AAA Self Study UAIMS SY2023-2024

46 PERFORMANCE INDICATOR PERFORMANCE STRATEGY ITEM RESPONSE MEAN A. Developing harmony and unity among the school personnel and between school personnel and students. 1. Administrators and teachers show they care about students. 5.01 1 2 3 4 5 4.45 2. Administrators and teachers encourage students to show care toward each other. 5.02 1 2 3 4 5 4.63 3. Administrators, faculty, and staff take a personal interest in students and their needs. 5.03 1 2 3 4 5 4.36 4. School personnel model Christian values and principles in and out of school. 5.04 1 2 3 4 5 4.36 5. Administrators, faculty, and staff demonstrate consistency -- ● in how faculty and staff work together in unity. 5.05 1 2 3 4 5 4.18 ● in how administrators, faculty, and staff speak to students. 5.06 1 2 3 4 5 4.09 ● in identifying and understanding student needs and helping them meet their needs. 5.07 1 2 3 4 5 4.18 8. Administrators, faculty, and staff practice unconditional acceptance of each student by -- ● accepting each student as a person (a candidate for heaven) irrespective of their deeds or behavior. 5.08 1 2 3 4 5 4.09 ● giving support to the student but clearly letting the student know that misbehavior is not acceptable. 5.09 1 2 3 4 5 4.27 10. Administrators, faculty, and staff take time to listen and talk with students to help them meet personal and emotional needs. 5.10 1 2 3 4 5 4.36 11. School personnel help build self-esteem in students and peers through personal communication, giving verbal commendation and public recognition as appropriate. 5.11 1 2 3 4 5 4.18 12. School personnel are involved in spiritual activities of out-reach giving students both support and positive example. 5.12 1 2 3 4 5 4.18 B. Behavior correction Administration, faculty and staff -- 13. Treat students with respect. 5.13 1 2 3 4 5 4.63 14. Correct student behavior without humiliation. 5.14 1 2 3 4 5 3.45 15. Lead students to be responsible for their own behavior. 5.15 1 2 3 4 5 4.54 16. Help students to accept the consequences of their behavior. 5.16 1 2 3 4 5 4.45 17. Guide students toward self-control and responsibility through self-discipline. 5.17 1 2 3 4 5 4.09 18. Emphasize a redemptive approach to student discipline. 5.18 1 2 3 4 5 4.18

47 PERFORMANCE AREA VI - QUALITY EDUCATIONAL PROGRAM In a quality school, faculty and students are expected to do the best they can in everything they attempt. The faculty are expected to provide quality information, challenge the students into developing quality learning and performance skills, and use effective methods in the instructional procedures. Students are expected to reach high levels of attainment and success in keeping with their abilities. Educators have given much attention to effective teaching and classroom qualities that contribute to effective learning and instruction. The following items will help the faculty to assess the school's effectiveness in many of these areas. Goals for the Self-Study of This Performance Domain 1. To assess course planning relating to scope, sequence, difficulty levels, and harmony with stated philosophy, mission, and objectives. 2. To assess what is happening in the instructional setting in comparison with effective practice as supported by international research. 3. To identify the effectiveness of monitoring student progress and determining the reality of students' academic success. 4. To assess the availability of appropriate instructional equipment and supplies. 5. To provide a five-year plan for Total Quality Improvement in the area of learning and instruction. 1 = Is Not Done, Does Not Happen, or There is None 2 = Poorly Performed or Not Effective 3 = Fair Performance or Partly Effective 4 = Well Performed or Quite Effective 5 = Very Well Performed or Highly Effective

48 PERFORMANCE INDICATOR PERFORMANCE STRATEGY ITEM RESPONSE MEAN A. Course planning 1. Faculty provides a well-structured scope and sequence for every course and ensures appropriateness to each class level. 6.01 1 2 3 4 5 4.64 2. Faculty demonstrates thoroughness in course planning by - ● a complete coverage of necessary content. 6.02 1 2 3 4 5 4.27 ● relating the course content to the everyday practical life of the students. 6.03 1 2 3 4 5 4.54 ● integrating faith and learning throughout the course structure. 6.04 1 2 3 4 5 4.00 5. Faculty plans activities appropriate for the level of difficulty at each grade level. 6.05 1 2 3 4 5 4.63 B. Quality of learning and instruction 6. Faculty teaches in ways that every student can understand clearly. 6.06 1 2 3 4 5 4.46 7. Faculty uses a variety of methods and techniques in their teaching. 6.07 1 2 3 4 5 4.64 8. Faculty teaches with enthusiasm and is enthusiastic about student learning interest and successes. 6.08 1 2 3 4 5 4.27 9. Faculty shows a businesslike approach to learning and instruction in the classroom. 6.09 1 2 3 4 5 3.91 10. Faculty provides time and opportunity for students to learn what is to be tested. 6.10 1 2 3 4 5 4.82 11. Faculty gives students opportunity in class to share their ideas. 6.11 1 2 3 4 5 4.75 12. Faculty uses student ideas in the teaching/learning process. 6.12 1 2 3 4 5 4.18 13. Faculty gives prompt feedback on student learning by-- ● immediately providing the student knowledge of accuracy of response 6.13 1 2 3 4 5 4.64 ● immediately leading students to correct wrong learning responses to questions, comments, or discussion. 6.14 1 2 3 4 5 4.64 ● returning promptly all corrected tests, homework, or assignments. 6.15 1 2 3 4 5 4.64 ● commending successes and responses that are well expressed and/or accurate. 6.16 1 2 3 4 5 4.36 ● providing some challenge for further intellectual growth. 6.17 1 2 3 4 5 4.18 ● providing constructive corrective guidance for mastery when needed. 6.18 1 2 3 4 5 4.55 19. Faculty provides structuring comments (or advance organizers) for mind preparation during the instruction or learning process. 6.19 1 2 3 4 5 4.55 20. Faculty challenge students to think by-- ● asking probing, in-depth questions. 6.20 1 2 3 4 5 3.82 ● giving problems to solve. 6.21 1 2 3 4 5 4.18 ● inviting them to give ideas during class discussion. 6.22 1 2 3 4 5 4.27 ● encouraging them to support their opinions with reasons or backup support. 6.23 1 2 3 4 5 4.73

49 C. Quality of the learning environment. 24. Faculty and students treat each other with respect 6.24 1 2 3 4 5 4.09 25. Faculty and students practice being helpful and caring to each other. 6.25 1 2 3 4 5 4.27 26. Faculty and students show a spirit of willingness and cooperation. 6.26 1 2 3 4 5 4.46 27. Faculty and students are warm and friendly toward each other. 6.27 1 2 3 4 5 4.73 28. Faculty and students give recognition for successes and tasks well done. 6.28 1 2 3 4 5 3.82 29. Faculty model commitment in their quality of teaching. 6.29 1 2 3 4 5 4.27 30. Faculty help students work toward their potential by -- ● providing learning experiences that meet individual student needs. 6.30 1 2 3 4 5 3.64 ● taking a personal interest in each student’s progress. 6.31 1 2 3 4 5 3.73 ● monitoring student progress frequently. 6.32 1 2 3 4 5 4.36 ● consistently giving immediate feedback to learners. 6.33 1 2 3 4 5 4.50 34. Board, administration, and faculty provide adequate instructional and learning resources for ALL students. ● to have their own textbooks. 6.34 1 2 3 4 5 4.55 ● to have access to an adequate number of book titles and journals to use up-to-date material from the library for assignments and research purposes. 6.35 1 2 3 4 5 4.09 ● to have hands-on learning experience in the science laboratory. 6.36 1 2 3 4 5 4.00 ● to have hands-on learning experience in practical arts laboratories. 6.37 1 2 3 4 5 4.00 D. Quality of pupil progress. 38. Student progress meets -- ● Parent and student expectations 6.38 1 2 3 4 5 4.18 ● Faculty expectations 6.39 1 2 3 4 5 3.91 40. Students achieve effective mastery at each stage of course presentation and evaluation. 6.40 1 2 3 4 5 4.09 41. Students achieve overall high levels of success. 6.41 1 2 3 4 5 4.09 42. Students are achieving effective mastery at each level for -- ● spoken National language skills 6.42 1 2 3 4 5 3.91 ● written National language skills 6.43 1 2 3 4 5 4.00 ● spoken English language skills 6.44 1 2 3 4 5 4.00 ● written English language skills 6.45 1 2 3 4 5 3.91

50 PERFORMANCE AREA VII--SCHOOL ENVIRONMENT & PHYSICAL PLANT God prepared a garden home for our first parents. Its beauty surpassed anything that surrounded it. It is important that the school communicate a message of beauty and order to students, parents, and the community. The effect is to strengthen faculty and student morale and pride in their school. A beautiful, clean, well-kept campus contributes to an atmosphere that is conducive to learning. It helps to inspire students to be respectful and industrious. Goals for the Self-Study of This Performance Area 1. To review the master plan for facilities, school plant, and campus development in relation to resources, needs, and projected enrollment. 2. To assess the effectiveness of the campus care, beautification, and maintenance programs of the school. 3. To prepare a revised five-year plan for projected plant and campus development and maintenance programs. 1 = Is Not Done, Does Not Happen, or There is None 2 = Poorly Performed or Not Effective 3 = Fair Performance or Partly Effective 4 = Well Performed or Quite Effective 5 = Very Well Performed or Highly Effective

51 PERFORMANCE INDICATOR PERFORMANCE STRATEGY ITEM RESPONSE MEAN A. Master planning 1. Board and administration maintain an updated five-year master plan for facilities, school plant, and campus development. 7.01 1 2 3 4 5 4.20 2. Board and administration provide an adequate financial plan in keeping with projected enrolment and student needs. 7.02 1 2 3 4 5 4.00 3. Board and administration include a realistic schedule for implementation of the various stages of the plan. 7.03 1 2 3 4 5 3.70 4. Board and administration provide adequate accommodation and facilities for departmental needs. 7.04 1 2 3 4 5 3.70 5. Administration and faculty provide effective organization of plant resources for departmental efficiency. 7.05 1 2 3 4 5 3.80 B. Use of the school buildings and environment. 6. Administration and faculty make wise and efficient use of building and campus space. 7.06 1 2 3 4 5 4.20 7. Administration, faculty, and staff make effective use of facilities and resources available to respective departments (academic, service, and industrial departments.) 7.07 1 2 3 4 5 4.10 C. Maintaining cleanliness and the aesthetic quality of school campus and buildings. 8. School personnel maintain an effective undated five-year master plan for campus care and beautification. 7.08 1 2 3 4 5 4.10 9. School personnel maintain an efficient undated five-year plan for building upkeep and maintenance. 7.09 1 2 3 4 5 3.90 10. School personnel generate respect for the school property and campus environs by involving students in both planning and helping to care for the buildings and campus. 7.10 1 2 3 4 5 4.00 11. Classrooms and laboratories are kept clean and attractive. 7.11 1 2 3 4 5 4.10 12. The chapel and/or church are kept clean and attractive. 7.12 1 2 3 4 5 4.20 13. The campus is kept clean, grass kept mowed, and flowers, shrubs, and trees are properly trimmed and cared for. 7.13 1 2 3 4 5 4.50 D. School Safety & Emergency Drills 14. School buildings, walkways, and stairways are kept free from safety hazards, which could cause personal injury. 7.14 1 2 3 4 5 4.30 15. Administration provides adequate precautions for the safety of the students in cases of emergencies. 7.15 1 2 3 4 5 4.20

