2017 Visiting Team Report Mission Valley Christian Academy-Visit-1208

VISITING TEAM REPORT
Mission Valley Christian Academy

38907 Mt Highway 35
Polson, MT 59860-6812 UNITED STATES
Chris Bumgarner
Administrator
Dr. Ken Townsend

ACSI Northwest Regional Director
Chair
04/19/2017 - 04/21/2017
Table of Contents - Visiting Team Report
School Demographics Table
Intro to the Visiting Team Report
Regional Association Information Page (if included)
Self-Study Committees Table
ACSI REACH 2.1 Standards
Introduction to the Visit:
Intro to the Visit

Significant Changes
Response to Major Recommendations (if included)
Summary Assessment of Compliance to Critical Indicators
School Profile Review:
Historical Overview
Mission, Vision, and Future Goals
Demographic Portrait
Achievement of Academic Expected Student Outcomes
Achievement of Non-academic Expected Student Outcomes
Standards and Indicators (Standards 1 - 8):
Indicator Compliance Ratings

Standard Overview
Commendations
Recommendations
Adherence to the Standards
Early Education Indicators (St. 2-6) are printed at the end of each standard (if
included)
Major Commendations
Major Recommendations
Final Narratives:
Summary of Self-Study Process

Conclusion Summary
Statement of Appreciation to the School
Next Steps
School's Demographics
School's Demographics
Information
School Name Mission Valley Christian Academy
Address 1 38907 U.S. Highway 35
Address 2 38907 U.S. Highway 35
City, ST Zip Polson
Phone 4068836858
Head of School Christian Bumgarner
Contact Information 406-883-6858
Dual accreditation Advanced Ed and Reach 2.1
School Website missionvalleychristianacademy.net
Grades Accredited K-12
Enrollment in accredited grades 58
Intro to the Visiting Team Report
Accreditation is what all good educational organizations seek in order to validate their quality and to verify they are
striving for excellence. It requires a strong, pervasive, and continuous commitment as well as a demonstrated
capacity to maintain quality expectations as defined by the established standards. Typically, accreditation stretches
the organization and infuses change into it.
The process of accreditation involves three significant elements:
1. Intensive, program-wide, self-assessment, analysis, and improvement planning
2. External consultation, review, validation, and insights shared from a group of visiting colleagues
3. Ongoing accountability for improvement through annual reporting and reaccreditation
In order to become or continue to be accredited by ACSI, a school must meet foundational requirements. Compliance
with all the standards of ACSI accreditation is required for the duration of the term of accreditation. A school is
determined to be in compliance with a standard when all the nonnegotiable indicators are shown to be met and the
majority of other indicators are determined to be demonstrated at an acceptable level as well. Within each standard
area, the school must commit to coming into compliance with all indicators and the standard as a whole, but there
may be indicator areas (other than nonnegotiable indicators) that are determined to be in partial compliance and
therefore are areas for the school to commit to continuous improvement.
ACSI accreditation is a highly effective way for a Christian school to evaluate itself in light of its unique educational
mission. An authentic Christian school excels in all areas of 1) academic thinking, 2) skills for life and living, 3)
biblical worldview development, 4) personal character and spiritual formation. The self-study process guides a school
to evaluate and reflect on all that it does in light of this distinctive four-pronged mission.
The Visiting Team Review provides the school with a thorough review of their own self-assessment work,
concentrating on validating their identification of strengths, areas to improve, and development of appropriate goals
for the continuous school improvement plan. Both the school's self-assessment and the visiting team's analysis are
measured against the school's own mission, vision, and expected student outcomes as well as defined accreditation
standards of the accrediting organizations by which the school has chosen to become accredited. In order to ensure
consistency from one school to another, rubrics have been developed to describe what compliance looks like for each
indicator of each standard. Commendations and recommendations are developed when aspects of the school are
either above or below the expected level of compliance. Both the school and the visiting team use the ratings on the
rubrics in order to identify what commendations and recommendations are most appropriate.
Report Components
The visiting team describes the school by completing a school profile. Information is shared about the school's
history, demographics, student achievement, mission, vision for the future, and other pertinent data in order to help
the reader understand the context of the school during the time of the team's visit.
Also discussed are any significant changes the school has experienced since the previous accreditation or candidacy
visit. These changes may impact the schools ability to meet accreditation standards or implement the continuous
school improvement plan.
If the school has been previously accredited, the visiting team assesses whether the major recommendations have
been completed or should continue to be addressed in the current cycle of accreditation. If the school is in its initial
accreditation, this section may be marked N/A.
In a REACH 2.1 accreditation report, a number of indicators are identified as nonnegotiable because they are
considered of utmost importance. A visit may not occur unless all the nonnegotiable indicators are met and the vast
majority of other indicators are also in compliance. If a school finds that it cannot meet one of the nonnegotiable
indicators, the consultant and school may work together to request an exception. Upon completion of the visit, the
visiting team briefly comments on the compliance of the school to the nonnegotiable indicators, specifically
mentioning any that were not fully met.
After the visiting team has completed its analysis, the most significant commendations and recommendations are
selected as Major Commendations and Major Recommendations. Major Commendations are areas in which the
school excels beyond other schools of similar size, resources, or make-up. These are areas which have likely
contributed to increased student achievement or other identified expected student outcomes. Major
Recommendations are areas which need to improve for the school to fully meet compliance in some area, based on
the rubrics provided. These become priorities for the school to accomplish in a timely fashion. Progress on these
recommendations will need to be addressed in the annual reports sent to the appropriate regional office. Major
recommendations are expected to be incorporated into the school's improvement plan. These major
recommendations may be a combination of several indicators or certain aspects of indicators. They may also come
from only one aspect of an indicator when the indicator otherwise appears to be in compliance.
Commendations and recommendations that do not rise to the level of majors are important for the school to address
during the period of accreditation. However, they are not considered as mandatory. The school is encouraged to
evaluate them and decide within each department which ones should receive attention, and in what order. There is
no requirement to report on these in the annual reports or mid-term reports.
Some schools have additional standard sets such as Early Education or Online Accreditation standards. If those are
added, they will appear after each regular standard section. However, it is important to note that the Brief Overview,
Strengths, and Areas for Improvement in the regular standard section reflect ALL the standard sets. There is only
one of each of those three items for each standard, regardless of how many various types have been added to the
protocol.
The REACH 2.1 process is thought provoking in its approach, stimulating in its methods, and efficient in its
procedures, both for the school and the team. The end result produces a Visiting Team Report that will assist the
school in its efforts to improve student learning and organizational effectiveness.
Self-Study Committees
Self-Study Committees
Committee Committee Person Person Person

