accreditation self study - logos international school accreditation selfstudy 20142015 12 ... emily...

Phnom Penh, Cambodia

Accreditation SelfStudy

Association of Christian Schools International (ACSI) Western Association of Schools and Colleges (WASC)

20142015

A Heart for Christ, for Truth, and for the World

Logos International School Accreditation SelfStudy 20142015 1

Vision Statement Every student is a spiritually maturing, academically equipped, and socially

responsible individual.

Mission Statement Logos International School is dedicated to academic excellence in providing a

wellrounded, quality, Christian education to students from all ethnic backgrounds. Upon graduation, students will be equipped to view all aspects of life from a biblical worldview, to serve and help transform their communities

for Christ, and to pursue further education.


Expected Schoolwide Learning Results (ESLRs)

Believing that our ultimate activity is to “love the Lord your God with all your heart and with all

your soul and with your mind and with all your strength…and to love your neighbor as yourself” (Mark 12:3031), our vision is for every Logos graduate to be…

1. A Spiritually Maturing Individual who is equipped to a. Have a growing relationship with Christ as his/her personal Saviorb. Find his/her identity in Christ c. Appreciate the Bible as the inspired Word of God d. Participate in service and evangelism and share and defend his/her beliefs e. Make moral and ethical decisions based on a biblical worldview f. Recognize the importance of a wellbalanced spiritual, emotional, and physical lifestyle

2. An Academically Sound Student who is a. Equipped to achieve his/her Godgiven potential b. A rational and critical thinker who applies understanding and knowledge to new problems

c. Developing skills to be a lifelong learner d. An effective communicator in speech and writing e. Technologically literate and able to apply technology productively and ethically

3. A Socially Responsible World Citizen who a. Takes personal responsibility for actions and attitudes b. Recognizes and respects authority c. Has Christian love and compassion for people of all genders, races, backgrounds, and social status

d. Exercises servant leadership with humility and integrity e. Is an effective team member f. Has an appreciation for culture and the arts g. Is a good steward of all that God has given us


Table of Contents

Vision Statement Mission Statement Expected Schoolwide Learning Results (ESLRs)

Section 1 - School Profile

Glossary Historical Overview Vision Casting Demographic Portrait Achievement Levels Standards Committees

Section 2 - Major Recommendations from Previous Accreditation Visit

Major Recommendations and Actions Taken

Section 3 - ACSI Standards/WASC Criteria

Standard 1 Philosophy and Foundations Standard 2 Governance and Administrative Leadership Standard 3 Home and Community Relations and Student Services Standard 4 Personnel Standard 5 Instructional Program Standard 6 Library, Media, and Technology Services Standard 7 Crisis Planning, Safety, Health, and Food/Nutrition Services Standard 8 Facilities, Environment, and Transportation Standard 9 Character, Values, and Spiritual Development of Students Standard 10 School Improvement Plan


Section 1 - School Profile


Glossary and Terms

ACSI Association of Christian Schools International AH Asian Hope Inc. (Logos’ parent organization) AP Advanced Placement ASP After School Program CEO Chief Executive Officer CLEP College Level Examination Program DoE Director of Education EARCOS East Asia Regional Council of Overseas Schools ESLRs Expected Schoolwide Learning Results HS High School IEP Individual Education Plan IT Information Technology LIS Logos International School LPA Logos Parent Association MAP Measures of Academic Progress test MS Middle School NGO NonGovernment Organization PD Professional Development PLC Professional Learning Community PSAT Preliminary Scholastic Aptitude Test OpenSIS The student management system used for grades, attendance, etc SAT Scholastic Achievement Test WASC Western Association of Schools and Colleges


Historical Overview

Logos International School is a ministry of the notforprofit, international nongovernmental organization Asian Hope Inc. and is located in Phnom Penh Thmei, a northwest suburb in Phnom Penh, Cambodia. Logos opened its doors in September 2002 with an enrollment of 58 students ranging from prekindergarten to grade seven. More than half of the original student body was made up of girls and boys from Asian Hope’s home for children. The other portion of the student body was predominantly composed of other Cambodian nationals as well as children of missionaries. At that time, Logos consisted of a single renovated house and an adjacent empty lot where a basketball court and small swimming pool were built. Logos quickly grew, adding an additional grade level each year and two additional buildings.

In the spring of 2008, Logos held its first graduation ceremony for 13 seniors. During Christmas of 2009, Logos moved to a brand new purposebuilt facility that has a 25 meter pool, covered gym, small artificial turf sports field, two full computer labs, a multipurpose room, music room, and much more. By God’s grace, our school has grown in ways we could not have dreamed.

Since its simple beginnings, Logos has been blessed with professionals who have developed curriculum, created elective classes and special programs, and brought education to a new level. Today, Logos offers an extensive curriculum which brings high quality education and solid biblical truths to each student. Logos is a fully accredited member of both the Association of Christian Schools International (ACSI) and the Western Association of Schools and Colleges (WASC). Many of the teachers at Logos come from the United States and Canada, but its faculty also consists of teachers from Britain, other parts of Europe, the Philippines, Australia, Pakistan, and Cambodia. In the elementary classrooms, Cambodian teacher’s aides assist the classroom teacher. Currently, Logos serves 350 students from preschool to grade 12. The average class size is twentyfive students per grade with an array of faces filling the Logos campus. Many of our students are Cambodian; other students come from countries including United States, Korea, Canada, Hong Kong, the Philippines, Thailand, Indonesia, Singapore and more.


Vision Casting

Vision Statement: “Every student is a spiritually maturing, academically equipped, and

socially responsible individual.” This statement encapsulates the heart and driving force behind all that we do. Our vision for the future is to always strive to become better at training, equipping, and nurturing our students in these three areasspiritual maturation, academic preparedness, and social responsibility. By the grace of God, He will continue to bless us in these areas.

While Logos is currently maxed out with the number of students we can enroll, we don’t have a vision to expand our campus to increase student enrollment. This could become a goal at some point in the future, but for now, we’re content with the size we are. To increase our enrollment numbers would mean a shift in our student demographics that would ultimately impact the culture of our community. This isn’t something we’re eager to do for the time being. We are, however, eager to continue to grow in achieving our mission:

“Logos International School is dedicated to academic excellence in providing a wellrounded, quality, Christian education to students from all ethnic and socioeconomic backgrounds. Upon

graduation, students will be equipped to view all aspects of life from a biblical perspective, to serve and help transform their communities for Christ, and to pursue further education.”

Logos International School has grown tremendously since it’s humble beginnings just 14 years ago. Logos is now recognized as one of the leading international schools in Phnom Penh and in all of Cambodia. Our vision is to continue this trend by becoming recognized as one of the leading international, Christian schools in all of Southeast Asia. For this to occur we must broaden our perspective and begin to envision how we can be of benefit to international, Christian education outside of our local constituents and begin to contribute to the greater international, Christian education community in Southeast Asia and beyond. To achieve this vision we must:

ensure our teachers and administrators are being challenged professionally through local and global high quality professional development opportunities that align with our mission (spiritual, academic, social).

organize and lead professional development conferences or seminars for other educators to benefit from either by hosting them at Logos or by contributing to other conferences (spiritual, social).

send students to regional educational conferences or workshops where they can collaborate with similar students from other schools to gain a broader global perspective (spiritual, academic, social).

join a regional athletics conference to give our students a chance to compete against students from other similar schools around the southeast Asian region (social).

increase service opportunities for students of all ages that focuses on Phnom Penh and Cambodia but also begins to look beyond Cambodia (spiritual, social).


Demographic Portrait

Name Logos International School

Address House 928, Street 1015 Phnom Penh Thmei, Ruessei Keo, Cambodia

Phone +(855)17473515

Web address www.logoscambodia.org

Email: [email protected]

Administration Head PrincipalDan Hein ([email protected]) Elementary PrincipalFaith Moon ([email protected]) Secondary PrincipalAaron Summers ([email protected])

Founding Year September 2002

Grades Seeking Accreditation K12

Governance Structure See Asian Hope Global Organizational Chart See Governance Structure 2014

Governing Body Members and How They Are Chosen See Board of Directors Bylaws See Governance Structure 2014

Primary Functions of Governing Body See Board of Directors Bylaws See Governance Structure 2014


Faculty Information See Faculty Information

Student Numbers See Student Demographics for 20142015

Instructional Program Expected Student Outcomes

See Expected Schoolwide Learning Results (ESLRs) Curriculum Guides

Unit/Lesson Plans available upon request See Curriculum Review Cycle

Special Education Program Overview See Special Education / Learning Support at Logos International School

Facilities Standard Classrooms

14 Speciality Rooms

Science 2 Music 1 Art 1 Library 1 Computer Labs 2 Special Education 1 Multipurpose Room 1

Business Operations Tuition

See Logos Tuition Rates 20142015


Achievement Levels Admissions Standards

See Application and Admission Procedures Achievement Data

See Terra Nova Comparison Chart for 2011/12 2012/13 See MAP Data for 2013/14 2014/15

See MAP Comparison Graphs and Summary Graphs by Grade for 2013/14 2014/15

See AP Data Five Year Score Summary for 20102014 See SAT Data for 2011/12 2012/13 2013/14


Standards Committees

Philosophy and Foundations Dan Hein (head principal) Daren Beck (board member/parent) Chelsea Cooper (teacher)

Governance and Administrative Leadership

Pam Sephton (Asian Hope Director of Education) Tom Matuschka (Asian Hope CEO) Dan Hein (head principal) Lynette Cottle (parent)

Home and Community Relations and Student Services/Guidance Services/Student

Activities Faith Moon (elementary principal/parent) Brad Barrett (teacher/guidance counselor) Karen Workman (special educational needs teacher/parent) Hyun Joo Hwang (Korean parent) Darlene Hall (Western parent) Sam Ghanty (Cambodian parent)

Personnel

Aaron Summers (secondary principal) Dan Hein (head principal) Faith Moon (elementary principal/parent) Caitlin Swain (teacher)

Instructional Program

Helen Schleper (curriculum coordinator/teacher/parent) Faith Moon (elementary principal/parent) Andy Gordon (special educational needs coordinator) Touch Sok (Khmer teacher) all teachers (as curriculum contributors) Jeannie Hartsfield (parent) Student Council reps (as needed) (student)

Library, Media, and Technology Services

Lyle Kozloff (IT coordinator) Kathy Amstutz (librarian/parent) Lisa Hines (teacher) Joy Young (teacher) Dillon Hartsfield (Student council representative, student)

Crisis Planning, Safety, Health, and Food/Nutrition Services


Angie Ketchum (nurse/parent) Dan Hein (head principal) Ashley Phifer (teacher, parent) Emily Cieslinski (teacher) Chakriya Mo (head cook)

Facilities, Environment, and Transportation

Aaron Summers (secondary principal) Dan Hein (head principal) Robert Em (facilities manager) Philip Workman (athletic director/teacher/parent)

Character, Values, and Spiritual Development of Students/Children

Peter Moon (teacher/spiritual life coordinator/parent) Joyce Suh (teacher/parent) Brad Barrett (guidance counselor/teacher) Michaela Dimeck (upper elementary teacher) Meagan Stolk (lower elementary teacher) Jenny Kangas (parent)

School Improvement Plan

Dan Hein (head principal) Aaron Summers (secondary principal) Faith Moon (elementary principal/parent) Scott Schleper (teacher/parent) Annalisa Benner (teacher)


Section 2 - Major Recommendations from

Previous Accreditation Visit


Major Recommendations and Actions Taken

1. That the administration, faculty and staff develop and implement a plan to identify, prioritize and acquire additional instructional resources and supplemental materials to enhance the instructional program and maximize student learning opportunities. Actions Taken:

A process whereby department heads and administration discuss and identify various curricular resource needs has been established with meetings taking place twice a year, once in the first semester and once in the second semester.

A three year school development plan which includes a category for curriculum development and resources has been implemented. This plan is updated each year by the school administration and Director of Education with input from department heads.

A specific IT plan is updated every year by the IT administrator. This plan identifies and prioritizes IT purchases over the next three years.

The Curriculum Review Cycle is used to identify and prioritize the purchases of curricular resources.

2. That the administration and faculty use the curriculum guides as the framework from which all instructional courses and units of study are planned and implemented to ensure that all learning goals are taught consistently throughout all grade levels.

Actions Taken:

The curriculum for each course follows the outlined specifications required by ACSI. All curricular areas from K12 have either adopted or developed standards, except Bible. We have centralized all of our curricular documents onto Google docs. All teachers and administrators have access to all curricular documents from school or home (or anywhere in the world). This helps in teacher collaboration as well as administrative oversight of the curriculum writing.

Each course has a Year at a Glance document that clearly identifies the scope and sequence of each course.

The documentation of unit plans and lesson plans were combined together for middle and high school subjects. This was enthusiastically implemented by our middle and high school teachers. This new format made our units and lesson plans much more cohesive.

Each unit integrates a biblical worldview as well as our school ESLRs into daily lesson plans. The development of biblical integration has been a key area of professional development over the past two years and will continue to be a focus.

We added a “Standards Checklist” to be filled in by each grade level teacher for each subject. This process helps to ensure that teachers are teaching all of the standards and has helped them to focus on the standards for their specific grade.

3. Implement their technology improvement project by building the technology infrastructure, hardware and software development, improved internet access and identify technology learning goals for students.


Actions Taken:

Logos’ IT infrastructure is overseen by a qualified Expat. Logos has hired a full time national to assist in overseeing and maintaining the school technology infrastructure.

We now have two full computer labs and one full class set of laptops. These labs and laptops can be booked out by teachers, and the laptops can be signed out from the library by the students when they are available.

Our IT head has developed a schedule for the technology infrastructure: maintenance, support, upgrading, expansion, and addition of new technologies.

The school has changed its communication system within the school. The school now uses Google Apps as its way to communicate with all Intranet and Internet documents with staff and the community. The school has implemented the Google Apps Email system, the Chat program, Google Docs, and the Google Calendar as key ways to communicate. This has increased effectiveness with email communication as all teachers now have the same style of email address ([email protected]). This program is free for our school and has increased the dependability and financially responsible aspect of the school.

The school uses administration software for the office system. This is an open and free web based system that was implemented for the 201011 school year. This software, Opensis, records student schedules, attendance, and grades. Again, as this program is free for our school, it will provide consistency, increase the dependability, and is in keeping with a prudent and viable financial option for the school.

Each classroom has been outfitted with an LCD projector. Kindergarten through Grade 5 each have four laptops in their classrooms. Our internet speed has been greatly increased, and we are wireless throughout our campus. Koho, an open source library software, has been adopted by our library. This program allows students to check for books online.

A comprehensive Acceptable Use Policy has been created for the school. A studentspecific website was created that opens when any student logs in to a school computer. This has provided an additional venue for communication.

Teachers have been given professional development in whole group sessions as well as individually as needed. This has helped our teachers tremendously as we have full transferred over to the Google Docs., etc.

A generator was purchased to ensure that all IT equipment can continue to run even if the state power goes out. Although this is now an infrequent situation, it enables our teachers to be able to plan and know that they will be able to use the IT they plan to use.

We have moved to a limited BYOD program as of August 2014. Students in grades 11 and 12 are encouraged to bring their own device, and are able to use it when given permission by the classroom teacher. This BYOD program will extend to grade 10 in January 2015.