52 16. Administration has emergency evacuation routes posted in each classroom and has monthly emergency drills. 7.16 1 2 3 4 5 3.70 17. The school has and maintains appropriate equipment (fire extinguishers, buckets of sand, fire hose, etc.) placed throughout the buildings of the campus for use in emergencies. 7.17 1 2 3 4 5 4.10

53 PERFORMANCE AREA VIII – STUDENT SERVICES & INDUSTRIES Adventist schools must provide educational opportunities that supply the needs of the students. Adventist families have expectations of Adventist schools and their part in the training and development of their young people. Knowing these expectations and needs is crucial to both a successful marketing program, and an effective total school program. School services are vital to the effective operation of the institution. The media center (library) and school guidance center are both dependent services, requiring funding from external sources. The cafeteria and dormitory services generate an income and should aim at being self-sufficient in financial operation. School industries are usually associated with boarding schools, but may be found in some day schools as well. School industries are specifically for the purpose of providing possible work opportunities for needy students. Some industries are also able to contribute to the finances of the school’s operation. Both school services and industries are to operate within the guidelines of the school’s philosophy. Both must contribute to the fulfillment of the school’s objectives and mission. Goals for the Self-Study of this performance area 1. To assess the financial status and the efficiency of operation of each service department and industry. 2. To assess the degree to which each service department meets the needs of the school. 3. To identify areas for improving the service each department provides. 4. To assess the contribution of each service department and industry in relation to fulfillment of the school’s mission and objectives in keeping with the school’s philosophy. 5. To develop or update a five-year plan for improvement of the services and industries as they work to meet the needs of the institution, and toward self-sufficiency. 1 = Is Not Done, Does Not Happen, or There is None 2 = Poorly Performed or Not Effective 3 = Fair Performance or Partly Effective 4 = Well Performed or Quite Effective 5 = Very Well Performed or Highly Effective

54 PERFORMANCE INDICATOR PERFORMANCE STRATEGY ITEM RESPONSE MEAN A. Academic Records: Effective operation of the registrar’s office. 1. Sufficient time is assigned to an appointed registrar for maintaining all academic records and duties in an up-to-date organized manner. 8.01 1 2 3 4 5 4.27 2. The registrar -- ● conducts an efficient, organized registration procedure 8.02 1 2 3 4 5 4.45 ● keeps current in recording all class grades onto the permanent records. 8.03 1 2 3 4 5 4.63 ● keeps current with sending requested transcripts to schools of transfer-out students and requesting of transcripts for transfer-in students. 8.04 1 2 3 4 5 4.36 ● maintains all academic records in an organized manner, which is understood by other administrative officers. 8.05 1 2 3 4 5 4.38 ● maintains all academic records in a secure manner that preserves confidentiality of information at all times. 8.06 1 2 3 4 5 4.72 7. All transcripts and other permanent records are kept in a secure fireproof vault or file. 8.07 1 2 3 4 5 4.45 B. Instructional Media Center (Library) Effective operation of the instructional media center. 8. The board has appointed as librarian a faculty member (full time for more than 600 students; half-time for 200-599 students; and part-time for less than 200 students) who holds a degree and has a minimum of 9 credits in library-science training. 8.08 1 2 3 4 5 3.27 9. The board provides an operating budget of not less than 6% of the total instructional budget for library books, journals, and audiovisual resources. 8.09 1 2 3 4 5 2.90 10. The library personnel have effectively arranged the library to give an attractive layout and décor that are conducive to study and research. 8.10 1 2 3 4 5 3.36 11. The board has provided space for the library reading room with seating for up to 20% of the enrollment at any one time, or a minimum of seats for two to three classes at one time. 8.11 1 2 3 4 5 3.09 12. The librarian and faculty effectively maintain purchasing of up-to-date and useful titles in keeping with the academic program offered. 8.12 1 2 3 4 5 3.81 13. The library personnel maintain a balanced choice of titles representing a minimum of 10 titles per student, or an overall minimum of 3,500 titles. 8.13 1 2 3 4 5 3.09 14. Library personnel effectively operate an up-to-date ● accession register 8.14 1 2 3 4 5 3.36 ● card catalog 8.15 1 2 3 4 5 3.54

55 16. The board and library personnel have provided special accessions of up-to-date -- ● dictionaries 8.16 1 2 3 4 5 3.00 ● encyclopedia set(s) 8.17 1 2 3 4 5 3.00 ● reference books 8.18 1 2 3 4 5 3.50 ● S.D.A. Commentary set 8.19 1 2 3 4 5 3.72 ● E.G. White publications 8.20 1 2 3 4 5 3.18 21. The library maintains current subscriptions to -- ● the local newspaper 8.21 1 2 3 4 5 N/A ● S.D.A journals especially those published in the local language. 8.22 1 2 3 4 5 N/A ● a selection of a minimum of 10 other journals. 8.23 1 2 3 4 5 N/A 24. Board, administration, and library personnel consistently allocate funds and purchase a regular accession of professional growth books for the faculty to use. 8.24 1 2 3 4 5 3.09 25. Personnel of the instructional media center maintain and make available to the faculty -- ● wall maps 8.25 1 2 3 4 5 N/A ● audio/video tapes & player/TV 8.26 1 2 3 4 5 N/A ● slides/film strips and projector 8.27 1 2 3 4 5 N/A C. School Guidance Centre Effective operation of the school guidance center 28. Guidance center personnel provide effective professional help to students who need personal guidance and counseling. 8.28 1 2 3 4 5 4.30 29. Guidance personnel are readily accessible to any student needing information or assistance. 8.29 1 2 3 4 5 4.10 30. Guidance personnel provide an effective service in career counseling with accompanying printed material regarding career opportunities. 8.30 1 2 3 4 5 4.00 31. Guidance personnel provide effective help for students who can’t finish school to gain employment within the community. 8.31 1 2 3 4 5 N/A 32. Guidance personnel maintain effective communication with the faculty and parents on a professional basis and within the legal expectations of the country. 8.32 1 2 3 4 5 3.80 D. School Cafeteria Effective operation of food services 33. Board has appointed a person to be in charge that is trained and/or has experience in food preparation and catering. 8.33 1 2 3 4 5 2.00 34. Food service personnel provide a well-balanced diet of wholesome, nourishing food. 8.34 1 2 3 4 5 3.62 35. Food service personnel effectively operate with a high standard of hygiene and sanitation. 8.35 1 2 3 4 5 4.37

56 36. Board and administration provide adequate meal preparation and dining accommodation to meet the needs of the institution. 8.36 1 2 3 4 5 4.25 37. Administration ensures that water is tested for purity twice a year. 8.37 1 2 3 4 5 4.25 38. Administration and food service personnel operate effectively within the budget. 8.38 1 2 3 4 5 4.37 E. Dormitories Effective operation of dormitories 39. Dormitories are adequate to meet student needs. 8.39 1 2 3 4 5 NOT APPLICABLE 40. Dormitories are clean and attractive. 8.40 1 2 3 4 5 41. Board and administration have selected as deans, persons, preferably of mature ages who can be surrogate parent figures, and who are experienced in guiding young people. 8.41 1 2 3 4 5 42. Dormitory personnel operate a positive spiritual program of morning and evening devotions. 8.42 1 2 3 4 5 43. Dormitory personnel operate an effective and productive study program for the students within each dormitory. 8.43 1 2 3 4 5 44. Board, administration, and dormitory personnel provide adequate safety precautions for the dormitories -- ● for fire (fire escapes, fire extinguishers, monthly emergency drills, smoke detectors). 8.44 1 2 3 4 5 ● for earthquake (emergency evacuation drills). 8.45 1 2 3 4 5 46. Board, administration, and dormitory personnel provide a comfortable living environment for the students with -- ● adequate room size for 4-6 occupants. 8.46 1 2 3 4 5 ● sanitary facilities in bathroom and toilet areas. 8.47 1 2 3 4 5 ● adequate lighting and ventilation. 8.48 1 2 3 4 5 ● sufficient clean water supply with adequate drainage. 8.49 1 2 3 4 5 50. Dormitory personnel operate an effective program in leading students to keep rooms and dormitory area neat, clean, and attractive. 8.50 1 2 3 4 5 51. Administrators and dormitory personnel encourage all dormitory students to eat in the cafeteria on a regular basis. 8.51 1 2 3 4 5 52. Administration and dormitory personnel finance all dormitory needs from income derived from fees, and operate the dormitories within the budget. 8.52 1 2 3 4 5 53. The administration and dormitory personnel provide adequate storage facilities for each student. 8.53 1 2 3 4 5 54. Administration and dormitory personnel provide appropriate study facilities for the dormitory students. 8.54 1 2 3 4 5

57 F. School Industries Operate an efficient and productive program of school industries. 55. Administration and industrial personnel ensure that each industry operates on a sound financial basis. 8.55 1 2 3 4 5 3.90 56. Administration and industrial personnel ensure that all industries are established and function within the guidelines of the school’s mission, philosophy, and objectives. 8.56 1 2 3 4 5 4.20 57. Administration and industrial personnel ensure that industries provide effective work opportunities for students. 8.57 1 2 3 4 5 3.80 58. Administration and industrial personnel ensure that each industry contributes to, rather than detracts from the overall beauty of the campus and school environment. 8.58 14 2 3 4 5 4.00

58 PERFORMANCE AREA IX – EXTRA-CLASS ACTIVITIES & WORK EDUCATION The extra class activities of a school often reflect the dedication of the faculty for the total development of the students. Students need activities outside the classroom in order to develop a healthy attitude about life and to increase their self-esteem. The school should consider the extra-class activities a very important part of the school program. Work education is supported by the Spirit of Prophecy and students need to know how to work with their hands as well as their heads. Careful planning should be done when integrating work education into the school program. Care should be taken to plan meaningful work education. Goals for the Self-Study of this performance area. 1. To provide wholesome Christian activities. 2. To help develop social skills. 3. To provide interesting activities for students. 4. To assess the work education program of the school. 5. To provide meaningful work education for the students. 6. To ensure quality supervising of extra-class and work education activities. 7. To provide specific objectives for extra-class and work education activities. 1 = Is Not Done, Does Not Happen, or There is None 2 = Poorly Performed or Not Effective 3 = Fair Performance or Partly Effective 4 = Well Performed or Quite Effective 5 = Very Well Performed or Highly Effective

