Designing Our Future

2010 i ii iii Designing Our Future

John Paul II Regional School

55 Warwick Road

Stratford, New Jersey 08084

Presented to

Middle States Association of Colleges and Schools

iv Table of Contents

Faculty and Staff ………………………………………………………………. 1

Organization of Committees ...………………………………………………… 4

Philosophy/Mission Study (Beliefs) ………………………………………….. 6

The Community Study ………………………………………………………… 12 Students …………………………………………………………………. 15 Family …………………………………………………………………… 19 Supporting Institutions ……………………………………………….. 22

The Student Services & Student Life & Student Activities Study ……….. 25 Student Services …………………….…………………………….…… 28 Student Life & Student Activities …………….……………………….. 42

The Educational Program Study for Catholic Schools ……………………. 47 Language Arts …………………………………………………………. 48 Mathematics ……………………………………………..……………. 62 Technology ………………………………………………………….... 76 Pre-School Program ……………………………………………….…. 90

The Religion Program Study ……………………………………………….. 95

The Leadership & Organization Study ……………………………………. 103

The Resources Study ……………………………………………………….. 128 Information Resource and Technology Study ………………………. 131 Facilities ……………………………………………………….…..… 139 Finances ……………………………………………………………… 148

The School Improvement Planning Process ………………………………. 155

v JOHN PAUL II REGIONAL SCHOOL

Faculty and Staff

Principal ………………………………. Mrs. Helen Persing Vice-Principal Mrs. Lois Schuhl Advancement Director Mrs. Chris Willard* Administrative Asst. Mrs. Marenna Bonanni Bookkeeper Mrs. Alyson Baranowski

Grade 8 ………………………………. Mrs. Teresa Finnegan Mrs. Lois Schuhl

Grade 7 ………………………………. Mrs. Cathy McBride Mrs. Mary McKeown

Grade 6 ………………………………. Ms. Ann Bricketto** Mrs. Danielle Hurd

Grade 5 ………………….…………… Mrs. Marie Murphy Mrs. Ann Schantz**

Grade 4 ………………………………. Mr. Angelo Carolfi** Mrs. Susan Tumulty

Grade 3 ………………………………. Ms. Kathleen Klocke* Mrs. Cheryl Pardee

Grade 2 ………………………………. Mrs. Carol Hagan** Mrs. Barbara Maddonni

Grade 1 ………………………………. Mrs. Jennifer Andreassi Mrs. Joyce Romano Kindergarten …………….……………. Mrs. Betty Gillin Mrs. Linda Meara Pre-K (4) ……………………………… Mrs. Kathleen Considine Mrs. Caroline Smith* Mrs. Denise Ballerini

Pre-K (3) …………………………….. Mrs. Joanne Gallo**

vi JOHN PAUL II REGIONAL SCHOOL

Faculty and Staff

Religion (7th & 8th grade) ………………. Mrs. Maureen Connolly

Special Education ……………………… Mr. Matthew Frankunas Mrs. Jennifer Lyons

Technology/Librarian …………………. Mrs. Victoria Devine*

Art .……………………………………… Mrs. Ann Allende

Gym …………………………………….. Mrs. Theresa Garrity

Music …………………………………… Mr. Ryan Peiffer*

Spanish …………………………………. Mrs. Donna Burke

Compensatory Education ………………. Mrs. Mary Dettinger Ms. Mary McGrath Mrs. Patricia Rogalski

Resource Room ……………………….... Mrs. Ruth Bancroft

Speech Pathologist ……………………… Mrs. Joyce Schwartz

Occupational Therapist …………………. Mrs. Mary Jo Schuhl

Physical Therapist ………………………. Ms. Lori Lombardo

Counselor ……………………………….. Ms. Joann Jett-El

English Language Learner Instructor… Mrs. Joyce McCormick

Nurse …………………………………... Mrs. Carol Iannello (county nurse) Mrs. Danelle Gandy (part-time) Aides Pre-K (3) Mrs. Denise Mount Pre-K (3 & 4) Mrs. Donna Glover Pre-K (4) Mrs. Debra Young Pre-K (4) Mrs. Catherine DeFrank Kindergarten Mrs. Tricia Bonagura Mrs. Kathy Maddux JOHN PAUL II REGIONAL SCHOOL vii Faculty and Staff

Grade 1 ……………………………….. Mrs. Franziska Senior Mrs. Deborah Mele

Grades 2 and 3 ………………………… Mrs. Lynda Chesterton

After Care ……………………………… Mrs. Patricia Todd, Director Ms. Jessica Glover Mrs. Catherine DeFrank

Maintenance …………………………… Mr. Anthony Palmero Mr. Tim Burch Mr. Jim Dilts Mrs. Marsha Bell

Lunch Caterers ………………………… Duke Caterers

* Denotes teachers not currently on staff ** Denotes grade level changes

ORGANIZATION OF COMMITTEES

Steering Committee

viii Mrs. Elizabeth Gillin (Co-Chair) Mrs. Lois Schuhl (Co-Chair) Mrs. Kathleen Considine Mrs. Teresa Finnegan Mrs. Ann Schantz

Philosophy/Mission Study (Beliefs) The Community Study Mrs. Elizabeth Gillin (Co-Chair) Ms. Ann Bricketto (Chair) Mrs. Lois Schuhl (Co-Chair) Mrs. Mary McKeown (Chair) Mrs. Kathleen Considine Mrs. Linda Meara (Chair) Mrs. Teresa Finnegan Mrs. Carol Hagan Mrs. Ann Schantz Mrs. Cathy McBride Mrs. Marie Murphy Mrs. Joyce Romano

The Student Services & Students The Educational Program Life & Student Activities Study Study for Catholic Schools Mrs. Carol Hagan (Chair) Language Arts Mrs. Cathy McBride (Chair) Mrs. Cathy McBride (Chair) Mrs. Mary McKeown (Chair) Mrs. Denise Ballerini Mrs. Linda Meara (Chair) Mr. Angelo Carolfi Mrs. Marie Murphy (Chair) Mrs. Joyce Romano Mrs. Joyce Romano (Chair) Mrs. Jennifer Andreassi Mathematics Mrs. Denise Ballerini Mrs. Mary McKeown (Chair) Ms. Ann Bricketto Mrs. Jennifer Andreassi Mr. Angelo Carolfi Mrs. Marie Murphy Mrs. Vicki Devine Mrs. Cheryl Pardee Mr. Matthew Frankunas Mrs. Joanne Gallo Technology Mrs. Danielle Hurd Mrs. Susan Tumulty (Chair) Ms. Kathleen Klocke Mrs. Vicki Devine Mrs. Jennifer Lyons Mrs. Barbara Maddonni Mrs. Barbara Maddonni Mrs. Cheryl Pardee Pre-School Mrs. Caroline Smith Mrs. Kathleen Considine (Chair) Mrs. Susan Tumulty Mrs. Denise Ballerini

ORGANIZATION OF COMMITTEES

Religion Program Study Resources Study

ix Mrs. Linda Meara (Chair) Mrs. Caroline Smith Ms. Ann Bricketto Mrs. Denise Ballerini Mrs. Joanne Gallo Ms. Ann Bricketto Ms. Kathleen Klocke Mr. Angelo Carolfi Mrs. Victoria Devine Mrs. Danielle Hurd Ms. Kathleen Klocke Mrs. Jennifer Lyons

Leadership and The School Improvement Organizational Study Planning Process Mrs. Mary McKeown Mrs. Elizabeth Gillin (Co-Chair) Mrs. Jennifer Andreassi Mrs. Lois Schuhl (Co-Chair) Mr. Matthew Frankunas Mrs. Kathleen Considine Mrs. Joanne Gallo Mrs. Teresa Finnegan Mrs. Carol Hagan Mrs. Ann Schantz Mrs. Danielle Hurd Mrs. Barbara Maddonni Mrs. Linda Meara Mrs. Cathy McBride Mrs. Marie Murphy Mrs. Cheryl Pardee Mrs. Joyce Romano Mrs. Sue Tumulty

x Philosophy/Mission Study (Beliefs)

xi THE PHILOSOPHY/MISSION STUDY

3.1 Members of the Committee

Name Role Mrs. Elizabeth Gillin Co-Chair Mrs. Lois Schuhl Co-Chair Mrs. Kathleen Considine Committee Member Mrs. Teresa Finnegan Committee Member Mrs. Ann Schantz Committee Member

3.2 Importance of Philosophy/Mission

Central to any school is the common philosophy/mission through which all decisions about the school are considered. It conveys the general and specific purposes of its educational program, expresses expectations for quality, and serves as the basis for daily operational and instructional decision making as well as long-range planning.

3.3 Philosophy/Mission: A school’s philosophy/mission can take many different forms. A school’s philosophy/mission must be its own, not someone else’s. A mission commonly contains the following components:  The school’s audience (whom it currently serves or will serve in the future)  Its action (what it currently does or should do in the future)  Its aim (the current purpose for which it exists or what the school’s purpose should be in the future)  Its identity (what makes the school unique)  Its means (how, in broad terms, it will do it)

EXAMPLES OF MISSION STATEMENTS:

“ The mission of the Plato School is to enable learners to develop their individual potential and to acquire the knowledge, skills and attitudes needed to contribute to a healthy society and become the leaders of tomorrow.”

“ The Socrates School, building on the strengths, talents and resources of students, educators and community, provides a safe and positive learning environment for all students. All students are encouraged to develop emotionally, intellectually, socially and physically. Socrates School offers a dynamic and continuously evolving curriculum that encourages the respect of individual differences and the development of life-long learning skills to promote success in an ever changing global society.”

“Saint Luke School, founded in 1929, is dedicated to the education of students from a variety of backgrounds. We are a faith-centered community rooted in the traditions and teachings of the Roman Catholic Church and focused on academic excellence. Our mission is to empower our students to meet the demands of a rapidly changing and morally complex world. We encourage our students to develop into intellectually mature and morally responsible people of faith, vision and purpose.”

xii 3.3.1 Include the school’s current mission statement. John Paul II Regional School, a newly merged Catholic school, dedicated to Christian stewardship and academic excellence, empowers its students to achieve their academic potential in a faith based environment.

It is our aspiration that through the collaboration of Church, School, and Faculty, our students will lead successful lives rooted in Christian values and commitment to a better society.

3.3.2 Describe who was involved in the development of this statement, how it was developed and when it was developed. Building upon the Mission Statement developed for the merger year (2008-2009), the entire Faculty and Administration of John Paul II Regional School collaborated in October, 2009 to develop a Mission Statement reflective of our new identity.

3.3.3 Describe how and when this mission statement is reviewed. As a newly merged school, we have committed ourselves to review the Mission Statement annually.

3.3.4 Describe how the school assures that everyone understands and accepts its stated mission. It is our plan that the Mission Statement will be made visible to all members of our school Community. It will be posted on our web site, printed in school publications, displayed in our classrooms, and referenced as a paradigm in all policy making decisions. As part of the annual Back to School Night, our Mission Statement will be clearly defined and explained by the principal.

3.4 Beliefs: These are the school’s expressions of its fundamental values and are the ethical code always referred to when making decisions. Belief statements are those that everyone in the school adheres to without reservations. Belief statements provide the guidelines for everyone’s behavior.

EXAMPLES OF BELIEF STATEMENTS:

We believe that:  Children are our community’s most valuable asset.  Effective education develops the whole person — spiritually, intellectually, emotionally, socially and physically.  Every individual has inherent worth.  Children learn at different rates and in different ways.

xiii  Understanding and appreciation of diversity are critical to world peace and harmony.  The Catholic school is part of the community of faith and a ministry of the church.  Life-long learning is essential for success in a changing society.  Education is the shared responsibility of the school, the governing authority, student, family, government and community.  A core of common values and ethical conduct is fundamental to sustaining our society.  Self-esteem is directly related to success.  Risk-taking and a willingness to change are necessary for continuous improvement.  The transmission of faith and cultural values is a primary responsibility of education.  All children have a right to safety, love and learning.  Healthy organizations purposefully provide for self-renewal.

3.4.1 Include the school’s current belief statements. John Paul II Regional School believes:  Christian formation and the development of faith values are essential to spiritual growth.  Students must be nurtured to develop an active social conscience.  Students have the right to learn and interact with one another in a safe and protected environment.  Disciplinary policies applied fairly and consistently lead to self-awareness of social responsibility.  Students should be challenged physically to enhance cognitive development and to encourage long-term good health and well-being.  Our core curriculum must be grounded by real work application of the principles of learning.  Ongoing assessment and updating of curriculum is essential to our students’ academic success.  Each student should have the opportunity to learn in the fashion which facilitates achievement of personal academic success.  Effective communication among administrators, faculty members, students, and their parents or guardians, is the cornerstone upon which educational excellence is achieved.

3.4.2 Describe who was involved in the development of these statements, how they were developed and when they were developed. During the fall of 2009, random groupings of faculty brainstormed and presented several Belief Statements which the Steering Committee reviewed and refined. Final revisions were adopted by administration and faculty.

xiv 3.4.3 Describe how and when the belief statements are reviewed. Our Beliefs are newly adopted and have not been reviewed. They will be reviewed annually with our Mission Statement.

3.4.4 Describe how the school assures that everyone understands and accepts its stated beliefs. As part of the Annual Back to School Night, the Principal will review the John Paul II Regional School Beliefs with the school community.

Middle States Accreditation Standards Review Middle States Association Accreditation Standards must be met in order for a school to be accredited by MSA. In addition to the standard, MSA has identified key indicators of quality that exemplify how the MSA standard can be met. While it is expected that nearly all schools will endorse and strive to meet most, if not all, of the individual indicators, a school may find that some indicators are more applicable and important than others. For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.” 4= Strongly Implemented 1= Not Implemented n.a.= Not Applicable

The Middle States Standard on Philosophy/Mission

The Standard: The school has a clearly written and actively implemented statement of philosophy/mission that conveys the general and specific purposes of its educational program, expresses expectations for quality, and serves as the basis for daily operational and instructional decision making as well as long-range planning. Stakeholders give input into the development of the school’s philosophy/mission and understand and accept it. This document is aligned with the community served and is reviewed periodically by stakeholder representatives. Indicators for all schools:

Degree of MSA Indicator Implementati on 4 3 (2) 1 na * The school takes steps to ensure that students and their families xv understand and support the school’s philosophy/mission. (4) 3 2 1 na The philosophy/mission is consistent with ethical norms and demonstrates respect for persons of all races, creeds, and cultures. (4) 3 2 1 na The philosophy/mission is free of contradiction, ambiguity, and excessive abstraction. 4 3 (2) 1 na * The school implements a system to assess its effectiveness in fulfilling its philosophy/mission. 4 (3) 2 1 na The school’s philosophy/mission is clearly communicated in its brochures, promotional materials, policy and procedural handbooks, web site, and similar resources.

* As a newly merged school, our Mission Statement and philosophy have just recently been articulated (October, 2009)

xvi 17 Community Study

18 THE COMMUNITY STUDY

Introduction

It is extremely important for schools to recognize their students, parents and community. In order to develop appropriate educational programs this understanding is paramount. Recognizing the current population of the community, and community demographics makes the process of developing appropriate programs more realistic.

4.1 Members of the Committee Name Ms. Ann Bricketto Mrs. Carol Hagan Mrs. Cathy McBride Mrs. Mary McKeown Mrs. Marie Murphy Mrs. Joyce Romano

4.2 Instructions

The Community Study has three parts: the first is a study of the student population; the second is a study of families; and the third is a study of the supporting institutions.

The charts furnished in this section of the guide call for projections. Student population is projected for five years in advance as is the population of subgroups and departures. All charts are designed to give the school an eleven-year picture, including the previous five years, this year and the next five years. Using appropriate projection techniques that enable computation of accurate projection data, the school can calculate the projections and print graphs for visual display that will assist the school in planning purposes.

Elementary schools can, via the projection services offered through the Middle States Commission on Elementary Schools Web site (www.ces-msa.org), enter data for each of the five completed years prior to the current year, the current year and have calculated the projected student population for five years into the future. Subgroup information can also be projected using this service. This service provides the school with an eleven-year scenario that can assist the school community with its strategic planning. The enrollment data can be updated annually to assist the school with their ongoing planning for the future.

If the school selects to utilize only the data from the previous five years to predict the next five years, they will discover that obviously, these projections of populations are valid only if the trends of the previous five years continue for the next five. However, the Committee may have additional information which will impact on these projections. If so, the projections should be modified. All modified projections should be marked by an asterisk and explained in a footnote.

19 Schools aware of their communities know their approximate share of their pool of students. If the pool is increasing and the school expects to take advantage of the increase, the projections should reflect the increase. If the pool is decreasing, the projections should be modified accordingly. Again, all modified projections should be marked by an asterisk and explained in a footnote.

Following the self-study, the school is advised to keep the five charts up-to-date annually by dropping the last year and adding the one that is five years in the future. In that way, the school will always have an eleven-year picture. This is important for educational planning.

20 4.3 The Students 4.3.1 The Student Population (Student Population and Projections Data Chart) The school should only include student enrollment data for those ages/grade levels seeking accreditation. r a

Years Ago e Years Ahead Y

s i h T

Grade/ Level 5 4 3 2 1 1 2 3 4 5 Infants — — PK – 3 Years Old 15 15

PK – 4 Years Old 43 45

PK – 5 Years Old — —

K 47 43

1 43 35

2 37 40

3 42 36

4 40 37

5 35 36

6 51 39

7 51 52

8 51 50

4.3.2 Analyze and comment on the implications of enrollment trends and projections

Enrollment trends and projections cannot be determined as yet because we are a newly merged school. We have only two yearly data points.

4.4 Subgroups

4.4.1 Trends and Projections of Subgroups

Subgroups are the subpopulations whose presence affects the present nature or destiny of the school. They can be based on ethnicity, economic status or special ability. Students who can walk to school may be considered a subgroup; those requiring transportation maybe another. A

21 subgroup can be students who require a particular kind of assistance or they can be students who come from a particular source.

In order to analyze the school’s student population, the Committee should identify no less than four subgroups, indicate (or estimate) their numbers during the past five years, and use trends to project five years into the future.

Subgroups (Trends and Projections of Subgroups Data Chart) r a

s i h T

Subgroups 5 4 3 2 1 1 2 3 4 5 African American 53 33 Asian 14 22

Caucasian/White 343 342

Hispanic 9 19

Pacific Islanders — 6

Multi-racial — 6

4.4.2 Analyze and comment on the implications of the trends and projections of subgroups. Trends and projections can not be determined yet due to the recent merger.

Student Percent of student Percent of student Estimated percent of Characteristic: body five years ago body now student body five ETHNICITY years from now African-American 7.7% Asian 5.2% Caucasian/White 79.9% Hispanic 4.4% Pacific Islanders 1.4% Multi-Racial 1.4% TOTAL 100%

22 4.5 Student Departures

4.5.1 Student Departures Students leave school for various reasons. It is important the school know the destinations and understand the reasons. By providing the information requested in the format provided, the Committee can observe the trends of the previous five years and project trends five years into the future.

4.5.2 Student Departures (Student Departures Projections Data Chart) r a

s i h T Reasons for Departure 5 4 3 2 1 1 2 3 4 5

Financial 10

Moved 7 Retained – not in agreement 2

Not Satisfied 5

Public School 8

Not Convenient 2

4.5.3 Analyze and comment on the implications of trends and projections of student departures.

Financial issues remain a concern for future trends.

4.6 Stability of Student Population

Some schools have students that are continuously enrolled for many years; others have a significant turnover. It is important to recognize and understand the reasons for both. The format provided enables the Committee to indicate the proportion of student population who has been continuously enrolled for various intervals of time.

23 4.6.1 (Student Stability Data Chart)*

Percentage Years in School Grade 1 2 3 4 5 6 7 8 9 10 11+ Infant PK – 3 PK – 4 PK – 5 K 1 2 3 4 5 6 7 8

* Insufficient data due to the fact that it is a newly merged school Example: Below is a graph completed with the following sample data: the percentage of third graders in school for one year is 15 percent; two years is 30 percent; for three years is 40 percent; four years is 15 percent.

Percentage Years in School Grade 1 2 3 4 5 6 7 8+ PK 1 2 3 15% 30% 40% 15%

4.6.2 Analyze and comment on the implications of the stability of the student population. Stability of the student population cannot be determined yet due to the recent occurrence of the merger.

4.7 Achievement of Students

Most schools obtain measures of the learning achievement of their students. If possible, distribute these measures on the format provided. A school may use charts provided by standardized testing companies to chart this section.

24 4.7.1 (Chart on student Achievement)

Name of Grade levels Areas assessed Frequency of achievement administered assessment assessment ITBS 3-8 Reading,Lang.,Math.* Yearly CoGats 4 and 7 Yearly in gr. 4 and 7

*Gr. 4 and 7 – Complete battery; Gr. 5 – Complete Reading, Lang., Math.: Gr. 3, 4 6, and 8 – Survey batteries.

*Analyze and comment on the implications of the student achievement measures. Student achievement measures are used to determine the direction our school curriculum will take. Areas of strengths and weaknesses are addressed during class instruction.

4.7.1.1 Describe the frequency of assessing student achievement using standardized measures in the school. Grades 3-8 are assessed yearly using the Iowa Tests of Basic Skills.

4.7.1.2 Describe how standardized achievement test results are reported and explained to students, parents and the community. Students and parents receive a letter from Iowa Tests of Basic Skills explaining their child’s results. The Diocese receives results of each school and reports results to the community at large.

4.7.1.3 Describe how achievement tests are used to improve educational programs. Iowa Tests of Basic Skills results are used to show areas where further instruction is required. Individual student and class areas of weakness are identified and addressed through instructional planning.

4.8 Family Information

Family involvement is important to all students and schools. Research clearly documents that schools that are successful make every effort to involve families in the school and especially in the day-to-day education of the students. Although this is certainly difficult, it must continue to be a high priority in our schools.

25 4.8.1 Record the estimated or actual proportions in the following groups. (Educational Background of Parents/Guardians)

Educational Background of Father/Male Guardian Mother/Female Guardian Parents/Guardian Percent with partial high school attendance, but did not graduate 2.3% .3% Percent who are high school graduates 24.4% 15.6% Percent with some formal education beyond high school, but without a degree .8% 1.7% Percent with some college education, but without a degree 32.3% 31.1% Percent with Bachelor’s degrees 25.1% 36.1% Percent with advanced degrees 12.8 11.5% Other 2.3 % 3.7% 100% 100%

4.8.2 Record the estimated or actual proportions in the following groups. (Occupational Background of Parents/Guardians)

Occupational Background of Father/Male Guardian Mother/Female Guardian Parent/Guardian Clerical .4% 10.5% Educational 4.2% 12.0% Managerial 13.9 % 9.8% Medical/Healthcare 5.0% 20.4% Military .8% 0% Professional 26.5% 20.4% Self-Employed 11.8% 7.2% Service Occupations 23.1% 4.4% Technology-Related 9.3% 1.1% Stay-at-home Parent .4% 10.9% Unemployed 4.6% 3.3% 100% 100%

26 4.8.3 In the format below, record the proportion of residential situations described. (Residence Situations of Students)

Resident Situations of Students Percentage Percent of students living with both parents 76.9% Percent of students living with one parent 21.8% Percent of students living with relative (s) .65% Percent of students living with guardian (s) .65% Percent of students living in foster care or institutional residence 0% TOTAL 100%

4.8.4 Analyze and describe (or list) the support services the school provides for families. John Paul II Regional School provides support services for our families in the following ways:  We have a counselor from Catholic Charities who speaks to students with problems or concerns about school or home. The counselor also provides contact information regarding medical insurance for those families who are in need.  John Paul II is forming a Social Concerns Committee to help families who are experiencing loss and are grieving.

4.8.5 Analyze and describe (or list) the various programs or activities through which the parents relate to the school and the school relates to the parents. John Paul II Regional School provides the following programs and activities for parents to interact with the school and the school with the parents:  Advancement Director conducts an end-of-year survey with the parents to attain feedback on programs and activities.  Advancement Director provides communication between the school and home with a weekly e-mailing of the principal’s letter and other important information and upcoming events.  Athletic Association manages athletic teams and sporting events.  Parents are invited to attend First Friday liturgies and other liturgical services.  Principal meets with parents monthly for breakfast and discussion.  Parent Teacher Association provides services for parents, such as an information session on bullying.  Other activities: ● Open house ● Golf tournament ● Volleyball night ● Family bowling night ● Thanksgiving feast ● Christmas pageant ● Breakfast with Santa ● Family movie night ● Spaghetti dinner ● Beef ‘n Beer ● Fashion show ● Spring Show ● Back to School Nights ● State of John Paul II

27 4.9 Supporting Institutions

4.9.1 List the institutions, i.e., hospitals, health centers, libraries, service clubs, corporations, etc. that work with the school in the service of students. Describe what each does with the school. The institutions that work with the school in service of the students are:  School Nurse – Money is funded by the state, but Camden County Department of Health is the vendor. Any service that Camden County offers is at the disposal of the nurse (free dental health program yearly, jump rope for heart, brain health/trauma program, every other year).  Sterling Alliance – funds Red Ribbon Week; Officer Phil; DARE (Stratford Police); The Bridge and The Puppet Programs for grades K-2.  Parent Teacher Association Thanksgiving Feast, Breakfast with Santa, Family Movie Night, Happy Birthday Jesus Luncheon, Fashion Show, Spaghetti Dinner, End of Year Family Barbeque, Mass in the Vineyard.  School Board – building maintenance, finance, academic programs (all research oriented).  McDonald - Crazy Hat Day (supports Ronald McDonald House).  Stratford Fire Dept. – Fire Prevention & Safety program.  The Illusions Maker (Stratford Clean Communities)  Macy’s–Poster Contest, Santa letters to Make-a-Wish Foundation (Pre-K-5).  Catholic Charities – school hires guidance counselor through this program, grandparent poster contest.  Golf Outing - Parent volunteers and parish priest organized and donated profits for tuition assistance.  Homework Hero for John Paul II.

