Cathedral Unit School

Cathedral School

Cathedral Unit School ADVANC-ED School Improvement Plan

1 Cathedral Unit School Advanc-Ed School Improvement Plan

Cathedral Unit School 701 Dr. Martin L. King, Jr. Street Natchez, MS 39120

Mr. Pat Sanguinetti, Principal 7th – 12th Ms. Shannon Bland, Principal Pre-K – 6th

Ms. Cathy Cook, Superintendent

2 AdvancED Committees 2013-2015

Standard 1: Purpose and Direction

Chair: Pat Sanguinetti and Karen Foley Martha Adams Jean Beniot Weezie Mallory Craig Beesley Jean-Claude Coullerez JoAnn Waycaster Jodi Upton Paige Iseminger Melissa Vaughan Mark McCann

Standard 2: Governance and Leadership

Chair: Shannon Bland and Emily Guida Jennifer Beach Denise Thibodeaux Shannon Probst Joan David Sissy Dicks Rachelle Pahanka Kristie Stewart Devin Gammill Heather Burget Rose Mary Weadock Amanda Wilson

Standard 3: Teaching and Assessing for Learning

Chair: Jessica Carter and Amy Gamberi Sue Anderson James Woodard Jennifer Haile Sharon Freeman Jean Biglane Cheryl Hunt Kelly Baroni Colleen Fury Ralph Loe Caroline McDonough

Standard 4: Resources and Support Systems

Chair: Jan Kirkwood and Stephanie Butts Gayle McGillberry Andree Gamberi Brett Hinson Alvin Shelby Jamie Gibson Shannon Rojo Gabe Cassagne Jodi Kelley Luz Guillan-King Debra Colston

Standard 5: Using Results for Continuous Improvement

Chair: Penny Daggett and Betty Sue Porter Stephanie Anderson Sarah Atkins Brandy Mann Lashon Brown Beth Foster Kirk Graham Jessica Byrne Kathy Kossum Ron Rushing Allyson Elliot

3 TABLE OF CONTENTS

Part I: Student Profile 5 Introduction 6 School Characteristics 6 Student Demographic Data 8 Faculty Demographic Data 11 Student Performance Data 14 Student & Community Demographics 18 Analysis of Annual Income & Operating Costs 19 Cathedral School Development Program 20 Stakeholder Perspectives on the Quality of Ed. 21 Part II: Mission and Beliefs 35 Introduction 36 Mission Statement 36 Beliefs 36 School Beliefs Inventory 37 Part III: Analysis of Instructional & Organizational Effect. 40 Introduction 41 Survey of Instructional and Organizational Effectiveness 41 Summary of Strengths & Supporting Evidence 45 Summary of Limitations & Supporting Evidence 48 Priorities for Improvement 49

4 Cathedral Unit School

SCHOOL IMPROVEMENT PLAN

______

PART I: STUDENT PROFILE

5 INTRODUCTION

This section of our school improvement plan provides an overview of our school characteristics; student, teacher, and community demographic data; student performance data; and stakeholder perspectives on the quality of education. Summaries, charts, and graphic displays of the data within categories are provided for analysis.

SCHOOL CHARACTERISTICS

Cathedral School is a co-educational Roman Catholic school that encompasses pre-school 3-year-olds through 12th grade and operates under the auspices of the Diocese of Jackson. Cathedral is accredited by AdvancEd, which was formally the Southern Association of Colleges and Schools (SACS), and by the Mississippi Department of Education. The School welcomes students of all racial, ethnic, and religious backgrounds. Cathedral School is dedicated to its mission that the school is a living Christian community where students are encouraged and supported in reaching the fullness of their potential spiritually, intellectually, aesthetically, emotionally, socially, and physically.

The history of Cathedral School begins in 1847 when a group of dedicated and committed members of the Daughters of Charity arrived in Natchez to educate young girls. On January 30, 1847, the Daughters of Charity opened St. Mary’s Orphan Asylum which included a free school for girls. The orphanage was located at a house on Rankin Street behind St. Mary Cathedral (now St. Mary Basilica) and later moved to the corner of Union and Orleans Streets.

As time passed, the work of the Daughters of Charity expanded in Natchez. In 1867, they opened a “pay” school, St. Joseph’s School for girls, on Burling Hill on State Street. In 1860, Bishop William Elder of Natchez started an orphanage for boys in Natchez, and in 1865 the Brothers of the Sacred Heart assumed the care-taking of this orphanage, named D’Evereux Hall, and of the boys’ school, Cathedral School. The Brothers worked in conjunction with the Daughters of Charity to provide Catholic education for the youth of Natchez. The Brothers of the Sacred Heart ended their educational efforts in Natchez in 1935 when the boys’ and girls’ schools were joined as Cathedral School under the direction of the Daughters of Charity.

Because of the need for modern educational facilities, buildings, and expansion following World War II, a complete complex was constructed on the D’Evereux Hall property in the 1950’s, which is located on Dr. Martin Luther King, Jr. Street.

Separate elementary and secondary buildings, a gymnasium, and a convent converted to a library and offices make up the complex. The Daughters of Charity continued to staff the school with an increasing number of lay teachers and staff through the years. After 157 years of dedicated and loving service to the families of Natchez, the Daughters of Charity decided to end their presence in the community as of the summer of 2003.

6 A capital campaign titled, A Time For Every Purpose, was initiated in 1995 that raised over $1.4 million in pledges for projected new construction and maintenance. The new additions included a multi-purpose gymnasium, a pre-school / kindergarten wing, and new metal roofing on all existing buildings. Further additions have been made to the physical plant including the following:

 New roofing was placed on Seton Hall (convent).  New roofing was placed over a patio on the lower elementary wing.  Safety fencing was erected to encompass the football/soccer field.  New energy efficient ovens were installed in cafeteria.  A bus with air conditioning was purchased to aid athletics and school outings.  The gymnasium was dedicated to Roy Garcia (athletic director and employee for 36 years).  A new public address system was installed in the high school with call buttons added for security purposes.  A grant in the amount of $117,000 from the Daughters of Charity was used in installing computer lines, linking the entire school room to room.  A donation of over 200 computers was received from the U. S. Government.  A new sidewalk linking the elementary and high school buildings was added for safety.  A memorial plaza with water fountain, statues, and engraved memorial bricks was constructed between the chapel and the gymnasium via a student council campaign.  A new surface of regulation hardwood chips was added to the pre-school / kindergarten playground for safety.

In addition to campus improvements, changes in various areas of the curriculum and other programs have been initiated including the following:

 To answer growing needs in technology maintenance, a computer technology team, made up of parents, teachers, and trained students, has been established.  An arts program has been added to the curriculum.  Track and Field along with Girls Fast Pitch Softball were added to the sports opportunities.  Girls’ soccer was added to the existing Soccer program.

