New Generation Christian School IS accredited through AdvancED-(SACS)
What is AdvancED?
AdvancED is the largest community of education professionals in the world. We are a non-profit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems to ensure that all learners realize their full potential. While our expertise is grounded in more than a hundred years of work in school accreditation, AdvancED is far from a typical accrediting agency. Our goal isn’t to certify that schools are good enough. Rather, our commitment is to help schools improve.
Combining the knowledge and expertise of a research institute, the skills of a management consulting firm and the passion of a grassroots movement for educational change, we serve as a trusted partner to 32,000 schools and school systems—employing more than four million educators and enrolling more than 20 million students—across the United States and 70 other nations. AdvancED was created through a 2006 merger of the PreK-12 divisions of the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and the Southern Association of Colleges and Schools on Accreditation and School Improvement (SACS CASI)—and expanded through the addition of the Northwest Accreditation Commission (NWAC) in 2011.
For more information regarding AdvancED, please visit AdvancED’s website by clicking HERE.
New Generation’s AdvancED Artifacts
The following are New Gen’s artifacts, which have been submitted to AdvancED (SACS), and have been accepted by AdvancED’s (SACS’) rigorous standards and indicators:
Standard 1: Purpose and Direction – The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.
Indicator 1.1 – The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.
Indicator 1.2 – The school’s leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.
New Gen’s Statement of Purpose (found on our website and in our Student Handbook):
The vision of New Generation School is to reach the spiritual, educational and emotional needs of the diverse students in Columbia County. We will accomplish this by providing sound Biblical counsel as well as individualized education and emotional interventions, in a caring and accepting environment.
Initial Interview with Students & Parents
Bi-weekly Elementary Department Meetings
Bi-weekly Middle School Department Meetings
Bi-weekly High School Department Meetings
Bi-weekly Department Head Meetings
Indicator 1.3 – The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning.
P&P Staff Correction of Below-Par Mid-year Testing
Example of Reviews of Mid-Year Testing Plans
Bi-weekly Elementary Department Meetings
Bi-weekly Middle School Department Meetings
Bi-weekly High School Department Meetings
Bi-weekly Department Head Meetings
End of and beginning of year evaluation meetings
Standard 2: Governance and Leadership – The school operates under governance and leadership that promote and support student performance and school effectiveness.
Indicator 2.1 – The governing body establishes policies and supports practices that ensure effective administration of the school.
Governing Body’s Policies, Procedures, & Practices
Audited financials (see Main Office, as this document contains sensitive information)
Board Meeting Notes for budget approval (see Main Office, as this document contains sensitive information)
Indicator 2.2 – The governing body operates responsibly and functions effectively.
Governing Body Minutes related to training (see Main Office, as this document may contain privileged information)
Governing Body Policies on Roles and Responsibilities & Governing Code of Ethics
Conflict of Interest (see Main Office)
Professional Development Notes for Board (see Main Office, as this document contains sensitive information)
Indicator 2.3 – The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.
Roles and Responsibilities of School Leadership:
Roles/Responsibilities: Board of Directors
Role/Responsibility: Director
Role/Responsibility: Principal
Role/Responsibility: Department Head
Role/Responsibility: Office Manager
Stakeholder Input and Feedback:
AdvancED Student Survey Results (Elementary)
AdvancED Student Survey Results (Middle & High School)
AdvancED Parent Survey Results
Agendas and Minutes of Meetings:
Indicator 2.4 – Leadership and staff foster a culture consistent with the school’s purpose and direction.
P&P on review of mid-year testing
Yearly meetings on improvements held at the beginning and end of school year
Pre-planning (typically takes place in August)
Stakeholder Surveys:
AdvancED Student Survey Results (Elementary)
AdvancED Student Survey Results (Middle & High School)
AdvancED Parent Survey Results
Staff Training on CHAMPs, How Difficult Can This Be?, and in-services
Departmental Meetings for collaboration:
Awards & Graduation Ceremonies
Indicator 2.5 – Leadership engages stakeholders effectively in support of the school’s purpose and direction.