Person 2 Person 3 Person 5 Person 6
Name Chair 4 7 8
Steering Mike Chris Carolyn Julie Cindy Sara Jerry
Committee Windauer Bumgarner Hall Conrad Young Brookman Roylance
Committee Chris Jerry
Standard 1
#1 Bumgarner Roylance
Committee Mike Chris
Standard 2
#2 Windauer Bumgarner
Committee Cindy
Standard 3 Julie Conrad
#3 Young
Committee Chris Mike
Standard 4
#4 Bumgarner Windauer
Committee Sara
Standard 5 Carolyn Hall
#5 Brookman
Committee Becca
Standard 6 Julie Conrad
#6 Bontadelli
Committee Jerry Chris
Standard 7
#7 Roylance Bumgarner
Committee Chris Carolyn Board
Standard 8
#8 Bumgarner Hall Members
Committee
#9
Committee
#10
Committee
#11
Committee
#12
Committee
#13
ACSI REACH 2.1 Standards
Standard 1 - PHILOSOPHY AND FOUNDATIONS The school has developed written statements of philosophy,
vision, mission, core values, and schoolwide expected student outcomes, as well as a statement of faith. These
statements are well defined, systematically reviewed and broadly implemented throughout the school. They outline
the schools Christian distinctives and communicate a clear purpose and direction for school effectiveness and
student growth and development.
Standard 2 - GOVERNANCE AND EXECUTIVE LEADERSHIP The school has Christ-centered governance and
executive leadership that promotes effectiveness of the school and growth of the student through an established
structure that contributes to an operationally and financially sound Christian educational institution. The executive
leadership and governing body work in partnership to ensure the integrity, effectiveness, and reputation of the
institution through the establishment of written policies and procedures. The head of school is responsible for the
supervision of all operations of the school and implementation of board policies.
Standard 3 - HOME AND COMMUNITY RELATIONS AND STUDENT SERVICES The school exists and functions
as an institution of reliability and authority by exhibiting a pattern of respect, trust, accountability, and dignity to its
constituents, both internally and externally. Effective communication and relationships are fostered with constituents,
as well as among constituents. A wide range of strategies are used to incorporate involvement by the parents and the
community. It is expected that the school meets the educational and developmental needs of the students it enrolls.
Services at the appropriate levels include guidance (both academic and personal) and student activities (curricular
and cocurricular). Appropriate resources and planning occur to ensure that the mission, vision, and philosophy are
being carried out to meet the expected outcomes.
Standard 4 - PERSONNEL The school hires personnel who have made a personal commitment to follow Jesus
Christ and endorse the schools statement of faith. They are committed to the written philosophy, mission, vision, and
core values of the school. Faculty and staff engage in ongoing professional development to improve instructional
practices leading to continual growth in student learning and development of the instructional program. The executive
leadership, instructional, and support staff are sufficient in number to provide for the effective delivery of quality
education and are appropriately credentialed, degreed, trained, and qualified for their assigned duties.
Standard 5 - INSTRUCTIONAL PROGRAM AND RESOURCES The instructional program consists of carefully
developed, thoroughly documented, and well-executed curriculum elements that include educational philosophy,
schoolwide expected student outcomes, a variety of effective instructional strategies, adequate resources, and
appropriate assessments that are based on current research and quality practices. The curriculum of the school is
driven by well-written policies and procedures. Core instructional areas include Bible, language arts (reading, English,
literature, grammar, and writing), mathematics, science, and social studies/history. It is sufficiently funded,
comparatively reviewed on a regular basis, and compiled using the schools mission, vision, core values, and
schoolwide expected student outcomes to ensure a biblical foundation for instruction. A method for assessing the
effectiveness of learning schoolwide expected student outcomes is in place, and the results of the assessments are
communicated regularly to all stakeholders.
Informational resources exist to carry out the mission of the school by supporting the instructional program with ample
and appropriate print, media, and technology resources. Qualified staff provide effective services to student, staff,
and parents.
Standard 6 - STUDENT CARE Written policies and procedures are in place to ensure students well being
emotional, physical, spiritual, and academic. The school facilities (buildings and grounds) are appropriate in size,
furnishings, and space to meet the stated philosophy, mission, and vision for the number and age of students served.
The entire campus is a safe, healthy, and nurturing environment for teaching and learning. Safety procedures are
documented and clearly understood, and they address the prevention and identification of abuse, bullying, and the
presence of unwelcome guests. A relevant and thorough crisis management plan is in place, and the faculty and staff
have been trained appropriately to handle various emergency situations. Regular Crisis Planning drills and practices
occur to assist in preparation for crisis events. Transportation guidelines for staff and students are developed, and
written policies and procedures are in place.
Standard 7 - CHARACTER, VALUES, AND SPIRITUAL FORMATION OF STUDENTS The school shall provide for
spiritual nurture and discipleship of its students with the goal of developing a biblical worldview. Spiritual nurturing of
Christlike character is planned, intentional, and systematic in implementation. Mentoring and discipleship experiences
are necessary components in a spiritual formation strategy. Students are given opportunities to serve others and
develop a Christlike attitude toward the poor, needy, and vulnerable. A commitment to a community of faith is
modeled by the faculty and emphasized to all students. Spiritual formation assessment is integral to effective and
ongoing improvement of the school program.
Standard 8 - SCHOOL IMPROVEMENT The school must, with appropriate stakeholder input, systematically
develop and annually update a continuous school improvement plan (CSIP). The plan, based on the schools
philosophy, mission, vision, core values, and schoolwide expected student outcomes, includes specific long-range
and short-range goals, as well as action items. The process is driven by data collection and analysis. This plan must
have significant focus on how it will promote organizational growth and high achievement of schoolwide expected
student outcomes. The CSIP reflects a pervasive culture of ongoing improvement and accountability.
Introduction to the Visit
Intro to the Visit
This section is a narrative introduction to the Visiting Team Report. It contains comments and pertinent
information about the visit that helps the reader understand any special considerations or conditions that
may have existed.
Mission Valley Christian Academy (MVCA) is a small, non-denominational, rural, 501 (c) (3) non-profit K-12 Christian
school located in a 9500 square foot building on five acres, two miles east of Polson, on the southern tip of Flathead
Lake and in the heart of the Flathead Reservation, about ninety minutes south of Glacier National Park in Montana.
After several years of growth and a peak student population of 83 students, MVCA decided to pursue accreditation
with ACSI and AdvancED. Now in its twenty-fourth year of operation, the school is hosting its initial accreditation team
visita five person, two-day visit, April 19-21, 2017, with a strong faculty and a current student population of 58.
The school began their accreditation journey with candidacy in 2014 and has experienced four different accreditation
protocols in preparation for their 2017 team visit. They began with ACSI REACH protocol, shifted to AdvancED
protocol, returned to REACH 2.0 protocol, and finished with REACH 2.1 protocol for their visit. Their understanding of
their school through the lens of four accreditation protocols is extensive. They are compliant in every standard,
showing partial compliance in ten indicators, four of which are in Standard Five. One partial compliance was an ACSI
Critical Indicator3.1, which addresses enrollment. Though MVCA has remained financially in the black, the school
must focus on growing enrollment to sustain viability. Mission Valley Christian Academy has worked diligently to be
responsive and adaptable in creating policies, written evidence and foundational statements that articulate and
support their Christ-centered mission.
MVCA completed Phase One of building, is eliminating debt and planning for construction Phase Two, which includes
a gym, additional classrooms, a science lab and separate adult restrooms. Presently, PE classes, volleyball,
basketball as well as programs and graduation are held in the Polson First Baptist Church about a mile away.
Improving student instruction, allowing students to seamlessly transfer to other schools, providing accountability, and
marketing to new students were reasons leadership sought dual accreditation through the Association of Christian
Schools International and AdvancEd.
Newly created Expected Student Outcomes (ESO's) guide the staff and leadership as they consider curriculum,
student instruction and the culture of the school. Surveys, intentional connecting/communication and face-to-face
opportunities are used for ongoing improvement of the outcomes and the process to achieve them.
MVCA is governed by the school director and a five-to-seven member school board of directors. The current school
board selects new board members and all qualified applicants are considered. Overall staff retention has been strong
and the current staff at MVCA is the most qualified and invested group of individuals we have ever employed (Self-
study, p. 20). The staff consists of a head of school, curriculum director, an administrative assistant, bookkeeper, nine
fulltime certified teachers, and one part-time resource education specialist. Enrollment for fall 2016 was 60, with 5-
kindergarten, 24- primary school, 13- middle school, and 18 high school students, including 3 children with special
learning needs. Present enrollment is 58 with 44, registered for next year.
The ethnic blend of the student population includes 22% Native American (First Nation), as well as 68% Caucasian,
5% Asian, and 5% Hispanic. MVCA families come from multiple socioeconomic backgrounds, and scholarships are
given to several families. All families have stated agreement with the school's Statement of Faith and Mission
Statement.
The influence of redemptive teaching and redemptive discipline has transformed their process of dealing with spiritual
formation and behavior issues. Moving from a more compliance-seeking approach to this redemptive thinking has
helped the school share God's grace with students, staff and families in a deeper and more meaningful way while still
having appropriate consequences for poor choices or misbehavior. Smaller classes allow for more individual
instruction and intentional mentoring and discipleship.
While the accreditation process has helped eliminate gaps in the curriculum, MVCA desires to integrate technology to
a greater degree into curriculum and to use it more creatively, collaboratively and to incorporate critical thinking into
this area. They intend to implement a keyboard and typing class in the lower school to help students increase their
computer, writing and word processing skills. They are seeking ways to fund their technology goals. MVCA also
seeks to become a culture of assessment so student learning can be improved through informed, data-driven
decisions.
Significant Changes
This section describes any significant changes the school has experienced and how they have dealt with
those. Of special note would be the impact of these on the accreditation standards or the school's ability to
accomplish their continuous school improvement plan.
MVCA is pursuing their initial accreditation so there are no significant changes.
Response to Major Recommendations (for

reaccreditations)
This is a list of the school's major recommendations from the previous accreditation visit and the team's
assessment on whether these have been completed or should continue to be addressed in the current cycle
of accreditation.
No previous major recommendations have been made.
Summary Assessment of Compliance to Critical

Indicators
In this section the visiting team comments on the critical indicators that were not fully met. There must be
corresponding recommendations for unmet critical indicators.
Mission Valley Christian Academy is in compliance with all ACSI critical indicators.
School Profile Review
Historical Overview
This section is a summary of the founding of the school, as well as the original mission. Also included are
any significant developments, accreditation history, awards/recognition, and challenges the school has
faced.
Early in the 1990's the Lord placed a burden on the heart of Vern Hicks, co-pastor of Community Fellowship Church,
to begin a daily prayer meeting for the purpose of invocation, reading God's promises aloud and asking Him for a
divine visitation on this reservation that would bring revival for the Church, awakening for the lost and transformation
to the whole community. God used Habakkuk 3:2 to prepare hearts to step out in faith and begin a school. Before
Mission Valley Christian Academy began as a school, there was a desire shared among some of the families of the
Ronan Community Fellowship Church to start a K-12 Christian school. Many things were collected and stored in the
back room of the church to one day be used for this purpose. It was not until the Lord placed a strong burden on Mark
Gilliland's heart to spearhead this endeavor that the congregation, with the help of the local Christian community, was
ready to take this step of faith and begin.
The school opened in 1993 in the Ronan Community Fellowship by parents and community members that were
deeply committed to providing a Christ centered educational opportunity for students in the valley. Led by Mark
Gilliland, there were many staff members and families that sacrificially gave to make this dream a reality and God
miraculously provided time and time again. K-12 enrollment surged as families were directed to just pay as they were
able which provided an unstable financial basis for the school to operate. Other local churches graciously allowed
MVCA to use their facilities during this time including the Ronan First Baptist Church, the Ronan Christian Missionary
Alliance, the Ronan Christian Church and the parish hall of the Ronan Catholic Church. Eventually the leadership
established realistic tuition amounts that made MVCA viable and sustainable. The first graduate was celebrated in
1995.
A focus on Classical and Christian education was introduced in the early years and MVCA became known for the
dramatic productions the school shared over the years. Todd Hicks was a lead teacher who was instrumental in
helping parents see the value of the Classical Christian curriculum and he led the continuing growth of the drama
productions. In 2002, John Walker became the MVCA headmaster replacing Mark Gilliland and the school moved to
the Polson Christian Church giving the opportunity for K-12 to operate in one facility. Todd Hicks became the MVCA
headmaster in 2006 and the school continued in the Polson Christian Church.
The school moved to the New Life Christian Center in 2007 and the process began to build a facility on newly
purchased property two miles east of Polson. In the fall of 2008, MVCA moved into its new facility in Polson and
Marcia Kitson became the Headmaster. Parents and community members who helped build the structure still talk
about writing scriptures on the beams and foundation of the school. In 2009, Jason Edwards was the headmaster and
the school continued to focus on providing a Christ centered education and could now host soccer games on its very
own field. The Polson First Baptist Church opened its facilities to MVCA so PE classes could have gym space,
opportunities for volleyball and basketball as well as programs and graduation. In 2012, Christian Bumgarner took the
leadership of MVCA and as the school approached it's twentieth anniversary, the board and leadership began
exploring the benefits of dual accreditation through the Association of Christian Schools International and AdvancEd.
Mission, Vision, and Future Goals

This portion includes the school's mission, vision, and goals for the future.
MVCA's mission is providing a Christ centered quality education developing lifelong servant leaders. MVCA is
retaining staff for longer periods of time and continues to find ways to mentor them and help them become master
teachers. They are seeking to have better consistency in their curriculum and teaching strategies for improved
student learning. MVCA desires to integrate technology to a greater degree into curriculum and to use it more
creatively, collaboratively and to incorporate critical thinking into this area.
Demographic Portrait
This section summarizes the demographic portrait provided by the school and what implications that
information might have for future growth or accomplishments of students.
The school extends the opportunity of Christian education to the culturally diverse communities of Lake County.
Polson is located in the heart of the Confederated Salish & Kootenai Tribes of the open Flathead Reservation, and
the ethnic blend their student population includes 22% Native American (First Nation), as well as 68% Caucasian, 5%
Asian, and 5% Hispanic students. MVCA families come from multiple socioeconomic backgrounds, and they provide
scholarships to several families who would otherwise not be able to afford it.
Achievement of Academic Expected Student