In the Spring of 2012, Cathedral launched the second Capital Campaign in the school history titled, Our Children, Our Tradition, Our Future. This campaign allowed the school to build a 12,200 square foot building that is housing the sixth through eighth grade students in what we now call the Middle School Building. This building has eight classrooms and a Science Lab. It also consisted of renovating the two high school science labs, renovating two bathrooms in the high school and two bathrooms in the elementary school and upgrading all of the equipment in the cafeteria kitchen. The final phase of this campaign is to build a new 8,000 square foot Athletic Facility that is expected to be completed by August of 2015.

7 STUDENT DEMOGRAPHIC DATA

Total School Enrollment

The data indicate that enrollment has increased from 596 students in the 2010-2011 School Year to 674 students for the 2014-2015 School Year. We expect the enrollment to remain stable over the next few years due to being close to full capacity.

Total Enrollment

Year 10-11 11-12 12-13 13-14 14-15 Total Enrollment 596 653 681 650 672

Percent Increase in Total Enrollment

Year 10-11 11-12 12-13 13-14 14-15 % Increase -2.85 8.73 4.11 -4.77 3.27

Gender

The data indicate approximately 51% of the students at Cathedral School presently are males and 49% of the students are females.

Gender Comparison by % 2010-2015

Year 10-11 11-12 12-13 13-14 14-15 Female 50% 51% 50% 49% 49% Male 50% 49% 50% 51% 51%

Ethnic Background of the Students

The data indicate that the racial diversity of the student population has remained relatively consistent. The students are predominantly Caucasian (80%) with the remaining predominantly African American.

8 Ethnic Background of the Students by Percentage

Race 10-11 11-12 12-13 13-14 14-15 African- 13.7% 13.8% 16.2% 17.4% 15% American Asian 0.5% 1.2% 0.7% 0.6% 1% Caucasian 84.5% 82.8% 80.6% 80.4% 78.7% Hispanic 1.1% 1.6% 1.4% 1.1% 2% Multi-racial 0.1% 0.5% 0.3% 0.2% 0.5% Pacific 0.1% 0.1% 0.8% 0.3% 0.5% Islander Total 100% 100% 100% 100% 100%

Religious Background of Students

Year 11-12 12-13 13-14 14-15

Catholic 333 51% 361 53% 275 45% 242 32% Non-Catholic 320 49% 320 47% 336 55% 379 68% Total 653 100% 681 100% 650 100% 674 100%

Average Daily Attendance

The data indicate that average daily attendance remains consistently at 96%.

Average Daily Attendance by Percentage

09-10 10-11 11-12 12-13 13-14 96% 96% 96% 95% 96%

Graduation Requirements

In order to graduate from CHS, a student must complete a minimum of 24 Carnegie Units. These units must include the following:

Religion 4 Units Fine Arts 1 Unit English 4 Units Comprehensive Health ½ Unit Mathematics 4 Units Business/Technology 1 Unit Science 4 Units Foreign Language 1 Unit Social Studies 4 Units

9 The remaining units are electives.

Graduation Data

The data indicate that the graduation rate for CHS has remained consistent. The graduation rate was 100% for all years listed.

Graduation Rate 2011-2014

Year 10-11 11-12 12-13 13-14 14-15 No. Seniors 32 40 37 35 40* Graduated 32 40 37 35 Percent 100% 100% 100% 100%

Ethnic Background of Graduates

The data indicate that the graduates of Cathedral High School are predominantly Caucasian (approximately 85%) with the remaining graduates being mostly African American.

Ethnic Background of Graduates by Percent

Race 10-11 11-12 12-13 13-14 14-15* African Am. 3 9% 3 8% 7 19% 4 12% 7 18% Asian 0 0% 2 5% 0 0% 0 0% 0 0% Caucasian 29 91% 34 84% 30 81% 31 88% 32 79% Hispanic 0 0% 0 0% 0 0% 0 0% 1 3% Multi-racial 0 0% 1 3% 0 0% 0 0% 0 0% Totals 32 100% 40 100% 37 100% 35 100% 40 100%

Gender

The data indicate that the predominant gender of Cathedral School graduates is females.

Gender of Graduates by Percent

Year 10-11 11-12 12-13 13-14 14-15 Females 13 41% 17 42% 25 68% 20 57% 22 55% Males 19 59% 23 58% 12 32% 15 43% 18 45% Total 32 100% 40 100% 37 100% 35 100% 40 100% * projected

10 Post-High-School Plans

The data indicate that the post high school plans of Cathedral High School graduates are consistent. One hundred percent of the graduates attend colleges and universities or join the military the first year out of high school.

Post-High-School Plans by Percent

Year 09-10 10-11 11-12 12-13 13-14 4 Yr. College 26 / 80% 34 / 84% 22 / 60% 26 / 74% 29 / 73% 2 Yr. College 6 / 20% 6 / 16% 14 / 38% 8 / 24% 10 / 24% Military 1 / 2% 1 / 2% 1 / 3%

FACULTY DEMOGRAPHIC DATA

The faculty demographic data includes part-time and full-time classroom instructors as well as librarians, but not administrators, counselors, or secretaries.

Ethnic Background of the Faculty

Year 10-11 11-12 12-13 13-14 14-15 Afr. Am. 4% 4% 4% 4% 4% Asians 0% 0% 0% 0% 0% Caucasians 94% 94% 94% 94% 94% Hispanic 2% 2% 2% 2% 2% Nat. Am. 0% 0% 0% 0% 0%

Religious Background of the Faculty

The data indicate that approximately 57% of the present faculty of Cathedral School are Catholic and approximately 43% are Non-Catholics.

Percentage of Catholics and Non-Catholics on the Present Faculty

Percentage of Catholic Teachers Percentage of Non-Catholic Teachers 57% 43%

11 Gender

The date averaged over the last five years indicates that approximately 73% of the present faculty of Cathedral School are females and 27% are males.

Gender of the Faculty by Percent

Year 10-11 11-12 12-13 13-14 14-15 Female 78% 77% 79% 79% 77% Male 22% 23% 21% 21% 23%

GENDER OF FACULTY BY PERCENT e

g 90% a t 80% n

e 70% c

r 60% e

P 50% Female 40% Male 30% 20% 10% 0% 10-11 11-12 12-13 13-14 14-15 Year

Advanced Degrees

The data indicate that the percent of faculty with advanced degrees has increased from 28% in 10-11 to 39% in the present year.

Year 10-11 11-12 12-13 13-14 14-15 % Advanced 28% 34% 30% 31% 39% Degrees # Faculty/ # with Adv. 47/13 47/16 47/14 48/15 49/19 Degrees

12 Average Number of Years In Teaching Experience

The average number of years in teaching experience for the present faculty of Cathedral School is 16.7 years.

Average Number of Students per Classroom

The data indicate that the class size has fluctuated by only 5% over the past five years.

Fluctuation in Average Number of Students per Classroom

Year 10-11 11-12 12-13 13-14 14-15 Aver. Number 20 21 22 21 22 Per classroo m % Fluctuation -4.8% 5% 5% -5% 5% S T N E D U T S

B AVERAGE CLASS SIZE BY YEAR M U N 22.5 22 21.5 21 Av. Class Size 20.5 20 19.5 19 10-11 11-12 12-13 13-14 14-15 YEAR

13 STUDENT PERFORMANCE DATA

Student performance data for Cathedral School students were derived from the following nationally administered assessments: OLSAT, Stanford Achievement Test, PLAN, ACT, SAT, PSAT, and AP.