4. Completion of the new education complex at their new campus location.

Actions Taken:

In December of 2009 the new education complex for Logos was completed. During the Christmas break, Logos moved locations and began the new school term at the new location. This new site gives us a 50 m X 25 m artificial turf field, a covered gym area, a 25 m X 10 m


pool as well as a smaller children’s wading pool, a larger library, two science labs, two computer labs, a multipurpose facility that can seat approximately 250 people, relatively spacious classrooms, a covered cafeteria, a covered playground, and secured parking for faculty cars and student motos and bikes.

5. Develop and implement a plan to improve teacher retention and member care programs. Actions Taken:

As a way to better prepare new staff before they enter the country, the administration has created a “New Staff Living and Working in Cambodia" document. This document is intended to provide useful information in order to help them with their transition to Cambodia and Logos. The document provides financial cost of living, packing and moving information, what life is like in Cambodia and other information that previous staff feel will be useful and helpful to new people coming into country. Once in country, new teachers arrive two weeks prior to other staff in order to be given proper orientation and acclimatization to living in Cambodia. During this two week time, orientation training is provided on a daily basis by a number of parents and administration. Activities and professional development are given to new staff to help them adjust to the daily challenges of Cambodia.

Once the school year has started and after new teachers have been working for a little while, two formal meetings with the school counselor or a counselor from outside of our organizationtakes place (usually after a new staff member has been in country for two months and six months). The focus of these meetings are to see how the new teacher is adapting to Cambodia and Logos. Confidentiality is ensured, but the administration is given feedback if there are any major issues / themes that need to be addressed with new teachers as a whole.

A Sunshine Committee composed of administration, faculty and staff has been developed to sponsor ongoing "community" activities and events for Logos employees. Some of these events have included a dinner cruise, and excursions to the beach and historical sites in Cambodia as well as simply facilitating bubble tea orders, cinnamon rolls, etc.

Starting in 2009, Logos faculty, teaching assistants and office staff have gone on a retreat. The focus of the retreat is to develop community, and the emphasis is on spiritual development and reflection. We have times of prayer, worship, and testimonies. There is a key note speaker each year, and the faculty is surveyed to see what topic they would like addressed. This three day retreat at the beach has been very well received by the faculty and their families (which who have been included for the past three years).

An exit meeting now takes place with all teaching staff who are leaving Logos at the end of the school year. The focus of this meeting is to help them prepare for the inevitable transitions of leaving Cambodia and Logos, and the culture shock that will take place as they move back home or to a new country.

Salaries have been increased over the past 6 years. Previously, the maximum salary was at $600/month. It is now between $900$1,550 depending on how long a teacher has been with us.

The average retention rate of our faculty based on August 2014 is 3.24 years.


Section 3 - ACSI Standards/WASC Criteria


Standard 1 - Philosophy and Foundations

ACSI Standard One (S1) Philosophy and Foundations Compliant

[WASC Criteria A. Organization for Student Learning 1. School Purpose]

Committee Chair: Dan Hein ACSI Standard One: “The school/program has developed written statements of philosophy, vision, mission, beliefs, and core values, as well as a statement of faith. These statements are well defined and systematically reviewed. They outline the school’s/program’s Christian distinctives and communicate a clear purpose and direction for school effectiveness and student/child growth and development.”

Indicator Number Noncompliance Partial Compliance Compliance Exceeds Compliance

1.1 X

1.2 X

1.3 X

1.4 X

1.5 X

1.6 X

Totals 6

S1: Brief Narrative Logos International School has a well defined set of statements which guide all areas of school development. These statements include a school philosophy statement, expected schoolwide learning results (ESLRs), a mission statement, and a vision statement. The key concepts that are clearly embedded in the latter three statements are that Logos seeks to holistically develop students that are spiritually maturing, academically sound, and socially responsible. These statements are an integral part of Logos’ curriculum, extracurricular program, and everyday operations. Logos’ educational philosophy is based upon the clear biblical imperative that instructs parents to “bring up” children in the discipline and instruction of the Lord. The family raises and educates children (Eph. 6: 14). Therefore, we seek to teach and discipline in a manner that is consistent with the Bible and a godly home environment; we seek to come alongside parents and partner with


them in the education of their children. Logos aims to help parents teach their children that all they do should be done “heartily, as unto the Lord.” We accomplish this by instructing and developing the children entrusted to our care in a holistic way within a Christian worldview. Logos adheres to the Asian Hope core values. These core values are reviewed by the CEO of Asian Hope on a yearly basis. One of the most important aspects of maintaining a school’s ethos is the hiring and training of teachers. During the hiring process, teachers are asked to give their testimony and explain their philosophy of education and discipline. During orientation and teacher inservice sessions, Logos’ ESLRs (which directly reflect our mission and vision) are reviewed, and teachers are required to link their curriculum and daily plans to these ESLRs. All faculty are required to sign our statement of faith and this document is kept in the teacher's file. Finally, all fulltime faculty are required to attend our daily devotional time that is held at 7:30 am each weekday morning. During this time, we are able to encourage, exhort, pray for, and spur each other on in the work that God has called us to. S1: Strengths

Logos International School has a clearly articulated mission, vision and ESLRs. A yearly ESLR survey is given to all students in grades seven through twelve. The results of

this survey are used to formulate school wide initiatives for the following school year. S1: Documentation Documentation which supports the following Indicators:

1.1 The philosophy, vision, mission, and core values statements of the school/program are established and are reviewed regularly and systematically in a collaborative manner.

The school philosophy, mission, vision and ESLRs are reviewed on an annual basis by faculty and by the Logos leadership team. The mission, vision, and ESLRs all emphasize the same focus upon which Logos is based. We seek to develop spiritually maturing, academically equipped, and socially responsible students. The review process can be seen in the Teacher Handbook on page 5. The following demonstrate some examples of how these key statements have been discussed and scrutinized.

School Philosophy: During our Aug. 27, 2012 faculty meeting, several Korean parents

held a panel discussion with us to give a Korean perspective of our philosophy statement. This process was repeated on Sept. 10, 2012, but was done with Cambodian parents who gave us a Khmer perspective. (201213 faculty meeting agendas/minutes)

A Parent Forum during teacher inservice for 201415 focused on our philosophy of education and highlighted areas that they felt Logos did well and areas where we could improve. The parents that were part of


this panel discussion came from our Korean, Khmer, and western missionary constituents.

ESLR: During the 201213 school year, our ESLRs were scrutinized by our

faculty as we developed a survey to help us measure how our students appraise themselves in light of our ESLR statements. Meetings took place on Nov. 12 and 14, 2012; Feb. 1 and 11, 2013; and March 4, 2013 (See Staff Meeting agenda/minutes: Developing indicators for student survey)

All faculty and students from grades 612 took the ESLR survey in the spring of 2013. These survey results were used to further tweak the survey and review our ESLRs. The results were also used to help us highlight areas to focus on, but it was used in a limited manner.

All students from grades 712 took the ESLR survey in the spring of 2014. These survey results were discussed in several staff meetings and were used to help us identify our theme for the 201415 school year, Identity in Christ, as this was observed by faculty and administration as the area deserving the most attention.

Asian Hope Core Values were formulated in 2011. The process was directed by the CEO of Asian Hope, and input was received from Asian Hope staff. The final values were refined by the Asian Hope leadership team. It is reviewed by the CEO of Asian Hope on a yearly basis and are presented to faculty in August of each year during faculty orientation.

1.2 The school/program communicates its philosophy, vision, mission, and core

values statements to its constituents and community. The school mission, vision, and ESLRs are on the Logos Website under the About

section. Logos’ mission and vision and philosophy are presented to the parents during the

annual Back to School Night in August. Logos’ mission, vision, ESLRs, motto and philosophy of education are stated in the

Teacher Handbook (pp. 35) and the Asian Hope core values are on page 4. Logos’ mission, vision, ESLRs, motto and philosophy of education are stated in the

Parent/Student Handbook (pp. 610) and the Asian Hope Core Values are on page 8.

Our ESLRs and Christian focus are clearly written on page seven of our student application form. Parents must initial under these statements to indicate that they have read it and agree to have their child in this environment. The admissions personnel are more than happy to discuss any of the points with the parents.

Upon having their children accepted to Logos, parents are required to sign our ESLRs and state that they, “... have read and understood the Mission and Expected Schoolwide Learning Results of Logos International School, and am willing to have my child(ren) educated according to these principles.” This document is translated into both Khmer and Korean.


1.3 The school/program has a clear written statement of faith that identifies the beliefs to which the school/program adheres and that is consistent with the written statement of philosophy.

Our statement of faith is an Asian Hope document that all expatriate staff are expected to sign and is part of the Logos application form. A copy of the signed statement of faith is kept in each teacher’s file in the Asian Hope main office. There is nothing in our statement of faith that does not align with any of our philosophy, mission, vision and/or ESLR statements.

1.4 The philosophy statement consistently applies as an integrative, coordinating,

and examining device throughout all aspects of the programs, operations, and curriculum.

The development of our new Logos logo during the 201314 school year incorporated discussions with parents, students, and faculty. These discussions emphasized the role that our vision and mission statements play in our school. The presentation that is linked was shared with parents, students, and faculty. It briefly discusses the process we went through and how our new Logo symbolises who we are. This process is an example of how the faculty and administration use our philosophy, vision, and mission statements as a lense to view what we do.

The ESLR survey results are used to examine our program at the end of each year. These results are then used to help us focus our schoolwide initiatives for the next school year.

The Parent Forum held in August 2014 focused on our philosophy of coming alongside parents to help them educate their child(ren). This forum helped us to identify areas that we could improve in so as to better serve our school community.

The ESLRs are part of each unit plan. Teachers use these statements as they determine what they will teach and how they will teach it to Logos students.

1.5 The administration, faculty, and staff continually identify plans or goals to

advance the philosophy, vision, and mission statements of the school/program. All faculty and students from grades 612 took the ESLR survey in the spring of

2013. These survey results were used to further tweak the survey and review our ESLRs. The results were also used to help us highlight areas to focus on, but it was used in a limited manner.

All students from grades 712 took the ESLR survey in the spring of 2014. These survey results were discussed in several staff meetings and were used to help us identify our theme for the 201415 school year. Identity in Christ was chosen as the theme as this was observed by faculty and administration as the area deserving the most attention.

All faculty have completed the ACSI Truth Project. They either did it during meetings that took place during the 201213 school year (see faculty meeting agenda/minutes for Aug. 20th, Oct. 22nd, Feb 1st, etc.), or they complete it before they arrive through Moodle.

Besides the Truth Project, teachers that have been hired are able to take a variety of other training sessions via Moodle to better prepare themselves for when they arrive


to work at Logos. Google Docs, which is a big part of what we do, are taught through Moodle as are core aspects of our Child Protection Policy, etc.

Our ESLRs are linked into our curriculum guides. Logos School Development Plan focuses on making changes that will enable us to

continue to improve our school program. High school camp takes place in February of each year and focuses on leadership

development and team building (grade 9 and 10), and service (grade 11 and 12). (Available upon request).

High school retreat takes place in the first semester of each year and focuses on developing unity amongst the students as well as spiritual development.

1.6 From a distinctively Christian perspective, all staff demonstrate a commitment to

the development of the whole child—spiritually, intellectually, physically, emotionally, and socially (Luke 2:52).

The teacher job description clearly indicates that faculty are to be committed to the whole development of the child. Faculty are required to sign their job description, and it is placed in their file.

Each staff member is required to sign and adhere to the guidelines of the Asian Hope child protection policy.

Our ESLRs are part of each unit plan; these ESLR statements, which contain the same focus as our mission and vision statements, state that we seek to develop students that are spiritually maturing, academically sound, and socially responsible.

Logos’ curriculum is composed of a wellrounded education that includes courses that incorporate a biblical worldview in English, mathematics, science, social studies, world languages, IT, the fine and performing arts, physical education, and Bible.

A wide variety of extracurricular and sports programs are offered for children in elementary, middle, and high school.

Each faculty member is part of a Professional Learning Community which focuses on student learning.

All faculty participate in scheduled professional development initiatives. This includes inservice activities that have been put on by BIOLA as well as inhouse inservices that take place during new teacher orientation and all teacher orientation as well as throughout the school year (see 201213 Truth Project dates, Oct. 8, 2012, Feb 1, 2013, Dec. 2, 2013, Feb 17, 2014 meeting agendas).

Faculty attends and leads high school camp and high school retreat programs. Each teacher in elementary through grade 6 participates in chapel by leading a

chapel several times each year. Often the teacher will guide their class in taking on a leadership role for the chapel that they have been assigned (see elementary chapel schedule).

Teachers are required to write their philosophy of education when applying to Logos. This philosophy is reviewed by the administration during the hiring process to ensure that their philosophy accords with the Logos philosophy (see teacher application).

All faculty attend our faculty devotional time each weekday morning and lead the devotion several times per year.


S1: Areas for Continuous School Improvement

Although we have a clear written philosophy, mission, vision, and ESLRs, and these statements play an integral part of our daily planning and long term vision, the school administration needs to ensure that they are reviewed by all appropriate stakeholders in a deep and meaningful manner on a yearly basis.

Although Logos adheres to the core values of its parent organization, Asian Hope, the administration should ensure that structures are put in place so that all aspects of the school organization are scrutinized by them.


Standard 2 - Governance and Administrative Leadership

ACSI Standard Two (S2) Governance and Administrative Leadership Compliant

[WASC Criteria A. Organization for Student Learning 2. Governance; 3. School Leadership] [WASC Criteria D. Resource Management and Development 1. Resources; 2. Resource

Planning]

Committee Chair: Pam Sephton ACSI Standard Two: “Christcentered governance and administrative leadership that promotes effectiveness of the school/program and growth of the student/child through an established structure contributes to a wellmanaged and operationally and financially sound Christian educational institution. The administrative 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 governance policies are implemented by the staff who are guided by operational policies and procedures developed by the administration. The administrator is the instructional leader of the school, and he or she supervises all faculty and staff.”


2.1 X

2.2 X

2.3 X

2.4 X

2.5 X

2.6 X

2.7 X

2.8 X

2.9 X

2.10 X

2.11 X

Totals 5 6

S2: Brief Narrative


Logos International School is blessed with a very strong, experienced, and strategic Board which oversees the robust financial practices and overall organizational processes with a deep sense of God’s calling. Asian Hope, Inc. is a nonprofit organization incorporated in the State of Colorado and a recognized 501c3 by the Internal Revenue Service. Currently the scope of Asian Hope’s ministry in Cambodia includes Village Development programs in 3 locations that provide supplemental education to impoverished, vulnerable children living in hard places; 2 private schools (Logos International School and Asian Hope International School); tertiary education and leadership development program for high school graduates (Higher Education and Leadership Preparation); and an administrative center and guest house (The Sanctuary). Asian Hope is currently governed by a six member Board of Directors of which 5 are located in the USA (3 in Colorado, 1 in Oregon, and 1 in Texas) and 1 located in Phnom Penh, Cambodia. The Board has 3 officers (Chairperson, Treasurer, and Secretary) and 2 committees (Finance Committee and Compensation Committee). Asian Hope and the Board of Directors are subject to the provisions of the Colorado Revised Nonprofit Corporation Act and applicable Colorado law. The Board appoints a President/CEO, who is the singular organizational position that is primarily responsible to carry out the strategic plans and policies as established by the Board of Directors. This position resides in Colorado with frequent trips to Cambodia. The chief administrator of the private schools is the Director of Education who reports to the CEO. The daytoday management of the schools is entrusted to the school’s Head Principal, who is under the supervision of the Director of Education. The school works through a Leadership Team which includes the principals of each area of the school, the Curriculum Coordinator and the Director of Education. The Head Principal and leadership team work well with the Director of Education to enable an effective and strategic decision making process. The evaluation process for this team involves selfevaluation, goal setting, and feedback. Logos International School is committed to the education of the whole child through valuing each child and enabling them to develop and grow from individual starting points to reaching their potential. The school admits students from various backgrounds based on biblical ethics andprofessional judgement. The process is clearly defined for all parents and staff. The school’s and organization’s core values support this wholeheartedly. S2: Strengths

All members of the organization have a deep sense of calling from God to be part of Asian Hope and Logos’ ministry.