4.9.2 In what community events do students, faculty or school administrators regularly participate? Describe what this participation entails. The students, faculty and administration have regularly participated in the activities listed below:  Fall Festival Stratford Day – information table.  Stratford Tree Lighting Ceremony - attendance.  Red Ribbon Activities (tying red ribbons around trees; anti-drug handouts).  Fire Prevention Activities (Pre-K-second grade), Visit from Stratford Fire Company to promote fire safety awareness.  Community Event flyers distributed through school.  Annual John Paul II Family Carnival – faculty and administration volunteer their services.  Adopt a Family – supported by faculty, parents and students.  Community service by donating can goods, eyeglasses, and coats,  Mental Health Association, school-wide collection of personal care items.  Camden Cathedral kitchen – collection of Halloween candy and support from school service club.

28 4.9.3 Analyze and describe how the school provides information to the public and to supporting institutions. The methods of communication listed below keep school staff, parents, students, and parish and community leaders informed of school related activities.  School Brochure  Local newspaper, Principal’s weekly newsletter, and Advancement Office newsletter  E-Mail  Website  Phone chain  Word of mouth  Advertisement in Catholic and local papers  Open House  Informational sign outside of school (by Warwick Road)  Ongoing communication between school principal and local community leaders

4.9.4 Describe current school programs supported by philanthropic agencies or corporations. Detail the manner and level of support. Current school programs supported by philanthropic agencies or corporations:  Catholic Schools Development Bob Healy-advancement  Knights of Columbus  Daughters of the American Revolution  McDonalds  Sterling Alliance  Parish Ministries  Local Catholic High Schools  Homework Hero Benefactors (Graduation Awards Given)  Principal Awards (from John Paul II) - $350.00  Helen P. Mannion Award - $350.00  Borough of Laurel Springs Bonds - $100.00  Montini, Paul VI Scholarship - $500.00 towards tuition  Holy Family Council #7800 Knights of Columbus - $50.00  Mary Giambrone Barker Award - $250.00  Camden Catholic Alumni Assn. - $100.00 towards books  Andrew T. Rubel Scholarship Award - $1,000.00 per year for 4 years of High School  Personal endowments also support our school community

29 4.9.5 Describe programs currently in the school that entail the cooperative effort of other schools/agencies. Detail the manner and level of cooperation. Programs currently in the school that entails cooperative effort of other school agencies:  Camden County Commission/No Child Left Behind Funding – Ongoing communication between school principal, Camden County Educational Student Services and local school district to assess needs of student population  Sterling Alliance (Programs include: DARE, Bridge, Character Development)  Camden County Dept. of Health – funds school nurse, blood drives held at school; flu shot clinic held at school  Religious Education Program works together with principal and teachers for Confirmation and Communion Programs along with pastor  Track and Field Hockey are permitted use of local public schools fields

4.9.6 Describe how the community utilizes the facility. The Community utilizes the John Paul II Regional School facility by offering use of the school:  Religious Education Program  Summer Camp Program  Scouts  Athletics  Fundraisers (Beef ‘n Beer to benefit local Stratford Family)  A. A. Meetings  Bingo  Kennedy Hospital Pancake Breakfast  Blood Drive/Flu Shot Clinic  Knights of Columbus free throw Clinic

30 Student Services & Student Life & Student Activities

31 THE STUDENT SERVICES & STUDENT LIFE & STUDENT ACTIVITIES STUDY

There are typically five student services included in this section. Not all schools provide all five services. If that service is not provided it should be noted. The student services found in this section include food services, transportation services, health services, counseling or guidance services and special services for special needs students including, but not limited to, special education and English as a Second Language. Additionally, this section of the guide details the opportunities for students to participate in school-sponsored activities.

Introduction Education encompasses every area of the child’s development. The school must, therefore, be as concerned with the quality of services offered to children that will assure their physical and emotional development as they are with academic programs.

The Student Services and Student Life and Student Activities sections of this study are intended to assess the quality of those services and activities offered either by or through the school which are intended to meet the physical and emotional needs of the students.

5.1 Members of the Committee Name Name Mrs. Jennifer Andreassi Mrs. Jennifer Lyons Mrs. Denise Ballerini Mrs. Barbara Maddonni Ms. Ann Bricketto Mrs. Cathy McBride Mrs. Angelo Carolfi Mrs. Mary McKeown Mrs. Victoria Devine Mrs. Linda Meara Mr. Matthew Frankunas Mrs. Marie Murphy Mrs. Joanne Gallo Mrs. Cheryl Pardee Mrs. Carol Hagan Mrs. Joyce Romano Mrs. Danielle Hurd Mrs. Caroline Smith Ms. Kathy Klocke Mrs. Susan Tumulty

5.2 Instructions for the Committee

The committee responsible for The Student Services and Student Life and Student Activities Study should examine the entire Designing Our Future to understand the place of these services and activities within the school.

The study of Student Services and Student Life and Student Activities begins by examining the services as a unit. The services are appraised in the light of their congruence with the philosophy/mission and beliefs of the school.

32 The format for this study includes discrepancy profiles, description of the services, evaluation, and an overall assessment of the school’s adherence to the Middle States Standard(s).

While the discrepancy profile appears at the beginning of the study, most subcommittees respond to the statements and questions that follow the profile prior to identifying their goals. Assessing strengths and areas in need of improvement usually assists the subcommittee in formulating their goals. The subcommittee will ultimately name four to six goals that will improve this area of study.

In developing the goals, the subcommittee will want to look carefully at what the school’s philosophy/mission and beliefs have to say about the intellectual, social and personal development of students. It will also want to consider current educational research on the teaching/learning processes, and reflect on what the philosophy/mission and beliefs have to say about relationships.

The goals are very important in the self-evaluation because they respond to improvement needs. In effect, the stated goals are the major “oughts” of the area. The subcommittee uses the five- point scales on the right-hand side of the page to indicate the extent to which each one of the stated goals are now accepted by the current faculty and met by current practices. The subcommittee should expect to find discrepancies between the level of acceptance and the levels of current practice.

The responses to the statements and questions that follow the discrepancy profile provide a description of the area which is necessary for the purpose of the self-study.

The subcommittee offers their evaluation, analyzes and lists the strengths of the area and what needs to be improved. It is important that the subcommittee deal fully with both. The subcommittee then prioritizes short- and long-term improvements.

Finally, the subcommittee provides an overall assessment of the school’s adherence to the Middle States Standard(s). Using the indicators, the subcommittee determines the applicability of each indicator or the extent to which each indicator is being met. The subcommittee uses a scale of 4 to 1, with 4 being “strongly implemented” and 1 being “not implemented.” When the indicator is not applicable, “na” is noted.

33 STUDENT SERVICES

5.3 Discrepancy Profile

Expectations Degree of Degree of current current acceptance practice 1. (a) b c d e a b (c) d e Continue expanding Food and Nutrition Service Program and Eco-friendly practices

2. (a) b c d e a b (c) d e Increase hours of skilled nursing care

3. (a) b c d e a b (c) d e Increase hours of guidance/counseling services

4. (a) b c d e a b c (d) e Initiate Gifted and Talented Program

5. a b c d e a b c d e

a= Completely b= Generally c= Partially d= Minimally e= Not at All

5.4 Food Service

5.4.1 Description of Food Services

5.4.1.1 Describe the nature and extent of the current food services. The food program is designed and managed by Duke Catering. Duke Catering is responsible for food purchases and meal preparation. The menu is sent out to the families of John Paul II Regional School monthly. The menu offers many hot and cold choices. Every day there are two hot lunch choices and one cold lunch choice. There are also other options if the child does not want what is offered that day.

34 5.4.1.2 Describe the cleanliness, adequacy and efficiency of the food services preparation area. The food program follows the current guidelines of the Camden County Board of Health. The kitchen is inspected by the Camden County Board of Health twice a year. Mrs. Doogue, the owner of Duke Catering, is certified by the Health Department.

5.4.1.3 Describe the cleanliness and adequacy of the cafeteria/lunchroom/in classroom eating facilities. The cafeteria is swept daily and the floors are mopped twice a week. All trash is properly collected and disposed of daily. The tables, counters, and food refrigeration units are wiped daily.

5.4.1.4 Describe the procedures used to consider appropriate nutrition as well as students’ likes and dislikes in food provisions.

A survey is completed once a year by the parents. The owners of Duke catering work with school to help plan healthy meals. They work one-on-one with the parents of children with food allergies. Special tables are designated in the cafeteria for children who have allergies to specific types of food.

5.4.1.5 Describe how the program is funded. Clearly identify all sources of income including, student payment, federal resources and any local support.

There is no state funding for the food program at John Paul II Regional School. The parents or guardians of the children pay for the food program. There is private funding for four students for the 2009-2010 school year.

5.4.1.6 Describe how current food services provided by the school support the learning program. The owners of Duke Catering offer cooking classes free of charge to the Middle School students as part of the school’s Exploratory Program.

5.4.2 Evaluation

5.4.2.1 Analyze and list the strengths of the food services, including nutrition, preparation, facilities, supervision, etc. The students at John Paul II Regional School were surveyed in order to evaluate the strengths of the current food services, including nutrition, preparation,

35 facilities and supervision. The students are pleased with the variety of food provided. The students are also glad to have the opportunity to buy drinks and snacks from a cart which facilitates purchases for all age groups. When asked about the facilities in which they eat lunch, most felt it was a clean and safe environment. Many students praised the providers of the food service for their kindness and generosity.

5.4.2.2 Analyze and list improvements needed in the present food services, including nutrition, preparations, facilities, supervision.

The following are suggestions that were given to improve present food services, including nutrition, preparations, facilities and supervision:  Wider selection of fruit  Walls painted with cheerful colors  Walls decorated with students’ art projects  More systematic approach to the distribution of lunches  Food suggestions were: offer tator tots, buffalo wings, hash browns, ice cream and pie.

5.4.2.3 Prioritize the short- and long-term improvements for the food service program.

Continue expanding the Food and Nutrition Service Program and eco-friendly practices.

5.5 Transportation Services

5.5.1 Description of Transportation Services

5.5.1.1 Describe the various methods students are transported to and from school. Provide approximate percentages for each form of transportation.

Transportation Percentage Bus 32% Car 55% Walk 13% Bike less than 1%

5.5.1.2 Describe how the school provides transportation for field trips. Typically, the school transports students to and from a field trip by rented school bus; however there are circumstances where alternate transportation is required. Such circumstances include the following: an eighth grade class trip would take a motor coach due to the distance and length of trip and time. Some Pre-School

36 class trips are car pooled using parent vans and cars. In this instance it is one child with his/her parent chaperoning their child. Walking is occasionally a mode of transportation to and from a field trip as well.

5.5.1.3 Describe how the school organizes and supervises student activity on the buses. On field trips, students are chaperoned/organized by teachers and parents. Students using daily transportation are supervised by their bus drivers.

5.5.1.4 Describe the supervision of students when boarding and exiting buses and other transportation. When boarding/exiting buses and other means of transportation on school property, or when on field trips, students are supervised by faculty and staff.

5.5.1.5 Describe traffic safety education provided in the school program. Primary Grades: Using the Social Studies Curriculum guide, students are taught the importance of safety within the community.

Elementary Grades: Students are instructed in community, traffic, bicycle and pedestrian safety. Topical assemblies are provided occasionally.

5.5.2 Evaluation

5.5.2.1 Analyze and list the strengths of the transportation services. T&L Transportation Services has provided reliable, clean, and safe service. The bus drivers are attentive and buses are equipped with video surveillance. Bus service is running without problems at this time. Transportation services contracted by the school meet the safety requirements of all appropriate legal authorities.

5.6 Health Services

5.6.1 Description of Health Services

5.6.1.1 Describe the health services provided by the school, including a description of the providers. Services are provided by a Registered Nurse. The services include:  Maintenance of cumulative health records

37  Yearly screenings of height, weight, blood pressure, hearing and vision  Scoliosis bi-yearly screening on students 10 years and older  Emergency care provided  Illness evaluation  Administration of medication with a Doctor’s written order and parental/guardian permission  Notation of any chronic illnesses, allergies, fractures, operations, and communication regarding special needs from parent and/or teacher  Reporting of communicable disease to county, teachers and parents  In-services to faculty on health issues (e.g. blood borne pathogens)

5.6.1.2 What portion of the school week does a nurse provide services in the school? A county registered nurse provides services three days a week for four hours; a parent who is a registered nurse provides services two days a week, two hours per day.

5.6.1.3 When the nurse is not available, who provides the necessary services? When a nurse is not available, services are provided by the Administrative Assistant or the Principal.

5.6.1.4 Describe the maintenance of health records, including provisions for secure storage. The School Nurse maintains individual student health records consistent with state requirements. These records are updated annually and supplemented as new medical information becomes available. Records are kept in a locked file cabinet in the Nurse’s office. A daily log is kept of all first-aid, illness, assessment, evaluation, medication and treatment given.

5.6.1.5 Describe the provisions for secure storage and distribution of medications. Medications are kept in locked file cabinet drawers in the locked Nurse’s office. Medication is given only with doctor’s orders and a permission note from a parent or guardian.

5.6.1.6 Describe how health education services respond to the developmental needs of the child. Our goal is to promote good health and the optimum physical, social, and emotional development of each student. To meet this objective and instill life- long healthy habits, the following practices are in place:  Appropriate health screenings and positive intervention via referrals  Grade appropriate teaching materials  Health education services include dental health, healthy heart choices, drug awareness and personal hygiene.  Care is provided in a compassionate and professional manner.

38 5.6.1.7 Describe the health facility. The Nurse’s office is equipped with a bathroom, cot, desk, file cabinets, phone, defibrillator, refrigerator, equipment for screening, and a closet to store all medical supplies.

5.6.1.8 Describe any community health services available to the school. Camden County provides the following services:  Immunization clinics for those without insurance  Free flu clinics  Optometric eye exams at reduced rates

5.6.1.9 Describe any program or activity that provides education on substance abuse — drugs, alcohol, tobacco, etc. Our Fifth Grade DARE Program educates children in substance abuse. Students participate in Red Ribbon Week activities. Occasional assemblies on substance abuse are provided for students.

5.6.1.10 Describe opportunities provided for AIDS/sex education. Students in Grades 5-8 began the Benzinger Family Life program during the 2010 school year.

5.6.2 Evaluation

5.6.2.1 Analyze and list the strengths of the present health services. The strengths of our health services are seen in the skillful and compassionate care provided by our health personnel. There is excellent cooperation and communication among the Nurse, students, teachers, parents, and the Principal. There is on-going accurate updating of all health records and prompt referral of any health problems or screening deficiencies. The nursing office is easily accessible to all students for emergency care or for illness/accidents in school. In the absence of a school nurse each teacher can communicate with the office for emergencies by using a call button in their classrooms.

5.6.2.2 Analyze and list aspects of current health services in need of improvement. Some aspects of health services in need of improvement are:  The number of hours of skilled nursing care should be extended

39  Expand the educational program for all students using the Benzinger Family Life Program, and substance abuse education in the Middle School.

5.6.2.3 Prioritize the short- and long-term improvements for the health service program. Short-term  To air condition the nurse’s office.  Expand Family Life Program using Grant money from the Sterling Alliance to supplement a substance abuse program in the Middle School. Long-term  Enlarge nursing facility to facilitate triage and privacy.  Extend weekly nursing hours

5.7 Guidance/Counseling Services

5.7.1 Description of guidance/counseling services 5.7.1.1 Describe the nature and extent of current guidance/counseling services. Include formal and informal services. The Guidance Counselor is contracted by John Paul II Regional School through the School Based Support Program of Catholic Charities. Services are available two afternoons a week to assess the needs of students and give counseling. Our guidance counselor has done class evaluations with regards to bullying and self- esteem. Our two nurses are also available for crisis intervention.

5.7.1.2 Describe procedures for referring students for guidance/counseling services. There are four ways that students are referred to counseling:  Staff referral through the principal  Student request  Parental request  Direct referral from the principal

5.7.1.3 Describe the nature of guidance/counseling records and procedures for storing the same. All records are kept in a locked file that can only be accessed by the counselor or the School Based Support Program of Catholic charities. The files are kept confidential and are removed from the school during the summer. Files are destroyed when the student completes the eighth grade.

5.7.1.4 Describe how information about students is shared with the faculty, parents, and community agencies.

40 A signed authorization from parents/guardians must be obtained for the release of any confidential information.

5.7.1.5 Describe the community guidance/counseling services available to the school. Parents seeking additional support can be referred to outside services by counselor.

5.7.2 Evaluation

5.7.2.1 Analyze and list the strengths of the present guidance/counseling services. The strengths of the guidance/counseling services are:  Availability to all students  Professionalism  Prompt response to referrals

5.7.2.2 Analyze and list aspects of current guidance/counseling services in need of improvement. Improvements in the guidance/counseling services should include increased hours of availability. The size of the student population would be ideally served by the daily presence of a counselor.

5.7.2.3 Prioritize the short- and long-term improvements for the guidance/counseling service program. In the short term, a peer support program developed by The Bridge is being initiated through the Sterling Alliance. Implementation began during second semester, 2010 and expansion will continue as funding allows. The long term objective is to obtain funding to provide for the services of a full- time guidance counselor.

5.8 Special Services

5.8.1 Description of Special Services

5.8.1.2 Describe services available for identified special education students including, learning disabilities, physical disabilities, gifted, etc. The following services are available for classified students at John Paul II Regional School:  John Paul II Regional School houses two of the Diocese’s Special Education classrooms. The two classes are split according to grade level. The primary class consists of Grades one through five and the intermediary class being six through eight. Students are mainstreamed for Religion and special subjects. There are two part-time aides provided and contracted by Camden County

41 Educational Service Commission through John Paul II Regional School’s IDEA funding.  The Resource Room program is provided for those students identified by the Child Study Team as needing these services. The services are provided and contracted by the Camden County Educational Service Commission through John Paul II Regional School’s IDEA funding.  Non-classified students are eligible to receive Compensatory Education through teacher referral.  Classified students are eligible to receive Compensatory Education and Supplemental Instruction through the Camden County Educational Service Commission.  Occupational Therapy, Physical Therapy and Speech Therapy are provided to those students who are eligible for these services.

5.8.1.3 Describe services available for English as a Second Language Students. English as a Second Language is provided by the Camden County Educational Service Commission to students determined to be in need. These weekly sessions are thirty minutes in length.

5.8.1.4 Describe any other special services available in your school. An Inclusion Teacher is provided through ARRA funding. Child Study Services provided by the Camden County Educational Service Commission is available to all students.

5.8.2 Evaluation

5.8.2.1 Analyze and list the strengths of special services. The main strength of the special services provided at John Paul II Regional School is curriculum. The curriculum is modified to meet each classified student’s needs. This allows each student to achieve personal success. Classified students with mild to moderate learning delays receive instruction through:  Self-contained classroom  Resource Room Program  Compensatory Education  Supplementary instruction  Occupational and/or Physical Therapy  Speech Classes  English Language Learning  Inclusion teacher

5.8.2.2 Analyze and list the areas of special services in need of improvement.

42 The school currently does not have any programs for gifted students. Insufficient funding precludes the hiring of a full-time Resource teacher. 5.8.2.3 Prioritize the short- and long-term improvements for the special services program. Short Term The Resource Room Program would be enhanced by the services of a full-time teacher. Long Term* A Gifted and Talented Program should be initiated to meet the needs of qualifying students * As of June, 2010, the Diocesan Special Education Program will be reconfigured for the 2010-2011 school year. The program will be under the auspices of the Principal.

5.9 Recruitment, Admissions and Placement of Students

5.9.1 Describe the recruitment, admissions and placement procedures used by the school. If any or all of these procedures are not applicable, please note with appropriate reasoning. Recruitment:  Open houses are held in the spring and the fall. They are advertised through direct mailings. The addresses are compiled from Baptismal lists from sending parishes and school inquiries. The open houses are also advertised on the school website, in parish bulletins and local newspapers.  Open house flyers are distributed to twenty area day-care centers and pre-schools.  Personal invitations are given to Pre-Kindergarten and Kindergarten families inviting them to the Spring Open House.  Literature is handed out and names of interested families are taken at the Stratford Fall Festival.  Personal tours are given by the Advancement Director and Principal as requested.  Welcome packets are given to anyone touring the school, shadowing, or visiting an open house.  Shadowing days are offered to anyone interested in second grade and up.  The school sign is used to advertise school events.  Every Thursday, information about school events is emailed to parishes and posted in their bulletins.  The school website contains information for prospective and current families.  “ Word of mouth” is stressed at all school events as the number one way to advertise the school.

Admissions:  Pre-registration is offered at the Fall Open House. Families who pre-register receive information about school events throughout the year.

43  Registration packets with tuition rates and necessary forms are available and sent to perspective families.  School Touring Families are added to the data base and information is sent to them as well as families who are already enrolled. Placement:  An informal screening with each perspective Kindergarten student takes place in the spring.  Students seeking admission to Grades 1-8 have their records evaluated by the Principal.  Students in Grades six through eight are grouped by ability based on standardized tests and school records.

5.9.2 Evaluation

5.9.2.1 Analyze the strengths of the recruitment, admissions and placement procedures utilized by the school. The recruitment, admissions, and placement procedures utilized by the school meet all Middle States Accreditation Standards for admissions and placement. The Advancement Director works in conjunction with the Principal, Pastor, School Board and Catholic Schools Development Program to market the school.

5.9.2.2 Analyze and list the areas of the recruitment, admissions and placement procedures in need of improvement. We would like to increase enrollment in Grades 2 through 5.

5.9.2.3 Prioritize the short- and long-term improvements for this area. Short term Increase the frequency of press releases Long-term Recruit volunteers for the Advancement Office

Middle States Accreditation Standards Review

Middle States Association Accreditation Standards must be met in order for a school to be accredited by MSA. In addition to the standard, MSA has identified key indicators of quality that exemplify how the MSA standard can be met. While it is expected that nearly all schools will endorse and strive to meet most, if not all, of the individual indicators, a school may find that some indicators are more applicable and important than others.

44 For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.”

4= Strongly Implemented 1= Not Implemented n.a.= Not Applicable

The Middle States Standard on Student Services

The Standard: The school implements written policies and procedures, in partnership with families and the community, that provide all students with, or refer them to, services that are age- and developmentally appropriate to optimize opportunities for life-long success. Student services are systematic and integral to the educational program. They are provided by qualified personnel, sufficiently financed, periodically evaluated, and philosophy/mission appropriate.

Indicators for all schools:

Degree of MSA Indicator Implementat ion Student Support Services

4 (3) 2 1 na Student support services address academic skills development, social skills development, personal growth, and career planning. (4) 3 2 1 na Counselors, administrators, teachers, and/or other staff members share responsibility for providing guidance and support to students. (4) 3 2 1 na The school is sensitive to the critical importance of non-academic needs of students. A process is in place to address students’ emotional and social needs. 4 (3) 2 1 na Assessment data are used to adapt curriculum and teaching methods, provide personalized counseling, and identify appropriate program placement for students. 4 (3) 2 1 na Career awareness activities are provided as appropriate. 4 (3) 2 1 na Student support services extend into and incorporate community services as needed. (4) 3 2 1 na Student data are current, comprehensive, and readily available for use by the staff. 4 3 2 1 (na) Follow-up studies of graduates and other former students are carried out and data are shared with staff to help determine the

45 effectiveness of the school’s educational program and services. 4 (3) 2 1 na The school offers an orientation program for new students and their families to share the school’s philosophy/mission, policies, procedures, and expectations. 4 (3) 2 1 na Families are provided with information about child development, education, and related topics through personal communications, pamphlets, meetings, and referrals to web sites and other resources. Transportation Services

(4) 3 2 1 na Written policies and procedures are implemented to ensure the safety of students when being picked up, transported, and dropped off by transportation provided by the school. (4) 3 2 1 na Appropriate training is provided to transportation providers. (4) 3 2 1 na Transportation services provided or contracted by the school meet the safety requirements of all appropriate legal authorities. Food Services

(4) 3 2 1 na Student dining areas are functional and hygienic. 4 (3) 2 1 na Meals provided by the school meet generally accepted nutritional standards. Information about nutritional values of the foods is available. 4 (3) 2 1 na Appropriate training is provided to food services providers. (4) 3 2 1 na Food services personnel meet the health requirements of all appropriate authorities. (4) 3 2 1 na Food service facilities are inspected regularly and meet the health and safety requirements of all appropriate authorities.

Services for Students With Special Needs

(4) 3 2 1 na The school implements written policies and procedures to identify and address the needs of students with special needs. (4) 3 2 1 na The school provides or refers families to appropriate related services and/or accommodations to meet student needs.

(4) 3 2 1 na As applicable, the school is in compliance with all local, state, and federal requirements related to students with special needs. Admissions and Placement

(4) 3 2 1 na The school implements written admissions policies and procedures. (4) 3 2 1 na The school implements written policies and procedures for placement of students in appropriate programs and levels. (4) 3 2 1 na Applicants for enrollment and their families are clearly informed of the philosophy/mission of the school, the nature and extent of the educational program and services available, tuition and fees

46 (if applicable), school policies, and expectations for satisfactory student performance. (4) 3 2 1 na The school accepts students for whom there is a reasonable expectation of success in the educational program as appropriate and interpreted by law. (4) 3 2 1 na All statements and representations relating to the school’s educational programs, services, and resources are clear, accurate, and current.