OLSAT and Stanford Achievement Test

The OLSAT is administered to students in grade 3, 5 & 7. The Stanford Achievement Test is administered to students in grades 2, 3, 4, 5, 6, 7, and 8. The average percentiles for each grade are available in the tables below. The national average for all levels is the 50th percentile. (%=Percentile)

OLSAT 2009-2013 National Percentile Scores

Grade 9/09 9/10 9/11 9/12 9/13 3 61% 67% 63% 59% 59% 5 57% 66% 57% 48% 59% 7 64% 64% 76% 70% 67%

Stanford Achievement Test – Complete Battery 2009-2013 National Percentile Scores

Grade 9/09 9/10 9/11 9/12 9/13 2 70% 71% 66% 61% 63% 3 63% 66% 65% 57% 58% 4 66% 70% 69% 71% 69% 5 71% 64% 69% 66% 71% 6 66% 70% 65% 70% 63% 7 69% 63% 62% 66% 72% 8 62% 73% 58% 69% 65%

The average national percentiles for each grade indicate that Cathedral School students continue to demonstrate above average performance.

14 We started using SAT10 in the fall of 2006.

The PLAN is designed to measure skills developed through early high school in four areas: English, Mathematics, Reading, and Science Reasoning. The PLAN is used to provide tenth-grade students, parents, counselors, and teachers with information that can be used to plan and prepare for future academic and career success. The career and educational planning components of PLAN include the ACT Interest Inventory and career planning interpretive aids such as the World-of-Work Map and the Course-work Planner. Composite scores accrued by Cathedral School students as compared with national composite scores are indicated in the table below.

PLAN Composite Scores 2009-2013

Year 09-10 10-11 11-12 12-13 13-14 Cathedral 19.9 19.6 19.3 17.7 18.5 National 16.5 17.5 17.5 17.5 17.5

The data indicate that Cathedral School students have consistently performed above the national norms for this assessment. ACT

The ACT Assessment is a curriculum-based achievement test, not an aptitude test. The content of the four tests – English, Mathematics, Reading, and Science Reasoning is based on research that identifies the academic knowledge and skills typically taught in high school, college-preparatory programs and required for success in the first year of college and ultimately for college graduation. The majority of Cathedral School students take the ACT for college admission purposes. Average ACT composite scores for students at Cathedral as compared with state and national norms are indicated in the table below. Comparison of Cathedral School

Average Composite ACT Scores with State and National Norms 2009-2013

Year 09-10 10-11 11-12 12-13 13-14 Cathedral 21.5 22.7 20.5 22.0 21.8 State 18.8 18.7 18.7 18.9 19.0 National 21.0 21.1 21.1 20.9 21.1

The Average Composite ACT Score is computed by ACT and is based on the last composite score each graduating senior achieves in high school. The above comparisons

15 indicate that Cathedral School students consistently have achieved above both the state and national averages. However, we have seen a decline in the math scores.

The PSAT measures verbal reasoning, critical reading, math problem solving and writing skills. It is administered to all Cathedral School juniors and sophomores taking honors classes.

Average PSAT Selection Index Percentiles for Juniors and Sophomores

Year 09-10 10-11 11-12 12-13 13-14 Juniors 54% 47% 54% 49% 41% Soph. 62% 59% 51% 42% 58%

The data indicate that Cathedral School juniors consistently performed in the fortieth to fiftieth percentiles. The sophomores consistently performed in the fiftieth percentiles. The drop in the junior class scores can be attributed to all juniors being required to take the PSAT.

Number of Juniors and Sophomores Taking the PSAT

Year 09-10 10-11 11-12 12-13 13-14 Juniors 39 48 40 44 49 Sophomores 14 18 22 11 15 Total 53 66 62 55 64

The data indicate participation of all juniors and some sophomores in the PSAT program.

Advanced Placement Program (AP)

The College Board’s Advanced Placement Program (AP) enables students to complete college-level studies while they are still in high school, and to obtain college placement or credit, or both, on the basis of their performance on rigorous AP Examinations. AP examinations are offered at Cathedral School in three disciplines: AP Language and Composition, AP Literature and Composition, and AP Calculus. Students who are enrolled in AP courses have the option of taking the AP exam at the end of the course. Most senior AP students do not take the AP exam because they have already received college credit from ACT scores, SAT scores, or college entrance exams. AP examinations are reported on a 5-point scale as follows: 5—extremely well qualified, 4 —well qualified, 3—qualified, 2—possibly qualified, and 1—no recommendation. Most colleges/universities award college credit at 3 and above.

16 Average AP Scores

Year 09-10 10-11 11-12 12-13 13-14 Average Lang. & 2.14 2.25 2.8 2.28 2.4 2.375 Comp. Lit. & 2 2.66 3.2 3.14 2.25 2.65 Comp. Calculus 4 3 --- 2.67 1 2.67

The data on AP scores indicate that Cathedral School students enrolled in AP preparation courses and who take the AP examinations score in the average on the 2 to 3 range on the AP examinations.

College Dual Enrollment Classes

Beginning in the school year 2009 – 2010, Cathedral School and Copiah-Lincoln Community College began offering College Dual Enrollment classes in College Algebra, College Elementary Statistics, and English Composition I & II. Beginning in the year 2012 – 2013, Human Anatomy & Physiology was added to the curriculum. The chart shows the enrollment numbers for each class.

Year 09-10 10-11 11-12 12-13 13-14 14-15 Alg/Stat 8 5 9 11 14 15 Comp 18 8 12 9 14 11 I/II A&P 20 23 9

17 STUDENT AND COMMUNITY DEMOGRAPHICS

Adams County covers approximately 460 square miles of land with approximately 74.6 people per square mile. Approximately 46% of the total population of Adams County is Caucasian, 52.8% is African-American, .1% is Native American, .2% is Asian, and .8% is Hispanic. Natchez is the only municipality in Adams County, where 33,573 people live with just under 18,000 of those living within the city limits. The average family size is 2.48 people. Age statistics show 26.8% of its population are under 18; 57.6% are ages 18 – 64; and 15.6 % are 65 years and older. There are more women than men – by 53.7% to 46.3%. The median income for a Natchez-Adams County family is $25,234. The median in Mississippi is $31,330.

In Concordia Parish, Natchez’s neighbor to the west across the Mississippi River, the parish population is 20,019. The average Concordia Parish household is 2.6 people, with the median income for Concordia Parish being $22,742. Age statistics for Concordia Parish are similar to Adams County.

Summary of Community and Student Demographics

A study of the demographics of the Adams County area reveals that the population numbers are following a downward trend. In January of 2003, International Paper Mill, Adams County’s largest employer, shut down in early summer. This closure meant a loss of approximately 700 jobs for Adams County. A significant number of Cathedral School families and students were affected by this. Enrollment has stabilized over the last two years and we expect it to remain consistent with these numbers.