The organizational structure of Asian Hope as a whole and within Logos promotes collaboration and team participation.

Accounting and financial practices are very strong. Asian Hope is in full compliance with policies, laws, and guidelines for organizations in the

United States and is in the best position possible for Cambodian law.


Decision making, collaboration, and a working team structure is crosscultural and highly effective.

Capacity to educate all children at their level throughout the school through a wellqualified and experienced special educational needs department.

S2: Documentation Documentation which supports the following Indicators:

2.1 Policies are in place to see that the educational needs—as well as the developmental needs of the whole child—of each admitted student/child 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/children and their families

As stated in our mission statement which is found on our website under Admissions, Teacher Handbook on page 4, and Parent/Student Handbook on page 6, Logos International School is dedicated to academic excellence in providing a wellrounded, quality, Christian education to students from all ethnic and socioeconomic backgrounds. Furthermore, as stated on our website and under Admissions and on our student application form, Logos does not discriminate in its admission policy based on race, national origin, religion, or sex excluding the following instances: Enrollment is generally limited to no more than 40% of any one nationality in order to preserve the international balance of the student population. In the case of religion, enrollment may be censored when necessary in order to maintain the strong Christian culture of the school. Though not required to be Christian, parents of students at Logos should have a clear understanding of the biblical philosophy and purpose of Logos. This understanding includes a willingness to have their child exposed to the clear teaching (not forced indoctrination) of the school’s Statement of Faith in various and frequent ways within the school’s program.

Every attempt is made to place each new child in the grade they are applying for. However, if through assessment tests or other evidence, it is determined that the child may not be adequately prepared in school work or behavior for the next sequential grade level, it may be necessary that the student repeat the previous grade. The school reserves the right to not admit/readmit any student where it is determined by the administrator that enrollment would not be in the best interest of the school, the family, or the child. (See Admissions Procedure on the school website)

Students applying to Logos are assessed using the Measures of Academic Progress test (MAP). If there are any questions regarding learning issues, further tests may be given by our learning specialist team. These assessments could include a nonverbal reasoning test which provides a perceptual reasoning index, and/or a verbal diagnostic assessment. We want to ensure that we are truly able to meet the needs of students admitted.

For current students who may have learning issues, teachers complete a Concern Form which is submitted to the Head of Special Educational Needs who observes


the student, completes an assessment and creates a report which may result in anIndividual Educational Plan (IEP sample) being written for that child.

Teachers that may have concerns about a student’s academic level can fill in a Concern Form which is followed up by our special education department. In addition, a teacher can also fill in a Speech and Language Concerns form that is viewed by our special education department.

Training is given, as needed, by the special education team and through professional development. (See differentiation workshop in orientation 2013)

A cultural issues forum with a parent panel during 2014 orientation discussed Korean, Western, and Khmer parent perspectives on education, spiritual development, and communication.

One of Asian Hope’s core values relates to the special attention and action detailed in the Bible for the vulnerable and atrisk. At Logos we advocate for and support those who may have special educational needs and consistently work to meet those needs. (See AH core values)

2.2 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.

Clear admissions procedures and policies are in place. These procedures can be found by prospective parents on the Logos website under the Admissions tab. (Also see the Application and Admission Procedure and Policy and Admissions Checklist)

Our various handbooks contain the majority of our written policies and procedures. Teacher Handbook Parent/Student Handbook AH Employee Handbook

The Development Plan is used to identify and project development needs in a variety of areas for the next three years.

Articles of Incorporation Bylaws Cambodia Ministry of Foreign Affairs

MOU Renewal

Lease Board Governance Guidelines Budget Process Finance Policy Manual (available upon request)

2.3 A governing body has been established, and its primary responsibilities include developing general school governance policy, hiring the school head/program director, providing direction and strategic planning, ensuring the financial stability of the institution, defining the role of the governing body, and defining the role(s) of those who will interact directly with it.


The Board and CEO has appointed a Director of Education that works with the CEO/President of Asian Hope to support strategic planning for the school alongside the Principal and School Leadership Team. (See AH global organizational chart)

Each board member receives a quarterly copy of Focus on Accountability from Evangelical Council for Financial Accountability (ECFA).

The Board and CEO conduct an annual board retreat (2011 Agenda, 2012 Agenda, 2013 Agenda, 2014 Agenda).

The Board appoints a President/CEO who is the singular organizational position that is responsible for carrying out the strategic plan and policies as established by the Board of Directors. This position resides in Colorado with frequent trips to Cambodia. The chief administrator of the private schools is the Director of Education who reports to the CEO. The daytoday management of the schools is entrusted to the school’s Head Principal, who is under the supervision of the Director of Education. (Governance Structure Document)

2.4 The governance and leadership of the school/program reflect a clear

Christcentered governance and leadership model. According to their role, the governance and leadership provide spiritual leadership to the staff, students/children, and other stakeholders in fulfilling the Christcentered mission of the school/program.

Position descriptions for CEO, DoE, Head Principal, Elementary Principal and Secondary Principal show clear expectation of Christian witness ‘The position title must be willing to sign the AH Statement of Faith and be a current member or regular attendee of a local Christian church. The position title must also abide by all AH as well as departmental specific policies and procedures and the expectations of assigned position responsibilities.’

Each year the school leadership, teaching staff, and office staff (and families) go on a “Teacher Retreat” from Phnom Penh to reflect on their Christian life together. 2013 Teacher Retreat, 2012 Teacher Retreat

A Statement of Faith is signed and kept in each teacher’s and administrator’s file. The biographies of each board member clearly demonstrate that they are men and

women of God who are active agents in their community and the global community for Christ. (Also see By Laws)

On the first page of the Articles of Incorporation, it is clearly indicated that Asian Hope has been formed to perpetuate the message of the Gospel in word and deed.

The Governance Structure document clearly defines that Asian Hope board members must demonstrate a clear Christian testimony and daily lifestyle.

2.5 Financial resources are available to fulfill the mission and programs, and

financial operations and decisions are conducted with integrity and in accordance with biblical principles. Income received from tuition is appropriately used for educationrelated expenses within the school/program.

The school budget is linked to the School Development Plan, as applicable. Asian Hope is accredited by ECFA. An annual external audit is conducted by highly respected Christian auditors Capin

Crouse. Annual financial report is available on the Asian Hope website.


One of our Core Values is integrity. Under this value, it states that, “Asian Hope is committed to business and ministry dealings that support and do not violate Christian morals and commonly held ethical best practices. This includes but is not limited to upright stewardship and transparency regarding our finances and fundraising, honoring commitments, external accountability (i.e. various types of audits and evaluations), truth and completeness in communication, and endeavoring to understand and comply with the laws of the countries we work in. 2 Cor 1:12, Prov 10:9, Prov 2:7.”

2.6 The budget is constructed carefully—using input from department heads—and

is managed properly in accordance with the stated goals of the school/program. The budget reflects an accurate assessment for educating a student. Stated student outcomes are appropriately financed.

Previous budgets are used to guide future budgets and to ensure accuracy. Yearly reviews are conducted by the Asian Hope Leadership Team to assess budget

needs. A salary analysis is completed every other year to ensure that Asian Hope is in line

with other similar organizations. (See Cambodian Salary Benchmarks and Scales and Expat Salary Benchmarks and Scale)

Adequate IT resources are in place through an annual IT Fee and Book Fee. Key departmental individuals are consulted each year in December and January as

the budget is being developed for the following school year.

2.7 A financial review is conducted annually. An annual external audit is conducted by highly respected Christian auditors Capin

Crouse. Two of the major changes that have taken place as a result of the annual audit are

that our internal controls have been greatly improved and our accounting department and systems were centralized. These changes are clearly articulated in our annual management comment letter (See Capin Crouse Management Letter 2011, Capin Crouse Management Letter Report 2012, Capin Crouse Management Letter 2013, Capin Crouse Management Letter 2014)

2.8 The school/program ensures compliance with applicable local, state, and federal laws, as well as licensure requirements, standards, regulations, and documentation.

The following documents demonstrate that we are in compliance with U.S. laws: IRS 501c3 Letter Colorado Tax Exempt License Colorado Charitable Organization Certification 7/31/2013 Form 990

The following documents demonstrate that we are in compliance with Cambodian laws:

Ministry of Education MOU Prakas 2005 Prakas 2006


Prakas 2010 Health Plans

International Local

2.9 The school/program recognizes and preserves the administrative leadership

prerogatives of the school head/program director and provides for an appropriate evaluation system of leadership.

The School Leadership Team have clear position descriptions. The Head Principal holds the overall leadership role. (See Head Principal Logos)

Each member of the Leadership Team is involved in the performance management evaluation process. They complete a selfevaluation rubric, the Principal Performance Management Indicators, which needs to include evidence. This is then discussed with the DoE or the Head Principal and goals are set for the year based on areas for development. The Head Principal’s evaluation is personally conducted by the DoE. The indicators range over all aspects of school life. The evaluation process is positive, encouraging, and stimulates professional growth and development.

The Logos Leadership Team meets with the DoE monthly (agendas available on request) to review together an educational publication (Last year, John Maxwell: Five Levels of Leadership and 21 Laws of Leadership; this year Todd Whitaker: What Great Principals Do Differently.)

Logos International School flow of responsibility chart

2.10 Constituents and stakeholders are provided appropriate input in the decisionmaking process, a practice that promotes a culture of participation, responsibility, transparency, and ownership.

A member of the Logos administration attends a portion of each Logos Parent Association (LPA) meeting so as to answer any questions they may have and to seek input on various matters from them.

The Head Principal attends a portion of each student council meeting (StuCo) so as to answer any questions they may have and to seek input on various matters fromthem.

The administration are evaluated annually by the teaching faculty. (See Administrator Evaluation by Faculty)

An Expected Schoolwide Results Survey is given to all students in grades 712 at the end of the year. These results are collated and themes or issues are identified that need to be addressed.

Parents are asked to fill in a survey each year during reenrollment. (See reenrollment survey)

A parent panel composed of Korean, Khmer, and Western parents has been held twice in the past two years so as to get feedback from those different constituents on issues such as the school philosophy of education, communication, homework, discipleship, etc. (2014 orientation parent forum minutes, Aug. 27, 2012 faculty meeting on Korean perspective, Sept. 10, 2012, faculty meeting on Khmer perspective)


2.11 Compensation packages for all employees are commensurate with the training

and services rendered. All Khmer staff receive salaries that are equitable to other similar NGOs. This

information is taken from the Cooperation Committee for Cambodia yearly publication which gives a survey of salary and benefits. These scales are reviewed every odd calendar year. (See 2013 Cambodian Salary Benchmarks and Scale)

The expat staff salary scale is looked at every even calendar year. (See 2014 Expat Salary Benchmarks and Scale) Positions of greater responsibility have an increased salary allowance.

Health care packages are provided for all staff. (See Expat Health Coverage and Hope Worldwide Medical Plan 2014)

Flights to home country for expat teachers at the beginning and end of a 2 year contract are provided and a settling in allowance is provided to all new expat staff. (See Requirements and Benefits for Asian hope Schools’ Teachers)


The leadership team needs to establish an intentional plan for giving board members training appropriate for an educational organization.

The leadership team needs to establish a schedule for reviewing major policies with all stakeholders.

The leadership team needs to review the teacher compensation package taking into consideration factors such as teachers’ training, qualifications, and experience in order to promote the retention and recruitment of excellent and experienced teachers.


Standard 3 - Home and Community Relations and Student Services

ACSI Standard Three (S3) Home and Community Relations and Student Services Compliant

[WASC Criteria C. Support for Student Personal and Academic Growth 1. Student

Connectedness; 2. Parent/Community Involvement]

Committee Chair: Faith Moon ACSI Standard Three: “The school/program 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/program meets the educational and developmental needs of the students/children it enrolls. Services at the appropriate levels include guidance (both academically and personally) 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.”


3.1 X

3.2 X

3.3 X

3.4 X

3.5 X

3.6 X

3.7 X

3.8 X

3.9 X

3.10 X

3.11 X

3.12 X

3.13 X


Totals 9 4

S3: Brief Narrative Logos International School has upheld the vision to assist parents in nurturing their children academically, spiritually, and socially. It is represented by twenty different nationalities with full class sizes. We find it vital to keep an open communication from school to home that includes regular feedback from parents and students and clear explanation of various policies in the Parent Student Handbook. Numerous student activities that reflect a variety of interests are offered for both genders. As Logos International School becomes more established, the need for increased guidance services is evident. Processes are in place to identify and address students who have special needs, and communication with teachers and parents will be expanded. S3: Strengths

Our student enrollment is at its maximum with many more waiting to be admitted, and our student body is represented by twenty different nationalities. We are unable to accept more students due to the space limitation.

Logos strives to communicate with the parents as clearly and accurately as possible in a timely manner.

The school server is backed up electronically each night and the server is backed up to an external hard drive and put into a fireproof safe every month.


3.1 The school/program conducts regular demographic assessments of its constituents in light of the stated mission.

The three main nationalities that make up our school community are American, Cambodian and Korean. We make great effort to keep a balance of our student population with about 35% Western, 35% Cambodian, 20% Korean, and 10% other. Demographic assessment is recorded annually during our reenrollment. (See Student Demographics)

3.2 Enrollment must be sufficient to establish the viability of the school/program.

Logos currently has 357 students enrolled. There is one class per grade which services about 2426 students each. We have expanded grade 11 and 12 to contain up to 30 students as there is more flexibility with more options for classes being offered. (See Student roster)

We also have a long list of waiting students. They are reviewed every year and parents are notified of next steps in admission or asked if they would like to be kept on the waitlist. (See Applications)


3.3 The length of the school day and year, as well as the number of instructional

hours and days, should comply with state or provincial laws, if applicable. Logos has 181 instructional days in the school year. Students are in school from

8:05 am 3:11 pm each day. (See school calendar) The After School Program is offered to students in grades K5 throughout the school

year from 3:30 pm 4:30 pm and are taught by our teaching staff. (See ASP Registration Form)

High school students are required to attend the annual three day retreat (first semester) and a week long Service Trip/Bible Camp (second semester). They are led and chaperoned by our secondary teaching staff. (See Retreat Schedule, Bible camp schedule, Jombok Haos)

Logos also provides a fourweek summer school program for Preschool grade 7 which is also open to the community. The classes are taught by teachers who were recruited from Teach Overseas along with our Cambodian Teaching Assistants in each of the classes. (See Summer School Schedule)

3.4 The school/program systematically seeks input/feedback from current and past

students and their families to provide insight and information regarding the learning process in order to adjust its instructional and operational practices.

