1. education
2. school

SELF-STUDY VISITING COMMITTEE REPORT
ACCREDITING COMMISSION FOR SCHOOLS,
WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
FOR
IMMANUEL CHRISTIAN SCHOOL
201 W. Graaf Ave.
Ridgecrest, CA 93555
A Ministry of Immanuel Baptist Church
March 22, 2015 – March 25, 2015
Visiting Committee Members
Robert J. Schneider, Chairperson
Retired, Director, Special Projects, Kern High School District
Bakersfield, CA
Mrs. Cindy Harmon
Principal, Arcadia Christian School
Arcadia, CA
Ms. Margery Rich
Teacher, San Gabriel Academy
San Gabriel, CA
ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
Chapter I: Student/Community Profile
Briefly summarize the most critical information from the student/community profile that impacts the school.
Include the following:
Immanuel Christian School (ICS) serves the community of Ridgecrest, California, and
the wider area of Indian Wells Valley in eastern Kern County. It is a ministry of
Immanuel Baptist Church with the goals of preparing students for higher education and
training in Christian leadership and civic duty. Its students come from a variety of church
denominations, and parents include employees of the China Lake Naval Air Weapons
Station and the community of Ridgecrest.
It has an Executive Director and Principal who both report to a six member school board
comprised of parents and community members. There are 12 teachers at the school, 5 at
the elementary, 3 at the middle school, and 3 at the secondary levels, and one music
teacher. The Principal is also a teacher.
Immanuel Christian School (ICS) was established in 1975 as an alternative to public
education and a ministry of Immanuel Baptist Church. ICS seeks to prepare each student
for successful advancement to higher levels of education, and to provide training in
Christian leadership and civic duty.
Chart 1 compares annual student enrollment since the last full visit in 2009, showing an
increase to a peak of 181 students in the 2011-12 school year and a steep decline since
then to 93 students in the current 2014-15 school year.
Chart 1 Student Enrollment Since Last Full WASC Visit
200
180
160
# of Students
140
120
100
80
60
40
20
0
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
School Year
This is a steep decline over the most recent three year period and will have a significant
impact on the availability of resources and instructional program if it continues.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
Table 1 compares current student ethnicity to ethnicity of the community:
Table 1.
Caucasian
School
Community Difference
77%
69%
8%
Hispanic
7%
18%
-11%
Asian
7%
5%
2%
African-Am.
1%
2%
-1%
Other
8%
6%
2%
Except for some underrepresentation of Hispanic students, the ethnicity of the school is
reflective of the community at large and the school trend in ethnicity has remained
relatively constant since the previous full visit and remains a non-issue.
Table 2 compares student parent education level to the parent education level in the
community. The parent education level of students attending ICS is significantly
different from the community at large and provides an excellent student academic profile
with students who are ready to learn and supported by parents to do well in school.
Table 2.
High School
School
Community Difference
0%
26%
-26%
Some College
12%
0%
12%
College
40%
30%
10%
Graduate
48%
9%
39%
This profile of student requires a teaching staff prepared to provide challenging and
motivating learning experiences to help students achieve at even higher levels. Strong
teacher preparation and professional development in learning strategies and fidelity to a
strong academic curriculum are vital to the ICS staff.
Four of the twelve teachers hold teaching credentials. Half of the twelve teachers have
10 or more years of teaching experience. Seven of the twelve teachers hold a Bachelor’s
Degree, three hold a Master’s Degree, one holds a Ph.D., and one part-time teacher.
In 2012, ICS changed from the Stanford Achievement Test to the TerraNova3 (ACSI
Edition) at the recommendation of the Association of Christian Schools International
(ACSI). The TerraNova3 content is closely aligned to state standards and those promoted
by national teacher associations. It is also aligned to the framework of the National
Assessment of Educational Progress (NAEP). ICS has three years of TerraNova3 data
showing student annual summative academic progress in reading, language, and math.
Normal Curve Equivalent data indicates that students predominantly perform in the 60th
to 90th percentile bands with occasional exceptions of cohorts scoring near the 50th
percentile (but rarely below) at all grade levels tested. Student academic performance as
measured by the TerraNova3 assessment appears to be strong. The school Table 3
summarizes student performance data on the TerraNova3 over the last three years.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
Table 3. TerraNova3 (ACSI Edition) Mean Normal Curve Equivalent (NCE)
(adapted from charts found in SSR, pp.24-26)
Class
2012
READING
Year
2012
2014
LANGUAGE
Year
2013
2014
2013
MATHEMATICS
Year
2014
2013
2014
K5
67.2
67.2
64.3
59.7
64.8
58.2
59.2
56.8
61.1
1
63.5
63.5
60.3
64.7
59.1
68.3
52.8
67.2
58.4
2
69.8
69.8
71.5
64.0
71.5
67.0
76.5
70.0
73.2
3
57.1
57.1
56.7
60.4
69.5
64.0
61.1
65.7
75.1
4
56.8
56.8
52.3
59.5
47.2
61.0
49.0
53.7
48.8
5
59.0
59.0
51.9
55.3
52.6
58.9
69.5
63.2
67.4
6
67.0
67.0
67.5
53.8
60.1
54.6
72.4
45.8
58.7
7
69.1
69.1
63.3
73.0
70.4
76.4
64.4
81.4
68.9
8
64.7
64.7
62.8
61.4
77.2
63.0
57.2
57.1
76.4
9
64.1
64.1
71.0
60.8
63.0
58.8
60.2
49.8
49.8
10
55.9
55.9
58.2
67.4
69.8
60.5
52.9
52.9
60.8
11
62.2
62.2
63.7
61.1
73.7
62.5
58.6
54.2
62.0
The units in this chart are reported in Normal Curve Equivalents (NCE) which equate to
higher actual percentile scores above 50.0 NCE until 99.0 NCE at which the NCE and
percentile scores are equivalent. An NCE of 61.0, for example, corresponds to a
percentile score of 75. An NCE score of 77 would correspond to a percentile score of 90.
See Internet source on TerraNova3 found at: http://rpdp.net/admin/images/uploads/185SInterpretingTerraNovaResults.PDF .
College readiness of students as measured by PSAT and SAT scores indicates average
and above average levels of performance for most years. The last reportable year (2014)
shows strong above average performance in college readiness tests.