Indicators for schools that provide distance education:

Degree of MSA Indicator Implementation 4 3 2 1 (na) Prior to admission, prospective students and their parents/guardians are advised about the self-motivation and commitment needed for successful distance learning and the technical competence required to participate and learn in the educational program. 4 3 2 1 (na) Admissions inquiries are handled in a prompt and thorough manner. 4 3 2 1 (na) Adequate advisory services are available for students who are having difficulty with their studies as well as for those who are rapid learners. 4 3 2 1 (na) Students are actively encouraged to start, continue, and finish the program in which they have enrolled. 4 3 2 1 (na) The institution implements written policies and procedures to evaluate students’ previous academic work and to provide fair and consistent credit for their previous studies or work experience.

47 STUDENT LIFE & STUDENT ACTIVITIES

Expectations Degree of Degree of current current acceptance practice 1. (a) b c d e a (b) c d e To increase student recognition in different ways to showcase talents and accomplishments

2. (a) b c d e a b (c) d e To continue and expand The Bridge Program for peer mediation

3. (a) b c d e a b (c) d e To increase the number of educational assemblies for Grades Pre-K through Eight

5.10.1 Describe school-sponsored activities for students in the following categories.

 athletic, including intramural and interscholastic activities Students can discover their athletic ability through basketball and track for both boys and girls; volleyball, field hockey and cheerleading are available for girls.

48  social Students have the opportunity to interact socially through the following activities: Catholic Schools Week, school dances, spaghetti dinner, breakfast with Santa, movie nights and school carnival.

 academic Students explore higher level thinking skills by participating in the following: spelling bee, Spanish Club and Book Club, advanced computer and library skills, personal/advanced finance, organization skills, test taking skills, competitive scrabble, Just Imagine 1 & 2, mythology, M&M mathematics, psychology for teens, and Battle of the Books.  spiritual Students develop religious morals and values through participation in altar serving, religion classes, masses, prayer services, and the Prayer Journaling exploratory.  literary/publications Students are involved in the publishing of the school newspaper and yearbook.  arts-related Students exercise their artistic abilities and talents by participating in: Christmas pageant, spring musical show, crafts, ceramics, cross stitching, scrapbooking, music classes (individual lessons), history of music, band, and art show.

 leadership Students assume leadership roles in Grades 5 through 8 by participating in Student Council.

 service-related Students participate in service related activities including the Community Service Club, food and clothing drives throughout the year, special service projects, (e.g. dress down day for Haiti), and Student Council Service Projects (e.g. collection of personal care items for South Jersey Mental Health Association)

 assemblies Students experience the opportunity to expand their knowledge through the following programs: American Heart Association “Jump for Heart”, dental health program, career day, the Illusion Maker, “Quiet Riot”, and Officer Phil (for personal safety).

 field trips Students enjoy educational age-appropriate experiences chosen by their teachers and approved by the Principal.  other

49 Students are offered the following supplementary activities: basic cooking, gardening, DARE program, and The Bridge.

5.10.2 Describe how activities are determined for offering. School sponsored activities are suggested by the Parent Teacher Association and Faculty, and approved by the Principal. 5.10.3 Describe how sponsors/moderators are selected and their general responsibilities. A letter is addressed to parents asking for volunteers in their area of expertise. Sponsors/moderators volunteers are responsible for supervising students and directing appropriate activities. They are required to be finger-printed and Child Assault Prevention trained. The Principal gives final approval for each sponsor/moderator’s participation. Sponsors/moderators are also responsible for ongoing communication with administration.

5.11 Evaluation

5.11.1 Analyze and list the strengths of student life and student activities. Students have multiple opportunities to become well-rounded individuals through various activities offered in school throughout the school year. These activities can strengthen students spiritually, socially, physically and academically.

5.11.2 Analyze and list the areas of student life and student activities in need of improvement.  More educational assemblies for Pre-K through Eighth Grade  More recognition of student accomplishments

5.11.3 Prioritize the short and long-term improvements for the student life and student activities program. Short term  Additional educational assemblies  Increased student recognition Long term  The continued development and expansion of The Bridge program (peer mediation)  Expansion of DARE program to provide additional information at the middle school level

50 Middle States Accreditation Standards Review

For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.”

4= Strongly Implemented 1= Not Implemented n.a.=Not Applicable

The Middle States Standard on Student Life and Student Activities

The Standard: The school provides access to non-discriminatory student activities that are age- and developmentally appropriate to supplement the educational program. A balance of academic, social, co- or extra-curricular, and service activities is maintained. Student activities are selected to foster intellectual, cultural, and social growth as well as physical health and wellness. Student activities provide opportunities for student leadership and social interaction and encourage development of student interests. These activities are adequately financed, periodically reviewed by stakeholders, managed by school governance and leadership, and appropriate to the school’s philosophy/mission.

Degree of MSA Indicator Implementation (4) 3 2 1 na Students are offered opportunities to build their skills in handling responsibility, taking initiative, leadership competencies, cooperation, and self-direction. 4 (3) 2 1 na Students, staff, families, and the community are encouraged to offer input about and participate in student activities. (4) 3 2 1 na Staff members, parents, and other volunteers who lead or participate in student activities are approved by the school’s leadership, suitably qualified, and provide appropriate supervision

51 to students. 4 (3) 2 1 na The school recognizes student accomplishments, contributions, and responsibilities in meaningful ways. 4 (3) 2 1 na Relationships among staff, volunteers, and students demonstrate respect, fairness, and understanding. (4) 3 2 1 na The school holds events that include staff, families, and children. Indicators for boarding schools:

Degree of MSA Indicator Implementat ion 4 3 2 1 (na) The school assists students to develop healthy relationships with adults in loco parentis and with other students. 4 3 2 1 (na) Provisions for student privacy, recreation, and religious practice are appropriate. 4 3 2 1 (na) Continuous and responsible supervision by qualified adults is provided for all boarding students, including evenings, weekends, and periods when classes are not in session.

52 Educational Program Study for Catholic Schools

53 Language Arts

54 THE EDUCATIONAL PROGRAM STUDY FOR CATHOLIC SCHOOLS

6.1 Instructions for the Steering Committee

The Educational Program Study begins as the Steering Committee identifies the program areas to be included in the study. In doing this, the Steering Committee may need to resolve some curriculum issues. For example, is reading to be studied separately from language arts? Are health and science separate studies? In making these determinations, the Steering Committee may review the school’s philosophy/mission and beliefs, the diocesan curriculum guidelines, and consult with diocesan educational consultants.

If the school decides to seek accreditation for its early age (preschool) programs a separate program study must be completed.

After the program areas are identified, the Steering Committee appoints program area subcommittees and names the chair for each group. The developmental value of the self-study process is enhanced by internal objectivity and by having various individuals extend themselves to assess and report what occurs in their fields.

6.1.1 Program Area Language Arts

6.1.2 Members of the ______Subcommittee

Name Role Mrs. Denise Ballerini Early Education Mrs. Joyce Romano Primary Mr. Angelo Carolfi Intermediate Mrs. Cathy McBride Middle School Chair

______

6.2 Instructions for the Subcommittee

The format for each curriculum study includes a discrepancy profile, description of the program, evaluation, and an overall assessment of the school’s adherence to the Middle States Educational Program standard (completed once).

While the discrepancy profile appears at the beginning of the program study, most subcommittees respond to the statements and questions that follow the profile prior to identifying

55 their goals. Assessing a curricular program’s strengths and areas in need of improvement usually assists the subcommittee in formulating their goals. The subcommittee will ultimately name four to six goals that will improve this area of study.

In developing the goals, the subcommittee will want to look carefully at what the school’s philosophy/mission and beliefs have to say about the intellectual, social and personal development of students. It will also want to consider current educational research on the teaching/learning processes, and reflect on what the philosophy/mission and beliefs have to say about relationships. Religion is a separate program area, but religious experience and religious attitudes are not confined to that one program area. They are integrated into every area of the Catholic school program.

The goals are very important in the self-evaluation because they respond to improvement needs. In effect, the stated goals are the major “oughts” of the curriculum area. The subcommittee uses the five-point scales on the right-hand side of the page to indicate the extent to which each one of the stated goals are now accepted by the current faculty and met by current practices. The subcommittee should expect to find discrepancies between the level of acceptance and the levels of current practice.

The responses to the statements and questions that follow the discrepancy profile provide a description of the curricular program which is necessary for the purpose of the self-study.

The subcommittee offers their evaluation and analyzes and lists the strengths of the program area and what needs to be improved. It is important that the subcommittee deal fully with both. The subcommittee then prioritizes short- and long-term improvements.

Finally, the subcommittee provides an overall assessment of the school’s adherence to the Middle States Educational Program standard. Using concrete examples (indicators), the subcommittee determines the applicability of each indicator or the extent to which each indicator is being met. The subcommittee uses a scale of 4 to 1, with 4 being “strongly implemented” and 1 being “not implemented.” When the indicator is not applicable, “na” is noted.

This format is the same for every curriculum area with the exception of religion which has a study of its own.

56 EDUCATIONAL PROGRAM STUDY

Expectations Degree of Degree of current current acceptance practice 1. (a) b c d e a b c d (e) To develop a gifted and talented program for students in grades 5-8 to challenge those students who meet the criteria (to be determined) for the program.

2. (a) b c d e a b (c) d e To expand the students’ experience in visual and performing arts and world languages for grades pre-k to grade 8.

3. a (b) c d e a b c d (e) To investigate the possibility of a distance learning program.

6.4 Educational Program Description

6.4.1 What proportion of a week’s instructional time is devoted to this program area?

Preschool 50 % Primary 40 % Intermediate 43 % Middle/Junior High 27 % Senior High School n/a %

57 6.4.2 Describe how the curriculum in this program area is developed, revised and maintained for each age and/or grade level. Curriculum is developed, revised, and maintained by the Camden Diocese for Grades K-8. The Pre-School uses the New Jersey Core Curriculum Standards as a guide for their programs in conjunction with Pre-K and K teacher collaboration.

6.4.3 Describe how materials of instruction are selected, evaluated and reviewed. Administration and teaching staff work together to review, evaluate, and select Language Arts materials.

6.4.4 Describe in this curriculum area procedures for identification of learning discrepancies for each age and/or grade level. How are these discrepancies addressed once identified? Intervention is made initially by the classroom teacher. Classroom teachers use observation and evaluation techniques. Instructional aides may be used to reinforce those skills the student needs to master. If more help is required, a child study evaluation may be appropriate. This evaluation may result in assistance from Supplemental Instruction, Resource Room, or Special Education teachers. Pre-School teachers suggest contacting the student’s local child study team if intervention is needed at this stage. Iowa Tests of Basic Skills scores are also used in Grades 3-8 to determine those students who may need additional assistance.

6.4.5 Describe procedures for identifying students with special needs in each age group/and or grade level (gifted, ESL, special education) in this curriculum area. How is the program modified for these students? In Pre-School, teachers suggest parents contact the sending district child study team for assistance. Teacher observations and evaluations are used to determine those students who need additional services such as speech, basic skills (computer education), English as a Second Language services, or child study evaluations. Through the child study evaluation, occupational/physical therapy may also be provided. Parents may also request a child study evaluation to address any concerns they may have after discussing concerns with their child’s teacher. In Grades 4 through 8, Iowa Tests of Basic Skills scores are also used to determine those students who may need additional assistance. Programs are modified for those students having individual service plans.

6.4.6 What changes have occurred in this curriculum area in recent (1-3) years? The Language Arts program (K-5) was updated in September, 2009.

58 6.4.7 Describe how Christian values are integrated into instruction in this curriculum area. Literature provides students many and varied opportunities to explore their values. Students can identify Christian values and discuss how these values relate to their lives. Writing also provides students with an opportunity to articulate their Christian values.

6.4.8 Describe how the curriculum in this program area is coordinated both horizontally and vertically. Vertically, students are challenged by increasingly more difficult skill levels. Horizontally, scope and sequence charts are followed so all skills are presented in a sequential way.

6.4.9 List the major techniques of instruction in this program area for each age group and/or grade level. Students learn through the following age appropriate strategies:  Small group instruction  Whole group instruction  Guided reading in various genres  Guided writing in all subject areas  Individual reading in various genres  Individual writing in all subject areas  Listening skills  Test-taking skills  Research  Public Speaking  Grammar and Usage  Spelling and Vocabulary  Library Skills  Technology/Media

6.4.10 Describe how learning experiences in this program area foster self-understanding and self-esteem. 1. Age appropriate and thought provoking literature facilitates class discussion and reflective writing which fosters self-understanding. 2. Positive reinforcement from teachers and peers fosters self-esteem.

6.4.11 In what ways is the continuum of thinking skills incorporated into this program area? The series used in the Language Arts program provides age appropriate and varied opportunities to respond to increasingly more complex thinking skills from the basic to complex (e.g. inference and prediction).

59 6.4.12 Describe assessment methods used to measure student learning for each age group and/or grade level in this program area? Assessment methods used to measure student learning are:  Teacher observation/evaluation  Formal verbal assessment  Comprehensive unit test/weekly tests  Informal and formal written assessment  Oral discussion  Whole group/individual testing  Individual Student Activities/Projects

6.4.13 How and when are assessment results analyzed for

 Individual students as they move through the school Assessments are analyzed on a continuous basis throughout the school year

 Groups of students as they move through the school Individual and groups of students (Gr. 3-8) are evaluated yearly through standardized tests.

 Against comparable (local and national) groups outside of the school The diocese can compare student scores among schools in the diocese and compare diocesan scores with those students in the nation who took the Iowa Tests of Basic Skills.

 Determining the effectiveness of this curricular program? Iowa Tests of Basic Skills scores help to determine if the curriculum is meeting the needs of our student population.

6.5 Evaluation

6.5.1. Analyze and list the strengths of this program area. The Language Arts program is comprehensive and allows for cross-curricular and varied instruction. It was updated for grades K-5 in 2009-2010. Teachers in Grades K-5 have the flexibility to individualize the skills presented. In Grades 6-8, students are leveled based on ability. This allows teachers to modify instruction to best fit all students. The teachers are committed to the program and its components.

60 6.5.2 Analyze and list the improvements needed in this program area.  Development of a Language Arts curriculum for Pre-K  Update materials for Middle School, especially classroom sets of trade books  Complete implementation of Reading Series (K-5) through the purchase of remaining supplementary materials

6.5.3 Prioritize the short and long-term improvements for this program area.

Short term improvements:  Increasing use of technology for instruction and student publications  Formal Language Arts curriculum for Pre-K

Long term improvements:  Ongoing assessment of the Language Arts Program to meet current standards

For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.” 4= Strongly Implemented 1=Not Implemented n.a.= Not Applicable

The Middle States Standard on Educational Programs

The Standard: The educational program consists of a carefully planned and well-executed curriculum that includes appropriate academic standards, solid pedagogy, and assessment, all based on research and best practices. The educational program is aligned with the school’s mission, approved by the governance, sufficiently financed, and periodically reviewed by stakeholders. It is developed to address the needs of all students and is designed to foster and challenge student learners at all levels. Effective policies and procedures are in place, along with instructional materials, technology, and equipment that are appropriate, functional, and well maintained. Written curriculum guides are current, functional, available, and in use. They define scope and sequence of the educational

61 program as well as program objectives and reflect sound approaches to teaching and learning. Indicators for all schools:

Degree of MSA Indicator Implementati on 4 (3) 2 1 na Written curriculum guides identify program objectives and define the scope and sequence of the educational program. The guides are functional, available, and in use. (4) 3 2 1 na The educational program provides instruction in the basic subject areas of language arts and literature (including early language development and literacy skills, speaking, writing, and listening communication skills), mathematics, the sciences, and social sciences. 4 (3) 2 1 na The educational program includes experiences in visual and performing arts, health, world languages, and physical education. (4) 3 2 1 na The educational program provides experiences that promote students’ critical thinking, reasoning, problem-solving skills, and study skills. 4 (3) 2 1 na The educational program includes instruction in effective uses of information technology and provides opportunities for application. (4) 3 2 1 na A variety of group learning settings (e.g., individual, small group, large group) is provided for students daily. 4 (3) 2 1 na The educational program offers opportunities for development of social skills—such as increasing self-control and a sense of individual and group responsibility—in interaction with adults and peers. 4 (3) 2 1 na Written curriculum and instruction policies and procedures provide direction to the staff, leadership, and other stakeholders in the development, implementation, and improvement of the educational program. 4 3 (2) 1 na Provision is made for both horizontal and vertical articulation and coordination of the educational program among all levels of the school. (4) 3 2 1 na An overview of the educational program, school policies and procedures, and other pertinent information is available in written form to students and their parents. 4 (3) 2 1 na The educational program defines desired student outcomes as expressed in terms of student understanding, knowledge, attitudes, skills, and habits. (4) 3 2 1 na Course or program objectives are simply stated and understandable to students. (4) 3 2 1 na The educational program considers the ages, cultures, and varying

62 levels of ability of students. (4) 3 2 1 na The instructional program is designed to meet students’ needs in accordance with the school’s philosophy/mission. (4) 3 2 1 na The educational program and its expectations for learning are understood and supported by the school’s stakeholders. 4 3 2 1 (na) Curriculum development is a dynamic, emergent process influenced by the attributes and interests of the children, their families, and teachers.

Indicators for schools with early age programs:

Degree of MSA Indicator Implementation 4 3 2 (1) na Families have opportunities to give input into curriculum development. (4) 3 2 1 na The educational program reflects an integrated approach to children’s social, emotional, physical, cognitive, and language development. (4) 3 2 1 na Teachers treat the educational program as everything that happens during the day. This includes while children play and explore, eat, interact, toilet, take walks or field trips, engage in planned experiences, and are involved in transitions such as arrival, clean- up, and departure. 4 (3) 2 1 na Both child-initiated and teacher-initiated activities are included in the daily plan. 4 3 2 1 (na) Infants and young toddlers primarily receive individual attention and occasionally take part in small groups. 4 (3) 2 1 na The educational program provides: a. a balance of quiet and active times and flexibly incorporates learners’ natural routines into the rhythm of the day. b. daily indoor and outdoor play with a balance between large-muscle and small-muscle as well as organized and unstructured experiences. c. early language development and literacy skills through such activities as conversation, storytelling, singing, poetry, finger plays, games, puppets, pretend play, shared reading of picture books, and other meaningful learning experiences. d. Opportunities for increasing independence in use of materials and equipment. e. structured and unstructured opportunities for children’s

63 active involvement with people and materials. f. Spontaneous learning and builds on children’s repertoires and curiosity. g. learning areas designed for individual and group exploration and growth. h. the integration of routine daily activities into learning.

(4) 3 2 1 na The educational program provides experiences that prepare students for a successful transition to elementary school settings.

Indicators for schools with elementary school programs:

Degree of MSA Indicator Implementation (4) 3 2 1 na The educational program places emphasis on the development of cognitive, psychomotor, and affective skills, plus the knowledge and competencies that establish the basis for greater understanding. (4) 3 2 1 na The educational program provides experiences that prepare students for successful transition to middle and secondary school settings.

Indicators for schools with middle school programs:

Degree of MSA Indicator Implementation (4) 3 2 1 na The educational program provides activities and experiences that assist early adolescents in identifying their aptitudes and interests, self-directed decision-making, and building self-worth.

(4) 3 2 1 na The educational program provides experiences that prepare students for successful, smooth transitions from elementary school to middle school and from the middle school to secondary school.

64 Indicators for schools with secondary school programs: Degree of MSA Indicator Implementati on 4 3 2 1 (na) The educational program facilitates a smooth transition from elementary or middle school to secondary school. 4 3 2 1 (na) The educational program develops academic knowledge and skills as well as career competencies. 4 3 2 1 (na) The educational program provides appropriate educational programs for students who are concluding formal study as well as those planning further education. 4 3 2 1 (na) The educational program develops habits of the mind and attitudes required for success in further education and in the workplace. Indicators for schools that provide distance education: Degree of MSA Indicator Implementation 4 3 2 1 (na) Student interaction (synchronous and asynchronous) with faculty and other students is facilitated through a variety of means as an essential characteristic of the educational program. 4 3 2 1 (na) Students and their families (if appropriate) are informed about any aspects of the educational program that are created or delivered by an organization other than the school. 4 3 2 1 (na) Stated student performance outcomes for programs delivered through distance education are achievable through that methodology. 4 3 2 1 (na) Instructional materials are developed by authors qualified in distance education techniques. Textbooks and other instructional materials are suitable for distance learning. 4 3 2 1 (na) Appropriate study skills necessary for students to utilize a distance education model effectively and efficiently are included as part of the educational program and instructional process.

The Middle States Standard on Assessment and Evidence of Student Learning

The Standard: The school systematically collects and rigorously analyzes quantifiable and observable evidence of individual learning and growth from multiple valid and reliable sources. Evidence of student learning is used to evaluate and improve curriculum

65 effectiveness, instructional practices, professional development, and support services. Progress in student learning and performance is expected and is accurately, clearly, and systematically reported to the school community.

Degree of MSA Indicator Implementati on (4) 3 2 1 na The leadership and staff commit to, participate in, and share in accountability for student learning. 4 (3) 2 1 na Assessment of student learning and performance is aligned with curriculum and instruction in a coherent system consistent with the school’s philosophy/mission. 4 (3) 2 1 na Assessment results are analyzed with appropriate frequency and rigor for: a. individual students as they move through the school b. cohorts of students as they move through the school c. comparable (local, state, and national) groups outside of the school (4) 3 2 1 na Assessment results are used to make decisions regarding allocation of resources. 4 (3) 2 1 na The assessment of student learning and performance enables students to monitor their own learning progress and teachers to adapt their instruction to students’ specific learning needs. 4 (3) 2 1 na Assessment methods and content address suitable social, emotional, physical, and cognitive/language goals for students. (4) 3 2 1 na Assessments take into account recent, reliable research findings on child development and growth. 4 (3) 2 1 na Assessments reflect understanding of the unique needs and backgrounds of each student. (4) 3 2 1 na Records of students’ learning and performance are maintained. General standards for transcript control and use, including those related to confidentiality, are known and observed. (4) 3 2 1 na Assessment results are the basis for making recommendations to families whose children may benefit from further evaluation. Referrals to specialists are made for early identification of possible disabilities and/or health conditions. (4) 3 2 1 na Members of the staff work collaboratively with colleagues and families to review data about learners’ progress and to develop appropriate strategies for continued progress. (4) 3 2 1 na Families are viewed as an important source of information and insights about students. (4) 3 2 1 na The school communicates its assessment policies and practices to the total school community (e.g., via parent handbooks, web

66 sites, teacher handbooks, policy manuals). (4) 3 2 1 na Communication with families regarding students’ progress in learning and performance is regular, productive, and meaningful. (4) 3 2 1 na Students learn and perform at levels expected, or progress is being made to raise results accordingly.

Indicator for schools with early age programs:

Degree of MSA Indicator Implementation (4) 3 2 1 na Children are observed by teachers on a daily basis using a systematic and objective process for formal and informal observation and documentation.

Degree of MSA Indicator Implementati on

4 3 2 1 (na) The school implements written policies and procedures to ensure that students fulfill program requirements personally and without inappropriate assistance. 4 3 2 1 (na) The school implements written policies and procedures to ensure the identity of the students when assessment of learning is conducted electronically or by means other than in a location in which the student is in the presence and under the direct supervision of a staff member. 4 3 2 1 (na) Members of the staff who evaluate student assignments are qualified in the fields they are evaluating. 4 3 2 1 (na) Data on lesson and course completion rates are used to evaluate and revise, as needed, instructional and educational services.

67 68 Mathematic s

69 THE EDUCATIONAL PROGRAM STUDY FOR CATHOLIC SCHOOLS

6.1.1 Program Area Mathematics

Name Mrs. Mary McKeown (Chair) Mrs. Jennifer Andreassi Mrs. Marie Murphy Mrs. Cheryl Pardee

While the discrepancy profile appears at the beginning of the program study, most subcommittees respond to the statements and questions that follow the profile prior to identifying their goals. Assessing a curricular program’s strengths and areas in need of improvement usually assists the subcommittee in formulating their goals. The subcommittee will ultimately name four to six goals that will improve this area of study.

In developing the goals, the subcommittee will want to look carefully at what the school’s philosophy/mission and beliefs have to say about the intellectual, social and personal

70 development of students. It will also want to consider current educational research on the teaching/learning processes, and reflect on what the philosophy/mission and beliefs have to say about relationships. Religion is a separate program area, but religious experience and religious attitudes are not confined to that one program area. They are integrated into every area of the Catholic school program.

Expectations Degree of Degree of current current acceptance practice 1. (a) b c d e a (b) c d e The students will be challenged to use Mathematics as it applies to everyday life. They will demonstrate their problem solving skills and come to realize the usefulness of math in their lives.

2. (a) b c d e a (b) c d e Teachers will encourage all students to develop their reasoning abilities and to become confident, independent Mathematics thinkers.

3. (a) b c d e a b c d (e) Mathematics teachers will meet with the mathematics coordinator quarterly to provide for horizontal and vertical coordination of the mathematics program.

4. (a) b c d e a b c d (e) Group fifth grade students according to mathematics levels in preparation for the middle school accelerated program.

5. (a) b c d e a (b) c d e Use uniform mathematical terminology at every grade level.

Preschool _13.3_% Primary _15.8_% Intermediate _19.0_% Middle/Junior High _14.3_% Senior High School _ N/A_%

72 6.4.2 Describe how the curriculum in this program area is developed, revised and maintained for each age and/or grade level. The Diocese forms a committee to do research and to work on developing standards and guidelines. After the completed curriculum is approved by the Diocese, the printed product is presented to the teachers at an in-service. The curriculum coordinators act as a resource for the classroom teacher. The New Jersey Standards are used as guidelines to the scope and sequence of content in the program.

