Component Criteria no.
Criteria #21 Spiritual Emphasis in all Areas |
Emerging
1 Spiritual emphasis is incorporated into instruction and activities other than Bible class and worship. |
Progressing
2 Spiritual emphasis is appropriately incorporated into instruction and activities other than Bible classes. |
Ideal
3 Spirital emphasis is appropriately incorprated and intentionally integrated into instruction and activities other than Bible classes. |
Score
3 |
Spiritual Emphasis in all Areas
Spiritual emphasis is appropriately incorporated and intentionally integrated into instruction and activities other than Bible classes.
It does not matter what subject is being taught at UCA, there will be a spiritual application involved in one way or another. The visiting evaluation committee noted this and commended the school for its intentional spiritual integration. Students testify that the school is helping them have a stronger relationship with Christ.
What better way to express and show this point than by stating what some of our students have said. Below you can read some of their statements:
* "The stories she tells us in the morning go together with the Bible class" (Devotionals)- Matthew 4th grade.
* "She asks us about what we want to pray about each morning" (Opening exercise)- Sara 2nd grade.
* "When we did our earthquakes project she reminded us about the Bible story where the wise man built the house on the rock." (Science class)- Genesis 4th grade.
* "During PE she tells us how important it is to keep the body God gave us healthy" (PE class)-Tannor 3rd grade.
* "Letting Chip out and letting us play with it" (class time)- Khlabrial 1st grade.
* "Bible classes are fun" (Bible class)- David 4th grade.
* "Every morning he has us write on our journals what happened to us the previous day and then he gives us good, Christ-loving advice. Also every Thursday we go out to nature and take a special moment to pray for all the special requests we talked about during the week"-Ana 7th grade.
* "In public school they give you during Science class only one point of view (evolution), while here our teacher makes sure we understand what others believe but mainly what God has done." (Science class)- Natalie 7th grade.
* "I remember asking my teacher why did I have to learn math. He answered: 'because God created math and it is in every day life'". (Math class)- Candy 6th grade.
* "He does it all the time! In English when he asks us to write about something he encourages us to write about the Bible. They don't do that in public schools. Of course he teaches us in Bible class about God. Even during PE, when we finish playing we all gather together and finish with a prayer. Let's not forget handwriting were he has us write Bible verses!" Kyle 7th grade.
* "He relates everything to God. But what I like about it is that he does it in a random but organized way. He doesn't just take one subject and forces the God talk. He makes it all relate." Preston 5th grade.
It does not matter what subject is being taught at UCA, there will be a spiritual application involved in one way or another. The visiting evaluation committee noted this and commended the school for its intentional spiritual integration. Students testify that the school is helping them have a stronger relationship with Christ.
What better way to express and show this point than by stating what some of our students have said. Below you can read some of their statements:
* "The stories she tells us in the morning go together with the Bible class" (Devotionals)- Matthew 4th grade.
* "She asks us about what we want to pray about each morning" (Opening exercise)- Sara 2nd grade.
* "When we did our earthquakes project she reminded us about the Bible story where the wise man built the house on the rock." (Science class)- Genesis 4th grade.
* "During PE she tells us how important it is to keep the body God gave us healthy" (PE class)-Tannor 3rd grade.
* "Letting Chip out and letting us play with it" (class time)- Khlabrial 1st grade.
* "Bible classes are fun" (Bible class)- David 4th grade.
* "Every morning he has us write on our journals what happened to us the previous day and then he gives us good, Christ-loving advice. Also every Thursday we go out to nature and take a special moment to pray for all the special requests we talked about during the week"-Ana 7th grade.
* "In public school they give you during Science class only one point of view (evolution), while here our teacher makes sure we understand what others believe but mainly what God has done." (Science class)- Natalie 7th grade.
* "I remember asking my teacher why did I have to learn math. He answered: 'because God created math and it is in every day life'". (Math class)- Candy 6th grade.
* "He does it all the time! In English when he asks us to write about something he encourages us to write about the Bible. They don't do that in public schools. Of course he teaches us in Bible class about God. Even during PE, when we finish playing we all gather together and finish with a prayer. Let's not forget handwriting were he has us write Bible verses!" Kyle 7th grade.