Average SAT Scores (2009-2014)
(from SSR p. 28)
Reading
Math
Writing
Year
Junior
Senior
National
Avg
2009
none
530
499
None
568
514
none
584
492
2010
567
370
500
594
310
515
529
340
491
2011
578
564
497
571
560
514
559
548
489
2012
511
528
496
523
509
514
477
513
488
2013
514
495
496
483
478
514
496
448
488
2014
548
532
497
510
538
513
553
526
487
Junior
Senior
National
Avg
Junior
Senior
National
Avg
Teachers use both formal and informal formative assessment strategies. Secondary
students track their grades and use them to monitor readiness for post-secondary
education goals. The school monitors student academic advancement and citizenship
using an electronic monitoring system called School Dynamics/InfoDirect which allows
students and parents to access instant updates on student progress. Edmodo is also used
at the secondary level. School Dynamics/ InfoDirect also automatically generates a
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
parent message on low grades. Spiritual growth is informally monitored using anecdotal
methods.
Critical learner needs are appropriately identified by the school staff through analysis of
assessment data. For example, a concept in the arithmetic section of the TerraNova3
elementary test was noticeably not covered in the school curriculum and teachers
supplemented their curriculum to make sure the concept was taught. Another example is
the use of Assessment of LEarning in Knowledge Spaces (ALEKS), a web-based
artificially intelligent assessment and learning system that uses adaptive questioning (like
the SBAC assessments) to target instruction to the individual student needs. See SSR
Chapter III for an analysis of Profile data by the school staff.
Chapter II: Progress Report
The school has experienced major changes since the last full visit in 2009:
 Three changes in the position of Principal
 56% turnover in staff
 Appointment of an Executive Director to oversee administration and finance
 A significant drop in student enrollment (to almost half) since 2012.
 K4 program was dropped
 Edmodo software was added for middle and secondary school staff to keep in touch with
parents and students
 Immediate Response Information System (IRIS) has been added to contact parents in an
emergency
 The School wide Disaster Plan has been updated
 Security of the campus has been enhanced by installing security cameras and enclosing
the grounds with a fence that can be locked
 A student vocational training program has been started
Interviews with the Board and school leadership affirm that maintaining a safe and positive
learning environment is a top priority. The addition of a campus enclosure, IRIS, school
management software and the update of the school-wide disaster plan provided evidence for this
focus by the Board and Administration.
Interviews with the Board and school leadership also affirmed a very strong long range
commitment to the success of the school despite a significant decline in enrollment over the last
three years. An Executive Director has been added, part of whose job is to help the Board with
managing the vision and assist in putting the pieces in place. There are a new Office Manager
and Bookkeeper. There is a tangible commitment in the selection of the Executive Director and
Principal by the Board to an organizational vision that is planning for future growth. As one
Board member put it during the interview with the Board, the collective goal of all Board
members is “to continually improve ICS to be the best school we can possibly be.”
Meetings with the Board, staff, parents, and students, as well as Board minutes, affirmed the
follow-up process used by the school (SSR, Preface, p. 3 and Chapter II, p. 35). Both the
Principal and Self-Study Coordinator attended the appropriate WASC trainings the year before
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
the visit and provided knowledgeable leadership to the school in preparation for the completion
of this self-study and visit.
Three priority areas were left by the 2009 Full Visiting Committee (2009 VCR, p. 27). These
formed the basis for the school’s revised action plan prior to the current 2015 visit:
1. Develop a more rigorous secondary college-preparatory academic program
2. Develop an instructional support plan for the secondary technology program
3. Develop and implement a school-wide assessment plan for communication skills –
writing and speaking (Academic ESLR) which is linked to staff development
The former action plan and school progress listed in the Progress Report section of the 2015 SSR
(pp. 35-43) strongly addressed the first two priority areas listed. The VC observed that these
areas had been adequately addressed. The secondary college preparatory academic program
(Action Plan 1, SSR pp. 35-37) has received more rigor through the addition of nine classes that
are UC-approved (two social science, one English, four math and two Spanish classes). All
secondary students meet once per semester with their college/career counselor to discuss
personal goals and progress. Students in grades 6-12 track their semester grades to make sure
they are making adequate progress in meeting their college/career goals. Interviews with
students, parents and staff affirmed student perception data (SSR, p. 32) show strong agreement
that: 1) instructors have high expectations for academic achievement, 2) middle and high school
students take advantage of the college and career planning offered at ICS, 3) ICS provides
guidance and support in helping students to be successful in academic, career, and life choices.
Parent perception data (SSR, p. 33) showed high levels of agreement that: 1) teachers have high
expectations of academic achievement for all students, and 2) the curriculum is challenging and
relevant.
The VC observed evidence of an instructional plan that supports the secondary technology
program (Action Plan 2, SSR pp. 38-39). ICS has two teachers who are certified Computer
Using Educators (CUE) to assist staff with technology. Teachers have been trained and are using
Hitachi StarBoards. Ten students have now completed online learning courses using ALEKS
and SevenStar. Nevertheless, student perception data shows significant dissatisfaction with
opportunities to interact with technology and a feeling that the program was not preparing
students for the technological demands of society. Half of the staff perception comments in the
technology section of the staff survey related to a need for updates in the computer lab that the
VC observed as completed. These observations were affirmed in interviews with students and
staff, who expressed appreciation for the new computer lab but expressed the need for even
greater access to technology for learning in classrooms and throughout the campus.
The VC observed evidence of the development and implementation of a school-wide assessment
plan for the communication skills of writing and speaking (Action Plan 3, SSR pp. 40-43.) It is
written into the school-wide learner outcome on Academic Advancement under bullet 4 in the
phrase “and effective communication of the above” but is specifically targeted throughout Action
Plan 3. The VC observed that teachers track student literacy skills within each grade level.
Teachers collect and analyze writing samples. Grades 2-12 teachers have unified writing
standards, rubrics, benchmarks and assessments through the Bob Jones University Press
curriculum. But middle and high school teachers expressed the need for staff development time
to more fully integrate the Bob Jones curriculum into classroom instruction.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
Chapter III: Self-Study Process (1–2 pages)
Immanuel Christian School Student Learning Outcomes (“ESLRs”)
(Also referred to as “Our Goals”, p.8, 2014-2105 Immanuel Christian School Parent/Student Handbook)
MISSION:
To provide a comprehensive Christian education that prepares the student for life in mind, body, and
spirit.
SCHOOLWIDE LEARNER OUTCOMES:
Academic Advancement
A student is expected to demonstrate:
1. the knowledge, comprehension, and application of subject content,
2. the transference of knowledge,
3. the ability to research and solve problems using critical thinking skills,
4. and effective communication of the above.