Involvement of Stakeholder in a School Improvement Plan
Planners/emails/reminders 2x/week
Advisory Committee’s Goal Setting
Pre-planning (typically takes place in August)
Indicator 2.6 – Leadership and staff supervision and evaluation processes result in improved professional practice and student success.
Professional Development Process
AdvancED Student Survey Results (Elementary)
AdvancED Student Survey Results (Middle & High School)
AdvancED Parent Survey Results
P&P Mid-Year Testing Evaluation
Standard 3: Teaching and Assessing for Learning – The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.
Indicator 3.1 – The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.
AdvancED Student Survey Results (Elementary)
AdvancED Student Survey Results (Middle & High School)
AdvancED Parent Survey Results
Lesson Plans – Elementary Sample
Lesson Plans – Middle School Math Sample
Lesson Plans – High School English Sample
Online Curriculum:
Matriculation to College Rates
MySciLearn Fast ForWord Results
Educational Philosophy (pg. 4)
Spiral Curriculum allows for frequent review
Indicator 3.2 – Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.
Professional Development Plans
Student Education Action Plans based on ITBS
Saxon curriculum tests – Math & English, 80% mastery
Online Curriculum: Assessments set to 80% mastery level
Raz-Kidz Reading (Elementary)
Indicator 3.3 – Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.
Examples of teacher’s use of technology as an instructional resource:
Compass Learning (All Subjects: Elementary, Middle, and High School)
MySciLearn Fast ForWord (Reading: Elementary, Middle, and High School)
Raz-Kidz Reading (Elementary)
Examples of student’s use of technology as a learning tool:
Compass Learning (All Subjects: Elementary, Middle, and High School)
MySciLearn Fast ForWord (Reading: Elementary, Middle, and High School)
Raz-Kidz Reading (Elementary)
AdvancED Student Survey Results (Elementary)
AdvancED Student Survey Results (Middle & High School)
AdvancED Parent Survey Results
Various Instructional Practices, such as: teacher modeling, Kagan strategies, rubrics (different levels), Socratic seminar, cooperative learning, and direct instruction.
Indicator 3.4 – School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.
Documentation of collection of lesson plans
Documentation of collection of lesson plans II
Documentation of collection of grades
Supervision and Evaluation Procedures
Professional Development Plans
Peer or mentoring opportunities and interactions
Administration of Approval of Additional Classroom Needs
Administration of Approval of Additional Classroom Need (Part II)
Indicator 3.5 – Teachers participate in collaborative learning communities to instruction and student learning.
Agendas and minutes of collaborative learning committees
Agendas and minutes of collaborative learning committees II
Calendar/schedule of learning community meetings
Pre-Planning Week (see August on school calendar)
Indicator 3.6 – Teachers implement the school’s instructional process in support of student learning.
Placement Tests: ITBS, 80% mastery, Saxon Placement Test
Compass Learning’s Assessments & Learning Paths (pg. 12)
MySciLearn Fast ForWord Assessments & Learning Paths
Indicator 3.7 – Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.
Staff Training: How Difficult Can This Be?, Harry Wong training, etc.
Department Head Job Description
Professional Development Plans
Indicator 3.8 – The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.
AdvancED Parent Survey Results
Planners – used to facilitate parent/teacher comments and communication (pg. 7-8)
Weekly Reminders sent in email and paper form
Social Media/Texting
School-Sponsored Event for Students/Families
New Gen Sports-related Parent Communication
New Gen Sports-related Parent Meetings
Indicator 3.9 – The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.
AdvancED Student Survey Results (Elementary)
AdvancED Student Survey Results (Middle & High School)
AdvancED Parent Survey Results
Middle School’s Bonding Experience
Student Education Plan – to be enforced by Dept. Head
Classroom Size: (pg. 3-4; Elementary/max 12 students, Middle & High School/max 14 students)
Indicator 3.10 – Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.