* "He relates everything to God. But what I like about it is that he does it in a random but organized way. He doesn't just take one subject and forces the God talk. He makes it all relate." Preston 5th grade.
Criteria #22
Multiple Assessments |
Emerging
1 The school uses assessment to improve the overall instructional program. |
Progressing
2 The school uses 8 to 10 authentic assessments to improve the overall instructional program. |
Ideal
3 The school uses 11 or more authentic assessments to improve the overall instructional program. |
Score
3 |
Multiple Assessments
The school uses 11 or more authentic assessments to improve the overall instructional program.
UCA uses multiple assessments to improve overall instructional programs. The following is a list of what we have used:
* ITBS (Sample of current student ITBS results)
* WRAP (Last year sample shown. Current year results have not arrived yet.)
* Concrete Data: Intensive Reading Instruction Intentional Teaching & Motivation
* Assesments for "Reading A-Z"
* Informal Teachers Assessments: Observation Anecdotal Records ("Big 20's")
* Formal Teacher-generated Assessment: Short Essay, Multiple choice, True/False
* Learner-generated Assessments: Journals (sample) Portfolios (Samples 1, 2, 3)
Learner-led Conf. Demonstration & Performance (see slide show below)
* Collaboratively-generated Assessment: Interviews/Conversation
UCA uses multiple assessments to improve overall instructional programs. The following is a list of what we have used:
* ITBS (Sample of current student ITBS results)
* WRAP (Last year sample shown. Current year results have not arrived yet.)
* Concrete Data: Intensive Reading Instruction Intentional Teaching & Motivation
* Assesments for "Reading A-Z"
* Informal Teachers Assessments: Observation Anecdotal Records ("Big 20's")
* Formal Teacher-generated Assessment: Short Essay, Multiple choice, True/False
* Learner-generated Assessments: Journals (sample) Portfolios (Samples 1, 2, 3)
Learner-led Conf. Demonstration & Performance (see slide show below)
* Collaboratively-generated Assessment: Interviews/Conversation
Criteria #23
Natural Cycle of Learning |
Emerging
1 26% to 74% of the teachers have developed and effectively implemented two or more researched-based instructional strategies which honor the Natural Cycle of Learning. |
Progressing
2 75% to 89% of the teachers have developed and effectively implemented two or more researched-based instructional strategies which honor the Natural Cycle of Learning. |
Ideal
3 90% or more of the teachers have developed and effectively implemented two or more research-based instructional strategies which honor the Natural Cycle of Learning. |
Score
3 |
Natural Cycle of Learning
90% or more of the teachers have developed and effectively implemented two or more researched-based instructional strategies which honor the Natural Cycle of Learning.
One of our major commendations for our recent evaluation was for “the development and usage of 4MAT lessons to ensure all learning styles are being met as well as the implementation of creative expression through art.” Our teachers are very conscious of the benefits of the natural cycle of learning. We do a good job with connecting to our students and helping them reach their maximum potential.
Lower grades 4MAT Standards Unit Sample
Upper grades 4MAT Standards Unit Sample
One of our major commendations for our recent evaluation was for “the development and usage of 4MAT lessons to ensure all learning styles are being met as well as the implementation of creative expression through art.” Our teachers are very conscious of the benefits of the natural cycle of learning. We do a good job with connecting to our students and helping them reach their maximum potential.
Lower grades 4MAT Standards Unit Sample
Upper grades 4MAT Standards Unit Sample
Criteria #24
Standard Base, Differentiated Instruction |
Emerging
1 Standards and differentiated instruction, leading to mastery learning, are used for some students. |
Progressing
2 Standards and differentiated instruction, leading to mastery learning, are used for most students. |
Ideal
3 Standards and differentiated instruction, leading to mastery learning, are used for all students. |
Score
3 |
Common Core Standards, Differentiated Instruction, Mastery Learning
Standards and differentiated instruction, leading to mastery learning, are used for all students.
We have students that have come to us from public school who were very behind in certain subjects. After assessing the students we make sure that they are taught at their proper level. With instruction, guided practice, peer tutoring and perseverance the students always grow to their proper grade level or beyond. The use of 4MAT helps make sure that we are meeting the learning styles of our students. We
teach for mastery using different methodologies to ensure that are students are gaining the skills they
need. We are beginning to move towards incorporating Common Core standards. See examples below.