59 PERFORMANCE INDICATOR PERFORMANCE STRATEGY ITEM RESPONSE MEAN A. Assessing student needs in relation to extra-class activities and work education 1. Obtains feedback from students, parents, potential employers, and community members on what they recognize are student needs as the school prepares them further education, for future employment, and for their place in society and heavenly citizenship. 9.01 1 2 3 4 5 3.30 2. Focus questions for assessment on student needs -- ● for mental or academic development 9.02 1 2 3 4 5 3.09 ● for spiritual development. 9.03 1 2 3 4 5 4.18 ● for social development. 9.04 1 2 3 4 5 4.18 ● for physical development. 9.05 1 2 3 4 5 3.91 ● for cultural development. 9.06 1 2 3 4 5 3.73 ● for aesthetic appreciation. 9.07 1 2 3 4 5 3.46 ● for the development of the “whole” person. 9.08 1 2 3 4 5 3.64 B. Aligning the school program to meet student needs. 9. Analyzes assessed needs and the school’s program to identify- ● imbalances within the program. 9.09 1 2 3 4 5 3.27 ● overemphasis within the program. 9.10 1 2 3 4 5 3.18 ● omissions that need to be included within the school’s program. 9.11 1 2 3 4 5 3.55 12. Provides a system of student advising to ensure particular student needs are met through the best choices of -- ● work education. 9.12 1 2 3 4 5 3.82 ● extra-class activities. 9.13 1 2 3 4 5 3.27 14. Provides opportunities for considering special requests from the faculty and students regarding possible additions or changes in the school’s programs to meet student needs. 9.14 1 2 3 4 5 3.64 C. Aligning marketing strategies to meet student needs and parental expectations. 15. Planning marketing activities that automatically answer students’ questions and parental expectations. 9.15 1 2 3 4 5 2.73 16. Ensuring that friends and families of potential students receive complete unbiased information about the school’s program and how it meets student needs. 9.16 1 2 3 4 5 3.18 17. Assesses the work education program of the school. 9.17 1 2 3 4 5 N/A 18. Provide meaningful work education for the students. 9.18 1 2 3 4 5 N/A 19. Ensures quality supervising of extra-class and work education activities. 9.19 1 2 3 4 5 4.09 20. Provides specific objectives for extra-class and work education activities. 9.20 1 2 3 4 5 4.18

60 PERFORMANCE AREA X -- ALUMNI The Alumni Association of any institution can provide strong support and contribute to the overall morale and success of the institution. An active alumni association will be a positive force in the marketing of the school, and of representing the school throughout the community. Goals for the Self-Study of this performance area 1. To ensure that there is an active alumni association operating for the benefit of the school. 2. To assess the effectiveness of the total alumni program of the school. 3. To foster the development of a five-year action plan for the alumni association’s operation on behalf of the school. 1 = Is Not Done, Does Not Happen, or There is None 2 = Poorly Performed or Not Effective 3 = Fair Performance or Partly Effective 4 = Well Performed or Quite Effective 5 = Very Well Performed or Highly Effective

61 PERFORMANCE INDICATOR PERFORMANCE STRATEGY ITEM RESPONSE MEAN A. Ensuring there is an active alumni association that functions effectively for the institution. NOT APPLICABLE 1. Administrators communicate regularly with the officers of the school’s Alumni Association to ensure the Association functions to its maximum potential for the benefit of the school 10.01 1 2 3 4 5 2. Administration ensures that the alumni data files are kept up-to-date. 10.02 1 2 3 4 5 3. Administrators and faculty encourage personal and financial support for the school from members of the alumni. 10.03 1 2 3 4 5 4. Administration, faculty, and alumni personnel foster continued alumni interest and support in the school program and development through -- ● oral communication 10.04 1 2 3 4 5 ● newsletters and other forms of written communication. 10.05 1 2 3 4 5 6. Alumni Association officers visit the school campus often as a regular part of the Alumni’s program of personal support. 10.06 1 2 3 4 5 7. Alumni members visibly participate in the day-to-day operation of the school in extra-class activities, maintaining grounds, sporting facilities, or other contributions to the school’s effective operation. 10.07 1 2 3 4 5 8. The alumni association officers, in joint council with the school administration, have developed a five-year master plan in planning for future association meetings/activities and school projects that will be appealing to the alumni members and are of a real benefit to meeting developmental needs for the school. 10.08 1 2 3 4 5

62 Strengths and Areas for Improvement According to Mean Score Performance Area I Mission, Philosophy, Objectives Strengths Item No. Item Statement Mean 1.16 The school has a written statement of philosophy. 5.00 1.01 The school has a clearly stated mission statement. 4.81 1.19 The school prints the statement of philosophy in the school bulletin and faculty and student handbooks. 4.81 1.27 The school has a clear statement of objectives. 4.81 1.07 The school prints the Mission Statement in the school bulletin and the faculty and student handbooks. 4.72 1.29 The school prints the statement of objectives in the school bulletin and faculty and student handbooks. 4.72 1.39 School personnel permeate the total school program with evidences of beliefs, principles, values, and practices of the Seventh-day Adventist Church. 4.72 1.40 Faculty encourages students to help each other to accept and practice the beliefs, principles, and values of Adventism into every aspect of their daily lives. 4.72 1.02 The administrators operate the total school program toward fulfillment of the school's Mission Statement. 4.63 1.17 School personnel clearly understand the school's statement of philosophy. 4.54 1.03 The faculty demonstrates they understand the school's mission in instructional activities. 4.45 1.09 School personnel read and/or talk about the school's Mission Statement to new students at the beginning of the school year. 4.45 1.11 School personnel clarify the school's Mission Statement to the parents each school year. 4.45 1.32 School personnel clarify the school's objectives to parents each school year. 4.45 1.38 School personnel review all school programs at least once a year to better fulfil student needs in direct relation to meeting the school's objectives. 4.45 1.06 Administrators and faculty review the Mission Statement at least once a year in faculty meeting. 4.36 1.22 School personnel clarify the school's philosophy to parents each school year. 4.36 1.33 Faculty keeps the objectives in focus during curriculum planning and implementation. 4.36 1.14 Faculty keeps the Mission Statement in mind during lesson preparation and classroom teaching. 4.36 1.18 Administrators and faculty review the philosophy statement at least once a year in faculty meeting. 4.27 1.24 Faculty keeps the philosophy in focus during curriculum planning and implementation. 4.27 1.25 Faculty keeps the philosophy in focus during lesson preparation and classroom teaching. 4.27 1.26 Faculty plan extra-class activities in harmony with the school's stated philosophy. 4.18 1.35 Faculty plan extra-class activities in harmony with the school's stated objectives 4.18

63 1.36 Administrators and faculty have outlined, observable expected behaviors for each listed school objective. 4.18 1.05 The parents have a clear understanding of the school's Mission Statement. 4.18 1.10 School personnel read and/or talk about the school's Mission Statement to all students at the beginning of each school year. 4.09 1.13 Faculty keeps the concept of the Mission Statement in mind during curriculum planning and implementation. 4.09 1.04 The students have a clear understanding of the school's Mission Statement. 4.00 1.15 Faculty plan extra-class activities that help fulfil the school's Mission Statement. 4.00 1.28 The administration and faculty review the school's objectives annually in relation to the school's total program. 4.00 1.30 School personnel explain the school's objectives to new students early in the school year. 4.00 1.31 School personnel explain the school's objectives to all students early in each school year. 4.00 1.37 Administrators and faculty evaluate progressive fulfillment of listed objectives through effective use of listed observable, expected behaviors relating to each objective. 4.00 Areas for Improvement 1.20 The school personnel presents the school's philosophy statement to new students early in the school year. 3.81 1.21 The school personnel presents the school's philosophy to all students early in each school year. 3.81 1.23 The concept of the philosophy statement comes into faculty or class discussion at least once or twice a school term. 3.63 1.08 School personnel discuss with the students at least once a month the purpose of the school as stated in the Mission Statement. 3.54 1.12 The concept of the Mission Statement comes into faculty or class discussion at least once or twice a school term. 3.45 Analysis and Comments: The personnel at UAIMS are well-versed and informed about the school's Mission, Philosophy, and Objectives, a comprehensive understanding typically imparted and discussed during the faculty and staff orientation program conducted annually before the commencement of the school year. It is noteworthy, however, that students are presently not fully acquainted with the school's Mission, Philosophy, and Objectives. In pursuit of a more inclusive approach, there are strategic plans underway to incorporate the presentation and discussion of UAIMS Mission, Philosophy, and Objectives into all academic and non-academic activities involving students in the foreseeable future. This initiative aims to foster a shared understanding and alignment with the core principles and goals of the institution, ensuring a cohesive and unified engagement among all members of the UAIMS community.

64 Strengths and Areas for Improvement According to Mean Score Performance Area II Spiritual Emphasis Strengths Item No. Item Statement Mean 2.05 School personnel provide enriching spiritual experiences through daily homeroom devotionals. 4.80 2.19 School personnel endeavor to see that each student receives some experience in a public-speaking role in spiritual activities during the weekend, midweek, or chapel programs. 4.60 2.32 Faculty and staff participate daily in a meaningful time of group worship. 4.60 2.03 School personnel provide enriching spiritual experience through daily homeroom devotionals. 4.50 2.23 Administrators, faculty, and staff members set a positive example by their personal participation in the in-reach and outreach spiritual activities by their presence, active participation, and assistance in training programs. 4.50 2.10 School personnel read and/or discuss relevant verses from the Bible in all spiritual programs. 4.40 2.12 Administration and faculty provide a variety of programs for chapel periods. 4.40 2.25 Faculty includes spiritual emphasis objectives within course outlines and lesson planning. 4.40 2.29 School personnel provide example of Christ in all things to help students in their personal needs of others and their role of service to them. 4.40 2.33 Administration and faculty plan and participate in an annual or biannual spiritual faculty retreat. 4.40 2.01 Faculty begins all classes with prayer. 4.30 2.30 School personnel provide an example of Christ in all things to help students in their personal growth to become like Christ in character and action. 4.30 2.09 Faculty encourages students to use their Bibles whenever appropriate in all classes. 4.20 2.22 School personnel encourage and train students to participate in a variety of inreach and out-reach spiritual activities. (Singing groups, Bible studies, Visitation, Storytelling, etc.) 4.20 2.28 School personnel encourage students’ personal moment by moment application of Christian values, principles, and beliefs in developing self-control and social and spiritual responsibility in their daily lives. 4.20 2.11 School personnel read and/or discuss relevant verses form the Bible whenever appropriate in all classes. 4.10 2.13 Each of the school personnel groups provides a good example as they model Christ in their daily lives – Administrators. 4.10 2.18 School personnel provide training opportunities for all spiritual activity participants. 4.10 2.26 Faculty involves students in active spiritual thinking as a natural outflow of the lesson especially in matters related to the topic of the lesson. 4.10 2.31 Administrators and faculty share personal experiences and thoughts with each other on an informal basis that contributes to each other’s spiritual uplift. 4.10

