym used for the

elementary lunchroom, and the school and preschool administrative offices. On the lower level,

Section B-100 houses eight preschool classrooms each with restrooms, hallway restrooms, a preschool

lunchroom and kitchen, piano lesson room, storage, and a preschool workroom. The main floor,

Section B-200, supplies eight elementary classrooms, two tutoring rooms, a teacher resource room, an

aide workroom, a copier office, the Connections Café, and a reception area. Section C on the main

floor provides a conference room, the computer lab, the music classroom, the auditorium (the RIM,

which also serves as the middle school lunchroom), and church administrative offices. A modular unit,

Section D, provides space for two elementary classrooms, the Spanish room, and the art room. The

middle school is located in the RAM Center, Section R, which also contains a full-sized gymnasium, a

kitchen, locker rooms, restrooms, and offices. Classroom assignments are flexible. Occasionally, a


class may be reassigned to another classroom at the beginning of the school year to comfortably

accommodate class sizes.

BCS’ outdoor facilities include a mulched, fenced-in playground area for the preschool. Adjacent to

the playground is a paved parking lot that is available during the day for organized play (Sub-Indicator

8.4a). A separate fenced playground area, in addition to paved areas for playing, is available for early

elementary students. Local parks are utilized for soccer practices and games (Indicator 8.4). The

ample parking area is an asphalt surface with marked parking spaces and painted arrows to aid traffic

flow and necessary signage. It includes the appropriate curbing, sidewalks, and storm water system.

While parents are responsible for providing transportation to and from the school campus daily,

transportation for school activities is provided by a combination of church/school vans and minibuses

(or Kanawha County Public School buses). Currently Bible Center Church and School owns three

vans, a minivan, and three minibuses available for transporting students to school activities and field

trips. Drivers may include staff and parents who are properly licensed and insured, have been trained,

and have proper documentation on file. All vehicles are insured and routinely inspected with

documentation on file (8.7). State guidelines for school vehicle ownership and operation are followed,

including annual state inspections and properly licensed drivers (8.6, 8.8).

3.8.2 Strengths

1. The facility is conveniently located off a main four-lane corridor into Charleston, West Virginia.

2. Building signage makes school visible and easy to locate.

3. The facilities have a well-lit and clearly marked parking lot with ample number of parking spaces.

4. Maintenance staff provides excellent maintenance and janitorial services.

5. Both school and preschool facilities have undergone recent upgrades in technology.

6. A new full-sized gym is available to all students preschool through eighth grade.

7. The school and preschool emphasize building safety and security policies.


Indicator 8.1: Required local, state, provincial, and federal legal standards for fire protection,

sanitation, and transportation are met when applicable. (C)

Fire Marshal Reports

Health Department Inspection Reports

Asbestos Policy and Inspection Reports

Parent Handbook Section Related to Field Trips

Field Trip Policy

Vehicle Evacuation Policy

Passenger Log


Indicator 8.2: The school/program maintains the site, facilities, services, and equipment to provide an

environment that is safe and orderly. (C)

Master Site Plan

School Budget


Playground Safety Inspection Checklist

Maintenance Requests

Maintenance Inspection Checklist

Maintenance Staff Schedule

Sub-Indicator 8.2a: The administrative team provides these components in the early education

environment: sufficient lighting (including natural light within the classroom); good ventilation;

comfortable temperature; a smoke-free environment. The maintenance plan addresses the following:

daily/regular routines – cleaning classrooms, sanitizing toys, cleaning equipment and bathrooms,

removing trash, scheduled routines (cleaning for every component of the facility); mold and offensive

odors; inspection and correction of potential hazards; response to the needs of those with

environmental allergies; removal of insects, rodents, unwanted/poisonous vegetation; storage of

chemicals and potentially dangerous products; installation and inspection of fire extinguishers, fire

alarms, carbon monoxide detectors, and smoke detectors. (EE)