6.4.3 Describe how materials of instruction are selected, evaluated and reviewed. Several samples are obtained from various publishers and are reviewed by the administration and faculty for content and adherence to the curriculum standards. The administration and faculty comes to agreement on the selection of materials.

6.4.4 Describe in this curriculum area procedures for identification of learning discrepancies for each age and/or grade level. How are these discrepancies addressed once identified? Discrepancies are identified through standardized and classroom testing and classroom observation. Recommendations are made according to the severity of the problem. Individual tutoring, compensatory education, and resource room services are available to recommended students.

6.4.5 Describe procedures for identifying students with special needs in each age group/and or grade level (gifted, ESL, special education) in this curriculum area. How is the program modified for these students? Learning problems are identified through pretests, posttests, classroom performance, and teacher evaluation. Significant learning difficulties are reviewed with the student’s parents and child study evaluation is usually recommended. Modifications used with these students include: oral testing, modified written tests, preferential seating, reduced written expectations, and modified grading system. Gifted eighth grade students are placed in an accelerated mathematics class. This placement is determined by classroom performance, teacher recommendation, and standardized testing scores. An English as a Second Language teacher is available for students who are experiencing difficulties with the English language.

6.4.6 What changes have occurred in this curriculum area in recent (1-3) years? The curriculum is currently being revised by the diocese.

6.4.7 Describe how Christian values are integrated into instruction in this curriculum area. Honesty and social responsibility are values essential to Christian development. These values are the cornerstone of the students’ understanding of the potential usefulness of mathematics in their everyday lives.

73 6.4.8 Describe how the curriculum in this program area is coordinated both horizontally and vertically. The use of one integrated mathematics series and core curriculum standards makes the program cohesive. An enrichment and remedial component to the program exists at every grade level. The program puts emphasis on developing reasoning ability which is integral to all other disciplines.

6.4.9 List the major techniques of instruction in this program area for each age group and/or grade level. The major techniques of instruction in this program are:  Technology – calculators, computers, virtual white boards, and CD’s  Manipulatives  Large and small group work  Cooperative and independent learning  Drills  Discussion  Listening, reading, and writing  Overhead and print projectors

6.4.10 Describe how learning experiences in this program area foster self-understanding and self-esteem. The teachers create positive learning environments in which all children feel successful. Students are recognized as having different aptitudes, learning styles, and varying levels of confidence. Accommodations are made for those students who experience difficulty so they can achieve personal success and strengthen self- confidence. Higher expectations are in place for the students who need to be challenged to achieve their personal best. 6.4.11 In what ways is the continuum of thinking skills incorporated into this program area? As the children progress through the grades, increasingly complex numerical relationships are encountered that lead to a more complete understanding of mathematical concepts. Cognitive growth takes place as children construct an integrated framework by interacting with their environment. Problem solving activities, which enable students to actively investigate, help the child make sense of mathematical data. It promotes ongoing growth of initiative, cooperation, independence, and intellectual curiosity.

6.4.12 Describe assessment methods used to measure student learning for each age group and/or grade level in this program area? During the course of the year, student learning is assessed by pre- and post-chapter tests, classroom performance, teacher observation and evaluation, and Iowa Tests of Basic Skills.

74 6.4.13 How and when are assessment results analyzed for  Individual students as they move through the school Individual students are assessed during the school year by pretests, post tests, standardized testing and teacher observation  Groups of students as they move through the school Groups of students are assessed by standardized testing from 3rd through 8th grades.  Against comparable (local and national) groups outside of the school The results of Iowa Tests of Basic Skills compare our students’ performance locally and nationally.  Determining the effectiveness of this curricular program? The effectiveness of the mathematics program can be determined by how well our students compare with other students on local and national levels.

6.5 Evaluation

6.5.1 Analyze and list the strengths of this program area. There is a continuous flow of teaching because of a core curriculum and consistent math series. Teachers are implementing standards using supplementary materials and manipulatives in the classroom and putting greater emphasis on problem solving. Teachers recognize and instruct students at different levels of learning which meet the needs of both advanced and low levels of skill.

6.5.2 Analyze and list the improvements needed in this program area. Teachers should make time should be allotted for hands-on learning in the middle grades. A committee of all mathematics teachers and the Mathematics Coordinator should be formed and meet quarterly. Uniform mathematical terminology should be used at every grade level.

6.5.3 Prioritize the short and long-term improvements for this program area. Short term goals  Group fifth grade according to ability for instruction.  Form a Mathematics committee to meet quarterly to review coordination of vertical and horizontal skill development.  Use uniform mathematical terminology at every grade level.

75 Long term goals  Work to improve critical thinking skills and problem solving at all levels of instruction.  Review available mathematics materials that will support full implementation of new diocesan guidelines.

The Middle States Standard on Educational Programs

The Standard: The educational program consists of a carefully planned and well-executed curriculum that includes appropriate academic standards, solid pedagogy, and assessment, all based on research and best practices. The educational program is aligned with the school’s mission, approved by the governance, sufficiently financed, and periodically reviewed by stakeholders. It is developed to address the needs of all students and is designed to foster and challenge student learners at all levels. Effective policies and procedures are in place, along with instructional materials, technology, and equipment that are appropriate, functional, and well maintained. Written curriculum guides are current, functional, available, and in use. They define scope and sequence of the educational program as well as program objectives and reflect sound approaches to teaching and learning.

76 Indicators for all schools:

Degree of MSA Indicator Implementati on 4 (3) 2 1 na Written curriculum guides identify program objectives and define the scope and sequence of the educational program. The guides are functional, available, and in use. (4) 3 2 1 na The educational program provides instruction in the basic subject areas of language arts and literature (including early language development and literacy skills, speaking, writing, and listening communication skills), mathematics, the sciences, and social sciences. 4 3 2 1 (na) The educational program includes experiences in visual and performing arts, health, world languages, and physical education. 4 (3) 2 1 na The educational program provides experiences that promote students’ critical thinking, reasoning, problem-solving skills, and study skills. 4 (3) 2 1 na The educational program includes instruction in effective uses of information technology and provides opportunities for application. (4) 3 2 1 na A variety of group learning settings (e.g., individual, small group, large group) is provided for students daily. (4) 3 2 1 na The educational program offers opportunities for development of social skills—such as increasing self-control and a sense of individual and group responsibility—in interaction with adults and peers. (4) 3 2 1 na Written curriculum and instruction policies and procedures provide direction to the staff, leadership, and other stakeholders in the development, implementation, and improvement of the educational program. 4 (3) 2 1 na Provision is made for both horizontal and vertical articulation and coordination of the educational program among all levels of the school. (4) 3 2 1 na An overview of the educational program, school policies and procedures, and other pertinent information is available in written form to students and their parents. (4) 3 2 1 na The educational program defines desired student outcomes as expressed in terms of student understanding, knowledge, attitudes, skills, and habits. (4) 3 2 1 na Course or program objectives are simply stated and understandable to students. (4) 3 2 1 na The educational program considers the ages, cultures, and varying levels of ability of students. (4) 3 2 1 na The instructional program is designed to meet students’ needs in

77 accordance with the school’s philosophy/mission. (4) 3 2 1 na The educational program and its expectations for learning are understood and supported by the school’s stakeholders. 4 3 (2) 1 na Curriculum development is a dynamic, emergent process influenced by the attributes and interests of the children, their families, and teachers.

Degree of MSA Indicator Implementation 4 3 2 (1) na Families have opportunities to give input into curriculum development. (4) 3 2 1 na The educational program reflects an integrated approach to children’s social, emotional, physical, cognitive, and language development. (4) 3 2 1 na Teachers treat the educational program as everything that happens during the day. This includes while children play and explore, eat, interact, toilet, take walks or field trips, engage in planned experiences, and are involved in transitions such as arrival, clean- up, and departure. 4 (3) 2 1 na Both child-initiated and teacher-initiated activities are included in the daily plan. 4 3 2 1 (na) Infants and young toddlers primarily receive individual attention and occasionally take part in small groups. 4 (3) 2 1 na The educational program provides: a. a balance of quiet and active times and flexibly incorporates learners’ natural routines into the rhythm of the day. b. daily indoor and outdoor play with a balance between large-muscle and small-muscle as well as organized and unstructured experiences. c. early language development and literacy skills through such activities as conversation, storytelling, singing, poetry, finger plays, games, puppets, pretend play, shared reading of picture books, and other meaningful learning experiences. d. Opportunities for increasing independence in use of materials and equipment. e. structured and unstructured opportunities for children’s active involvement with people and materials. f. Spontaneous learning and builds on children’s

78 repertoires and curiosity. g. learning areas designed for individual and group exploration and growth. h. the integration of routine daily activities into learning.

(4) 3 2 1 na The educational program provides experiences that prepare students for a successful transition to elementary school settings.

Degree of MSA Indicator Implementation (4) 3 2 1 na The educational program places emphasis on the development of cognitive, psychomotor, and affective skills, plus the knowledge and competencies that establish the basis for greater understanding. 4 (3) 2 1 na The educational program provides experiences that prepare students for successful transition to middle and secondary school settings.

Degree of MSA Indicator Implementation 4 (3) 2 1 na The educational program provides activities and experiences that assist early adolescents in identifying their aptitudes and interests, self-directed decision-making, and building self-worth.

4 (3) 2 1 na The educational program provides experiences that prepare students for successful, smooth transitions from elementary school to middle school and from the middle school to secondary school.

Indicators for schools with secondary school programs:

Degree of MSA Indicator Implementati on 4 3 2 1 (na) The educational program facilitates a smooth transition from elementary or middle school to secondary school.

79 4 3 2 1 (na) The educational program develops academic knowledge and skills as well as career competencies. 4 3 2 1 (na) The educational program provides appropriate educational programs for students who are concluding formal study as well as those planning further education. 4 3 2 1 (na) The educational program develops habits of the mind and attitudes required for success in further education and in the workplace.

Indicators for schools that provide distance education: Degree of MSA Indicator Implementation 4 3 2 1 (na) Student interaction (synchronous and asynchronous) with faculty and other students is facilitated through a variety of means as an essential characteristic of the educational program. 4 3 2 1 (na) Students and their families (if appropriate) are informed about any aspects of the educational program that are created or delivered by an organization other than the school. 4 3 2 1 (na) Stated student performance outcomes for programs delivered through distance education are achievable through that methodology. 4 3 2 1 (na) Instructional materials are developed by authors qualified in distance education techniques. Textbooks and other instructional materials are suitable for distance learning. 4 3 2 1 (na) Appropriate study skills necessary for students to utilize a distance education model effectively and efficiently are included as part of the educational program and instructional process.

The Standard: The school systematically collects and rigorously analyzes quantifiable and observable evidence of individual learning and growth from multiple valid and reliable sources. Evidence of student learning is used to evaluate and improve curriculum effectiveness, instructional practices, professional development, and support services. Progress in student learning and performance is expected and is accurately, clearly, and systematically reported to the school community.

Indicators for all schools: Degree of MSA Indicator Implementati on (4) 3 2 1 na The leadership and staff commit to, participate in, and share in accountability for student learning.

80 (4) 3 2 1 na Assessment of student learning and performance is aligned with curriculum and instruction in a coherent system consistent with the school’s philosophy/mission. 4 (3) 2 1 na Assessment results are analyzed with appropriate frequency and rigor for: a. individual students as they move through the school b. cohorts of students as they move through the school c. comparable (local, state, and national) groups outside of the school (4) 3 2 1 na Assessment results are used to make decisions regarding allocation of resources. (4) 3 2 1 na The assessment of student learning and performance enables students to monitor their own learning progress and teachers to adapt their instruction to students’ specific learning needs. (4) 3 2 1 na Assessment methods and content address suitable social, emotional, physical, and cognitive/language goals for students. 4 (3) 2 1 na Assessments take into account recent, reliable research findings on child development and growth. (4) 3 2 1 na Assessments reflect understanding of the unique needs and backgrounds of each student. (4) 3 2 1 na Records of students’ learning and performance are maintained. General standards for transcript control and use, including those related to confidentiality, are known and observed. (4) 3 2 1 na Assessment results are the basis for making recommendations to families whose children may benefit from further evaluation. Referrals to specialists are made for early identification of possible disabilities and/or health conditions. 4 (3) 2 1 na Members of the staff work collaboratively with colleagues and families to review data about learners’ progress and to develop appropriate strategies for continued progress. (4) 3 2 1 na Families are viewed as an important source of information and insights about students. 4 (3) 2 1 na The school communicates its assessment policies and practices to the total school community (e.g., via parent handbooks, web sites, teacher handbooks, policy manuals). (4) 3 2 1 na Communication with families regarding students’ progress in learning and performance is regular, productive, and meaningful. (4) 3 2 1 na Students learn and perform at levels expected, or progress is being made to raise results accordingly.

81 Indicator for schools with early age programs:

Degree of MSA Indicator Implementation 4 (3) 2 1 na Children are observed by teachers on a daily basis using a systematic and objective process for formal and informal observation and documentation.

82 Technology 83 THE EDUCATIONAL PROGRAM STUDY FOR CATHOLIC SCHOOLS

6.1.1 Program Area Technology

Name Role Mrs. Susan Tumulty (Chair) Mrs. Vicki Devine Mrs. Barbara Maddonni

While the discrepancy profile appears at the beginning of the program study, most subcommittees respond to the statements and questions that follow the profile prior to identifying their goals. Assessing a curricular program’s strengths and areas in need of improvement usually assists the subcommittee in formulating their goals. The subcommittee will ultimately name four to six goals that will improve this area of study.

84 In developing the goals, the subcommittee will want to look carefully at what the school’s philosophy/mission and beliefs have to say about the intellectual, social and personal development of students. It will also want to consider current educational research on the teaching/learning processes, and reflect on what the philosophy/mission and beliefs have to say about relationships. Religion is a separate program area, but religious experience and religious attitudes are not confined to that one program area. They are integrated into every area of the Catholic school program.

Expectations Degree of Degree of current current acceptance practice 1. (a) b c d e a b (c) d e Additional laptops for multiple classroom use

2. (a) b c d e a b (c) d e Staff training on available technology for classroom application

3. (a) b c d e a b (c) d e Smartboard availability for all classrooms

Preschool _0.1 % Primary _4.0_% Intermediate _5.0_% Middle/Junior High _5.0_% Senior High School _____%

86 6.4.2 Describe how the curriculum in this program area is developed, revised and maintained for each age and/or grade level.

The curriculum is based on the New Jersey Core Curriculum Content Standards in collaboration with classroom teachers. All curricula are adjusted and revised as the need arises.

6.4.3 Describe how materials of instruction are selected, evaluated and reviewed. The Technology Instructor works from the materials available from the three merged schools approved by the Principal for instruction. Future materials will be selected based on input from teachers in collaboration with the Principal.

6.4.4 Describe in this curriculum area procedures for identification of learning discrepancies for each age and/or grade level. How are these discrepancies addressed once identified? Classroom teachers and the Technology Instructor identify students who need additional support or modified lessons. The Technology Instructor addresses these modifications to accommodate the student’s needs and level of learning with the help of the classroom teachers.

6.4.5 Describe procedures for identifying students with special needs in each age group/and or grade level (gifted, ESL, special education) in this curriculum area. How is the program modified for these students? All classified students are given modified instruction with visual support and individual attention when necessary. Classroom aides are available. Identified gifted students are given more challenging work.

6.4.6 What changes have occurred in this curriculum area in recent (1-3) years? As a newly merged school, the curriculum is evolving, reflecting current trends and student needs.

6.4.7 Describe how Christian values are integrated into instruction in this curriculum area. The Technology Instructor integrates into the curriculum, the same Christian values that are practiced throughout the school (e.g. the value of honesty applied to research with cited sources). Students and parents sign a technology agreement that supports the mission of our school. Inappropriate use of technology may result in suspension or expulsion.

6.4.8 Describe how the curriculum in this program area is coordinated both horizontally and vertically.

87 The curriculum is currently based on the New Jersey Core Curriculum Content Standards and tailored to meet the needs and develop the abilities of our students. The Technology Instructor is assessing the abilities of the students in order to incorporate a tiered (vertical) learning forum and devise a specific horizontal learning platform for each grade level.

6.4.9 List the major techniques of instruction in this program area for each age group and/or grade level. The Technology Instructor combines instruction with student practice and mastery of computer based knowledge (e.g. keyboarding, word processing, web based research and knowledge).

6.4.10 Describe how learning experiences in this program area foster self-understanding and self-esteem. Project completion and display provide a sense of accomplishment and pride for students. This builds an understanding of individual capabilities and provides an outlet for creativity and imagination.

6.4.11 In what ways is the continuum of thinking skills incorporated into this program area? Instruction incorporates the continuum of thinking skills through recall of information, development of problem solving, and critical thinking skills. The instruction uses various applications, such as power point presentations or Excel graphing programs.

6.4.12 Describe assessment methods used to measure student learning for each age group and/or grade level in this program area? Assessment methods used to measure student learning for each age group and/or grade level include:  Students’ keyboarding skills are time tested.  Students’ word processing skills use a check/check plus and minus system on specific concepts and techniques.  The Technology Instructor grades completed projects using the check/check plus and minus system.

6.4.13 How and when are assessment results analyzed for  Individual students as they move through the school Individual students are assessed as they move through the school – Technology Instructor compares students to their peers as a basis for assessment  Groups of students as they move through the school Groups of students are assessed as they move through the school – Technology Instructor is in the initial stages of tracking classes of students

88 in various skills and New Jersey Core Curriculum Content Standards indicators. The 2009-2010 will be the basis for tracking quarterly and yearly assessments.

 Against comparable (local and national) groups outside of the school At this time, no standardized testing exists for this area.

 Determining the effectiveness of this curricular program? The Technology curriculum is fairly new and its effectiveness is primarily determined by teacher observation of student performance and their level of confidence.

6.5 Evaluation

6.5.1 Analyze and list the strengths of this program area. The Media Center is housed in a newly renovated facility that includes an up to date library and a fully equipped computer lab. Green Digital Computer Services has installed, catalogued and updated all equipment. They are available to all staff for trouble shooting.

6.5.2 Analyze and list the improvements needed in this program area. Short Term improvements include:  Additional training for the faculty on available technology  Additional practice for development of keyboarding and word processing skills of students  Cataloging of educational DVDs and a distributed list of available titles within the school  Use of flash drives or computer document folders to store student work on laptops and in the Technology Lab

Long Term improvements include:  Smartboard/Virtual Whiteboard availability for teachers in all grades  More laptops (60 currently available) so multiple classes can access the internet simultaneously

89 6.5.3 Prioritize the short and long-term improvements for this program area. Short Term improvements include:  Flashdrives will be required for all students in Grades 5-8 starting in September, 2010. This will enable students to save their work and move to other available computers or work at home to complete projects.  Additional training for the faculty on available technology, such as the Elmo or Smartboard.  Additional practice and improvement of students’ keyboarding and word processing skills.  Catalogued DVDs for all curriculum areas, and a distributed list of available titles within the school.

Long Term improvements include:  Additional laptops so that multiple classes can access the internet simultaneously.  Smartboard/Virtual Whiteboard availability for all teachers.

90 The Middle States Standard on Educational Programs

The Standard: The educational program consists of a carefully planned and well-executed curriculum that includes appropriate academic standards, solid pedagogy, and assessment, all based on research and best practices. The educational program is aligned with the school’s mission, approved by the governance, sufficiently (financed, and periodically reviewed by stakeholders. It is developed to address the needs of all students and is designed to foster and challenge student learners at all levels. Effective policies and procedures are in place, along with instructional materials, technology, and equipment that are appropriate, functional, and well maintained. Written curriculum guides are current, functional, available, and in use. They define scope and sequence of the educational program as well as program objectives and reflect sound approaches to teaching and learning.

Degree of MSA Indicator Implementati on 4 3 (2) 1 na Written curriculum guides identify program objectives and define the scope and sequence of the educational program. The guides are functional, available, and in use. 4 (3) 2 1 na The educational program provides instruction in the basic subject areas of language arts and literature (including early language development and literacy skills, speaking, writing, and listening communication skills), mathematics, the sciences, and social sciences. 4 3 2 1 (na) The educational program includes experiences in visual and performing arts, health, world languages, and physical education. 4 (3) 2 1 na The educational program provides experiences that promote students’ critical thinking, reasoning, problem-solving skills, and study skills. 4 (3) 2 1 na The educational program includes instruction in effective uses of information technology and provides opportunities for application. 4 (3) 2 1 na A variety of group learning settings (e.g., individual, small group, large group) is provided for students daily. 4 (3) 2 1 na The educational program offers opportunities for development of social skills—such as increasing self-control and a sense of individual and group responsibility—in interaction with adults and peers. 4 3 2 (1) na Written curriculum and instruction policies and procedures provide direction to the staff, leadership, and other stakeholders in the development, implementation, and improvement of the educational program.

91 4 3 (2) 1 na Provision is made for both horizontal and vertical articulation and coordination of the educational program among all levels of the school. (4) 3 2 1 na An overview of the educational program, school policies and procedures, and other pertinent information is available in written form to students and their parents. 4 (3) 2 1 na The educational program defines desired student outcomes as expressed in terms of student understanding, knowledge, attitudes, skills, and habits. (4) 3 2 1 na Course or program objectives are simply stated and understandable to students. 4 (3) 2 1 na The educational program considers the ages, cultures, and varying levels of ability of students. (4) 3 2 1 na The instructional program is designed to meet students’ needs in accordance with the school’s philosophy/mission. 4 (3) 2 1 na The educational program and its expectations for learning are understood and supported by the school’s stakeholders. 4 3 (2) 1 na Curriculum development is a dynamic, emergent process influenced by the attributes and interests of the children, their families, and teachers.

Degree of MSA Indicator Implementation 4 3 2 1 (na) Families have opportunities to give input into curriculum development. 4 3 2 1 (na) The educational program reflects an integrated approach to children’s social, emotional, physical, cognitive, and language development. 4 3 2 1 (na) Teachers treat the educational program as everything that happens during the day. This includes while children play and explore, eat, interact, toilet, take walks or field trips, engage in planned experiences, and are involved in transitions such as arrival, clean- up, and departure. 4 3 2 1 (na) Both child-initiated and teacher-initiated activities are included in the daily plan. 4 3 2 1 (na) Infants and young toddlers primarily receive individual attention and occasionally take part in small groups. 4 3 2 1 (na) The educational program provides: a. a balance of quiet and active times and flexibly incorporates learners’ natural routines into the rhythm of the day.

92 b. daily indoor and outdoor play with a balance between large-muscle and small-muscle as well as organized and unstructured experiences. c. early language development and literacy skills through such activities as conversation, storytelling, singing, poetry, finger plays, games, puppets, pretend play, shared reading of picture books, and other meaningful learning experiences. d. Opportunities for increasing independence in use of materials and equipment. e. structured and unstructured opportunities for children’s active involvement with people and materials. f. Spontaneous learning and builds on children’s repertoires and curiosity. g. learning areas designed for individual and group exploration and growth. h. the integration of routine daily activities into learning.

4 3 2 1 (na) The educational program provides experiences that prepare students for a successful transition to elementary school settings.

Degree of MSA Indicator Implementation 4 (3) 2 1 na The educational program places emphasis on the development of cognitive, psychomotor, and affective skills, plus the knowledge and competencies that establish the basis for greater understanding. 4 (3) 2 1 na The educational program provides experiences that prepare students for successful transition to middle and secondary school settings.

Degree of MSA Indicator Implementation (4) 3 2 1 na The educational program provides activities and experiences that assist early adolescents in identifying their aptitudes and interests, self-directed decision-making, and building self-worth.

4 (3) 2 1 na The educational program provides experiences that prepare

93 students for successful, smooth transitions from elementary school to middle school and from the middle school to secondary school. Indicators for schools with secondary school programs: Degree of MSA Indicator Implementati on 4 3 2 1 (na) The educational program facilitates a smooth transition from elementary or middle school to secondary school. 4 3 2 1 (na) The educational program develops academic knowledge and skills as well as career competencies. 4 3 2 1 (na) The educational program provides appropriate educational programs for students who are concluding formal study as well as those planning further education. 4 3 2 1 (na) The educational program develops habits of the mind and attitudes required for success in further education and in the workplace. Indicators for schools that provide distance education: Degree of MSA Indicator Implementation 4 3 2 1 (na) Student interaction (synchronous and asynchronous) with faculty and other students is facilitated through a variety of means as an essential characteristic of the educational program. 4 3 2 1 (na) Students and their families (if appropriate) are informed about any aspects of the educational program that are created or delivered by an organization other than the school. 4 3 2 1 (na) Stated student performance outcomes for programs delivered through distance education are achievable through that methodology. 4 3 2 1 (na) Instructional materials are developed by authors qualified in distance education techniques. Textbooks and other instructional materials are suitable for distance learning. 4 3 2 1 (na) Appropriate study skills necessary for students to utilize a distance education model effectively and efficiently are included as part of the educational program and instructional process.

The Standard: The school systematically collects and rigorously analyzes quantifiable and observable evidence of individual learning and growth from multiple valid and reliable sources. Evidence of student learning is used to evaluate and improve curriculum effectiveness, instructional practices, professional development, and support services.

94 Progress in student learning and performance is expected and is accurately, clearly, and systematically reported to the school community.