65 2.14 Each of the school personnel groups provides a good example as they model Christ in their daily lives-faculty (Teachers). 4.00 2.20 School personnel give experience opportunities in spiritual leadership to all students showing potential in this area. 4.00 2.24 Administration endeavors to provides Bibles to students in their own language as well as in English wherever possible. 4.00 Areas for Improvement 2.15 Each of the personnel groups provides a good example as they model Christ in their daily lives – student leaders. 3.90 2.27 Faculty stimulates the contribution of student spiritual thinking by encouraging them to share their ideas of spiritual applications tot understanding, to life’s realities, and even of deeper meanings and insights that they may have, rather than the teacher suggesting or giving all the spiritual ideas. 3.90 2.08 Faculty encourages students to use their Bibles in all spiritual meetings. 3.70 2.21 Administrators and faculty encourage students to participate in student evangelism either on or off campus. 3.70 2.07 Faculty and students pray together in groups, one or more faculty or staff with a small group of students. 3.50 2.37 Administrators, faculty, and staff members encourage fellowship between students and potential students. 3.50 2.34 School personnel visit other churches and provide programs involving both faculty and students. 3.40 2.04 School personnel provide enriching spiritual experiences through daily homeroom devotionals. 3.20 2.06 Faculty and students pray together one-to-one, the teacher with the students. 3.20 2.16 Each of the school personnel groups provide a good example as they model Christ in their daily lives (student leaders). 3.20 2.36 Faculty and students invite potential students to spiritual and/or social programs at the school. 3.20 2.35 School personnel visit homes of church members inviting them to school programs presented for the parents. 3.10 2.02 School personnel give Bible studies to students ready to accept them and benefit from them. 2.50 Analysis and Comments: UAIMS's spiritual program stands as a unifying force that strengthens the bonds among the administration, faculty, staff, parents, and students. Throughout the academic year, a multitude of activities has been meticulously organized to nurture a collective appreciation for the teachings of Jesus, incorporating diverse elements such as activities, prayer, songs, and more. While the spiritual activities within the school demonstrate commendable strength, there is an ongoing commitment to enhance inclusivity. Recognizing the importance of widening participation, there are concerted plans in progress to ensure that individuals who may not be members or students can actively partake in the spiritual activities at UAIMS. This undertaking reflects our dedication to fostering a sense of community that embraces diversity and welcomes all individuals to share in the spiritual experiences that define the essence of our institution.

66 Strengths and Areas for Improvement According to Mean Score Performance Area III Leadership & Administration Strengths Item No. Item Statement Mean 3.07 The principal practices effective, open communication procedures in performing administrative responsibilities thus generating confidence in his/her leadership and trust in the vision he/she upholds to all. 4.27 3.11 Administration ensures that faculty and staff being recruited are committed to their calling and love children and young people. 4.27 3.10 Administration ensures that faculty and staff being recruited are committed to the mission, philosophy and objectives of the school. 4.18 3.01 The principal has a clear vision for the school's operation and growth. 4.09 3.02 The principal openly communicates this vision to other administrators. 4.09 3.22 Providing job descriptions for all faculty and staff responsibilities. 4.09 3.12 Leadership provides multi-dimensional in-service training/orientation for newly appointed faculty daily, with a teacher supervisor. 4.00 Areas for Improvement 3.04 The principal openly communicates this vision to students. 3.90 3.05 The principal openly communicates this vision to parents. 3.90 3.03 The principal openly communicates this vision to faculty. 3.81 3.09 Administration ensures that staff being recruited are well trained and are capable for doing the task expected of them. 3.81 3.13 Leadership provides multi-dimensional in-service training/orientation for newly appointed faculty weekly, in intra-departmental meetings of faculty meeting. 3.81 3.17 Administration creates 3.81 3.08 Administration ensures that faculty being recruited are well qualified to meet the curriculum needs of the school. 3.72 3.29 Faculty and staff interact in productive discussion on the evaluative feedback, making recommendations for change and improvement. 3.72 3.21 Administration encourages peer-teaming for observing in each other's classroom, and for assisting each other for professional development. 3.63 3.18 Administration creates opportunities for faculty planning and/or development meetings for cooperative planning to establish strategies to meet individual students’ difficulties. 3.54 3.24 Maintaining positive and constructive liaison with superior. 3.54 3.27 Providing an organizational structure of development and/or evaluative committees operating at various levels for departmental planning with on-going evaluation and adjustment. 3.54 3.06 The principal openly communicates this vision to community members. 3.45 3.15 Administration has established a planned program for the professional improvement of the faculty through instructional supervisor appraisals with a cooperative interaction or teacher/supervisor conference for personal or professional goal fulfillment with a mutually planned program for teacher improvement and any supporting help the teacher desires. 3.45

67 3.26 Providing an organizational structure of developmental and/or evaluative committees operating at various levels for in-service planning and implementation. 3.45 3.19 Administration promotes faculty participation in regular evaluative discussions for improvement in practice coming from feedback about the school's instructional program as a whole. 3.36 3.30 Recommended changes from the regular overall program evaluation are implemented promptly, effectively, and according to schedule. 3.36 3.16 Administration creates opportunities for faculty planning and/or development meetings for policy formation and planning for appropriate implementation. 3.27 3.14 Administration has established a planned program for the professional improvement of the faculty through administration encouraging teachers to initiate self-assessment, then the teacher develops his/her own improvement goals and strategies for meeting them. 3.18 3.25 Providing an organizational structure of developmental and/or evaluative committees operating at various levels for curriculum revision and development. 3.18 3.20 Administration makes available professional journals and other publications to all faculty. 3.09 3.28 Administration, faculty, and staff conduct an evaluative analysis of the effectiveness of the total program against the school's mission, philosophy, and objectives. 3.09 3.23 Maintaining a five-year plan for faculty upgrading. 2.00 Analysis and Comments: The administration at UAIMS adheres to an open-door policy, encouraging faculty and staff to engage in discussions and propose recommendations aimed at enhancing the school. There is a recognized need for the administration to undertake substantial efforts to effectively communicate school-wide goals to faculty, staff, parents, and students. A significant portion of UAIMS's faculty comprises either missionaries or recently graduated teachers. The administration prioritizes the selection of teachers based on their potential qualifications, aligning with the requirements set by the Thai Ministry of Education. Simultaneously, UAIMS is dedicated to supporting the continuous professional development of its teachers by facilitating their participation in seminars, workshops, and conferences. This proactive approach underscores our commitment to nurturing a highly qualified and continuously evolving teaching staff.

68 Strengths and Areas for Improvement According to Mean Score Performance Area IV Business Management & Finance Strengths Item No. Item Statement Mean 4.03 School follows the Mission/Union approved compensation plan for faculty and staff with salaries paid in full and on time 5.00 4.13 Operate organizational controls, and monetary and records safety measures by having two signatories for each cheque. 4.87 4.15 Operate organizational controls, and monetary and records safety measures by ensuring accident insurance coverage for workers and students. 4.75 4.07 Administration provides monthly financial statements on time for student accounts. 4.50 4.01 Departments provide input in the budgeting process according to projected needs. 4.37 4.06 Administration provides monthly financial statements on time for faculty and staff personal accounts. 4.25 4.02 Consideration is given to actual expenses over the previous twelve months, projected increases and the impact of inflation in major expense areas, during the budget preparation process. 4.25 4.08 Maintains accurate and efficient accounting procedures. 4.12 4.04 Administration provides monthly financial statements on time for school operating. 4.12 4.12 Operate organizational controls, and monetary and records safety measures by processes bank reconciliations by a person other than the cashier. 4.12 4.18 Operates an efficient collection procedure. 4.00 4.11 Operate organizational controls, and monetary and records safety measures by conducting regular financial statement reviews. 3.87 Areas for Improvement 4.17 Operate organizational controls, and monetary and records safety measures by keeping funds and records in a fireproof safe or vault. 3.87 4.05 Administration provides monthly financial statements on time for departmental operating. 3.75 4.14 Operate organizational controls, and monetary and records safety measures by reviewing insurance annually, ensuring adequate coverage on capital investments and buildings. 3.62 4.19 Communicates financial and management information concerning budgets and benefits regularly to faculty and staff. 3.50 4.20 Communicates financial and management information concerning budgets and benefits regularly to students and/or parents. 3.50 4.23 Maintains efficient office procedures providing prompt and courteous services to parents, students and businesses. 3.50 4.09 Operate organizational controls, and monetary and records safety measures by conducting annual audits. 3.37 4.25 Provides an adequate budget for marketing procedures 3.12

69 4.10 Operate organizational controls, and monetary and records safety measures by carrying out auditor’s recommendations. 2.62 4.16 Operate organizational controls, and monetary and records safety measures by taking out fidelity bond/insurance coverage for appropriate personnel for proper protection. 2.37 4.21 Work toward increasing the level of self-support by having a long-term plan with realistic objectives and schedule. 1.62 4.22 Work toward increasing the level of self-support by providing a scholarship base and a productive program for increasing this base fund. 1.62 4.24 Operate a progressive marketing program increase/maintain enrolment to optimum level. 1.62 Analysis and Comments: UAIMS has experienced substantial financial growth over the last three years, primarily attributed to an increased student enrollment. This expansion has resulted in a stable and robust financial standing for the institution. However, UAIMS is actively seeking opportunities to enhance its financial planning on a long-term basis. In tandem with this strategic initiative, there is a recognized imperative to strengthen the safeguarding of financial and student records. Efforts are underway to ensure that these records are securely stored in designated locations, prioritizing safety and confidentiality. This commitment aligns with our dedication to maintaining the highest standards in financial management and data protection. Strengths and Areas for Improvement According to Mean Score Performance Area V Personnel Relationships & Attitudes Strengths Item No. Item Statement Mean 5.02 Administrators and teachers encourage students to care toward each other. 4.63 5.13 Treat students with respect. 4.63 5.15 Lead students to be responsible for their own behavior. 4.54 5.01 Administrators and teachers show they are care about students. 4.45 5.14 Correct student behavior without humiliation. 4.45 5.16 Help students to accept consequences of their own behavior. 4.45 5.03 Administrators, faculty, and staff take a personal interest in students and their needs. 4.36 5.04 School personnel model Christian values and principles in and out of school. 4.36 5.10 Administrators, faculty, and staff take time to listen and talk with students to help them meet personal and emotional needs. 4.36 5.09 Administrators, faculty, and staff practice unconditional acceptance of each student by giving support to the student but clearly letting them know that misbehavior is not acceptable. 4.27 5.05 Administrators, faculty, and staff demonstrate consistency in how faculty and staff work together in unity. 4.18 5.07 Administrators, faculty, and staff demonstrate consistency in identifying and understanding student needs and helping them meet their needs. 4.18