18 ANALYSIS OF ANNUAL INCOME AND OPERATING COSTS

Tuition Schedule

Tuition and fees are the main source of income for Cathedral School. Tuition and fees are listed in the chart below. A $330.00 Secondary Supplement is added to the tuition for seventh through twelfth grade to offset our sports program expenses. Cathedral School gives out close to $30,000 in tuition assistance each year which is based on need and must be applied for. Cathedral gives a tuition discount for teacher’s children attending the school. The average of this amount each year is around $67,000.

Catholic and Non-Catholic Tuition and Fee Schedules

Year 10-11 11-12 12-13 13-14 14-15 4700.00 4900.00 5000.00 5100.00 5350.00

TUITION & FEE SCHEDULES 2010-2015

$5,400.00 $5,100.00 $4,800.00 $4,500.00 $4,200.00 $3,900.00 $3,600.00

$0.00 10-11 11-12 12-13 13-14 14-15 YEAR

Percent Increase in Tuition and Fees

Year 10-11 11-12 12-13 13-14 14-15 Percent 3.9% 4.3% 2.1% 2.0% 4.9%

Annual Expenditure and Cost per Student

Year 10-11 11-12 12-13 13-14 14-15 Projected Annual Expense 3,566,372 3,951,138 4,093,206 3,984,140 4,111,214 Per Student 5,983 6,050 6,011 6,129 6,118

19 CATHEDRAL SCHOOL DEVELOPMENT PROGRAM

The Cathedral School Development program began in 1990. The mission of the program is the attract donors who support the establishment of a firm, long-range financial foundation for the operation and improvement of Cathedral School. Donors are solicited in the following ways: Annual Appeal, memorial and honor gift program, endowment giving, charitable trusts, scholarships and insurance policy contributions. Donors have a choice as to how they want to designate their funds.

Cathedral School Trust Fund Cathedral School Teacher Endowment Trust Fund Burns-Grady Trust Fund

-All gifts are placed in an endowment fund managed by the Diocesan Catholic Foundation in Jackson -Only the interest is used, not the principal -Interest earned is used to support both teacher salaries and to keep tuition affordable

Annual Appeal Results for the past 5 Years

Year 09-10 10-11 11-12 12-13 13-14 TOTAL 64,136 66,800 64,237 53,180 28,180

Cathedral School Trust Funds Fiscal Year-End Balance

Year 6/30/09 6/30/10 6/30/11 6/30/12 6/30/13 Balance 1,003,264 1,095,326 1,119,204 1,149,203 1,169,009

20 STAKEHOLDER PERSPECTIVES ON THE QUALITY OF EDUCATION

The following surveys were completed in the spring of 2013 as a part of the Advanc- Ed/SACS Accreditation Visit.

As part of the Profile component of this study, various groups of the school community were surveyed as to their perception of the quality of education at Cathedral School. The following components of the school community were surveyed: students, teachers, parents and community. Formal surveys and reports are from Advanc-Ed. Twelve additional questions from our diocese were added to the original survey. The results of this evaluation were shared with the faculty, parents, and students using charts and graphs that indicated most favorable and least favorable responses.

All survey questions had the following response categories:

Response Category Point Value

Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1

STUDENT

The elementary student survey included 5 sections and 20 items. The section titles and score summary follow:

Section ______Average Score Purpose and Direction 2.94 Governance and Leadership 2.76 Teaching and Assessing for Learning 2.82 Resources and Support Systems 2.89 Using Results for Continuous Improvements 2.74

The bar graph below shows the most favorable and least favorable responses for the elementary and middle/high school student surveys.

21 ELEMENTARY STUDENT SURVEY QUESTIONS THAT RECEIVED THE MOST FAVORABLE RESPONSES

1. In my school my teachers want me to do my best work. (3.0)

2. My school has computers to help me learn. (2.99)

3. In my school my principal and teachers want every student to learn. (2.97)

4. My principals and teachers help me to be ready for the next grade. (2.97)

5. My teachers tell me how I should behave and do my work. (2.95)

Elementary Elementary Survey (Most Favorable Response)

3 3 2.99 2.98 2.97 2.97 Average 2.96 Responses 2.95 2.94 2.92 Questions

ELEMENTARAY STUDENT SURVEY QUESTIONS THAT RECEIVED THE LEAST FAVORABLE RESPONSES

1. My principal and teacher as me what I think about school. (2.18)

2. My teachers ask my family to come to school activities. (2.57)

3. In my school I am treated fairly. (2.60)

4. In my school students treat adults with respect. (2.67)

5. My teachers always help me when I need help. (2.74)

22 Elementary School Survey (Least Favorable Response)

3 2.74 2.57 2.6 2.67 2.5 2.18 2 Average 1.5 Responses 1 0.5 0 Questions

The middle/high school student survey included 5 sections and 33 items. The section titles and score summary follow:

Section ______Average Score Purpose and Direction 3.78 Governance and Leadership 3.48 Teaching and Assessing for Learning 3.71 Resources and Support Systems 3.45 Using Results for Continuous Improvements 3.46

MIDDLE/HIGH SCHOOL STUDENT SURVEY QUESTIONS THAT RECEIVED THE MOST FAVORABLE RESPONSES

1. In my School, a high quality education is offered. (4.27)

2. In my school, the principal and teachers have high expectations of me. (4.06)

3. All of my teachers us tests, projects, presentations, and portfolios to check my understanding of what was taught. (4.05)

4. My school provides me with challenging curriculum and learning experiences. (4.03)

5. My school prepares me for success in the next school year. (4.01)

23 Middle/High School Survery (Most Favorable Responses)

4.3 4.27 4.2 4.1 Average 4.06 4.05 4.03 4.01 Responses 4 3.9 3.8 Questions

MIDDLE/HIGH STUDENT SURVEY QUESTIONS THAT RECEIVED THE LEAST FAVORABLE RESPONSES

1. In my school, students respect the property of others. (2.65)

2. All of my teachers change their teaching to meet my learning needs. (2.76)

3. My school considers students’ opinions when planning ways to improve the school. (2.76)

4. In my school, students help each other even if they are not friends. (2.78)

5. In my school, students treat adults with respect. (3.07)

Middle/High School Survey (Least Favorable Responses)

3.2 3.07 3 Average 2.8 2.76 2.76 2.78 Responses 2.65 2.6 2.4 Questions

24 STAFF

The teacher survey included five parts and fifty three items. The chart shows the section titles and average scores.

Section Average Score Purpose and Direction 5 Governance and Leadership 5 Teaching and Assessing Learning 4 Resources and Support Systems 4 Using Results for Continuous Improvement 4

The bar graph below shows the most favorable responses and the least favorable responses for the teacher survey.