School Facility Diagram

Teachers’ Cleaning Routines


Indicator 8.3: The facilities are suitable for the size of the school/program; they are well maintained,

enhancing quality instruction for the students/children. (C)

Master Site Plan

Building Supervisor’s Job Description

Custodial Job Description


School Facility Information

Staff/Child Ratio

Sub-Indicator 8.3a: Sinks and toilets are readily accessible to children. (EE)



Indicator 8.4: The recreation area/playground, common areas, and athletic areas are safe and are large

enough for the number of students/children. (C)

Master Site Plan

Preschool Licensing Standards

Blacktop Improvement Suggestions


Sub-Indicator 8.4a: The playground supports the developmental growth of children within a context

of safety. The program has addressed the needs of children and the priority of safety through the

following: encouraging teachers to view the playground as an extension of the classroom; providing

varied and sufficient equipment (including loose parts); enhancing the playground with natural

elements; including these safety measures – fencing, a balance of sun and shade; ensuring that

cushioning materials are provided that meet state and/or national playground safety standards (type and

depth); providing 75 square feet per child (for those on the playground at any given time); assigning

individuals the responsibility to monitor, maintain, and inspect the playground and equipment; creating

guidelines for extreme weather and air quality advisories. (EE)

Master Site Plan

Preschool Playground Photos

Childcare Licensing Regulations

Indicator 8.5: 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. (C)


Master Site Plan

Indicator 8.6: Vehicles and drivers used to transport students for any school/program activities follow

the school’s/program’s policies as well as any government and insurance regulations that are

appropriate. (C)

CDL Drivers Licenses Maintained by the Church

Volunteer Driver Application

Online Driver’s Training Program

Field Trip Policy

Licensing Regulations

Vehicle Evacuation Plan

Insurance Certificates

Indicator 8.7: Written transportation rules, regulations, and adequate training for students is provided.

(C)

Policy Manual (Transportation and Field Trips)

Indicator 8.8: Adequate liability insurance, vehicle insurance, and property insurance are in place.

(C)

Insurance Documents

Transportation Services Enrollment Agreement

Permission Slip


Indicator 8.9: Written policies and procedures are in place for routine safety inspections, service, and

repair of school-owned vehicles and for reporting vehicle accidents – including communication with

the parents, the media, and the constituency. (C)

Vehicle Policy: Inspections, Servicing, and Repair

Pre-Trip Inspection


1. BCS should build outdoor athletic fields or establish a more consistent partnership with local fields

in the community.

2. Both the preschool and elementary school playground equipment needs to be upgraded.

3. BCS should consider constructing additional classrooms to provide for the removal of the modular

buildings.

3.9 Standard Nine: Character, Values, and Spiritual Development of Students/Children


BCS’ motto, mission statement, core values, expected student outcomes, and instructional beliefs

clearly articulate the distinct Christian mission and priority of a biblical worldview accompanied with

Christian character obtained through a systematic process of spiritual formation (Indicator 9.1).

Respect, compassion, and caring for self and all others are taught and demonstrated by qualified staff

in a relational environment. This environment is by design through chapel programs, outreach

opportunities, and overall curricular and extra-curricular activities (9.2, 9.5).

Age appropriate large and small group experiences designed for spiritual formation are delivered to

every student through a kindergarten, elementary, and middle school chapel program; Bible classes

across all grade levels; morning prayer times; student-led worship; and integration of biblical truth into

all subjects, and extra-curricular programs and activities (9.3). Each class is started with prayer, and

Bible memorization is included at each grade level (9.4).

The purposes and practices of the school create an environment that fosters a biblical worldview with

both the Great Commandment and Great Commission evident in the hearts and minds of students (9.6).

Service and missions opportunities are an integral part of our secondary program both locally and

globally, inspiring an awareness of the needs of the world and a call to action (9.7).

