Independent Schools Association
of the
Central States
ACCREDITATION REPORT FOR
Cincinnati Hills Christian Academy
11525 Snider Road
Cincinnati, Ohio 45249
Date of Accreditation Visit
October 23-26, 2005
Prepared by The Visiting Team
James C. Marsh, Jr. Chair
9
TABLE OF CONTENTS
ISACS Disclaimer ................................................................................................................................. 4
Visiting Team Roster ............................................................................................................................ 5
School Profile Form .............................................................................................................................. 7
Mission & Core Values ......................................................................................................................... 9
General Overview ............................................................................................................................... 10
Major Commendations ........................................................................................................................ 12
Major Recommendations .................................................................................................................... 13
I.
PURPOSE, GOALS & PHILOSOPHY ................................................................................ 14
II.
COMMUNITY OF THE SCHOOL
Admissions Policies and Procedures & Financial Aid .......................................................... 16
Advancement/Development, Marketing & Public Relations ................................................ 17
Parent Organization & Programs ............................................................................... 19
Local Community....................................................................................................... 21
Climate & Morale....................................................................................................... 23
Diversity & Multiculturalism ..................................................................................... 25
III.
PERSONNEL – ADMINISTRATION, FACULTY & STAFF ........................................... 26
IV.
PROGRAM, ACTIVITIES & STUDENT SERVICES
Elementary School Curriculum & Program Overview (K-4) ............................................... 27
Middle School Curriculum & Program Overview (5-8) ....................................................... 29
High School Curriculum & Program Overview (9-12) ......................................................... 31
English/Language Arts – (K-4) .............................................................................................. 32
English/Language Arts – (5-8) ............................................................................................... 34
English/Language Arts – (9-12) ............................................................................................. 36
History/Social Studies – (K-4) ............................................................................................... 37
History/Social Studies – (5-8) ................................................................................................ 39
History/Social Studies – (9-12) .............................................................................................. 40
Math – (K-4) ........................................................................................................................... 41
Math – (5-8) ............................................................................................................................ 42
Math – (9-12) .......................................................................................................................... 44
Science – (K-4) ....................................................................................................................... 45
Science – (5-8) ........................................................................................................................ 46
Science – (9-12) ...................................................................................................................... 48
Christian Studies – (K-12) ...................................................................................................... 50
Fine & Performing Arts – (K-12) ........................................................................................... 52
Foreign Languages – (K-12) .................................................................................................. 54
Physical Education, Health & Athletics – (K-12).................................................................. 56
Technology & Computer Education - (K-12) ........................................................................ 57
Library, Media Services, & Technology – (K-12) ................................................................ 59
Guidance, Testing & College Placement ............................................................................... 61
Student Services (health, special education & instruction, student activities) ...................... 62
2
V.
GOVERNANCE & ADMINISTRATION
Governance & Decision Making ............................................................................................ 64
Business & Financial Management ........................................................................................ 66
Facilities & Related Services.................................................................................................. 68
CONCLUDING REMARKS ......................................................................................................70
3
DISCLAIMER: LIMITATIONS ON THE DISTRIBUTION, USE, AND
SCOPE OF VISITING TEAM REPORTS
It is the policy of ISACS that this report be treated as a privileged document. Two hard copies
have been submitted to the president of ISACS, and two copies have been sent to the chief
administrator of the school. Beyond this distribution, no one – including the visiting team leader
and other members of the visiting team, the Accreditation Review Committee, and the ISACS
Central Office – is authorized to release any of the information contained in this report without
the express approval of the chief administrator of the school.
This report is intended for use by the administration, faculty, and governing body of the school.
Appropriate use includes release to the larger school community, if done so in an accurate and
balanced manner. The report is not written for the purpose of providing a public relations
document. If a school uses the report in a manner that misrepresents or distorts its contents or
purpose, the school will be subject to corrective action by ISACS.
The charge of the ISACS visiting team was to determine the actual situation as it existed in the
school, its program and its procedures, and not to pass judgment on the professional personnel
involved. Hence, this report is an objective description of circumstances as they appeared to
trained and experienced educators. Any use of this report as an official assessment of a staff
person’s professional competency would be in violation of the professional ethics under which a
school evaluation is conducted.
Any recommendations on safety issues should be addressed as soon as is feasible: While the
ISACS team may comment on conditions related to safety, the report is not to be construed as
substituting for periodic inspections of the facilities as required by law and by principles of good
practice in risk management gleaned from professional counsel to the school.
The members of the visiting team voluntarily reflected their professional judgment in arriving at
the conclusions reported in this document. They are willing to support the thoughtful
evaluations that they have made, provided the report is used appropriately. They are not to be
held accountable for an injudicious or unauthorized use of this document.
4
VISITING TEAM ROSTER
ISACS Visiting Team Chair
Mr. James Marsh, Jr. (Jim)
Head of School
Westminster Christian Academy
Purpose, Goals & Philosophy
Governance & Decision Making
Mr. Arnor G. Bieltvedt (Arnor)
Visual Arts Department Chair
North Shore Country Day School
Fine & Performing Arts (K-12)
Ms. Frankie Brown
Second Grade Teacher
Latin School of Chicago
Language Arts/English (Elementary School)
History & Social Studies (Elementary School)
Ms. Nancy Buccilli (Nancy)
Teacher
Maumee Valley Country Day School
Foreign Language Program (K-12)
Mrs. Barbara DiTirro (Barb)
Teacher
Old Trail School
Math & Science (Elementary School)
Dr. Elizabeth Fesler (Elizabeth)
Dean of Curriculum and Instruction
Gilmour Academy
High School Curriculum Overview
English/Language Arts (High School)
Personnel—Administration, Faculty & Staff
Ms. Susan Clare Hansen CPA (Sue)
Chief Financial Officer
Brebeuf Jesuit Preparatory School
Business & Financial Management
Facilities & Related Services
Ms. Mary Beth Hilborn (Mary Beth)
Assistant Head of Lower School
Hawken School
Early Childhood Program
Elementary School Curriculum and Overview
Mr. Carl Hoffman (Carl)
Teacher
Hathaway Brown School
History & Social Studies (Middle & High
School)
Diversity & Multiculturalism
5
Mr.. Larry A. Hofstetter (Larry)
Executive Director
Gateway Academy
Ms. Rachel Holsinger (Rachel)
Teacher
Sayre School
Admissions Policies and Procedures
& Financial Aid
Christian Studies (K-12)
Science & Math (High School)
Technology & Computer Education (K-12)
Ms. Carol Keeler (Carol)
Librarian/Technology
Detroit Country Day School
Library, Media Services & Technology
Constituent Survey Outcomes & Discoveries
Ms. Margaret Moyer (Maggie)
Athletic Director
Andrews School
Physical Education, Health Education
& Athletics (K-12)
Student Services & Activities
Ms. Carol M. Provan CFRE (Carol)
Associate Director of Development and
Director of Planned Giving
Laurel School
Advancement/Development, Marketing &
Public Relations
Parent Organization & Programs
Mr. Kenneth Rogers (Ken)
Head of Middle School
The Wellington School
Middle School Curriculum Overview
English/Language Arts (Middle School)
Guidance, Testing & College Placement
Mr. James Whiteman (Jim)
Head, Lower School
Lake Ridge Academy
Local Community
Climate & Morale
Ms. Kelly Wilson (Kelly)
Department Head
Hathaway Brown School
Science & Math (Middle School)
6
APPENDIX T: ISACS School Profile
To be submitted with each of the following reports:
Visiting Team Report, Reaction Report, Progress Report, and Interim Visit Report
School name
Address
City, State
Type of School
Indicate all that apply:
Grades Served
Enrollment
School Programs
Size of campus
Square footage of buildings
Date founded
Head of School
Date appointed
Cincinnati Hills Christian Academy
11525 Snider Road
Cincinnati
Ohio 45249
Non-denominational Christian, Pk-12 College Preparatory
Coed Day School
Boys only
* Coed
Girls only
Boarding/day
Boarding only
* Day only
PK-12
1409
Community Service
Fine & Performing Arts
Christian Studies
Winter Term at High School
Chapel
Curriculum Development by
faculty
Athletics
North Campus 46 acres on 2 campuses
housing Elementary, Middle and High
School buildings.
327,240
Incorporated 1987; opened fall 1989
Thomas Randall Brunk
July 2003
Dates of last ISACS
October 18-21, 1998
evaluation visit
Dates of last 2 full- opinion September 2004
financial audits
Date current mission and philosophy approved by Board of Trustees:
Date current strategic plan adopted by Board of Trustees
Year Constituent Survey was conducted
a 7 story building with adjacent
playground, parking lot at the
downtown Armleder campus
September 2005
September 16, 2004
Adopted March 26, 2004
Reaffirmed February 25, 2005
February 2004
Has your school added grades or campuses since the last evaluation visit?
Yes. Armleder campus
August 2000
Otto Armleder Memorial
Now housing Pk-6
Education Center
140 W. Ninth Street
Cincinnati, OH 45202
7
Appendix T: ISACS School Profile continued
Number of Board Members
Men
women
Total
% multicultural
4 years ago
2001-02
9
5
14
14%
Number of Students
Boys
Girls
Total
% multicultural
705
733
1438
17%
699
713
1412
16.9%
Tuition
grade 1
grade 6
grade 12
6,610
6,710
6,810
7,535
7,635
7,735
Faculty FTE
men
women
total
% multicultural
31
86
117
3%
29
83
112
5%
33.6
78.4
112
4.9%
37
84
121
2%
Administrators FTE
men
women
total
% multicultural
7
8
15
6%
7
8
15
6%
8
6
14
7%
8
9
17
6%
Faculty salaries
low
average
median
$27,810
$37,822
$37,650
$27,500
$40,000
$39,996
$30,500
$42,374
$41,790
32,265
42,352
41,212
18.0%
18.3%
20%
21%
$537,937
$3,795,935
$417,181
$5,546,830
$457,401
$ 5,408,491
$50,000 to-date
2,900,000 to-date
Benefits as % of total salaries
annual giving-total received
capital giving- total received
% of expenses to salaries/benefits
% of expenses to professional development
Need-based financial aid
no-need financial aid
Tuition reimbursement
(remission)
2 years ago
2003-04
12
4
16
19%
One year ago
2004-05
13
2
15
20%
Current Year
2005-2006
11
2
13
0%
697
730
1427
20%
699
710
1409
19.3%
$
$
$
7,990
8,210
8,410
60.1%
.3%/.003
64.0%
.26%/.0026
64.0%
.3%/.003
total
% of student
body
$1,121,959
$1,332,741
$ 1,468,540
total
% of student
body
$37,500
total
% of student
body
endowment value
debt owed
12%
1%
$349,470
18.1%
$
37,500
66.2%
.086%
$1,718,892
21%
17.7%
$
1.1%
$ 337,667
$8,555
$8,780
$8,975
45,490
$39,000
1%
1.1%
$
430,076
$488,349
6.5%
6.3%
6.4%
8%
$4,777,220
$5,418,973
$10,324,809
$7,560,001
$14,909,330
$7,376,754
$14,904,573
$7,124,848
8
MISSION & CORE VALUES
Cincinnati Hills Christian Academy is a Christ-centered nondenominational college preparatory
school. Students are educated, encouraged, and prepared to grow in a personal faith in Jesus
Christ, to pursue higher education, and to serve: the Lord, their families, and their communities.
Core values provide a compass to guide us to the future. We can rely on these values to help us
fulfill our destiny as an outstanding Christian academy. These core beliefs comprise the
philosophical and behavioral wellspring for all that happens at this school. The values are:
Christ-centered environment by which we mean the lives of our staff, the personality of our
campus, the criteria which measure our entire educational program must be a reflection of His
values and His teachings. On this campus students have the opportunity to express their faith in
Christ and to strengthen that faith through interpersonal relationships and through the study of
Holy Scripture.
Academic excellence by which we mean maximizing each student’s capability. Each student is a
uniquely wonderful and marvelous creation of God and each student will be accorded dignity,
worth, and will be nurtured so that the student may achieve to the maximum of his/her Godgiven talents.
Diversity by which we mean this school community reflects diversity in denominational
preferences, in varied socioeconomic status of the families, in the range of academic abilities of
the students, and in ethnicity. As the church, the body of Christ is comprised of people of faith,
of all nations, all languages, all races, so CHCA is diverse.
Fiscal responsibility by which we mean the founding Board of Trustees and continuing Boards’
mandate to conscientiously monitor the financial operations of the school to be good stewards of
revenues.
Outreach by which we mean the school, its students, families, faculty, and administrative staff
demonstrate a culture of outreach, materially and spiritually, in order to live out the model a life
of service to others.
Leadership development in our students by which we mean that this school can provide
outstanding citizens in various career roles who are both professionally qualified to lead and
spiritually qualified to have a dynamic impact upon our society.
These values define this community. These are the goals and measures. These are the anchors
which hold the soul of this school in place.
9
GENERAL OVERVIEW
Cincinnati Hills Christian Academy (CHCA) is located in Symmes Township of Hamilton
County in the greater Cincinnati, Ohio area. The school is a nondenominational Christian coed
day school whose program is K-12 college preparatory on the north campus and PK-6 college
preparatory at the Armleder campus. The school fulfills the vision of a small group of founding
families who began meeting in October 1987 to discuss and pray about starting a school. Two
goals were foremost in their minds: that the school be a Christ-centered extension of their homes
and that the curriculum enable students to enter the country’s finest institutions of secondary and
higher education. These founding families envisioned a school where students would be
encouraged, through growing personal faith and through knowledge, to learn and serve. In
addition, the founding families envisioned a full complement of sport and extra curricular
activities that would promote student leadership development.