Common Core Standards lower grades lesson Lower grades Lesson Sample upper grades lesson sample
(Both classrooms use the Saxon Curriculum. Both teachers have used the following information to align the Standards: K-5th, 6th-8th). Beginning with the 2012-2013 school year the Khan Academy is supplementing our math instruction.
Diferentiated Instruction 4mat lower grades 4mat upper grades
Mastery Learning lower grades "Big 20's upper grades
We have students that have come to us from public school who were very behind in certain subjects. After assessing the students we make sure that they are taught at their proper level. With instruction, guided practice, peer tutoring and perseverance the students always grow to their proper grade level or beyond. The use of 4MAT helps make sure that we are meeting the learning styles of our students. We
teach for mastery using different methodologies to ensure that are students are gaining the skills they
need. We are beginning to move towards incorporating Common Core standards. See examples below.
Common Core Standards lower grades lesson Lower grades Lesson Sample upper grades lesson sample
(Both classrooms use the Saxon Curriculum. Both teachers have used the following information to align the Standards: K-5th, 6th-8th). Beginning with the 2012-2013 school year the Khan Academy is supplementing our math instruction.
Diferentiated Instruction 4mat lower grades 4mat upper grades
Mastery Learning lower grades "Big 20's upper grades
Crieria #25
Vertical Alignment |
Emerging
1 There is no intentional *vertical alignment of the curricula to develop skills K-8 and/ or 9-12 to prepare students to be workforce ready. |
Progressing
2 Core curricula has *vertical alignment to develop skills with K-8 and/or 9-12 to prepare students to be workforce ready. |
Ideal
3 90% or more of all curricula has a vertical alignment to develop skills with k-8 and/or 9-12 to preapare students to be workforce ready. |
Score
2.5 |
Vertical Alignment
90% or more of all curricula has *vertical alignment to develop skills with K-8 and/or 9-12 to prepare students to be workforce ready.
We have begun to teach extracurricular subjects on Fridays that has been a huge success. We are teaching Spanish, Computers, Drama, and Art from PreK – 9th grade. Students have already begun to excel in these areas. Second graders are using Microsoft PowerPoint to present information to their class. The children are learning a second language (Spanish). By starting so young (K5), vertical alignment will be an easy process for the teachers in our school. Our goals is for the children to be bilingual by the time they reach the middle school years. This vertical alignment plan starts in Kindergarten with basic Spanish words, it grows to conversational phrases in grades 3-4, and by the time they are in grades 7-8 they are working with grammar and writing skills.
Teachers are very aware of the learning stage of each child. With this they can individualize each student's learning. We currently have students in K5 reading at 1st grade level. We have a student in 2nd grade reading at 3rd grade level. We even have students in 4th grade doing 5th grade math. We are certain these students will continue to advance quickly and our teachers are prepared to challenge them. We also have students that were somewhat behind. These students, under a close teacher's supervision (one-on-one tutoring, computer-specific programs, assessments) have improved moving them toward aligning with next years' expectations.
We have begun to teach extracurricular subjects on Fridays that has been a huge success. We are teaching Spanish, Computers, Drama, and Art from PreK – 9th grade. Students have already begun to excel in these areas. Second graders are using Microsoft PowerPoint to present information to their class. The children are learning a second language (Spanish). By starting so young (K5), vertical alignment will be an easy process for the teachers in our school. Our goals is for the children to be bilingual by the time they reach the middle school years. This vertical alignment plan starts in Kindergarten with basic Spanish words, it grows to conversational phrases in grades 3-4, and by the time they are in grades 7-8 they are working with grammar and writing skills.
Teachers are very aware of the learning stage of each child. With this they can individualize each student's learning. We currently have students in K5 reading at 1st grade level. We have a student in 2nd grade reading at 3rd grade level. We even have students in 4th grade doing 5th grade math. We are certain these students will continue to advance quickly and our teachers are prepared to challenge them. We also have students that were somewhat behind. These students, under a close teacher's supervision (one-on-one tutoring, computer-specific programs, assessments) have improved moving them toward aligning with next years' expectations.