As a ministry of BCC, BCS embraces the church’s vision to encourage students to come to Christ,

grow in Christ, live for Christ, and talk about Christ. The school has made Christian growth of

students a priority with the official school verse, 2 Peter 3:18, displayed clearly in the school entry:

“But grow in the grace and knowledge of our Lord and Savior Jesus Christ. To Him be the glory both

now and forever. Amen.”


3.9.2 Strengths

1. The chapel programs are vital to the spiritual life and mission of BCS.

2. Grade opportunities for missions and service for students are provided at each grade level.

3. Bible study and prayer are a part of Bible classes and have been incorporated into other subjects in

grades K-8 for the purpose of spiritual formation.


Indicator 9.1: Expected student outcomes include character development, acquisition of Christian

values, and spiritual formation. (C)


Mission Statement, School Motto, Statement of Faith/Beliefs, Philosophy

School Brochure

School Website


Open House Flyer

Move the Middle Focus Group

Gala Pamphlets

Vision Wall Pictures

Behavior Record (Class List)

Student’s Test with Signature on Back (Vowing not to Lie or Steal)

Indicator 9.2: Respect, compassion, and caring for self and others are taught and demonstrated in

alignment with biblical teachings. (C)

Classroom Discipline Report

Curriculum Guides


Indicator 9.3: Large and small group experiences follow a scheduled and planned sequence of

spiritual formation, character development, discipleship, and instilment of Christian values. (C)

Chapel Schedules

Student of the Month Criteria

Athletic Contracts

Indicator 9.4: Discipline 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. (C)

Faculty Job Descriptions

Teacher Application


General and Spiritual Qualifications

Student Prayers, Parent Descriptions (Encouragements) of School

Mothers of Preschoolers Prayer Program

Indicator 9.5: 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. (C)

Faculty Application

Employment Proffer

Faculty Job Description


Student Application

Sub-Indicator 9.5a: Staff/child interaction reflects the attitude of Christ toward children. Staff are

accessible, warm, sensitive, attuned, attentive, responsive, and engaged. Communication is unhurried

and tailored to the individual needs, aptitudes, and temperaments of the children. (EE)

Staff Job Descriptions

Preschool Employee’s Handbook

Indicator 9.6: 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 all the activities of the

school. (C)

Curriculum Guides

School Website

School Brochure

Core Values

Indicator 9.7: Age-appropriate opportunities for service, missions, and personal growth are integral to

schools/programs. (C)

School Calendar

Service, Missions List

Teacher Description

Third Grade Christmas Project

Union Mission

KCHA

Preschool Character Development

Adopt-a-Family

Thanksgiving Food Collection

Fifth Grade Service Project



1. BCS should continue to examine programs and strategies to increase the effectiveness of its

mission and vision.

2. BCS should consider the development of measurements to gauge students’ spiritual development

and progress.

3.10 Standard Ten: Continuous School Improvement


Although BCS has held itself to high standards over its 31 years of educating the next generation in a

manner consistent with a biblical world view, BCS has not yet obtained ACSI accreditation. This self-

study is the first major step towards that goal.

BCS administration, faculty, and staff are all working diligently on all the steps necessary to obtain

accreditation. Part of this process is to develop a school improvement plan. One way the plan was

developed was through a self-study, which was guided by a steering committee (10.3). This steering

committee was chaired by the BCS principal and consisted of BCC leadership and staff, BCS

leadership and faculty, and community leaders (10.1). The school improvement plan has its

foundation in student achievement and development, school improvement and effectiveness, and the

school wide expected student outcomes (10.2).

Each action item in the improvement plan addresses the fiscal, personnel, resource, and time

implications in relationship to the school’s mission, vision, philosophy, and the schoolwide expected

student outcomes (10.4). BCS evaluates and documents the effectiveness and impact of its continuous

school improvement program and communicates the results and the plans to all stakeholders (10.5).