The school built its first building on 25 acres and opened in the fall of 1989 with 189 students
enrolled in grades PK-7. After several additions, CHCA expanded in 1992 to a second building
called the Edyth B. Lindner Elementary or EBL Elementary on the same acreage. This building
now houses approximately 468 students in grades kindergarten through grade four. The original
building is now occupied by approximately 400 middle school students in grades five through
eight. In 1995, CHCA began construction of a new high school facility on 20 acres
approximately .5 miles from the original campus. CHCA High School now enrolls 415 students
in grades 9-12. The school completed the purchase and renovation of a six-story historic building
in downtown Cincinnati in August 2000. This campus, commonly called “Armleder” and
officially called the Otto Armleder Memorial Education Center, serves 150 PK through sixth
grade students. CHCA owns two additional buildings adjacent to the Armleder campus that are
not currently in use. No additional plans have been established for these facilities other than the
possibility of expanded parking.
CHCA purchased 20 acres of ground in 2001 approximately three miles north of the high school
campus that will serve as practice fields for the athletic department. CHCA also owns
approximately nine acres of basically raw ground on Snider Road between the
elementary/middle school campus and the high school campus.
Physical facilities have expanded throughout CHCA’s 16-year history to meet the needs of
enrollment that expanded from the original 189 in 1998 to 1,427 in four buildings on three
campuses in 2005-06. Well appointed classrooms, dedicated areas housing technology, fine arts,
gymnasiums, libraries, cafeterias, playgrounds, and sports facilities complement the total CHCA
experience. Students represent over 37 public school districts, multiple denominations, and
varying socio-economic status and academic abilities. The faculty is a dedicated team of
professionals who see their teaching role as a calling and commitment that goes well beyond
being a ”job.”
CHCA was first chartered by the State of Ohio to begin its operation during the fall of 1989.
Since that time, CHCA has received three additional charters to operate each of its buildings as
chartered, non-public schools in the State of Ohio. CHCA was first accredited by ISACS during
the 1998-99 school year and maintains membership in the Association of Christian Schools
10
International, the Ohio Association of Independent Schools, the National Association of
Independent Schools, the Ohio High School Athletic Association, the College Board, and the
National Honor Society.
The visiting team conducted CHCA’s second ISACS evaluation on October 23-26, 2005. The
school’s self study was exemplary and the community was well prepared for the visit and
hospitable toward the members of the visiting team. Teachers, students, parents, board members,
and alumni are obviously proud of their school and its many accomplishments. Teachers are
committed to CHCA and willing to go beyond the call of duty in order to ensure successful
fulfillment of the school’s mission and vision. Board members and parents are dedicated to
CHCA and willing to take strong steps of faith to expand the school’s reach as evidenced by the
acquisition of the Armleder campus. All segments of the school community demonstrate
understanding of the spiritual nature of the school’s mission and purpose and can articulate the
importance of integration of faith and learning into the ethos of the school.
One of the components of the self study process is the constituent survey. CHCA elected to
contact the ISACS review board to gain approval for a customized survey that they would
develop. CHCA took this approach for two reasons: to incorporate questions focused on the
Christ-centered mission and core values of the school; and to administer it online, which allowed
automatic tabulations and data storage for future use and cross tabulation. The survey conducted
in early 2004 included responses from faculty, staff, students, parents and board. Results and the
responses to those results are evident as a part of the report. Strengths and “relative weaknesses”
are identified; comparisons between constituent responses collated and interpretation comments
are a part of the report. There is also evidence that the results were understood, considered and
incorporated in articulating the challenges and the plans and priorities of the various reports.
Given the important information and affirmation gained from the survey, CHCA plans to
conduct constituent surveys every two to three years to monitor trends.
11
MAJOR COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Exemplary commitment to the Christian mission and vision of the school as evidenced in the
testimonies and lives of Board members, administrators, faculty, staff, parents, and students.
Members of the CHCA community live the mission of the school.
2. Strong leadership that has provided vision, guidance, and direction for CHCA’s uncommon
growth and development, financial resources to uphold and advance the mission and vision
of the school, and unwavering commitment to the school’s mission to provide a Christcentered college preparatory education.
3. Innovative acquisition and development of the Armleder campus in downtown Cincinnati as
an extension of the school’s vision for providing an excellent Christ-centered education for a
diverse community in both urban and suburban areas in the Cincinnati metropolitan area.
4. Dedicated, nurturing teachers who establish and maintain strong personal relationships with
students that advance the school’s mission to educate, prepare, and encourage students to
grow in a personal relationship with Jesus Christ.
5. Exemplary outreach program that engages students in meaningful community service and
missions experiences that engage head, heart, hands in living out the mission and vision of
CHCA.
6. Respectful, friendly, and positive students who are genuinely proud of their school and
appreciative of the quality education and spiritual influences that they recognize as the
hallmarks of the CHCA experience.
7. Comprehensive, well-documented written curriculum—standards, benchmarks, and
assessments—that serve as a clear and effective curricular roadmap for the PK-12 academic
program.
12
MAJOR RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Use the occasion of recent major leadership transitions and the completion of the ISACS selfstudy/accreditation process to complete a new, comprehensive long-range plan that will
recast the vision for CHCA. This new plan should be Board driven and include a view that
extends well into the 21st century along with short-term direction for the immediate future.
Compelling issues that should be addressed include recruiting, retaining, and supporting
excellent teachers; facility expansion and renovations (particularly science labs); diversity;
the purpose, place and implementation of technology; finances; advancement; access and
affordability; and cross-divisional communication and decision-making.
2. Develop and implement a strategic plan that will effectively communicate the role of the
Armleder campus in the overall mission and vision of CHCA, fully incorporate Armleder
faculty, students, and parents into the life of the school, and provide opportunities for faculty
and families from all campuses to develop meaningful relationships.
3. Create and implement a protocol, in all divisions, which outlines procedures for responding
to emotional and behavioral needs of students. This should include clear policy positions on
the duty to warn and protect, when to refer, basic risk assessment, and the protection of
confidentiality and privacy.
4. Establish and implement a faculty driven plan and process for cross-divisional curricular
dialogue that will provide for curricular continuity, consistency, and quality for the PK-12
academic program that is in line with research based best practices and national standards
and norms. This dialogue should lead to short and long-term goals along with action steps
and benchmarks that will assess the success of the PK-12 curricular scope and sequence in
advancing the school’s mission to provide excellent education.
5. Design and implement—with faculty input—an in depth PK-12 professional growth plan that
will provide innovative and effective professional growth opportunities based on assessed
needs that will enable teachers to learn and grow, hone their skills, and meaningfully serve as
leaders and mentors.
6. Develop and implement a process that will assess faculty understanding of and ability to
integrate biblical principles into the learning process in order to better direct the recruitment
of new faculty and determine the success of the professional growth program related to
biblical integration.
13
PURPOSE, GOALS & PHILOSOPHY
OVERVIEW
The CHCA mission statement and core values are displayed throughout each of the school’s two
campuses and in a variety of school publications. The Board of Trustees reaffirmed commitment
to the school’s mission and core values in February 2005. Constituent survey scores regarding
the school’s “ability to achieve its mission and core values” are high, indicating school wide
support for the foundational principles that have guided CHCA leadership during the past sixteen
years.
The school’s strategic initiatives are stated in summary reports for the Board of Trustees LongRange Planning Retreats held on March 26, 2004 and February 25, 2005. The Board adopted five
Priority Conclusions in March 2004: 1) Build an environment that is accountable for growth in
academic excellence and spiritual maturity, 2) Develop a methodological approach for
purposeful Biblical integration, 3) Improve facilities to deliver needed programming excellence,
4) Improve CHCA Association communication, and 5) Create intentional Board focus on
inclusiveness (self-education): ethnicity and socio-economic. Specific steps have been taken to
implement each of the five priorities. The February 2005 Planning Retreat focused on a
feasibility study report in support of a capital campaign that would provide for significant facility
upgrades (e.g., middle school fine arts; high school parking, science, and fine arts; debt service;
and endowment). The Board determined that additional due diligence needed to be completed
before committing to a specific financial goal for the capital campaign that the school tentatively
plans to launch in the fall of 2006.
The Board and head of school recognize the crucial role of the faculty and staff in integrating the
biblical principles that are foundational to the mission and purpose of CHCA. Therefore, an
aggressive professional growth program has been implemented that will enable faculty to better
understand Christian education philosophy and practice, and integrate biblical principles in their
teaching, coaching, and advising. In addition, new teacher candidates recommended for a
contract are interviewed by at least one Board member in order to affirm the spiritual
qualifications of the applicant and fulfill the Board’s commitment to maintain the spiritual
foundation envisioned by the founding families.
Although the overview of the Purposes, Goals, and Philosophy section of the self-study is well
written and very thorough, it did not include “challenges” or “plans and priorities.”
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Clearly stated mission and core values that are effectively communicated to internal and
external constituencies.
2. Board members and leaders who have a strong grasp of and commitment to the vision and
core values.
3. Commitment to professional growth for faculty and staff in the area of integrating biblical
principles into the learning process.
14
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
See Major Recommendations #2 and #6.
15
ADMISSIONS POLICIES AND PROCEDURES & FINANCIAL AID
OVERVIEW
Cincinnati Hills Christian Academy employs an Admissions Director that reports to the Head of
School. CHCA provides a job description with responsibilities for the Admissions Director.
Those responsibilities include marketing the North Campus and Armleder Campus to existing
parents and the Cincinnati community through several different venues: direct mail, churches,
and organizations sponsoring education information days for school aged children. An
Admission Policy and Procedure is in place to guide the Admission Committee when
determining acceptance of applicants. Once applicants are accepted, they may apply for
financial aid for the North Campus. Financial aid is determined by the Financial Aid Committee.
Financial aid and scholarships are detailed later in this overview.
CHCA provides an admissions package to inquiring parents that includes the school’s mission
and core principles and information parents need to complete the application. The admissions
process includes: application, student testing, family interview, acceptance by the Admissions
Committee, offering of financial aid to those that qualify, signing of the enrollment contract, and
integration to the CHCA community. The Admissions Director oversees this process.
The Admissions Committee consists of the Head of School, Development Director, Admission
Director, Assistant Admissions Director, Principals, and Board Representative. The Financial
Aid Committee consists of the Admission Director, CFO, and Assistant Head of School.
The North Campus devotes 3.5% of its operating budget to 5 scholarships and financial aid. An
additional 3.5% of tuition remission is available for employees. The scholarships are available
for minorities and Armleder graduates who will continue secondary education at the North
Campus. Financial aid is incorporated in the Armleder Campus tuition structure and equals 47%
of the Armleder operating budget.
The CHCA survey results indicate that the student acceptance process and new family
integration initiatives are working well and are aligned with the mission and core values. The
CHCA survey indicates an overall 90% parent satisfaction and that CHCA North Campus retains
96% of its students while Armleder retains 94%.
COMMENDATIONS
The ISACS visiting team commends the school for its…..
1. Clearly defined admissions process that is effectively implemented.
2. Clearly presented mission and core values to the inquiring student and family.
3. Commitment to integrating new students and families into the CHCA Christ-centered
community.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Complete a statistical analysis of inquiries to assist marketing strategies.
2. Complete a statistical analysis of the current and prospective families financial aid needs to
project budget financial aid.
16
ADVANCEMENT/DEVELOPMENT, MARKETING & PUBLIC
RELATIONS
OVERVIEW
The Advancement office at Cincinnati Hills Christian Academy conducts a wide range of
development activities, including an annual giving program composed of both unrestricted
giving and income derived from small, special events; a major biannual auction/dinner
(Celebration); numerous school-wide special events; The Campaign for Lasting Change for
scholarship endowment at the Armleder Campus; pre-campaign planning for the Capital
Enhancement Campaign; a fledgling alumni program; publicity/advertising/public relations;
publications and communications; and archives. In addition to these activities, the new Director
of Advancement plans to direct attention to upgrading donor cultivation, improving donor
relations, and reviving planned giving. The office works closely with the Advancement
Committee of the Board whose ambitious goals support the department’s work and whose
members bring both the interest and skills of successful fund-raising partners.
The Advancement program has taken steps to rebound from a period of lower effectiveness by
invigorating Annual Fund solicitation materials and creating a tighter timeline for follow-up
phonathons; imaginatively expanding donor cultivation and donor relations activities;
demonstrating good stewardship; and assessing and developing staff skills. Additional plans to
create an Advancement Plan and to involve volunteers in areas where no staffing exists (e.g.,
grant writing) will add effectiveness. Building upon the information gathered in the feasibility
study, research on and cultivation of prospective major donors for the Capital Enhancement
Campaign will be a priority. Communications efforts in publicity, internal publications and
marketing materials inform the internal and external community about the school’s unique
mission.
The Advancement Office is composed of four full-time and one-part time employees. The
number and scope of initiatives that are undertaken and efficiently managed by this team is
remarkable. Since the self-study, Admissions has become a separate department. The offices of
two staff members are currently located in a different building due to space considerations.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Energetic, imaginative and committed partnership between the Board Advancement
Committee and the Advancement office.
2. Success in managing a program of fundraising activities across the school community that
inspires participation and generosity.
3. Technical resources to maintain an effective constituent database for research and outreach.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Develop a coordinated graphic identity within a comprehensive publication plan to achieve
a consistent and recognizable image.
2. Work with the Advancement Committee to cultivate and involve new major donors to
expand the donor pyramid for the Enhancement Campaign in order to reduce dependence
17
upon a limited group of leading funders.