An ESLR survey is administered to Middle and High school students at the end of the year. After reviewing the results, administration and some members of the teaching staff select an area of weakness to focus on for the following school year. (See ESLR Survey)

In December, Middle and High school students fill out an evaluation form for each of the teachers they had for the semester. The data is collected and compiled by the administration and shared with the individual teacher. (See Student/Teacher evaluation)

Parents are asked to fill out a brief survey regarding school programs annually in the reenrollment form. The results are compiled and reviewed by the administration. (See Parent Survey)

During our All Teaching Staff Orientation in the beginning of the school year, parent representatives are invited to share their perspectives on the school’s role and expectations. Parent groups that are represented are Western, Cambodian, and Korean. (See schedule Parent Forum)

The Khmer teaching staff hold a yearly informational meeting with the Cambodian parents with question and answer sessions in order to provide information and receive feedback on Logos’ Khmer language program. (See Khmer language)

3.5 Regular, established, and effective twoway means of communication occur

between the school/program and its constituents; the age of the student/child influences the frequency and specificity of communication.

Every elementary student has a Homework Assignment Sheet (HAS) that goes back and forth from home to school each day. It provides information about subjects and topics covered for the week, homework assignments, and any notes or comments


from teacher to parent and vice versa. Parents sign the HAS every night and send it back to school the following day.

Group emails are set up for each grade level with the parents email address so we can provide the necessary information to the specific group. We also communicate with parents through our Wednesday Update that is sent out weekly to parents’ emails as well as on our school website. Here is a sample Wednesday update.

A phone tree is also set up to reach all the families with information that pertains to everyone through Clickatell. (Available upon request)

Parent/Teacher Conferences are held one week after the first quarter. Parents are encouraged to sign up for a time slot to discuss the student’s progress. (Available upon request)

The Logos Parent Association meets once a month to support the staff, students, and the community through various events (i.e. Logos BBQ, Back to School Night, Logos Carnival, etc). They also work with the Student Council to provide for needs the student body may have with chaperoning, judging Science Fair, baking goods for Coffee Cram during final exam week, etc. The meetings are held in English with Khmer and Korean translations.

Communication with parents and grievance policy is included in the Parent Student Handbook (Section E) and grievance policy for employees in the Teacher Handbook (Section F).

3.6 The nondiscrimination statement must be demonstrated in the actions,

relationships, and programs of the school/program. Logos does not discriminate but provides Christian education to students from all

ethnic and socioeconomic backgrounds. (See Parent Student Handbook Section A2)

Nondiscriminatory procedures are used in admissions to Logos and can be found on page 7, part 1 #8 in the Application.

3.7 The guidance services include the following minimum services: (1) for early

education children and families—assessment, screenings, referrals to community services, resources, and referrals to support the success of the children and families; (2) for elementary and middle school/junior high school students—standardized and/or criterionreferenced testing, counseling, and referrals; (3) for high school students—assessment, counseling, referrals, and post–high school planning.

Assessment of all new students to determine current academic and social functioning is the standard practice at Logos. Including multiple types of assessments, there are onsite and offsite resources available to support the students’ academic, emotional, and spiritual health.

Logos provides academic support staff who are trained in special support needs and offer students academic support using oneonone or small group modalities.

Logos provides psychological and spiritual support staff who are trained in dealing with common socioemotional and spiritual issues that often present during the preadolescent and adolescent stages.

For grades 18, Logos previously used the SAT and TerraNova test. Since February 2014, Logos has administered the Measures of Academic Progress (MAP) test. The


MAP test is given three times per year (Sept./Dec./May) to measure the student’s progress throughout the year. (See the Standardized Tests section in the ParentStudent Handbook)

Logos is currently in the process of becoming an SAT and CLEP testing center. Logos provides onsite college advising.

3.8 Processes are in place to identify and address students/children who have

special needs. MAP testing results are used to assess students academic progress. MAP testing

results are also shared with each student’s parents. A Teacher Concern Form is used to help identify students who need extra support in

the classroom. After struggling students are identified, classroom interventions and

accommodations are implemented. These strategies come through discussions with the learning support staff and personal knowledge and research of the teachers. Learning support staff will continue to informally monitor how these students are doing (conversations with teachers, watching grades, observing the student). At this point students may be pulled out for small group or individual work with a member of the learning support team. This time focuses on extra practice and explanation of classroom concepts. It does not have to be a regularly scheduled time but may occur as the classroom teacher and learning support teacher see fit. This will usually occur 12 times a week.

If more intervention is needed, based on lack of success, then there will be a parent conference to discuss the learning needs of the student. If it is agreeable to all, then the student will begin to receive regularly scheduled specific intervention time with a learning support teacher. This is usually 35 times a week with a dual focus on content from the classroom and building of skills that are missing. There is often some testing done at this time to identify specific areas of academic weaknesses that can be targeted.

3.9 Training, support, and ongoing professional development opportunities for

guidance personnel are provided. A professional development fund is available to pay for approved courses that further

the education and experience of all staff. The professional development fund has been used to purchase a certification course, in a particular area of counseling, for guidance counseling personnel.

The Logos guidance counselor is currently studying towards a Master of Arts degree in Human Services Counseling.

Living Well Cambodia, a member care organization, offers Logos an excellent professional source for referrals and continuing education.

3.10 A working relationship with parents is fostered by (1) communicating guidance

services and information, (2) maintaining standards of professional confidentiality, and (3) having a written policy regarding the transfer and acceptance of credit requirements for promotion, graduation, and honors.


LIS has an effective policy regarding transfers and graduation requirements. (See Section CAcademic Policies in Parent Student Handbook)

3.11 Confidential records of students/children must be kept in a safe location, and

they must be complete, organized, current, and accessible only to appropriate personnel.

Confidential student records are stored in file cabinets in the Logos main office. The school server is backed up electronically each night and backed up monthly to

an external hard drive that is stored in a fireproof safe.

3.12 The activities program includes the following components: (1) activities that foster opportunities for both genders and that are comparable in number when possible; (2) activities that reflect the gender mix of the student population; (3) activities that are balanced among athletics, fine arts, academics, and other interestbased activities; (4) sponsors, advisors, and coaches who understand and agree with the philosophy of the school and who demonstrate their background and training.

Sports, Drama, Worship, After School Program, Robotics, and Student Council are offered to both genders and reflect the gender mix of the student population.

All of our coaches demonstrate experience in the respective sports they coach. (See Qualification of coaches)

After School Program offers activities for ages K5 which includes sports, arts, baking, computers, etc. (See ASP Registration Form)

3.13 The school provides sufficient facilities, appropriate personnel, and financial

support for each component of the student activities program. Student activity programs are carried out on school grounds with qualified teachers,

teacher’s assistants, or coaches. There is a budget to financially support the student activities (i.e. referees, buses,

tournament fees, supplies, etc). (Available upon request) S3: Areas for Continuous School Improvement

Logos only has one parttime guidance personnel to provide counseling to students from K12.

Learning support is growing with qualified staff to assess and implement learning strategies specific to individual students. However, clearer structure and communication with teachers and parents could be established.

Logos could expand the variety of student activities offered. There is a regular competitive sports program offered for students in grades 612, and the After School Program offers sports activities for grades K5. However, there are limited activities for the nonathletic students from K12.


Standard 4 - Personnel

ACSI Standard Four (S4) Personnel Compliant

[WASC Criteria A. Organization for Student Learning 3. School Leadership; 4. Staff; 6.

Reporting Student Progress]

Committee Chair: Aaron Summers ACSI Standard Four: “All personnel are Christians. They are competent and dedicated and are well qualified for their assigned responsibilities. They are committed to the written philosophy, mission, vision, and core values, and they engage in ongoing professional development that will assist in the process of continual growth in student learning and the educational course of the school/program. The administrative, 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.”


4.1 X

4.2 X

4.3 X

4.4 X

4.5 X

4.6 X

4.7 NA NA NA NA

4.8 X

4.9 X

4.10 X

4.11 X

4.12 X

Totals 7 3


S4: Brief Narrative Logos International School is dedicated to providing a quality education from a Christian worldview. This is expressed in our mission, vision, statement of faith, and expected schoolwide learning results (ESLRs). Expat teachers go through a thorough application process that ensures that they are committed Christians and committed to the goals of the school. They are also required to have the appropriate training and/or experience to help ensure the delivery of quality education to the students. Administrative and teaching staff are committed to professional development and growth as evidenced by the professional development opportunities provided “in house” and abroad and through professional growth provided by a thorough teacher evaluation program. Teachers are given ample time for curricular planning and engaging in extracurricular activities that are viewed as valuable to the over educational experience of students. Fulltime secondary teachers teach 12 of 24 periods per week, and elementary teachers each have a fulltime teaching assistant. S4: Strengths

Each teacher comes with a servant’s heart fully committed to the mission and vision of the school as determined through the application process.

Professional development is considered vital to the ongoing development of our educational program.

The number of teaching staff is sufficient to allow each teacher ample planning and preparation time.


4.1 Each staff member must be a Christian, and each must have a clear testimony of faith in Christ, reflecting the school’s/program’s code of ethics/lifestyle statement that is affirmed by the administrative team upon hiring.

All staff applicants must submit an application for employment which includes a written Christian testimony along with statements regarding their views towards nonChristian religions and church involvement. Applicants must also submit a personal Christian philosophy of education. (See Teacher Application)

Staff members must sign their agreement with the Asian Hope Statement of Faith. (See Statement of Faith)

4.2 The leadership of the school/program ensures that staff members know and

understand the ethical considerations of their respective positions. Considerations include, but are not limited to, the following:

Confidentiality (See Logos International School Student Confidentiality Statement) (See Asian Hope Employee Handbook)


(See Asian Hope Child Protection Policy) (See Behaviour Expectations: Section D in the Teacher Handbook)

Professionalism (See Asian Hope Core Values) (See Basic Tasks of a Teacher at Logos) (See Teacher Job Description) (See Behaviour Expectations: Section D in the Teacher Handbook)

Appropriate relationships with staff, parents, and children (See Basic Tasks of a Teacher at Logos) (See Asian Hope Child Protection Policy) (See Behaviour Expectations: Section D in the Teacher Handbook)

Personal and spiritual development (See Asian Hope Core Values) (See Teacher Application)

Professional reading and contributions to the field (See Teacher Application)

Flexibility (See Teacher Job Description)

A Christlike attitude (See Asian Hope Core Values) (See Teacher Job Description) (See Behaviour Expectations: Section D in the Teacher Handbook)

4.3 School/program personnel, including volunteers, must clearly indicate their

calling to the mission of the school/program and give evidence that their relationships with its entire community are biblically based.

All faculty must sign the Asian Hope Statement of Faith indicating their agreement with the core doctrinal beliefs of Asian Hope. (See Statement of Faith)

The teacher application contains a Personal Philosophy section where potential teachers must share their philosophy of Christian education. This gives administrators the opportunity to make sure the applicant’s philosophy aligns with the school’s mission. (See Teacher Application)

In the Summer School Volunteer Form potential Summer School teachers must indicate what they’re passionate about in education. This gives the Summer School coordinator a chance to make sure their passion for education aligns with the school’s mission. (See Summer School Volunteer Form)

The Logos Committees document clearly demonstrates the breadth of commitment of our teachers to areas beyond their teaching duties.

Teachers all take turns leading in our morning staff devotions. (See Devotion Schedule)

Many Logos teachers are involved with coaching after school sports and running after school programs. (See Extra Curricular Responsibilities)

4.4 The chief administrator/director shall report to or work directly with a governing

body or committee.


The Asian Hope Global Organizational Chart outlines Logos International School’s head principal’s relation to the overall organization. The head principal works directly with the Asian Hope Director of Education and the President/CEO who works directly with the Board of Directors. (See Asian Hope Global Organizational Chart)

4.5 The K–12 chief administrator and all K–12 principals must hold an ACSI

administrative certificate. All principals hold ACSI administrative certificates.

Head Principal Dan Hein Elementary Principal Faith Moon Secondary Principal Aaron Summers

4.6 All K–12 teachers must hold, at minimum, a bachelor’s degree from an

accredited college/university or an institution recognized by ACSI. (See Faculty Information 20142015) Professional development plans have been created for three of our part time

teachers that do not have degrees. Plan for Hsin Wey, a parttime Mandarin teacher Plan for Philip Workman, a parttime physical education teacher Plan for Gordon Barnes, a parttime digital design, yearbook, and drama

teacher

4.7 The K–12 faculty, including fulltime equivalents (FTEs), must hold current ACSI certification.

Not applicable

4.8 Professional development in specific subject areas and grades, as well as the philosophy of Christian school education, is ongoing and integral to the school and is aligned with specific goals and instructional programs.

Here is a sample of what professional development looks like at Logos for a given school year. All of these events took place in 20132014.

(See agenda for Sept. 4, 2013 teacher PD Engaging Activities for a Student Centered Classroom)

(See agenda for Oct. 15, 2013 teacher PD Biblical Integration) (See agenda for Nov. 7, 2013 teacher PD Integrating Technology Into the

Classroom) The elementary and high school principal went with the director of education

to the EARCOS administrators conference in Bangkok in the Fall 2013. Biola University has sent a team the past three years to provide quality

professional development over a twoday inservice. This is an ongoing partnership that will continue into the foreseeable future. (See Biola Professional Development Biblical Integration (Jan 67, 2014) and Biola Training Days for staff (Oct 2014))

(See presentation for Feb. 14, 2014 teacher PD Active Learning) Dan Hein, the head school administrator, participated in a WASC/ACSI

accreditation visit to Metro Delhi International School in Spring 2014.


4.9 Teachers, staff, and administrators receive training in technology that is

appropriate to their work assignments. Here’s a sample of the technology professional development that took place in

20132014. Integrating Technology Into the Classroom (Agenda for Nov. 7, 2013 teacher

PD) BrainPop presentation (from 2013) Educational Technology @ Logos presentation (for elementary) Educational Technology @ Logos presentation (for secondary)

4.10 Procedures, instruments, and files for annual, effective, performancebased

evaluation, hiring, rehiring, and separation of employment for all personnel must be organized and systematically stored. A performance assessment includes a selfevaluation component and informs a personal professional development plan of each staff member.

(See Teacher Evaluation Process Overview) (See Formal Classroom Observation Form) (See Instructional Goals for Teachers 2014) (See WalkThrough Form) (See Student Feedback to Teachers)

4.11 The number of instructional staff and support staff is sufficient for the scope of

the school/program. Logos currently has an average of 24 students per grade from Kindergarten through

Grade 5 with each classroom having a fulltime teacher and teaching assistant. There are also separate specials teachers that teach art, music, computers, foreign language, physical education, and swimming.

Grades 612 has an average of 26 students per grade with 13 fulltime core teachers (math, science, social studies, language arts, and Bible) and 10 fulltime specials teachers (art, music, computers, physical education, foreign language).

Logos also has a special needs staff of 3 fulltime teachers and 1 halftime teacher.