Biblical Worldview
An ICS student should be capable of perceiving life from a biblical worldview.
A student is expected to demonstrate:
1. a knowledge of Bible history, characters, and post-apostolic Christian developments,
2. a comprehension of biblical content including the plan of salvation through Jesus Christ,
3. relevant applications of Christian principles,
4. and spiritual growth.
Citizenship
An ICS student should be capable of responsible citizenship.
A student is expected to demonstrate:
1. a knowledge of U.S. democratic/republican values and processes,
2. a global perspective on citizenship,
3. a comprehension of civic duty,
4. and the application of civic responsibilities.
1. Cite observed evidence of how parents, community members, students, staff are
involved and collaborative in support of student achievement
In interviews with the Board, staff, parents, and students, numerous examples were given
about how parents and staff are involved chaperoning academic field trips, coaching
sports, volunteering in the classroom (which was also observed during VC classroom
visitations), assisting with competitive academic events in science and math, to name just
a few. The WASC room contained 18 full presentation boards and 3 bulletin boards with
numerous pictures of events showing parents, community members, staff and students at
all kinds of events. Student work and awards were displayed. There was overwhelming
evidence in a variety of forms of collaboration among all members of the school
community in support of student achievement.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
2. Cite observed evidence for how “clarification and measurement of what all students
should know, understand, and be able to do through school-wide learner outcomes
and academic standards” occurs and to what level.
Through classroom observations, staff, parent, and student interviews, and review of
curricular materials being used for classroom instruction, the VC had ample evidence that
learner outcomes at each grade level existed, were clear to students, and were being
accurately measured. One of the greatest strengths of ICS is in the low staff to student
ratio. The VC observed immediate corrective feedback and one-to one student
interventions during classroom observations. Teachers collaborated often on assisting
individual students, curriculum, and the delivery of instruction. Though student
perception data indicated that 86% of middle school students and 65% of high school
students indicated they were unfamiliar with or did not know about the student learner
outcomes (SSR, p.32) there was a collective “Oh yeah, we know about that” when the
VC read the student learning outcomes (ABCs) aloud to them during the student
interview. The misperception had to do with terminology: the students knew the SLOs as
ABCs (based on the first letter of each of the three outcomes). The VC observed that
what is being taught aligns with these outcomes.
3. Cite observed evidence of how data about students is analyzed.
Formative assessment of student learning by teachers was observed in all classroom
observations and appeared to be a natural continuously occurring part of the delivery of
instruction. The small student-to-teacher ratio enabled teachers to immediately identify
when a student “didn’t get it,” provide near instantaneous corrective feedback, and use a
pacing of instructional delivery that enabled a deeper intervention during the class time.
Teachers look at and analyze data from the summative TerraNova3 assessment and have
purposely chosen instructional materials from ACSI that are aligned with the assessment
so they can quickly identify where instruction needs to be strengthened.
4. Cite observed evidence of how the entire school program and its impact on student
learning is assessed in light of school-wide learner outcomes, academic standards,
and the ACS WASC criteria.
The Principal and Executive Director do both formal and informal classroom
observations. Teachers receive feedback from these observations. Parents and teachers
interact informally on a daily basis as students are dropped off in the morning or picked
up after school. Infodirect also provides real time communication to school leadership
and the Board. Parent meetings are held on a regular basis. Information gathered and
analyzed from these events is reported by the Principal as progress of the school in
meeting student learning outcomes at every Board meeting. The Executive Director sits
on the Board as a non-voting member. The Board consists of people who have a stake in
the success of the school and its program. The VC observed that just about everyone
associated with the school as a stakeholder is involved in the school in some way.
5. Cite observed evidence of how the action plan aligns to the school’s areas of need.
Gauge the school’s capacity to implement and monitor the accomplishment of the
plan.
The VC affirms that the school community fully participated in the self-study process.
The school is a small school and decided to use a “Committee of the Whole” approach
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
with Elementary and Middle/Secondary School subgroups addressing the Focus areas in
Chapter 4. Though the Principal and Self Study Coordinator attended the appropriate
WASC trainings, the process was challenging because both were new to the process and
to their school roles. Nevertheless, the process was followed, valid critical areas of need
were identified, and an action plan was formulated using the former action plan as a
template. The VC, in checking alignment of the school’s identified priority areas of need
from Chapter 4 with the action plan, found several areas (detailed later in this report) that
need to be revised. The action plan is fundamentally sound but needs these revisions to
be best aligned with their areas of need. The VC has no doubt that when these revisions
are made, the action plan will align with the areas of need in a highly effective and useful
way that is understandable to the school community. The VC has discussed the
importance of the revisions with the Executive Director and Principal and is certain that
they will implement and monitor the accomplishment of the revised plan.
Chapter IV: Quality of the School’s Program
Part A: What Currently Exists
A. Organization for Student Learning
A1 School Purpose Criterion
Immanuel Christian School (ICS) School Board has established a clear mission that
reflects the beliefs and philosophy of the school. The ICS Board is comprised of parents
(one from every program level), church and elder representatives, community leaders, the
principal, and the school director. (The principal and school director are non-voting
members). The voting majority of the board must be Immanuel Baptist Church (IBC)
members.
The school’s mission is communicated well to all stakeholders and shapes curriculum and
instructional methods. These are reviewed and revised by the School Board in one to two
year intervals. Teachers review the core beliefs during orientation, make
recommendations to the Board, and use the core beliefs to inform goal setting and lesson
planning. Curriculum committees are used to review and evaluate materials to ensure
academic standards are being met. Data gathered from the Board, administration, staff,
parents, and students was used as an indicator of students’ ability to meet SLO, and ICS’s
ability to provide a program congruent with their mission and vision statement. The
school has a process for regular review/revision of the school purpose and school wide
learner outcomes.
There is a strong degree of consistency between the school purpose, the SLOs, and the
school program as evidenced through the choice of curriculum, faculty qualifications, and
student admission guidelines. Learner outcomes focus on academics, biblical worldview,
and citizenship. All ICS curriculum comes from a Christian publisher and all teachers
sign a statement of faith and agree to explicitly teach from a biblical worldview. All
students are required to take Bible and 100% of secondary students are required to
complete 10 hours of community service. ICS publicizes the school’s purpose and SLOs
in the student handbook and on the school website. Students are reminded daily of the
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
SLOs as they are posted in each classroom. Parent and student surveys indicate a belief
that ICS has high academic expectations and standards.