3. Schedule professional development opportunities for all members of the department to
build skills, reward dedication, and develop talents.
4. Identify office space options for increased efficiency and teamwork in order to locate all
department members in a more cohesive work space.
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PARENT ORGANIZATION & PROGRAMS
OVERVIEW
Cincinnati Hills Christian Academy fosters a close relationship with the families of students by
providing opportunities for parents to connect to their children’s lives in academic, arts, social,
athletic, and spiritual activities. It is expected that parents who enroll children at CHCA will not
only support the school, but that they will become involved as volunteers, leaders, and donors. A
number of organizations have been developed to facilitate the volunteer/service programs. All
families belong to the Parent Teacher Fellowship which supports classroom activities with both
social and teacher support; provides hospitality for school-wide events; encourages spiritual
development through Prayer Partnerships and other activities to nurture a Christ-centered
environment; and staff appreciation gestures and events. PTF provides enrichment programs
with a goal of touching as many students as possible through fund-raising activities—primarily
the sale of the Directory and school-logo clothing for middle and primary school students. The
Board has a Parent Committee whose Chair attends PTF meetings as a liaison to both
communicate Board plans and decisions and to understand parent concerns and hopes.
The Athletic Boosters focus their involvement upon the athletic teams and supplement the school
budget in athletics primarily through the sale of memberships in the Boosters, magazine sales,
advertising sales and a golf outing. The Fathers Group meets weekly during the school year as a
men’s Bible study designed to foster faith and growth as spiritual leaders of the family unit. The
group also has an outreach component for students who lose a parent. The Friends of Fine Arts
operate as a booster organization for the arts program: visual, performing, vocal and
instrumental. This organization sponsors Art Beat, a program that displayed 1,200 pieces of
student art and featured 700 student performances in 2005. Income from the Friends of Fine
Arts enhances the overall arts program by paying for budgeted items or through their adopt-anart effort which underwrites aspects of the program of the donor’s choice.
The North Campus added a Volunteer Coordinator position during the 2005/06 school year in
response to the success of this position at the Armleder campus. Parents are recruited by
telephone or email to fill volunteer roles at school events such as Prospective Kindergarten
Night, Admission Open House, and phonathons. Every family is personally encouraged to
become more involved in the life of the school.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Network of vibrant parent support organizations that assist the school to help each student
learn in a nurturing, affirming environment.
2. Culture of welcoming parent volunteer support for classroom teachers.
3. Extensive efforts to encourage every parent to become involved in the support of his/her
child’s most important work.
4. Sensitive and meaningful outreach by the Fathers Club to students who have lost a parent.
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RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Ensure that parent groups do not become oversaturated by fund-raising programs.
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LOCAL COMMUNITY
OVERVIEW
CHCA resides in two contrasting local communities. The North Campus is situated in an affluent
suburban area, while the five-year-old Otto Armleder Memorial Education Center is in urban
Cincinnati. Each school recognizes its important role in these communities – providing quality
Christian education (its mission) to its specific population and serving these communities
through a wide variety of student and adult outreach endeavors (a core value). CHCA describes
itself as having a “symbiotic relationship” with the community and the ISACS visiting team
found this to be true. Students and staff are involved in extensive volunteer service and the
school shares its fine facilities and programs with the surrounding community. In this way
CHCA demonstrates a very strong commitment to its core value of Outreach.
Every CHCA high school student is involved in a minimum of 30 annual hours of community
service. Some are individual endeavors and many are executed as a group; some are relational in
nature and others are project-focused. There are twenty-six volunteer groups and students log
over 12,000 hours per year. Student volunteerism is encouraged, supported and coordinated by a
full-time staff position created for this position. This staff member’s passionate work is a
significant driving force toward successful, Christ-honoring service.
The Lindner Elementary School and the Armleder Center’s coordination of student outreach is
planned by the classroom teachers, giving students the opportunity to serve others in the
community through a variety of hands-on, age-appropriate ways. At the beginning of the year,
every teacher submits for approval an outreach plan for his/her class. A few examples of this
outreach includes primary students writing notes of encouragement to the city’s safety personnel
and community leaders, raking leaves for the elderly, and beginning a pen-pal relationship with
students at the public school. Middle school students are also involved in numerous service
opportunities, although it appeared to the visiting team that they are adult-generated.
Furthermore, the Armleder Center has made impressive strides in connecting parent volunteers,
community volunteers, and businesses with its students and daily operations. This involved over
100 individual adults functioning as tutors and aides during the past school year. Businesses and
non-profit organizations have increasingly responded to invitations to be part of the school by
providing tangible resources such as books and supplies, as well as expertise and individual
volunteers. The success of this unusually strong support base is made possible by the hiring of a
full time coordinator of volunteer service. As with the high school coordinator, this person is
passionate, outgoing and organized—a key to success.
CHCA opens its facilities to numerous organizations such as scout and church groups, athletic
leagues and arts programs. The school speaks of a positive relationship and reputation with its
immediate neighbors and surrounding areas. All four schools readily utilize resources around
them for field trips and guest presenters.
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COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Clear and genuine commitment to Christian service and outreach in each of its communities as
well as throughout Greater Cincinnati.
2. Significant use of and connection to a wide variety of community resources and organizations.
3. Making available of its facilities and programs to the local community.
4. Development of community volunteers at the Armleder Memorial Education Center.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Further coordinate the K-12 outreach programs to combine the resources at each campus in
order to best serve the surrounding communities.
2. Establish a true service-learning component in the curriculum that focuses on some of the
social, economic or spiritual needs in the Cincinnati area.
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CLIMATE & MORALE
OVERVIEW
CHCA lists its first core value as a “Christ-centered environment by which we mean the staff,
the personality of our campus…must be a reflection of His values and His teachings.” One of
Christ’s key values for His followers is unity. The collaboration and togetherness of faculty,
staff and administration are key to the maximization of the School’s other core values.
At each building, camaraderie among faculty and staff is high. With few exceptions, faculty and
staff appear to enjoy and support each other. Building employees have regular devotions, lift
each other up emotionally and spiritually, and enjoy strong friendships. Most employees report
that they enjoy, even love, teaching at CHCA. This is due to great colleagues and families, the
mission of the school and its overall culture. Connection and communication with faculty of
other buildings is inconsistent and, thus, few see themselves as one K-12 body. There is a new
initiative this year toward further equipping PK-12 faculty in integrating biblical truth. The
common books, training, and an all-school retreat also are steps toward bringing faculty together.
Although morale among faculty appears high, their professional relationship and communication
with the administration is not as unified or strong as desired. This varies in each building. The
Armleder staff perceives itself as unified in communication, mission, and direction, while the
middle school faculty sees itself as disempowered. The EBL Elementary relationships are strong
and stable, while the high school is in transition. All faculty and administration appear quite
professional and genuinely caring, creating an overall positive and productive culture.
Students report great fondness for their school and each other. They appear accepting, respectful
and supportive of each other at every grade level. Students have numerous opportunities for
involvement in extra-curricular and co-curricular activities and all are involved in organized
service projects. Thus, students find friendships and further definition of self through meaningful
work and fun. A freshman-senior buddy system in the fall has helpful the incoming ninth graders
to connect. A number of seniors did comment on a desire for more school spirit. Middle school
students report positive results from the advisory program and planned social opportunities.
Connections among the elementary, middle, and high school students are quite limited. There are
a few all-school events (fall festival, arts fest, recent “Broadway musical”) that do add to a sense
of CHCA community.
Attractive, clean, and safe facilities contribute to the positive climate at CHCA. Staff and
students generally enjoy adequate classroom space, pleasant surroundings, and sufficient
resources (A few exceptions are noted elsewhere in the visiting team’s report).
Parents are enthusiastic and supportive. Volunteerism and involvement are high and parents feel
connected with the teachers. As with faculty and students, though, parents at Armleder and the
north campus don’t yet see each other as one.
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COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Genuinely strong commitment and camaraderie among a caring faculty and staff at each
building.
2. Positive morale and acceptance among students of all ages.
3. Strong parental support of and within the CHCA community.
4. New initiative to provide school-wide training for all faculty to better integrate biblical truth
into the curriculum and to collaborate cross-divisionally in the process.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Provide increased intentional opportunities for faculty to participate in school-wide
discussions, planning, decision-making, and social gatherings
2. Provide a vehicle for more inclusive decision making at the Middle School.
3. Be more intentional about connecting the faculty and students at Armleder and EBL
Elementary.
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DIVERSITY & MULTICULTURALISM
OVERVIEW
“Diversity: Environment of respect and love for all God’s children.”
—from CHCA’s Statement of Core Values
Cincinnati Hills Christian Academy finds itself in the unusual position of being a school with
four separate buildings and three campuses. The “North Campus” of two plots of land and three
buildings—High School, Middle School, and Elementary School—is situated in an affluent
suburb of Cincinnati, and mostly serves students who come from adjacent communities. The
fourth building—the Otto Armleder Education Center—is located downtown, twenty miles from
the others, and primarily serves students poorer and more likely to be from minority groups than
those on the North Campus. About half of all CHCA’s students of color attend Armleder, even
though its approximately 150 students represent only a little more than 10% of CHCA’s overall
population of about 1400.
Board members are strongly committed to making Armleder a full partner with the other
buildings. Finding ways to embrace and develop the essential unity of the four schools presents
CHCA with an extended challenge and opportunity. The stated goal of diversity benefits from
the school’s Christian commitment —“In Christ there is no east or west.” As members of the
CHCA community strive for ways to fully assimilate Armleder, they find themselves at the start
of a long and exciting journey toward Christian unity.
COMMENDATIONS
The ISACS visiting team commends the school for its. . .
1. General diversity awareness of issues involving ethnicity, gender, and varying levels of
wealth. This is exemplified, for instance, by the stated goal of diversity as a school Core
Value, Board members’ and faculty’s heartfelt dedication to it, and the inclusion of nonWestern and American minority materials in the curriculum.
2. Current practice of granting scholarships to the North Campus to two Armleder students each
year, and the plans to raise this number to eight or nine students in coming years.
RECOMMENDATIONS
The ISACS visiting team recommends that the school . . .
1. Pursue strategies and create structures that actively address diversity-related goals that might
include, but are not limited to, creating diversity committees on the Board and faculty,
reallocating scholarship funds, hiring more faculty from minority groups, establishing one or
more culture clubs, holding diversity training sessions, and promoting regular exchanges
among the constituencies of all campuses.
25
PERSONNEL – ADMINISTRATION, FACULTY & STAFF
OVERVIEW
CHCA has successfully expended time, energy, and talent in the process of hiring faculty,
administrators, and staff to implement the mission and core values. Changes made in personnel
within the last few years have impacted the culture and operation of the school. The
administration has a high awareness of this effect. Faculty, administration and staff demonstrate
high respect for students both in and out of the classrooms.
The Local Professional Development Committee (LPDC) informs teachers of the credential
process, keeps records and maintains credentialing for all teachers, and lists categories for
growth. However, the LPDC does not represent a comprehensive professional development plan
for CHCA faculty related to CHCA goals. The plan for graduate degree reimbursement is
clearly written. The mentoring program clearly communicates the detailed process enacted for
one full year.
The high school master schedule shows approximately seven teachers who are tracking six or
seven classes. It also shows eight teachers assigned more than three preps.
Employee handbooks are in place and easily accessible to employees; hard copy and on line.
Human Resources has raised awareness of CHCA financial benefits for all employees. Financial
efficiency and productive efficiency are evident in contracting out the service of campus
cleaning.
The installation and implementation of Blackbaud both for the business offices and for the
faculty has been successful. The internal education for use of this software has also
demonstrated financial efficiency.
CHCA has clearly met the Federal and State rules of compliance in all significant areas.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Celebration of faculty as its greatest resource.
2. Development of Employee Handbook, Mentoring Program, Spiritual Development Program,
and graduate degree reimbursement.
3. Benchmarking of the benefit program against public and independent schools in the area and
its devotion to making good use of each dollar.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Develop and implement an in-depth K-12 professional development plan for all employees.
2. Review faculty teaching assignments so that the number of course preparations and number
of assigned courses per faculty member are lessened to be more in line with those of other
strong ISACS schools.
26
ELEMENTARY SCHOOL CURRICULUM & PROGRAM OVERVIEW
(K-4)
OVERVIEW
The Elementary School consists of two separate buildings located in both suburban and urban
areas approximately thirty miles in proximity. Both schools share a common Mission
Statement, Core Values, Standards, and Benchmarks. They are governed by one Board of
Trustees and are offered similar faculty professional development opportunities. The schools
differ in many ways including separate operating budgets, financial diversity of families,
financial aid opportunities, and student population. The Schools house different grade levels
with EBL offering Kindergarten through Grade Four and Armleder Prekindergarten through
Grade Six. The ISACS visiting team observed throughout each elementary school
encouragement of students to define themselves as Christians and to actively participate in
service that exemplifies the teachings of Jesus Christ. Visual representations of biblical verses
and teachings are prominent throughout both elementary buildings. Christian values and
characteristics of Christian behavior are interwoven in all areas of curriculum through teacher
directed dialogue with students.
Curriculum is clearly defined and articulated through curriculum maps. Expected outcomes are
identified for all curriculum areas in the schools’ shared Benchmarks, Indicators, and
Assessments Guide. Thematic units integrate all areas of the curriculum and are uniform and
structured according to grade level. Grade level teachers meet weekly to plan thematic activities
and to share a variety of strategies for teaching skills identified in grade level syllabi. Teachers
are allowed some autonomy in planning around thematic topics if targeted skills included in
Benchmarks and Indicators are addressed.