4.12 All personnel, including volunteers and substitutes, must have on file the appropriate screening and background checks, and all personnel must be supervised by qualified staff. Orientation for new staff members is thorough and is conducted before new staff work with the students.

All volunteer coaches, substitutes and parent helpers are required to go through an orientation with the appropriate administrator that will be supervising them. This orientation includes information pertinent to the role they are volunteering in as well as spending time to go through Logos’ Child Protection Policy. This policy is signed and kept in the volunteers file, along with a criminal record check.

All new teachers go through 2 weeks of staff orientation before the school year starts. The first week is dedicated to new staff only while the second week includes all staff. (See New Staff Orientation agenda and All Staff Orientation agenda)



The selfevaluation and personal professional development plans haven’t been thoroughly integrated into the teacher evaluation process. Other means of teacher evaluation are in place and are effective in promoting teacher professional development. These evaluation methods include ongoing informal and formal unscheduled walkthroughs, formal evaluations once each semester, student evaluations of teachers at the end of the first semester (grades 712 only), and individualized professional growth options (observing another teacher in the classroom and reflecting on the practices observed and how they could benefit the observing teacher, videoing a personal lesson and reflecting on what was observed).


Standard 5 - Instructional Program

ACSI Standard Five (S5) Instructional Program Compliant

[WASC Criteria B. Curriculum and Instruction 1. What Student Learn; 2. How Students

Learn; 3. How Assessment is Used]

Committee Chair: Helen Schleper ACSI Standard Five: “The instructional program consists of carefully developed, thoroughly documented, and wellexecuted curriculum elements that include educational philosophy, schoolwide outcomes, a variety of effective instructional strategies, adequate resources, and appropriate assessments that are based on research and quality practices. The curriculum of the school/program is driven by wellwritten policies and procedures. It is sufficiently funded, collaboratively reviewed on a regular basis, and compiled using the school’s mission, vision, and core values to ensure a biblical foundation for instruction. A method for assessing the effectiveness of learning outcomes is in place.”


5.1 X

5.2 X

5.3 X

5.4 X

5.5 X

5.6 X

5.7 X

5.8 X

5.9 X

5.10 X

5.11 X

5.12 X

Totals 12


S5: Brief Narrative As stated in our Philosophy of Education, “Logos International School is dedicated to partnering with parents to provide a wellrounded, quality, Christian education to all students. We strive to equip students to become a spiritually maturing individual, an academically sound student, and a socially responsible world citizen.” In a growing and dynamic school we expect the Logos International School curriculum to be continually revised so we can provide the best education possible. Teachers and administrators are an important part of the curriculum development cycle. Teachers use varied instructional strategies and technology to promote active and authentic learning. Teachers are responsible for the method of delivery to engage students. We believe that a Biblical perspective is a key component for the Logos curriculum. Our goal is for every unit to address a biblical worldview to help students think critically about their subject matter. Virginia Standards and Ontario Standards are used in all Subject Areas (except Bible) to establish daily objectives. The Logos curriculum maintains a balance of knowledge (information) and wisdom (application) and the curriculum contains a variety of measurable and/or observable performance indicators/tasks. The Logos curriculum is tailored to meet the overall needs of the student body. S5: Strengths

Unit Plans include biblical integration, sound educational practice, and state standards. The Unit Plans are shared in Google Docs and are accessible to the Logos staff.

The Expected Schoolwide Learning Results (ESLRs) survey is given to all students at the end of the year.

Students survey their teachers to provide feedback each year in December. Teachers review the results and seek ways to make changes. Through these surveys we are able to monitor the school climate to ensure students are learning.

Logos International School uses instructional strategies, learning activities, and technology that is research based and reflective of sound educational practice. For example, the science fair, history fair, technology, computer (K12) instructional strategies, active learning, and critical thinking skills as well as higherorderthinking skills are ways that our students engage in learning and develop lifelong learning skills.

Logos teachers invest time to incorporate instructional strategies and learning activities to focus on active learning. Their lesson plans and solid teaching skills help students achieve essential knowledge and skills, wisdom and understanding, and critical thinking skills as well as higherorderthinking skills.


5.1 The curriculum guide/plan is based on biblical truth, sound educational practice, and appropriate state or national standards that inform the instructional program for each age and grade level and each program.


Sample Unit Plans: Each teacher designs unit plans that incorporate biblical truth, sound educational practice, and state standards for each grade level and subject area. The unit plans are divided into subject areas, grade level, and year. Underneath the lesson plans are daily plans the teacher follows.

ESLRS : The Expected Schoolwide Learning Results are goals that we have for each student at Logos International School.

Ontario Science Standards: Elementary and Secondary Standards Virginia Standards of Learning Website: Standards for all grade levels and subject

areas can be found here.

5.2 The curriculum guide/plan includes the following components: (1) schoolwide expected student outcomes, (2) an educational philosophy that includes a biblical basis for each course, and (3) mapping or scope and sequence of instruction for each subject area at each grade level (incorporating items such as time frame for each instructional unit, overall instructional goals for each course, instructional resources and textbooks, specific instructional objectives for each unit of study, instructional methods, and evaluation and assessment strategies).

ESLRS: The Expected Schoolwide Learning Results Educational Philosophy: These are divided into Elementary Subject Areas and

Secondary Subject Areas. Scope and Sequence for every subject area (available on request)

5.3 The school/program formally evaluates the curriculum and the instructional

program on a systematic basis, including the monitoring of the school/program climate to ensure that it is conducive to learning and development.

Curriculum Review Cycle: This is the review cycle for 20122016. ESLR Survey Results: These are the results from the ELSR survey for 20132014

which provides climate data from the Logos student body. Teacher Survey: This survey is completed by students to provide feedback to

teachers.

5.4 The school/program uses instructional strategies, learning activities, and technology that are research based and reflective of sound educational practices.

Sample Unit Plans: In each unit plan, instructional strategies, learning activities, and technology are incorporated.

Integrating Technology Professional Development: Agenda Engaging Activities Professional Development: Google Presentation

5.5 Instructional strategies and learning activities focus on active learning, the achievement of essential knowledge and skills, wisdom and understanding, and critical thinking skills as well as higherorderthinking skills.

Sample Unit Plans : In each unit plan, the teachers identify the methods they use to help students learn.

Integrating Technology Professional Development: Agenda Engaging Activities Professional Development: Google Presentation


5.6 The school/program has a written classroom management policy that is developmentally appropriate, biblically based, implemented effectively, and communicated to the school/program community.

Parent and Student Handbook (Section D): The general classroom management policy is written in the handbook.

Syllabus (available upon request): Each teacher explains their expectations for classroom behavior.

Elementary Classroom Rules: All elementary classrooms have these rules posted in their classroom.

5.7 There is a systematic program in place for the assessment of student learning

and development. Sample Unit Plans: Each teacher uses formal and summative assessments to help

their students learn. MAP Testing: Test results Fall 2014 Parent and Student Handbook Section 9: Testing policy is stated in the handbook.

5.8 The school gathers, analyzes, and uses data and research in making

educationally sound decisions regarding students, teachers, and the allocation of resources.

Classroom Instructional Time Comparison Chart: This chart compares Logos to other states in America.

MAP Tests: Logos comparison chart for Spring 2014 and student progression for 2014

Terra Nova: Logos data from 2011/12 2012/13 Teacher Concern Form for Student Referrals Biola Professional Development for Jan 2014 and Oct 2014: Two Biola professors

and one educational consultant presented research based strategies to help teachers implement strategies in the classroom.

Logos Professional Development: Our curriculum coordinator presented ideas from Understanding By Design from Grant Wiggins and Jay McTighe.

5.9 The school uses comparison and trend data of student performance from

comparable schools in evaluating the school’s effectiveness. Terra Nova: We no longer use this test. MAP Tests: Comparison data between all international schools, EARCOS schools,

and Logos International School.

5.10 Instructional materials that are adequate and appropriate for the programs offered are systematically selected and evaluated, and they are informed by appropriate input.

Curriculum Review Cycle: Instructional materials are reviewed by subject area. Sample Unit Plans: Resources are listed in the Unit Plans.


5.11 Written policies and procedures should be in place to allocate and protect instructional time and learning opportunities and support student learning and graduation requirements.

Graduation Requirements: This can be found in the Parent Student Handbook Section C5

HS Course Offerings: This document provides the learning opportunities for high school students.

5.12 The school instructs teachers and students in the ethical and moral use and

evaluation of materials from any source, including verification, attribution and credit, and appropriate referencing.

History: Students learn about primary and secondary resources and citing sources properly. They also learn the skill of critically evaluating websites.

English Virginia Standards (Grades 612): Secondary English classes teach ethical and moral use of materials. Here is an example of the Grade 8 Standards for Research:

8.9 The student will apply knowledge of appropriate reference materials to produce a research product.

b) Evaluate the validity and authenticity of texts. e) Cite primary and secondary sources using Modern Language

Association (MLA) or American Psychological Association (APA) style. g) Define the meaning and consequences of plagiarism and follow

ethical and legal guidelines for gathering and using information. S5: Areas for Continuous School Improvement

Social Studies Standards needs to be revised. Early elementary grades are using Virginia Standards, but the other years are currently using our own Logos Social Studies standards that were taken from UCLA and standards from other states.

We need to determine Bible standards for Grades 912 and Computer Standards. We hope to use our MAP Testing results as a tool to guide instruction. We changed from

Terra Nova to MAP Testing in 2014. We had to work through some technology issues, but in Winter of 2014 we moved to a webbased system. Teachers still need time and training to interpret the MAP Testing data.

Cambodia is a difficult place for finding original copies of texts. Shipping is unreliable and we depend on people to deliver textbooks and novels to our campus. We have made huge strides moving away from copied texts, but there are still some novels and textbooks that need to be replaced.

Elementary Subject Area Synopsis

Elementary Language Arts


Strengths The strengths of the Language Arts programs is the ability to differentiate instruction and setup individual learning goals for each student. The small groups meet for regular practice and reinforcement of learned skills to encourage continual growth and development. The minilessons are age appropriate in length and focuses on a specific skill or concept as well as provides encouragement and positive reinforcement. The structure of Daily 5 allows for regular individual conferences, as well as small group conferences. The Razkids is an excellent supplementary resource that provides opportunities for listening in class, as well as leveled readers for school and home. Weaknesses The lack of resources that are age appropriate make it difficult to provide sufficient reading materials that are suitable for developing reading skills and maintain students’ interest. This is particularly a problem in the lower grades where picture books are above the average reading level and comprehension. We would like to provide kidfriendly technology to expand listening opportunities by offering easily operated equipment that is durable and withstand classroom use. In an international school setting, many of the western literature is beyond the contextual understanding of students from another language background. Daily 5 is a relatively new program and as a result teachers who are newly implementing this program lack confidence due to the lack of comprehensive training in the system. Additionally, they feel challenged by the complexity of balancing the standards with the Daily 5 structure and the Houghton Mifflin content. Suggestions We would like to buy some resources age appropriate resources (level AF readers, decodables, culturally appropriate materials, kid friendly listening material). We also think Daily 5 trainings throughout the year would be helpful. We would like to use our PLC time to share ideas. We think pairing new teachers with experienced teachers as mentors and sharing resources, ideas and opportunities to observe other classes in action would be helpful. We would like to focus on one program and utilize Houghton Mifflin as merely a supplementary program instead of trying to integrate both simultaneously.

Elementary Bible Strengths

Grades K4 have newlypurchased and updated ACSI Bible curriculum (2011 edition) which provides a comprehensive scope and sequence ensuring that students are exposed to the entire chronological story of the Bible as well as doctrines of the faith and a deeper study of the life of Christ. Each grade has chosen ageappropriate Bible versions or storybooks and has accumulated relevant supporting materials such as music, reference books, and posters. Upper elementary resources include class sets of Bibles (NIrV for grades 34 and NLT for grade 5).Teachers are equipped with substantial background knowledge of the Bible as many of them have attended Christian colleges, workshops, and Bible studies and have a deep interest in personal study and investing in the spiritual needs of their students. ESLRs provide a framework to reinforce the Christian worldview throughout all subject areas. Biblical integration throughout the curriculum allows students to see how God’s Word informs our study of all disciplines in God’s world. During the 20142015 school year, a plan has been implemented to organize


elementary chapel according to the theme “Identity in Christ” which matches the schoolwide emphasis on this area and the 1.2 ESLR “know who you are because of Jesus’ love” which was identified through student surveys as an area in need of attention. Teachers and students have found the thematic approach very helpful in creating a flow for chapel topic selection and deeper growth in student understanding. Teachers observe that students are able to explain their identity in Christ much more readily as a result of the time and focus spent on this topic. The elementary staff hopes to continue the thematic approach in future years. Weaknesses:

The Biblical narrative lends itself naturally to a storytelling approach. Teachers tend to base their lessons on the ACSI text and storytelling approach and include less diversity of instructional presentation methods than they might for other courses, in general. Assessments for Bible class are typically based on memory and content knowledge and are primarily paperpencil type tasks. Diversity of student background and religion makes application difficult outside of school some students belong to families who are very involved in ministry while other students are the only believers in their families. This dynamic makes application of spiritual disciplines or participation in service projects difficult to accomplish outside of the school day. Allocate time in Professional Learning Communities (PLCs) for sharing ideas of how teachers are currently using more diverse methods and assessments within the Bible curriculum or for researching and brainstorming how to expand assessment and presentation repertoire. Suggested Improvements

Students will find ways within the school context for each grade to practice ageappropriate spiritual disciplines and service to peers and the larger student body. Some possibilities include resourcing high school Bible teachers, the chaplain, and the guidance counselor for ideas for how to practice service and encouragement across the grade levels. Teachers may also consider a chapel theme based on spiritual disciplines for a future series. Teachers will look into organizing elementaryled fundraising projects or supply drives.

Elementary Science

Strengths We believe that handson lessons are the best way to teach our students the principles of science. Observing nature, acting out different functions of the body, and performing experiments are a few of the ways we accomplish this. Additionally, Cambodia has a mild climate where students can go outside and observe nature at work throughout the year. Our location also provides us with unique resources that cause teachers to think creatively about their teaching, and we hope this creative thinking trickles down to our students. In addition to our creative, handson teaching, we believe that coming from outside the classroom makes the students feel science is something special. The students are always very excited about science and take initiative in their own learning as a result. They read about topics on their own outside of class and ask thought provoking questions of the teachers outside of science class. Lastly, because we use Jennifer Lawson’s HandsOn Science and Technology Curriculum throughout the elementary grades, we are able to follow the Ontario standards to ensure continuity for students. Weaknesses


Though the location of LIS cultivates creative teaching and unique resources, it also comes with its challenges. Resources for experiments and inquiry lessons are difficult and time consuming to find. Suggested Improvements These areas of improvement can be helped by building up a stock of useful science resources, observing the classroom teachers discipline style and procedures, and developing a consistent, predictable homework routine.