Supporting evidence: Student handbook, ICS website, student survey 2013, 2014, ICS
Board retreat minutes, staff in-service, parent survey, school program data, SSR chapters
1-3, student interviews, teacher surveys
A2 Governance Criterion
There are clear policies and procedures with regard to the selection for new board
members. The Board also has by-laws in place, with defined duties, policies, and
procedures for board members. These are presented to new board members informally
and through a School Board Training packet. New members meet with the board chair
and school principal. As the school becomes more self-sustaining the school board needs
to develop a policy manual that contains written procedures to train board members,
communicate with all stakeholders, and strategically plan.
Current policies are reviewed at an annual School Board retreat. An independent
facilitator has been used to help the board members define short term goals along with
the mission and vision of the school. In addition, board members perform a Strengths,
Weaknesses, Opportunities, Threats (SWOT) analysis of school policies.
The Board is visible to families at school events such as Back to School Night, Open
House, Graduation, parent meetings, sports games, and award assemblies. Staff members
feel supported by the Board and are allowed to express concerns and ask questions of
board members. The Board provides a complaint and conflict resolution process by
allowing stakeholders the opportunity to be included on the agenda at each meeting.
Three to five minutes are allotted for each visiting stakeholder.
The Board has formally evaluated school procedures, fiscal health, curriculum and
emergency preparedness, and hears reports on student academic performance. The School
Board by-laws outline a plan for self-evaluation, and a large scale evaluation was
conducted in 2013 at the Board Retreat. The Board makes this evaluation public by
posting it on the website and referencing it in the school newsletter.
Supporting evidence: Board Retreat documents, Board by-laws, School Board Training
packet, minutes from monthly Board meetings, School Board agenda, parent meetings,
conversation with principal, student interviews, parent interviews
A3 School Leadership Criterion
The school leadership has processes for involving staff in shared responsibility,
collaboration and accountability to focus ongoing improvement on teaching that supports
student learning. Staff meets informally on a weekly basis to discuss student progress and
to collaborate on teaching methods. The small class sizes allow teachers to effectively
meet students’ needs as evidenced by parent surveys. Starting in 6th grade, teachers track
students’ grades. Students also track their progress once a semester and determine
individual goals which are placed in each student’s portfolio. Currently there is no formal
time set aside for teacher collaboration on student progress. All teachers indicated a need
for more time to plan and collaborate.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
The school leadership and staff meet at the beginning and end of the school year to
determine if there should be policy changes to enhance student learning. When
weaknesses in curriculum are discovered, staff and administrators meet to discuss any
necessary change. The final decision for all curriculum change is made by the school
administration.
School Dynamics makes internal communication, planning, and resolving differences
very effective. Staff is able to contact one another on a regular basis through messaging.
At the beginning of each school year, the staff meets to establish extra duties. These are
then typed and posted for all teachers to reference.
Supporting evidence: Student portfolios, parent surveys, staff interviews, SSR
Chapter 1 & 3, student handbook, staff orientation agenda, personnel policy manual,
parent and staff surveys, administrative interviews
A4 Staff Criterion
All teachers and administration must have a minimum of a bachelor’s degree in a related
field. During the interview process, the school administration reviews staff qualifications
and background to place staff in appropriate positions. All current elementary teachers
had teaching experience prior to employment at ICS. Sixty percent of elementary
teachers are certified to teach elementary with seventy-five percent of secondary teachers
teaching at least one class within their field of study. Due to the small class sizes in the
secondary, teachers teach at least one class outside of their field of study. Employment
policies regarding benefits and practices are clearly defined in the Corporation Personnel
Policy Manual but as the school becomes more self-sustaining, the ICS school board and
staff leadership will need to revise the current employee handbook as the school
transitions to a more self-sustaining operation.
The school has a process to provide appropriate orientation for its staff. All new and
returning faculty and staff are required to attend orientation and training before the
beginning of each academic school year. Faculty and administrative responsibilities are
thoroughly and clearly defined in the Staff Handbook. Staff meets once a month to
guarantee that they are prepared to complete all assigned responsibilities. Teachers share
information learned from workshops and conferences with colleagues.
School personnel informally evaluate the effectiveness of their practices and strategies in
order to facilitate student learning in each curricular area. Early interventions are made
for struggling learners as a result of these informal discussions. The small size provides
numerous opportunities to informally meet and discuss strategies to address the needs of
diverse learners.
ICS has been effective in organizing broad professional development in the areas of
technology and alignment with Common Core Standards. Teachers use StarBoards and
infuse lessons with online resources. Time is set aside each year for professional
development. The local public school district has provided training for teachers, and a
few teachers have attended specialized training and peer train their colleagues. Teacher
surveys indicate that professional development in the area of technology has had a
positive impact on student engagement and learning. Teachers noted that StarBoard and
Discovery Education training has been the most helpful.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
The SSR identified that teachers need to implement more test-taking strategies into lesson
plans especially in the secondary level, to improve standardized test, PSAT, and SAT
scores. In discussions with staff and school leadership, the VC affirmed this as an area
for growth.
Supporting evidence: Faculty and Staff Handbook, parent surveys, staff interviews,
Personnel Policy Manual, Appendix H, SSR Chapter 1, interview with administration,
faculty and staff meetings, staff survey
A5 School Environment Criterion
The school provides a nurturing and safe environment that reflects the school’s purpose.
Teachers and staff demonstrate a concern for each student that honors individual
differences. Mutual respect and effective communication are evident among staff,
students, and parents. Teachers use InfoDirect along with formal and informal meetings
to communicate needs and ideas with each other. Teachers spend time getting to know
each student and are able to tailor lessons to fit the needs of a variety of learners. Students
are encouraged to participate in sports, clubs, and other student activities.
ICS fosters student self-esteem through high expectations for each student and the
recognition of successes. Teachers recognize student success with classroom awards and
display of student work. Students who achieve Honor Roll are awarded with an Honor
Roll certificate and a letter from California’s 23rd District Congressman. A quarterly
awards assembly and the school newsletter highlight special student achievements.
ICS uses its resources to ensure a safe, clean and orderly environment that nurtures
learning, including internet safety. ICS custodial and maintenance staff is very effective
in keeping the campus clean. Teachers keep their classrooms clean and orderly. An
Internet Safety Policy is located in the Student Handbook. Teachers are encouraged and
supported in their use of innovative approaches to enhance student learning. Throughout
the year, ICS provides training for teachers in the use of technology and schedules time
for the faculty to share ideas with each other.