70 5.11 School personnel help build self-esteem in students and peers through personal communication, giving verbal commendation and public recognition as appropriate. 4.18 5.12 School personnel are involved in spiritual activities of out-reach giving students both support and positive example. 4.18 5.18 Emphasize a redemptive approach to student discipline. 4.18 5.06 Administrators, faculty, and staff demonstrate consistency in how administrators, faculty, and staff speak to students. 4.09 5.08 Administrators, faculty, and staff practice unconditional acceptance of each student by accepting each student as a person (a candidate for heaven) irrespective of their deeds or behavior. 4.09 5.17 Guide students toward self-control and responsibility through self-discipline. 4.09 Analysis and Comments: A palpable cohesion exists within the administrative, faculty, and staff levels at UAIMS. The students benefit from individualized care through the assignment of a dedicated homeroom teacher for each class. These homeroom teachers possess a nuanced understanding of their students, providing guidance and promoting Christ-like character. Post-midterm and final exams, homeroom teachers meticulously report on the academic progress of their students to the respective parents. To foster open communication, parents are provided with guided communication through the ClassDojo application. In a proactive measure to strengthen the home-school connection, homeroom teachers endeavor to include students and their families in school activities as much as possible, demonstrating our commitment to a comprehensive and personalized approach to student welfare. Strengths and Areas for Improvement According to Mean Score Performance Area VI Quality Educational Program Strengths Item No. Item Statement Mean 6.10 Faculty provides time and opportunity for students to learn what is to be tested. 4.81 6.11 Faculty give students opportunity in class to share their ideas. 4.75 6.23 Faculty challenge students to think by encouraging them to support their opinions with reasons or backup support. 4.72 6.27 Faculty and students are warm and friendly toward each other. 4.72 6.01 Faculty provides a well-structured scope and sequence for every course and ensures appropriateness to each class level. 4.63 6.05 Faculty plans activities appropriate for the level of difficulty at each grade level. 4.63 6.07 Faculty uses a variety of methods and techniques in their teaching. 4.63 6.13 Faculty give prompt feedback on student learning by immediately providing the student knowledge of accuracy of response. 4.63 6.14 Faculty give prompt feedback on student learning by immediately leading students to correct wrong learning responses to questions, comments, or discussion. 4.63

71 6.15 Faculty give prompt feedback on student learning by returning promptly all corrected tests, homework, or assignments. 4.63 6.03 Faculty demonstrates thoroughness in course planning by relating the course content to the everyday practical life of the students. 4.54 6.18 Faculty give prompt feedback on student learning by providing constructive corrective guidance for mastery when needed. 4.54 6.19 Faculty provides structuring comments (or advance organizers) for mind preparation during the instruction or learning process. 4.54 6.34 Board, administration, and faculty provide adequate instructional and learning resources for ALL students to have their own textbooks. 4.54 6.33 Faculty help students work toward their potential by consistently giving immediate feedback to learners. 4.50 6.06 Faculty teaches in ways that every student can understand clearly. 4.45 6.26 Faculty and students show a spirit of willingness and cooperation. 4.45 6.16 Faculty give prompt feedback on student learning by commending successes and responses that are well-expressed and/or accurate. 4.36 6.32 Faculty help students work toward their potential by monitoring student progress frequently. 4.36 6.02 Faculty demonstrates thoroughness in course planning by a complete coverage of necessary content. 4.27 6.08 Faculty teaches with enthusiasm and are enthusiastic about student learning interest and successes. 4.27 6.22 Faculty challenge students to think by inviting them to give ideas during class discussion. 4.27 6.25 Faculty and students practice being helpful and caring to each other. 4.27 6.29 Faculty model commitment in their quality of teaching. 4.27 6.12 Faculty use student ideas in the teaching/learning process. 4.18 6.17 Faculty give prompt feedback on student learning by providing some challenge for further intellectual growth. 4.18 6.21 Faculty challenge students to think by giving problems to solve. 4.18 6.38 Student progress meets parent and student expectation. 4.18 6.24 Faculty and students treat each other with respect. 4.09 6.35 Board, administration, and faculty provide adequate instructional and learning resources for ALL students to have access to an adequate number of book titles and journals to use up-to-date material from the library for assignments and research purposes. 4.09 6.40 Students achieve effective mastery at each stage of course presentation and evaluation. 4.09 6.41 Students achieve overall high levels of success. 4.09 6.04 Faculty demonstrates thoroughness in course planning by integrating faith and learning throughout the course structure. 4.00 6.36 Board, administration, and faculty provide adequate instructional and learning resources for ALL students 4.00 6.37 Board, administration, and faculty provide adequate instructional and learning resources for ALL students to have hands-on learning experience in practical arts laboratories. 4.00 6.43 Students are achieving effective mastery at each level for written National language skills. 4.00

72 6.44 Students are achieving effective mastery at each level for spoken English skills. 4.00 Areas for Improvement 6.09 Faculty show a businesslike approach to learning and instruction in the classroom. 3.90 6.39 Student progress meets faculty expectation. 3.90 6.42 Students are achieving effective mastery at each level for spoken National language skills. 3.90 6.45 Students are achieving effective mastery at each level for written English skills. 3.90 6.20 Faculty challenge students to think by asking probing, in-depth questions. 3.81 6.28 Faculty and students give recognition for successes and tasks well done. 3.81 6.31 Faculty help students work toward their potential by taking a personal interest in each student's progress. 3.72 6.30 Faculty help students work toward their potential by providing learning experiences that meet individual student needs. 3.63 Analysis and Comments: UAIMS has instituted a robust academic program that cultivates proficiency in the English language among students. Complementing this, considerable support is dedicated to nurturing individual talents through a range of non-academic programs. The synergy between these academic and non-academic components enables UAIMS to deliver a comprehensive and balanced learning experience to our students. To facilitate the expansion of UAIMS to higher grade levels, it is imperative to focus on the promotion and education of parents regarding the programs offered. Strategically communicating the distinctive features and benefits of our educational offerings will be crucial for the continued growth and success of UAIMS in the foreseeable future. Strengths and Areas for Improvement According to Mean Score Performance Area VII School Environment & Physical Plant Strengths Item No. Item Statement Mean 7.13 The campus is kept clean, grass kept mowed, and flowers, shrubs, and trees are properly trimmed and cared for. 4.50 7.14 School buildings, walkways, and stairways are kept free from safety hazards which could cause personal injury. 4.30 7.01 Board and administrations maintain an updated five-year master plan for facilities, school plant, and campus development. 4.20 7.06 Administration and faculty make wise and efficient use of building and campus space. 4.20 7.12 The chapel and/or church are kept clean and attractive. 4.20 7.15 Administration provides adequate precautions for the safety of the students in cases of emergencies. 4.20

73 7.07 Administration, faculty, and staff make effective use of facilities and resources available to respective departments (academic, service, and industrial departments). 4.10 7.08 School personnel maintain an effective undated five-year master plan for campus care and beautification. 4.10 7.11 Classrooms and laboratories, are kept clean and attractive. 4.10 7.17 The school has and maintains appropriate equipment (fire extinguishers, buckets of sand, fire hose etc.) placed throughout the buildings of the campus for use in emergencies 4.10 7.02 Board and administration provide an adequate financial plan in keeping with projected enrollment and student needs. 4.00 7.10 School personnel generate respect for the school property and campus environs by involving students in both planning and helping to care for the buildings and campus. 4.00 Areas for Improvement 7.09 School personnel maintain an efficient undated five-year plan for building upkeep and maintenance. 3.90 7.05 Administration and faculty provide effective organization of plant resources for departmental efficiency. 3.80 7.03 Board and administration include a realistic schedule for implementation of the various stages of the plan. 3.70 7.04 Board and administration provide adequate accommodation and facilities for departmental needs. 3.70 7.16 Administration has emergency evacuation routes posted in each classroom and has monthly emergency drills. 3.70 Analysis and Comments: UAIMS has successfully concluded the construction of two school buildings within the past five years. The Elementary building reached completion in 2018, followed by the latest addition, the Middle and High School building, completed in 2023. The establishment of these two new structures anticipates a sustained growth in enrollment for UAIMS. Ongoing efforts are in progress to meticulously maintain the buildings, ensuring that their aesthetic enhancements harmoniously complement their functional purposes. Strengths and Areas for Improvement According to Mean Score Performance Area VIII Student Services & Industries Strengths Item No. Item Statement Mean 8.01 Sufficient time is assigned to an appointed registrar for maintaining all academic records and duties in an up-to-date, organized manner. 4.72 8.06 4.72 8.03 The registrar keeps current in recording all class grades onto the permanent records. 4.63 8.02 The registrar conducts an efficient, organized registration procedure. 4.45

74 8.07 All transcripts and other permanent records are kept in a secure, fireproof vault or file. 4.45 8.05 The registrar maintains all academic records in an organized manner which is understood by other administrative officers. 4.38 8.35 Food service personnel effectively operate with a high standard of hygiene and sanitation. 4.37 8.38 Administration and food service personnel operate effectively within the budget. 4.37 8.04 The registrar keeps current with sending requested transcripts to schools of transfer-out students and requesting of transcripts for transfer-in students 4.36 8.28 Guidance center personnel provide effective professional help to students who need personal guidance and counseling. 4.30 8.36 Board and administration provide adequate meal preparation and dining accommodation to meet the needs of the institution. 4.25 8.37 Administration ensures that water is tested for purity twice a year. 4.25 8.56 Administration and industrial personnel ensure that all industries are established and function within the guidelines of the school's mission, philosophy, and objectives. 4.20 8.29 Guidance personnel are readily accessible to any student needing information or assistance. 4.10 8.30 Guidance personnel provide an effective service in career counseling with accompanying printed material regarding career opportunities. 4.00 8.58 Administration and industrial personnel ensure that each industry contributes to, rather than detracts from the overall beauty of the campus and school environment. 4.00 Areas for Improvement 8.55 Administration and industrial personnel ensure that each industry operates on a sound financial basis. 3.90 8.12 The librarian and faculty effectively maintain purchasing of up-to-date and useful titles in keeping with the academic program offered. 3.81 8.32 Guidance personnel maintain effective communication with the faculty and parents on a professional basis and within the legal expectations of the country. 3.80 8.57 Administration and industrial personnel ensure that industries provide effective work opportunities for students. 3.80 8.19 The board and library personnel have provided special accessions of up-to-date S.D.A. Commentary set. 3.72 8.34 Food service personnel provide a well-balanced diet of wholesome, nourishing food. 3.62 8.15 Library personnel effectively operates an up-to-date card catalog. 3.54 8.18 The board and library personnel have provided special accessions of up-to-date reference books. 3.50 8.10 The library personnel have effectively arranged the library to give an attractive layout and decor that are conducive to study and research. 3.36 8.14 Library personnel effectively operates an up-to-date accession register. 3.36 8.08 The board has appointed as librarian a faculty member [full time for more than 600 students; half-time for 200-599 students; and part-time for less than 200 students] who holds a degree and has a minimum of 9 credits in library science training. 3.27

75 8.22 The library maintains current subscriptions to S.D.A. journals especially those published in the local language. 3.27 8.20 The board and library personnel have provided special accessions of up-to-date E.G. White publications. 3.18 8.11 The board has provided space for the library reading room with seating for up to 20% of the enrollment at any one time, or a minimum of seats for two to three classes at one time. 3.09 8.13 The library personnel maintain a balanced choice of titles representing a minimum of 10 titles per student, or an overall minimum of 3,500 titles. 3.09 8.24 Board, administration, and library personnel consistently allocate funds and purchase a regular accession of professional growth books for the faculty to use. 3.09 8.16 The board and library personnel have provided special accessions of up-to-date dictionaries. 3.00 8.17 The board and library personnel have provided special accessions of up-to-date encyclopedia set(s). 3.00 8.23 The library maintains current subscriptions to a selection of a minimum of 10 other journals. 3.00 8.09 The board provides an operating budget of not less than 6% of the total instructional budget for library books, journals, and audiovisual resources. 2.90 8.27 Personnel of the instructional media center maintain and make available to the faculty slides/film strips and projector 2.81 8.31 Guidance personnel provide effective help for students who can't finish school to gain employment within the community. 2.70 8.26 Personnel of the instructional media center maintain and make available to the faculty audio/video tapes & player/TV. 2.63 8.21 The library maintains current subscriptions to the local newspaper. 2.45 8.25 Personnel of the instructional media center maintain and make available to the faculty wall maps. 2.36 8.33 Board has appointed a person to be in charge who is trained and/or has experience in food preparation and catering. 2.00 Analysis and Comments: The board, administration, faculty and staff are dedicated to delivering exemplary Christ-centered student care by situating the cafeteria, library, and learning facilities within the enriching environment of an SDA Christian school. There is a recognized need for enhancement in the library, particularly through the incorporation of additional books tailored to the Middle and High School levels. Currently, the Elementary library is operational, while efforts are underway to establish and expand the Middle and High School library. Both library facilities require upgrades, including the incorporation of computers to facilitate student research and access online learning resources. Furthermore, there is a need for additional library furniture to create an inviting space that fosters the cultivation of a love for reading. These initiatives align with our commitment to providing students with a comprehensive and conducive learning environment.

