STANDARD 1: PURPOSE The school is purpose-driven. Overview The purpose/philosophy/mission statement serves as the basis for forming school goals, learner outcomes and actions plans, as well as determining a direction for all activities of the school. Throughout the Self-Study process, every area of the school program is evaluated to determine if each aligns with the stated purpose. The purpose Standard is critical in evaluating each of the Standards involved with the Since the purpose establishes who a school is, where they have been and what they are to become, it is critical that the Self-Study process begins with a thorough examination of Standard 1. NOTE: In the interest of clarity related to the accreditation process, the word “purpose” may be used interchangeably with “mission” and “philosophy.” Potential Evidence Potential evidentiary documents provide support as the subcommittee determines the rating for each General Indicator of Success. The list below includes suggestions for the documentation, but is not all-inclusive. The school reviews the list of potential evidence and determines those established at the school. Additional evidence that is not listed in the potential listing may also be presented. Evidence or lack thereof, assists the school in reaching an agreement on a rating. Potential evidence does not need to be included with the Self-Study, but is to be available for the Validation Team to review. School learning objectives with philosophy/mission. School publications and handbooks provide evidence of Lutheran identity. Promotional materials give evidence of Lutheran identity. School evangelism plan is written. Written school policies align with philosophy/mission. School website provides evidence of Lutheran identity. Appropriate seasonal decorations are displayed. Christian symbols are appropriately and prominently displayed through the school. Potential Practices Like potential evidence, potential practices are identified to demonstrate how well the school is meeting the indicators. A practice describes something that is done at the school. It is often supported with written documentation, but it can be observed in classroom activities or daily routines. Schools are to identify the practices in place. A list of suggested practices is included in the Self-Study Report, but it is not all-inclusive. The
Comments: Summary and Response Actions Summary and response actions, related to the school’s strengths and items needing improvement, are to be provided. Subcommittees carry on the primary work of evaluating the school’s compliance with the assigned Standard through a thoughtful and purposeful evaluation of each of the General Indicators of Success. Based on any general indicator ratings of “1” or “2”, the school must develop specific plans to improve. Plans must include specific targeted completion dates and assignments. At the discretion of the school, actions may be developed for indicators that have been rated as “3”. Are the Required Indicators of Success met? (YES / NO) on evidence, what are the strengths of the school related to Standard 1? Based on evidence, what are the challenges of the school related to Standard 1? All areas identified as “emerging” [2] or “not evident” [1] must be addressed in the School Action Plan. What is the school’s average rating for all General Indicators of Success for Standard 1, rounded to the nearest STANDARD RATING 1:03 1:04 1:05 1:06 Total: Average: (Total ÷ 4) STANDARD 2: RELATIONSHIPS The school demonstrates its purpose through relationships.