Differentiation to address student needs is stated as a component of the elementary schools’
academic program. The ISACS visiting team observed a limited attempt to differentiate
instruction. Observations include:
 support for remedial needs through a planned pull-out program
 occasional enrichment for mathematics and science in some but not all grade levels
 use of parent volunteers to work with individual students
 creation of volunteer tutoring program at Armleder
CHCA’s commitment to the importance of parent partnership with teachers and administrators is
evident in the wide range of parent involvement within the school day. Family interviews are
conducted as a component of the admissions process to introduce the expectation of family
involvement within the school community. The ISACS visiting team observed active
participation of parents within the schools in a variety of roles including:
 one-to-one tutors
 teacher assistance for materials preparation
 library assistance
The ISACS visiting team agrees with the self-study that diversity, as one of the articulated Core
Values, needs to continue to be explored and embedded in the curriculum.
27
The ISACS visiting team also agrees with the self-study concerning the challenges of integrating
technology into the curriculum and supports the plan to strengthen in-service opportunities for
continuing education in the use of technology in the elementary classroom.
The ISACS visiting team observed a positive atmosphere within all components of the
Elementary Schools of Cincinnati Hills Christian Academy. It is apparent that faculty members
are passionate in their vision of a strong academic program embedded in an environment of
Christian values.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Commitment to the Mission Statement and Core Values by clearly identifying “Who they
are” and “Whom they serve”.
2. Integration of content areas through development and implementation of thematic units in all
grade levels.
3. Articulation of curriculum in a variety of formats including curriculum maps, individual
classroom syllabi, and A Statement of Curriculum booklet containing standards, benchmarks,
and assessments.
4. Efforts to effectively involve parents in a partnership with administrators, faculty, and staff.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Review interactions with Armleder to identify status of current relationship and to plan
collaborative opportunities for students, faculty, and parents of both communities.
2. Establish a professional development plan for faculty, focusing on teaching pedagogy that
promotes best practice.
3. Explore additional avenues for improving cultural awareness within the established
curriculum.
4. Identify developmentally appropriate uses of technology in all elementary classrooms and
offer professional development opportunities for teachers to become proficient in the use of
technology.
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MIDDLE SCHOOL CURRICULUM & PROGRAM OVERVIEW (5-8)
The Cincinnati Hills Christian Academy Middle School consists of grades five through eight
with a current enrollment of 389 students. Congruent with the philosophy of the school as a
whole, the curriculum demonstrates a commitment to providing “distinctly Christian, collegepreparatory education” for students who find themselves in the unique and challenging period of
pre- and early adolescence. The faculty consists of thirty-eight full-time and four part-time
teachers, including two Student Support Services faculty. Of the fourteen men and eighteen
women, 39% hold a master’s degree or higher. Leadership consists of an interim principal, an
assistant principal, department chairs, and grade level chairs. The facility in which the school is
housed is attractive, well-lit, spacious, and clean.
The curricular core of the Middle School consists of language arts, mathematics, science, social
studies, foreign language, and Christian studies. Students moving on to the high school are
expected to be excellent readers and writers who also have a solid foundation in numeracy. The
schedule operates on a six-day cycle and currently breaks fifth and sixth grades into five sections
each, while seventh and eighth grades are broken into six sections. A recent redesign of the
schedule, influenced by a desire to strengthen the school’s core, places core courses in what is
described as a specific and strategic manner. In the seventh and eighth grades, both math and
language arts each meet daily in eighty minute blocks. Christian studies was increased to forty
minutes daily, and social studies and science alternate in one eighty-minute block. This
increased time has led to moving what once was in-day, elective offerings to after-school club
options. The Middle School also offers classes in vocal and instrumental music, visual arts,
physical education, and technology. The school works to make sure all offerings are integrated
biblically to aid students in developing a biblical worldview.
Spiritual growth is structured through curricular integration, the Christian studies class, Chapel
(once per week), voluntary gender separated Bible studies led by faculty before and after school,
and gender specific advisory groups at the end of each day which provide opportunities for
formal and informal discussion and prayer. In addition to a myriad of service activities, small
groups of seventh and eighth graders travel twice yearly on mission trips to Monterrey, Mexico.
After-school offerings include interscholastic sports for seventh and eighth grade boys and girls
in fall, winter, and spring. In grades five and six, recreational offerings exist for boys in football
and basketball, and girls in softball and basketball. A “no cut” policy exists for all sports. Other
opportunities include drama productions, art enrichment, jazz and chapel bands, yearbook,
newspaper, Science Olympiad, and Power of the Pen, and other activities as interests emerge.
The school coordinates many social activities in addition to these activities in an effort the
support the assertion that Christians can have fun.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Cultivation of an age-appropriate, academic, and real-life development of the students’
biblical worldview consistent with the mission and core values of the school.
2. Desire to design a program characterized by rigor, and talent and skill development.
3. Commitment to active and meaningful service and missions work.
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4. Sensitivity to the social development of early adolescents through the advisory program and
social activities offerings.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Measure the full impact of recent schedule changes by creating an inclusive team process to
clarify, monitor, and adjust the schedule and curriculum as needed.
2. Devise and implement a plan to enable department members within the Middle School and
between divisions to regularly discuss curriculum and transition concerns.
3. Provide training for advisors to enhance opportunities to build the social, emotional, and
spiritual development of their advisees.
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HIGH SCHOOL CURRICULUM & PROGRAM OVERVIEW (9-12)
OVERVIEW
The CHCA high school program provides students with a strong Christian atmosphere where
administration, teachers, and staff daily are models for caring among all students. The
assessment of learning is benchmarked and includes performance as a strategy for measuring
understanding. “Winter Term,” a unique curriculum innovation, has won the hearts of students,
teachers, and parents.
Department heads develop a budget and coordinate scope and sequence of instruction and, along
with curriculum council, monitor benchmarks and assessments. The instructional leaders include
Principal, Assistant Principal, and Executive Assistant to Head of School for Academics; they
are responsible for setting expectations for improvement in both teaching and learning.
High stakes tests grow and continue to define the curriculum. The two-week period of
experiential learning is of significant value because it is authentic learning. The athletic program,
with emphasis on character, is a big part of the students’ day.
Alumni speak with passion regarding their experiences with Student Outreach and weekly
chapel.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Creation and monitoring of course benchmarks and assessments.
2. Creation and successful implementation of Winter Term.
3. Addition to the college counseling staff.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Create a K-12 comprehensive professional development program that seeks commitment
from the entire faculty and administration.
2. Renew commitment to review the science of brain research (learning) and to consider
teaching strategies that result in raising motivation for all students without the high use of
tracking in all the academic disciplines.
3. Minimize the amount of time devoted to high-stakes testing.
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ENGLISH/LANGUAGE ARTS (K-4)
OVERVIEW
The Language Arts on both the EBL and Armleder campuses emphasize the importance of
developing students as lifelong readers, effective writers, and confident speakers. Many
materials are used throughout the curriculum as efforts are made to integrate the language arts
throughout all curricular areas. Both campuses work within the same program as outlined in the
Cincinnati Hills Christian Academy Statement of Curriculum and there was clear evidence that
students meet the stated benchmarks. Curriculum maps and course syllabi are also available as
instructional guides for teachers, parents and students.
The Elementary Language Arts are Christ-centered. Teachers on both campuses incorporate the
use of scripture in reading, memorizing, reciting, and connecting to literature. Literature choices
for instruction in all subject areas are congruent with the school’s ethical and biblical values.
These values are evidenced in classroom centers that include characters from the Bible and
verses on posters and bulletin boards. The school reports that students use higher order thinking
skills in order to become independent and lifelong learners. The ISACS visiting team observed a
large amount of teacher led and whole group instruction, limited student to student interaction,
and minimal cooperative learning opportunities.
Both reading and writing are based on thematic units on both campuses and are integrated with
math and social studies themes whenever possible. Students on all grade levels use the writing
process on projects to create complete and refined pieces. At Armleder, the ISACS visiting team
observed the use of the computer lab as a significant resource for enhancing the student writing
process. At EBL, the visiting team observed many classrooms where laptops are important to
completing writing and research projects. Hallway displays on both campuses are evidence that
students are given opportunities to express themselves through writing. The visiting team
noticed a substantial amount of writing ideas provided by prompts for the entire grade and
limited opportunities for children to decide upon and write about their own ideas and
experiences.
The Language Arts program includes assessment, intervention, and enrichment. Daily language
reviews, Shurley jingles, one-on-one reading with volunteers, spelling tests, and recitation were
assessment methods witnessed by the visiting team. The Volunteer Center, including parent and
community helpers, Student Services Center, and full-time instructional aides at Armleder were
seen by the visiting team as provisions for intervention and enrichment on an as-needed basis
and seem to allow opportunities for differentiation on some levels. In addition, fifth grade
students at Armleder have an innovative tool for assessment in the use of morning news
delivered through video and seen throughout the school.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Use of trade books and other reading materials to keep the curriculum rich with reading
matter.
2. Maintenance of curriculum guidelines, course syllabi, curriculum maps, and communication
within team about these items.
32
3. Involvement of parents and volunteers to enhance and enrich the students’ experience and
provide individualized attention.
4. Modeling of appropriate behaviors for children seeking to become lifelong readers, learners,
and followers of Christ.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Provide more opportunities for students to build and use their critical thinking skills in all
classroom areas where reading and writing are pertinent.
2. Allow for regular communication between teachers from both EBL and Armleder about
student challenges, best practices, assessment tools, and innovative uses for technology (such
as student-created, videotaped news reports), and opportunities for students on both campuses
to share their accomplishments with one another.
33
ENGLISH/LANGUAGE ARTS (5-8)
OVERVIEW
The Middle School Language Arts program seeks to develop a life-long love of learning through
reading, writing, speaking, listening, and studying. The connection to the school’s mission is
evident in the program’s commitment to the core values. Students are expected to apply biblical
principals to their language studies through the incorporation of Christ’s values and teaching in
discussions, readings, and daily interactions. An appreciation for diversity of human experience,
culture, and values, and the ability to evaluate spoken and written words for truth is encouraged.
Students are challenged to obtain competence in a variety of writing experiences, both academic
and personal, demonstrating clarity, logic, creativity, and accuracy. As speakers, students are
expected to speak with confidence, fluency, and precision. In groups, students are expected to
demonstrate leadership and value for the work of others. Teachers seek to achieve these goals
through the use of direct instruction, open-ended assignments, and group and individualized
instruction. Teachers seek to develop student potential by affirming student ability, worth, and
dignity while expecting students to apply analytical skills in reading, writing, listening, speaking,
thought study, and discussion to realize their God-given gifts and their places in the world.
The department, comprised of eleven teachers ranging in experience from thirty years to five
years, is led by a department coordinator and all have played a significant role in developing the
current program. Block scheduling allows for more time for integration of reading and writing
and the reinforcement of skills. The department seeks to be interdisciplinary in its activities with
other departments, particularly social studies, which incorporate technology, a practical
application of research skills, as well as connections among literature, social studies, and biblical
topics.
The development of the Middle School Plan presented spring 2005 focused on Language Arts in
response to school identified need, parent concern, and standardized test scores. The plan
emphasizes expanded time (80 minutes daily in 7th and 8th grade) for language arts, and direct
instruction particularly in reading and writing which now receive separate grades for each on the
report card. Grammar, usage, and mechanics receive particular emphasis through the use of study
sheets and workbooks. Reading selections range from contemporary young adult fiction to
“classic” novels and the use of literature anthologies.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Commitment to designing a language arts program consistent with the mission and core
values.
2. Work to integrate language arts with social studies, technology, and biblical studies.
3. Balanced selection of literature representing diversity, rigor, and opportunities for growth in
student’s personal faith.
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RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Reconcile internal goal of increasing language art rigor through direct instruction with best
practices for language arts instruction as determined by State and National Council of
Teachers of English standards.
2. Schedule professional development opportunities which train teachers to maximize learning
in the full eighty-minute block.
3. Establish and implement a process to maintain a balance between a focus on technical
language arts skills and critical thinking.
35
ENGLISH/LANGUAGE ARTS (9-12)
OVERVIEW
The CHCA goals for the High School Language Arts Department for all the students include
high competencies in reading, writing, listening, and discussion. Also included are global
understanding of other cultures, a love of lifelong learning, skills in research, and critical
thinking.
There is evidence of engagement using collaborative learning and authentic themes and student
involvement. In addition, significant time is allotted to “teaching to the high stake tests.”
Tracking students into different categories of learning levels was in evidence in most academic
classes.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Highly caring teachers.
2. Beginning of integration between language arts and history.
3. Development of the portfolio assessment.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Develop and implement, in line with both mission and values, a school wide
comprehensive plan (K-12) of professional development with a laser focus on helping each
student reach his/her highest potential academically and spiritually.
2. Conduct an in depth examination of the process of tracking/sorting students both in its
relationship to student learning and to the mission and core values.
3. Build into the Language Arts Curriculum, a deeper emphasis on 21st century media
literacy.
36
HISTORY/SOCIAL STUDIES (K-4)
OVERVIEW
Elementary School Social Studies on both campuses introduces students to the people and
history of the world through various thematic units. In all grade levels, children learn about past
and current people and events along with the use and practice of foundational skills that are
integrated throughout the curriculum. The goal of maintaining a Christ-centered environment in
the teaching of social studies through the tenets of love, patience and kindness is evident
throughout the campuses. The ISACS visiting team noticed the consistent, pleasant display of
characteristics of acceptable community behavior as viewed through a biblical lens.