Outcomes
In this section, the team includes the accomplishments of the students in academic area of expected student
outcomes. Information should present summary data, analysis, and an explanation of how they are used in
setting school improvement goals. The visiting team has reviewed the Student Assessment Profile
information from the self-study.
MVCA's Expected Student Outcomes is the target the staff and leadership aim for while considering curriculum,
student instruction and the culture of the school. They realize addressing spiritual, emotional, social and physical
student needs are all important aspects to developing the whole child in their biblical worldview. Currently, the ESOs
are focused on students that are graduating but they intend to develop eighth grade and fourth grade ESOs by 2019
to help improve the quality of curriculum.
Achievement of Non-Academic Expected Student

Outcomes
In this section, the team includes the accomplishments of the students in the other areas of expected
student outcomes: spiritual, physical, social, and emotional. Information should present summary data,
analysis, and an explanation of how they are used in setting school improvement or program goals.
The value of volunteering, providing acts of service and putting others first defines the culture of MVCA. They have
age appropriate serve teams work on the kitchen, restroom and classroom needs each day after lunch. As younger
students see older students working to make the school clean and neat, they are inspired to find a place to serve as
well. As students help with cleaning, vacuuming, sweeping and mopping, they take ownership in the culture of the
school. When a student makes a mess, they usually clean it up because they don't want another student to have to
do their work. Their students tend not to complain and enjoy doing quality work.
Staff members work alongside students in this process, which helps with quality control, mentorship and building
relationship. The staff member serving with a small group of students is also the academic advisor for those students.
This relationship fosters the real-life conversations valued at MVCA.
Standard 1 - Philosophy and
Foundations
Indicator 1.1 (CI)
The statement of faith and the philosophy, mission, vision, core values, and schoolwide expected student
outcome statements of the school are established and are reviewed regularly and systematically in a
collaborative manner. (C)
C (Compliance) The school has developed a statement of faith along with philosophy,
mission, vision, core values, and schoolwide expected student outcome statements.
The leadership of the school has developed a systematic review process for these
statements, and feedback from all stakeholders is considered when evaluating the
statements.
Indicator 1.2
The school communicates its philosophy, mission, vision, and core values statements and schoolwide
expected student outcomes to its constituents and community. (C)
PC (Partial Compliance) The school occasionally communicates its philosophy, mission,

vision, core values, and schoolwide expected student outcome statements to its
constituents and community. There is minimal evidence of understanding and support of
the foundational statements within the constituents and community.
Indicator 1.3 (CI)

The foundational documents are consistently applied as an integrative, coordinating, and examining device
throughout all aspects of the programs, operations, and curriculum. (C)
C (Compliance) The foundational documents are consistently applied as an integrative,

coordinating, and examining device throughout all aspects of the programs, operations,
and curriculum.
Indicator 1.4
The executive leadership, faculty, and staff continually support the advancement of the philosophy, mission,
and vision of the school. (C)
C (Compliance) There is consistent commitment by the executive leadership, faculty,
and staff to advance the philosophy, mission, and vision of the school.
Indicator 1.5
From a distinctively Christian perspective, all staff demonstrate a commitment to the development of the
whole childspiritually, intellectually, physically, emotionally, and socially (Luke 2:52). (C)
C (Compliance) The school demonstrates a commitment to the development of the

whole child from a distinctly Christian perspective, focusing on the following: Spiritually -
growth in Christ; Intellectually - instruction/learning 'moving forward' for all the students;
Physically - health, nutrition, and lifelong fitness; Socially - wholesome interactions.
Standard 1 Overview
The following narrative provides an overview of "what is" in relation to this standard. The team refers
to evidence or examples regarding the school's compliance to the standard in their comments.
The school has developed written statements of philosophy, mission, vision, core values, and expected student
outcomes for seniors as well as a statement of faith. These initial statements are now defined to be systematically
reviewed, and broadly implemented throughout the school. They outline the schools Christian distinctive and
communicate a clear purpose and direction for school effectiveness and student growth and development.
The clear focus of the MVCA mission statement is easily memorized, seen throughout the communication of the
school, and used as a measuring tool for decisions by the board, administration, and staff. Teachers are fully
committed to this mission and are united in supporting each other and the philosophy of partnering with parents.
Expected student outcomes have recently been developed and are serving as a guide for student learning, but the
evaluation of these outcomes and their implementation is forthcoming. Additional training in measurable and
quantifiable assessments is necessary to assure these new outcomes are being developed and accomplished.
Although MVCA's foundational documents are communicated in a variety of ways, not all parents seem to understand
or are committed to the expressed mission and outcomes. This is a tension that will need to be monitored and
managed since the school expresses a desire to partner with parents.
Commendations
Each commendation has two parts: A. the statement declares the positive behavior or action the school has
taken and the beneficial result that is related. B. The second part is the description which includes the
evidence.
Commendations:
1. School stakeholders collaborated to write and systematically review an easily
learned and understood school mission statement (1.1).
The board, administration and faculty cooperated to re-write their mission statement to better define the goal of an
MVCA education and a mission more easily memorized (Self-study, observations, interviews with board,
administration, faculty).
2. School leadership and faculty effectively communicate their easily learned, well
communicated school mission, which directs staff with decisions, process, and
relationships (1.2).
Their mission to provide a Christ centered quality education to develop lifelong servant leaders is conveyed on the
website, printed in school communication, posted in the classrooms, and parents must sign a statement of support of
the mission as part of the enrollment process. School personnel use the school mission statement to guide their daily
decisions and school culture (Self-study, observations, interviews with board, faculty).
Recommendations
Each recommendation has two parts: A. the statement declares needed improvement the school should take
and the beneficial result that would be realized. B. The second part is the description which includes the
evidence.
Recommendations:
1. Develop measurable expected student outcomes for students for each respective
grade level to ensure effective assessment for students as they progress from
one grade level to the next (1.2).
The school has written expected student outcomes for their seniors, but do not have expected student outcomes for
other grade levels. To help with ongoing assessment, and ensure their ultimate outcomes are achieved, writing
expected student outcomes for all grade levels will inform the instructional process and keep learners on track to
meet the expressed and desired ESOs upon graduation. (Observations, review of curriculum, interviews with staff).
2. Enhance the communication of the school's core values to further clarify and
communicate the school mission (Observations, interviews with parents,
students).
While the school mission is widely disseminated, the school's core values are not. Core values serve to clarify and
reinforce the school mission and culture. Effort must be increased to communicate these core values and better
reinforce the school's mission.
Adherence to the Standard

The following is the visiting team's rating of the school's compliance with the standard. If the school is not
compliant on any critical indicator, there must be a corresponding recommendation for each one.
C (Compliant)
Standard 2 - Governance and Executive
Leadership
Indicator 2.1
A governing body has been established, and its primary responsibilities include: developing general school
governance policy; hiring the head of school; providing direction and strategic planning; ensuring the
financial stability, effectiveness, and consistency between all campuses of the institution; defining the role of
the governing body; defining the role of the head of school; and conducting systematic board self-
evaluation. (C)
C (Compliance) The governing body has clearly defined its role, develops overall
governing policies, directs the strategic plan, and ensures the financial stability of the
school. The members of the governing body serve as informed decision makers. There
is a documented and systematic plan for board member training.
Indicator 2.2 (CI)

The governance and executive leadership team of the school reflects a clear Christ-centered governance and
executive leadership model. A policy is in place that requires a testimony and evidence of faith in Jesus
Christ from all board members and executive leadership. (C)
C (Compliance) A policy is in place that requires a testimony and evidence of faith in

Jesus Christ from all board members and executive leadership as evidenced in the
signed statement of faith.
Indicator 2.3
The governing body supports the head of school's prerogatives and responsibilities, and it provides for an
appropriate annual evaluation of the head of school. (C)
C (Compliance) The board and other stakeholders recognize and support the executive
prerogatives of the head of school. The roles of the board and the head of school are
clearly defined, and the head of school is recognized as the administrative and
educational leader of the school. An appropriate written evaluation system is developed
and is used annually.
Indicator 2.4
Constituents and stakeholders are provided appropriate input by leadership in the decision-making process,
a practice that promotes a culture of participation, responsibility, transparency, and ownership. (C)
C (Compliance) Constituents and stakeholders have appropriate input in the decision-
making process. Participation in, responsibility for, and ownership of the school's
mission and goals by all constituents and stakeholders are clearly evident.
Indicator 2.5 (CI)

Established written policies and procedures promote effective operations in admissions, governance,
finance, and other operational aspects. Appropriate legal documents and clearly articulated articles of
incorporation, governing body policies, and bylaws are established and are available for review. (C)
C (Compliance) Written policies and procedures exist to promote effective operations.

Bylaws and all policy manuals are current and explicitly state the religious distinctive of
the school and the school's mission. The financial requirements of the continuous
school improvement plan are incorporated in the annual budget and/or capital
improvement plan. Legal documents are prepared, filed, and secured by legal counsel.
Indicator 2.6 (CI)

Established written policies are in place to see that the educational and developmental needs of each
admitted student are being met on the basis of biblical principles, professional ethics, and high standards.
Staff members are sensitive to the culture, gender, language, and special needs of students and their
families. (C)
C (Compliance) An admissions policy is in place whereby students whose educational

and/or developmental needs can be met in the existing programs are admitted.
Admission criteria are clearly communicated to prospective families. The school has
identified the needs of students that have been admitted, and it consistently meets
those needs.
Indicator 2.7 (CI)

Financial resources are available to fulfill the mission and programs of the school, and financial operations
and decisions are conducted with integrity and in accordance with biblical principles. Income received from
tuition is appropriately used for education-related expenses within the school. (C)
C (Compliance) The school consistently has the required resources to fulfill its mission
and program goals and objectives. The governing board and the administration
consistently display evidence of accuracy, integrity, honesty, equity, impartiality, good
stewardship, and compassion in financial decisions and operations.
Indicator 2.8
The budget is constructed carefullyusing input from program headsand is managed properly in
accordance with the stated goals of the school. The budget reflects an accurate assessment of the cost of
educating a student, including instructional supplies and informational technology. Stated student outcomes
are appropriately financed. (C)
C (Compliance) The budget is developed using thorough supporting data. It adequately

supports educational and organizational goals that support student learning. It is
appropriately managed using general accounting principles, and it is regularly used as a
decision-making tool. All fiscal aspects of the school are reflected in the financial
documents. Line items to distinguish program expenses are developed as needed to
give an accurate picture of resource allocation.
Indicator 2.9 (CI)

A review of the school's finances is conducted by an external CPA who has no vested interest in the school
at the time of initial accreditation and renewal. The annual statement of financial practices is submitted with
the annual accreditation report. (See Options for Meeting Indicator 2.9 for details.) (C)
C (Compliance) A review of finances is conducted in a timely fashion at the level

recommended in the chart provided on Options for Meeting Indicator 2.9. The review is
conducted by an external CPA.
Indicator 2.10
Just compensation packages are documented for all employees and are commensurate with the training and
services rendered. (C)
C (Compliance) Just compensation packages are written, reviewed, and adequate for
meeting the financial needs of staff. Just compensation packages of local and regional
schools were considered in the development of benefits, and benefits were based on
equitable recognition of training and level(s) of responsibility.
Indicator 2.11 (CI)*

