The school provides a researched-based curriculum and instructional methods that facilitate achievement for all students. The curriculum is based on clear and measurable expectations/objectives for student learning and provides opportunities for all students admitted to the school to acquire knowledge, skills, and attitudes within a biblical framework.
Teachers use proven instructional practices that effectively engage students in the learning process and provide opportunities for students to apply their knowledge and skills in real world situations as Christians. Teachers give to students sufficient feedback to improve their performance.
Teachers provide spiritual and professional role models that encourage students to aspire to a lifetime of learning as Christians and to view the world from a consistent biblical/transformational worldview.
The school develops and implements a curriculum based on clearly-defined learner outcomes.
The school demonstrates in the school improvement plan a knowledge and understanding of the community for which the school is founded (e.g. opportunities for recruiting families and students, attitudes of the local Christian community and local pastors toward the school, and the impact of demographic and economic trends on enrollment).
The school promotes the use of higher-order thinking skills and guides students to be actively involved in accompanying learning process.
The school offers a curriculum that challenges each student to excel, reflects a commitment to equity within the scope of student needs and admission policies, and demonstrates a willingness to value and address diversities.
The school allocates and guards instructional time within the school day and school calendar in order to maximize time on task and student learning, conforming the school year to the Florida Compulsory School Attendance Law and the interpretation of that Law by the FLDOE.
The school maintains and follows an up-to-date, written curricular alignment in scope and sequence among all levels of learners for all current courses and subject areas. It includes (a) a Christian philosophy of teaching and learning; (b) instructional objectives and learner outcomes; (c) student assessments; (d) course outlines that identify concepts; and (e) materials and resources used to accomplish the goals and outcomes.
The school evidences cooperative vertical, horizontal, intra-departmental, and inter-departmental planning and coordinating the curriculum.
The school implements processes and utilizes personnel necessary to address student learning for those needing special assistance.
The school provides appropriate guidance and counseling services for students’ spiritual, academic, and career counseling.
The school employs a full time guidance counselor for high schools with 300+ full time equivalent (FTE) students, a half-time counselor for high schools with 100-299 FTE students, and a contracted consultant for high schools with 1-99 FTE students. A written guidance plan is followed specifying personnel and procedures used to provide counseling services for elementary and middle schools.
The school provides access for all students to comprehensive technology and media services and personnel that support the curricular and instructional programs.
The school establishes and maintains student discipline processes, dress codes, and student behavior expectations that are appropriate in nature, are clearly defined in written form, are fairly and consistently implemented, are documented when necessary, and are distributed to the school families, faculty, and staff. These include important topics including attendance, suspension and expulsion, substance abuse, and sexual harassment. The school monitors its climate and campus, and consistently takes steps to ensure they are conducive to safe and unhindered learning.
Member schools are encouraged to accept credit for academic work accomplished at schools accredited by a recognized accrediting agency (see below for definition of recognized accrediting agency).
Member schools will not award academic credit for course work completed under a private tutor or a non-accredited program unless validated by either an End-Of-Course Assessment (EOCA) approved by the receiving school or by the student’s performance as validated during at least one grading period in the receiving school. This does not apply to students taking online courses offered by accredited delivery programs.
Recognized Accrediting Agencies:
- Regional Accrediting Agencies: SACS, MSSA, NCACS, NEACS, WACS, NWACS
- Member Accrediting Agencies of the Florida Association of Academic Nonpublic Schools (FAANS)
- Member Accrediting Agencies of the National Council for Private School Accreditation (NCPSA)
- Why Accreditation?
- Biblical Principles for Accreditation
- The CSF Accreditation Process
- Collaborative Accreditation
- Early Childhood Exemption
Strands & Standards
- #1. Clear Purpose
- #2. School Effectiveness & Improvement
- #3. Leadership & Governance
- #4. Teaching & Learning
- #5. Assessment
- #6. Documenting Resources & Systems
- #7. Early Childhood
- Goals for the Master In-Service Plan
- MIP Policies & Procedures
- Florida State Board of Education Rules
- In loving memory, Kenneth Paul Wackes, 1939–2018 Apr 10th, 2018
- Trump’s Cabinet holds a weekly Bible study group Apr 12th, 2018
- Whither school libraries? Jan 5th, 2018
- Gunman targets California school; are you prepared? Dec 21st, 2017
- The crucial necessity of evaluating the school head Oct 24th, 2017
- John Adams’ vision for America’s schools Jun 8th, 2017
- For curriculum planning, begin with the end in mind Apr 11th, 2017
- Tax Reform impact Jan 26th, 2018
- FAANS advocacy results 2016 Jan 26th, 2017
- “Changes afoot” at the Florida High School Athletic Association Oct 26th, 2016
- Some ramifications of HB 837 Oct 24th, 2016