The school states that a positive aspect of the social studies program is the interactive
opportunities that allow children to demonstrate their knowledge through a variety of
assessments. The visiting team observed frequent use of black line masters, worksheets, and
teacher-lead discussions as tools to assess student understanding, among some of the projects
that serve as learning benchmarks and student displays. In the classroom, students were often
seen filling in worksheets while teachers delivered information.
Fifth and sixth graders use textbooks as resources on the Armleder campus. Students also have
access to a variety of other materials for reference. Literature read in language arts also seems to
relate directly to themes taught in social studies. Students engage in projects used to measure
what they have learned and create displays for public areas of the school.
Assessments occur on both campuses through the use of tests, quizzes, games, research projects,
and through the use of projects completed in other classes like music, art, and sometimes
physical education. Interaction between students was not often observed.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Successful integration of spiraling social studies themes throughout many elements of the
curriculum.
2. Willingness and ability to maintain communication with campus team members about
expectations, activities, and assignments given to students.
3. Success in providing students with an appropriate variety of materials to use to gather
information on theme subjects.
4. Well thought out program as displayed in curriculum maps, grade level benchmarks, and
course syllabi.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Regularly and frequently offer students opportunities to lead discussions, display and/or share
work-in-progress and finished assignments in the classroom, and take part in cooperative
learning activities.
2. Vigilantly give students information that stretches beyond the stereotypes sometimes visible
in mass marketed teaching tools.
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3. Actively seek a variety of methods to be used for the delivery of concepts in social studies
classes in addition to those found in specials classes.
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HISTORY/SOCIAL STUDIES (5-8)
OVERVIEW
In its self study, the Middle School Social Studies faculty of Cincinnati Hills Christian Academy
outlines its role as teachers “who draw out each child’s desire and ability to learn,” and who help
students gain a sense of “their place. . . as citizens of God’s Kingdom.” With those important
basic goals in mind, the Middle School Social Studies program employs team teaching with
language arts instructors in fifth and sixth grades, the two disciplines reinforcing each other in
the same room for two periods every day. The program for seventh and eighth graders has been
modified because of a recent administrative adjustment to the schedule. Their social studies
classes meet in two back-to-back periods every other day, an arrangement that has necessitated
some adjustments. The jury is still out as to whether this is the best configuration for students of
this age. In any case, social studies instructors at these higher middle school levels continue
using personalized and active teaching strategies that enhance students’ learning.
The middle school curriculum incorporates U.S. History in fifth and eighth grades, a range of
world cultures in sixth and seventh. All levels feature specific benchmarks, which help both
students and parents assess a student’s progress. Biblical integration is a vital principle
throughout.
COMMENDATIONS
The ISACS visiting team commends the school for its . . .
1. Caring and knowledgeable teachers.
2. Attractive and inviting classroom environments.
3. Personalized instruction using a wide range of educational techniques.
4. Awareness of issues facing the department, such as the need for strengthening the fourth-fifth
and eighth-ninth transitions, the necessity of maintaining college-preparatory expectations,
and awareness of non-Western and American minority cultures in the curriculum.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Evaluate the recent schedule changes and make adjustments to them as deemed appropriate.
2. Cultivate and formalize a relationship between the department and the library to enhance
research opportunities.
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HISTORY/SOCIAL STUDIES (9-12)
OVERVIEW
In its self-study, the High School Social Studies department of Cincinnati Hills Christian
Academy sets high goals for itself. It states, “Within a Christian perspective, students explore
patterns of human. . . interaction through studies in history, geography, political science,
economics, and current events.” The department helps “students grow in their ability to make
reasoned decisions. . . as citizens of a culturally diverse, democratic society.” In addition, the
department also prepares students to take the Ohio Graduation Test in Social Studies and four
different Advanced Placement tests. The curriculum includes American and European history
courses as well as social science courses in economics, government, and sociology. Heritage is a
two-period course that combines U.S. history with American literature.
The ambitious high school history program becomes reality through the efforts of four fulltime
teachers and one part-time teacher. The high school social studies faculty uses a range of selfgenerated curricula which employ not just traditional textbooks but also art, fiction, and videos.
Primary source documents often make up part of a day’s lesson. Teaching techniques include
simulations, student presentations, library research, lecture-discussion, and straight lecture.
Teachers perform their work with knowledge and dedication; the mutual respect and affection of
students and teachers are obvious to observers. All faculty carry extra duties in addition to
teaching.
Committed, knowledgeable teachers and bright, committed students have aided the Social
Studies department to go far in fulfilling its goals. On the other hand, the large number of duties
and the prospect of teachers becoming overextended are areas of concern.
COMMENDATIONS
The ISACS visiting team commends the school for its. . .
1. Engaged, imaginative, and caring teachers.
2. Warm and inviting classroom environments.
3. Awareness of challenges facing the department, including strengthening the eighth-ninth
transition, the desirability of developing extracurricular clubs, enticing students to use noninternet library research, and presenting materials in a biblically-integrated way.
RECOMMENDATIONS
The ISACS visiting team recommends that the school. . .
1. Analyze and evaluate the issues surrounding the tendency for teachers to become overloaded
and overworked, and attempt to find solutions to the issues.
2. Analyze and assess the current course offerings in terms of possible conflict between the
pressures those courses put on the department and the department’s stated goals.
3. Assess the possibility of incorporating non-western cultures, including Asian, African, and
Latin American, into the high school curriculum.
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MATH (K-4)
OVERVIEW
Cincinnati Hills Christian Academy strives to build a strong mathematical foundation that
incorporates problem-solving skills, an understanding of mathematical concepts, and a
connection to real world applications. The elementary program utilizes traditional as well as
hands-on curricular materials. Teachers plan and implement a program that engages students in
meaningful mathematical experiences. Using this instructional approach, the math program
strives to complement the school’s mission of academic excellence in a Christ-centered
environment. Parent volunteers are an integral part of the mathematics program both at EBL and
Armleder.
The curriculum demonstrates adequate depth and breadth through a balanced inclusion of the
content strands which reflect both the State of Ohio Content Standards in Mathematics K-4 and
the National Council of Teachers of Mathematics Principles and Standards for School
Mathematics. The curriculum map reflects continuity through a progression of age-appropriate
activities and benchmarks grounded in the strands.
Integration of math occurs in various curricular areas throughout the self contained classrooms.
Teachers possess varying backgrounds and teaching styles but have a common goal of math
literacy and competence. Teachers dialogue about mathematics within the grade level and
across grades as necessary. Small group instruction, individual support, and accelerated math
programs are available to children on an as need basis. These opportunities take place within a
pull-out program. A variety of textbooks and materials are utilized throughout the K-4 math
program.
The success of the elementary program is measured in several ways. Students consistently score
well on the math portion of the Stanford Achievement Test as well as performance in interschool competitions. End of the year assessments for student portfolios include
performance/hands-on tasks, computation, and math literacy journals. The online-assessment,
Yearly Progress Pro, is being utilized at the EBL building.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Commitment to meet the needs of the children at both ends of the learning spectrum through
enrichment programs and student support services.
2. Determination to revise the end-of-year assessments.
3. Goal to incorporate biblical principles into the Elementary Mathematics Program.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Review and assess current textbooks and supplementary materials to determine
that all components of mathematics are being addressed.
2. Design a professional development plan for mathematics teachers in order to stay
current with best practice in accordance to the NCTM Standards.
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MATH (5-8)
OVERVIEW
The Middle School Mathematics program strives to provide each student with a solid foundation
in basic numeracy skills and develop algebraic reasoning skills. This core curricular area has
been targeted for additional instructional time in the upper middle grades. The emphasis on
mathematics supports the core values and mission of the school. Teachers strive to incorporate
the biblical principles where possible and real life applications of math. The environment of each
mathematics classroom supports the individual learner and reflects an atmosphere of caring
about each student. Discussion and collaboration are encouraged which enables each student to
feel part of the learning process. The leveled instruction structure of the overall curriculum also
enables the scope and sequence of mathematical concepts to be matched to the individual
cognitive development of each student.
The department, which consists of six full-time and two part-time faculty members, has
significant input into the sectioning of students and resource selection. They recognize the fluid
development of analytical reasoning skills and seek to challenge each student to stretch
themselves in their abstract thinking. A great deal of communication exists between teachers of
similar courses, math teachers of various grade levels, and with teachers at their own grade level
to enhance integration. Technology is evident in the classroom through the use of calculators and
other support materials.
During the self study, the math faculty recognized the need for individualized support for a select
population of students and staffed a math lab to address those needs. While the standardized
testing scores of the students as a whole were strong (class averages well above the mean on the
SAT total math), the teachers felt that extra support better prepared students for a rigorous course
of study. In response to the request for additional opportunities for individualized review, the
seventh and eighth grade math courses were allotted 80 minutes per day. The full impact is yet to
be determined but in several areas the consequences are apparent. In general, the class sizes have
increased. The amount of time spent for review of students in each class has also increased.
There are also challenges in planning for significantly longer blocks of math instruction time.
Conversely, the fifth and sixth grade classes have slightly shortened classes in the new schedule.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Numerous options available to students to learn mathematics at a developmentally
appropriate pace based on each student’s unique cognitive profile.
2. Emphasis on developing algebraic reasoning through the use of technology,
manipulatives and real life application of mathematics.
3. Commitment and dedication of the math faculty to ensuring all students have a solid
foundation in mathematics as evidenced in their desire to offer individualized support
for all who require it.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Provide professional development opportunities to design innovative ways to offer
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individualized support to students and to identify ways to effectively use longer blocks
of time.
2. Compile an array of diagnostic measures to help the placement process for students in
the appropriate course of study that can be shared with parents.
3. Communicate with the elementary and high school programs to facilitate the smooth
transition of students in the various levels of mathematics available at each division.
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MATH (9-12)
OVERVIEW
The CHCA high school mathematics program teaching is consistent with the stated goals and
mission of the school and teaches math as a tool to better understand God’s creation. This
program uses progression through Algebra I, Geometry, Algebra II, Pre-Calculus and Calculus.
Because Algebra I and Geometry can be taught in the Middle School, the department has created
benchmarks that all students on each campus must meet before proceeding on to the next level.
Because the math department has a variety of student learning abilities, faculty believe that these
needs can be best met through levels (Vertical Team) starting in geometry. This Vertical Team
(VT) program teaches skills that are designed by the Advanced Placement testing program.
Students can move in or out of the VT program depending on their developmental needs. AP
Calculus and AP Statistics are also offered to advanced students.
Developmentally appropriate teaching and the integration of multiple intelligence principles help
to address different student learning styles found in each math classroom. The department
integrates technology into each level of the curriculum, using the laptop cart, CBLs, and
calculators on a daily basis. However, members of the department currently do not feel
comfortable with differentiated learning or mastery learning, and fall back on the tracking to help
keep students in the same class on the same level.
This enthusiastic math department, composed of three full time teachers and two part time
teachers, communicates within their department well. They team teach several classes and want
students to have a similar experience in each of these classrooms. The middle school and high
school teachers communicate through email and meet once quarterly to continue the dialogue
about material covered in each class. Many in the math department will attend workshops and
conferences offered by academic organizations in order to find ways to nurture student talents
and interests.
The math department strives to integrate math with real world problems, but no longer has a
formal integration with the science department. Teachers actively teach students how to succeed
on high stakes tests, including working SAT practice problems and teaching high stakes test
taking skills during class. Students score well on the Ohio Graduation Test and the SAT.
COMMENDATIONS:
The ISACS visiting team commends the school for its….
1. Commitment to teaching students through multiple intelligences and technology.
2. Ability and willingness to communicate within their high school department and cross
divisionally to ensure students’ successful transition to higher math classes.
RECOMMENDATIONS:
The ISACS visiting team recommends that the school…
1. Develop and implement a plan for curriculum and professional development in order to
provide differentiated learning allowing students of all backgrounds the ability to help each
other learn and to then determine if the Vertical Team program is necessary.
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SCIENCE (K-4)
OVERVIEW
The Elementary Science Program at Cincinnati Hills Christian Academy strives to provide a
foundation for students based on the order of the natural world and the design of its Creator.
Students are prepared to grow in their knowledge of science through a combination of scientific
investigation and biblical foundation. Teachers capitalize on student’s natural curiosity and
excitement about learning, while building a firm foundation of scientific concepts and
investigative strategies. The science program strives to reinforce the mission statement upon
which the school was founded. Christian education values and teachings were incorporated
through discussions, investigations, and readings.
Both EBL and Armleder have a science room/lab available for student learning. A qualified
science instructor oversees the science program in both buildings. Students are given
opportunities to explore various disciplines of science which include scientific inquiry, life,
physical, earth and space, and science and technology through an organized progression of
classroom presentations, hands-on activities in the lab, investigations, and field trips. The
majority of the science content for K-4 is designed for cross-discipline curriculum integration.
This integration is evident in classroom literature, bulletin boards, journal writing, and themebased projects. Through thematic lessons, teachers provide opportunities for students to discover
relationships among science, mathematics, technology, written language, and real life interests.
All students at EBL participate in the Science Enhancement Program designed and taught by an
on-site coordinator. Students at Armleder visit the science lab once a week. These lab settings
provide the engagement of students in active learning, both individually and cooperatively.
Various assessment tools such as science journals, projects, observations, and tests are used to
evaluate student progress. Assessments, standards, and benchmarks are clearly
articulated and evidenced in the curriculum map and classroom syllabus.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Decision to extend the science curriculum with the addition of a science enhancement
program taught by an on-site coordinator.
2. Recognition of the need to improve the science program by developing a long-range
plan to build a science lab at the EBL building.