STAFF SURVEY QUESTIONS THAT RECEIVED THE MOST FAVORABLE RESPONSES

1. Our school’s purpose statement is clearly focused on student success. (4.57)

2. Our school’s purpose statement is supported by the policies and practices adopted by the school board or governing body (4.35)

3. Our school leaders expect staff member to hold all students to high academic standards. (4.32)

4. Our school maintains facilities that contribute to a safe environment. (4.32)

5. Our school provides a plan of information resources to support student learning. (4.31)

Staff Survey (Most Favorable Responses)

4.6 4.57 4.5 4.4 Average 4.35 4.32 4.32 4.31 Responses 4.3 4.2 4.1 Questions

25 STAFF SURVEY QUESTIONS THAT RECEIVED THE LEAST FAVORABLE RESPONSES

1. In our school, a formal process is in place to support new staff member in their professional practice. (3.15)

2. All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students. (3.68)

3. All teachers in our school monitor and adjust curriculum, instruction, and assessment based on data from student assessment and examination of professional practice. (3.68)

4. Our school has a systematic process for collecting, analyzing, and using data. (3.72)

5. All teachers in our school provide students with specific and timely feedback about their learning. (3.76)

Staff Survey (Least Favorable Responses)

3.8 3.68 3.68 3.72 3.7 3.6 Average 3.4 Responses 3.2 3.15 3 2.8 Questions

26 PARENTS

The parent survey included five sections and thirty-five items. The section titles and score summary follow:

Section Average Score Purpose and Direction 4.26 Governance and Leadership 4.02 Resources and Support Systems 4.16 Using Results for Continuous Improvement 4.12

The bar graph below shows the five most favorable responses and five least favorable responses from the parents.

PARENT SURVEY QUESTIONS THAT RECEIVED THE MOST FAVORABLE RESPONSES

1. Our school’s purpose statement is clearly focused on student success. (4.46)

2. Our school has high expectations for students in all classes. (4.32)

3. Our school has established goals and a plan for improving student learning. (4.31)

4. Our school provides a safe learning environment. (4.28)

5. Our school provides an adequate supply of learning resources that are current and in good condition. (4.25)

Parent Survey (Most Favorable Responses)

4.5 4.46 4.4 Average 4.32 4.31 4.3 4.28 Responses 4.25 4.2 4.1 Questions

27 PARENT SURVEY QUESTIONS THAT RECEIVED THE LEAST FAVORABLE RESPONSES

1. All of my child’s teachers meet his/her learning needs by individualizing instruction. (3.65)

2. Our school’s governing body does not interfere with the operation or leadership of our school. (3.87)

3. My child has access to support services based upon his/her needs. (3.88)

4. Our school provides excellent support services (e.g., counseling, and/or career planning). (3.88)

5. All of my child’s teachers work as a team to help my child learn. (3.91)

Parent Survey (Least Favorable Response)

4 3.91 3.9 3.87 3.88 3.88 Average 3.8 Responses 3.7 3.65 3.6 3.5 Questions

28 COMMUNITY

The community survey included six section and fifty-five items. The score summary follows:

Section Average Score School Program Awareness 3.79 Responsiveness to the Community 3.99 Quality of the Instructional Program 4.22 Support for Student Learning 3.93 School Climate/Environment for Learning 4.08 Resource Management 3.85

The bar graph show the six most favorable and five least favorable responses from the community.

COMMUNITY SURVEY QUESTION THAT RECEIVED THE MOST FAVORABLE RESPONSES

1. I understand the mission of the school in our community. (4.42) 2. The goals of the school are consistent with local values held by the community. (4.37) 3. School sports and extracurricular programs are important features in our community. (4.52) 4. Our school’s programs help students to understand their moral and ethical responsibilities. (4.39) 5. I am satisfied with our school. (4.33) 6. The amount of money spent to support the schools in our community is worth the investment. (4.33)

Community Survey (Most Favorable Responses)

4.55 4.52 4.5 4.45 4.42 Average 4.4 4.37 4.39 Responses 4.35 4.33 4.33 4.3 4.25 4.2 Questions

29 COMMUNITY SURVEY QUESTIONS THAT RECEIVED THE LEAST FAVORABLE RESPONSES

1. I know fairly well what the school’s curriculum covers. (3.54)

2. I wish I were better informed about our school. (3.23)

3. The views of the community are seriously considered when school decisions are made. (3.54)

4. The teaching and administrative staff reflect the ratio of ethnic diversity in the community. (3.41)

5. There is not a significant problem with substance abuse among the students of our school. (3.48)

Community Survey (Least Favorable Responses)

3.6 3.54 3.54 3.5 3.48 3.4 3.41 Average 3.3 Responses 3.23 3.2 3.1 3 Questions

30 CATHOLIC IDENTITY

The Catholic Identity survey included five sections and seventeen items. The section titles and score summary follow:

Section Average Score Purpose and Direction 4.26 Governance and Leadership 4.14 Teaching and Assessing for Learning 4.02 Resources and Support Systems 4.16 Using Results for Continuous Improvement 4.12

The bar graph below shows the five most favorable responses and five least favorable responses from the parents.

CATHOLIC IDENTITY SURVEY QUESTIONS THAT RECEIVED THE MOST FAVORABLE RESPONSES

1. Symbols of the Catholic faith are displayed throughout our school. (4.77)

2. Our school is a community that prays together. (4.68)

3. Our school makes Jesus and the teachings of the Catholic Church known to all students. (4.640

4. In addition to academics and faith formation, our school offers experiences in the arts, athletics, and other extracurricular and service opportunities that contribute to the education of the whole child. (4.57)

5. Administrators in our school understand, accept, and model the teachings of the Catholic Church. (4.49)

Catholic Identity Survey (Most Favorable Responses)

4.8 4.77 4.7 4.68 4.64 Average 4.6 4.57 Responses 4.5 4.49 4.4 4.3 Questions

31 CATHOLIC IDENTITY SURVEY QUESTIONS THAT RECEIVED THE LEAST FAVORABLE RESPONSES

1. Our school helps parents/guardians fulfill their role as the primary teachers of the faith to their children. (4.0)

2. The learning environment in our school fosters self-discipline so that students can become more independent learners. (4.09)

3. Everyone connected with our school works together, respecting each other’s gifts, for the sake of building a strong, faith-filled leaning community. (4.09)

4. Our school does everything it can to eliminate obstacles that hinder or exclude students from receiving a Catholic education. (4.13)

5. The teachers in our school understand, promote, demonstrate and teach Catholic values and beliefs. (4.23)

Catholic Identity Survey (Least Favorable Responses)

4.3 4.23 4.2 4.13 Average 4.1 4.09 4.09 Responses 4 4 3.9 3.8 Questions

32 SUMMARY OF THE STAKEHOLDERS REPORT

The administration and faculty were in agreement with the areas rated low in the various surveys. The areas of particular concern included:

 Career/Vocational instruction  More student input on school improvement  New staff provided more support  More individualized instruction based on needs

The administration and faculty were encouraged by the areas rated high in the various surveys. These areas included:

 Parents feel welcome and are involved  Safe and orderly learning environment  High expectations for student learning  Educational program is of high quality

All groups surveyed were allowed to make additional written comments. Following are some of the suggestions:

 Keyboarding instruction in lower elementary  Current events class in Middle School  Sixth grade would like more activities with Middle School

Twelve additional questions (See Below) entitled Catholic School Identity Part B were included in the survey for each group. These questions were designed to measure our effectiveness in teaching and modeling basic Catholic attitudes and values. Responses from teachers, parents and the community members were in the range of 4 (agree) and 5 (strongly agree.) Student responses ranged between 3.38 and 3.85. Because our Catholic Identity is essential to the mission of our school, we would like to see this area addressed in the Action Plan, specifically social justice and service learning.