Elementary Social Studies

Strengths Our Social Studies program has many strengths and has been greatly improved and standardized over the last few years. Our school has chosen standards and benchmarks to fit the international context of our school and its students. The elementary grades work to provide students with an introduction to concepts and historical eras that will be covered in greater detail in middle school and high school. These concepts are organized into a framework, outlining when specific topics will be covered throughout the year. Due to limited resources, teaching methods tend to be handson. These handson methods include small groups, centers, creative projects, computer based research projects, simulations, and role play. Though these are often a challenge for the teacher to prepare, they are usually more beneficial in terms of students’ learning. Lessons are integrated with Language Arts and Math whenever possible and Biblical integration is an ongoing priority. The recently adopted standards have been incorporated into unit plans which detail objectives, standards, major assessments, and activities for each unit of study. Weaknesses While our integration and international context aid the students in comprehension and connections, we are working to improve our understanding of the standards. The wording of standards is at a very high level, and it is difficult to convey them to our young students, especially because English is the second language of the majority of them. We often find ourselves reading the standards, deducing the goal of that standard, and altering it to best fit the age of our students. This makes it difficult to know if we have thoroughly achieved teaching certain standards at the correct developmental levels. Suggested Improvements Individually we attempt to meet all of the different geography and general social studies skills (compare and contrast, cause and effect, etc.) mentioned on our sequence chart, but we believe we can improve communication between grade levels. Some of these skills have been mentioned in the overview chart, and we believe they are being taught. However, they have not been crosschecked between grade levels, and we don’t currently have a bank of skills to draw from. The skill list that we do have is vague, and it is difficult to judge what level of mastery is expected of different grades. We suggest taking an inventory of the skills that are being taught in each grade to discover the flow of skills teaching and determine possible gaps.


Elementary Math Strengths The strengths of our math program include differentiated instruction, use of manipulatives, creativity, problem solving, realworld examples and applications, integration of technology, written and oral communication and use a variety of assessment types. Our goal is that students will obtain grade appropriate mastery of each mathematical principle. Weaknesses We would like to see basic skills reinforced every year. There are not enough manipulatives to help us differentiate and engage our students. Improvements Some improvements we would like to see added to our math time are more manipulatives and a document camera. As we pursue ultimate discovery and exploration, there needs to be sufficient materials and manipulatives for handson activities. For effective whole group instruction, a document camera would improve instruction by allowing the teacher to model and show useful strategies.

Secondary Subject Area Synopsis

Math Strengths Strengths of the math department include a scope and sequence and unit plans for all math courses. Scope and sequence documents, unit plans, and classroom instruction are all aligned to the Virginia state standards. Scope and sequence documents include course goals as well as time frames required for effective instruction. Unit plans include instructional goals in the form of big ideas and unit questions. Additionally, students are assessed regularly using a variety of techniques. Assessment data is used to guide instruction. Weaknesses The greatest weakness of the math department comes from the challenge of integrative elements. Biblical integration goals exist for each unit, though we struggle to effectively implement these goals. For several courses, instructional resources are limited and those used are not often recorded. We also have room for growth in the area of expanding our instructional methods. As the world is changing, the ways in which we teach students ought to change as well. Suggested Improvements The Logos Math department would benefit from further development of Biblical integration within our subject area. This could potentially come from studying the best practices of similar schools. We should make a greater effort to strategically locate and document instructional resources. Finally, our department should seek professional development opportunities related to progressive methods for effectively teaching mathematics.


Bible Strengths The mission and vision of the school and the School Wide Learning Objectives (ESLRs) provide a solid foundation for a Biblically sound Bible program. All courses have specific objectives for units as well as for individual lessons which are reported and monitored. Both overall objectives and specific objectives are comprehensivecovering Biblical knowledge, spiritual growth and discipline and Christian living and practice. Over the course of Middle school and High school, every student will get the full scope of instruction with opportunities for personal growth and service through coursework, chapel program, Bible camps and service projects. A wide variety of contemporary and traditional resources are used in addition to the Bible so that students benefit from a wealth of Christian knowledge and experience. Weaknesses Along with our strengths, the Logos Bible program contains areas of weakness that need to be addressed. A current scope and sequence of Bible classes from 6th grade to 12th grade is vaguely documented and understood between teachers. Although there is a logical flow of Bible concepts and topics, better scope and sequence alignment will help prevent excessive redundancy and ensure a comprehensive Bible curriculum. Assessment and evaluation for certain aspects of Bible classes offers a unique challenge as the nature of student transformation and sanctification evades normative assessment strategies. As Bible teachers use the curriculum to not only transfer knowledge but promote a holistic learning experience that fosters Christcentered worldview formation and life transformation, integrating service opportunities becomes increasingly important. While many aspects of life are integrated into the curriculum, integrating service opportunities is a weakness. Suggested Improvements The Bible program would like to continue to develop in the area of integrating service components as an ongoing focus in our curriculums. Instead of having set service projects organized by the school, we want to integrate service components throughout our various courses and lessons. In addition, the department would like to improve at connecting our Biblical knowledge and Biblical worldview to our visible community and needs. We also want to develop in the area of evaluation and assessment of intangible areas such as transformation, spiritualformation and worldview through building intentional relationship with students and inviting other Christian adults into our community.

English Language Arts Curriculum Strengths The Language Arts Department is growing stronger each year. We have developed and used our educational philosophy to guide our subject area. Every course has a scope and sequence of instruction that indicates what units will be taught and the order it is taught. A specific time frame specifies the number of weeks that each unit will cover. Biblical integration is a focus of our school and each Language Arts unit presents an opportunity for students to critically think and compare biblical worldviews to other worldviews. We use a variety of instructional methods to keep our students engaged and to love learning. We also use a variety of assessment


techniques to help each student demonstrate their understanding. Virginia Standards are used for each course to guide our instruction and help students meet daily objectives. Weaknesses One weakness in the Language Arts Department relates to the overall instructional goals for each course. While we identify general objectives and have objectives for each unit and each grade level, we do not identify overarching instructional goals for each course that guide our pursuit of unit objectives and our yearlong plans for our use as teachers and for our students. Also, not all novels have an original class set of novels, since some are copied. Suggested Improvements There are several ways in which the Language Arts department would like to improve its courses. Firstly, we hope to develop a specific set of objectives for each course that guides our planning and instruction in that course. We could include these objectives in the course syllabus in order to communicate them clearly to students. Secondly, we are continuing to augment our resources by replacing all copied novels with originals and by expanding the selection of free reading books available in the library. Of course, we as teachers are always working to expand our repertoire and hone our techniques of instruction and assessment.

Social Studies Strengths Every course in the Social Studies Department has a scope and sequence of instruction that indicates what units will be taught and when. A specific time frame specifies the number of weeks that each unit will cover. Biblical integration is a focus of our school and each Social Studies unit presents an opportunity for students to critically think and compare biblical worldviews to other worldviews. We use a variety of instructional methods to keep our students engaged and help them develop skills to be lifelong learners. We also use a variety of assessment techniques to help each student demonstrate their understanding. Over the past two years, we have been diligently working to create digital resources linked directly to unit and lesson plans to help promote continuity and consistency in the event of staff transition. Two years ago, Logos developed our own set of Social Studies Standards based on the Virginia Standards, but we adapted them to fit our eras of World History approach to teaching history. We base our instruction, assessment, and scope and sequence upon the standards we created. Weaknesses While we put much time and effort into developing content standards and an overarching scope and sequence for the K12 Social Studies Department, after two years of using the standards a few weaknesses have come to light. One weakness is that there is not a Social Studies skills component of our standards, which leads to some essential skills being overlooked in effort to address all of the content standards. Another weakness, is that there are areas of important content such as World War II that are not addressed in our standards. In addition, while we have biblical integration themes and questions included in each unit, our program could benefit from more intentional effort on developing and implementing biblical integration. Geographic skills are another weakness within our Social Studies program. While students take a geography course in grade 6, modern geography is not effectively incorporated into the Middle School and High


School curriculum, inhibiting us from reaching our goal of developing socially responsible world citizens. Suggested Improvements There are several ways in which the Social Studies department would like to improve its courses. Firstly, we hope to revisit and revise the content and skill portions of our Social Studies Standards. Secondly, we would like to spend more time and effort to develop the biblical integration portion of our units and lessons. We also plan to incorporate intentional connections to modern geography in each history unit. Of course, we as teachers are always working to expand our repertoire and hone our techniques of instruction and assessment.

World Language

Strengths

There are many strengths in the World Language Program at Logos. Students start studying

Khmer (Cambodian) in grade 2 and continue each year through at least grade 8; Cambodian

students are required to continue it in high school. There is a biblical basis for some of the world

language classes. Each course has a pacing guide which includes a time frame for units,

objectives, and specific content to include. Resources are available for each course. Our Khmer

courses are split into two tracks for native and nonnative speakers, enabling teachers to meet

the diverse needs and abilities of students. In the advanced Khmer courses, students study core

content in Khmer, including subjects such as Bible, Cambodian history, culture, and literature.

Middle school students are now allowed to test into advanced classes in which they earn high

school credit, which has increased their motivation to challenge themselves in Khmer.

Communicating clear goals to the Khmer parents for their children’s Khmerlanguage skills has

engaged the parents in cooperating to develop students’ language abilities. We have

implemented standards for each language course, which has helped Khmer teachers ensure that

students study the same key points in a course even if multiple teachers teach sections of that

course. High school students must study a language for two years; they have the option of

studying another language instead of or in addition to Khmer. In the past, the other language has

been French, but this year a Chinese course began and next year French will no longer be

offered.

Weaknesses

There are areas that are weaker in the World Language Program. Not all courses clearly tie

content to a biblical, Christian worldview or to the school’s spiritual formation outcomes. Some of

the Khmer Language standards are new this year, and teachers are still working to implement

them effectively. The courses for nonnative Khmer students are focused on reading and writing

rather than speaking and listening. The instructional methods for nonnative Khmer students to

learn how to speak Khmer are ineffective. New teachers in particular struggle with classroom

management and student engagement. The few outside resources available, such as textbooks,

tend to have inadequate explanations and practice activities, forcing teachers to create most of


their workbooks, games, assessments, etc. from scratch: a timeconsuming process. Likewise,

the Chinese program currently has only basic resources: textbooks, workbooks, and flash cards.

Suggested Improvements

The World Language department would like to improve in several areas. The bulk of our

language teachers are Cambodians teaching Khmer, and arrive at our school with little

knowledge of language acquisition or teaching methods. Most of them participate in, or have

graduated from, our Teacher Training Program, which offers courses in methods of instruction,

assessment, classroom management, and other critical aspects of education. Each teacher

trainee is mentored biweekly and observed biweekly, setting specific goals for improvement such

as writing daily objectives. The Khmer program is encouraging its teachers to include more

speaking and listening activities for its nonnative speakers. Compared to past years, world

language teachers now use a broader range of techniques for instruction and assessment, and

are continuing to make changes based on their observations of student progress. By saving and

sharing the Khmerlanguage resources they have worked hard to create, the Khmer teachers are

expanding the availability of instructional materials for future years. They are also working to

integrate a Biblical worldview more consistently. As we switch from French to Chinese as the

language alternative in high school, we are excited to see the Chinese program build on the

great foundation that has been laid this past semester. For example, this year only

beginninglevel Chinese courses are offered (one in middle school and one in high school), but

some students come in with outside experience in studying Chinese. As more levels are offered

in future years, we will be better able to accommodate the needs and abilities of each student.

We also hope to expand the Chineselanguage resources, such as posters and dictionaries.

ScienceStrengths

Strengths of the science program include offering numerous electives to high school students such as anatomy, forensics, and environmental science; a committed fulltime teacher for the past five years who developed the high school program and resources; supportive administration committed to acquiring resources and facilities to enhance handson learning; and committed implementation of Ontario science standards. Weakness

A major weakness in the science program is a lack of an established, consistent teacher for Science 7 and Science 8. Though the Science 7 teacher follows the Ontario standards, there is very little current documentation such as unit plans, lesson plans, and yearataglance documents. Science 8 has curricular documentation, but has experienced five changes in science teachers in the last two years.

Suggested Improvements

To improve the science program, Logos should hire a second fulltime science teacher to develop the middle school courses. In addition, science teachers should continue to develop


biblical integration strategies specifically as they pertain to bioethics, environmental ethics, the age of the universe and Darwinian evolution.

K12 Subject Areas

Physical Education (K12) Strengths The aim of our Physical Education department is to optimize the development of each student by instilling in them biblical values through personal health, competitive sports, and personal fitness. Our physical education department strives to teach the essential skills, technique, andknowledge of a sport or concept in two to four weeks. During the school year, students are exposed to approximately fourteen different sports or activities, providing them with a wide range of athletic understanding. The essential goals for our courses are to convey to students basic rules and strategies, demonstrate and develop athletic skills, and encourage students to have and maintain healthy lifestyles. Weaknesses The knowledge of our staff is wide, and our ability to diversify their teaching to all grade levels is excellent. Our staff is very resourceful and strategic with the resources available. All skills are demonstrated for the students and as the students practice, the teacher moves around the gym observing and correcting all participants. All our PE teachers are mindful of the sports their students are involved in and line up the units with the after school activities. Our content knowledge written assessment rubrics are being continually reviewed and revised, and the skills tests are grade level appropriate. We are currently improving our fitness testing units by installing pullup bars and purchasing more weights and crossfit tools. As a PE department, we are striving to develop leadership skills in our students in sports and fitness, with the ability to communicate and teach these skills to others. We are hoping to create responsible and knowledgeable citizens who will learn how to maintain healthy lifestyles throughout their life. We are continually trying to meet our standards within each grade level, however some standards seem to be covered more thoroughly than others. Suggested Improvements Our program recognizes the diverse needs and abilities of our students and provides students with a variety of activities and opportunities to experience success while reinforcing the importance of encouragement and perseverance. It is our hope that all students leave Logos as hardworking, healthy young people who see God’s hand in sports and fitness and seek to honor him in all they do.

Creative Arts Strengths The Creative Arts find their strength in the variety of methods used to instruct and assess students. Whether it is stimulating each visual, kinesthetic, or auditory learner, or whether


building skills in individual and group/ensemble formats, the Creative Arts consistently utilize an active and exciting array of instructional techniques that engage both the mind and body. Weaknesses The introduction and educational philosophy and scope and sequence documentation for Creative Arts courses are not adequately organized and in place. While lesson and units plan are sufficient, we need more administrative clarity and support to understand and implement the former largescale components. In addition, the instructional goals are not yet communicated and documented sufficiently. A further weakness is the integrative elements, a component with which the Creative Arts department struggles: how can we effectively communicate these elements into our lessons and units in relevant and genuine ways? The department questions the efficacy of explicitly verbalizing ESLRs and Biblical integration in every lesson. The Creative Arts teachers aim to manifest their faith in each instructional moment and environment, and not ‘force a devotional’ into each lesson. Biblical integration can easily turn mechanized, and yet we feel this lies in tension with an authentic faith. Suggested Improvements Overall, the Creative Arts Department can improve in its general documentation. The Department values providing written records that are thorough, clear and available to future instructors.


Standard 6 - Library, Media, and Technology Services

ACSI Standard Six (S6) Library, Media, and Technology Services Compliant

[WASC Criteria B. Curriculum and Instruction 2. How Student Learn]

[WASC Criteria D. Resource Management and Development 1. Resources]

Committee Chair: Lyle Kozloff ACSI Standard Six: “The library, media, and technology services exist to carry out the mission of the school/program by supporting the instructional program with ample and appropriate print, media, and technology resources as well as qualified staff to provide effective services to students/children, staff, and parents. A longrange plan for technology should be developed.”