76 Strengths and Areas for Improvement According to Mean Score Performance Area IX Extra Class Activities & Work Education Strengths Item No. Item Statement Mean 9.03 Focus questions for assessment on student needs for spiritual development. 4.18 9.04 Focus questions for assessment on student needs for social development. 4.18 9.20 Provides specific objectives for extra-class and work education activities. 4.18 9.19 Ensures quality supervising of extra-class and work education activities. 4.09 Areas for Improvement 9.05 Focus questions for assessment on student needs for physical development. 3.90 9.12 Provides a system of student advising to ensure particular student needs are met through the best choices of work education. 3.81 9.06 Focus questions for assessment on student needs for cultural development. 3.72 9.08 Focus questions for assessment on student needs for the development of the "whole" person. 3.63 9.14 Provides opportunities for considering special requests from the faculty and students regarding possible additions or changes in the school's programs to meet student needs. 3.63 9.11 Analyzes assessed needs and the school's program to identify omissions that need to be included within the school's program. 3.54 9.07 Focus questions for assessment on student needs for aesthetic appreciation. 3.45 9.01 Obtains feedback from students, parents, potential employers, and community members on what they recognize are student needs as the school prepares them further education, for future employment, and for their place in society and heavenly citizenship. 3.30 9.09 Analyzes assessed needs and the school's program to identify imbalances within the program. 3.27 9.13 Provides a system of student advising to ensure particular student needs are met through the best choices of extra-class activities. 3.27 9.10 Analyzes assessed needs and the school's program to identify overemphasis within the program. 3.18 9.16 Ensuring that friends and families of potential students receive complete unbiased information about the school's program and how it meets student needs. 3.18 9.02 Focus questions for assessment on student needs for mental or academic development. 3.09 9.15 Planning marketing activities that automatically answer students' questions and parental expectations. 2.72 Analysis and Comments: UAIMS has been diligently conducting after-school programs to address students' needs in the postCOVID era. These programs are designed to both nurture students' talents and provide additional academic support for those who may require it. Furthermore, these after-school activities aim to promote an active and healthy lifestyle among students.

77 Performance Area X Alumni Analysis and Comments: Performance Area X is not applicable to UAIMS. Established in 2011, the Ubon Adventist International Mission School (UAIMS) currently lacks a designated group of graduates or alumni. Despite the absence of a formal alumni association, the institution is actively engaged in efforts to establish connections with individuals who attended Mission School Ubon, formerly operated under Thailand Adventist Mission. This endeavor has proven challenging, given the absence of records or documentation pertaining to students from Mission School Ubon. The primary objective of fostering ties with the alumni of Mission School Ubon is to garner their support in areas such as marketing, development, and business networking. The university is diligently committed to overcoming these challenges and fostering meaningful connections within its broader community.

78 Evaluator Participants Areas I – X Area Title Participants I. Mission, Philosophy, Objectives 1. Ms. Udom Saengsawang 2. Mrs. Jedidah Tumamak 3. Ms. Lisley Soares 4. Ms. Chitrada Khampabua 5. Ms. Wannakarn Boonsard 6. Ms. Naw Hla Hla 7. Ms. Montita Pongsanit 8. Mr. Roel Ben Dancel Acosta 9. Ms. Phichamon Intepha 10. Ms. Rojana 11. Mr. Watcharakorn Trirattanapikul II. Spiritual Emphasis 1. Mr. Luigi Palemino Acurio 2. Mr. Marvin Christo Bol 3. Mrs. Syatong Somkid 4. Ms. Nikki Montano 5. Ms. Iryna Nechytailenko 6. Mr. Victor Laus 7. Mr. Francisco Bohol 8. Mr. Brayent Simbiak 9. Ms. Apolle Cereles Bohol 10. Mrs. Soomchit Siriphon 11. Ms. Methawadee Khumngoen III. Leadership & Administration 1. Ms. Amy Angelo 2. Ms. Kryzl Ann Makiling 3. Ms. Tanaporn Kampheng 4. Ms. Pattamawadee Sribura 5. Mr. Zhao Yongjun 6. Ms. Nerlyn Maximo 7. Mrs. Shihantika Dilshani Fernando 8. Ms. Yang Zhe 9. Mr. Anek Sailad 10. Ms. Nupan Phasunon 11. Ms. Natthaporn Pasothakang IV. Business Management & Finance 1. Ms. Sujitta Sailad 2. Mr. Sam Vo Truong Giang 3. Mrs. Shipra Lakra 4. Ms. Yaritzza Suarez 5. Ms. Taniya Roy Bol 6. Ms. Lauraricka Brenda Benjamin 7. Ms. Angella Katenga 8. Mrs. Wanpen Inaraksa 9. Mrs. Somchit Siriphon 10. Ms. Supornthip Dishaprasop

79 V. Personnel Relationships & Attitudes 1. Ms. Amy Angelo 2. Ms. Kryzl Ann Makiling 3. Ms. Tanaporn Kampheng 4. Ms. Pattamawadee Sribura 5. Mr. Zhao Yongjun 6. Ms. Nerlyn Maximo 7. Mrs. Shihantika Dilshani Fernando 8. Ms. Yang Zhe 9. Mr. Anek Sailad 10. Ms. Nupan Phasunon 11. Ms. Natthaporn Pasothakang VI. Quality Educational Program 1. Mr. Asher Vincent 2. Ms. Niraporn Chaiyadecha 3. Mrs. Kamonrat Munjai 4. Ms. Usanee Chindathongkam 5. Ms. Nampheung Tumrongthaisakul 6. Mr. Lunahring Wang Shol 7. Ms. Giulia Ludgero 8. Mr. Leo Kingsly 9. Mrs. Sinlapatawi Eingnoi 10. Mrs. Wanthong Kamsa 11. Ms. Irada Intaraksa VII. School Environment and Physical Plant 1. Mr. Kreingsak Kittisub 2. Ms. Sharon Silalahi 3. Ms. Swantianne Willy Badi 4. Ms. Charlene Kimberly 5. Mr. Rodney Roy Peter 6. Ms. Lalremruati Fanai 7. Ms. Praphatsorn 8. Mr. Vit Boontao 9. Mr. Ra 10. Ms. Phatcharin Waraphut VIII. Student Services and Industries A. Academic Records 1. Ms. Udom Saengsawang 2. Mrs. Jedidah Tumamak 3. Ms. Lisley Soares 4. Ms. Chitrada Khampabua 5. Ms. Wannakarn Boonsard 6. Ms. Naw Hla Hla 7. Ms. Montita Pongsanit 8. Mr. Roel Ben Dancel Acosta 9. Ms. Phichamon Intepha 10. Ms. Rojana

80 11. Mr. Watcharakorn Trirattanapikul B. Instructional Media Center (Library) 1. Mr. Asher Vincent 2. Ms. Niraporn Chaiyadecha 3. Mrs. Kamonrat Munjai 4. Ms. Usanee Chindathongkam 5. Ms. Nampheung Tumrongthaisakul 6. Mr. Lunahring Wang Shol 7. Ms. Giulia Ludgero 8. Mr. Leo Kingsly 9. Mrs. Sinlapatawi Eingnoi 10. Mrs. Wanthong Kamsa 11. Ms. Irada Intaraksa C. School Guidance Center 1. Mr. Luigi Palemino Acurio 2. Mr. Marvin Christo Bol 3. Mrs. Syatong Somkid 4. Ms. Nikki Montano 5. Ms. Iryna Nechytailenko 6. Mr. Victor Laus 7. Mr. Francisco Bohol 8. Mr. Brayent Simbiak 9. Ms. Apolle Cereles Bohol 10. Mrs. Soomchit Siriphon 11. Ms. Methawadee Khumngoen D. School Cafeteria 1. Ms. Sujitta Sailad 2. Mr. Sam Vo Truong Giang 3. Mrs. Shipra Lakra 4. Ms. Yaritzza Suarez 5. Ms. Taniya Roy Bol 6. Ms. Lauraricka Brenda Benjamin 7. Ms. Angella Katenga 8. Mrs. Wanpen Inaraksa 9. Mrs. Somchit Siriphon 10. Ms. Supornthip Dishaprasop E. Dormitories Not Applicable F. School Industries 1. Mr. Kreingsak Kittisub 2. Ms. Sharon Silalahi 3. Ms. Swantianne Willy Badi 4. Ms. Charlene Kimberly 5. Mr. Rodney Roy Peter 7. Ms. Praphatsorn 8. Mr. Vit Boontao 9. Mr. Ra 10. Ms. Phatcharin Waraphut

81 6. Ms. Lalremruati Fanai IX. Extra-Class Activities and Work Education 1. Mr. Asher Vincent 2. Ms. Niraporn Chaiyadecha 3. Mrs. Kamonrat Munjai 4. Ms. Usanee Chindathongkam 5. Ms. Nampheung Tumrongthaisakul 6. Mr. Lunahring Wang Shol 7. Ms. Giulia Ludgero 8. Mr. Leo Kingsly 9. Mrs. Sinlapatawi Eingnoi 10. Mrs. Wanthong Kamsa 11. Ms. Irada Intaraksa X. Alumni Not Applicable