Cathedral School is committed to respond to these areas of concern and will attempt to address those areas in our Action Plan.

QUESTIONS FOR CATHOLIC SCHOOL IDENTITY—PART B

1. Persons within the school are treated with dignity and respect.

2. Gospel Values are discussed with students.

3. The religious mission of the school is clear.

4. The religious dimension of the school is recognized, emphasized and valued.

33 5. Religious education is balanced in doctrine, scripture, prayer and faith experience.

6. There is a commitment to quality faith formation experiences for students.

7. Service work is rooted in Gospel values and is it communicated as such to students.

8. There is reflection on service work as part of learning for students.

9. Students actively participate in liturgy and prayer opportunities.

10. Various prayer forms (scripture, song, traditional and spontaneous) are used and taught.

11. Social justice teaching and action are an integral part of the school.

12. Students are taught to think critically about social issues and challenged to live socially responsible lives.

______

PART II: MISSION AND BELIEFS

35 INTRODUCTION

In accordance with the guidelines set forth by the NSSE Comprehensive Guide, the Mission and Beliefs Committee has completed its task. In a series of meetings held from February through April, the committee reflected upon current mission statement.

The committee sent the School Beliefs Inventory to stakeholders—teachers, parents, support staff, former graduates, business and civic leaders, representatives of community service agencies, and the pastoral staff—for evaluation and ranking.

The Mission and Beliefs Committee asked that the optional section of the School Beliefs Inventory be used to further clarify Cathedral’s Mission and Beliefs as a Catholic school. The committee tabulated the results.

Initial drafts of the Mission and Beliefs Statement were distributed to the entire staff. Feedback was collected by the Mission and Beliefs Committee and modifications were made on the suggestions received.

Finally, the committee weighed these results against the text of Cathedral’s current mission statement, mission statements of other Catholic schools throughout the diocese, and mission statements of Catholic schools throughout the country.

The Mission and Beliefs Committee recommends in the light of its careful study that the following mission statement stand.

MISSION STATEMENT

Our mission as a Catholic School is to develop, encourage, and support the spiritual, intellectual, aesthetic, emotional, social, and physical growth of each member of our school community.

BELIEFS

Our mission statement is realized through a faculty who will nurture in the students the following:

- basic Christian attitudes, values, and personal relationships with Christ are shared by Teachers, Administrators, Parents and the Community (#18, 63%)

- academic skills necessary for independence in contemporary society have been nurtured by applying learning in meaningful contexts (#5, 68%)

- a willingness to adapt to change by providing students special services and resources according to their abilities (#13, 70%)

36 - an openness to progressive techniques through a variety of instructional approaches to learning (#6, 68%)

- inquiring minds and critical thinking skills in a safe and physically comfortable environment (#15, 69%)

- self-esteem enhanced by positive relationships and mutual respect among and between students and staff (#14, 82%)

- development of each individual’s unique physical, social, emotional, and intellectual needs (#11, 86%)

- confidence and self-directed, life-long learning through a commitment to continuous improvement by solving problems and producing quality work (#20 & 4, 75%)

SCHOOL BELIEFS INVENTORY

On scale of 1 to 5 (5 = Strongly Parents (%) Teachers (%) Community (%) Combined Results (%) Agree, 4 = Agree, 3 = Neutral, 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 2 = Disagree, 1 = Strongly Disagree) record your opinion adjacent to each of the statements listed below. 1. Student learning is the 64 28 6 2 0 50 39 8 3 0 90 0 10 0 0 68 22 8 2 0 chief priority for the school. 2. Students’ learning needs should be the 53 43 0 4 0 57 32 8 3 0 70 20 10 0 0 60 32 6 2 0 primary focus of all decisions impacting the work of the school. 3. All students can learn. 48 52 0 0 0 47 42 6 6 0 40 40 10 10 0 45 45 5 5 0 4. Students need to not only demonstrate their understanding of essential 73 23 5 0 0 82 15 3 0 0 70 30 0 0 0 75 22 2 0 0 knowledge and skills, but also need to be actively involved in solving problems and producing quality work.

5. Students need to apply 65 33 2 0 0 69 28 0 3 0 70 30 0 0 0 68 30 1 1 0 their learning in meaningful contexts. 6. Students learn in different ways and should 73 21 2 2 2 62 30 3 5 0 70 20 0 10 0 68 24 2 6 1 be provided with a variety of instructional approaches to support their learning.

37 7. Students learn best 67 21 6 6 0 54 41 3 3 0 50 30 20 0 0 57 30 10 3 0 when they are actively engaged in the learning process. 8. Challenging 50 45 5 0 0 39 56 6 0 0 50 50 0 0 0 46 50 3 0 0 expectations increase individual student performance. 9. Students learn best 49 40 11 0 0 46 49 3 3 0 70 10 20 0 0 55 33 11 1 0 when they have appropriate opportunities for success. 10. Curriculum and instructional practices 55 38 5 2 0 65 26 6 3 0 70 20 0 10 0 63 28 4 5 0 should incorporate a variety of learning activities to accommodate differences in learning styles. 11. Each student is a valued individual with 81 19 0 0 0 86 14 0 0 0 90 0 0 10 0 86 11 0 3 0 unique physical, social, emotional, and intellectual needs. 12. Assessments of student learning should 52 39 9 0 0 46 46 6 3 0 40 50 0 10 0 46 45 5 4 0 provide students with a variety of opportunities to demonstrate their achievement of the expectations for learning. 13. Exceptional students (e.g. special education, 56 33 10 0 0 64 31 6 0 0 90 0 0 10 0 70 21 5 3 0 limited English proficiency, talented and gifted, etc.) require special services and resources. 14. A student’s self- esteem is enhanced by 80 20 0 0 0 74 26 0 0 0 90 0 10 0 0 82 15 3 0 0 positive relationships and mutual respect among and between students and staff. 15. A safe and physically 71 24 4 0 0 55 39 3 3 0 80 20 0 0 0 69 28 2 1 0 comfortable environment promotes student learning. 16. Students learn to make appropriate 50 48 2 0 0 36 53 8 3 0 60 30 10 0 0 49 44 7 1 0 decisions given a supportive and challenging learning environment.

38 17. Cultural diversity can increase students’ 38 53 6 2 0 46 46 6 3 0 60 30 0 10 0 48 43 4 5 0 understanding of different peoples and cultures. 18 .Teachers, administrators, parents, 55 43 2 0 0 75 22 3 0 0 60 30 10 0 0 63 32 5 0 0 and the community share the responsibility for advancing the school’s mission.