Supporting evidence: Staff, parent, and student surveys, classroom observations, parent
and student interviews, SSR chapter 1, school newsletter, staff interviews
A6 Reporting Student Progress Criterion
There are effective processes to keep the board and parents informed about student
progress toward achieving the academic standards and the school-wide learner outcomes.
The school uses School Dynamics/InfoDirect to track student academic achievement and
citizenship. This system allows parents and students to see assignment grades
immediately and sends an email warning for low grades. This system also reports
behavior infractions within one day and maintains an infraction history for each student.
The overall school summary of standardized test scores is reported to the School Board
each year in addition to the monthly Principal’s report. Small class sizes allow teachers to
conduct numerous formal and informal assessments to measure student achievement of
academic standards and SLOs and to communicate student achievement informally.
Traditional Parent/Teacher Conferences are scheduled twice each year. Standardized test
scores are mailed to parents each year.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
Secondary students track their grades through the use of a portfolio. These portfolios go
home once a semester so students can review their grades and goals with parents. The
records clerk reports the progress of each student athlete bi-monthly to the athletic
director and coaches. Teachers complete the grade checks on a bi-monthly basis. Spiritual
growth is assessed informally and anecdotally.
The school uses assessment results to adjust the school program, professional
development activities, and resource allocation. For example, when the TerraNova3
Standardized Test revealed a concept in the arithmetic section not covered in the
curriculum, teachers supplemented their curriculum so that the concept is taught. A Beka,
ACSI, and Bob Jones curricula are used in the elementary grades. Bob Jones University
curriculum is used with online programs like ALEKS to help individualize learning for
students who are either struggling or advanced in mathematics. This allows the teacher to
augment the pace of a standard course without jeopardizing the development of a student
who qualifies for ALEKS.
Supporting evidence: SSR Chapters 1 and 2, program data, Crusader Sports Handbook,
performance data, faculty interviews
A7 School Improvement Process Criterion
The school’s planning process is broad-based and collaborative. All stakeholders,
including the staff, students, and parents are committed to the process. Annual planning
and monthly in-service meetings inform administration of teacher concerns. The principal
reports staff concerns to the director and the board, who use this information to help
develop plans. A student survey is given every spring, and student interviews were
conducted in November 2014 to gather student ideas and concerns. Quarterly meetings
allow parents to freely ask questions and make suggestions about school programming.
Parents also contribute ideas and concerns through surveys. ICS has community support
as evidenced through community partnerships. The school administration’s action plan is
correlated to the analysis of student achievement data from TerraNova3 test results and
teacher input. This plan is developed through individual teacher reports of trends. These
reports are also used to monitor the development of the plan. Teachers conduct an
analysis of each student’s achievement by examining formal and informal assessment
data, behavior, and social interaction.
Professional goals, teacher evaluation, and strategic planning are aligned for ongoing
school improvement. Professional goals and teacher evaluations highlight SLOs, school
mission, and school purpose. ICS is refining its professional goals and teacher evaluation
process to enhance student learning and instruction
There is a correlation between allocation of time/fiscal/personnel/material resources and
the implementation, monitoring, and accomplishing of the school-wide action plan. The
SLOs are monitored within each grade-level. Implementation and monitoring occur less
frequently as a collective school body; however plans are being implemented to
collectively report SLOs on a more consistent basis. Currently there is no written plan to
guide teachers; however the action plan is carried out in each grade level through the
guidance of existing teachers.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
Supporting evidence: SSR Chapters 1- 3, School Board Retreat, teacher interviews,
student survey and interviews, parent meetings and surveys
Summary of Category A Organization for Student Learning Strengths and Growth
Needs
Strengths:
1. ICS teachers are committed to teaching and integrating a biblical worldview in all
subjects.
2. ICS’s small class size fosters a caring and family like atmosphere.
3. ICS maintains high academic and behavioral expectations and communicates that
clearly to the school community
Growth Needs:
1. Teachers need to implement more test preparation into lesson plans especially in the
secondary level, to improve standardized test, PSAT, and SAT scores
2. ICS school board and staff leadership needs to revise the current employee handbook
as the school transitions to a more self-sustaining operation
3. ICS school board needs to develop a policy manual that contains procedures to train
board members, communicate with all stakeholders, and strategically plan
B. Curriculum, Instruction, and Assessment
B1. What Students Learn
In the summer of 2014, teachers received training in the Common Core Standards and
were assigned Christian Educator books for ACSI teacher certification process. Two
teachers have become provisionally certified. The certification process provides a way
for all ICS teachers to engage in professional development in research-based knowledge
about teaching and learning. ICS certification would be a way for teachers to get
professional development in research-based knowledge about teaching and learning, an
area of growth identified in the SSR. All other use of current educational research occurs
on an individual teacher basis. Two teachers have attended CUE (Computer Using
Educators) Conferences and helped others to learn how to use Discovery Education and
Edmodo, allowing them to create multi-media learning experiences.
Curriculum is generally reviewed in five-year cycles. In 2014, curriculum was revised
and material selected to meet ICS biblical worldview goals and Common Core Standards.
Secondary grades now use the Bob Jones University Press curriculum, as the Elementary
grades had done before, in addition to A Beka Publishing and ACSI. All Bob Jones texts
meet or exceed Common Core Standards. Special attention is given to analytical learning
by having the students do research reports on all grade levels, K-12, with these reports
involving cross-curricular and collaborative learning skills in several grades.
ICS teachers present all subjects through a biblical worldview, with students studying the
biblical texts as primary documents as well as materials for spiritual growth. All subjects
apply critical thinking skills in comparison of different worldviews.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
ICS offers a rigorous, relevant and coherent curriculum through its small class size and
high parent involvement. These factors allow teachers to offer one-on-one guidance and
frequent informal checks for understanding during lessons. Teachers meet frequently and
informally to collaborate and discuss strategies to meet learner needs, to review
standards, to identify gaps. They differentiate instruction and assessment and offer
ongoing college and career prep counseling. Students have access to expanded class
offerings through concurrent enrollment at Cerro Coso Community College. Students are
referred to Sierra Sands Unified School District for testing regarding special needs
modifications.