Degree of MSA Indicator Implementati on (4) 3 2 1 na The leadership and staff commit to, participate in, and share in accountability for student learning. 4 (3) 2 1 na Assessment of student learning and performance is aligned with curriculum and instruction in a coherent system consistent with the school’s philosophy/mission. 4 (3) 2 1 na Assessment results are analyzed with appropriate frequency and rigor for: d. individual students as they move through the school e. cohorts of students as they move through the school f. comparable (local, state, and national) groups outside of the school 4 3 2 1 (na) Assessment results are used to make decisions regarding allocation of resources. 4 (3) 2 1 na The assessment of student learning and performance enables students to monitor their own learning progress and teachers to adapt their instruction to students’ specific learning needs. 4 (3) 2 1 na Assessment methods and content address suitable social, emotional, physical, and cognitive/language goals for students. 4 3 (2) 1 na Assessments take into account recent, reliable research findings on child development and growth. 4 (3) 2 1 na Assessments reflect understanding of the unique needs and backgrounds of each student. 4 (3) 2 1 na Records of students’ learning and performance are maintained. General standards for transcript control and use, including those related to confidentiality, are known and observed. 4 3 2 (1) na Assessment results are the basis for making recommendations to families whose children may benefit from further evaluation. Referrals to specialists are made for early identification of possible disabilities and/or health conditions. 4 (3) 2 1 na Members of the staff work collaboratively with colleagues and families to review data about learners’ progress and to develop appropriate strategies for continued progress. 4 (3) 2 1 na Families are viewed as an important source of information and insights about students. 4 (3) 2 1 na The school communicates its assessment policies and practices to

95 the total school community (e.g., via parent handbooks, web sites, teacher handbooks, policy manuals). 4 (3) 2 1 na Communication with families regarding students’ progress in learning and performance is regular, productive, and meaningful.

4 (3) 2 1 na Students learn and perform at levels expected, or progress is being made to raise results accordingly.

Degree of MSA Indicator Implementation 4 3 2 1 (na) Children are observed by teachers on a daily basis using a systematic and objective process for formal and informal observation and documentation.

96 Pre-School Program 97 The Pre-School Program

The John Paul II Regional School Pre-School program offers age appropriate activities that promote academic, social, emotional, creative, and physical development, as well as a positive Catholic identity. We provide a stimulating, loving, Christian environment which allows preschool children to fully develop their strengths and nurture their successes. The children are taught in learning centers using hands-on materials, songs, games, and manipulatives. Each classroom is equipped with two computers that have internet capabilities.

The Pre-School program offers the following classes:  Tuesday, Wednesday, Thursday full day of class for 3 year-olds.  5 day a.m. class for 4 year-olds  5 day, full day classes for 4 year-olds

We currently have four Pre-School classes. The program is in high demand and currently filled to capacity. There is a credentialed teacher and an aide present in each of the classrooms.

Pre-School Goals

By the end of the pre-school, children will:  Appreciate God’s gift of themselves and their world  Demonstrate a sense of self as a learner  Demonstrate a sense of responsibility to oneself and others  Demonstrate effective functioning; individually and as a member of a group  Demonstrate control, balance, strength and coordination in gross motor tasks  Demonstrate coordination and strength in fine motor tasks  Participate in healthy physical activity  Practice appropriate eating habits , hygiene and self-help skills  Demonstrate the ability to think, reason, question, and remember  Engage in problem solving  Use language to communicate, convey and interpret meaning  Establish social contacts as they begin to understand the physical and social world  Use different art forms as a vehicle for creative expression and representation  Develop an appreciation of the arts

98 Language Arts

The language arts curriculum focuses on listening, speaking, reading, and writing. Teachers use a variety of approaches and provide daily opportunities to develop children’s language and literacy skills. These techniques include:  Listening to stories and poems, and recalling basic storyline, characters and settings  Learning letter names and sounds  Participating in small group activities and learning centers including technology, where they can engage in conversation, make up stories, and describe situations  Using thematic/seasonal books to identify sight words, and commonly used words in their environment  Participating in dramatic play to develop speaking skills for a variety of purposes  Sharing on “Show and Tell” days to develop their ability to retell familiar experiences

Mathematics/Science

The mathematics/science curriculum focuses on numbers and counting, shapes, measurement, reasoning classification, and patterning. Teachers use a variety of strategies to help children develop concepts and skills. These techniques include:  The manipulation of objects to create and duplicate patterns  Completion of puzzles  Measurement with sand, water, and cooking ingredients for investigation and data collections  Construction with blocks  Classification of objects with a purpose by using sensory experiences  Identification of numbers and making the connection between numbers and quantity  Participation in small group activities and learning centers, including technology  Conducting classroom experiments and observations, and making predictions  Cooking and measuring weight, volume, height, and temperature

Social Studies

The social studies curriculum focuses on family and community, holidays, simple geography, and multicultural diversity. Techniques for these areas of study include:  Reading multicultural books and participating in related activities  Celebrating diversity  Using multi-media tools and technology  Sharing “Weekly Reader” activities  Taking field trips

99 Music and Art

Children have daily opportunities for self-expression through art and music. A variety of materials are available for creative expression and representation of ideas and feelings. Techniques for these areas include:  Drawing with crayons, markers, and pencils; sculpting with clay; and finger painting. These enable children to experience materials of different textures  Participating in group musical experiences by doing finger plays and using musical instruments  Participating in dance and creative movement  Expressing and showing appreciation for works by other artists

Religion

The John Paul II Regional School Pre-School program currently uses the “I Am Special” religion series. This series focuses on each child’s uniqueness and celebrates their special place in God’s creation. Techniques for this area include:  Using flannel board stories to explain, retell or describe a story  Participating in daily prayer  Celebrating with religious songs  Reading short scripture passages aloud  Participating in monthly liturgies and prayer services on special occasions  Creating related art and craft projects

Physical Development

Children have several opportunities throughout the day to support gross and fine motor skills and the development of healthy habits. Techniques include:  Planned indoor and outdoor activities involving balancing, jumping, running, skipping, and other vigorous movements using large muscles  Demonstration of proper healthy habits such as hand washing, teeth brushing, etc.  Discussion of exercise, nutrition, and rest  Use of self-help skills  Use of tools for writing and drawing as well as completing puzzles, building with blocks, and cutting with scissors to develop hand-eye coordination  Cooperative games and activities with body control and spatial awareness

100 Assessment

Teachers use observational assessment of children’s progress, examination of students’ work samples, and documentation of their development to assess students. Progress reports are distributed twice annually, first in January and then again in June. Parent conferences are held in conjunction with the first progress report distribution in January, and whenever necessary to discuss learning needs. Communication is on-going with parents, both in person and through electronic mail.

Parent Involvement

Teachers in John Paul II Regional School Pre-School focus on developing a relationship with every family. Teachers recognize that parents are the first teachers of their children. This enables them to work together to support children’s healthy development and learning. We offer a variety of ways for involving parents in our school. Parents may:  Present a talent or career  Share their culture  Read to their child’s class  Collect or make things for our program  Act as a “room parent”  Chaperone field trips  Volunteer for community building events

Additional Activities

Children in the John Paul II Pre-School have the option of attending our before and/or after school care programs. The children also participate in many fun and enriching activities held throughout the school year. Some activities include:  School assemblies  Halloween parade  Semi-annual book fairs  Thanksgiving feast  Christmas concert  Catholic Schools Week activities  Field day  School wide service activities

101 Religion Program Study

102 THE RELIGION PROGRAM STUDY

Within a supportive and challenging climate, the Catholic school affirms the dignity of each person and promotes thinking and believing in ways that encourage intellectual growth, nurture faith, and inspire action.

6A.1 Members of the Religion Subcommittee

Name Role

______Linda Meara______Chairperson ____

______Nancy Bricketto______Committee______

______Joann Gallo______Committee______

______Kathy Klocke______Committee______

______

6A.2 Introduction

“ Catechetical training is intended to make men’s faith become living, conscious, and active throughout the light of instruction.” (NCD, 14) Instruction in religious truth and values is an integral part of the school program. It is not one more subject alongside the rest, but instead it is perceived and functions as the underlying reality in which the student’s experiences of learning and living achieve their coherence and their deepest meaning.” (TJD, 103)

“ The Catholic school,” states the Sacred Congregation for Catholic Education, “is committed thus to the development of the whole man, since in Christ, the Perfect Man, all human values find their fulfillment and unity. Herein lies the specifically Catholic character of the school.” (RDE 35) Gospel teaching is “the fundamental element in the educative process as it helps the pupil toward his conscious choice of living a responsible and coherent way of life.” (TCS, 59)

The goals of the Religious Program and the areas that are embraced by it are set forth in the National Catechetical Directory (NCD). Simply stated they are:  To proclaim the mysteries of faith;  To foster community;  To encourage worship and prayer;  To motivate service to others. (Art. 215 and 227)

103 These goals and the principles they involve should be addressed and enumerated by the pastor, parents, faculty and students in this area of the self-study. The major thrust of the Religious Program in a Catholic school is the Catechetical Program which has two phases: instruction and formation. Instruction means to impart the basic data, tenets and beliefs (the who, what, where, when, how and why of the faith) that are necessary to have as part of one’s knowledge and memory in order to be able to live out one’s Catholic faith with intelligence, conviction and integrity. The instruction phase includes predisposing students to receive the message, and the actual proclamation of the message.

Formation takes place as a byproduct of instruction and sometimes after it. It is the “shaping” phase of the Religious Program. It focuses on questions such as: “What does all this mean? What impact does it have on life? What difference does it make to me?” It includes the experiences of prayer, worship and serving others — all of which foster community.

The two phases of instruction and formation work together to achieve the goals of: message, community, worship and service.

References:

National Conference of Catholic Bishops. (1979). National Catechetical Directory for Catholics of the United States. Washington, DC: United States Catholic Conference.

Congregation for Catholic Education. (1977). The Catholic school. Washington, DC: United States Catholic Conference.

National Conference of Catholic Bishops. (1972). To teach as Jesus did. Washington, DC: United States Catholic Conference.

Congregation for Christian Education. (1988). The religious dimension of education in a Catholic school. Rome: Vatican Polygot Press.

Congregation for Catholic Education. (1997). The Catholic school on the threshold of the third millennium. Rome: http://www.vatican.va/roman_curia/com.

104 RELIGION PROGRAM

6A.3 Discrepancy Profile

Expectations Degree of Degree of current current acceptance practice 1. (a) b c d e a (b) c d e Through example and instruction, the students will learn about their faith and the traditions of the Catholic Church.

2. (a) b c d e a (b) c d e The students will realize their role in a community of faith, and learn to experience and rejoice in God’s world.

3. (a) b c d e a (b) c d e The students will recognize their self-worth and their dignity as a child of God and witness his message of love, peace, and service

6A.4 Catechetical Program

6A.4.1 Describe how the goals/objectives for Catechetical instruction are determined for the various levels of instruction. The Diocesan Curriculum Guidelines are used along with the scope and sequence included in each text. These help determine the goals and objectives for each grade.

105 6A.4.2 Analyze and list instructional techniques that are used to develop creative and critical- thinking related to religious beliefs and practices. Teachers use a variety of instructional techniques including reading of text, group instruction and discussions, searching and sharing scripture, dramatization and illustrations of Faith stories, and the use of multi-media aides. Teachers strive to apply moral values to contemporary issues.

6A.4.3 Describe the provisions that are made to develop positive attitudes in the students toward God, faith, the church, and response to other’s needs. Our faith in God permeates every part of our school. Mutual respect and appropriate behavior of students toward their peers, faculty, and staff members are encouraged and expected. Our students experience daily communal prayer, monthly liturgies, sacrament preparation, and various para-liturgical services. Every student is afforded the opportunity to be of service to the local community as well as the world-wide church.

6A.4.4 Does the school have a religion coordinator? Yes __X_ No ____

If yes, list the specific responsibilities. John Paul II Regional School has three religion coordinators. The religion coordinators assist the Principal in selecting the religion series for each instructional level. They attend Diocesan workshops and meetings and act as a liaison between the Diocese and the school.

6A.4.5 What appropriate and varied methods (including teacher and standardized testing), are used to assess student learning in the catechetical program? Teachers use formative and summative methods to assess student learning. Teacher observations assist in gathering evidence of student learning and to help in planning lessons. The use of end of the chapter and end of the unit tests as well as group and individual projects and participation all aid in evaluating student progress.

6A.4.6 What materials are used in the catechetical program?  Texts – Our Sunday Visitor Pre-K, 3,4 Sadlier K-5 Loyola Press, 6, 7, 8  Assorted Videos and DVD’s  Liturgical music  Prayer posters  Blackline masters  Catechism of the Catholic Church  Bible

106  Prayer corner. Display of religious sacramentals  Crucifix in every classroom  Diocesan and text guidelines in conjunction with texts

6A.4.7 What provisions are offered for faculty development and their updating in theology, liturgy and prayer experiences? Daily faculty prayer circle, workshops for religious certification and enrichment, monthly and special Masses, prayer services, shared prayer before faculty meetings and faculty retreats are provisions offered to the faculty for prayer experiences.

6A.5 Program of Formation

Worship and Prayer

6A.5.1 Analyze how the religious formation program (prayer, worship, scripture service) is integrated into the total catechetical program. The religious formation program is integrated into the total catechetical programs through:  School liturgies  In-class and school prayer services  Communal prayers  Recitation of age appropriate prayers  Sacraments of Reconciliation/First Eucharist/Confirmation  Prayer Corners Displays  School-wide religious presentations including - All Saints Day Presentation - Living Stations - May Crowning - Nativity Presentation  Vocations Day

6A.5.2 Describe the role of the parish priest in the school’s religious formation program. The parish priests celebrate school liturgies. In the Middle School, parish priests meet with students on a weekly basis to discuss missionary work and scriptures. Through the uniqueness of our merged communities, the students have been exposed to the experience of frequent concelebrated Masses. The pastor is involved in the planning of the Sacramental programs in collaboration with the Coordinator of Religious Education, the Principal, and the second, seventh, and eighth grade teachers.

107 6A.5.3 Describe how parents are involved in the school’s religious formation program. We view the parents as the primary teachers of their children and as an integral part of our religious formation program. The parents are invited to attend our monthly Masses and all special religious events. Parents attend all sacramental preparation meetings.

6A.5.4 Describe how students are involved in planning, implementing and evaluating formational activities. Students are involved in liturgies, but are limited participants as readers, altar servers, and choir members. The Graduation Liturgy is organized and planned by the graduates.

6A.6 Community

6A.6.1 Analyze and list the processes in place for fostering community among parishioners, parents, staff and students. A weekly newsletter from the Principal informs the wider community of parish and school activities and liturgical celebrations. A bi-weekly update from our Advancement Director provides information regarding school, parish, and community events. Students are involved in a variety of service projects that increase awareness of the poor and needy, as well as ways to assist them.

6A.6.2 Analyze and list the ways the school serves the wider community of neighborhood, city or town. Students have a varied amount of activities in which they are involved:  Souper Bowl of Caring  Christmas Concert at Senior Home  Thanksgiving Food Drive  Thanksgiving Fund Raiser benefitting St. Vincent DePaul Society  Coat Drive  Pennies for the Poor  Christmas Gifts – Mental Health Association  Various activities responding to current needs (e.g. Haitian relief)  Community Service exploratory

108 6A.7 Evaluation

6A.7.1 Catechetical Program

6A.7.1.1 Analyze and list the strengths of the catechetical program. The strengths of the catechetical program are:  Certified teachers  Current grade level textbooks  Special texts for Sacramental Programs  Various audio and visual materials  Participation and exposure to Liturgical Year celebrations and activities

6A.7.1.2 Analyze and list improvements needed in the catechetical program. Improvements needed for the catechetical program are:  More opportunities to interact with parish priests  Updated audio-visual supplemental materials for all grade levels.

6A.7.2 Formation Program

6A.7.2.1 Analyze and list the strengths of the school’s religious formation program. The strengths of the school’s religious formation program are:  A Christian atmosphere throughout our school.  Many opportunities are offered to our students to deepen their spiritual lives (e.g. prayer services, liturgical services, and community service).  A strong sacramental preparation program.

6A.7.2.2 Analyze and list improvements needed in the formation program. The improvements needed for the formation program are:  More family involvement in religious formation.  More consistent priestly presence in the school.  Continued professional religious education of faculty.

6A.7.2.3 Prioritize the short- and long-term improvements for the Religion Program, include catechetical and formation. Short-term improvements include:  More family involvement in religious formation.  Updated audio-visual supplemental classroom materials. Long-term improvements include:  Increased Priestly presence in the school  Continued development of professional religious education of faculty.

109 110 Leadership & Organization

Study 111 LEADERSHIP AND ORGANIZATION STUDY

Mrs. Mary McKeown – Chairperson Mrs. Jennifer Andreassi Mrs. Cathy McBride Mrs. Victoria Devine Mrs. Linda Meara Mr. Matthew Frankunas Mrs. Marie Murphy Mrs. Joanne Gallo Mrs. Cheryl Pardee Mrs. Carol Hagan Mrs. Joyce Romano Mrs. Danielle Hurd Mrs. Susan Tumulty Mrs. Barbara Maddonni

7.2 Instructions The committee responsible for The Leadership and Organization Study should examine Designing Our Future in order to understand the place of The Leadership and Organization Study in the self-study of the school. The Leadership and Organization Study has two major sections. The two sections provide for a review of School Leadership and School Organization. The committee may wish to form two subgroups. This should reduce the time required for the study with no risk to its quality.

7.2.1 School Leadership Based on research among professional educators, one of the most important aspects that face modern American schools is the need for strong leadership. Leadership remains an elusive concept. It can come from many sources within the schools, and it can have many forms and styles. For these and other reasons, it is more easily recognized by its tertiary qualities than by its primary qualities. Leadership is more often recognized by what it does to people than by anything the presumed leader is or does. Where leadership is present there is an increase of enthusiasm and a release of energy among those led. One can perform the tasks of organization and management without being a leader. Many who provide leadership do not have administrative responsibility; and some administrators are not leaders. In most good schools, the principal is one leader among many others. Current research on leadership identifies six key leadership functions. The functions are as follows: Mission Policy Development Financial Planning Curriculum Planning Staffing Public Relations

112 In an effort to help schools identify the sources of local leadership for each of these functions, a survey instrument designed to obtain local perceptions of leadership, was developed. The use of the instrument is one source of data collection in the leadership study. Results of the survey can be used to create the school’s leadership profile.

7.2.2 School Organization

The educational development of children in a Catholic school requires an organization for learning which includes the following:

Recognize that each person is unique in the plan of God’s creation. This is reflected in the reality that each learner progresses at a pace and level commensurate with his/her unique combination of abilities, needs, interests, and learning styles.

A curriculum which aims at promoting the formation of the whole person, both as an individual and as a member of society, through the presentation of Christian values which are actively lived.

A curriculum based upon a Gospel value system and characterized by unity, balance, flexibility and relevance.

A defensible allocation of resources which include time, money, space, personnel and materials.

Organization, as the term is used here, refers to the ways the school is deployed for instruction of the students. An examination of the organization begins with an examination of the philosophical concepts which govern the deployment. This is followed by a description of how the deployment is carried out.

So how is the school deployed? Self-contained classrooms? Organization by grades? Multi- level groups? Departmental organization? These are but a few of a host of options and alternatives. The committee will want to describe the deployment with accuracy after considering the mission and beliefs that govern the organization of the school.

While a discrepancy profile appears at the beginning of the Organization Study, most subcommittees respond to the statements and questions that follow the profile prior to identifying their goals. Assessing the strengths and areas in need of improvement in relation to school organization usually assists the subcommittee in formulating their goals. The subcommittee will ultimately identify four to six goals that will improve the school’s organization.

In developing the goals, the subcommittee will want to look carefully at what the school’s mission and beliefs say about the intellectual, social and personal development of students. It will also want to consider current educational research on the teaching/learning processes and staff and curriculum development.

113 The goals are very important in the self-evaluation because they respond to improvement needs. In effect, the stated goals are the major “oughts” of the curriculum area. The subcommittee uses the five-point scales on the right-hand side of the page to indicate the extent to which each one of the stated goals are now accepted by the current faculty and met by current practices. The subcommittee should expect to find discrepancies between the level of acceptance and the levels of current practice.

The subcommittee offers its analysis and description of the strengths and what needs to be improved for both the Leadership Study and Organizational Study. It is important that the subcommittee deal fully with both. The subcommittee then prioritizes short- and long-term improvements.

Finally, the subcommittee provides an overall assessment of the school’s adherence to the Middle States Governance and Leadership, and Staff and Organizational Design Standards. Using concrete examples (indicators), the subcommittee determines the applicability of each indicator or the extent to which each indicator is being met. The subcommittee uses a scale of 4 to 1, with 4 being “strongly implemented” and 1 being “not implemented.” When the indicator is not applicable, “na” is noted.

7.3 School Leadership

Often the terms leadership and administration are used interchangeably. In this study, administration is viewed as a function of leadership. The terms are not interchangeable. Leadership relates to the stimulation of developmental energy. Administration relates to the designation of authority and the management of resources. Leadership in a post-Vatican II Catholic School is usually distributed among many persons in the school community. A well-led school is actually a community of leaders.

7.3.1 Instructions for the Leaders

This study has three sections to be prepared by the committee — survey administration and scoring, description of administration and faculty, analysis of data, and evaluation. The subcommittee will assess the strengths and areas in need of improvement and prioritize for short- and long-term improvements.

7.3.2 Directions for Survey Administration

The survey instrument is designed to obtain perceptions of the sources of leadership within the school. Each faculty member should receive a copy of the survey instrument. The committee may define the term “faculty” as broadly or as narrowly as it wishes. After the completed forms have been returned, the committee scores the responses and profiles the results according to the instructions which follow.

114 7.3.3 Directions for Scoring the Survey

The survey instrument is structured around six leadership functions and four leadership roles. The leadership functions are: (1) school mission, (2) policy development, (3) financial planning, (4) curriculum planning, (5) school staffing and (6) public relations. The leadership roles are: (1) Pastor, (2) Principal, (3) Teacher and (4) Coordinator.

Leadership function scale scores are determined by summing the weights for the responses chosen for the items in each scale. The sum is divided by the total number of survey items comprising the scale. A separate leadership function score is computed for each scale on the survey.

Sample

Perceived Leadership in Mission across Roles for Teacher X

Pastor 1.3 Principal 2.7 Teacher 2.3 Coordinator 1.9

This scoring process yields a leadership function score for each survey respondent. In order to compute an overall school mean score for each leadership function, add the individual scale score across all respondents and divide by the total number of respondents. A computer program or hand calculator can assist the subcommittee in developing a profile of leadership perceptions for each function.

7.3.4 Mean (or Median) Scores and Profiles

The six leadership functions included in the survey are listed together with items associated with each function. In a few cases an item is associated with more than one function, but the items and functions are mainly independent. In scoring, zero (0) is counted as a weighted response and is included in the computations, but in the case of NA (Not Applicable) or an unmarked space, the response is not weighted and cannot be included in the computations.

Most schools use mean (average) scores. However, some may prefer to use median scores. The results of the survey are not substantially affected by the scoring procedure since the strength of the study rests in the faculty discussion of the functions. Survey results are perceptions and not necessarily reality, but perceptions often form the reality.

115 7.3.5 Developing a Bar Graph Visuals are often helpful when discussing results.

John Paul II Regional School Key Leadership Functions Leadership Profiles

Mission Pastor 2.1 Principal 2.8 Teacher 2.5 Coordinator 2.0

Policy Development Pastor 0.9 Principal 2.8 Teacher 2.3 Coordinator 1.2

Financial Planning Pastor 1.8 Principal 2.7 Teacher 0.5 Coordinator 1.3

116 Curriculum Planning Pastor 1.3 Principal 2.9 Teacher 2.6 Coordinator 1.3

Staffing Pastor 1.2 Principal 2.8 Teacher 2.6 Coordinator 1.3

Public Relations Pastor 2 Principal 2.9 Teacher 2.3 Coordinator 2.4

Leadership Profile - Sources Pastor – Fr. Joseph Cappella Teacher – Full Time Faculty Principal – Mrs. Helen Persing Coordinator – Advancement Director

117 7.3.6 Survey Scales and Corresponding Survey Items

Scale # Survey Items in Scale Survey Items

Mission 11 1, 2A, 2B, 2C, 2D, 3, 7, 14, 25, 33, 34

Policy Development 9 5, 8, 9, 12, 22, 28, 32, 36, 39

Financial Planning 8 17, 18, 21, 26, 27, 29, 35, 37

Curriculum Planning 9 4, 6, 13, 19, 20, 23, 29, 30, 31

Staffing 9 10, 11, 16, 21, 24, 26, 27, 30, 39

Public Relations 9 2A, 2B, 2C, 2D, 13, 15, 32 38A, 38B

The committee is responsible to collate the responses and distribute the results to the staff. A computer program can yield graphs to reflect the faculty’s perceptions of leadership distributions.

NOTE: The strength of the leadership study lies in the analysis and planning for improvement.

7.3.7 Survey of Leadership in Catholic Elementary Schools – APPENDIX A

7.4 Governance

7.4.1 Provide an organizational chart for the governance of the school. Pastor – Father Joseph Capella Principal – Helen Persing Diocese of Camden – Office of Catholic Schools John Paul II School Board – Pastor, Principal, Parents, Parishioners, Advancement Director

118 7.4.2 Describe the role and responsibilities of the governance for the school. The roles and responsibilities of the school’s governance are personal safety of each student, definition and implementation of academic standards, communication with diocese and school, community building, marketing/enrollment, and maintaining financial stability.