19. Schools need to function as a learning organization and promote 50 50 45 5 0 0 65 35 0 0 0 90 0 0 10 0 68 27 2 3 opportunities for all those who have a stake in the success of the school to work together as a community of learners. 20. The commitment to continuous improvement 70 28 2 0 0 74 20 6 0 0 80 10 10 0 0 75 19 6 0 0 is imperative if our school is going to enable students to become confident, self- directed, lifelong learners.

______

PART III: ANALYSIS OF INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS

40 INTRODUCTION

The Survey of Instructional and Organizational Effectiveness consists of two parts.  Part A consists of 12 questions that pertain to Quality Instructional Systems.  Part B consists of 12 questions that pertain to Quality Organizational Systems.

Based on the findings of the Survey of Instruction and Organization Effectiveness, we have determined that Cathedral is performing at the fully functioning and operational level for all Indicators, except Section1 - Curriculum with a score of 2.91, just slightly below the score of a 3. All of the other sections scored between 3.4 – 3.47 on a scale of 1-4.

ADVANC-ED Survey of Instructional and Organization Effectiveness Number of Respondents: 50

SUMMARY REPORT

Part A: INDICATORS OF QUALITY INSTRUCTIONAL SYSTEMS

Section 3- Assessment s r o t a

c Section 2- Instruction i d n I

Section 1- Curriculum

2.8 2.85 2.9 2.95 3 3.05 3.1

PART B: INDICATORS OF QUALITY ORGANIZATIONAL SYSTEMS

41 Section 4: Improvement s r

o Section3: Community t a c i d

n Section 2: Leadership I

Section 1: Agenda 2.9 3 3.1 3.2 3.3 3.4 3.5

The four areas that received the highest scores were in the following areas:

 Indicator 14 – SHARE VISION, BELIEFS, and MISSION: The school develops a shared vision, beliefs and mission that define a compelling purpose and direction for the school. (3.50)  Indicator 21 – FOSTERS COMMUNITY BUILDING: The school fosters community-building conditions and working relationships within the school. (3.48)  Indicator 22- EXTENDS THE SCHOOL COMMUNITY: The school extends the school community through collaborative networks of support for student learning. (3.46)  Indicator 20 – PROVIDES SKILLFUL STEWARDSHIP: The school provides skillful stewardship by ensuring management of organization, operations and resources of the school for a safe, efficient mad effective learning environment. (3.25)

Our strengths are in areas of community building, educational agenda, and leadership for school improvement.

The four areas that received the lowest scores were in the following areas:

42  Indicator 2 – ENSURES EFFECTIVE IMPLEMENTATION AND ARTICULATION OF THE CURRICULUM: The curriculum implementation plan ensures the alignment of teaching strategies and learning activities, instructional support and resources, and assessment of student leaning with the curriculum. (2.80)  Indicator 3 – EVALUATES AND RENEWS CURRICULUM: There is a systematic process in place for monitoring, evaluation, and renewing the curriculum that reflects a commitment to continuous improvement. (2.93)  Indicator 5 – EMPLOYS A DATA-DRIVEN INSTRUCTIONAL DECISION-MAKING: The instructional and assessment functions of the teaching process are integrated to support data-driven instructional decision making. (2.93)  Indicator 18 – EMPLOYS EFFECTIVE DECISION MAKING: The school employs effective decision making that is data-driven, research-based, and collaborative. (2.95)

The weaknesses we need to address for improvement include curriculum and assessment alignment.

ADVANC-ED Survey of Instructional and Organizational Effectiveness Total Number of Respondents: 56

Part A: Indicators of Quality Instructional Systems (Composite Score – 3.01) 12 Questions Number of Average Indicators - Curriculum Items 1. Develops A Quality Curriculum 3.00 2. Ensures Effective Implementation and Articulation of the Curriculum 2.80 3. Evaluates and Renews Curriculum 2.93 Totals 3 2.91

Indicators - Instructional Design 4. Aligns Instruction with the Goals and Expectations for 3.00 Student Learning 5. Employs Data-Driven Instructional Decision-Making 2.93 6. Actively Engages Student in their Learning 3.18 7. Expands Instructional Support for Student Learning 3.07 Totals 4 3.04

43 Indicators - Assessments 8. Clearly Defines the Expectations for Student Learning to be Assessed 3.09 9. Establishes the Purpose of the Assessment 3.07 10. Selects the Appropriate Method of Assessment 3.07 11. Collects A Comprehensive and Representative Sample of Student Achievement 3.00 12. Develops Fair Assessment and Avoids Bias and Distortion 3.20 Total 5 3.09

Part B: Indicators of Quality Organizational Systems (Composite Score – 3.26) 12 Questions Indicator – Educational Agenda: Vision, Mission, Beliefs, and Goals 13. Facilitates a Collaborative Process 3.18 14. Shared Vision, Beliefs, and Mission 3.50 15. Measurable Goals 3.23 Total 3 3.31

Indicator – Leadership for School Improvement 16. Promotes Quality Instruction 3.18 17. Develops School-Wide Plans for Improvement 3.21 18. Employs effective Decision Making 2.95 19. Monitors Progress 3.11 20. Provides Skillful Stewardship 3.25 Total 5 3.15

Community - Building 21. Fosters Community- Building 3.48 22. Extends the School Community 3.46 Total 2 3.47

Culture of Continuous Improvement and Learning 23. Commitment to Professional Development 3.07 24. Supports Productive Change and Improvement 3.13 Total 2 3.10

44 SUMMARY OF STRENGTHS AND SUPPORTING EVIDENCE

Areas of Strengths

Facilitates a collaborative process to Evidence develop a shared vision The school adopted a process to access its vision, beliefs, and mission statements. A large sampling of stakeholders was surveyed.

Representatives from different faculty areas worked together to summarize information collected.

Information was shared with stakeholders regarding the development of beliefs, missions, and goals. Develops and communicates a shared vision, beliefs, and missions The Mission Statement reflects a strong commitment to student learning.

A portion of the inventory to determine beliefs and mission was devoted to clarifying our beliefs as a Catholic school.

The Mission Statement is posted on the website and in the handbook.

We communicate our beliefs and mission to stakeholders through the schools’ website, home-school meetings, newsletters, teacher conferences, and during Catholic Schools Week. Promotes quality instruction and an academic learning climate The school acknowledges teachers’ accomplishments through newsletters, alumni mailings, church bulletins, and Home School Association.

45 School employees show an interest in assuring that students achieve their potential and show concern for those students in need. Teachers expand on what is learned in Promotes quality instruction and an the classroom by allowing their classes academic learning climate (con’t) to participate in field trips. (Opera Festival, Renaissance Faire, Art Exhibits, Literary Festival, Little Theatre Plays, Natchez History Tours, etc.)

Resource classes are available to provide additional support to students in the elementary through high school levels.