Student achievement in Academics is measured via the TerraNova3 standardized tests
and the College Board PSAT/SAT. In addition, projects and portfolios demonstrate
student learning in more immediate forms. Spiritual growth is demonstrated by
participation in music for student-led service projects, chapel and mission trips. Growth
in Citizenship appears in participation in various contests and projects sponsored by local
civic groups and pledges.
Administration researches and makes decisions about curriculum with input from
teachers. Teachers review individual students’ progress in standards and document it in
individual students’ cumulative files, reporting trends to administration. Teachers and
the administration review state standards, a-g requirements, and SLOs to establish
curriculum goals. The records clerk monitors a-g requirements and alignment with
graduation requirements on a quarterly basis. Teachers identify gaps to be remedied by
examining data from annual standardized testing and classroom observations.
Challenging, relevant, and coherent curriculum is available to students of varying
abilities. On the Primary level, teachers use student grouping, websites, and learning
centers to enrich and remediate. On the Secondary level, on-campus classes in Math and
Science offer a wide range of choices, with additional supplementation available through
Khan Academy and concurrent enrollment at Cerro Coso Community College.
Differentiated lessons are available in History and English for struggling learners. ICS is
developing further methods of keeping accelerated learners challenged and engaged.
Curriculum is reviewed both formally and informally in processes involving teachers and
parents. Methods for incorporating feedback from students are being developed for the
curriculum review process. Collaboration among teachers is well established in the
Primary grades, and has begun to take a larger place in the Secondary grades.
ICS is working to improve its longitudinal relationships. It has a strong relationship with
Immanuel Christian Child Development Center (ICCDC) as a feeder school. It also
cultivates relationships with other potential feeder schools in the area, both public and
private, by hosting an annual Spelling Bee and participating cooperatively with them in
various field trips and sports, music, and robotics activities. ICS has a close relationship
with Cerro Coso Community College (CCCC). The CCCC president is a member of
ICS’s school board; CCCC trains ICS’s records clerk on college expectations and
provides tips about preparing for placement testing. A vocational training program offers
ICS students opportunity to learn about workplace expectations. ICS is developing
methods for making communication with feeder schools more explicit and formal and for
getting feedback from its alumni.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
Supporting evidence: SSR Chapter1, staff meetings, staff in-services, curriculum
committee meetings, student work, classroom observation, scope and sequence from
textbooks, student textbooks, parent, student and staff survey, TerraNova3 test results,
teacher interviews, alumni feedback, student observations, college acceptance, staff
orientation agenda
B2. How Students Learn
ICS teachers are themselves active learners: They are working on ACSI teacher
credentials and have received training in Common Core Standards. Some attend the CUE
conference each year and peer-train their colleagues. They attend an Autism
collaboration conference. They collaborate with each other and with administration in
examining curriculum to assure appropriate learning of application skills, critical
thinking, and problem solving. Small staff size and ICS’s family-like environment
enable continual collaboration and examination of student work, focusing on engaging all
students.
Teachers can closely monitor student learning through homework, responses at the white
board, and PPT clickers. Students use critical thinking to do word problems, conduct
science experiments, write to short answer and essay questions, and do research projects.
They engage in active questioning and peer teaching and utilize technology, taking
advantage of Khan Academy and Discovery Education, for example. Co-curricular and
cross-curricular learning is frequent. Students actively engage in acquiring, analyzing,
and synthesizing information, using various forms of technology to do so and to report
their learning (Edmodo, Excel, GoogleDocs, Google Sketch, Digity, PPT, claymation).
Groupings both homogeneous and heterogeneous enhance student learning, as do
collaborative activities in learning centers in both the primary and secondary grades.
Small class sizes enable teachers to monitor individual progress closely and to provide
enrichment and remediation activities where appropriate, and retest to monitor student
growth toward achievement of standards and SLOs.
Students use resources beyond both textbooks and classrooms. Internet resources such as
YouTube, Discovery Ed, Prezi, Khan Academy, Edmodo, Mad Dog Math, Dipity, PhET,
and Animoto, for example, are frequently used, and many projects connect students with
the physical world beyond the classroom. Examples include worm investigation, rocket
projects, science simulations. “Real world” connections are made through local
professionals who come in as guest speakers, and through field trips to a wide variety of
places that provide learning in multiple curricular areas at once. Examples range from
libraries and museums to natural environments of various types, to sites teaching about
art, history, music, and farming.
Students are aware of their learning goals through written objectives in the classroom and
in textbooks, through rubrics, and through teachers’ verbal cues and reinforcement.
Students are also aware of the larger goals contained in the SLOs and generally feel that
ICS nurtures their preparation for further education and life choices.
Supporting evidence: SSR Chapter 1, teacher observations, Professional development
(Autism, Computer), teacher webinars, classroom observations, student observations,
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
teacher and student surveys, staff in-service, student work, student textbooks, student and
staff interviews
B3. How Assessment Is Used
Small class size enables teachers to monitor learning closely and modify lessons
immediately if necessary. Individual response boards, homework, and review games are
just some of the methods used for quick assessments. Higher level learning can be seen
in the students’ answers to essay questions and word problems. Projects and research
reports challenge students to conduct investigations, analyze material, and select and
present it in appropriate ways.
Teachers use both formative and summative assessments to determine performance
levels, growth, and course grades. Students indicate that teachers use positive verbal
feedback to guide their learning. Teachers’ observations are frequently shared with
parents through formal and informal conferences, and both parents and students can track
their progress online through InfoDirect.
Work toward the SLOs is contained in virtually everything at ICS, through all phases of
the development and implementation of the entire educational program, from selection of
harmonious curriculum programs and supplemental material, through explicit attention in
the classrooms and on field trips, and participation in community service. The student
survey indicated that many students were not aware of the SLOs. When asked about the
SLOs, the VC found that all students knew what they were, but under a different
acronym: ABCs. In looking at the SLOs online and in the parents/student handbook,
there were different versions. The VC found that the presentations of SLOs (ABCs) need
to be uniform. The SLOs need to be more explicit in classrooms, school literature, and
the community.
Teachers use PSAT, SAT and TerraNova3 results as well as classroom assessments to
note trends and identify areas for growth, to guide in selecting supplemental curriculum
materials. They would like professional development in more ways to analyze data to
improve instruction, particularly the TerraNova3 standardized test results. Use of
assessment data to allocate resources was identified by staff as a priority area of growth
in the SSR.