The school ensures compliance with applicable local, state, and federal laws, and it is in good standing with
all regulatory agencies. (C)
C (Compliance) Compliance is reflected in appropriate policies, and where indicated,

appropriate certificates and licenses are posted. The school is in good standing with
regulatory agencies. Regulatory documents (including reports of inspections, approvals,
and corrected deficiencies) are maintained on file.
Standard 2 Overview
As one of the only Christian education options in its community for almost twenty-five years, the small community of
Polson has supported MVCA. The school's faithful leadership provides the guidance and vision necessary to lead this
ministry for nearly a quarter of a century.
That same leadership has committed to achieving another level of excellence for their students, staff and families by
embracing the accreditation process through ACSI and AdvancEd. Through this process, MVCA leadership, including
the board of directors and administration have identified multiple areas of strength and improvement regarding
governance and executive leadership.
The leadership team at MVCA has been responsive and creative in developing the needed policy and procedure
changes necessary for school improvement. Suggestions from the accreditation and financial review teams were
adopted. The school leadership identified board development and improving stakeholder lines of communication as
goals for continued improvement.
Commendations
evidence.
Commendations:
1. The Board and leadership of MVCA are steadfast in maintaining the school's
distinctively Christian mission (2.2).
The mission of the school is visible, as are Christian posters, pictures and student art work. The culture of this
covenant school exudes faith, compassion and respect. Faculty are hardly aware their salaries are modest and many
express a desire to depend more on God than financial margin (Staff interviews, board policies, observations).
2. The leadership team at MVCA has been responsive and creative in developing
the needed policy and procedure changes necessary for school improvement as
well as adapting suggestions from the accreditation process and financial review
teams (2.5, 2.7).
The school leadership developed a board policy manual, and has moved finances to a digital platform exclusively.
They modified financial procedures based on input from their audit. They have been extremely responsive to input
from their accreditation consultant and CPA (Self Study, financial review and follow up notes, interviews).
Recommendations
evidence.
Recommendations:
1. Develop and implement a documented and systematic plan for board member
training which serves to clarify roles and responsibilities of board members and
administration (2.1).
With the recent adoption of a new board policy manual and accreditation being driven by administration, there has
been some expressed tension between board and administrative responsibilities (interviews with board and
administration, self-study).
2. Foster regular, open and systematic lines of communication with parent

stakeholders with the goal of strengthening the home/school partnership and
promoting a culture of participation, responsibility, transparency and ownership
(2.4).
Regardless of the school's endeavors to enhance communication, response by parents is less than desired. Many
parents reluctantly engage in their voluntary commitments despite the school's PIP program and communication
efforts (Interviews with administration, staff and parents, surveys).

C (Compliant)
Standard 3 - Home and Community
Relations and Student Services
Indicator 3.1 (CI)
Enrollment is sufficient to establish the viability of the school and all divisions it offers (i.e., EE, primary,
elementary, secondary). (C)
C (Compliance) Enrollment is sufficient to operate as a viable school, meet the needs of

students, or operate with financial stability.
Indicator 3.2
The school conducts regular demographic assessments of its constituents in light of the stated mission: (1)
educational levels, (2) ethnic diversity, (3) faith backgrounds, (4) family income and vocation. (C)
C (Compliance) The school conducts regular comprehensive demographic

assessments, and it has used some of its constituent responses in light of the stated
mission.
Indicator 3.3
The length of the school day and year, as well as the number of instructional hours and days, complies with
state or provincial laws, if applicable. (E/S)
C (Compliance) The length of the school day and year, including the number of
instructional hours and days, complies with state or provincial laws.
Indicator 3.4
Regular, established, and effective two-way communication occurs between the school and its constituents.
(C)
C (Compliance) A variety of established, effective two-way communication occurs

between the school and its constituents. Surveys are distributed to constituents at least
every two to three years. Results are analyzed for program satisfaction and
improvement.
Indicator 3.5
The school has established biblical principles for resolving differences between the school and its
constituents. These policies are written, reviewed, and communicated for effective implementation. (C)
C (Compliance) The school has established biblical principles for resolving differences
between the school and its constituents. These policies are written, reviewed, and
communicated for effective implementation.
Indicator 3.6
The school systematically seeks input/feedback from current and past students and other constituents in
order to adjust its instructional and operational practices. Survey data is regularly gathered and analyzed for
feedback regarding program satisfaction. (C)
C (Compliance) The school systematically seeks input/feedback from current and past
students to provide information regarding the learning process. Surveys are distributed
to constituents at least every two to three years. Results are analyzed for feedback
regarding program satisfaction.
Indicator 3.7 (CI)*

The nondiscrimination statement is published and evident in the actions,
relationships, and programs of the school. (C)
C (Compliance) The nondiscrimination statement is published and evident in the

actions, relationships, and programs of the school.
Indicator 3.8
High school guidance services provide academic course selection along with college and career planning.
(E/S)
EC (Exceeds Compliance) Designated personnel provide specialized services that meet

individual student needs for college and career planning. The school offers a wide range
of activities to promote different avenues for further education to the student body.
Indicator 3.9
The school has a process to identify the unique learning needs of individual students and support is
provided in order for them to meet the expected student outcomes. (C)
C (Compliance) The process to identify and support students with learning difference is
consistently applied. Needs are met in existing classrooms by most teachers. Some
examples of differentiated lessons exist. Occasional training in these areas is provided
for teachers.
Indicator 3.10
The school communicates effectively with families regarding all guidance services provided by the
school. (C)
EC (Exceeds Compliance) A fully developed program that includes parent/student

orientation, documentation of available services and policies, and easy access to a
qualified guidance services staff is communicated and available to all families.
Indicator 3.11 (CI)

Confidential records of students are complete, organized, current, accessible
only to appropriate personnel, compliant with applicable legal requirements, and
kept in a safe location. (C)
C (Compliance) Student records are organized and current. Accessibility is restricted,

and they are in a fireproof location or are electronically duplicated and maintained off-
campus. They are compliant with all applicable legal requirements.
Indicator 3.12
Student activities are consistent with the mission of the school, are a balanced variety, and are reflective of
the needs of all students. (E/S)
C (Compliance) Student activities are consistent with the mission of the school, are a
balanced variety, and are reflective of the needs of all the students.
Standard 3 Overview
MVCA's mission is to provide a Christ-centered quality education to prepare students to be lifelong servant
leaders. MVCA strives to maintain open communication between parents and teachers. Parents are encouraged to
visit the school to observe their children in instructional and informal settings and a Parent Involvement Program
(PIP) is an integral part of ensuring this happens. Many methods are utilized in communicating with parents such as
email, weekly newsletters (A's Days), Jupiter Grades, face-to-face conversations, telephone and written
correspondence. Still, there is a noticeable reluctance of parents to be involved.
Located on the Flathead Indian Reservation, the school provides an opportunity to foster a culture of unity and
respect among the racially and socioeconomically diverse community and student body. The compassion and Christ-
centered mentoring exemplified by the staff is mirrored in the caring interaction between the secondary and
elementary students. Stellar guidance services are available to help students succeed.
All school activitiessports, drama, choir and instrumental musicare open to students regardless of ability. Athletic
activities include soccer, volleyball, ultimate Frisbee, and cross-country for junior high and senior high
students. Other extracurricular activities include chess, ping-pong and swimming. The coaches and sponsors
exemplify and expect Godly behavior and MVCA students are commended by outsiders for their excellent behavior.
Commendations
evidence.
Commendations:
1. MVCA Guidance provides comprehensive guidance services for the middle and
high school students (3.8).
Led and directed by the school's Curriculum Director, the school begins individual and well directed guidance
services as early as seventh grade. An expansive variety of strong opportunities are provided for the students of
MVCA to help them in the areas of college and career planning. This includes job shadowing and training, assistance
with job and college application materials, US Military information (including ASVAB testing), scholarship information,
PSAT, SAT testing, and access to college level classes (Interviews with board, staff and students, guidance
documentation).
2. School faculty and staff foster individual direction for each student and
communicate with the parents and students to chart a course for their 7-12
grades (3.10).
Students and their parents meet individually with the staff as early as seventh grade, in order to develop unique plans
for students' educational futures. Because the school regards these services as a partnership with the students and
their parents, the staff stays in close contact with the families. The individualized plans are revisited and monitored
regularly throughout the students' enrollment at MVCA, and the families are not only informed, but are an integral part
of all decisions (Interviews with board, staff and students, guidance documentation).
Recommendations
evidence.
Recommendations:
1. Create a plan to increase and stabilize enrollment (3.1).

Stable and viable enrollment is a critical indicator. Presently, MVCA allocates 2% of each annual budget to offset any
decrease in enrollment. They must also focus on growing enrollment. They desire for at least one staff member to
begin promoting and marketing the many assets of MVCA. Next fall's enrollment is also down. The school has so
much to offer the beautiful valley, but currently it is one of Montana's best kept secrets, and it is time to let the
community know about all the wonderful things the school has to offer each student (Self-study, facilities plan,
interviews with board, administration, faculty and staff)!
2. Conduct an exit survey for graduating seniors and departing families, as well as
yearly surveys for the staff and parents in order to gather input to improve the
school and student learning (3.6).
Feedback from alumni, current students, staff and parents can be an invaluable source of information for overall
school improvement. Additionally, tracking and analyzing the resulting data and responding to information provided in
these surveys has the potential to help MVCA recognize trends, address potential problems sooner, and create a
climate of trust and accountability while minimizing attrition (Self-study, interviews with administration and board).

C (Compliant)
Standard 4 - Personnel
Indicator 4.1 (CI)
Each staff member has a clear testimony of faith in Christ, has signed the school's statement of faith, and
endorses the school's code of ethics/lifestyle statement. (C)
C (Compliance) The school has a signed statement of faith and endorsement of the
school's ethics/lifestyle statement for each staff member.
Indicator 4.2 (CI)

The executive leadership of the school ensures that staff members know and understand the ethical
considerations of their respective positions. (C)
C (Compliance) The executive leadership has a set of well-developed ethical guidelines,

and the annual training includes opportunities to brainstorm ways for these to be
expressed in the culture of the school.
Indicator 4.3
School personnel, including volunteers, clearly indicate their commitment to the mission and philosophy of
the school and biblically based relationships therein. (C)
C (Compliance) There is supporting documentation from each staff member indicating

his or her commitment to the mission of the school and biblically based relationships
therein.
Indicator 4.4 (CI)

The K12 head of school and all K12 principals hold an ACSI administrative certificate. (C)
C (Compliance) All administrator certificates are current.
Indicator 4.5 (CI)

All K12 teachers hold, at minimum, a bachelor's degree from an accredited college/university or an
institution recognized by ACSI. (E/S)
C (Compliance) All teachers hold approved bachelor's degrees.