6.1 X

6.2 X

6.3 X

6.4 X

6.5 X

6.6 X

6.7 X

6.8 X

Totals 6 2

S6: Brief Narrative Since our last accreditation round, the Library, Media, and Technology services have developed immensely. The curriculum has been fleshed out for K12, access to computers and Internet speedhave greatly increased, and our staff is better trained. The library catalog is now fully online and accessible from anywhere, and the library/media center itself has become the hub of the school. S6: Strengths

Logos has a diverse K12 technology program that covers both skills and theory.


Logos has an abundance of technology resources including student access to computers, wifi coverage, and projectors in every classroom.

Logos has a sizable fiction collection in the library which includes all reading levels (easy, juvenile, youth, and adult).

Logos has a large biblical resource section in the library. Logos has a multiethnic library staff (American, Korean, and Khmer). Logos has a flexible, reconfigurable, and well used library space.


6.1 The school/program has an appropriate, cataloged, usable, acceptable, and balanced variety of inventoried library books, other media, and technology that support the learning objectives of the instructional program and various program divisions and that represent the Christian distinctive of the school/program.

The library collection is appropriate for Logos International School, acceptable to the teachers, and cataloged. It reflects a balanced variety of subjects. Stakeholders have the opportunity to give suggestions for new subjects and titles if they find the collection is lacking.

An inventory is scheduled to be completed every three years in the library with an inventory currently being done on the collection.

The collection supports the learning objectives of Logos: ESLR #1: Spiritually Maturing

A large portion of the collection, both fiction and nonfiction, supports the spiritual nurturing of the individual student. Also, during library class time for the elementary classes, books are chosen that reflect the spiritual goals listed in the ESLRs.

ESLR #2 Academically Sound The collection includes a wide range of subjects that supports the

learning objectives and courses at Logos. The Librarian chooses books for the library class times that challenge the students to think and to broaden their repertoire of what can be learned and enjoyed in books, as well as teaching them how to do research in the library.

ESLR #3 Socially Responsible The collection includes books that challenge students to take care of

their world, to appreciate the arts, and to serve and respect others.

6.2 Books and other media are culturally sensitive, representing the enrolled demographic and surrounding communities. And the school’s/program’s collection includes resources that originate from the students’/children’s countries of citizenship or from the perspective of the student’s/children’s gender, race, or ethnicity.

See Library Resources by Student Passport Country


6.3 Faculty members, students, and other relevant constituents provide input into the selection of those books and materials that make up the library/media collection so that the collection supports the attainment of schoolwide expected student outcomes.

The library has provided several means by which faculty, students, and parents can provide input into the collection.

Teacher Survey at the beginning of the school year. Google form online. Suggestion box in the library. At the beginning of each quarter the teachers are asked about their upcoming

book needs.

6.4 Library/media center staff and technology staff are qualified to provide effective service and training in research skills to students, staff, and faculty.

As a school whose primary platform is Google Apps for Education, all technology staff are required to obtain an official Google certification in addition to industry standard requirements for this type of employee. (See relevant job descriptions: IT Manager, Site Manager, Site Technician)

Library staff are trained in all procedures related to the processing, circulation, and searching for materials in the library and are ready to assist students. (See relevant job descriptions: Head Librarian, Library Circulation Assistant, Library Cataloging Assistant)

6.5 For the library/media center staff and technology staff, the school implements an

ongoing plan for professional growth in library science, information literacy, and information technology.

Technology staff professional development goals are documented in the IT Strategic Plan (20122018)

See Logos Library Professional Development Plan

6.6 The location of the library/media and technology center is convenient for access by students/children, staff, and faculty. The center is open sufficient hours to meet the needs of all constituents, and the space is large enough to accommodate both individual and group research and instruction.

See Library Photos

6.7 Library/media and technology are appropriately and adequately supported through the annual budget.

Our budget for acquisition of new technology is supported primarily through an "IT Fee" charged annually. (See New Student Application Form: Fees, Logos Website: School Fees)

Ongoing equipment maintenance is calculated at 1.5% of purchase cost/month (Logos Budget: Computer Supplies available upon request)

6.8 The school follows a technology plan that includes the following components:

• Computer literacy instruction/skills


• Philosophy • Schoolwide goals • Demographics • Acceptableuse policies • Divisionlevel scope and sequence • Professional development plan • Future development • Acquisition, inventory, and maintenance of software and hardware

Logos International School supports student learning of technology from kindergarten through high school. (see Logos Technology Overview)

Explicit computer literacy continues through middle school. (see Middle School YearataGlance Year A and Year B)

Technology Philosophy and Goals are documented. (see Logos Technology Philosophy and Goals)

Acquisition, inventory and maintenance of software and hardware are covered in the IT Strategic Plan (20122018), MIS Budgeting Policy/Procedure and Site Timelines and Budget (20122018).

Acceptable Use Policies are included in Staff and Parent/Student Handbooks. (see Logos International School Acceptable Use Policy)

Elementary Scope and Sequence for IT skills is provided. (see Elementary Technology Scope and Sequence and Skills by Grade)


Logos should acquire more books in nonfiction about students home countries. Logos should continue to develop library and media space into an even more flexible and

multiuse area. Logos should develop the library into a 'teaching library.’ Curriculum needs to be developed

to teach students to effectively use library resources. Logos should make sure the library collection continues to support the curriculum of the

school and reflects the diversity of the student body. Logos should further develop technological integration into classes, particularly at the

elementary level.


Standard 7 - Crisis Planning, Safety, Health, and Food/Nutrition Services

ACSI Standard Seven (S7) Crisis Planning, Safety, Health, and Food/Nutrition Services Compliant

[WASC Criteria A.Organization for Student Learning 5. School Environment]

Committee Chair: Angie Ketchum ACSI Standard Seven: “The entire campus is a safe, healthy, and nurturing environment for teaching and learning. Wellwritten policies and procedures are in place to ensure the health of the students/children—emotionally, physically, spiritually, and academically. Safety procedures are clear and well documented. Food services policies and nutritional information are clearly articulated and posted if food is served on the premises. A welldeveloped crisis plan is in place, and the faculty and staff have been trained appropriately to handle various emergency situations. Regular drills and practices occur to assist in preparation for crisis events.”


7.1 X

7.2 X

7.3 X

7.4 X

7.5 X

7.6 X

7.7 X

7.8 X

7.9 X

Totals 9

S7: Brief Narrative

Logos has a comprehensive crisis management plan that outlines the duties of administration, staff, and students in situations such as fire, bomb threats, campus intruders, weapons on campus, and natural or political circumstances that may warrant school disruption or


closure. Fire and lockdown drills are conducted twice a year, and evacuation routes are posted in every classroom. A binder of emergency procedures and contact numbers is kept in the school office, and this includes information on how to communicate with parents, authorities, and media in case of emergency. In case of crisis or a major incident, communication is handled by the Logos office secretaries, under the direction of the head administrator. An emergency binder is kept in the school office, and contains emergency plans and procedures, emergency contact numbers and procedure for communication.

The Ministry of Education conducts an audit of the school every year, and Logos meets all requirements in regards to student and staff health and safety. Logos takes a proactive approach in preventing the spread of communicable diseases through teaching of cough etiquette and effective handwashing, and implementation of a communicable disease policy. Parents are required to provide a copy of their child’s vaccination record to the school office upon admission. Student health records, such as emergency health information, immunization records and individual health plans are kept in each student file. Records of health services rendered to students are written in a ledger in the school office, as well entered into OpenSis.

Written policies in many areas of health and safety services have been developed, and are kept in a binder in the school office. These policies are paraphrased in the online Student/Parent Handbook, and are communicated to students and parents. Safety rules for the playground and swimming pool are communicated to staff and students, and posted in the respective areas.

The Asian Hope Child Protection Policy meets international standards, and provides a clear procedure for reporting child abuse. New staff receive training at the start of each academic year, and refresher training is provided later in the year for returning staff. Additional training is currently being done for Cambodian staff in the areas of children’s rights and child abuse reporting.

A lunchtime meal is provided for staff and students by the Logos catering department. Several of the cooks have been trained in restaurants, and they provide meals that are both nutritious and appealing to the community. All government regulations are met, and the facilities are adequate for the preparation of food and provide a comfortable dining experience. S7: Strengths

Living in a potentially unstable area, the safety and crisis management plan provides a framework for dealing with challenging situations. The clear plan outlines the responsibilities of students, teachers, office personnel and administrators. Building evacuations are practiced twice a year.

Logos aims to protect the welfare of the children and young people at our school, while also ensuring the integrity of our teachers, staff, and administrators. The Child Protection Policy meets international standards for reporting and responding to suspected child abuse.

Logos has a large, openair cafeteria on the 4th floor of the school building. The eating area is approximately 260 square meters, and can seat around 200 people. Lunch dining times are staggered, and organized by student age groups. Due to the hot and humid Cambodian climate, the breeze during mealtimes is a welcome relief, while a half wall and railings keep


students and staff safe. Heavy rains rarely affect the lunch dining experience, and the view of the developing city adds to the relaxed atmosphere.


7.1 A written security and crisis management plan has been developed and implemented, and it provides appropriate training for all staff and students.

Safety and Crisis Management Plan School Closure Procedure Building Evacuation Map Staff Meeting Minutes (see August 26, 2013 for fire drill)

7.2 The school/program 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.

School Emergency Communication Policy SMS Phone Tree Instructions

7.3 The school/program complies with applicable local, state, and federal laws

regarding safety and health issues. The Ministry of Education comes once a year to inspect the school. They give

recommendations in writing in a ledger in the school office. Since they are in Khmer, the administration is given a verbal summary of the improvements that should be completed by the next inspection.

7.4 Children in attendance 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.

Record Keeping Procedure for Injuries and Illnesses Incident Report Form Vaccination Policy Communicable Disease Policy

7.5 Written policies and procedures for all areas of health and safety services have

been developed. Medication Policy Playground Rules Swimming Pool Rules Helmet Policy and Student PickUp Procedure Chemical Exposure to Eye Sign

7.6 The school/program complies with its legal reporting responsibilities in cases of

alleged child abuse, neglect, or other areas in which reporting is mandated.


Child Protection Policy

7.7 The school/program complies with local, state, and federal regulations regarding preparation, delivery, handling, and storage of food.

Ministry of Education Food Service Guidelines

7.8 The school/program provides a suitable space for the staff and student eating area.

260 sq m of dedicated space for dining Seating for 200 people Picture of Logos Cafeteria

7.9 Nutritional standards for meals and snacks have been established.

Logos Food Service and Nutrition Policy S7: Areas for Continuous School Improvement

While Logos is compliant with national laws regarding health and safety, we aspire to meet international standards. New policies regarding vaccination, medication storage and administration, and chemical storage need to be further developed.

A system needs to be developed for following up with students who do not have vaccination records on file or have incomplete records once admission packets are filed.

While our cafeteria is an enjoyable place to eat, there are some safety concerns that need to be addressed. There needs to be a dedicated space for the barbeque grills that will prevent students and staff from coming into contact with the grills by accident.

Training for staff and students in all areas of health and safety needs to be improved. A list of priority topics needs to be developed, and there needs to be consistent follow through by faculty, staff, and administration.

Recommendations from the Ministry of Education should be translated into English so that administration can ensure that health and safety guidelines are being followed.


Standard 8 - Facilities, Environment, and Transportation

ACSI Standard Eight (S8) Facilities, Environment, and Transportation Compliant

[WASC Criteria A. Organization for Student Learning 5. School Environment] [WASC Criteria D. Resource Management and Development 1. Resources]

Committee Chair: Aaron Summers ACSI Standard Eight: “Facilities—made up of the grounds, all buildings, and equipment—provide a safe, wellmaintained physical environment that supports optimal student development and academic growth. The school/program facilities (buildings and grounds) are appropriate in size, furnishings, and space to meet the stated philosophy, mission, and vision. Transportation guidelines for the staff and the students/children are developed, and written policies and procedures are in place.”


8.1 X

8.2 X

8.3 X

8.4 X

8.5 X

8.6 X

8.7 X

8.8 X

8.9 X

Totals 8 1

S8: Brief Narrative Logos International School is blessed with a purposebuilt building perfect for our mission and vision and provides a facility that cultivates the close knit community that we desire. Classrooms are of appropriate size for the number of students and are equipped with technology and resources to satisfactorily meet the learning needs of the students. The outside areas provide a spacious, safe environment for students to engage in physical activities (PE, athletics, recess) as well as


areas for socializing before and after school and during breaks in the daily schedule. Logos is careful to abide by all Cambodian legal standards and in most cases goes above local standards to abide by international standards. This includes providing a safe and orderly environment for staff and students and quickly repairing unsafe hazards, establishing policies and procedures in case of fire or the presence of an unwelcome intruder, providing appropriate insurance coverage, and requiring vehicles and drivers to abide by safety standards. S8: Strengths

Logos abides by all Cambodian legal standards for fire protection, sanitation, and transportation. The Phnom Penh Department of Fire Prevention does a biyearly check of the facilities for fire hazards and checks all fire extinguishers (23 total). We have schoolwide fire training and fire drills at least twice per year. Our school vehicles that are used to transport students (2 vans) are properly registered with the government and inspected yearly. The vans are checked by our maintenance staff each week for mechanical issues. Our cleaning staff (1 per floor) wash the floors and bathrooms daily, wash the hand towels with bleach as needed, and daily empty trash bins. The kitchen staff use sanitary cooking methods when preparing food and practice routine handwashing.

Logos has a great recreational area, playground, and athletic area for a school of this size in

Cambodia. We have a(n): Fullsize covered outdoor gym that serves our PE classes (K12) as well as

basketball and volleyball teams (middle school and high school). “Small” (typical for Cambodia) turfed soccer field that serves our PE classes and

soccer teams (middle school and high school). 25X10m pool that serves our swimming classes (K5) and swim team (Grade 212)

and a “baby” pool (K1). Large, international standard covered playground for elementary students. Uncovered play area with a basketball goal for all ages. Commons area with 2 picnic tables and several benches for students to sit at while

socializing or doing homework. S8: Documentation Documentation which supports the following Indicators:

8.1 Required local, state, provincial, and federal legal standards for fire protection, sanitation, and transportation are met when applicable.

The Phnom Penh Department of Fire Prevention comes to the Logos campus every 6 months to check the campus for fire hazards and to check the functionality of the fire extinguishers. We currently have 23 fire extinguishers placed around campus in strategic areas where fires are mostly likely to occur. This includes the kitchen and near breaker boxes. (See Department of Fire Prevention Yearly Report). We also perform schoolwide fire drills at least twice per year and do evacuation training with teaching staff. (See Monday Staff Meeting Agenda/Minutes 20132014 Aug 26, 2013)


Our school vehicles that are used to transport students (2 vans) are properly registered with the government and inspected yearly. The vans are checked by our maintenance staff each week for mechanical issues. (See our Vans Checkup forms)

Our cleaning staff (1 per floor) wash the floors and bathrooms daily, wash the hand towels with bleach, and daily empty trash bins. (See Cleaner Job Description). The kitchen staff use sanitary cooking methods when preparing food and practice routine handwashing. (See Lunch Program Operational Coordinator Job Description)

8.2 The school/program maintains the site, facilities, services, and equipment to

provide an environment that is safe and orderly. Weekly safety inspections are performed by our facilities manager to ensure an

environment that is safe and orderly. Teachers and other staff also inform the school administrators if unsafe conditions exist. When unsafe conditions are reported, maintenance staff quickly fix the issue. (See Summer Maintenance Projects 2014)

8.3 The facilities are suitable for the size of the school/program; they are well

maintained, enhancing quality instruction for the students/children. Logos facilities are currently at maximum capacity with an average of 25 students

per grade (K12) (See Student Demographics). We strictly maintain this limit to ensure a quality education is provided to students despite opportunities to accept many more students. Our standard classrooms are an optimal size of 64m² while science classrooms are 84m². Our primary high school science classroom is equipped with a shower station, fume hood, fire blanket, and chemical storage room.