Supporting evidence: SSR Chapter 1, student observations, student interviews, teacher
interviews, InfoDirect, report cards, parent/teacher conferences, student texts, teacher
texts, required community service hours, TerraNova3 test results, SAT test results, PSAT
test results
Summary of Category B Curriculum, Instruction, and Assessment Strengths and
Growth Needs:
Strengths:
1. Students receive a challenging, relevant, and coherent base curriculum
2. Teachers use a variety of learning experiences that actively engage learners at a high
level of learning
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
3. Assessments measure individual student progress and provide accurate information
for regular evaluation, modification and improvement of curriculum
Growth Needs:
1. The SLOs need to be more explicit in classrooms, school literature, and the
community
2. Engage all teachers in professional development in research-based knowledge about
teaching and learning
3. Use assessment data to allocate resources
C. Support for Student Personal and Academic Growth
C1 Student Connectedness Criteria
The school has support structures in place for student personal and academic growth.
There is a college/career counselor on staff at ICS. There is no school nurse but the
school has a process for getting medical attention when needed. The Regional Hospital is
located just down the street from ICS. The Youth Pastor of Immanuel Baptist Church is
a teacher at ICS and a liaison to the resources available through Immanuel Baptist
Church. The ICS records clerk assists students in tracking their academic progress. ICS
teachers provide an initial screening and inform parents and the principal if a child may
need to be assessed. The Principal meets with the parents to assist them in obtaining
screening through the district and county schools office. Though all these support
systems were observed, the school leadership feels that ICS needs to create a master
reference list of support services available for students to provide a quick and better
reference for staff in assisting students.
C2 Parent/Community Involvement
There are many opportunities to be involved in sports, clubs, and service activities in
place at the school and in the community. ICS’s strongest support for student growth
comes from its small class sizes and strong school-family culture. Teachers can observe
and work one-on-one with students in the classroom. Teachers and parents meet
regularly, and the school assists parents in finding outside support if needed. Teachers
use technology like Edmodo and ALEKS to modify testing and individualize learning.
Small groups and tutoring outside of class provide additional support.
Students participate in various ACSI student activities that include spelling bee, speech
meet, science fair, math Olympics. There are field trips, science camp, music concerts,
and museum trips. There are a variety of sports in which both elementary and
middle/secondary students can participate. ICS is a member of CIF and offers several
competitive sports. There are fall and spring sports banquets in which parents are
heavily involved. Secondary students participate in student senate, National Honors
Society, Interact (Rotary), and Wounded Warrior Project. With all these opportunities
available, the staff still expressed the need to develop the use of community resources to
a greater extent for the improvement of student learning experiences.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
Supporting evidence: SSR Chapter 1, student surveys/interviews, teacher interviews,
parent surveys/interviews, Showboards in the WASC room with numerous photos
Summary of Category C Support for Student Personal and Academic Growth
Strengths and Growth Needs:
Strengths:
1. Students are connected to a variety of activities and opportunities at the school and
within the community that meet the challenges of the curricular and cocurricular
program.
2. ICS leadership and teachers employ a wide range of strategies to insure that parental
involvement has a role within the classroom and school events
Growth Needs:
1. ICS needs to create a master reference list of support services available for students.
2. ICS needs to develop the use of community resources to a greater extent for the
improvement of student learning experiences.
D. Resource Management and Development
D1 Resources Criterion
The resources available to Immanuel Christian are sufficient to sustain the program. The
leadership and school board review the school’s foundational beliefs as they create the
budget. Student needs, as expressed through surveys, parent meetings and teacher
recommendations are considered in the budgeting process. ICS funds are sufficient to
sustain the school as evidenced by their ability to meet payroll, maintain the facility, and
pay bills. Resources are allocated to ensure that teachers receive the training needed to
support student learning and that students receive college and career planning, appropriate
curriculum, and sufficient materials. New textbooks were purchased to more fully align
with the school’s mission, and funds for a college and career counselor were allocated in
this year’s budget.
The annual budget is created by the executive director, principal and the school board
finance committee. The budget is then approved by the School Board. How to access the
budget to view it was not generally known so a need to have the budget regularly
communicated was identified. A third party independent audit is conducted annually. In
2014, ICS implemented several changes to ensure that quality business and accounting
practices were being used. This included the receipting of all monies, using new software
for tuition record management (charges and credits), having two people reviewing all
deposits, and having two people required for the opening of the safe. Parent and student
surveys indicate that the facilities at ICS are adequate, safe, functional and wellmaintained and support the school’s mission, desired learner goals, and educational
program.
ICS has a small book/resource room and procedures are in place to ensure that
instructional materials and equipment are tracked and maintained. Books are stamped and
cataloged each year and teachers create an inventory of books in their classrooms. The
technology committee has two parent volunteers (whose regular jobs are in technology
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
management fields) who work to maintain the schoolwide technology and server.
Additional resources are purchased through school wide fundraisers such as Race for
Education.
Supporting evidence: SSR Chapter 1, School Budget, Audit 2014, Office procedures,
School Board By-laws, parent and student survey
D2 Resource Planning Criterion
The school board created a long range resource plan in the fall of 2013. The School Board
used the Timothy Group, a resource from ACSI to create the Master Resource Plan. A
process for the regular examination of this plan to ensure the continual availability of
appropriate resources that support the school’s vision, mission, and student learning of
SLO’s and academic standards has not yet been established.
The School Board makeup ensures that all stakeholders are involved in future planning.
The board is comprised of parents (one from each program level), school administration
and community representatives. Currently there are no teacher or student representatives.
ICS informs the public and other appropriate governmental authorities about the financial
needs of the school through fundraisers such as Crusader Christmas and Race of
Education. ICS is improving and increasing the advertisement of school activities and
fundraisers in the local newspaper. The leadership team expressed the need for ICS to
inventory all items, selling items that are no longer needed.
ICS uses marketing strategies to support its program. It is using their Chamber of
Commerce and Rotary connections to build more business partnerships and to use current
school activities such as Open House to draw in prospective families. A plan to
incorporate a direct marketing campaign is being considered.
Supporting evidence: SSR Chapter 1, School Board retreat, School Board documents,
Summary of Category D Resouorce Management and Development Strengths and
Growth Needs:
Strengths:
1.
2.
ICS is using quality business practices to ensure that every penny in and out of ICS is
accounted for.
ICS school board is committed to the long term success of ICS.
Growth Needs:
1.
2.
ICS inventory all items, selling items that are no longer needed.