Indicator 4.6 (CI)
A minimum of 80 percent of K12 faculty, which includes professional positions such as guidance
counselors, athletic directors, library/media specialist, etc., based on full-time equivalents (FTEs), hold
current ACSI certification. (E/S)
C (Compliance) Eighty percent or more of the teachers hold current ACSI certificates.
Indicator 4.7
Professional development for K12 faculty, guidance personnel, informational resources staff, and other
appropriate staff is ongoing and integral to the school and aligned with specific goals and instructional
programs, and it includes training in the Christian school philosophy of education. (E/S)
C (Compliance) Professional development for K-12 faculty, guidance personnel,

informational resources staff, and other appropriate staff is ongoing and integral to the
school and is aligned with specific goals and instructional programs, and it includes
training in the Christian school philosophy of education.
Indicator 4.8
Policies and procedures that reflect ethical employment practices regarding faculty/staff and separation from
service are implemented and regularly reviewed. (C)
C (Compliance) There are policies and procedures in place that reflect ethical
employment practices regarding faculty/staff employment and separation from service
that are implemented and regularly reviewed.
Indicator 4.9
Executive leadership supports the implementation of effective instructional practices of faculty/staff through
annual observation, evaluation, and goal setting to more effectively achieve desired student outcomes. (C)
C (Compliance) Executive leadership follows a clearly defined plan for ongoing

evaluation of faculty and staff. The plan is collaboratively developed, provides for
feedback, is well documented, and is driven by growth and professional development of
the staff.
Indicator 4.10
The number and professional preparation of instructional and support staff is sufficient for the scope of the
school. (C)
C (Compliance) Instructional: Programs offered by the school are implemented
smoothly. Sufficient staff members, teaching within their area of preparation, are
present, allowing each staff member to fulfill his or her responsibilities for program
management, instruction, and interaction with students. Clerical: The program runs
smoothly as a result of sufficient hours allotted to clerical staff. Custodial: The number of
custodial and maintenance staff is sufficient for the facilities and programs. Staff
members are confident that requested maintenance or custodial services will be
received.

All personnel, including volunteers and substitute teachers, have the appropriate screening and background
checks on file, and they are supervised by qualified staff. Orientation for new staff members is thorough and
is conducted before any new staff have contact with the students. (See EE Annual Staff Training
Guidelines) (C)
C (Compliance) All personnel, including volunteers and substitute teachers, have the
appropriate screening and background checks on file and they are supervised by
qualified staff. Orientation for new staff members is thorough and is conducted before
any staff have contact with students.
Indicator 4.12
Teachers and administrators work collaboratively with each other to positively affect school culture,
encourage student learning, and promote organizational effectiveness. (C)
C (Compliance) A significant majority of teachers participate in regularly scheduled

learning communities or other opportunities for collaboration. The agenda for these
meetings contributes to a reflective, problem-solving culture which is focused on student
learning, school ethos, or other conditions that affect student learning.
Standard 4 Overview
All teachers at MVCA hold a minimum of a bachelor's degree and over 80% hold current ACSI certificates. All
personnel have signed the staff handbook acknowledging they understand the rules and foundational documents
therein. This acknowledgment includes written philosophy, mission, vision, purpose, and lifestyle statement. Hiring
and separation of service policies are established and the leadership strives to clarify expectations of teaching
responsibilities, evaluation and professional growth.
The faculty engage in ongoing professional development to improve instruction practices leading to continual growth
in student learning and development of the instructional program. This is accomplished through ACSI professional
development opportunities, book studies (Kingdom Education by Glen Schultz), collaboration and time to work on
curriculum and best teaching practices. There are sufficient resources to provide a quality education.
Commendations
evidence.
Commendations:
1. MVCA is commended for having highly qualified teachers (4.5).
All of the teachers at MVCA hold a bachelor's degree while many have master's degrees. Over 80% is exceeded
with 100% of the faculty holding current ACSI certificates (Interview with director, personnel files).
2. Professional development for faculty is ongoing and aligned to the instructional

programs and Christian school philosophy of education (4.7).
Continuous faculty and staff professional development have been woven tightly into the cultural fabric of
MVCA. Collaboration, time for curriculum work and ACSI online training is regularly used to improve instruction
(Interviews with director and faculty, staff training schedule, Nexus-Live-2014-review).
Recommendations
evidence.
Recommendations:
1. Display the mission and vision statements more predominantly around the school
(4.1, 4.3, 1.2).
The mission and vision statements are absent from many classrooms and when visible are modestly noticeable
(MVCA staff-handbook, observations).

C (Compliant)
Standard 5 - Instructional Program and
Resources (5.1-5.10)
Indicator 5.1 (CI)
The curriculum documents developed by the school provide a well-documented biblical-basis for instruction
of students in each course consistent with the goal of developing a biblical worldview in students. (C)
C (Compliance) The curriculum plans/maps are comprehensive and provide a well-

documented biblical basis for all core courses and most electives consistent with
developing a biblical worldview in students.
Indicator 5.2 (CI)

The curriculum plans/maps, drive the instructional program. The plans/maps are current and include all the
following components: (1) schoolwide expected student outcomes, (2) scope and sequence of instruction for
each subject area at each grade level, (3) biblical integration concepts, (4) school selected standards and,
(5) assessments. The plans include course goals and objectives; resources, as well as the time allotted for
each unit. The plans/maps are accessible to all faculty and inform instruction that clearly values
the development of the whole child spiritually, intellectually, physically, emotionally, and socially. (E/S)
C (Compliance) The curriculum is current, complete and well-documented, including all

requirements (1-5) in the indicator. The curriculum clearly addresses the developmental
needs of the whole child. The curricular documents are readily accessible to all faculty
members. The instructional program is clearly curriculum driven and textbooks are used
as a resource.
Indicator 5.3 (CI)

Bible content and instruction are required in the core curriculum. (C)
C (Compliance) A Bible course is required for each student, every term of attendance,
or due to a varied school class schedule, its equivalent amount of time in a year.
Instruction is built on a well-developed scope and sequence. Bible curriculum includes
all the elements described in Indicator 5.2. Instructional strategies are consistent with
other courses.
Indicator 5.4
The school systematically evaluates its instructional strategies, learning activities, and instructional
technology, ensuring that these are research-based and that they reflect sound educational practice. (E/S)
C (Compliance) A process is in place to effectively monitor the school learning
environment to ensure that it is conducive to the instruction and development of the
whole child.
Indicator 5.5
Instructional strategies and equitable learning activities focus on active student engagement, the
achievement of essential knowledge and skills, biblical wisdom and understanding, and higher-order
thinking skills. (E/S)
PC (Partial Compliance) Many teachers are exclusively using adopted textbooks and
publishers materials, but some teachers are using learner-centric instructional
strategies. Some student have an equal opportunity for meeting the learning outcomes.
Indicator 5.6 (CI)

There is a systematic process in place for the assessment of student learning and development that includes
multiple assessment measures over times to accomplish the expected student outcomes. (C)
C (Compliance) There is a systematic administration of standardized testing

consistently over years and over time. There is some use of multiple measures to
assess expected student outcomes.
Indicator 5.7 (CI)

The school analyzes student performance data including (1) implications of schoolwide trends seen from
year to year; (2) monitoring the progress of individual students; (3) disaggregation of data by gender,
ethnicity, and other factors important to the school; and (4) comparison to comparable outside groups.
Teachers are trained in data assessment and analysis for program improvement. (E/S)
C (Compliance) The school uses comparison and trend data of performance. The
analysis of student performance includes: 1) implications of schoolwide trends seen
from year to year; 2) monitoring the progress of individual students; 3) disaggregation of
data by gender, ethnicity, and other factors important to the school; and 4) comparison
to outside groups. Teachers are trained in data assessment and analysis for program
improvement.
Indicator 5.8
The school uses the analysis of data in making educationally sound decisions regarding students,
instructional strategies, and programs to better attain expected student outcomes.(C)
PC (Partial Compliance) The school occasionally uses data and data analysis to make
educationally sound decision regarding students, instructional strategies, and
programmatic improvements.
Indicator 5.9
The school has implemented procedures for regular communication of student achievement to all
stakeholders. This communication includes the following: (1) major tests used, (2) schoolwide trends in
achievement, (3) accomplishment of schoolwide expected student outcomes, and (4) annual progress of
individual students. (C)
C (Compliance) The school has procedures for regular communication regarding

assessment. Both formative and summative assessments are utilized with appropriate
communication concerning results.
Indicator 5.10
Instructional and informational resources which support teaching and learning are appropriate in number,
culturally representative of the students, and include the Christian distinctives of the school. (C)
C (Compliance) Resources are adequate and appropriate for the programs offered.
Materials are systematically evaluated and selected with moral and cultural sensitivity
and include Christian distinctives. Resources are provided to support teaching and
learning.
Standard 5 - Instructional Program and
Resources (5.11-5.17)
Indicator 5.11
Faculty members, students, and other relevant constituents provide input into the selection of instructional
and information research resources that support the attainment of schoolwide expected student outcomes.
(C)
C (Compliance) There is a formal process for the faculty members to provide input into
the selection of the informational resources supporting the attainment of the schoolwide
expected student outcomes.
Indicator 5.12
Informational resources are readily accessible to students, staff, and faculty. Use of information resources is
supported by trained staff. (E/S)
PC (Partial Compliance) Access to informational resources is convenient for some of

the students, staff, and/or faculty. Information resources staff are occasionally available
to assist staff and students with their support needs.
Indicator 5.13
Instructional technology competencies are incorporated into the teaching and learning process to improve
the achievement of expected student outcomes. Well-integrated technology promotes creativity,
collaboration, innovation, research skills, problem-solving, and digital citizenship. (C)
PC (Partial Compliance) Use of technology by the teacher is primarily for presentation.