3.10.2 Strengths

1. The BCS School Committee and administrator prioritize continuous improvement.

2. The philosophy, mission, vision, and core values are fundamental to every area of the school and

are regularly reinforced to all stakeholders


Indicator 10.1: The ongoing planning process is broad based, collaborative, and committed to serving

all stakeholders. (C)

School Surveys



Indicator 10.2: The improvement plan has its foundation in student achievement and development,

school improvement and effectiveness, and the schoolwide expected student outcomes. (C)


Parent and Alumni Surveys

Indicator 10.3: 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). (C)

Surveys


Indicator 10.4: 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 schoolwide

expected student outcomes. (C)


Indicator 10.5: The school/program evaluates and documents the effectiveness and impact of its

CSIP and communicates the results and the plans to all stakeholders. (C)

Surveys


The following is a summary of all areas for continuous school improvement as outlined in the previous

section for each respective standard.

Standard 1

1. School leadership should develop a plan to evaluate and increase ministry effectiveness as a result

of reviewing the statements.

2. The parent constituency should be more involved in the collaborative review of statements.

Standard 2

3. The School Committee should be more intentional in agenda planning to include long-range

planning and review of school mission delivery to every student.

4. The School Committee should meet regularly and expand membership to foster increased input

from all stakeholders.

5. The BCC Board of Elders should be more conscientious in evaluating the school administrator

annually.


Standard 3

6. Alumni and parent surveys should be conducted on a consistent basis.

7. BCS should improve procedures on how to identify and support students with special needs.

Standard 4

8. The administration should monitor the effectiveness of the professional development plan for each

teacher as it correlates to student achievement.

9. The administration should make the orientation of new teachers a priority and ensure that each new

employee has regularly scheduled meetings with their assigned mentor.

Standard 5

10. While teachers review standardized test scores each spring, a more consistent method of assessing

and tracking student progress should be developed. Creating a comparison analysis in which

teachers can track each class’s growth from year to year would be beneficial to the overall

assessment of school effectiveness.

11. Updated curriculum guides should reflect changes to curriculum.

12. BCS should develop a more formal system, such as a committee, to evaluate the curriculum and

instructional progress on a regular basis and to make decisions regarding curriculum review,

staffing priorities, student needs, and budget allocations.

13. BCS should develop a systematic review process that does not base its selection of instructional

materials primarily on administrator preference, publisher bias, faculty preference, or budget

constraints.

Standard 6

14. The Director of Information Technology 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 BCS.

15. BCS should budget for and provide additional help for the Director of Information Technology.

16. BCS should budget for and plan for adequate in-service training of school faculty as they continue

to implement technology into classroom instruction.

17. BCS should investigate opening a centrally located library.

18. The replacement of technology equipment should be made on a capital replacement basis.


19. Administration, faculty and staff should meet for training and development on regular intervals to

be up-to-date with software and to become familiar with new technological advances.

20. All classrooms should be equipped with additional technology, including digital overheads and

other means to display content.

21. Technology should continue to be utilized at increasing levels to increase the efficiency and

effectiveness of all BCS stakeholders, such as faculty, staff, and parents.

Standard 7

22. Nutritional standards should be established and implemented for school meals.

23. Recommendations from the Safety and Security Task Force regarding upgrades to the school

facility should be implemented.

Standard 8

24. BCS should build outdoor athletic fields or establish a more consistent partnership with local fields

in the community.

25. Both the preschool and elementary school playground equipment needs to be updated.

26. BCS should consider constructing additional classrooms to provide for the removal of the modular

buildings.

Standard 9

27. BCS should continue to examine programs and strategies to increase the effectiveness of its

mission and vision.

28. BCS should consider ways to develop ways to measure the students’ spiritual development and

progress.


1. The administration should a method to better communicate the Continuous School Improvement

Plan to all stakeholders.

2. School Committee subcommittees should play a more active role in the planning process.

3. The Continuous School Improvement Plan should be an agenda item at each School Committee

meeting throughout the school year.