8.4 The recreation area/playground, common areas, and athletic areas are safe and

are large enough for the number of students/children. Logos has a great recreational area, playground, and athletic area for a school of

this size in Cambodia. We have a(n): Fullsize covered outdoor gym that serves our PE classes (K12) as well as

basketball and volleyball teams (middle school and high school). “Small” (standard for Cambodia) turfed soccer field that serves our PE

classes and soccer teams (middle school and high school). 25X10m pool that serves our swimming classes (K5) and swim team (Grade

212) and a “baby” pool (K1). Large, international standard covered playground for elementary students. Play area for lower elementary that includes plantar and sand area. Uncovered play area with a basketball goal for all ages. Commons area with 2 picnic tables and several benches for students to sit at

while socializing or doing homework. (See Logos Outdoor Facilities Photos)

Logos’s outdoor facilities are constantly being used to serve the community. This space has been a real asset to enhance community involvement.

(See Logos Outdoor Facilities Use)


8.5 A written facilities plan is in place to address future programs, enrollment changes, staff needs, facility needs, and technical needs as well as future capital improvements.

Logos is currently in a state of sustained stability. We have maxed out our student enrollment numbers and the number of teachers that we can support for the given amount of facilities space. While facilities and program expansion may be an option at some point in the future it’s not in the plans for the foreseeable future. We are focusing on improving the existing facilities and programs to improve our overall effectiveness at achieving our mission and vision. (See Logos School Development Plan 20122017)

8.6 Vehicles and drivers used to transport students for any school/program

activities follow the school’s/program’s policies as well as any government and insurance regulations that are appropriate.

Schoolowned vehicles are required to pass a yearly government inspection. A vehicle safety and maintenance inspection is performed by the school’s

maintenance staff every week. (See Van Checkup and Drivers Weekly Maintenance Check)

All vehicles have appropriate insurance. School drivers must have the proper driver’s license as required by government

standards. Outside vehicles are rented from a reputable company that requires all drivers to

hold the appropriate driver’s license, have proper insurance, and maintain strict maintenance and safety standards. (See Transportation Policy)

A van pickup and dropoff service is available to students who need transportation to and from school. A van assistant is required to be present in each of these vans to ensure student safety and behavior expectations as well as to report issues to the immediate supervisor. (See Van Assistant Contract)

8.7 Written transportation rules and regulations as well as adequate training for

students are provided. The ParentStudent Handbook contains expectations for student conduct while on

school vans. (See Student Transportation Code of Conduct)

8.8 Adequate liability insurance, vehicle insurance, and property insurance are in place.

Insurance coverage is provided by Infinity Insurance. See Burglary Policy See Commercial Vehicle Policy See Peril Policy See Public Liability Policy

8.9 Written policies and procedures are in place for routine safety inspections,

service, and repair of schoolowned vehicles and for reporting vehicle accidents—including communication with the parents, the media, and the constituency.


A thorough transportation policy is in place that includes requirements for drivers, vehicle service and maintenance, reporting accidents or breakdowns, student evacuation in case of an accident, and student code of conduct. (See Transportation Policy)


Our primary science classroom should be equipped with further safety equipment. This should include an eyewash station and ventilation in the chemical storage room.

While the ParentStudent Handbook contains written guidelines for student conduct on school vans we do not go over the guidelines with the students verbally.

The transportation policy is thorough but isn’t well communicated to parents and students or practiced with students. The policy is meant to be reviewed and signed by parents and students but this hasn’t been taking place for the last couple of years. Also, students haven’t been practicing the vehicle evacuation scenario two times per year as described in the policy.


Standard 9 - Character, Values, and Spiritual Development of Students

ACSI Standard Nine (S9) Character, Values, and Spiritual Development of Students/Children Compliant

[WASC Criteria A. Organization for Student Learning 1. School Purpose; 6. Reporting

Student Progress] [WASC Criteria B. Curriculum and Instruction 1. What Student Learn; 2. How Students

Learn; 3. How Assessment is Used]

Committee Chair: Peter Moon ACSI Standard Nine: “The school/program shall provide for spiritual nurture and discipleship of its students/children. The spiritual nurturing and discipleship should be planned, intentional, and systematic in implementation. Instruction in Bible is foundational to developing a biblical worldview, but it must be supplemented by mentoring and discipleship experiences. Children and students are given opportunities to serve others and develop a Christlike attitude toward the poor, needy, and vulnerable. Spiritual formation assessment is part of the ongoing life of the school/program.”


9.1 X

9.2 X

9.3 X

9.4 X

9.5 X

9.6 X

9.7 X

Totals 5 2

S9: Brief Narrative Logos International School is committed to fostering our community (students, staff, and parents) to grow in relationship, likeness, and mission of our Lord Jesus Christ. We are blessed to have staff members who are committed to live out their Christian faith for students to model after. 85% of our middle/high school students identify as Christians and 85% of our entire student body identify as coming from a Christian family. However, many of them don’t actively participate in a local church


and considers Logos International School as their main/only Christian community. Through Bible curriculum, service opportunities, formal/informal discipleship opportunities, Bible studies, counseling, and various teacher to student relationships, we are striving to intentionally evangelize, disciple, and train God’s young people for His kingdom. S9: Strengths

Large and smallgroup experiences follow a scheduled and planned sequence of spiritual formation, character development, discipleship, and instillment of Christian values.

Bible scope and sequence has logical flow of Bible concepts and topics with age appropriateness.

Weekly chapel is a great place for students and parents to come and worship together. Many of our students don’t attend church regularly and therefore our chapel serves as a only opportunity for corporate worship.

Events such as Retreat, Bible Camp, and LockIn are strategically planned to focus on experience and service to enrich student’s spiritual formation.

Apart from scheduled school events, teachers and students meet outside of school time for Bible study, counseling, prayer, and discipleship.

Application of both a biblical worldview and a “Great Commission” perspective of the world is evident in a natural and unforced manner in the entire curriculum and in the activities of the school.


9.1 Expected student outcomes include character development, acquisition of Christian values, and spiritual formation.

Character development, acquisition of Christian values, and spiritual formation are built into the Expected Schoolwide Learning Results (ESLR) which are required to be connected to all unit and lesson plans. Unit and lesson plans are monitored by administration on a regular basis in conjunction with formal and informal teacher evaluations. In addition, there is a regular selfreporting of ESLR achievement through an annual survey that is taken by secondary students (ESLR Survey).

Character development and values are encouraged, recognized, and rewarded through yearend awards for Middle school and High school (Awards). Regular Christian service is required of all high school students every year. There is a system of reporting and monitoring service participation that ensures that students are engaged in worthwhile projects and genuine service (Service Hours).

The senior class is required to take “Service Leadership” class (Leadership Class Standards and Current Unit Plan) which is designed to bring aspects of Christian values formation and development together during their senior year.

9.2 Respect, compassion, and caring for self and all others are taught and

demonstrated in alignment with biblical teachings.


It is the intention of Logos to instruct children to show respect, compassion, and care to self and others, both at school and in the community. As a school Logos has created and implemented frameworks that promote this positive character formation in alignment with biblical teaching. The school rules, Elementary Class Rules / MS HS rules (Section D) are taught and reinforced school wide. They are designed to assist students to recognize and confront wrongdoing, resolve conflict, and forgiveothers. Observations of student’s development and practice in these areas are assessed on the Elementary School report cards.

The Logos ESLRs, ESLR Elementary / ESLR MS/HS, promote ongoing instruction and application of respecting and demonstrating love to others and self. The ESLRs acknowledge that all authority flows from God and that loving others comes out of a desire to love and serve Him.

Students and staff are invited to participate in a variety of fundraising activities to show care and compassion to individuals and groups inside and outside of the Logos community. These opportunities include fundraising for Cambodian staff’s medical expenses (guard’s wife, school cook), shoe donations, support for the Village Development Program, and partnering with a local church to provide funds for a provincial school.

9.3 Large and smallgroup experiences follow a scheduled and planned sequence

of spiritual formation, character development, discipleship, and instillment of Christian values.

A weekly chapel service is held for grades 712 while grades K6 meet every other week.

All high school students attend a yearly retreat (2 nights/3 days) to focus on spiritual growth and relationship building. (High School Retreat 2014 Schedule, Recap video)

All high school students attend a yearly week long Bible Camp which focuses on community service and character development. (High School Bible camp 2014 Schedule, Recap video)

Every semester, middle school students participate in an overnight LockIn where we focus on spiritual formation and character building.

Bible classes such as Discipleship, Worship Leadership, Bible Interpretation, and Mission of God focuses not just on knowledge of the Scripture but also on practical living and developing a personal relationship with God.

Logos offers optional Bible study times for high school students (Monday morning girl’s Bible study, Wednesday morning boy’s Bible study). Logos also has a student led prayer meeting on Thursday morning and student led Bible study (Truth Be Told) on Friday at lunch time. (Bible study and Prayer Time schedule)

Class meetings and homeroom times are often used for devotional time and spiritual development.

9.4 Disciplines of the Christian life (e.g., Bible reading, prayer, Bible memorization,

Bible study, devotional reading) are modeled by staff, taught to students, and scheduled or systematically practiced.

Logos fosters a vibrant prayer life in many ways. Teachers gather once a week, as part of Staff Devotions (small groups tab), to allow teachers to pray for each other in


small groups and also systematically pray for each class in the school. Students are informed that staff are praying for them and are encouraged to share prayer requests. Morning homeroom is another place where prayer and morning devotions are modeled and taught to students. Logos also has student led prayer groups that meet Thursday mornings to pray for the school and chapel. In Elementary, students share prayer points that are then prayed for as a class, either by students or by the teacher. Students are encouraged to journal prayers and reflections as part of their continual spiritual growth.

Throughout the school there is a focus on Bible reading, Bible study, ACSI Bible curriculum (K4),and Bible centers. These have been used in chapel and some classes to reinforce biblical truths at an age appropriate level. Each grade has chosen ageappropriate Bible versions or storybooks and has accumulated relevant supporting materials such as music, reference books, and posters. Upper elementary resources include class sets of Bibles (NIrV for grades 34 and NLT for grade 5), and High School students are given a NLT Bible in Grade 9. Classrooms and the school Library are equipped with a variety of ageappropriate Bibles and Christian books to assist in modeling and practicing Christian disciplines inside the classroom as well as promoting continuous application outside. The school’s ESLRs (ESLR Elementary / ESLR MS/HS1.3 & 1.5) emphasize the truth of God’s Word and its importance in daily decision making.

As a school, value is placed on the memorization of Scripture. Elementary have a weekly Bible verse on their H.A.S sheet that students learn in class, practice at home and share with their family, and share its meaning. Middle and High school also have a Bible verse memory plan as part of the Bible curriculum. Students are also taught about journaling while studying the Bible to help them reflect, understand, and apply Biblical truths.

9.5 Ethical and moral behaviors based on biblical character and values are routinely

taught and modeled by the staff, learned and displayed by the students, and implemented throughout the organization.

Logos has the vision of producing graduates who are “maturing Christians.” One of the main objectives within that overall vision is to shape students who are spiritually maturing individuals as evidenced in the ESLR (first major objective). These objectives are supported within lesson and unit planning which are required to be linked to ESLRs. All subjects in all grades are required to integrate biblical truths into units and lessons.

Logos is a small and relatively close community in which teachers strive to live their lives in a way that is pleasing to the Lord while serving the school body and broader community. This type of leadership is an explicit part of the job requirement. (See Teacher’s Position Description section 1)

Logos has comprehensive policies for discipline (Student teacher handbook section D). Each teacher has classroom discipline and behavior policies that are both formal and informal. Students are held to a high standard of conduct and generally behave well.

There is a formal child protection policy in place for all of Asian hope (Child protection policy). New teachers are required to read and commit to the policy.


There are periodic reminders and updates for staff at staff meetings and continuing education (especially for national staff). Occasionally, there are assemblies on boundaries and student to student contact. Particular grades may also have training on boundaries and appropriate behavior at developmental points or when occasion arises.

9.6 Application of both a biblical worldview and a “Great Commission” perspective

of the world is evident, in a natural and unforced manner, in the entire curriculum and the activities of the school.

High school students attend an annual Bible camp where they engage in times of devotion and worship.

High School students are required to participate in 20 service hours per year. Additionally, the junior and senior Bible camp is service oriented. Elementary grade levels participate in service activities that present themselves throughout the year. These are often spontaneous and related to special circumstances.

The middle school and high school Bible class curriculum at Logos includes electives such as Discipleship, Reasonable Faith, Dynamic Living, Missio Dei, and Bible Interpretation. Many of these classes allow time for students to reflect and apply what they have been learning in ways that allow students to interact with other worldviews.

Students voluntarily participate in organic discipleship through beforeschool and duringschool Bible studies and worship. Additionally, there are many undocumented conversations and informal relationships that promote the discipleship of students.

9.7 Ageappropriate opportunities for service, missions, and personal growth are

integral to schools/programs. Logos has an active high school studentled Chapel team facilitated by the school

chaplain. Middle and high school chapel is conducted weekly. Logos provides a weekly Elementary Chapel where students from grades K6

experience worship through music, message, and games. Student council is a developing aspect of the middle and high school experience.

These elected students participate in weekly meetings where students inspire, develop, and execute programs and activities that foster school unity and spiritual development.

An annual talent show motivates students to continue to search for and develop their special gifts and talents as they prepare to dazzle the audience with a special performance.

Morning homeroom (a 15 min. time before classes begin) is intended to prepare students’ minds and hearts for a day of educational, spiritual, and social development.

Most teachers and administrators are active in various service capacities outside the ministry of Logos International School. Often, these service, humanitarian, and pastoral roles lend themselves to integration in regards to teacher/administrator personal growth, student involvement and opportunities to serve, and biblical integration in curriculum.



Respect, compassion, and caring for self and all others are taught and demonstrated in alignment with biblical teachings.

Respecting and valuing different cultures and their needs. Building culture where Cambodian teachers and Teacher Assistants are respected.

Disciplines of the Christian life (e.g., Bible reading, prayer, Bible memorization, Bible study, devotional reading) are modeled by staff, taught to students, and scheduled or systematically practiced.

On the ESLR survey that secondary students take each year, students recognized the Bible as God’s given Word by scoring it with the highest mark, but they scored reading the Bible daily the lowest. We want to create a culture where we can challenge and encourage our students to build a stronger relationship with God through practicing various spiritual disciplines.


Standard 10 - School Improvement Plan (To be completed after Accreditation visit.)


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