3. Design of integrated science units throughout the grade levels.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Devise and implement a plan for better utilization of the current science room at EBL for
classroom teacher use until a new lab is built.
2. Plan to provide professional growth and teacher training in practical hands-on
lessons that can be utilized within the classroom setting.
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SCIENCE (5-8)
OVERVIEW
The Middle School Science program emphasizes the scientific process while encouraging
students to be independent, self-reliant learners. An atmosphere of scientific discovery that
fosters critical thinking and creative analysis is clearly evident throughout the classrooms. The
connection to the school mission and the core values is demonstrated through the earnest desire
of the faculty to integrate biblical principles and their focus on high academic standards. The
science faculty has recently begun a Christian studies course to help them draw more meaningful
and authentic correlations between the science curriculum and biblical principles. It is obvious
that the faculty respects their students and seeks to help each one grow as an individual.
The science department faculty includes four full-time teachers. Fifth grade science is taught in a
regular classroom while the other courses have laboratory facilities with adjoining classroom
teaching areas. Appropriate equipment and resources are available for all grade levels as well as
storage areas. The science faculty has critically examined their scope and sequence to better
streamline concepts and activities. The resultant curriculum has been cross referenced with both
the Ohio standards and national benchmarks. Efforts have also been made to incorporate a
unified approach to study skills which empowers students to take control of their own learning.
Since the time of the self-study, a major scheduling change has occurred that affects the seventh
and eighth grade curricula. Students currently have a double block, a total of 80 minutes, of
science every other day. While allowing for longer blocks of time in which labs can be
completed, it has also resulted in a restructuring of the scope and sequence due to the loss of
contact time. The full impact is yet to be determined, but the scheduling change may have
consequences in the amount of enrichment activities that can be completed and the types of
meaningful reinforcement or critical thinking assignments that can be completed by the students.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Coordination of the scope and sequence of the science curriculum with descriptive
benchmarks and the communication within the department that supports the
implementation of the curriculum.
2. Science spaces that facilitate both direct instruction and hands-on lab activities and
create an environment that fosters scientific exploration.
3. Balanced curricular approach with adequate laboratory time spent on discovery
oriented activities and more structured scientific process lab activities.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Design and implement additional, meaningful ways to integrate biblical principles into the
science curriculum based on the professional development support offered by the school.
2. Analyze the schedule structure to find time for science faculty to meet to better
accommodate the demands of planning curriculum, collaboration, and communication
within the school community.
3. Recognize the need for and implement innovative ways to overcome the scheduling hurdle
46
of fewer class meetings and reduced contact time which limits the amount of time available
for reflection and practice.
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SCIENCE (9-12)
OVERVIEW
The CHCA High School Science Department demonstrates the mission and core values of the
school, especially in areas of encouraging and modeling personal faith, striving for academic
excellence, and providing varied education experiences. Currently all students take Introduction
to Biology in the 9th grade, Chemistry in the 10th grade, and all are highly encouraged to take
Physics in 11th grade. To increase enrollment in the physics program, an algebra-based course
was added to the curriculum to help students who were not strong in math have better success in
physics. The sequence does allow students the ability to take an elective class, Anatomy and
Physiology, as an alternative should they not be prepared for Physics. Enrollment in the three
AP Sciences has drastically increased since the last ISACS evaluation, with 90% of students
taking a 4th science class. The department is now struggling to create an appropriate selection
process that will encourage enrollment by students who will be successful in these courses.
The department’s courses are designed to impart in students skills they will need to succeed in
college-level science classes. Some teachers chose to teach lab-based courses with occasional
class discussions designed to enhance this learning. Others see value in following the traditional
college model of lecture with occasional lab.
The highly devoted science department actively seeks out ways to engage students in science,
including activities both before and after the school day, laboratory demonstrations, and handson activities. However, the teachers’ ability to concentrate on inquiry-based learning is hindered
by lack of space, limited funds, and increasing course loads. The $2.5 million improvement plan
for the science facilities will significantly improve the learning environment and allow the
science faculty to spend time in their laboratories preparing student experiments, offsetting some
of the current limitations. Department funds are used to purchase new text books each year,
consumable materials, and scientific apparatuses. After purchasing the text books, the remaining
budget is approximately $20 per student. The faculty spends a tremendous amount of time
finding ways to purchase all needed equipment with these limited funds, with some priority
purchases having to wait until money becomes available. As enrollment in the high school and
the number of students taking upper level science courses increases, the faculty find themselves
with heavy course loads which limit their time to prepare for classes and expand the curriculum.
Integration of technology into the science program is not yet complete; few science peripherals
are currently in use by the department. The physics classroom has several desktop computers
equipped with digital probes, allowing for small classes to gather data, while the computers on
the laptop cart shared by the rest of the science department became outdated and have not yet
been replaced. Teachers can reserve time in the library, but no data collection can occur on the
library computers.
During labs, personal safety equipment is given to students, but not all science classrooms are
equipped with safety showers or eye wash stations, nor were fire blankets observed in the
classrooms. These safety omissions have been present since the ISACS visit in 1998. The single
classroom with a shower and eye wash is not equipped with the required drain. Thanks to the
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expertise of the chemistry faculty, chemicals in the storeroom are housed according to OSHA
standards.
COMMENDATIONS:
The ISACS visiting team commends the school for its….
1. Dedicated faculty who are willing to create enjoyable and relevant science experiences for
all students leading to increased enrollment in 4th and 5th year science courses.
2. Commitment to teach hands-on science within the constraints of limited facilities and
funding.
3. Balanced approach in instructing students in scientific theories and scriptural principles where
appropriate in the curriculum.
RECOMMENDATIONS:
The ISACS visiting team recommends that the school…
1. Develop and implement a plan to provide each faculty member a dedicated lab space in
accordance with the National Science Teacher Association standards.
2. Determine and allocate resources needed to equip laboratories with computer peripherals and
laboratory equipment appropriate for the number of students enrolled in science classes to
meet the stated goals and core values.
3. Analyze number of preparations and courses taught by each teacher to determine if a
reduction in teaching load would improve inquiry-based student lab experience.
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CHRISTIAN STUDIES (K-12)
OVERVIEW
Christian Studies enables CHCA to educate, encourage, and prepare CHCA students to grow in a
personal faith in Jesus Christ and to serve the Lord, their families, and their communities.
Christian Studies consists of three pillars that support the mission: Faith Education, Outreach,
and Chapel. Faith Education, Outreach, and Chapel are included in the curriculum and student
life from Kindergarten through graduation. A significant personal relationship with Christ and
desire to serve others by the students and alumni were evident based on discussions with students
and alumni as well as student and alumni surveys. The students and alumni unanimously credit
the Christian Studies Program for these realities.
Faith Education is taught in the classroom for grades K-12. Both EBL Elementary and Armleder
Education Center teach major biblical characters, biblical stories, and the meaning of Christmas
holidays, and require the memorization of Scripture passages. The ISACS Visiting Team
observed teachers effectively integrating and immersing students in a Christ-centered
environment. The Middle School provides specialized faculty for Faith Education where they
survey the Old and New Testaments focusing on the Gospels and the life of Jesus, missionaries,
and others who share in the Christian message. In high school, students examine the Bible, the
history of Christianity, and theology. As a result of the last ISACS Visiting Team
recommendation, the high school has added World Religions, Ethics, the Nature of Scripture,
and Origins of the Bible. The high school faculty is effectively teaching the students to critically
think about the Christian faith. The high school Religion Education Department is working with
administration to lead the different divisions in Kingdom Directed Education.
CHCA students are given the opportunity to encounter God through a shared worship experience
in a chapel service weekly in each building. Chapel programs provide spiritual enhancement for
the student body at a developmentally appropriate level. Faculty and parents lead chapel in the
elementary school and faculty facilitate chapel in the Middle School. The High School employs
a full-time chaplain who assists a team of students develop the chapel service program, which is
updated every few weeks. Students and faculty expressed enthusiasm for chapel and how the
worship services have deepened their relationship with God. The student surveys and alumni
interviews also support the significant impact of chapel.
The mission of Outreach at CHCA is to provide opportunities for all students to express the love
of God to people. Teachers at the Linder Elementary School plan four class outreach projects for
one year. Teachers at the Armleder campus plan one outreach project per semester. The Middle
School has several programmed outreach projects each year. One outreach project sends middle
school students to volunteer in orphanages in Mexico. The High School employs a service
coordinator who supports the Student Organized Service (S.O.S.) program. High school students
are required to complete 120 community service hours and 2 mission projects for graduation.
Last year the senior class averaged 202 volunteer hours per person. The S.O.S. program is
integrated into the core curriculum: The poetry class taught poetry to inner city students and
published their work, and the film class studied old films and then initiated a movie night at a
nursing home to watch the old films with the senior citizens.
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COMMENDATIONS
The ISACS visiting team commends the school for its…..
1. Integration of Christian Studies by the Armleder and North Campus elementary school
teachers into all subjects and the classroom environment.
2. Methods, programming, and student involvement in the chapel program.
3. Broad and flexible Student Organized Service (S.O.S) program that allows student
leadership and initiatives.
4. Integration of service projects with core curriculum subjects.
5. Support of the students to manage and operate recycling program.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Establish and implement an age appropriate Outreach program in the Middle School similar
to S.O.S.
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FINE AND PERFORMING ARTS (K-12)
OVERVIEW
The fine and performing arts program supports the core values of Cincinnati Hills Christian
Academy. The visual fine arts program offers a discipline-based approach emphasizing the
production of art but complemented by the study of aesthetics and art history. The Kindergarten
school children engage in activities that focus on exploration and experimentation. The students
in Lower and Middle School learn about art history, basic design elements, famous artists and a
variety of media and different styles of expression. The lessons are frequently integrated into
other disciplines such as music, science, history and Christian Studies. In High School, General
Art serves as a prerequisite for Studio Art, Ceramics, Photography, Stained Glass, and AP Art.
Layout and Design 1 and Layout and Design 2 are classes which offer the students a choice
between art and computer credit. The music fine arts program is based on the Orff philosophy
where the whole child develops through the combination of dance, song, acting, composing and
playing of elemental musical instruments. Private lessons in either piano or Suzuki violin are
offered once a week and fit into each student’s schedule. In Middle School, all 5th graders take
either Band or String and General Music and in 6th grade either an instrumental class or a choral
class. Choir and Band classes are offered to students in the 7th and 8th grade but not required. In
High School, students may elect to join the Madrigal Singers or audition for the Encore
Performance Choir. The Symphony Orchestra and the Electric Jazz Orchestra are classes which
require auditions, while the Zero Hour Band is a general elective class. The music fine arts
program emphasizes the importance of teamwork. A wide variety of musical styles is covered
such as spirituals, classical, worship songs and show-tunes. The students are trained in
instrumentation, singing, music theory, music history, stage presence, projection and etiquette
both as performers and audience members. The drama program benefits from the Orff
philosophy at the Elementary School by combining physical and musical expression and
appreciation. While the Middle School does not offer drama classes there are opportunities for
middle school students to join an after school drama activity which stages one major musical
production each year. In High School, students may elect to take Drama 1 followed by Drama 2.
The drama program emphasizes the improvement of the students’ verbal and nonverbal skills
through the study of basic acting techniques and stage performance.
The fine and performing arts program at Cincinnati Hills Christian Academy encourages its
students to perform and showcase their art in a variety of ways and locations throughout the
school year. Each of the three divisions is actively involved in organizing exhibits and
performances in the Lindner Fine Arts Theater on the High School Campus and in public places,
such as hospitals, churches, malls and amusement parks. This summer the Electric Jazz
Orchestra will be traveling with its instructor to Kenya, Africa. There the students will share
their artistic talents and assist families affected by the AIDS epidemic. Art Beat is an annual fine
arts festival which features a large majority of the whole school’s visual and performing arts
students. These events enjoy excellent attendance and support by the school community at large.
Fieldtrips to the local art museums, theaters and concert halls are scheduled for all three
divisions. Visiting artists enrich the fine and performing arts program. One example is the
annual assignment of a member of the local symphony orchestra to the 2nd grade class. The
school campuses show prominently two- and three-dimensional art work by students from all
three divisions. Every year students in the fine and performing arts participate in a variety of
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student contests such as the Scholastic Art Awards and the Cincinnati Arts Association Overture
Awards. The Friends of Fine Arts is an organization of donors who actively support the fine and
performing arts programs in a variety of ways through funding of special projects and generous
volunteering.
COMMENDATIONS
The ISACS visiting team commends the school for its...
1. Consistent effort to enhance the program through after school offerings, field trips,
scheduling of visiting artists and a variety of opportunities for the student body to perform
and showcase their art within the school community and outside of school.
2. Efforts to give the students opportunities to make a difference in the lives of other people
through their artistic expression, as seen in the students’ artistic contributions to hospitals,
nursing homes, churches and other organizations.
3. Continued commitment to the development of a funding campaign to support the building
of a new middle school music wing and the design and construction of a new visual arts
class room and music class facilities in the High School.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Take steps to schedule regular meetings and planning time for the members of the fine and
performing arts department, both within divisions for the teachers of all three areas of
concentration, and cross-divisionally for teachers within the same area of concentration.
2. Develop and implement a strategy to increase the use of technology in music theory
classes.
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FOREIGN LANGUAGES (K-12)
OVERVIEW
Cincinnati Hills Christian Academy offers a foreign language program that begins in
Kindergarten and continues through the twelfth grade. The foreign language curriculum
guide is a thorough and well-written document that provides a detailed description of the
benchmarks and objectives for student performance at each level of language study.