7.4.3 Describe the role of governance in developing and maintaining the religious nature of the school and the development of the faith community. The school’s governance provides religious instruction and the integration of our faith across the curriculum. It provides the resources for liturgies, prayer services, sacraments, and retreats. The school’s governance encourages the faculty to seek both basic and advanced religious certification through the Diocesan Office. Electives (e.g. Social Justice and Scripture) are taught by clergy in the middle school.

7.4.4 Describe the governance’s procedures for evaluating its operations. The school’s governance is overseen by the Superintendant of Schools and the Office of Education within the Diocesan Office.

7.4.5 Describe the role of governance in evaluating school leadership. The Faculty evaluates the Principal through a survey provided by the Diocesan Office. The assistant school superintendant reviews the results of the survey with the Principal.

7.4.6 Describe the responsibility of governance for policy development. The Pastor, Principal, and the Catholic Schools Office develop policies for the school. It is the Principal’s responsibility to implement those policies.

7.5 Leadership

7.5.1 List the Administrative Staff and describe their responsibilities. The Administrative Staff consists of the Principal, Vice Principal, Advancement Director, Bookkeeper, and Administrative Assistant Principal – oversees the operations of the entire school, which include but are not limited to, faith formation, curriculum, instruction, finances, policies and procedures, advancement, and professional development. Vice-Principal – assists Principal in all areas and is the designated person in charge when Principal is out of the building.

119 Advancement Director – reports to the Principal and works with the Principal and the Diocesan Advancement Office to market and promote the school as well as recruit and maintain enrollment. Bookkeeper – Reports to the Principal and handles all monies, payroll, and school related financial reports. Administrative Assistant – Supports the Principal in coordinating the daily responsibilities and routines in the main office.

7.5.2 Describe the principal/administration’s involvement in developing and maintaining the religious nature of the school and the development of the faith community. The Principal maintains the religious nature of the school through daily prayer with faculty and students, attendance at Mass on First Fridays and Holy Days, prayer services, and encourages social justice. The Principal coordinates with the parish Coordinator of Religious Education to prepare students to receive the Sacraments.

7.5.3 Describe the principal/administration’s role in curriculum development. The Principal supervises the purchase of textbooks that follow the diocesan curriculum standards. The Principal has the opportunity to participate in diocesan curriculum development committees.

7.5.4 Describe the principal/administration’s role in teacher supervision and evaluation. The Principal supervises teachers through formal and informal observations, reviews plan books and grade books, and makes recommendations and commendations.

7.5.5 Describe the principal/administration’s role in professional development. The Principal provides opportunities for professional development and in-service workshops that lead to professional growth and development based on goals, evaluations, and needs.

7.5.6 Describe the process used to supervise and evaluate the principal/administration’s performance. The Principal is evaluated annually by the Pastor and Faculty. The Diocesan Office receives a copy of the evaluation. The assigned Superintendant reviews the evaluation with the Principal.

120 7.5.7 Describe the processes used by the principal/administration to ensure coordination and supervision of instruction, activities, and services the school provides.

The Principal coordinates the supervision of instruction, activities, and services the school provides, through the following:  Informal/formal observation of instruction  Review of plan/grade books and student work  Regular faculty meetings  Review of progress reports and report cards  Middle School staff meetings  Yearly/monthly calendar  Weekly newsletter  Meetings with Camden County Educational Services Commission, Athletic Director, PTA, School Board, Advancement Director, Diocesan Schools Office and Principal meeting, Special Education, Local/County Public School Districts, and Transportation Companies

7.6 Faculty 7.6.1 Describe the faculty’s role in developing and maintaining the school’s religious nature as well as their participation in the faith community. The faculty develops and maintains the school’s religious nature through daily classroom prayer and instruction, acting as role models of the Gospel message, scheduling instructional time with parish priests, planning and participating in monthly liturgies, prayer services, and sacrament preparation. At all grade levels, the faculty provides leadership for various service projects and encourages social justice.

7.6.2 Describe the faculty’s role in curriculum development. The faculty may participate in curriculum formation committees within the diocese. The faculty helps to choose textbooks that follow the diocesan curriculum standards.

7.6.3 Describe procedures for faculty supervision and evaluation. Based on diocesan policy, teachers are evaluated annually by their Principal. They are supervised by the Principal through formal and informal classroom observations. The Principal meets with each teacher to commend them and/or recommend areas that may need improvement. The Principal checks all Progress Reports and Report Cards. Plan Books are checked weekly, and Grade Books are checked quarterly.

121 7.6.4 Describe the faculty’s involvement in promoting school innovation and change. The primary source of innovation and change is derived from professional development. The faculty is encouraged to bring all innovative ideas to the administration for review and implementation

7.6.5 Describe the faculty’s involvement in professional development. The faculty is provided with multiple opportunities for professional development. They participate in two diocesan in-service days annually and are encouraged to attend professional development workshops that are offered throughout the year. The faculty shares new ideas with their colleagues formally and informally.

7.7 Analysis of Survey Data

7.7.1 How does the leadership profile reflect the philosophy/mission of the school? Our leadership profile reflects our mission in that there is a strong collaboration among church, school, and family.

7.7.2 How does teacher leadership influence staff development and the improvement of instruction? Give examples. The faculty attends professional development workshops and implements what they learn into their classroom. They share teaching techniques and ideas with their colleagues. Experienced teachers also mentor new teachers.

7.7.3 How well do persons in different school roles (principal, teacher, coordinator) cooperate in offering leadership to the same school function? Give examples. The Principal oversees all school functions and sees that they are carried out in an appropriate manner. Teachers and coordinators are either assigned a role or may volunteer for a specific activity, such as Catholic School Week or Open House. Roles are clearly defined so that everyone involved works together toward a common goal.

7.7.4 Comment on gaps in leadership activities. While the leadership is balanced in the areas of Mission and Public Relations, there are gaps in the area of Financial Planning, where the teachers take on a small role and in Staffing and Curriculum Planning, where the Pastor and Coordinator are much less involved. These gaps are expected since they fall appropriately within the scope of each participant’s responsibilities.

122 7.8 Evaluation

7.8.1 Analyze and describe the strengths of the school governance. The governance promotes the mission of the school. The Pastor and Principal have an excellent working relationship. The Pastor delegates authority to the Principal for the educational process. The Principal provides for the optimum development of the spiritual, intellectual, and emotional growth of the students. The Advancement Director markets the school is the liaison between the school and the Catholic Schools Development Office. The School Board is a board of limited jurisdiction, different from the past when it served in an advisory capacity to the Pastor and Principal.

7.8.2 Analyze and describe the strengths of the school’s leadership. The Principal takes an active role in all aspects of school life. She oversees the operations of the entire school while delegating duties and responsibilities to the staff. The Principal is dedicated to the school community and fosters open communication between home and school. Through the Principal’s leadership, three school communities were successfully merged. This success is used as a model throughout the diocese and the nation.

7.8.3 Analyze and describe the strengths of the faculty. The faculty is a role model of faith, articulates the mission of the school, and advances themselves professionally. A dedicated and experienced faculty facilitated the merger of three schools. Continually striving to be a cohesive unit, the faculty demonstrated a concerted effort to develop relationships with all new families.

7.8.4 Analyze and describe the aspects of the school’s governance that are in need of improvement. As a newly merged school, the school’s governance is still being refined.

7.8.5 Analyze and describe the aspects of the school’s leadership that are in need of improvement. As a newly merged school, the school’s leadership is evaluating the needs of the school community and making appropriate adjustments.

123 7.8.6 Analyze and describe the aspects of the school’s faculty that are in need of improvement. Curriculum coordinators should be encouraged to define their involvement in planning and leadership. The faculty needs to have more opportunities to meet with curriculum coordinators and grade partners..

7.8.7 Prioritize the short and long-term improvements that are needed in relation to school governance, leadership, and faculty. Short Term improvements  In addition to regular faculty meetings, quarterly curriculum meetings should be scheduled.

Long Term improvements  Teaching staff becomes a professional learning community by selecting meaningful professional development, observing and interacting with colleagues, and making adjustments to meet the needs of all students  Teaching staff integrates technology as often as possible to engage our new generation of learners known as “digital natives”.

 All staff presently and in the future will meet the requirements of state certification.  Teaching staff will begin and/or continue Religious Certification through Diocese of Camden  Utilize aides more as instructional assistants  Implement Learning Center to meet the needs of our students who were in the Special Education program

124 The Middle States Standard on Governance and Leadership

The Standard: The school is chartered, licensed, or authorized by a state, nation, or authority that operates in the public interest. The governance and leadership ensure the integrity, effectiveness, and reputation of the school through the establishment of policy, provision of resources, and assurance of a quality educational program. The governance and leadership act ethically and consistently to assure an atmosphere of mutual respect and purposeful effort on behalf of students and their learning. School leaders foster a productive environment for teaching and learning, timely and open communication with stakeholders, and the vision necessary for day-to-day operations and long-term planning.

Indicators for independent/non-public schools:

Degree of MSA Indicator Implementation Governance and Leadership

4 3 2 1 (na) The governance and leadership work cooperatively to establish and maintain clear, written policies and procedures that are consistent with the school’s philosophy/mission. These policies and procedures are implemented at all times and reviewed regularly. 4 3 2 1 (na) The governance and leadership provide appropriate opportunities for education of the trustees/board, including orientation and training sessions so that all members understand their responsibilities and roles. 4 3 2 1 (na) The governance and leadership appropriately recognize the accomplishments of staff and students. 4 3 2 1 (na) No legal or proprietary ambiguities in ownership, control, or responsibility exist. Partnerships and any corporate linkages in ownership/governance are expressed as enforceable agreements. Governance

4 3 2 1 (na) The governance provides the school with effective leadership, support, and continuity, including succession planning to ensure stability of the school’s leadership. 4 3 2 1 (na) The governance thinks and acts strategically, reflecting on its decisions and the consequences of its actions. 4 3 2 1 (na) The governance systematically evaluates its own effectiveness in performing its duties.

125 4 3 2 1 (na) The governance is focused on selection, evaluation, and support of the head of the school; policy development; planning; assessing the school’s performance; and ensuring the availability of adequate resources to accomplish the school’s philosophy/mission. 4 3 2 1 (na) Governance refrains from undermining the authority of the leadership to conduct the daily operation of the school. 4 3 2 1 (na) The governance utilizes a clearly defined performance appraisal system for the head of the school. The appraisal is conducted with the knowledge and participation of the head of the school. Leadership

4 3 2 1 (na) The head of the school is accountable to the governance and is responsible for ensuring expected levels of student performance. 4 3 2 1 (na) The leadership ensures that all school programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel. 4 3 2 1 (na) The leadership ensures that professional and support staff members stay well informed about educational developments. 4 3 2 1 (na) The leadership undertakes operational, long range, and strategic planning aimed at accomplishing the school’s mission and goals. 4 3 2 1 (na) The leadership adheres to appropriate guidelines concerning confidentiality in communications. 4 3 2 1 (na) The school leadership maintains appropriate and constructive relations with families, students, staff, the community, and with each other in the interest of serving the needs of the students.

Indicators for schools in public school districts, archdiocesan/diocesan systems, and other school organizations with a central office staff: Degree of MSA Indicator Implementation Governance

(4) 3 2 1 na The governance works cooperatively to establish and maintain clearly formulated written policies and procedures that are consistent with the school’s philosophy/mission. The policies and procedures are implemented and reviewed regularly.

126 (4) 3 2 1 na No legal or proprietary ambiguities in ownership, control, or responsibility exist. Partnerships and any corporate linkages in ownership/governance are expressed as enforceable agreements. (4) 3 2 1 na The governance provides appropriate opportunities for education of the trustees/board, including orientation and training sessions so that all members understand their responsibilities and roles. 4 (3) 2 1 na The governance appropriately recognizes the accomplishments of the staff and students. (4) 3 2 1 na The governance provides the school with effective leadership, support, and continuity, including succession planning to ensure stability of the school leadership. (4) 3 2 1 na The governance thinks and acts strategically, reflecting on its decisions and the consequences of its actions. 4 (3) 2 1 na The governance implements a system for evaluating its own effectiveness in performing its duties. (4) 3 2 1 na The governance focuses its activities on selecting, evaluating, and supporting the head of the school system, policy development, planning, assessing the organization’s performance, and ensuring adequate resources to accomplish the organization’s philosophy/mission. (4) 3 2 1 na Governance refrains from undermining the authority of the leadership to conduct the daily operation of the school system. (4) 3 2 1 na The governance utilizes a clearly defined performance appraisal system for the head of the school system. The appraisal is conducted with the knowledge and participation of the head of the organization. Central Office Leadership (4) 3 2 1 na The head of the school system is accountable to the governance and is responsible for ensuring expected levels of student performance. 4 (3) 2 1 na The central office leadership ensures that all school system programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel. 4 (3) 2 1 na The central office leadership stays well informed of educational developments. 4 (3) 2 1 na The central office leadership adheres to appropriate guidelines concerning confidentiality in communications. School Leadership

4 (3) 2 1 na The school leadership maintains appropriate and constructive relations with families, students, staff, the community, and with each other in the interest of serving the needs of the students. (4) 3 2 1 na The school leadership undertakes operational, long range, and strategic planning aimed at accomplishing the school’s mission and goals.

127 (4) 3 2 1 na The head of the school is accountable to the governance and is responsible for ensuring expected levels of student performance. (4) 3 2 1 na The school leadership ensures that all school programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel. 4 (3) 2 1 na The school leadership ensures that members of the professional and support staffs stay well informed of educational developments. 4 (3) 2 1 na The school leadership adheres to appropriate guidelines concerning confidentiality in communications.

Indicator for schools that provide distance education:

Degree of MSA Indicator Implementati on 4 3 2 1 (na) The school’s leadership includes personnel with expertise in distance education methodologies.

SCHOOL CLIMATE AND ORGANIZATION 7.8 Discrepancy Profile

Expectations Degree of Degree of current current acceptance practice 1. (a) b c d e a b (c) d e Consistent and fair adherence to age appropriate disciplinary rubric 2. (a) b c d e a b (c) d e Increased family involvement in our school

3. (a) b c d e a b c (d) e Written policies and procedures for Faculty and Staff – within the school and the diocese 4. a b c d e a b c d e

a= Completely b= Generally c= Partially d= Minimally

128 e= Not at All 7.9 Description of Organization for Learning

7.9.1 How is the school organized for the conduct of its educational program (e.g. self- contained, graded classrooms, departmental offerings, continuous programs, etc.)? The school is organized in the following manner: one 3-year-old Pre-School class; three Pre-K classes; self-contained K–2; two of every grade in K-8; limited departmentalization in grades 3-5; departmentalized in Middle School; special education 1-8 and special art, music, gym, technology and Spanish classes.

7.9.2 Describe how instructional groupings are determined. On what basis are students placed in Groups (e.g. interest, ability, age, etc.)? Classes from the Pre-School through Grade 5 are heterogeneous. Middle School students are placed into groupings by Iowa Tests of Basic Skills test results and teacher recommendations in mathematics, language arts and science.

7.9.3 Describe how special teachers are scheduled for their work (e.g. music, arts, physical education). Special teachers are scheduled based on Diocesan recommendations and Principal approval and budgetary guidelines.

7.10 Organization for Student Progress

7.10.1 How is student performance and growth assessed? What system is in place for reporting progress to the students, the parents, and the community? The following is used to show how the performance and growth of a student is assessed: test results, formal and informal teacher observation, quarterly progress reports and report cards. Students and parents receive a test folder weekly in grades 1- 8. Parent conferences are scheduled as needed or requested.

7.10.2 What provisions are made to respond to significant differences between what the student is expected to accomplish and what the student actually accomplishes? The following services of the The Child Study Team, Resource Room, Special Education, and Compensatory and Supplemental Education are used to respond to significant differences between what the student is expected to accomplish and what the student actually accomplishes.

7.10.3 Describe and analyze the school’s policies for promotion, retention, remediation and advancement of students. The school follows the Diocesan Guidelines for promotion and retention. If retention is a possibility, the parents are notified by letter as early as the end of the first

129 semester. Teachers are responsible for conferencing with parents concerning remediation and advancement.

7.11 Curriculum Development

7.11.1 Describe the process used for curriculum development and review. The curriculum is developed and reviewed by the Diocese.

7.11.2 How are teachers and specialists involved in forming and revising curriculum? Teachers are asked to serve on the Diocesan Curriculum Planning Committees.

7.12 Teaching/Learning Styles

7.12.1 Describe and analyze procedures used to determine students’ learning styles. How are teaching styles altered to meet these needs? Teacher observation and student performance help to determine students’ learning styles. Teaching styles are altered by recommendations from the Principal, teacher observations, and the students’ performance. The Child Study Team makes recommendations concerning individual students and their learning styles.

7.13 Professional Development

7.13.1 Describe and analyze current provisions for continuing professional development and name the person/s responsible. Current provisions for continuing professional development include diocesan offerings, local workshops, professional development newsletters, and grant funding. The Principal and faculty share responsibility for continuing professional growth.

7.13.2 Describe and analyze current policies for continuing professional development. The Diocese, Principal and individual teachers are responsible for continued professional growth. The policies for continuing professional development are based on Diocesan Guidelines.

130 7.14 School Climate

7.14.1 Describe and analyze the efforts by the school leadership and staff to work cooperatively to create a climate for teaching and learning that fosters the attainment of the school’s philosophy/mission and beliefs. The partnership among pastor, faculty, and parents serves as the model for teaching and learning that encourages all to lead lives of Christian service and stewardship.

7.15 Evaluation

7.15.1 Analyze and describe the strengths of the school’s organization (e.g. learning, student progress, curriculum development, learning/teaching styles, and professional development). The school’s organization consists of the Administration (Pastor, Principal and Vice- Principal), the School Board, Faculty, Staff, and PTA.

7.15.2 Analyze and describe improvements needed in the school’s organization (e.g. learning, student progress, curriculum development, learning/teaching styles, and professional development). The primary strength of the school’s organization is the collaborative efforts of these groups. As a newly merged school, we continue to review and redefine the school’s organization.

7.15.3 Analyze and describe the strengths of the school’s climate. The Administration, Faculty and Staff of John Paul II Regional School provide a faith- filled, caring, and challenging environment for the students.

7.15.4 Analyze and describe improvements needed in the school’s climate. As a newly merged school, we continue to encourage increased family involvement.

7.15.5 Prioritize the short and long-term improvements that are needed in relation to School’s Climate and Organization. A short-term goal is to fairly and consistently apply our age-appropriate disciplinary rubric. A second short-term goal is to provide Faculty and Staff with written policies and procedures. Thirdly, we aspire to increase family involvement in our school community.

131 A long-term goal is to identify and develop strategies to facilitate increased self- awareness and social responsibility among our students. A second long term goal is the development and dissemination of a faculty handbook.

Middle States Accreditation Standards Review Middle States Association Accreditation Standards must be met in order for a school to be accredited by MSA. In addition to the standard, MSA has identified key indicators of quality that exemplify how the MSA standard can be met. While it is expected that nearly all schools will endorse and strive to meet most, if not all, of the individual indicators, a school may find that some indicators are more applicable and important than others. For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.” 4=Strongly Implemented 1=Not Implemented n.a.= Not Applicable

The Middle States Standard on School Climate and Organization

The Standard: The school’s organizational structure and climate facilitate achievement of its core values as expressed in the philosophy/mission. The school culture supports successful implementation of age- and developmentally appropriate educational programs and services. Roles, responsibilities, expectations, and reporting relationships are clearly defined. Administrative, instructional, and support staff are qualified, competent, and sufficient in number to effectively provide quality educational experiences. The school regularly conducts staff performance appraisals and offers professional development opportunities informed by its philosophy/mission. Relationships among the staff and leadership are collegial and collaborative.

Degree of MSA Indicator Implementati on 4 (3) 2 1 na The school’s design, organization, climate, and leadership support attainment of the school’s philosophy/mission. (4) 3 2 1 na Designated, qualified leadership provides coordination, supervision, and direction for the educational program, student services, and student activities. 4 (3) 2 1 na A logical and clear table of organization for the school includes written job descriptions that specify levels of responsibility and reporting relationships. 4 (3) 2 1 na Administrative, instructional, and support staffs are qualified,

132 competent, and sufficient in number to meet the needs of the total educational program, student services, and student activities. (4) 3 2 1 na Staff members, including administrators, are assigned to work based on their education, preparation, experience, expertise, and commitment to the school’s success. 4 (3) 2 1 na The school implements written personnel policies and procedures for the operation of the school and makes them available to all employees.

4 3 (2) 1 na The school implements written policies and procedures for determining adequate compensation, arriving at reasonable workloads and acceptable working conditions, and defining just and fair treatment for all staff. 4 (3) 2 1 na The school implements written policies and procedures for evaluating staff performance. Performance appraisals are conducted with the knowledge of the staff member and reported in writing as well as verbally. Results are used to make professional development recommendations. Staff members have an opportunity to discuss and appeal their appraisals. 4 (3) 2 1 na Staff members are provided opportunities to offer input into the content of their professional development programs. 4 3 2 (1) na The school implements written policies and procedures for handling complaints/grievances by members of the staff. 4 (3) 2 1 na The school implements written policies and procedures for orienting and mentoring new staff members. (4) 3 2 1 na The school implements written policies and procedures to ensure that service providers not employed by the school are appropriately oriented, supervised, and supported. 4 3 (2) 1 na The working environment for the staff promotes collegiality, high expectations, trust, support, and recognition for accomplishments and contributions. 4 (3) 2 1 na Professional satisfaction and good general morale characterize the school’s staff. (4) 3 2 1 na Staff members are committed to the school, dedicated to their work, and take pride in the outcome of their efforts. 4 3 (2) 1 na The leadership encourages staff members’ affiliation with professional organizations. 4 (3) 2 1 na The school’s families and community demonstrate commitment to, pride in, and support for the school through participation, promotion of its mission, and financial support. (4) 3 2 1 na Members of the staff, students, and their families feel safe in the school. 4 3 (2) 1 na A clearly defined, written code of student conduct supports an environment that is conducive to learning and is understood by students, staff, and families. The code is enforced fairly and uniformly.

133 Indicators for schools in public school districts, archdiocesan/diocesan systems, and other school organizations with a central office staff:

Degree of MSA Indicator Implementati on 4 (3) 2 1 na A logical and clearly understood table of organization exists for the system of schools with written job descriptions that specify levels of responsibility and reporting relationships. 4 (3) 2 1 na The design, organization, and climate of the system of schools support attainment of the school’s philosophy/mission. 4 (3) 2 1 na Administrative, instructional, and support staffs of the central office are qualified, competent, and sufficient in number to meet the needs of the total educational program, student services, and student activities. (4) 3 2 1 na Central office staff members possess the qualifications of education, preparation, experience, and commitment that contribute to the school’s success. Staff members are assigned to work by reason of their training and expertise. (4) 3 2 1 na The central office’s leadership and staff work cooperatively to create a climate for teaching and learning that fosters the attainment of the school’s philosophy/mission.

4 (3) 2 1 na The organization implements written personnel policies and procedures for the operation of the system of schools and makes them available to all employees. 4 (3) 2 1 na The organization implements written policies and procedures for determining adequate compensation, arriving at reasonable workloads and acceptable working conditions, and defining just and fair treatment. 4 (3) 2 1 na Central office leadership supports a comprehensive program of professional development for all members of the staff that addresses system-wide learning expectations and specific student needs by allocating appropriate time and resources. 4 3 (2) 1 na Central office leadership encourages the school staff members’ affiliation with professional organizations.

134 Indicators for schools with early age programs:

Degree of MSA Indicator Implementation (4) 3 2 1 na The school program promotes young children’s positive self- identity, enhances their sense of emotional well being, supports developing social skills, and facilitates friendships. (4) 3 2 1 na Personnel policies, appraisal systems, and professional development programs explicitly focus on staff behaviors that are to be encouraged in the classroom such as teacher interactions with children, acknowledgement of age-appropriate affective development, and developmentally appropriate instructional practices. (4) 3 2 1 na The school seeks to achieve recommended ratios, group’s sizes, and staff qualifications.

Indicator for schools that provide distance education:

Degree of MSA Indicator Implementation 4 3 2 1 (na) Appropriately qualified faculty members participate in distance- learning tasks including grading student work, telephone consultation with students, academic counseling, course revision, and development of study guides.

135 Resources Study 136 THE RESOURCES STUDY

Name Ms. Ann Bricketto Information Resource and Technology Mrs. Jennifer Lyons Information Resource and Technology Mrs. Caroline Smith Information Resource and Technology

Mrs. Denise Ballerini Facilities Mr. Angelo Carolfi Facilities Ms. Kathleen Klocke Facilities Mrs. Helen Persing Finance

8.2 Instructions The subcommittee responsible for The Resources Study should examine the entire Designing Our Future in order to understand the place of The Resources Study in the self-study of the school. The Resources Study examines what the school provides to support its offerings. In Section 8 three major resource areas are examined. To expedite the study, the committee responsible for Section 8 may wish to divide into four subcommittees. This enables each of these major resource areas to be examined concurrently. The first area is (8.3) Information Resources and Technology; second (8.4) Facilities, and the third (8.6) Finances. The first two subsections of Section 8 (8.3-8.4) begin with a discrepancy profile. Completion of each discrepancy profile requires reading the school’s philosophy/mission and beliefs to establish expectations/goals for the resource area under study. The review of the school’s Finances requires the subcommittee to gather and analyze financial information for the current completed year, each of the five prior years and five years into the future.

While the discrepancy profile appears at the beginning of each of the first two sections of The Resource Study, most subcommittees respond to the statements and questions that follow the profile prior to identifying their improvement goals/expectations. Assessing the resources for their strengths and areas in need of improvement, usually aids the subcommittee in formulating their goals. The subcommittee ultimately identifies four to six goals that will improve the specific resource area of study.