82 Tally Sheet for Computing Results of Questionnaire Performance Area I / Mission, Philosophy, Objectives Item# R – 1 R – 2 R – 3 R – 4 R – 5 Calculations Score N Mean 1.01 1*3 10*5 3+50 53 11 4.81 1.02 4*4 7*5 16+35 51 11 4.63 1.03 2*3 2*4 7*5 6+8+35 49 11 4.45 1.04 4*3 3*4 4*5 12+12+20 44 11 4.00 1.05 4*3 2*4 5*5 12+8+25 45 11 4.09 1.06 2*3 3*4 6*5 6+12+30 48 11 4.36 1.07 2*3 3*4 6*5 6+12+30 52 11 4.72 1.08 1*1 4*3 4*4 2*5 1+12+16+10 39 11 3.54 1.09 1*1 2*4 8*5 1+8+40 49 11 4.45 1.10 1*1 1*3 4*4 5*5 1+3+16+25 45 11 4.09 1.11 1*1 2*4 8*5 1+8+40 49 11 4.45 1.12 1*1 3*2 1*3 2*4 4*5 1+6+3+8+20 38 11 3.45 1.13 1*2 2*3 3*4 5*5 2+6+12+25 45 11 4.09 1.14 1*3 6*4 4*5 3+24+20 47 11 4.27 1.15 1*2 2*3 4*4 4*5 2+6+16+20 44 11 4.00 1.16 11*5 55 55 11 5.00 1.17 5*4 6*5 20+30 50 11 4.54 1.18 1*1 1*3 2*4 7*5 1+3+8+35 47 11 4.27 1.19 1*3 10*5 3+50 53 11 4.81 1.20 1*1 1*2 2*3 2*4 5*5 1+2+6+8+25 42 11 3.81 1.21 2*1 1*3 3*4 5*5 2+3+12+25 42 11 3.81 1.22 1*1 3*4 7*5 1+12+35 48 11 4.36 1.23 1*1 1*2 3*3 2*4 4*5 1+2+9+8+20 40 11 3.63 1.24 2*3 4*4 5*5 6+16+25 47 11 4.27 1.25 1*2 1*3 4*4 5*5 2+3+16+25 46 11 4.18 1.26 1*2 1*3 4*4 5*5 2+3+16+25 46 11 4.18 1.27 1*3 10*5 3+50 53 11 4.81 1.28 1*1 2*3 3*4 5*5 1+6+12+25 44 11 4.00 1.29 1*3 1*4 9*5 3+4+45 52 11 4.72 1.30 1*1 1*2 1*3 2*4 6*5 1+2+3+8+30 44 11 4.00 1.31 1*1 1*2 1*3 2*4 6*5 1+2+3+8+30 44 11 4.00 1.32 1*1 2*4 8*5 8+40 49 11 4.45 1.33 1*1 3*4 7*5 1+12+35 48 11 4.36 1.34 1*1 3*4 7*5 1+12+35 48 11 4.36 1.35 1*1 1*3 3*4 6*5 1+3+12+30 46 11 4.18 1.36 1*2 1*3 4*4 5*5 2+3+16+25 46 11 4.18 1.37 1*1 2*3 3*4 5*5 1+6+12+25 44 11 4.00 1.38 2*3 2*4 7*5 6+8+3549 49 11 4.45 1.39 3*4 8*5 12+40 52 11 4.72 1.40 1*3 1*4 9*5 3+4+45 52 11 4.72

83 Tally Sheet for Computing Results of Questionnaire Performance Area II / Spiritual Emphasis Item# R – 1 R – 2 R – 3 R – 4 R – 5 Calculations Score N Mean 2.01 1*2 4*4 5*5 2+16+25 43 10 4.30 2.02 1*1 5*2 2*3 2*4 1+10+6+8 25 10 2.50 2.03 2*3 1*4 7*5 5+4+35 45 10 4.50 2.04 1*1 2*2 2*3 4*4 1*5 1+4+6+16+5 32 10 3.20 2.05 2*4 8*5 8+40 48 10 4.80 2.06 1*1 1*2 3*3 5*4 1+2+9+20 32 10 3.20 2.07 1*1 2*2 1*3 3*4 3*5 1+4+3+12+15 35 10 3.50 2.08 1*1 4*3 1*4 4*5 1+12+4+20 37 10 3.70 2.09 1*2 5*4 4*5 2+20+20 42 10 4.20 2.10 1*2 3*4 6*5 2+12+30 44 10 4.40 2.11 2*3 5*4 3*5 6+20+15 41 10 4.10 2.12 1*3 4*4 5*5 3+16+25 44 10 4.40 2.13 3*3 3*4 4*5 9+12+20 41 10 4.10 2.14 1*2 2*3 3*4 4*5 2+6+12+20 40 10 4.00 2.15 4*3 3*4 3*5 12+12+15 39 10 3.90 2.16 1*1 3*2 5*4 1*5 1+6+20+5 32 10 3.20 2.17 Not Applicable 2.18 1*3 7*4 2*5 3+28+10 41 10 4.10 2.19 1*3 2*4 7*5 3+8+35 46 10 4.60 2.20 2*3 6*4 2*5 6+24+10 40 10 4.00 2.21 1*2 2*3 6*4 1*5 2+6+24+5 37 10 3.70 2.22 1*2 1*3 3*4 5*5 2+3+12+25 42 10 4.20 2.23 1*3 3*4 6*5 3+12+30 45 10 4.50 2.24 1*2 7*4 2*5 2+28+10 40 10 4.00 2.25 1*3 4*4 5*5 3+16+25 44 10 4.40 2.26 1*2 1*3 4*4 4*5 2+3+16+20 41 10 4.10 2.27 1*2 2*3 4*4 3*5 2+6+16+35 39 10 3.90 2.28 1*2 1*3 3*4 5*5 2+3+12+25 42 10 4.20 2.29 1*2 1*3 1*4 7*5 2+3+4+35 44 10 4.40 2.30 1*2 1*3 2*4 6*5 2+3+8+30 43 10 4.30 2.31 1*2 2*3 2*4 5*5 2+6+8+25 41 10 4.10 2.32 4*4 6*5 16+30 46 10 4.60 2.33 1*1 2*4 7*5 1+8+35 44 10 4.40 2.34 1*1 2*2 1*3 4*4 2*5 1+4+3+16+10 34 10 3.40 2.35 3*2 3*3 4*4 6+9+16 31 10 3.10 2.36 1*1 3*2 1*3 3*4 2*5 1+6+3+12+10 32 10 3.20 2.37 2*2 3*3 3*4 2*5 4+9+12+10 35 10 3.50

84 Tally Sheet for Computing Results of Questionnaire Performance Area III / Leadership & Administration Item# R – 1 R – 2 R – 3 R – 4 R – 5 Calculations Score N Mean 3.01 3*3 4*4 4*5 9+16+20 45 11 4.09 3.02 2*3 6*4 3*5 6+24+15 45 11 4.09 3.03 5*3 3*4 3*5 15+12+15 42 11 3.81 3.04 2*2 1*3 4*4 4*5 4+3+16+20 43 11 3.90 3.05 4*3 4*4 3*5 12+16+15 43 11 3.90 3.06 2*2 3*3 5*4 1*5 4+9+20+5 38 11 3.45 3.07 1*3 6*4 4*5 3+24+20 47 11 4.27 3.08 1*2 3*3 5*4 2*5 2+9+20+10 41 11 3.72 3.09 4*3 5*4 2*5 12+20+10 42 11 3.81 3.10 3*3 3*4 5*5 9+12+25 46 11 4.18 3.11 2*3 4*4 5*5 6+16+25 47 11 4.27 3.12 3*3 5*4 3*5 9+20+15 44 11 4.00 3.13 1*1 1*3 7*4 2*5 1+3+28+10 42 11 3.81 3.14 4*2 3*3 2*4 2*5 8+9+8+10 35 11 3.18 3.15 2*2 4*3 3*4 2*5 4+12+12+10 38 11 3.45 3.16 1*1 3*2 1*3 4*4 2*5 1+6+3+16+10 36 11 3.27 3.17 3*2 4*4 4*5 6+16+20 42 11 3.81 3.18 1*1 1*2 3*3 3*4 3*5 2+2+9+12+15 39 11 3.54 3.19 1*2 7*3 1*4 2*5 2+21+4+10 37 11 3.36 3.20 1*1 2*2 4*3 3*4 1*5 1+4+12+12+5 34 11 3.09 3.21 6*3 3*4 2*5 18+12+10 40 11 3.63 3.22 2*3 6*4 3*5 6+12+15 45 11 4.09 3.23 4*1 3*2 4*3 4+6+12 22 11 2.00 3.24 1*1 1*2 3*3 3*4 3*5 1+2+9+12+15 39 11 3.54 3.25 4*2 3*3 2*4 2*5 8+9+8+10 35 11 3.18 3.26 1*2 5*3 4*4 1*5 2+15+16+5 38 11 3.45 3.27 1*2 4*3 5*4 1*5 2+12+20+5 39 11 3.54 3.28 4*2 4*3 1*4 2*5 8+12+4+10 34 11 3.09 3.29 2*2 3*3 2*4 4*5 4+9+8+20 41 11 3.72 3.30 2*2 5*3 2*4 2*5 4+15+8+10 37 11 3.36

85 Tally Sheet for Computing Results of Questionnaire Performance Area IV / Business Management & Finance Item# R – 1 R – 2 R – 3 R – 4 R – 5 Calculations Score N Mean 4.01 5*4 3*5 20+15 35 8 4.37 4.02 1*3 4*4 3*5 3+16+15 34 8 4.25 4.03 8*5 40 40 8 5.00 4.04 1*3 5*4 2*4 3+20+8 33 8 4.12 4.05 3*3 4*4 1*5 9+16+5 30 8 3.75 4.06 5*4 3*5 20+15 35 8 4.37 4.07 4*4 4*5 16+20 36 8 4.50 4.08 1*3 4*4 3*5 3+16+15 34 8 4.25 4.09 1*2 5*3 2*5 2+15+10 27 8 3.37 4.10 6*2 1*4 1*5 12+4+5 21 8 2.62 4.11 1*3 6*4 1*5 3+24+5 32 8 4.00 4.12 7*4 1*5 28+5 33 8 4.12 4.13 1*4 7*5 4+35 39 8 4.87 4.14 5*3 1*4 2*5 15+4+10 29 8 3.62 4.15 1*3 7*5 3+35 38 8 4.75 4.16 4*1 1*2 2*4 1*5 4+2+8+5 19 8 2.37 4.17 2*3 5*4 1*5 6+20+10 31 8 3.87 4.18 1*3 5*4 2*5 3+20+10 33 8 4.12 4.19 6*3 2*5 18+10 28 8 3.50 4.20 5*3 2*4 1*5 15+8+5 28 8 3.50 4.21 6*1 1*2 1*5 6+2+5 13 8 1.62 4.22 6*1 1*2 1*5 6+2+5 13 8 1.62 4.23 1*1 2*3 4*4 1*5 1+6+16+5 28 8 3.50 4.24 6*1 1*2 1*5 6+2+5 13 8 1.62 4.25 1*1 5*3 1*4 1*5 1+15+4+5 25 8 3.12

86 Tally Sheet for Computing Results of Questionnaire Performance Area V/ Personnel Relationships & Attitudes Item# R – 1 R – 2 R – 3 R – 4 R – 5 Calculations Score N Mean 5.01 2*3 2*4 7*5 6+8+35 49 11 4.45 5.02 2*3 9*5 6+45 51 11 4.63 5.03 1*3 5*4 5*5 3+20+25 48 11 4.36 5.04 7*4 4*5 28+20 48 11 4.36 5.05 2*3 5*4 4*5 6+20+20 46 11 4.18 5.06 2*3 6*4 3*5 6+24+15 45 11 4.09 5.07 1*3 7*4 3*5 3+28+15 46 11 4.18 5.08 3*3 4*4 4*5 9+16+20 45 11 4.09 5.09 2*3 4*4 5*5 6+16+25 47 11 4.27 5.10 2*3 3*4 6*5 6+12+30 48 11 4.36 5.11 1*2 2*3 2*4 6*5 2+6+8+30 46 11 4.18 5.12 2*3 5*4 4*5 6+20+20 46 11 4.18 5.13 4*4 7*5 16+35 51 11 4.63 5.14 6*4 5*5 24+25 49 11 4.45 5.15 1*3 3*4 7*5 3+12+35 50 11 4.54 5.16 2*3 2*4 7*5 6+8+35 49 11 4.45 5.17 2*3 6*4 2*5 6+24+10 45 11 4.09 5.18 9*4 2*5 36+10 46 11 4.18