These benchmarks/objectives are age appropriate for the ascending stages of language
development. The objectives articulated in the Spanish language curriculum become
increasingly more demanding as students progress from vocabulary identification and
recognition of common phrases to the comprehension of basic grammar constructs.
Students are expected to be comfortable and conversant with the language and sensitive
to the variations of Hispanic culture upon completion of the entire language sequence.
They are prepared to enter a global, multi-cultural world in which they will pursue higher
education, serve their communities and express their personal faith as stated in the
school’s mission statement.
In the Lindner Elementary School, Spanish begins in Kindergarten where students
receive one half hour of instruction per week. In the second and third grades this is
increased to one half hour of instruction twice per week, and in the fourth grade they
meet for a one half hour class three times a week. In the CHCA Middle School, the fifth
and sixth grades have class every day for one half hour. Spanish 7 and Spanish 8 increase
class time to forty minutes every day. There is also a Spanish Level 1 class that meets for
forty minutes every day. Next year Spanish Level 1 will begin in the seventh grade and
finish in the eighth grade. No problems in this transitional year are anticipated. Latin 1 is
offered as a choice in the eighth grade.
The Spanish program at the elementary and middle school level facilitates language
acquisition in a natural and conversational environment. Vocabulary is introduced orally
through games, songs, hands-on projects and Total Physical Response. The atmosphere
in these classes is positive and energetic; students are encouraged to participate and they
do so enthusiastically.
When students enter Spanish 1 they are introduced to a more traditional approach to
language learning. Listening and speaking remain part of the program, but reading and
writing are also introduced.
Spanish 1, 2, 3, 4 and Advanced Placement Spanish Language are offered in the CHCA
High School. Latin 1, 2, and 3/4 are also offered at the high school level, as is Hebrew.
The Latin and Hebrew classes are of manageable size. However, seven of the fifteen
sections of Spanish offered in the high school have nineteen or more students. There are
two sections of Spanish 3 with twenty-three and twenty-four students respectively.
Technology is integrated into the language classroom when appropriate. A variety of
resources are used to facilitate students’ language learning and appreciation of culture
and history.
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COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Commitment to a Spanish language program that spans grades K- twelve. Students
who are so motivated have an opportunity to acquire true fluency.
2. Efforts to provide a program of language study that combines the best of innovative
techniques and technology while maintaining a solid and proven traditional approach
to language acquisition.
3. Participation in the Back-to-Back Ministries in Monterrey, Mexico, in various
outreach and travel programs, including programs in the greater Cincinnati area,
where students in grades seven through twelve are given the opportunity to use their
Spanish language skills even as they provide Christian ministry.
RECOMMENDATIONS
The ISACS visiting team recommends that the school …
1. Develop a plan to increase communication between elementary, middle and high
school teachers in order to encourage and facilitate dialog on curricular development
and to ensure a smooth transition for language students between divisions.
2. Reevaluate the Advanced Placement Spanish Language program with the goal of
improving student preparation and performance.
3. Develop and implement a plan that will reduce class size in those classes whose
numbers exceed eighteen students.
4. Provide opportunities for professional development for all foreign language faculty
members.
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PHYSICAL EDUCATION, HEALTH & ATHLETICS (K-12)
OVERVIEW
The physical education program at Cincinnati Hills Christian Academy offers a comprehensive
program that focuses on the development of the whole person. The program is well staffed with
highly qualified, supportive, full-time instructors. The school’s core values are reflected in the
daily interactions with the students. The students are encouraged to strive to be the best that they
can be with an emphasis on teamwork and respect.
The physical education program offers a wide variety of activities beginning with cooperative
games through sport specific skill development, as well as lifetime sport skills and lifetime
fitness. The facilities are state of the art, well maintained, and well utilized. The department is
well staffed with five full-time, certified instructors. The staff works closely together towards
the common goal of developing each individual’s potential while encouraging full participation.
Health education focuses on the development of the whole person, with an emphasis on the three
points of the health triangle, including an emphasis on spiritual health. The elementary health
curriculum is handled by classroom teachers including topics such as hygiene, personal health,
and dental health. The Middle School does not offer a comprehensive health curriculum. Topics
in health are taught by physical education instructors and volunteers. The high school requires
one semester of health education for graduation which is taught by a certified health instructor.
There is no classroom set aside for health instruction, so the health instructor teaches in any
available space during the class period.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. State of the art well maintained, well utilized facilities.
2. Support of the Physical Education Program by having well-qualified, full-time teachers on
staff.
3. Efforts to offer a wide variety of activities on the high school level that encourage a
healthy lifestyle.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Develop and implement a sequential health curriculum in the Middle School.
2. At the next hiring opportunity, add a female physical education teacher for the High School
physical education program to provide gender-balance to this department’s teaching staff.
3. Develop and implement alternative solutions to allow for increased opportunities for
physical education in the Middle School.
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TECHNOLOGY & COMPUTER EDUCATION (K-12)
OVERVIEW
The Information Technology department is located in a small house adjacent to the north
campuses and includes a highly effective director and three technicians (one of whom is a
Microsoft Certified Systems Engineer). All IT department members work on a 12-month
contract, allowing them to maintain, repair, and upgrade school computing resources during the
summer months. The department uses a Web-based trouble ticket system to streamline the
process of fixing machines across the campuses.
The networks on the two north campuses are joined via fiber optic cable connections to school
servers currently housed in a small room of the IT house. These computers will be relocated to a
more suitable, dedicated server room located in the high school building following the campus
renovation. Armleder School is linked to the network by a partial T1 line and their servers reside
on that campus. The network has been segmented into sub-networks to improve performance
and increase security, allowing the administration network to be separated from the academic
areas. Four campus buildings currently have an unsecured wireless network available for laptop
use. Students and faculty are provided server space that they can access from on or off the
campus network. CHCA receives internet connectivity, web content filtering and spam filtering
from a local organization.
Faculty members bring their students to a computer lab once a week for instruction at the north
campus Lower School. The third grade shares a laptop cart, the fourth grade has a one-to-one
computer-to-student program, and each lower school classroom has at least two machines for
student use. At the Armleder Lower School, each classroom has at least two computers for
student use, electronic whiteboards are distributed throughout the building, and there is a
dedicated room for video taping school news. At the Middle School, there are two open
computer labs for student and teacher use, one computer classroom used to instruct 5th and 6th
grade students in computer skills, and three carts shared by the faculty. This year each of the
middle school faculty were also given a laptop and a projector. At the High School, the math
department shares a laptop cart, the library houses 34 computers for individual student or full
class use, and there is a computer classroom in which 5 different computer electives are taught.
Electronic whiteboards are seen throughout the three schools. Hardware purchases are
determined by the Director of Information Technology, who keeps an inventory of this
technology. Auxiliary state funds are used to purchase all student machines while CHCA
operating budget is used for machine maintenance and server backbone.
The school website was redesigned by an outside company during the summer months and runs
on a content management system instead of being manually maintained by a Webmaster.
Currently only middle school faculty members maintain Web pages to post homework
assignments. Once the newly deployed grading system, which will integrate with the Blackbaud
student management system, is available for access by students, they will be able to see
assignments, due dates, and grades earned.
CHCA has developed a technology curriculum for grades K-12 aligned with the ISTE NETS-S
and benchmarks. Introduced age appropriately and integrated throughout the curriculum,
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students use technology naturally as a part of the learning process. Classroom lessons are
enhanced through technology and technology classes provide students on all four campuses
opportunities to learn, practice and master specific technology skills. The understanding and
instruction of ethical use of technology supports the core values of the school. Expert teachers
on each campus provide lab instruction and offer support to teachers expanding use of
technology in their classrooms.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Implementation of a K-12 technology curriculum designed to enhance the general
curriculum.
2. Acknowledgement of the importance of a professional IT team and providing them the
autonomy necessary to maintain the technology in all buildings.
3. Use of a hardware purchasing plan and the recognition that it will require review on an
annual basis.
RECOMMENDATIONS:
The ISACS visiting team recommends that the school…
1. Evaluate and revise the process utilized to determine and prioritize technology purchases, to
include communication between faculty, IT team and administration.
2. Develop and implement a plan to provide ongoing professional development to provide
direction for integrating new and changing technologies into the curriculum.
3. Create and implement a technology mentorship program, utilizing master teachers from each
building, to encourage and help facilitate effective and creative use of technology throughout
the curriculum.
4. Devise a long-term budget plan for the maintenance, replacement and addition of existing
and new hardware and technologies.
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LIBRARY, MEDIA SERVICES, & TECHNOLOGY (K-12)
OVERVIEW
Cincinnati Hills Christian Academy has individual libraries on each of its four campuses. While
unique in design, décor, approach and collection, the professional librarians all share the vision
and charge of providing students with the best possible services and resources that support the
curriculum and enrich the learning experience in accordance with CHCA’s core values. The
goal of CHCA libraries is that students become lifelong learners, readers and information
literate. Through instruction and encouraged practice, students learn to access and process
information using print and electronic resources. Students are also sensitized to the ethical use of
information and to a Christian worldview in text.
The elementary library is a warm and inviting environment; organized for class instruction,
group reading and individual reading/study. Scheduled weekly visits, which include read aloud
stories by the librarian and discussion, allow students to practice listening and critical thinking
skills and to learn to read for information as well as pleasure. The middle and high school
libraries utilize a flexible schedule, providing time for class and individual usage throughout the
day. In addition to quality reference materials, students have access to a growing number and
variety of online resources, including paid individual subscriptions and free resources from
INFOhio. Librarians are eager to collaborate with teachers in designing opportunities for
students to practice and master information retrieval, evaluation and processing skills within the
context of subject areas.
Working together in 2004, the CHCA librarians developed an information literacy statement that
includes a vision, standards and benchmarks to be acquired by the close of grade 4, 8 and 12. In
addition, librarians offer reference assistance, readers’ services, computer assistance and library
advocacy. A plan for transition to a new online catalog (SIRSI), used by Ohio libraries, is in
place and scheduled to occur this school year.
COMMENDATAIONS
The ISACS visiting teams commends the school for its…
1. Dedicated commitment to provide students and teachers with individual libraries on each
campus; staffed by professional librarians, rich with curriculum-based collections and
developing technologies.
2. Development and articulation of age appropriate information literacy standards and
benchmarks.
3. Transition to an automated catalog and circulation system, which connects all four library
collections, allowing cross-campus sharing and remote access.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Expand and integrate information literacy instruction into curriculum at all grade levels,
providing opportunities to master skills necessary to assure continued success as college
students and lifelong learners.
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2. Analyze and evaluate the location and space allocation of each library as it relates to the
changing concept of libraries, and determine how additional space and/or the redesign of
exiting space would improve access and services provided.
3. Take steps to promote regular communication between librarians, collaboration between
librarians and academic departments and dialogue between librarians and building
administrators.
4. Assess the short- and long-term budgetary requirements for updating the physical challenges
of each library, and devise a plan to support continued collection development (print/nonprint) necessary to ensure the maintenance of high quality collections.
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GUIDANCE, TESTING & COLLEGE PLACEMENT
OVERVIEW
Guidance
From their introduction to the school, students receive social, behavioral, and academic guidance
primarily through a structure of teacher/advisor-student relationships. Beyond this primary
relationship, each division provides additional support. In the lower school, the nurse and
student support teachers serve this role. In the middle school this role is currently filled by the
interim division head that has a counseling background. In the High School, the college
placement staff provides this support. Student orientation programs exist in each division. There
is no full-time, formal counseling position in any of the divisions.
Testing
Students in grades one through eight are administered the Stanford Achievement Test every
spring. In high school students take the PLAN (9th), the PSAT (10th and 11th), ACT/SAT (11th
and 12th).
College Placement
College advisement is closely linked to the academic guidance provided to the students. The
counselors incorporate a discussion of long-term goals and college admissions requirements
beginning in freshmen year meetings. A number of programs are in place to support the college
selection process involving parents and students. The office is currently staffed by three
counselors and secretarial support.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Commitment to increasing staffing and academic guidance in the college selection process.
2. Creation of the advisor role to maximize the adult-student relationship.
3. Recognition of the importance of a broad network of caring concern that seeks to keep
students at a high level of functioning in the academic setting.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Provide training for advisors to enable them to respond most effectively to students with
emotional needs, manage small group experiences, and recognize basic symptoms of
distress and early signs of emerging major, potentially clinical, needs.
2. Assess and reconsider the appropriate place of standardized testing results in driving
curricular decisions.
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STUDENT SERVICES
OVERVIEW
Cincinnati Hills Christian Academy strives to provide programs and opportunities for students
who exhibit learning differences in reading, spelling, written language, math and expressive
language. Students are identified through an outside evaluation process.
The Student Support Services staff assists students with learning needs through a variety of
instructional approaches. Students in PK-8 receiving support services number between 10%
through 18% at a given grade level. At Armleder, 15% receive support services. A full-time
nurse serves students in each building.
The Cincinnati Hills Christian Academy High School Support Staff serves qualified students
who exhibit a learning difference in the areas of reading, spelling, written language, math,
problem solving, and expressive language. Students qualify to receive services after they have a
documented learning difference and the school feels that support can help the student achieve
academic success. During 2004-05, 5% of students in grade 11 and 7% in grade 12 qualified to
receive accommodations on standardized tests. Other areas of learning differences include
organizational skills and attention issues. The resource teachers consult with the faculty
regarding student progress and arrange team meetings with support services, teachers and parents
to provide current strategies to help meet the needs of the students. During 2004-05, 16% of
grade nine students, 11% of grade ten students, 10% of grade eleven students, and 10% of grade
twelve students received Resource Room services.