137 The responses to the statements and questions that follow the discrepancy profile provide a description of the school’s resources which are necessary for the purpose of the self-study. The subcommittee analyzes and lists the strengths of the school’s resources and what needs to be improved. It is important that the subcommittee deal fully with both. The subcommittee then prioritizes short- and long-term improvements. The subcommittee will want to look carefully at the school’s philosophy/mission and beliefs, its organization, services and educational programs as it identifies its goals/expectations. The goals are very important in the self-evaluation because they respond to improvement needs. In effect the stated goals are the major “oughts” of each area. The subcommittee uses the five-point scales on the right-hand side of the page to indicate the extent to which each one of the stated goals are now accepted by the current faculty and met by current practices. The subcommittee should expect to find discrepancies between the level of acceptance and the levels of current practice. The third section of The Resource Study examines the school’s finances. Schools establish and maintain financial models of income and expenditures that reveal the trend of previous years and convert these trends into projections for years ahead. This practice enables the school to evaluate continuously its financial outlook. It provides the school with plenty of time for intervention. Analyzing and monitoring the school’s financial resources is essential to strategic planning for school improvement.

Finally, each subcommittee provides an overall assessment of the school’s adherence to the Middle States Standards (Information Resources and Technology, Health and Safety, Facilities, and Finances). Using concrete examples (indicators), the subcommittee determines the applicability of each indicator or the extent to which each indicator is being met. The subcommittee uses a scale of 4 to 1, with 4 being “strongly implemented” and 1 being “not implemented.” When the indicator is not applicable, “na” is noted.

8.2.1 Instructions: Information Resources and Technology Study

The Information Resources and Technology Study includes a description and evaluation of the materials used in the instructional program; library and library services; media services and technology. The subcommittee examines the balance between commercial materials and teacher-made materials. The physical provisions of the library are described, and the services provided by the library staff in support of the instructional program are analyzed. The availability of media programs and technological resources is studied with reference to the support needed and provided for the teachers. The information resources center/library in a school contains both print and non print materials that support the staff in its efforts to educate students. These resources should support all curriculum areas. To fully utilize the library, students require training that will familiarize them with the technical and critical-thinking skills needed to discover appropriate materials. This subsection provides an opportunity to report on technology that is being used as instructional resources and integrated throughout the curriculum. It is critical for schools to

138 understand how the use of technology can facilitate instruction, and how its use fulfills the school’s mission and beliefs. Most subcommittees complete their descriptions and analysis of the information resources services and technology prior to completing the discrepancy profile. Based on the school’s strengths and areas in need of improvement, the group identifies their goals/expectations.

The subcommittee assesses the degree to which these goals are accepted by the faculty, and the degree to which they are practiced in the school. These assessments are then noted on the discrepancy profile scales to the right of each goal.

INFORMATION RESOURCE AND TECHNOLOY STUDY

Expectations Degree of Degree of current current acceptance practice 1. (a) b c d e a b c (d) e Designate a central location containing updated educational CD’s, DVD’s and videos 2. (a) b c d e a b (c) d e Equip all classrooms with software and hardware needed to fully incorporate available technology 3. a b c d e a b c d e

a= Completely b= Generally

139 c= Partially d= Minimally e= Not at All

8.4 Description of Information Resources and Technology

8.4.1 Describe and evaluate the quantity, adequacy and quality of information resources.

Our new state-of-the-art library/media center was completed in 2009. The library contains books and reference materials acquired from the three merged schools. The materials address all grade levels. Additional books are constantly being obtained and added to the library. All furnishings are new, of high quality, and adequate in number. The media center includes 30 new computers (networked into a high quality printer), internet access, white board, and “Story In The Round”. It also contains two televisions. The media center is highly functional for large and small group utilization.

8.4.2 Describe and evaluate the quantity, adequacy and quality of technology resources. Indicate the current computer to student ratio.

Transparency projectors – adequate - functional 22 DVD players – adequate - functional 30 Laptops–additional needed for concurrent class usage-highly functional 16 laptops – fourth grade – shared by two classrooms – highly functional 2 lap top carts -additional needed to support additional laptops- highly functional 2 Smart boards – additional needed -highly functional 2 Elmos (intermediate and middle school)- adequate – highly functional 1 Media Center – sufficient – highly functional One/Two computers per classroom –sufficient – highly functional 13 Headsets – insufficient in number – some not functional 14 CD players – need 9 – highly functional 10 Overhead projectors – sufficient in number -functional 22 Printers – sufficient in number – highly functional 8 Televisions – grades 6-8- new and functional 15 Televisions – grades pre-K through 5 - old but functional 2 Virtual whiteboards – sufficient in number but not functional The current computer to student ratio is 1:1 in the media center, approximately 12:1 in classrooms and the laptop ratio is 1:1 when in classroom use.

140 8.4.3 Describe and evaluate any patterns and trends related to the frequency or type of information resource usage. All students frequently use the computer lab to research specific topics and complete assignments.  Grades K-5 are assigned weekly instruction time  Middle school exploratory in media and technology  Use of classroom computer and class laptops  There are times the Lab is available for student use

Evaluating these guidelines, students have an adequate amount of resources available. The scheduling for K-5 is appropriate for their needs, but middle school students require additional time, so schedules need to be amended.

8.4.4 Describe and evaluate any patterns and trends related to the frequency or type of technology usage. Students utilize technology in all grades via laptops and/or computer lab. In Grades K-5, students meet once a week to learn the proper techniques/programs on the computer. They also use the computer lab for research. Currently middle school can participate in a media/technology exploratory. In evaluating technology usage, K-5 is appropriate, but Middle School teachers should be incorporating technology throughout the day in their lessons.

8.4.5 Describe how information resources and technology support the total education program and how such resources encourage students and staff to broaden and extend learning. Students are exposed to a wide variety of resources. They may utilize the reference section of the library, classroom resources/text books, laptops, and the media center. These resources provide a variety of means to obtain knowledge. Individualized accommodations are made for students with special needs through each teacher’s differentiated lesson plans.

8.4.6 Describe and evaluate how opportunities are provided in the curriculum for students to develop research and information literacy skills. Across the curriculum, students participate in grade appropriate research activities. Middle School students are required to take a research writing elective in 7th grade. In evaluating, the various grade appropriate research activities enhance students’ learning.

8.4.7 Describe and evaluate how opportunities are provided for students to develop appropriate attitudes and habits related to the use of technology and information resources. Proper attitudes and habits are immediately formed when parents and students are required to sign a Technology Use Agreement form allowing students to utilize any computer/laptop for work. Students are instructed in the proper usage of our computers following school policy.

141 8.4.8 Describe and evaluate the identification and selection process for obtaining information resources and technology. Indicate how staff and students provide input into the types, quality, and format of information resources and technology provided. As a newly merged school, the initial focus was to inventory available information and technology resources. Then, necessary repairs and overhauls to equipment were completed. Currently, there is a collaborative effort to assess future needs.

8.4.9 Describe and evaluate procedures to ensure that information resources and technology are accessible to students and staff. Adequate scheduling has been provided to ensure that information and technology resources are accessible to all.

8.4.10 Describe and evaluate information resources services space as follows:  Large-group instructional areas We have a newly created library/media center and classroom laptops

 Small-group instructional areas 1. “Story in the round” area 2. The library has tables that teachers/aides use to help students

 Independent study and research areas 1. Independent research area in the library 2. Classroom story in the round area.

 Shelving Adequate shelving for materials

 Storage of materials Adequate storage areas

 Production of materials. Adequate printers for student publications

8.4.11 Describe and evaluate technology space as follows:

 Large-group instructional areas Same as 8.4.10  Small-group instructional areas Same as 8.4.10  Independent study and research areas Same as 8.4.10

142  Shelving Same as 8.4.10  Storage of materials Same as 8.4.10

8.4.12 Describe and evaluate how information resources and technology are:

 Catalogued and inventoried The library books are currently being catalogued (using bar codes) through Library Soft (version 8) which facilitates the tracking and inventory of library materials.

 Stored and housed Green Digital has inventoried, catalogued, stored and housed information and technology resources. There are ongoing efforts to inventory and organize multimedia materials from the three schools.

 Reviewed for relevancy to the curriculum Materials are reviewed for relevancy as they are inventoried.

 Shared with students and faculty Every effort is expended to make maximum use of all resources by faculty and staff.

8.4.13 Describe and evaluate any policies and procedures related to information resources and technology (e.g. acceptable use policy, use of the internet). All policies and procedures regarding information resources/technology are carefully reviewed by the Principal. Students are restricted from entering certain computer and/or laptops sites and are not permitted to enter personal information into the computer. Parents are asked to sign a permission form allowing their child to use the computer. Restrictions include: Personal use Emailing Facebook, blogs, Twitter, etc. Unauthorized sites (generally blocked) - firewall in place

8.4.14 Describe the role and responsibilities of those who coordinate the information resource center and/or services.

143 It is the role of the Principal and Faculty to evaluate the resources used for all instruction. All decisions made are finalized by the Principal so that students are provided the best in resources/education.

8.4.15 Describe the provisions made to systematically orient the staff and students to the use of the information resources and technology services, its resources and equipment. Provisions are made to systematically orient the staff to all information and technology within the school through professional development as needed (e.g. Church Werks and smart board training). Students are guided by teacher and support staff in school. 8.4.16 Describe and evaluate improvements made to the information resources and technology services within the past five years. John Paul II Regional School continues to progress in the area of information and technological resources. This progress includes:  Hiring of new computer services company  Overhaul and updating of existing computers  Purchase of new information resources and new technology  Professional development There are continuing needs to be addressed. They are:  Purchase of additional technology resources  Purchase of additional information resources  Repair/overhaul of existing technology

8.5 Evaluation: Information Resources and Technology

8.5.1 Analyze and describe the strengths of the school’s information resources services and technology.

The strength of the School’s information resources and technology is our aspiration to be on the cutting edge of technology. In order to meet that goal, we have:  Hired Green Digital as our computer service company  Inventoried, overhauled and updated existing equipment  Purchased new equipment and information resources  Trained faculty and staff on use of programs and equipment

8.5.2 Analyze and describe the improvement needs of the school’s information resources services and technology.  A central location to house all multimedia resources  Development of a system for usage of materials by faculty and staff

144 8.5.3 Prioritize the short and long-term improvements that are needed for the information resources services and technology.

Short-term improvements Additional laptops for teachers/students and the ability to utilize wireless connections.

Long-term improvements  A central location to house all multimedia resources  Purchase of additional smartboards Middle States Accreditation Standards Review Middle States Association Accreditation Standards must be met in order for a school to be accredited by MSA. In addition to the standard, MSA has identified key indicators of quality that exemplify how the MSA standard can be met. While it is expected that nearly all schools will endorse and strive to meet most, if not all, of the individual indicators, a school may find that some indicators are more applicable and important than others. For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.” 4= Strongly Implemented 1= Not Implemented n.a.= Not Applicable

Middle States Standard on Information Services and Technology

The Standard: Information resources, materials, and technology are accessible and of adequate scope, quantity, and quality to facilitate the school’s pursuit of its total educational program. These resources encourage all students and staff to broaden and extend their knowledge and skills. Access to appropriate information resources and technology is provided for students and staff. Appropriate instruction is offered to develop student and staff inquiry, research, and information literacy skills. Information technology equipment is functional and well maintained.

Degree of MSA Indicator Implementation Information Resources 4 (3) 2 1 na Information resources are properly catalogued, housed, and periodically reviewed for relevancy and currency. 4 3 (2) 1 na Media center staff is sufficient and appropriately qualified to provide effective services to students and staff. 4 (3) 2 1 na Adequate orientation about the use of media services, learning resources, and equipment is provided to the staff and students.

145 4 3 (2) 1 na Information resources are appropriately supported annually with funding from the school’s budget. (4) 3 2 1 na Information resources are age- and developmentally appropriate, current, and reflect social and cultural diversity. 4 (3) 2 1 na Staff and students are provided opportunities to offer input into the types, quality, and format of the information resources provided. Technology 4 (3) 2 1 na The technology resources staff is sufficient and appropriately qualified to provide effective service to students and staff. 4 (3) 2 1 na Technology resources are appropriately maintained and supported annually with funding from the school’s budget. 4 (3) 2 1 na Adequate skills training on the use of technology resources and equipment is provided to the staff and students. (4) 3 2 1 na The school implements written policies and procedures for acceptable use of technology. (4) 3 2 1 na Long-range planning activities are in place to ensure that the school keeps pace with technological changes.

Degree of MSA Indicator Implementation 4 3 (2) 1 na Various forms of technology, including computers, cameras, and audio recording equipment, are provided for supervised, active use by children. (4) 3 2 1 na Passive media (e.g., television, videos) are limited to appropriate content and used only as an infrequent, specific support for topics addressed in the curriculum.

Degree of MSA Indicator Implementation 4 3 2 1 (na) The technology system is adequate to deliver the educational program, available when needed, and reliable. 4 3 2 1 (na) The school provides students with reasonable technical support for the educational technology hardware, software, and delivery system required to implement the educational program.

146 147 FACILITIES

8.6 Facilities

8.6.1 Instructions

The facilities examined through The Facilities Study are primarily instructional support areas of the school building. They also include the school grounds. Particular attention is given to play areas and other recreational sites. Within the building, the committee must examine instructional areas, faculty work areas, building service areas, display areas, student assembly areas, storage areas, administrative service areas, and the play areas. In addition to the criteria inherent in the philosophy/mission and beliefs of the school, all areas should be adequate in size, efficient, safe, secure, and aesthetically pleasing. Décor should be student-oriented.

The committee must also study the utilization level of all areas and must concern itself with the life of the building. The Facilities Study should lead to a judgment about the future uses of the building with particular reference to possible closing, expansion, or life extension.

Most subcommittees complete their descriptions and analysis of the facilities prior to completing the discrepancy profile. Based on the school’s strengths and improvement areas, the group identifies their goals and expectations.

The subcommittee assesses the degree to which these goals are accepted by the faculty, and the degree to which they are practiced in the school. These assessments are then noted on the discrepancy profile scales to the right of each goal.

148 FACILITIES 8.7 Discrepancy Profile

Expectations Degree of Degree of current current acceptance practice 1. (a) b c d e a b c (d) e Faculty work area

2. (a) b c d e a b c (d) e Additional play area available for Pre-School

3. (a) b c d e a b c (d) e Additional Student/Staff lavatories

4. (a) b c d e a b c (d) e Increased interior lighting in middle school during non-school hours

5. (a) b c d e a b c (d) e Clearly written and well documented Crisis Management Procedures

8.8 Description of Facilities

8.8.1 When was the building constructed? The building was constructed in 1963 A wing was added in 1967 The Middle School wing was added in the summer of 2008

8.8.2 When and what was included in the most recent renovations? Media Center – winter 2009

149 8.8.3 How many students is the building designed to serve? 450 students

8.8.4 How many students are currently attending? K-8 – 372 students; Pre-K – 60 children

8.8.5 Describe the location of the school with reference to population areas, business, etc. The school is located on a main road in the center of town. There are businesses, a community swim club and two other schools in the vicinity.

8.8.6 Describe special features such as gymnasium, auditorium, cafeteria, etc. The auditorium is a multi-purpose hall with a stage and fully equipped kitchen. The auditorium also functions as a cafeteria and gymnasium. The media-center is L shaped and a library section, computers lab, and a Story-In-The- Round center. A new science lab, music/art room, and student lockers are located in the new middle- school wing.

8.8.7 Describe the adequacy of the classrooms with reference to size, fixtures and efficiency. The classrooms are large enough to accommodate students. Older classrooms have window mounted air conditioning units, central heating, a ceiling fan, clock, television, DVD player, VCR, one or two computers, and a PA system. Heating and air conditioning is problematic throughout the school. Maintenance and service are ongoing. Newer classrooms have wall-mounted flat screen televisions that are compatible with classroom computers. In 2008, all desks in the Middle School were replaced with new, age appropriate seating. The desks in the rest of the school are serviceable. 8.8.8 Describe the appropriateness of décor (attractive, student-oriented, etc.). Maintaining classroom and hallway décor is the responsibility of each teacher. Teachers update classroom decorations on a regular, monthly basis. There is ample display area inside and outside the classrooms for student work. Hallways are decorated with seasonal banners which hang from the ceilings. Common area bulletin boards are updated monthly by the staff.

8.8.9 Describe the provisions and adequacy of services (custodial, maintenance, utilities, etc.). The day-to-day care and maintenance of the building and grounds is taken care of by one full-time custodian. After dismissal, part-time employees clean the rooms and take out trash. Larger projects are delegated to volunteers, outside contractors or a combination of the two. Overall, the building is clean and well maintained.

150 8.8.10 Describe the adequacy of provisions for fire prevention, detection and control.  Fire extinguishers are located at either end of every hallway in the school, in the science room and in the kitchen and Parish Hall.  A sprinkler system is installed in the school kitchen and science lab.  Smoke detectors are installed in every room and hallway in the building.  Fire alarm system alerts authorities in the event of an emergency.  Two way intercom system can be used for emergency communications.  The school maintains a positive relationship with fire safety and local authorities.  Fire inspections are held on an annual basis and certificates are maintained.  School bus evacuation drills are also held.

8.8.11 Describe the adequacy of procedures for emergency evacuation. Provide specific evaluative commentary on:  Fire safety Authorities are automatically notified if a fire alarm is activated through the security system.

 Adequate and Open Passageways All passageways are clear and open up to provide adequate passage in the event of an evacuation. Exits and passageways are clearly marked with lighted exit signs.

 Pollutants Procedures for pest control and environmental pollutants are in place.  Warning Devices Fire alarm and security systems are wired to an alarm service. Authorities are automatically called to respond in the event of an emergency. School-wide two- way intercoms are in place.  Inspections Annual fire, boiler room, and kitchen inspections are held.  Provisions for the Handicapped The building is one story and the main entryways are handicapped accessible.

8.8.12 Describe provisions for safe arrival and departure of students. Provisions for safe arrival and departure of students are regulated in the following ways: Arrivals:  There are two teachers outside supervising the arrival of students who come by auto. Bus riders are dropped off at a specified area near the gymnasium entrance.  Pre-K students are escorted into school by their parents at a separate entrance.

151 Dismissal  Students are grouped into four categories: bus riders, walkers, auto riders, and after-care.  Dismissal is supervised by designated faculty members until all students leave the premises.  Students with dismissal issues are brought immediately to the office and remain there until they are picked up.  After-care students remain in supervised classrooms until dismissal is completed.

8.8.13 Describe the adequacy of the faculty work area. Due to a lack of space, presently there is no common faculty work area; a faculty work area has been identified and planned for the 2010-2011 school year. An Ellison machine and a laminator are located in the art room. The faculty has access to the classroom computers and printers.

8.8.14 Describe the adequacy of the administration and guidance areas. The principal’s office is located at the main entrance to the school. It is a comfortable space suitable for the principal’s work area, conferences, and the storage of all student files. The office of the administrative assistant is attached to the principal’s office with a clear view of the main entrance. The offices of the advancement director, bookkeeper, and counselor are located in the former rectory, which was just made available to the school in 2010. The offices are comfortable and private.

8.8.15 Describe the adequacy of the storage area.

Classrooms in the older sections have built-in closets, and a partitioned coat area. Lockers and free-standing closets are used in the Middle School. The science lab has a large walk-in closet for storage of equipment and supplies. The science lab and art room also have base and wall mounted cabinets. Additional storage areas are a large room next to the kitchen, and space under the stage.

8.9 Evaluation

8.9.1 Analyze and describe the strengths of the facilities for instructional purposes (e.g. classroom fixtures, space, storage, lighting, temperature control, sound control, ventilation, etc.). The classrooms are sufficient size to accommodate students with comfortable seating. Large banks of windows provide natural light and ventilation. Older classrooms have window mounted air conditioning, central heating, ceiling fans, clocks, and a PA system. In the new addition, each classroom has an independent

152 heating/cooling unit. In 2008, all the desks in the Middle School were replaced with new, age appropriate seating. Also in 2008, ninety brand new desks were donated to our school and are being used in the primary wing. The desks in the rest of the school are serviceable.

8.9.2 Analyze and describe the strengths of the indoor and outdoor play areas and support areas (e.g. administrative, reception, conference, workroom, custodial, etc.). Play areas The outdoor play area is located on spacious school property for grades K-8. The Pre-School area is newly designed, separate, and contains modern and safe equipment.

Support Areas The reception area is well lit, inviting and located in a central area of the building. The administrative office is conveniently accessible to parents and visitors.

8.9.3 Analyze and describe the external and internal security and safety of the school. External  The school is set back on the property, and the main and side entrances are easily visible from the parking lot.  All entrances have surveillance cameras and alarms.  The property is well lit at night.  Authorized personnel have swipe cards that permit admittance through the two front entrances.

Internal  All classrooms have locking doors.  Keys are held by the principal and maintenance personnel  Video surveillance equipment is placed throughout the building.  The alarm system is connected to the local fire and police departments.

8.9.4 Analyze and describe what needs to be improved in the facilities. Needed improvements in the facilities are:  A faculty work area  A fenced play area for the pre-school  A more effective heating/cooling system  Additional lavatories for students/staff  Minimal interior safety lighting during non-school hours in the middle school

153 8.9.5 Prioritize the short and long-term improvements that are needed for the facilities. Short-term  Faculty work area  A fenced play area for pre-school  Interior lighting during non-school hours in the middle school

Long-term  A more effective heating/cooling system  Additional lavatories

The Middle States Standard on Facilities

The Standard: School facilities are safe, clean, and well maintained. The physical environment supports delivery of the educational program/services as well as optimal student development and achievement. Facilities are appropriate and adequate to implement the philosophy/mission of the school. They are regularly inspected for effective operation and meet all applicable laws including health and safety code requirements.

154 Indicators for all schools Degree of Implementation MSA Indicator 4 (3) 2 1 na The school’s facilities and equipment are appropriate for achieving its philosophy/mission and are healthy, safe, and well maintained. (4) 3 2 1 na The school plans for, funds, and schedules regular preventative measures, repairs, and maintenance of its facilities and equipment. (4) 3 2 1 na The facilities offer a variety of spaces for providing quality programs and services for all segments of the school’s population and include appropriate accommodation for: a. instruction b. administration c. conferences d. student activities e. student services f. storage of school property g. storage for student belongings 4 3 (2) 1 na Sufficient systems are in place to monitor and adjust air quality to appropriate levels. 4 (3) 2 1 na Lighting is adequate and appropriate in student and staff areas. (4) 3 2 1 na Sufficient space is available for ingress, egress, and traffic flow within the facilities.

The Middle States Standard on Health and Safety

The Standard: A safe, orderly, and healthy environment for teaching and learning is provided. The school adheres to local, state, and federal government health and safety requirements. Health, safety, preventive/emergency procedures, and crisis management policies are clearly written, well documented, implemented, and updated regularly. Indicators for all schools: Degree of MSA Indicator Implementation 4 (3) 2 1 na The school has satisfactory written procedures and functional equipment with which to communicate during fire and other emergencies, to summon assistance, and to evacuate the school’s facilities. 4 (3) 2 1 na The school provides adequate health care at school functions that take place away from the school’s premises.

155 4 (3) 2 1 na Appropriate training is provided for all staff members on how to implement emergency and crisis plans, handle accidents and illnesses, and prevent the spread of infectious diseases. (4) 3 2 1 na The school appropriately manages the storage and administration of student medications. (4) 3 2 1 na The school safely stores equipment and supplies. (4) 3 2 1 na A system exists to account for the whereabouts of students at all times. (4) 3 2 1 na The school maintains comprehensive, current health records for all students and staff. 4 3 (2) 1 na The school conducts and maintains written records of regular emergency drills. (4) 3 2 1 na Designated members of the staff inform faculty and families (as appropriate to maintain confidentiality) about students’ health or physical needs. 4 (3) 2 1 na The school ensures that the staff is kept up–to-date on relevant health, wellness, and safety information and practices, including procedures to deal with individual student needs. (4) 3 2 1 na Working relationships with local authorities and health service providers are positive and ongoing. 4 (3) 2 1 na The educational program includes opportunities for students to develop knowledge, attitudes, and practices necessary for personal wellness and a healthy lifestyle. 4 (3) 2 1 na The school has an effective system to control access to the school by visitors and other non-school personnel. (4) 3 2 1 na Staff members model positive health and safety practices. (4) 3 2 1 na Safe drinking water is available throughout the day for the staff and students.

Degree of MSA Indicator Implementat ion 4 3 2 1 (na) Care of infants is consistent with current professional practice, especially with respect to sleeping, bottle-feeding, diapering, sanitation, nurturing, and daily interactions.

156 8.10 Finances

The school’s finances are examined in the final section of the Resource Study. The financial models of income and expenditures can reveal the trends of previous years and convert these trends into projections for the years ahead.

Elementary schools can, via the projection services offered through the Middle States Commission on Elementary Schools Web site (www.ces-msa.org), enter income from various services for each of the six completed years prior to the current year, and have calculated the projected income for five years into the future. The school can also enter its expense information for each of the prior six completed years and have calculated projected expenses for five years into the future. This service provides the school with an eleven-year scenario that can assist the school community with its strategic planning. The financial data can be updated annually to assist the school with their ongoing planning for the future.

Schools that have their own budget formats are free to use them in place of those offered through the Commission’s projection services. All schools are required to calculate projections and analyze the impact of the financial trends and projections on the school community.

8.11 Instructions: Using the format provided, indicate the school’s income for the most recently completed year and the five prior years. Then project the trends for the next five years.