AdvancED Student Survey Results (Elementary)
AdvancED Student Survey Results (Middle & High School)
AdvancED Parent Survey Results
Middle & High School Report Card
Grading Scale: (pg. 6-7)
90 – 100 A Excellent
80 – 89 B Very Good
70 – 79 C Average
60 – 69 D Below Average
0 – 59 F Failed
Indicator 3.11 – All Staff members participate in a continuous program of professional learning.
Professional Development Plans
Indicator 3.12 – The school provides and coordinates learning support services to meet the unique learning needs of students.
ITBS 3x/year
Documentation of collaboration with therapies
MySciLearn – Fast ForWord – Sample of Students’ Gains
MySciLearn – Fast ForWord – Results
How Difficult Can It Be? video samples
Mental Health Services Letter
Standard 4: Resources and Support Systems – The school has resources and provides services that support its purpose and direction to ensure success for all students.
Indicator 4.1 – Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school’s purpose, direction, and the educational program.
AdvancED Student Survey Results (Elementary)
AdvancED Student Survey Results (Middle & High School)
AdvancED Parent Survey Results
Documentation of Highly Qualified Staff (see Main Office, as these documents contain personal information)
13:1 Student:Teacher Ratio, three administrative staff and two paraprofessionals to 200 students
Almost all teachers have a Bachelor’s Degree (or higher)
Indicator 4.2 – Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school.
Examples of efforts of school leaders to secure necessary material and fiscal resources:
Chromebook Acquisition for Students Part I
Chromebook Acquisition for Students Part II
Chromebook Acquisition for Students Part III
Chromebooks Acquisition for Students Part IV
AdvancED Student Survey Results (Elementary)
AdvancED Student Survey Results (Middle & High School)
AdvancED Parent Survey Results
School Calendar – Total instructional time is comparable to public and other private schools.
School has been in operation for 12 years and is financially solvent.
There is no lack of computers, internet, infrastructure, curriculum, or other items required for education.
Indicator 4.3 – The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.
Documentation of compliance with local and state inspections’ requirements:
Emergency Procedures:
Fire Safety & Crisis Management Plans
There is a full-time maintenance person. Staff is responsible for cleaning their individual portables/classrooms. There is a process of reporting things that are in need of repair and to follow up to ensure repair is complete.
System for Maintenance Requests
Indicator 4.4 – Students and school personnel use a range of media and informative resources to support the school’s educational programs.
List of Varied Classroom Resources
Indicator 4.5 – The technology infrastructure supports the school’s teaching, learning, and operational needs.
List of Varied Classroom Resources
Indicator 4.6 – The school provides support services to meet the physical, social, and emotional needs of the student population being served.
Weekly Chapel Services
Onsite Support
Agreements with school community agencies for student/family support
Indicator 4.7 – The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Dual Enrollment Agreement with local college
PERT Pre-testing onsite twice/yearly
Informal counseling occurring at all times
Referrals to community mental health facilities are provided on an individual basis, as needed.
Standard 5: Using Results for Continuous Improvement
Indicator 5.1 – The school establishes and maintains a clearly defined and comprehensive student assessment system.
Indicator 5.2 – Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.
AdvancED Student Survey Results (Elementary)
AdvancED Student Survey Results (Middle & High School)
AdvancED Parent Survey Results
ITBS Scoring Instructions uniformly implemented through the school
Indicator 5.3 – Professional and support staff are trained in the evaluation, interpretation, and use of data.
All staff are trained in the administration of the testing instrument.
Staff are given access to all testing results and encouraged to review data for improvement in their classroom.
Indicator 5.4 – The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.
Evidence of Student Growth:
MySciLearn Fast ForWord Report
MySciLearn Fast ForWord Results
All graduating seniors must pass the 12th grade exam at a 10th grade level (or higher) in order to receive their high school diploma. This testing requirement is used across the board and includes our ESE students as well.
Indicator 5.5 – Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders.
Biannual meetings with staff and management
Testing results shared with staff
Yearly letters to parents regarding program enhancements (if not more often)
Quarterly Meetings with Board of Directors (see Main Office to view these documents as they contain sensitive information)
Pre and post test data reporting to parents (see Main Office to view these documents as they contain confidential, student information)
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