ICS regularly communicate the budget to all stakeholders.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
Part B: School-wide Strengths and Critical Areas for Follow-up (2 pages)
Comments on the previously identified school-wide strengths
The VC affirmed the following areas that have been identified as strengths in the SSR:
1. Teachers are committed to teaching and integrating a biblical worldview in all
subjects.
2. The school fosters a caring and family like atmosphere.
3. Teachers and Principal maintain high academic and behavioral expectations that are
communicated clearly to the school community.
4. The teachers provide a challenging, relevant, and coherent curriculum.
5. Teachers implement and design a variety of learning experiences that actively engage
students at a high level of learning and provide parents the opportunity to be involved
in classroom and school events.
6. Teachers use assessments for measurement of each student’s progress, and provide
regular evaluation, modification, and improvement of curriculum.
7. Students are connected to activities and opportunities at the school and within the
community that meet the challenges of the curricular and co-curricular program.
8. The Board and school leadership use quality business practices to ensure wise
expenditure of funds.
9. The ICS School Board and Immanuel Baptist Church use a Master Resource Plan to
ensure the school’s future.
Comments on the previously identified critical areas for follow-up.
The school’s SSR lists the following areas of prioritized growth needs from Categories A
through D:
1. Teachers need to implement more test-taking strategies into lesson plans especially
in the secondary level, to improve standardized test, PSAT, and SAT scores.
2. Standardize all current forms of the student learner outcomes (the “ABCs”) within
the classroom, school literature, and in the community.
3. Teachers need professional development and training in research-based knowledge
about teaching and learning.
4. School leadership and teachers develop the use of assessment data to determine the
allocation of resources.
5. School leadership and teachers create a master reference list of support services
available for students.
6. School leadership and teachers further develop the use of community resources for
the improvement of student learning experiences.
7. School leadership organize the approach to reporting achievement data on a
regular basis to parents and the community.
8. School leadership and support staff need to create a master inventory of all items
and sell items that are no longer needed.
9. The Board and school leadership regularly communicate the budget to all
stakeholders on a regular basis.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA
School-wide Critical Areas for Follow-Up
(Include who, what, why, and the impact on student learning)
The VC used the school’s existing action plan and identified prioritized areas of need to
summarize two areas of critical follow-up:
1. School leadership and staff receive staff development in the new textbooks
(especially at the secondary level), new curricula and instructional strategies (at all
levels), and learn how to use current and new technologies to provide deep and
meaningful learning experiences to all students in preparation for post-secondary
success in the 21st century work environment.
2. The Board, school leadership, and staff work closely together to create a work
environment in which: 1) expectations of staff in the workplace are clearly delineated
and communicated, 2) all staff receives timely performance feedback based on clearly
understood criteria and ratings, 3) a strong sense of common purpose, community,
and professionalism is highly valued, 4) the school is promoted on a regular basis
throughout the community.
Chapter V: Ongoing School Improvement
Brief summary of the school-wide action plan.
The current SSR school-wide action plan has five components. In examining the action plan in
light of evidence observed by the VC during the visit and for alignment with the priority areas
for growth, the VC:



affirmed that all nine areas of growth identified by the school are legitimate and
necessary priority areas for action
determined that areas of growth #2, #3, #4, #7, and #8, could be addressed more
effectively in the action plan.
After discussion with the Executive Director and Principal, agreed that the 5 components
of the action plan could be integrated into 3 components by folding action plan
components 2 and 3 into action plan components 1, 4, and 5.
These items were discussed at some length and clarified with the Executive Director and
Principal by the VC. The intent of the VC is for all components of the action plan to have a
direct connection with one or both of the schoolwide critical areas for follow-up.
Comments on the adequacy of the school-wide action plan in addressing the identified critical areas for
follow-up

Do the action plan sections address the critical areas for follow-up?
The action plan adequately addresses four of the nine critical areas for follow-up. The
parts of the action plan for the other five of the nine critical areas identified by the
school need to be strengthened in the current action plan and two of the components of
the action plan (action plan-2 and action plan-3) need to be written into the other 3
components (action plan-1,-4, and -5) reducing the action plan to 3 major components
from five.
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ACS WASC Visiting Committee Report (Final) – Immanuel Christian School, Ridgecrest, CA

Will the action plan steps enhance student learning?
The revised action plan steps will enhance student learning in all areas identified in the
ICS SLOs (Academic Advancement, Biblical Worldview, and Citizenship - the ABCs).

Is the action plan a “user-friendly” school-wide action plan that has integrated all major school
initiatives (e.g., technology plan, staff development plan)?
Once the action plan is revised, it will have integrated all major school initiatives. Most
of the parts of the current action plan are user friendly, easy to understand. The Principal
and Executive Director will ensure they are revised to be user-friendly to students,
parents, staff, and the Board.

Is the action plan feasible within existing resources?
Parts of the action plan will challenge existing resources, especially in the areas of
technology acquisition and staff development (more a challenge to time than money).
But the plan is feasible within existing resources and the timelines given for the more
challenging parts of the action plan.

Is there sufficient commitment to the action plan, school-wide and systemwide?
There is a strong commitment on the parts of Immanuel Baptist Church, the ICS Board,
school leadership, and staff to the success of the action plan both school-wide and
systemwide.
Existing factors that support school improvement
There is a strong Board comprised of community leaders and parents who currently have or
have had children in ICS. After some tumultuous changes in school leadership last year the
Board has put in place a strong Executive Director and Principal who share the Board’s vision
for growth at ICS and are committed to a school that serves the community with a strong
academic program that values the development of character and service in its students.
Impediments to school improvement that the school will need to overcome
The greatest impediment to school improvement is the decline in student enrollment that has
resulted in a significant financial challenge to the school. The parent church, Immanuel Baptist
Church, has provided strong support to ICS as an important part of its ministry and is faithfully
committed to the ongoing success of ICS.
Soundness of the follow-up process that the school intends to use for monitoring the accomplishment of the
school-wide action plan.
The Executive Director and Principal will begin the follow-up process after the visit by making
the appropriate revisions to the action plan and sending the revised plan to WASC by June
2015. The ICS Board will receive regular reports from the Principal on the progress being
made with the action plan steps, including any changes that are made and how those changes
will benefit student learning at ICS. Staff will be actively involved in the follow-up process in
helping refine the action plan steps and making sure the plan is “user-friendly”. The school
leadership will make sure that staff is an active participant in the follow-up process and that
parents are informed regularly of the progress on the steps of the action plan.
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