87 Tally Sheet for Computing Results of Questionnaire Performance Area VI / Quality Education Program Item# R – 1 R – 2 R – 3 R – 4 R – 5 Calculations Score N Mean 6.01 4*4 7*5 16+35 51 11 4.63 6.02 8*4 3*5 32+15 47 11 4.27 6.03 5*4 6*5 20+30 50 11 4.54 6.04 4*3 3*4 4*5 12+12+20 44 11 4.00 6.05 4*4 7*5 16+35 51 11 4.63 6.06 1*3 4*4 6*5 3+16+30 49 11 4.45 6.07 4*4 7*5 16+35 51 11 4.63 6.08 8*4 3*5 32+15 47 11 4.27 6.09 3*3 6*4 2*5 9+24+10 43 11 3.90 6.10 2*4 9*5 8+45 53 11 4.81 6.11 2*4 9*5 8+45 53 11 4.81 6.12 1*3 7*4 3*5 3+28+15 46 11 4.18 6.13 4*4 7*5 16+35 51 11 4.63 6.14 4*4 7*5 16+35 51 11 4.63 6.15 1*3 2*4 8*5 3+8+40 51 11 4.63 6.16 7*4 4*5 28+20 48 11 4.36 6.17 1*3 7*4 3*5 3+28+15 46 11 4.18 6.18 1*3 3*4 7*5 3+12+35 50 11 4.54 6.19 5*4 6*5 20+30 50 11 4.54 6.20 5*3 3*4 3*5 15+12+15 42 11 3.81 6.21 1*3 7*4 3*5 3+28+15 46 11 4.18 6.22 1*3 6*4 4*5 3+24+20 47 11 4.27 6.23 3*4 8*5 12+40 52 11 4.72 6.24 1*3 8*4 2*5 3+32+10 45 11 4.09 6.25 8*4 3*5 32+15 47 11 4.27 6.26 1*3 4*4 6*5 3+16+30 49 11 4.45 6.27 3*4 8*5 12+40 52 11 4.72 6.28 5*3 3*4 3*5 15+12+15 42 11 3.81 6.29 1*3 6*4 4*5 3+24+20 47 11 4.27 6.30 5*3 5*4 1*5 15+20+5 40 11 3.63 6.31 5*3 4*4 2*5 15+16+10 41 11 3.72 6.32 7*4 4*5 28+20 48 11 4.36 6.33 6*4 5*5 24+25 45 11 4.50 6.34 1*3 3*4 7*5 3+12+35 50 11 4.54 6.35 3*3 4*4 4*5 9+16+20 45 11 4.09 6.36 1*2 2*3 4*4 4*5 2+6+16+20 44 11 4.00 6.37 1*2 2*3 4*4 4*5 2+6+16+20 44 11 4.00 6.38 1*2 6*4 4*5 2+24+20 46 11 4.18 6.39 1*2 9*4 1*5 2+36+5 43 11 3.90 6.40 2*3 6*4 3*5 6+24+15 45 11 4.09 6.41 3*3 4*4 4*5 9+16+20 45 11 4.09 6.42 3*3 6*4 2*5 9+24+10 43 11 3.90 6.43 3*3 5*4 3*5 9+20+15 44 11 4.00 6.44 4*3 3*4 4*5 12+12+20 44 11 4.00 6.45 4*3 4*4 3*5 12+16+15 43 11 3.90

88 Tally Sheet for Computing Results of Questionnaire Performance Area VII / School Environment, Physical Plant & Safety Item# R – 1 R – 2 R – 3 R – 4 R – 5 Calculations Score N Mean 7.01 2*3 4*4 4*5 6+16+20 42 10 4.20 7.02 1*2 1*3 5*4 3*5 2+3+20+15 40 10 4.00 7.03 1*2 1*3 5*4 3*5 2+3+20+15 37 10 3.70 7.04 5*3 3*4 2*5 15+12+10 37 10 3.70 7.05 3*3 6*4 1*5 9+24+5 38 10 3.80 7.06 1*3 6*4 3*5 3+24+15 42 10 4.20 7.07 2*3 5*4 3*5 6+20+15 41 10 4.10 7.08 1*2 1*3 4*4 4*5 2+3+16+20 41 10 4.10 7.09 2*2 5*4 3*5 4+20+15 39 10 3.90 7.10 1*2 2*3 3*4 4*5 2+6+12+20 40 10 4.00 7.11 1*2 1*3 4*4 4*5 2+6+16+20 41 10 4.10 7.12 2*3 4*4 4*5 6+16+20 42 10 4.20 7.13 5*4 5*5 20+25 45 10 4.50 7.14 1*3 5*4 4*5 3+20+20 43 10 4.30 7.15 1*2 5*4 4*5 2+20+20 42 10 4.20 7.16 2*2 2*3 3*4 3*5 4+6+12+15 37 10 3.70 7.17 1*2 6*4 3*5 2+24+15 41 10 4.10

89 Tally Sheet for Computing Results of Questionnaire Performance Area VIII / Student Services & Industries Item# R – 1 R – 2 R – 3 R – 4 R – 5 Calculations Score N Mean 8.01 3*4 8*5 12+40 52 11 4.72 8.02 1*3 4*4 6*5 3+16+30 49 11 4.45 8.03 1*3 2*4 8*5 3+8+40 51 11 4.63 8.04 2*3 3*4 6*5 6+12+30 48 11 4.36 8.05 2*3 4*4 5*5 6+16+25 57 11 4.27 8.06 1*3 1*4 9*5 3+4+45 52 11 4.72 8.07 1*3 4*4 6*5 3+16+30 49 11 4.45 8.08 1*1 1*2 5*3 2*4 2*5 1+2+15+8+10 36 11 3.27 8.09 6*2 2*3 1*4 2*5 12+6+4+10 32 11 2.90 8.10 4*2 2*3 2*4 3*5 8+6+8+15 37 11 3.36 8.11 5*2 2*3 2*4 2*5 10+6+8+10 34 11 3.09 8.12 6*3 1*4 4*5 18+4+20 42 11 3.81 8.13 5*2 3*3 3*5 10+9+15 34 11 3.09 8.14 3*2 4*3 1*4 3*5 6+12+4+15 37 11 3.36 8.15 1*2 6*3 1*4 3*5 2+18+4+15 39 11 3.54 8.16 5*2 3*2 1*4 2*5 10+6+4+10 33 11 3.00 8.17 4*2 4*3 2*4 1*5 7+12+8+5 33 11 3.00 8.18 1*2 7*3 1*4 3*5 3+21+4+15 42 11 3.50 8.19 2*2 2*3 4*4 3*5 4+6+16+15 41 11 3.72 8.20 2*2 6*3 2*4 1*5 4+18+8+5 35 11 3.18 8.21 5*1 2*2 2*4 2*5 5+4+8+10 27 11 2.45 8.22 2*1 1*2 2*3 4*4 2*5 2+2+6+16+10 36 11 3.27 8.23 1*1 4*2 2*3 2*4 2*5 1+8+6+8+10 33 11 3.00 8.24 1*1 1*2 7*3 2*5 1+2+21+10 34 11 3.09 8.25 4*1 3*2 2*3 2*5 4+6+6+10 26 11 2.36 8.26 4*1 2*2 1*3 2*4 2*5 4+4+3+8+10 29 11 2.63 8.27 4*1 1*2 1*3 3*4 2*5 4+2+3+12+10 31 11 2.81 8.28 1*3 5*4 4*5 3+20+20 43 10 4.30 8.29 2*3 5*4 3*5 6+24+20 51 10 4.10 8.30 2*3 6*4 2*5 6+24+10 40 10 4.00 8.31 3*1 2*2 2*3 1*4 2*5 3+4+6+4+10 27 10 2.70 8.32 2*2 1*3 4*4 3*5 4+3+16+15 38 10 3.80 8.33 3*1 4*2 1*5 1+8+5 16 8 2.00 8.34 5*3 1*4 2*5 15+4+10 29 8 3.62 8.35 2*3 1*4 5*5 6+4+25 35 8 4.37 8.36 6*4 2*5 24+10 34 8 4.25 8.37 6*4 2*5 24+10 34 8 4.25 8.38 5*4 3*5 20+15 35 8 4.37 8.39 Not Applicable 8.40 8.41 8.42 8.43 8.44

90 8.45 8.46 8.47 8.48 8.49 8.50 8.51 8.52 8.53 8.54 8.55 4*3 3*4 3*5 12+12+15 39 10 3.90 8.56 2*3 4*4 4*5 6+16+20 42 10 4.20 8.57 2*2 1*3 4*4 3*5 4+3+16+15 38 10 3.80 8.58 3*3 4*4 3*5 9+16+15 40 10 4.00

91 Tally Sheet for Computing Results of Questionnaire Performance Area IX / Extra Class Activities & Work Education Item# R – 1 R – 2 R – 3 R – 4 R – 5 Calculations Score N Mean 9.01 4*2 1*3 4*4 2*5 8+3+16+10 37 11 3.36 9.02 5*2 1*3 4*4 1*5 10+3+16+5 34 11 3.09 9.03 9*4 2*5 36+10 46 11 4.18 9.04 9*4 2*5 36+10 46 11 4.18 9.05 1*2 1*3 7*3 2*5 2+3+21+10 43 11 3.90 9.06 4*3 6*4 1*5 12+24+5 41 11 3.27 9.07 3*2 2*3 4*4 2*5 6+6+16+10 38 11 3.45 9.08 4*2 3*4 4*5 8+12+20 40 11 3.63 9.09 4*2 2*3 3*4 2*5 8+6+16+5 36 11 3.27 9.10 4*2 2*3 4*4 1*5 8+6+16+5 35 11 3.18 9.11 6*3 4*4 1*5 18+16+5 39 11 3.54 9.12 4*3 5*4 2*5 12+20+10 42 11 3.81 9.13 4*2 2*3 3*4 2*5 8+6+12+10 36 11 3.27 9.14 4*2 3*4 4*5 8+12+20 40 11 3.63 9.15 4*1 1*2 2*3 2*4 2*5 4+2+6+8+10 30 11 2.72 9.16 4*2 3*3 2*4 2*5 8+9+8+10 35 11 3.18 9.17 Not Applicable 9.18 9.19 3*3 4*4 4*5 9+16+20 45 11 4.09 9.20 2*3 5*4 4*5 6+20+20 46 11 4.18 Tally Sheet for Computing Results of Questionnaire Performance Area X / Alumni Item# R – 1 R – 2 R – 3 R – 4 R – 5 Calculations Score N Mean 10.01 Not Applicable 10.02 10.03 10.04 10.05 10.06 10.07 10.08 LAST PAGE