Use of the technology by the student is primarily for drill and practice or completion of
word processing assignments.
Indicator 5.14
The school has a written classroom management philosophy and policies that are developmentally
appropriate and biblically-based, and they are implemented effectively and communicated to the school
community. (E/S)
C (Compliance) The school has a written classroom management philosophy and

policies that are developmentally appropriate and biblically-based, and they are
implemented effectively and communicated to the school community.
Indicator 5.15
Written policies and procedures are in place to allocate and protect instructional time and
learning opportunities and support student learning and graduation requirements. The number of students
per classroom is monitored for effective learning and student/teacher relationships. (C)
C (Compliance) The school has a written policy regarding student/teacher ratio for each
school division. The school has a written policy regarding the time allocated for
instruction that meets the requirements of the state, province, or foreign country of the
school's geographic location.
Indicator 5.16
The school instructs teachers and students in the ethical and moral use and evaluation of source materials,
including verification, attribution and credit, appropriate referencing, and media literacy. (E/S)
C (Compliance) The school instructs teachers and students in the ethical and moral use
and evaluation of materials from any source, including verification,attribution and credit,
appropriate referencing, and media literacy, and provides appropriate documentation of
the instruction. The curriculum includes instruction in the proper documentation of
sources.
Indicator 5.17
The school has, and regularly evaluates, a technology plan that includes the acquisition, inventory, and
maintenance of software and hardware as well as acceptable use policies. (C)
C (Compliance) The school has created a technology management plan that includes
the acquisition, inventory, and maintenance of software and hardware as well as
acceptable use policies. The school implements the plan and regularly evaluates it.
Standard 5 Narrative - Overview

In one to two pages, explain how the standard is met or what the barriers, if any, are to compliance for the
overall instructional program. If the school is not found to be in compliance, what needs to occur for it to
become compliant? Identify what data most relevant to mission attainment the school regularly collects in
this standard area and what systems are in place to analyze the data and ensure implementation of
improvement strategies. (Use your indicator ratings, documentation, and other sources to validate your
explanation.)
This overview of the instructional program can be completed for each school division separately if the
school is divided into divisions. There is not a separate section for each discipline (subject area). If the
team wants to comment on any particular subject, do so in this overview.
MVCA faculty and staff are excellent teachers and humble servants who are dedicated to educate children to become
mature Christian servant leaders. The great relationships between students and staff is a gateway to learning. Low
class sizes often allow individualized instruction, assessment and engagement.
A full K-12 academic program and extracurricular activities are offered. Much work has been put into the
improvement of the developing curriculum. The instructional program is adequate because of the strong nature of the
teaching faculty. Curriculum plans are partially complete with some thoughtfully developed, biblically based ideas
that are not necessarily executed by the faculty. The curriculum documents are not readily accessible to the faculty
and the instructional program is highly textbook driven, instead of curriculum driven.
Many teachers are exclusively using adopted textbooks. All students participate in a Bible course. A process is in
place to monitor the school learning environment. Teachers are under trained in data analysis. The school utilizes
limited assessment tools and minimal assessments to measure expected student outcomes. The school occasionally
uses data to make educationally sound decisions. Any available assessment results are communicated to parents
and resources are provided to support teaching and learning.
The instructional program at MVCA is intentionally built upon a biblical foundation, with an emphasis on a variety of
instructional practices that meet the needs of the learners. The purchase of Curriculum Trak will help organize and
document curriculum. More measurable expected student outcomes and assessments are needed.
A variety of resources and materials are utilized to support and enhance the school-wide expected student outcomes
upon graduation. Many teachers have access to computers and projectors to enhance their instruction. All media
materials are screened before use in the classrooms. Students and teachers have access to Wi-Fi and can bring
their own devices as long as they follow the rules in the classrooms about how and when the devices are to be used.
Many teachers used a variety of teaching techniques that promoted active student engagement. It was clear from
interviews and a review of the evidence that this was common practice for many.
Monthly faculty meetings and bi-weekly administration meetings are used to discuss school climate and student
progress. Regular "walk-throughs" and observations serve to monitor professionalism and the development of higher
order thinking skills within the classroom.
Test data are collected annually in the form of ACT, SAT and CTP4 (Comprehensive Testing Program). Teachers
and administrators, however, see the need for training on how to use data to drive the School Improvement Process
more effectively.
Current high school level students have been part of traditionally taught and on-line classes. For several years,
senior-level students have been part of dual enrollment and dual credit classes through the Running Start program at
Flathead Valley Community College in nearby Kalispell, and other on-line college classes with Grand Canyon
University, and CNA courses through local hospitals. Internships in local hospitals, businesses, and with the District
Judicial system have enhanced upper school students' understanding of the world-of-work and collegiate preparation.
During the school year, most teachers are involved in a regular grade level or department meetings. These can
occur monthly, or bi-weekly, but most occur weekly. In these meetings, time is spent discussing struggling students,
practices that can make the team stronger, ideas that work, and other initiatives that may be relevant, such as
revising a schedule to accommodate standardized testing. Teachers used online chat and threaded discussions to
have virtual meetings when they could not meet face-to-face.
Policies and procedures are in place to support an effective learning environment. A comprehensive technology plan,
including purchase, support and acceptable use, is in use, but under-funded. Staff, students and families must sign
an acceptable use policy.
Commendations
evidence.
Commendations:
1. MVCA is commended for their work in improving curriculum, curriculum

documentation and curricular accessibility (5.2).
Much time and effort have gone into compiling and developing an improved curriculum with necessary components
(Interview with teachers and curriculum director, uploaded curriculum files, curriculum binder).
Recommendations
evidence.
Recommendations:
1. Create curriculum maps that drive instruction and include the following
components: (1) schoolwide expected student outcomes, (2) scope and
sequence of instruction for each subject area at each grade level, (3) biblical
integration concepts, (4) school-selected standards, and (5) assessment (5.1,
5.2, 5.5, 5.6).
The plans should include course goals and objectives, resources, as well as the time allotted for each unit. Current
curriculum must be more accessible to all faculty members, more organized, and more than textbook driven (teacher
interviews, uploaded curriculum files, curriculum binder).
2. Train teachers to utilize more formative assessment during lessons. Train

teachers to analyze student performance data, and use interpretations to help
the school make sound decisions regarding students, instructional strategies,
and programmatic improvements (5.6, 5.7, 5.8).
Some, but not comprehensive, assessment is evident as they pertain to expected student outcomes and daily
lessons. Teachers are under trained in analyzing data and there is little evidence to support that student data analysis
is used to make sound decisions (Curriculum binder, uploaded curriculum documents, teacher interviews).
3. Strategize a plan to fund computers and Internet access that is readily available
to all students (5.12, 5.13).
A consistently expressed need among the faculty was a desire for more technology available for student use.
Currently, the computers available for student use are older and were donated. Administration desires to expand
technology, but must find a way to fund the purchase of technology (Facilities plan, technology plan, interviews with
board, administration and staff).

C (Compliant)
Standard 6 - Student Care (Indicators
6.1-6.10)
Indicator 6.1 (CI)*
A comprehensive written security and crisis management plan has been developed, regularly reviewed, and
implemented, and it is supported by appropriate training for all staff and students. (C)
C (Compliance) The school has a comprehensive and reviewed written security and
crisis management plan, and the school has trained the staff and students in how to
respond in emergency/crisis situations.
Indicator 6.2
The school communicates with legal authorities (i.e., the fire department, police department, and other
applicable agencies), parents, media, and community members when a crisis or a major incident occurs. (C)
C (Compliance) The school has formally written a plan for communicating with legal
authorities, parents, media, and community members in times of crisis or emergency,
and it has provided staff orientation.
Indicator 6.3
The school complies with applicable local, state, and federal laws regarding safety and health issues. (C)
C (Compliance) All local, state, and federal laws regarding safety and health issues are
met.
Indicator 6.4
Students are in compliance with the requirements of civil authorities regarding immunizations, physical
examinations, and communicable diseases. Records of health services rendered to students (including
accidents and injuries) are appropriately noted and filed. (C)
C (Compliance) A plan is in place for tracking and follow-up when students are admitted
into the school with allowable documented exceptions to their records. Emergency
information is current and maintained for each student.
Indicator 6.5 (CI)

Written policies and procedures for all areas of health and safety services have been developed, reviewed,
and implemented. (C)
C (Compliance) Written policies and procedures for all areas of health and safety
services have been developed, reviewed, and implemented.
Indicator 6.6 (CI)

Biblically based plans and procedures are developed that educate the school community regarding
harassment, intimidation, and bullying. (C)
C (Compliance) Biblically based plans and procedures are developed that educate the
school community regarding harassment, intimidation, and bullying. They are
consistently followed by the school community.
Indicator 6.7 (CI)*

The school provides training for staff and complies with its legal reporting responsibilities in cases of
alleged child abuse, neglect, or other areas in which reporting is mandated. (C)
C (Compliance) The school has developed a written policy for reporting suspected child
abuse or neglect. The policy meets civil requirements and includes provisions for
protecting staff members from negative repercussions for making a report. Staff are
trained on identifying and preventing child abuse or neglect and appropriate methods of
addressing the issues/needs of abused or neglected children on a biennial basis.
Indicator 6.8
The school complies with local, state, and federal regulations regarding preparation, delivery, handling, and
storage of food. (C)
C (Compliance) The school complies with local, state, and federal regulations regarding
preparation, delivery, handling, and storage of food.
Indicator 6.9
The school provides a suitable and hygienic eating space for the staff and students. (C)
C (Compliance) The school provides a suitable and hygienic eating space for the staff
and students.
Indicator 6.10
Nutritional standards for meals and snacks have been established. (C)
C (Compliance) Clear standards based on sound nutritional research are formally

written and implemented.
Standard 6 - Student Care (Indicators
6.11-6.18)
Required local, state, provincial, and federal legal standards for fire protection, sanitation, and transportation
are met. (C)
C (Compliance) Policies and practices that reflect the required local, state, provincial,
and federal standards are in place. Observation and documentation confirm that these
legal standards are followed.
Indicator 6.12
The school maintains the site, facilities, services, and equipment to provide an environment that is safe,
secure, and orderly. (C)
C (Compliance) Documented, regular maintenance and safety inspections are

conducted, and deficiencies are corrected to ensure a safe and orderly environment.
Indicator 6.13 (CI)