157 8.12 School Income Chart.- Forecast Sources 2010-2011 Year Ahead This Year 1 2 3 4 5 Tuition K-8 1,321,850 1,768,000 2,096,000 2,424,000 2,752,000 3,081,000 Pre-School 204,000 273,000 323,000 374,000 424,000 475,000

Before & After Care 80,000 107,000 127,000 147,000 166,000 186,000 Total Tuition 1,605,850 2,148,000 2,546,000 2,945,000 3,342,000 3,742,000

Fees 44,100 61,000 73,000 84,000 95,000 106,000

Other Fees 12,500 16,000 19,000 22,000 26,000 29,000

Total Fees 56,600 77,000 92,000 106,000 121,000 135,000

Subsidies 303,096 401,000 475,000 550,000 624,000 699,000

Total Subsidies 303,096 401,000 475,000 550,000 624,000 699,000

Other Income 8,100 11,000 13,000 15,000 17,000 19,000

Organizations & Fundraisers 185,000 251,000 296,000 342,000 388,000 433,000

Grants 12,500 17,000 20,000 23,000 26,000 29,000 Total Other 205,600 279,000 329,000 380,000 431,000 481,000

Total Income 2,171,146 2,905,000 3,442,000 3,981,000 4,518,000 5,057,000

158 8.12.1 Analyze and describe the trends and projections of income. Enrollment was projected for the first year. While the enrollment was relatively stable, the actual number of students was less than projected. The discrepancy between actual enrollment and projection is attributed to current economic conditions. There is a greater need for financial assistance.

8.12.2 What impact could the projections have on the school’s strategic planning? Although actual numbers of students were slightly less than projected, the numbers were within the relevant range of our forecast. If there is further discrepancy, there would be need to address current and capital expenditures, increased tuition and/or financial assistance as relates to strategic planning.

8.12.3 What efforts are being made to enhance the school’s financial situation (e.g. endowment fund, development program, cultivating resources outside the school)? The Advancement Office, in its third year, continues to actively market our school. In the past two years we averaged forty-four new kindergarten students and expanded our Pre-K which currently includes sixty students. The newly established John Paul II Future Fund reached its initial goal of $25,000.

8.12.4 What, if any, intervention is indicated by the income projections? With the establishment of this Advancement Office, we hope to remain healthy and would like to be less dependent on the parishes. At the current time, no additional intervention is deemed to be required.

8.13 Using the format provided, record the expenditures in various categories for the most recently completed year and the five prior years. Then project the trends for the next five years.

159 8.13.1 School Expenditure Chart- Forecast

Items 2010-2011 Years Ahead This Year 1 2 3 4 5

Salaries K-8 933,283 1,260,000 1,495,000 1,728,000 1,962,000 2,196,000 Pre-School 144,166 195,000 230,000 267,000 303,000 339,000 Before & After Care 33,375 45,000 53,000 62,000 70,000 78,000

Total Salaries 1,110,824 1,500,000 1,778,000 2,057,000 2,335,000 2,613,000

Instructional 215,430 277,000 329,000 382,000 434,000 487,000

Total Instructional 215,430 277,000 329,000 382,000 434,000 487,000

Student Health Services 12,600 18,000 21,000 24,000 27,000 31,000 Admin & Office 109,111 153,000 181,000 209,000 238,000 265,000 Total Student Health, Admin & Office 121,711 171,000 202,000 233,000 265,000 296,000

Fixed Costs K-8 435,236 588,000 696,000 806,000 914,000 1,024,000 Pre-School 36,345 49,000 58,000 67,000 76,000 85,000

Before & After care 2,753 4,000 4,000 5,000 6,000 6,000

Utilities 119,100 161,000 191,000 220,000 250,000 280,000 Custodian/ Maintenance 104,802 141,000 168,000 194,000 220,000 246,000

Total Fixed 698,236 943,000 1,117,000 1,292,000 1,466,000 1,641,000 Cost

Total Expenses 2,146,201 2,891,000 3,426,000 3,964,000 4,500,000 5,037,000 160 8.13.2 Analyze and describe the trends and projections of the school’s expenditures. We continue to monitor expenses and make appropriate adjustments to deal with rising costs.

8.13.3 What impact will the projected expenditures have on the school’s strategic planning? As a recently merged school, there is currently no formal strategic plan in place. One of the priorities of the newly formed School Board is to develop a formal strategic plan.

8.13.4 What, if any, intervention is indicated by the projections of expenditures? The projection of expenses indicates that we need to remain proactive and financially vigilant. All future financial decisions must be based on maximizing our available resources. With respect to utilities, we will begin having electricity provided by a third party and hope to realize a reduction in costs. We have not proposed any capital improvements to the school as the funding is not available.

8.14 Evaluation

8.14.1 Analyze and describe the strengths of the school’s financial status.  Enrollment is stable, with an established waiting list in pre-school  Parishes are able to pay the required subsidy  The John Paul II Future Fund realized its goal during the past year

8.14.2 Analyze and describe the improvements needed in the school’s financial status  Tuition needs to close gap between amount charged per child and the cost of educating the child  The Advancement Office needs to increase the awareness and critical importance of annual fundraisers

8.14.3 Prioritize the short and long-term improvements that are needed for the school’s financial status Long-term improvements  Continue to create policies/procedures that are in accordance with accepted business practices

161  Continue to educate families and the community about our annual fund and why their support is needed  Formulate a formal strategic plan Middle States Accreditation Standards Review

Middle States Association Accreditation Standards must be met in order for a school to be accredited by MSA. In addition to the standard, MSA has identified key indicators of quality that exemplify how the MSA standard can be met. While it is expected that nearly all schools will endorse and strive to meet most, if not all, of the individual indicators, a school may find that some indicators are more applicable and important than others. For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.” 4= Strongly Implemented 1= Not Implemented n.a.= Not Applicable

The Middle States Standard on Finances The Standard: Financial resources are sufficient to provide the educational opportunities defined in the school’s philosophy/mission. The business practices of the school are ethical. These practices promote confidence in the school’s ability to manage fiscal and material resources in a responsible manner and follow prescribed budgeting and accounting principles. The majority of resources raised for school purposes is dedicated to the school’s operations.

Indicators for all schools: Degree of Implementation MSA Indicator 4 (3) 2 1 na The school implements written financial policies and procedures that are in accordance with accepted business practices. (4) 3 2 1 na The governance and leadership exercise prudent control over all financial operations. 4 3 (2) 1 na Levels of income and expenditures are in appropriate balance. Current assets are sufficient to meet current liabilities. 4 3 (2) 1 na Finances are currently stable and projections indicate continuing stability. 4 (3) 2 1 na The school develops short- and long-range financial plans to ensure resources are available to deliver its educational program and services. 4 (3) 2 1 na Stakeholders have opportunities to provide input into financial plans. The staff is involved in determining priorities for curriculum and instructional needs. (4) 3 2 1 na Families enrolling students in the school are informed in advance of all financial obligations for attending the school.

162 (4) 3 2 1 na Those entrusted with overseeing and conducting the financial and business operations of the school possess appropriate qualifications. (4) 3 2 1 na Periodic audits or financial reviews are conducted by qualified external agencies and the school responds appropriately. 4 (3) 2 1 na The school has written, reasonable, and equitable tuition, collection, and refund policies. (4) 3 2 1 na The school carries adequate insurance coverage including business interruption, casualty, property, and liability insurance for employees and the governance/owner, as appropriate. (4) 3 2 1 na The school makes prudent use of resources available through development activities, grants, foundations, and other partnerships.

163 School Improvement Planning Process

164 SCHOOL IMPROVEMENT PLANNING

STRATEGIC PLAN

Name Role Mrs. Kathleen Considine Mrs. Teresa Finnegan Mrs. Elizabeth Gillin Co-Chair* Mrs. Ann Schantz Mrs. Lois Schuhl Co-Chair* * Presented to and approved by Administration and Faculty

9.2 Instructions

Throughout the self-study, the faculty and members of the school community are developing ideas about what the school ought-to-be. These ideas are about improved student performance, the future capabilities of the faculty, future programs, future services, future facilities and equipment, future enrollment and organization, and future sources of funding and financial planning, among others. These separate ideas are eventually integrated into a concept of the school. The clarification of this concept is the first step in successful planning.

The planning activity should include input from the entire faculty and members of the school community. Broad participation in planning is intended to strengthen commitment toward the school’s development.

In a strategic plan the goals are few in number. The school community should begin its selection activity with the thought that it is seeking from two to four goals that have a high strategic value. The prioritization process will require that the school community carefully consider all alternatives when seeking goals that will make them stretch, yet still be reasonably attained.

The goals selected should include a timeframe that takes the school at least to the point of their Mid-Point Review, which is approximately three years after receiving accreditation by the Commission. At or about the time of the Mid-Point Review the school will have been monitoring these goals on an annual basis and determine if they need to be extended or replaced with others.

At least one of the goals selected by the school community must have direct bearing on improved student performance. Strategic actions are those that have school-wide impact. The strategic value of a goal corresponds to the number of other changes that result from its attainment. Actions that affect virtually everything that goes on in the school have high strategic value; those are the ones worthy of consideration for a strategic plan.

165 Strategic goals deserve all of the energies and resources the school can put into them. Energies and resources are finite. When the latter are diffused across many activities, the prospect of failure is stronger. In such cases, the schools often achieve progress on minor matters, but strategic goals are not attained. Much effort is expended, but there is little real movement. This is why the number of strategic goals admitted to the plan must be limited.

All goals selected by the school community must be clearly measurable.

The Syntax of Goal Statements Syntax, as the term is used here, refers to the grammatical arrangement of goal sentences. In other words, it is a suggested organization for the goal sentences. Both the grammatical elements and the order of their appearance are according to rule.

By using the syntax, the goal statement will include four elements. These elements are:

1. The Action This tells the reader the kind of activity that is envisioned. It is almost always stated in the infinitive, e.g., to increase, to decrease, to limit, to add, to improve, etc. The action element in the goal statement identifies the tone of the activity the goal will generate.

2. The Object of Action The object of the action is really the object of the goal. It is in effect, “the what” of the goal. It may be anything from school attendance to assessed reading comprehension. It could be professional development, or library utilization.

When the action is joined with the object of the action the goal statement is half finished, as in this example:

To increase utilization of the library. ACTION OBJECT of ACTION

3. The Limits Where possible, limits are expressed in the prepositional “from-to” format. Limits state where the school is now and where it will be when the goal is attained. This is very important because it defines the goal’s attainability. Unless limits are clearly expressed, no one can be certain when the goal has been reached. For example, a school may state the action and the object as “foster better relations with parents.” This is always a good idea, but it gives no indication of what changes can be observed and confirmed. Now, if the object of the action changes from the vague, “better relations,” to “increase face-to-face communication,” the goal becomes:

To increase incidence of face-to-face ACTION OBJECT of

communications with parents, from 50 a month ACTION LIMITS of

166 to 200 a month. ACTION

This goal now suggests a program and furnishes a foundation for monitoring progress. The skill of the goal writer in this instance is to convert a desired object, i.e., “improved relations” into quantified limits. Quantifications make attainment verifiable. In the case of “increased utilization of the library,” the goal statement now becomes:

To increase instances of weekly library use ACTION OBJECT of ACTION

by students from 75 to 200 per week. ACTION LIMITS of ACTION

This can be observed, and regular progress reports can be issued.

Where limits are clear, attainability is clear, and where attainability is clear, accountability can be established. Even more importantly, there is a basis for satisfaction. When all recognize that a group goal has been attained, morale improves.

4. Time The last four elements of the syntax are the time of the action. Some strategic goals require only months, others require two to five years. In deciding about time, planners must interpolate between the urgency of the goal and all that is required to attain it. In wartime, the term “crash program” is commonly heard. Huge buildings are planned and erected in just a few weeks. But settlement cracks often start up the walls before the roofs are trimmed out. A goal should be given the time it needs, and “crash programs” reserved for emergency situations, which hopefully never arise.

Developmental activities require continuity of effort over a number of years. It is not uncommon for a school to change leadership once, twice or even three times before a goal is attained. It is gratifying to visit such a school to find that progress on a strategic goal has not been disrupted by leadership changes. One important reason for this is that the time of the action is stated, and usually known and accepted by the new principal, headmaster or superintendent.

Nature does not grow an oak in a fortnight. Accredited schools are now growing in quality, and do their work with the consciousness of the time qualitative growth requires.

In final form, the goal might read:

To increase instances of weekly library use ACTION OBJECT of ACTION

by students from 75 to 200 per week ACTION LIMITS of ACTION

167 by June 20__. TIME of ACTION

The Program The program includes all of the activities and resources required for the attainment of a strategic goal. Thus, in an action plan there must be a separate program for each goal.

Each goal must include critical and collateral events, resources necessary for attainment of the goal, and the monitoring structure for goal implementation.

Selecting Events After the strategic goals are written, attention immediately goes to the events that will lead to attainment of each goal in the time allotted. The task entails selection and orchestration. The latter word is important because the events leading to the attainment of a goal must be “harmonized” with all of the other things the school is doing. For example, it is probably not wise to schedule a major strategic planning event during a week report cards are sent to parents. Events will fail if the planners overload the capabilities of the individuals responsible to carry out the event.

Sequencing Events The events that appear early in the sequence are usually those which provide needed information. Sometimes a small collection of books, pamphlets, articles and abstracts must be collected and located at a place convenient for reading and discussion. If the goal has to do with improved financing, an early step is projecting income and expenses. If teaching styles are to be changed, if new technology is to be introduced, or if new teaching materials are to be selected, then workshop programs usually head a sequence.

If the goal is to increase enrollment, improve parent/community relations, diversify finances, or develop outreach programs for retired citizens, it may be important to begin with a consultant. In fact, it may be wise to suspend the identification and sequencing of later events until the consultant’s opinions are heard. It is never a good idea to have the plan fully locked in place before dealing with an outside authority whose advice is needed for the school to attain its goal.

Goal Example #1: By the year 2010, The Plato School will demonstrate higher levels of achievement as determined by the Terra Nova Mathematics Assessment a. A 23 percent increase in the average grade-three percentile score of all third-grade students participating in this assessment, based on the average percentile score for this grade in the year 2006. b. A 29 percent increase in the average grade-five percentile score of all fifth-grade students participating in this assessment, based on the average percentile score for this grade in the year 2006.

168 c. A 33 percent increase in the average grade-seven percentile score of all seventh-grade students participating in this assessment, based on the average percentile score for this grade in the year 2006. Goal Example #2 By the school year 2010, Socrates School’s students will demonstrate increased interest in and concern for the welfare of their community as determined by: a. A 20 percent increase in the number of students in grades five, six, seven and eight contributing 10 or more hours of voluntary community service each year, based on the percentage of students in these grade contributing 10 or more hours in the year 2006. Time/Event Diagram Many schools use technology to develop a time/event diagram or a chart which identifies the critical events and all related events. The graphic can indicate inter-relationships among events. Schools are now encouraged to use the format that will provide the meaning necessary for the schools to move toward successful implementation of the goals. Identification of Resources There are four ways to describe resources committed to each strategic goal. They are time, personnel, facilities and funds. Planners must not identify more resources than needed because redundancy deprives other activities of needed resources. On the other hand, one does not project fewer resources that needed. It is very important to identify the sources of additional funding necessary for goal implementation. A Method of Monitoring Progress The administration and steering committee must be continuously informed on how the strategy is working. Within good planning there is flexibility which must be exercised at the right time. The chart (or time-event diagram) offers a good view of both what is occurring and should be occurring, and it reveals where flexibility is possible. Any soundly conceived strategy includes the prospect of withdrawal or regrouping if either becomes necessary. At times, “game plans” work to perfection; but frequently it is necessary to review options, revise goals, and develop alternatives. “Let’s return to the drawing board” is a frequently-used expression in all walks of life. The worst thing that can happen is a deteriorating effort that affords no alternative but further deterioration.

Schools are required to minimally assess and document progress on their goals on a yearly basis. This documentation will be presented as part of the Mid-Point Review Visit.

169 9.3 Description of the Planning Activity

3.1 Describe how the planning process was organized and managed. Co-chairs were appointed by the principal and steering committee members were selected to represent different academic levels as well as all three merged schools. Sub-committees were formed for each program of study.

3.2 Describe the groups that were involved and indicate what the groups did. The groups involved included Administration, Faculty, Support Staff, and Parents. Each group participated in researching a specific area of the self study and made appropriate recommendations.

3.3 Describe the techniques/procedures used in identifying the school-wide strategic goals. Discrepancy profiles were reviewed during Steering Committee meetings. Through this process, recurring needs were identified. Goals were formulated and presented to the Administration and Faculty for review and confirmation.

3.4 Describe the strategic merits of the plan, i.e., in what ways will this plan result in school-wide development that is believed desirable. We believe that the unanimous approval of our plan will ensure the realization of our strategic goals.

3.5 Indicate what official or agency, if any, approved the plan on behalf of the school. This plan was approved by the Principal who will submit it to the Diocesan Office and the Middle State Committee.

9.4 Strategic Goals (2-4 goals, one of which must address improved student performance)

Goal Statement Format:

______(the action) (object of)

______(nature of the action) (limits of the action)

______(time of the action)

170 9.5 Events Goal Statement 1 Develop a comprehensive understanding of Microsoft Word by students to strengthen and enhance writing skills across the curriculum by the 2011-2012 school year.

Major (or critical) events which must occur if the goal is to be attained. A. Increase keyboarding skills to develop proficiency by Fifth grade. B. Initiation of technology as a required Exploratory for Middle School students to use the mechanics of Microsoft Word. C. Classroom teachers are to make use of laptops at least weekly for classroom instruction. Primary teachers will determine classes’ readiness for laptop usage.

State the critical event and list any collateral events that are associated with the critical event. A. The critical event is to increase keyboarding skills. A consistent vertical keyboarding curriculum in technology class will be implemented. There will be weekly scheduled technology classes B. The critical event is to initiate technology as a required Exploratory for Middle School students to use the mechanics of Microsoft Word. Each student will be scheduled for the technology Exploratory C. Classroom teachers are to make use of laptops at least weekly for classroom instruction. Laptops will be scheduled for multi-classroom use based on availability Assessments and observations to evaluate and document students’ progress pertains to all three critical events

9.6 Time/Event Diagram Goal Statement 1 A time/event diagram is an essential planning component and may not be omitted. When the time lines are developed, the school must chart the time lines with reference to everything else that is happening in the school. The time lines should reflect an appropriate time frame for implementation.  Formulated and approved by Principal./faculty as of the Spring of 2010  The program will be initiated in the Fall of 2010  Evaluation of Progress will be ongoing with refinements made during the January 2011 through June 2012 time frame.  Attainment of Goal Statement is scheduled for June 2012

171 9.7 Resources Goal Statement 1 9.7.1 Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) available for the attainment of the goal. The following resources are available for the attainment of Goal Statement 1:  Technology Teacher  Laptop Computers  Weekly Technology classes/required Exploratory  Media Lab  Keyboarding resources

9.7.2 Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) that can be redeployed from other programs and services to attain this goal.

No resources need to be redeployed to attain this goal.

9.7.3 Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) that must be acquired or developed in order to attain this goal.

The resources needed are:  Budget approvals for purchases  Laptops for the intermediate wing connected to wireless internet  Purchase of additional laptops for the Primary Wing

9.8 Monitoring Goal Statement 1 9.8.1 Describe how and when progress toward this strategic goal is monitored.

Progress will be monitored quarterly (marking period) based on classroom observation and assessments.

9.8.2 State specifically by title or positions who is responsible for the monitoring. The Principal, Classroom Teachers, and Technology Teacher will be responsible for monitoring.

9.8.3 Indicate the criteria the school will use to evaluate the attainment of the goal. The school will evaluate attainment of Goal Statement 1 through improved technology skills across the curriculum as demonstrated through:  Classroom publications and essays  Projects  Research Papers  Self-evaluation

172  Teacher Evaluation

9.5 Events Goal Statement 2 Initiate quarterly curriculum meetings, in addition to regularly scheduled Faculty meetings, with subject coordinators and grade partners. The focus of these meetings will be to review curriculum guidelines, implement specific strategies and current practices and assess targeted areas needing improvement.

Major (or critical) events which must occur if the goal is to be attained. A. Initiate by September, 2010. B. Agenda submitted to Principal for approval C. Present curriculum meeting minutes at next faculty meeting

State the critical event and list any collateral events that are associated with the critical event. . A. Initiate by September, 2010 Incorporate quarterly curriculum meetings into the Faculty meeting calendar B. Agenda submitted to Principal for approval Principal needs to communicate expectations of specific agenda C. Present curriculum meeting minutes at next faculty meeting Include curriculum presentations in faculty meeting agenda

9.6 Time/Event Diagram Goal Statement 2 A time/event diagram is an essential planning component and may not be omitted. When the time lines are developed, the school must chart the time lines with reference to everything else that is happening in the school. The time lines should reflect an appropriate time frame for implementation. Formulated and Approved by Principal/faculty – Spring, 2010 Initiated – September, 2010 Monitored – 2010-2011 School Year Attained – September, 2011

9.7 Resources Goal Statement 2 9.7.1 Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) available for the attainment of the goal.

173 Time will be scheduled for quarterly meetings. Subject coordinators and appropriate staff will attend the meetings.

9.7.2 Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) that can be redeployed from other programs and services to attain this goal. No resources need to be redeployed from other programs

9.7.3 Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) that must be acquired or developed in order to attain this goal. A scheduled time must be designated for quarterly meetings.

9.8 Monitoring Goal Statement 2 9.8.1 Describe how and when progress toward this strategic goal is monitored. Progress will be monitored by reporting at regular faculty meetings.

9.8.2 State specifically by title or positions who is responsible for the monitoring. The Principal and subject coordinators are responsible for monitoring progress.

9.8.3 Indicate the criteria the school will use to evaluate the attainment of the goal. Coordinators’ written reports will be presented to the faculty at regular meetings.

9.5 Events Goal Statement 3 By 2012-2013, John Paul II Regional School students will develop a stronger understanding of age appropriate mathematics skills and their application in everyday real world experiences.

Major (or critical) events which must occur if the goal is to be attained. A. Lesson plans will be developed and classroom materials will be chosen to implement this goal. B. Pending new diocesan mathematics curriculum guidelines, new classroom materials will be added at each grade level.

174 State the critical event and list any collateral events that are associated with the critical event. A. Lesson plans will be developed and classroom materials chosen.  Mathematics curriculum meetings will focus on development of appropriate lesson plans and selection of classroom materials.  Mathematics teachers will implement and assess plans and materials.

B. New classroom materials will be added at each grade level.  Upon the completion of the new mathematics curriculum, the Principal/faculty will review and select materials to coordinate with it.  An in-service will be conducted by the publisher for the Mathematics teachers.

9.6 Time/Event Diagram Goal Statement 3 A time/event diagram is an essential planning component and may not be omitted. When the time lines are developed, the school must chart the time lines with reference to everything else that is happening in the school. The time lines should reflect an appropriate time frame for implementation. Goal Formulated and Confirmed by the Principal/faculty – Spring 2010 Initiated – Fall, 2010 pending mathematics curriculum meeting Monitored – 2010 through 2012 Mid-point assessment – 2011 Attainment – September, 2013

9.7 Resources Goal Statement 3 9.7.1 Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) available for the attainment of the goal. The resources available are: the mathematics teachers, materials, manipulatives, mathematics exploratory classes, and games.

9.7.2 Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) that can be redeployed from other programs and services to attain this goal. The resources redeployed from other programs include Exploratory classes that use every day, real world mathematics applications (Finance, Cooking, M&M mathematics, Baseball Statistics).

175 9.7.3 Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) that must be acquired or developed in order to attain this goal. The resources that must be acquired are:  Scheduled mathematics curriculum meetings  New Diocesan Mathematics Curriculum Guide  Budgetary allowances for purchase of new materials to attain Goal Statement 3  Faculty In-service on new Mathematics Series

8.1. Monitoring Goal Statement 3 9.8.1 Describe how and when progress toward this strategic goal is monitored. Progress toward Goal Statement 3 will be monitored by informal and formal assessments on a regular basis.

9.8.2 State specifically by title or positions who is responsible for the monitoring. The Principal, Classroom Teachers, Grade Partners, and Subject Coordinators will be responsible for monitoring.

9.8.3 Indicate the criteria the school will use to evaluate the attainment of the goal. The following criteria will be used:  Teacher observations  Written assessments  Standardized testing  Application of mathematics skills across the curriculum

176 The Middle States Standard on School Improvement Planning

The Standard: The school uses a collaborative process to develop and implement a written strategic or long-range plan to improve its educational program and services. Plans are aligned with the school’s philosophy/mission and its operational plans, and are focused on continuous improvement of student performance, staff professional and organizational growth.

Degree of MSA Indicator Implementation (4) 3 2 1 na The school’s improvement plans are developed with broad-based school community participation and input. (4) 3 2 1 na Information about the school’s planning processes, its improvement plans and goals, and the results of implementing the improvement plans are communicated to stakeholders and the public. (4) 3 2 1 na Improvement plans are supported by the school community and approved by the governance where appropriate. 4 3 (2) 1 na Periodic external reviews validate the school’s processes for strategic or long-range planning and school improvement. 4 3 (2) 1 na The school can document its long-range planning for finances, facilities, and technology enhancement. 4 (3) 2 1 na Improvement plans are based on an analysis of historical data, baseline performance information, trend data, and projections. (4) 3 2 1 na The school’s improvement plans are reviewed periodically to determine the extent to which outcomes meet expectations so that corrective actions can be taken as needed. (4) 3 2 1 na Planners consider the capacities of its facilities, equipment, and staff before adopting new programs.