Health Care
The school nurse provides a nursing assessment and plans and implements interventions as
requested by the student’s physician or parent. Nursing services support student learning by
providing health assessments, development and implementation of interventions, and
interpretation of health information to accommodate the needs of the student. The nursing
service contributes to a safe and healthy environment by providing faculty and staff training on
various health topics. The school nurse also plays a role in teaching specific health topics on the
middle school level.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Willingness to support and strengthen the overall mission of the school by helping
students develop positive decision-making strategies for their academic and personal
choices.
2. Ability to act as an advocate for the students working as a liaison between the students,
faculty and parents.
3. Commitment to the overall health of the school community by providing full-time health
services to the students, faculty and staff
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Provide materials for the students, faculty, and parents that clearly state what support
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services are available for the students.
2. Provide study carrels for the high school student service center to better meet the needs of
the students.
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GOVERNANCE & DECISION MAKING
OVERVIEW
A 15-member, self-perpetuating Board of Trustees with Board members eligible to serve two
consecutive three-year terms governs CHCA. A Nominating Committee profiles the
qualifications needed for Board service, receives recommendations from parents and other
stakeholders, reviews the personal information form (PIF) that all nominees are required to
complete, and then finalizes a final slate of nominees that must be approved by a 2/3 vote of the
parent association membership at the annual meeting. The Board meets 8 times each year and
includes Finance, Education, Advancement, Executive, and Nominating Committees. A Board
orientation program prepares new Board members for effective leadership in areas such as the
school’s history, policies, committee structure, operational guidelines and overall expectations of
Board members.
The CHCA Board of Trustees serves in an oversight capacity to primarily ensure that the mission
and core values are evident in daily school outcomes and practices. Board members that were
interviewed during the visit demonstrated a keen understanding of and an uncompromising
dedication to advancing the mission, core values, and vision of the school. Strong, generous
Board leadership has been foundational to the uncommon growth and success of CHCA.
The recent Constituent Survey evidenced community concerns regarding the transparency of
Board decision making and the clarity of Board communication. Key leadership changes and a
challenging financial situation experienced during the past three years seemed to negatively
impact the trust and confidence of some members of the CHCA community in Board leadership.
The successful and positive transition to a new head and the appointment of several key
administrators during the past two years have alleviated most of these concerns. In addition, the
Board has made a strong commitment to improved communication and more transparent
decision making (e.g., publication of an annual report and Budget Hearing) and included
“improving CHCA Association communication” in the strategic initiatives established during the
planning retreat held in March 2004.
The Head of School, assisted by a ten-member Executive Team, is responsible for the day-to-day
operations of the school. The Executive Team includes the four building principals along with
directors of the fine arts, athletics, academics, technology, development, and business functions.
The Head of School, High School Principal, Director of Development and other key
administrators have been appointed within the past two years, and the Middle School Principal is
in interim status while a nationwide search for a new middle school leader is in progress. The
Executive Team meets two times per year and an Administrative Team consisting of the four
building principals, Director of Curriculum, and Director of Admissions meet bi-weekly, rotating
the meeting location among the four campuses. New and revised policies and programs move
through the decision-making process from staff or Executive Team members, through the
Executive Team and Board Committee, and finally to the full Board. School policies are
communicated through a Parent/Student Handbook and Employee Handbook. The Board Policy
Handbook is in the process of being revised.
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The addition of the Armleder campus and program in 2000 created exciting new opportunities
and challenges for the CHCA school community. Although located in downtown Cincinnati, 20
miles from the North Campus, Armleder is part of the school and governed by the Board and led
by the CHCA Head of School and Executive Team. CHCA is one school with four separate
buildings on three campuses: High School Campus, Elementary/Middle School campus, and
Armleder campus. Funding programs and policies differ between Armleder and the North
Campus and there are separate budgets for each campus. However, the full opinion audit covers
both campuses.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Dedicated, generous, and well-qualified Board members who demonstrate uncommon
passion and commitment to the school and its community.
2. Strong and effective steps taken in response to community confidence issues relating to
decision-making transparency and Board communication.
3. Strong administrative leadership that has weathered the storms of transition and effectively
positioned the school for continued growth and maturation.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Assess the success of recent action taken (e.g., Budget Hearing, Annual Report) to improve
Board communication and the transparency of the decision-making process, and establish
plans and action steps that will enhance Board communication and decision making in the
future.
2. Provide more time and opportunity for senior level executive directors to meet across
divisional/campus lines in order to promote clear, consistent understanding and
communication of information and issues relating to mission, vision, plans, and priorities.
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BUSINESS & FINANCIAL MANAGEMENT
OVERVIEW
Cincinnati Hills Christian Academy (CHCA) Business Office works with the Board of Trustees
Finance Committee to manage the operations of all four campuses as one financial institution.
Some of the day-to-day operations are accounts payable, accounts receivable, payroll, financial
aid, and administration of employee benefits. The Business Office also prepares monthly
financial statements for review by the Finance Committee and the Board.
The Finance Committee oversees an annual and timely audit prepared by an external audit firm.
CHCA has received a clean audit in 2003, 2004, and 2005 as evidenced from the audit draft and
audit provided by the school for our review. They had a deficit in 2001 of $1.6 million, which
precipitated some difficult financial decisions that enabled the school to recapture the loss.
The self-study lists the goal to cover budget expenses from a variety of revenue sources other
than tuition. A 14-million-dollar operations budget is in place for all four campuses with tuition
at 73% of total income, contributions at 15% of total income (mostly for Armleder scholarships),
State funds at 7% of total income, and investment and other income at 5% of total income. The
school receives almost one million in funds from the State of Ohio for technology and books.
The teachers and staff refer to these state funds as auxiliary funds. Purchases supported by this
State money must be facilitated by the local school district and the funds must follow the
students for books, technology, and school nurse services.
CHCA is located in four different buildings on three different locations. The high school, middle
school, and elementary facilities are located on two campuses in the northern suburbs of
Cincinnati. The Armleder campus is located downtown, 20 miles from the other two campuses.
The buildings are all fairly new or recently renovated, and require little long-term maintenance at
this time. The school is in the process of growing a capital fund to capture $100,000 every two
years and invest this money along with $600,000 borrowed from the last bond issue. The school
does not fund any of the 1.2 million in depreciation in the budget. Each year there is $150,000 in
the budget for repairs within the school; additional capital items would come out of the capital
budget. All technology purchases are placed through the IT Director.
Tuition for Armleder School families is based on a sliding scale using the Adjusted Gross
Income on their annual IRS form to determine what the family will be obligated to contribute;
the school requires that tuition of at least $400 is paid for each student on the Armleder campus.
Financial support for Armleder students is provided by a few donors and is scheduled to last over
the next few years. A capital campaign is currently in place to help continue the aid for the
students. The school will eventually need a 15-million-dollar endowment for Armleder to
continue to give 1.2 million in financial aid.
Tuition at the three north campuses is very similar from grade to grade with only a slight
increase for high school students. The school uses 3 payment plans to facilitate tuition payments
and has been very successful in collection: 1). All in full at June 1st, 2). Semester payments July
and December, 3). Monthly payments to a 3rd party company.
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The Business Office is led by a CFO with an Assistant Business Manager, 2 part-time HR
employees, an Accountant, an Accounts Payable Clerk, and a student billing clerk reporting to
him. The Business Office is using Blackbaud for the accounting software, which also works with
Raiser’s Edge in Development. They are using the most current version of the accounting
software. Increased coordination between the Development and Business Offices would be
advisable before the next sizeable capital campaign. The school recently hired a new
Development Director. The school hopes to add more parking and some science labs at the High
School, and a fine arts add-on in the Middle School.
The school recently refinanced their bond issues for $7.2 million, which included the $600,000
for capital planning. The interest is variable with no cap on the rate. The school sets asides
funds during years with low interest rates in order to cover years of higher interest rates, thereby
ensuring positive budget control.
The school currently implements a policy that takes 5% of the endowment annually to support
financial aid. This draw is based on the standard 12 trailing quarter’s average of the endowment
plus interest. Last year the income from the endowment to support financial aid was $84,000.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Commitment to maintaining a Business Office that is accounting focused and people
friendly.
2. Determination that the Business Office was not meeting HR needs and hiring 2 staff to help
the Business Manager with these services.
3. Providing good stewardship of resources as evidenced by the maintenance of a clean audit.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Develop and implement a policy for the conservative spending of support from endowment
that ensures maintenance of the permanently restricted portion of the investment.
2. Establish and maintain a policy and procedure manual that encompasses finance, investment,
advancement, audit, and capitalization procedures and policies. The manual should include all
the information needed to support the many important positions in Advancement and Finance
departments, including benchmarks and stability factors (such as % of budget for professional
development for faculty) to ensure best practices.
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FACILITIES & RELATED SERVICES
OVERVIEW
CHCA owns four attractive school facilities. The first facility was established in 1987 with a 165
square foot building (now the middle school) on 25 acres. A second building (now the
elementary school) was added in 1992. The High School was built in 1995. The school also
renovated a six-floor, downtown building (Armleder) located 30 miles from the north campus.
The Armleder program current includes students in grades PK-6 with plans to add a 7th and 8th
grade division beginning in 2006-07. The high school campus currently serves 415 students, the
elementary 460, Armleder 120, and the middle school 400. There are approximately 1395
students enrolled for the 2005-2006 school year.
The maintenance staff is very efficient with employees dressed in clean uniforms and displaying
name badges. The grounds department employs a crew of two full-time, one part-time, and 2
seasonal employees (college students employed during the summer months). The mechanical
department has a full-time assistant and a building supervisor located at each campus. The
maintenance department addresses issues relating to the operations of the four campuses along
with filling other work orders as needed. Each member of the maintenance department has a
Nextel phone that helps to ensure efficient communication. There is little turnover in the
maintenance department; the department is overseen by the Business Office. Any major repairs
are approved by the Business Office in order to ensure sufficient funding. Housekeeping services
are outsourced.
A safety tour of the Armleder campus demonstrated that a fire drill can be completed in less than
two minutes. The entire building is sprinkled and has smoke detectors. A school nurse is
available and plans are in place to purchase a defibrillator. Help buttons for emergencies are
available at the stairway landings as well as call buttons in the elevators. All the fire
extinguishers are serviceable and located in appropriate locations throughout the school.
Currently the school uses all six floors with the exception of the basement, which is leased to an
early reading program. All kilns are well ventilated off of the art room and located in a separate
room away from the children. The room that houses the computer server is extremely hot; plans
are in place to cool this room.
The visiting team noted that issues raised in the 1998 ISACS visiting team report regarding
conditions in the north campus science labs continue to persist. The visiting team recognizes that
the school is planning to expand the science labs in order to appropriately and safely
accommodate the number of students currently served by these facilities. Additional safety issues
relating to the science labs included the following: Fire blankets and showers were not adequate
and the saline solution for the science room at Armleder was expired. All other facilities meet
safety guidelines. Fire equipment is in good working order with up-to-date inspections.
Food service at the school has been a challenge during the past six years with multiple food
service companies terminated due to poor performance. A new company was secured for the
current school year with the school committing to support the new service with up to $30,000 to
cover first year operating losses.
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School-provided transportation is very limited due to the provision of State-provided bus service
for students who live within a ten-mile radius of the school. CHCA utilizes 2 short buses and
several 8 passenger vans that serve students on all three campuses. Parent volunteers or rented
buses provide transportation for most field trips.
The ISACS visiting team has expressed some concern over ADA accommodations. It would be
helpful for the school to review all accommodations to ensure that students or visitors with
disabilities are appropriately accommodated.
COMMENDATIONS
The ISACS visiting team commends the school for its…
1. Commitment to maintaining a safe and clean environment on all four of the school’s
campuses.
2. Ability to grow a four building/three campus school within such a short span of time while
maintaining a reasonably low tuition rate.
RECOMMENDATIONS
The ISACS visiting team recommends that the school…
1. Develop and implement a capital campus master plan with a financial strategic plan for each
campus to address their individual needs. Sufficient reserve dollars should be part of the
budget process in an effort to have funds set aside for building emergencies.
2. Develop and implement a plan to accommodate the lack of parking on many of the campuses
to accommodate the many programs going on simultaneously. The lack of spaces hampers
many of the programs at the schools.
3. Immediately procure proper safety equipment for the science labs on all campuses and make
routine yearly inspections as part of a routine process for all high risk areas of the school.
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CONCLUDING REMARKS
Cincinnati Hills Christian Academy has experienced remarkable growth during its 16-year
history. The development of the curriculum and program at the north campuses and the addition
of the Armleder campus in downtown Cincinnati give testimony to the uncommon vision,
passion, and generosity of the CHCA community. The obvious improvements and enhancements
since the time of the first ISACS evaluation visit in 1998 demonstrate the school’s commitment
to school improvement. All members of the Visiting Team left CHCA with deep respect and
appreciation for the CHCA leadership and community.
After completing a comprehensive self-study and transitioning to new leadership in a number of
key areas, CHCA is now ready to build on the strong foundation that has been established during
the past 16 years and the school improvement initiatives guided by the ISACS accreditation
process. The insights gained through the self-study, constituent survey, and this report should
enable the school to establish a roadmap to help CHCA successfully advance its mission during
the next era of growth and maturation. It is exciting to anticipate what the next ISACS visiting
team will find on the CHCA campuses when it arrives seven years from now.
The ISACS Visiting Team would like to thank the CHCA community for the warm welcome,
hospitality, and careful preparations that were in evidence during all phases of the evaluation
visit. We believe that we gained as much as we contributed during our four days on the CHCA
campus.
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