The facilities are secure and suitable for the size of the school; these facilities are well maintained,
enhancing quality instruction for the students. (C)
C (Compliance) Facilities are secure and of sufficient size and nature to provide quality
instruction that is consistent with the goals of the school. Maintenance of facilities is
consistent and of good quality, and it provides a good testimony to the community.
Indicator 6.14
The recreation area/playground, common areas, and athletic areas are safe, age appropriate, and large
enough for the number of students. (E/S)
C (Compliance) Recreation areas, common areas, and athletic areas are safe and are
large enough for the number of students that use them.
Indicator 6.15
A written facilities plan is in place to address future programs; enrollment changes; staff, facility, and
technical needs; as well as future capital improvements. (C)
PC (Partial Compliance) A limited facility plan exists for future programs and staff,
facility, and technical needs.
Indicator 6.16
Vehicles and drivers used to transport students for all school activities follow the school's policies as well as
government and insurance regulations. (C)
C (Compliance) Written policies exist for vehicle use and driver qualifications. Vehicles
meet government standards. Drivers are licensed at the appropriate levels. Insurance
policies are in place, and regulations are followed.
Indicator 6.17
Adequate liability, vehicle, and property insurance are in place. (C)
C (Compliance) Adequate liability, vehicle, and property insurance are in place.
Indicator 6.18
Written policies and procedures are in place for routine safety inspections, service, and repair of school-
owned vehicles and for reporting vehicle accidentsincluding communication with all constituents. (C)
C (Compliance) Written policies and procedures are in place for routine safety
inspections, servicing, and repair of school-owned vehicles. Policies for reporting
vehicle accidents are explicit and followed.
Standard 6 Overview
Mission Valley Christian Academy strives to provide a healthy and safe environment for every person involved in the
school, from staff to students to parents. A safety committee oversees the writing and implementation of policies in
the Crisis Management Handbook. Annually, the school conducts safety workshops where these policies are
reviewed by teachers and staff, taught to the students and practiced in drills. The Lake county Sheriff's Department
and Polson Fire Department conducted exercises with staff during professional development days. In the event of a
crisis, the fire and police departments are notified and a communication plan with parents has been
established. Procedures are in place for the safety and dismissal of students in crisis situations.
Mission Valley Christian Academy's philosophy is to develop students in mind, body and spirit. MVCA applies and
practices policies that see to the well-being of the students physically, such as in the handbook which lets parents
know the expectations for a child's return to school following an illness. Parents' permission is required before any
medication is given and any administration of medicine is recorded in the office. Students' health records are kept in
a secure location and are updated annually.
An extension of home, MVCA partners with parents to provide healthy food options. Students are encouraged to
bring healthy lunches and snacks from home. A recently introduced daily milk program has been enthusiastically
received. MVCA does not have a daily lunch program but does offer a Friday hot lunch prepared by parents in the
state approved school kitchen. Safe food handling procedures are in place.
Commendations
evidence.
Commendations:
1. Mission Valley Christian Academy has a well-developed Crisis Management Plan

which is provided to all staff and annual safety training is taught and reinforced
throughout the year (6.5).
Emergency packets and first aid kits are in each classroom and taken on all field trips. Professional development
opportunities are provided to help train staff in the latest safety procedures (Self-study, interviews with faculty, staff
training schedules, crisis plan, and faculty handbook).
2. MVCA's newly updated playground and soccer field are ample and conducive to
healthy play and activities (6.14).
Additionally, some of MVCA's most obvious assets are the magnificent scenery, abundance of fresh, clean air and
the peaceful, country environment it sits in. These examples of God's incredible creation provide an amazing
backdrop for both the worship of the Creator and opportunities for personal reflection and growth for students, staff
and family members (Self-study, observations).
Recommendations
evidence.
Recommendations:
1. Prioritize a plan to obtain 100% immunization records or waiver compliance (6.4).
Requiring Immunization records or waivers are necessary for a healthy and safe school environment. Although
challenging, it is vital that 100% of these documents are obtained, maintained and filed with other student records
(Self-study, immunization records, interviews with staff).
2. Revise your current written facilities plan to reflect more detailed and measurable
goals and information (6.15).
The current facilities plan addresses many of the future needs of the school. However, its language and scope is very
general. Many of the goals are noted, but methods and timelines for reaching these goals needs to be included. For
example, Pay off Mortgage is very vague. How and when must also be articulated. Additionally, finishing something
as monumental as a major capital campaign and constructing a gym/multipurpose facility, additional classrooms
within the next three years requires specificity. Further consideration may be required to develop a plan that is
thorough and attainable (Facilities plan, interviews with administration and board).

C (Compliant)
Standard 7 - Character, Values, and
Spiritual Formation of Students
Indicator 7.1 (CI)
Schoolwide expected student outcomes include character development, acquisition of Christian values, and
spiritual formation. (C)
C (Compliance) Schoolwide expected student outcomes include character

development, acquisition of Christian values, and spiritual formation. The outcomes are
published in the school community.
Indicator 7.2
Christlike respect, compassion, and caring for self and all others is taught and demonstrated by school
personnel. (C)
C (Compliance) A comprehensive framework for teaching respect, compassion, and

caring for self and all others is taught and demonstrated by school personnel.
Indicator 7.3
Mentoring and discipleship experiences focus on spiritual formation, character development, and the
instilling of Christian values. (C)
C (Compliance) Mentoring and discipleship experiences follow a scheduled and

planned sequence focusing on spiritual formation, character development, and instilling
Christian values. The school offers the following: effective chapels and some small-
group activities, planned curricular, cocurricular, and extracurricular programs for
spiritual formation, character development, and the instilling of Christian values.
Indicator 7.4 (CI)

Constituent interactions reflect the attitude of Christ. Communication between constituents demonstrates
sensitivity and responsiveness to the individual needs, interests, and temperaments of the students. (C)
EC (Exceeds Compliance) Constituent interactions reflect the attitude of Christ and are
intentional in their nature. Communication between all staff and students demonstrate a
clear pattern of sensitivity and responsiveness to the individual needs, interest, and
temperaments of the students. The entire organizational ethos has a Christ-like attitude
which is apparent in the lives of the board, faculty, staff, and students.
Indicator 7.5
All aspects of the school and its instructional program reflect developmentally appropriate application of a
biblical worldview and Christlike character and values. (C)
C (Compliance) Application of both a biblical worldview and a 'Great Commission'

perspective of the world is evident, in a natural and unforced manner, across the
curriculum and all the activities of the school. A biblical worldview and a 'Great
Commission' perspective of the world are ongoing components of the staff professional
development program.
Indicator 7.6
Age-appropriate opportunities for service and missions, including compassionate outreach to the poor,
needy, or vulnerable, are provided as a means of spiritual growth and formation. (C)
C (Compliance) There are multiple age-appropriate opportunities for service and

missions, including compassionate outreach to the poor, needy, or vulnerable, and
these are provided as a means of spiritual growth and formation. The school has a
reputation and testimony of Christian service to others.
Indicator 7.7
Active participation in a local Christian church community is required of the faculty and emphasized within
the school's philosophy and goals. (C)
C (Compliance) The active participation in a local church community is emphasized

within the school's philosophy and goals.
Indicator 7.8
Assessment of the spiritual development of students is intentionally included in the ongoing evaluation of
the school's effectiveness in formally measuring its schoolwide expected student outcomes. (E/S)
PC (Partial Compliance) Assessment of the spiritual development of students is informal

and sporadic. Assessment of schoolwide outcomes is anecdotal and informal.
Standard 7 Overview
MVCA excels at offering a Christ-centered, family atmosphere among staff, students and families. Expected student
outcomes have been tailored to fit the spiritual, social and academic goals for MVCA graduates. School wide chapels,
Bible classes, SERVE teams and missions trips provide age-appropriate activities and challenges for all MVCA
students. Mission Valley's commitment to the spiritual formation of their students is evident in the daily schedule, peer
interactions and conversations between students and their teachers. Though the heart and mission of the school is
evident, school leadership endeavors to find more quantitative and realistic assessments for spiritual development.
MVCA also aims to improve communication of intentional spiritual formation of students during the fall parent
orientation meeting.
Commendations
evidence.
Commendations:
1. The heart of Christ is clearly evident in the passion and commitment of the staff,
volunteers and leadership of Mission Valley Christian Academy (7.4).
Students have servant leadership modeled to them and they reflect the efforts of the school to elevate compassion
and service as central foci of the school (Self Study, parent interviews, staff interviews, student interviews,
observation).
Recommendations
evidence.
Recommendations:
1. Develop a systematic, school-wide spiritual formation assessment (7.3, 7.8).
The school is young in its understanding and use of assessment, yet highly values their Christian mission. To monitor
and adjust as necessary, the school needs to incorporate assessment in their purposeful goal of spiritual formation
(Self Study, interviews with staff, observations).
2. Evaluate community service needs to enhance local student service learning

projects for all grade levels (7.6).
The school prides itself in serve teams which serve the school on a daily basis. The school also has a senior trip that
is service oriented. Adding ways to serve the community will help the school to create a culture of service leaders
while making an investment in their community (Self Study, staff interviews, student interviews).

C (Compliant)
Standard 8 - School Improvement
Indicator 8.1 (CI)
The ongoing planning process is collaborative and it includes opportunities for input from all stakeholders.
(C)
C (Compliance) The CSIP is reviewed and revised annually. Representatives of all

stakeholder groups collaborate in the planning process. Stakeholders are able to
verbalize their understanding and support of the planning process.
Indicator 8.2
The CSIP reflects the attainment of schoolwide academic and non-academic expected student outcomes and
school effectiveness. (C)
PC (Partial Compliance) The CSIP has limited connection to an analysis of student

academic and/or non-academic achievement and/or very little correlation to the
achievement of schoolwide expected student outcomes.
Indicator 8.3
The planning process is organizationally comprehensive and establishes priorities for short- and long-range
development. (C)
C (Compliance) The planning process is organizationally thorough and comprehensive,

and it establishes priorities for short- and long-range development.
Indicator 8.4
The school improvement plan is developed by utilizing a variety of organizational, achievement, and survey
data and input from stakeholders. The plan is viewed as a strategy for strengthening mission effectiveness
and vision accomplishment. (C)
PC (Partial Compliance) The CSIP has been developed using a limited amount of data
sources and/ or with very little input from stakeholders . The analysis of the data has
been superficial. Connection to the mission, vision, and the schoolwide expected
student outcomes is not clearly evident.
Indicator 8.5
Each action item in the improvement plan addresses the fiscal, personnel, resources, and time implications
for implementation. (C)
C (Compliance) The CSIP action items address the fiscal, personnel, resources, and
time implications.
Indicator 8.6
The school evaluates and documents the effectiveness and impact of its improvement plan and regularly
communicates the results to all stakeholders. (C)
C (Compliance) The school evaluates and documents the effectiveness and impact of
its CSIP. The plans and the progress are communicated to all stakeholders.
Standard 8 Overview
Be sure to reflect on the school's Continuous School Improvement Plan. Include the team's analysis of the
school's capacity to complete the plan in terms of resources, personnel, and the timeframe indicated. Also
comment on the appropriateness and thoroughness of the goals identified, both in terms of how they were
selected and how they will help move the school forward toward meeting their expected student outcomes.
MVCA has developed a Comprehensive School Improvement Plan (CSIP), beginning three years ago in anticipation
of ACSI accreditation. The plan, based on the school's philosophy, mission, vision, core values, and school-wide
expected student outcomes, includes goals, as well as action items. The process is driven by data collection and
analysis.
This plan has focus on how it will promote organizational growth and high achievement of school-wide expected
student outcomes. The CSIP reflects a pervasive culture of ongoing improvement and accountability. The CSIP
possesses specified timelines, required actions, needed sources and resources, assigned personnel, with evidences
and objectives to be measured.
Commendations
evidence.
Commendations:
1. MVCA involved all stakeholders in the continuous school improvement process

(CSIP), including the Board of Directors at a one-day retreat (8.1, 8.2).
A well-developed continuous school improvement plan was put together by board, administration, faculty, parents
and students. The document is a comprehensive tool addressing numerous areas of the school and program. The
CSIP is comprehensive in its scope including the individual student, the curriculum, school foundations, leadership,
staff, parents and its physical plant (CSIP, Self-study, retreat agenda, interviews with administrators and staff).
Recommendations
evidence.
Recommendations:
1. Develop ESOs for additional grades (in addition to graduate level Expected
Student Outcomes (ESOs)), such as grades four and eight (8.1, 8.2).
While ESOs exist, they are presently guiding those who exit the school as seniors; therefore, minimally inform other
grade level expectations. Eventually, a school should have ESOs for every grade and course. Adding ESOs for all
grades will greatly inform the choice of faculty, texts, curriculum and the results of student learning (Self-study, CSIP,
interviews with staff, curriculum guides).
2. Use data to inform and drive the CSIP process (8.4).
Additional assessments such as DIBELS will help a CSIP. The cyclical survey results now implemented will be
another way to measure other qualities such as the student body's demonstration of spiritual maturity and servant
leadership. Each action plan section should include communication to constituents and the measurable expected
school-wide learning results that this improvement addresses (CSIP document, interviews with administration and
curriculum director).

C (Compliant)
Major Commendations
Major Commendation # 1
School stakeholders collaborated to write and communicate the school mission (1.1, 1.2).
The Board and leadership of MVCA are steadfast in maintaining the school's distinctively Christian mission (2.2).
The leadership team at MVCA has been responsive for the necessary changes in the school improvement process
(2.5, 2.7).
MVCA is commended for having highly qualified, committed, Christ-centered teachers (4.5).
Major Recommendations
Major Recommendation # 1
Create a plan to increase and stabilize enrollment (3.1).
Create curriculum maps that drive instruction and include the following components: (1) measurable school-wide
expected student outcomes, (2) scope and sequence of instruction for each subject area at each grade level, (3)
biblical integration concepts, (4) school-selected standards, and (5) assessment (1.2, 5.1, 5.2, 5.5, 5.6, 8.2).
Train teachers to utilize more formative assessment during lessons. Train teachers to analyze student performance
data, and use interpretations to help the school make sound decisions regarding students, instructional strategies,
and programmatic improvements (5.6, 5.7, 5.8).
Final Narratives
Summary of the Self-Study Process
The following is a description of the school's self-study report, documentation, evidences, organization, use
of surveys, and assessments.
MVCA was so committed to accreditation, they were willing to release two well-loved, strong, dedicated teachers who
had been at the school for more than a decade because they did not possess the certification the school needed.
Because the school is small and two teachers were new, the majority of the work of the self-study was accomplished
by a couple teachers, a curriculum director, the administration and the board. The entire staff was involved in some
capacity of the self-study, but the majority of the leadership and work was handled by eight people.
The school was very responsive to requests from their CPA and consultant, working up to the eleventh hour to be
ready for the team visit. They had administered their surveys, documented with evidence each standard and
indicator, and were very well organized and prepared for the team. Because this is an initial accreditation, the school
is in early stages with assessments, however, is committed to more comprehensive use of and training in
assessment.
Conclusion Summary
The following section is a summary of the school's general compliance with the standards. It should also
address major themes and the schools consistency of its mission and practice.
Though some accreditation indicators were evaluated as partial compliance, none were ACSI critical indicators and
the school was clearly in compliance with all eight ACSI standards. The indicators for AdvancED that were in need of
improvement, was not because the issue was ignored, but because it was less than comprehensive. With both
protocols, the school exhibited understanding and implementation.
Themes emerged during the brief visit, including: though many members, the school was one family. With their
diverse student population of 58 and serving a small, rural community, there was an evident kindred spirit among the
students and staff and between staff and students. They greeted one another at the entry each morning, served
together as they cleaned their campus after lunch each day, and in the approximately thirty classroom observations
made, an obvious mutual respect was observed.
Another theme was the commitment, dedication and qualifications of the board, administration, faculty and staff. The
school is well led by a board fully committed to the school's success and a humble, but talented and people-oriented
administrator, who was the main driver of accreditation and ongoing, continuous school improvement. Many among
the faculty had advanced degrees and all were certified, which is impressive for a small, rural school. Additionally, the
minimal additional support staff exhibited high energy, competence and undying commitment. The progress the
school made between their candidacy visit and the team visit was obvious and potent. They immediately
implemented recommendations from their consultant and CPA. They have equal commitment to handle the
recommendations and continue to move the school forward with continuous improvement, anxious for the school to
make a stellar contribution to their community.
Though the school was prepared for a team visit and is committed to being a strong accredited educational option in
their community, the school is small. This is a concern the school expressed and the team observed. Emerging as a
major recommendation in addition to stronger use of and training in assessment was a focus on growing their
enrollment.
Statement of Appreciation to the School

The team appreciated the fine hospitality of the school during their stay. The staff was memorably kind and gracious,
the accommodations much nicer than expected, and the food absolutely amazing. The staff and students were a joy
to encounter and everyone is of stellar character and capability. We were honored and blessed to have been on the
accreditation team to Mission Valley Christian Academy!
Next Steps
The school will receive the visiting teams draft within 30 days of the visit. A copy will go to the appropriate regional
office for consideration by the regional commission at their next regularly scheduled meeting. Those meetings
happen twice a year. The commission may make changes in the report, if deemed necessary. They will determine
the accreditation status and terms for the accreditation period.
If the school is working through a dual accreditation process, the self-study and visiting team report are forwarded to
the partner association along with any additional documentation required. That association will communicate directly
to the school regarding its accreditation decision.
In the period after the final copy of the report is received, the school is expected to review and communicate the
findings, address the recommendations and include them in the school improvement process, continue to report
progress on annual reports to ACSI, and maintain accreditation standards.
Accreditation makes a statement about the past, present, and future of a school. In the past, the school has worked
hard to meet the standards at a level that shows compliance or above. In the present, accreditation signifies a stamp
of approval by ACSI as the accrediting body through the work of a group of peers who know what makes a quality
Christian education institution. Finally, accreditation also signifies a commitment to ongoing continuous school
improvement as it develops appropriate plans and monitors them for the benefit of student growth and achievement
in all areas.
Roster of Team Members
Chair(s)
Chair: Dr. Ken Townsend
ACSI Northwest Regional Director
(360) 256-5860 x382
ken_townsend@acsi.org
Team Members
Chris Finch
Administrator
Genesis Preparatory Academy
1866 N Cecil Rd
Post Falls, ID 83854-4422
(208) 691-0712
cfinch@genesisprep.org
Dana Hashley
Stillwater Christian School
255 Ffa Dr
Kalispell, MT 59901-8995
dhashley@scscougars.org
Chris Martineau
Principal
Valley Christian School
2526 Sunset Ln
Missoula, MT 59804-4710
chris.martineau@valleychristian.org
Peggy Mathiason
Billings Christian School
4519 Grand Ave
Billings, MT 59106-1721
pmathiason@billingschristianschool.org

2017 Visiting Team Report Mission Valley Christian Academy-Visit-1208

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2017 Visiting Team Report Mission Valley Christian Academy-Visit-1208

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VISITING TEAM REPORT

Mission Valley Christian Academy

Dr. Ken Townsend

Intro to the Visiting Team Report

Regional Association Information Page (if included)

Self-Study Committees Table

ACSI REACH 2.1 Standards

Introduction to the Visit:

Intro to the Visit

School Profile Review:

Standards and Indicators (Standards 1 - 8):

Indicator Compliance Ratings

Summary of Self-Study Process

The process of accreditation involves three significant elements:

1. Intensive, program-wide, self-assessment, analysis, and improvement planning

3. Ongoing accountability for improvement through annual reporting and reaccreditation

Committee Committee Person Person Person

MVCA is pursuing their initial accreditation so there are no significant changes.

Response to Major Recommendations (for

No previous major recommendations have been made.

Summary Assessment of Compliance to Critical

Mission, Vision, and Future Goals

Achievement of Academic Expected Student

Achievement of Non-Academic Expected Student

PC (Partial Compliance) The school occasionally communicates its philosophy, mission,

Indicator 1.3 (CI)

C (Compliance) The foundational documents are consistently applied as an integrative,

C (Compliance) The school demonstrates a commitment to the development of the

Adherence to the Standard

Indicator 2.2 (CI)

C (Compliance) A policy is in place that requires a testimony and evidence of faith in

Indicator 2.5 (CI)

C (Compliance) Written policies and procedures exist to promote effective operations.

Indicator 2.6 (CI)

C (Compliance) An admissions policy is in place whereby students whose educational

Indicator 2.7 (CI)

C (Compliance) The budget is developed using thorough supporting data. It adequately

Indicator 2.9 (CI)

C (Compliance) A review of finances is conducted in a timely fashion at the level

Indicator 2.11 (CI)*

C (Compliance) Compliance is reflected in appropriate policies, and where indicated,

2. Foster regular, open and systematic lines of communication with parent

Adherence to the Standard

C (Compliance) Enrollment is sufficient to operate as a viable school, meet the needs of

C (Compliance) The school conducts regular comprehensive demographic

C (Compliance) A variety of established, effective two-way communication occurs

Indicator 3.7 (CI)*

C (Compliance) The nondiscrimination statement is published and evident in the

EC (Exceeds Compliance) Designated personnel provide specialized services that meet

EC (Exceeds Compliance) A fully developed program that includes parent/student

Indicator 3.11 (CI)

C (Compliance) Student records are organized and current. Accessibility is restricted,

1. Create a plan to increase and stabilize enrollment (3.1).

Adherence to the Standard

Indicator 4.2 (CI)

C (Compliance) The executive leadership has a set of well-developed ethical guidelines,

C (Compliance) There is supporting documentation from each staff member indicating

Indicator 4.4 (CI)

C (Compliance) All administrator certificates are current.

Indicator 4.5 (CI)

C (Compliance) All teachers hold approved bachelor's degrees.

C (Compliance) Professional development for K-12 faculty, guidance personnel,

C (Compliance) Executive leadership follows a clearly defined plan for ongoing