Cathedral School is committed to Develops school-wide plans for continuous improvement. This is improvement evident in our commitment to the school improvement process and through the curriculum mapping that has been implemented.

The school employs stakeholders when Employs effective decision making collecting and analyzing data for the purpose of problem solving and problem identification.

The elementary and middle schools Monitors progress in improving student monitor performance of students using achievement and instructional the results of the Stanford Achievement effectiveness Test.

Teachers are provided Stanford results through a Professional Development Meeting annually, and given tips on how to incorporate findings into classroom instruction.

Stakeholders were surveyed to gather their opinions on the quality of instructional effectiveness. The results were analyzed, compared, and included in the School Improvement Plan.

46 Provides skillful stewardship The school recognizes students’ academic achievement through award programs, honor societies, newsletters, and various media.

The school maintains a safe environment that encourages academic achievement.

The school provides opportunities for students to be involved with community service. For example, the Pink Wave Project, the Angel Tree collections, stewpot donations, student clubs, Relay for Life, nursing home visits, service hours for high school, blood drives, etc.

The community is invited to participate in school activities such as Fall Festival, Grandparents’ Day, class presentations, Open House, school programs, Mass, etc.

Students are encouraged to pray throughout the day in each class, at mealtime, and to begin activities and meetings.

Middle and high school students benefit from retreats.

The school posts emergency plans for fire, tornadoes, and other disaster in each classroom and other high traffic areas.

Policies regarding grading, academics, attendance, and discipline are published in the student handbook.

47 SUMMARY OF LIMITATIONS AND SUPPORTING EVIDENCE

Areas in Need of Improvement Evidence

Develops a quality curriculum More emphasis needs to be placed on challenging all students to excel in their learning.

Curriculum needs to focus more on educating gifted students and students with special needs, as well as, the average achieving student.

There are no programs in the elementary school for the gifted students.

The curriculum in the elementary and middle school needs to focus more on helping students develop higher order thinking skills.

Ensures effective implementation and There needs to be better Alignment of articulation of curriculum teaching strategies among grade levels.

Surveys indicate that students do not see a relationship between what they are studying and their everyday lives. Students do not feel the school is adequately preparing/educating students for careers/vocations.

Expands instructional supportfor student Cathedral needs more opportunities for learning students who need additional assistance.

48 PRIORITIES FOR IMPROVEMENT

Cathedral School’s instructional programs and organizational practices are for the most part in good standing. However, there are certain areas that need improvement. The areas in need of improvement include the following:

- stronger alignment of our curriculum with our educational goals, policies and procedures to ensure that all students excel in their learning

- stronger alignment of instructional support for student learning with our goals for student learning

- building and strengthening the culture of continuous improvement and learning for more effective management of our organizational system

* To build on the school’s strengths

- build on the school’s management of the organization, operations, and resources of the school for a safe, efficient, and effective learning environment by strengthening our discipline plan, and dismissal procedures

- build on the school’s educational agenda by examining current policies and procedures and revising those areas that are not well aligned with our vision, beliefs, and mission

- build on the school’s ability to promote quality instruction and fully address the learning needs of all students by clarifying our educational goals with staff, students, parents, and other members of the community

* To address limitations and areas in need of improvement

- focus on designing the curriculum to reflect the school’s goal of nurturing in all students a commitment to continuous improvement and lifelong learning

- focus on increasing the amount of resources and instructional support that are necessary for implementing and articulating the curriculum and for supporting student learning

- focus on coordination of the curriculum to ensure that it reflects a meaningful sequence and is congruent with the goals and expectations for student learning

______

PART V: ACTION PLAN

50 INTRODUCTION

During the past school year Cathedral School has developed an action plan that addresses two target areas for student improvement: Expanding and Integrating Knowledge, and Thinking and Reasoning Skills. The plan identifies and addresses the need to develop a quality curriculum, improve professional development, expand instructional support for student learning, and provide technology as an instructional tool for learning.

Committee members worked cooperatively with administrators, staff, students, parents, and community members to ensure that plans were consistent with the school’s profile, mission and beliefs, desired results for student learning, and analysis of instructional and organizational effectiveness. Following an initial review by committee members, copies of the plan were provided for the faculty and staff for their review and comment. The committee studied the suggestions and final revisions were completed.

Each action plan is outlined on the following pages. In addition to specifying action steps for each plan, a time line, estimated resources needed to implement plan, personnel responsible for coordinating action steps, and assessment of plan are included.

51 Action 1

Goal for Student Learning: Expanding and Integrating Knowledge

Goal Statement: Administrators and faculty will establish a comprehensive and cohesive curriculum in grades pre-K through 12 that reflects not only vertical and horizontal alignment but also content and context alignment in collaborative with the Diocesan ACE (University of Notre Dame).

Belief Statement: Academic skills necessary for independence in contemporary society are nurtured.

Mission Statement: Cathedral’s mission is to develop, encourage, and support the spiritual, intellectual, aesthetic, emotional, social, and physical growth of each member of our school community.

Action Step Time Line Resources Required Personnel Assessment

Curriculum mapping 2012-2016 Mapping workshops Certified Faculty Completion of will be utilized in Mississippi Subject Area Frameworks curriculum maps; all grades and all National Standards observation of classroom subject areas. Standardized Tests Objectives practices to determine implementation and effectiveness

Time will be provided 2012-2016 Planning time; grade level/ Certified Faculty Professional Development during the week for subject area meetings/Diocesan Schedule staff members to level meetings Teacher Schedules collaborate on curriculum.

52 Action 2

Goal for Student Learning: Expanding and Integrating Knowledge

Goal Statement: Professional development of teachers will be expanded to include opportunities for growth based on individual teacher needs.

Belief Statement: A commitment to continuous improvement through self-directed, life-long learning is nurtured in students and modeled by faculty and staff.

Professional development 2012-2016 Professional resources Faculty & Staff Establishment of area will be established, Professional Development and faculty will become Library acquainted with its offerings.

Faculty and staff members 2012-2016 Release time for staff; Faculty & Staff Documentation of will be encouraged to funding attendance; staff attend professional evaluation of programs; workshops and observation of classroom conferences. Practices.

53 Action Step Time Line Resources Required Personnel Assessment

Professional development 2012-2016 Release time for staff; Faculty & Staff Documentation of in the area of Catholic funding attendance; staff Identity will focus on Catholic Identity Staff evaluation of programs; strategies for implementing meetings observation of classroom themes of social justice and practices; follow-up service learning. Survey.

54 Action 3

Goal for Student Learning: Thinking and Reasoning Skills

Goal Statement: Students will use expanded instructional support and technology efficiently and effectively to create and communicate knowledge.

Belief Statement: Academic skills necessary for independence in contemporary society are nurtured.

Computers with Internet 2012-2016 Additional computers IT Director Internet available access will be available in classrooms and to faculty and staff. elementary and high school library Up-grade to a fiber optical 2014 Completed Summer 2014 Internet with 50 Mbs

Accelerated Reader will 2013 (completed) Computers IT Director; librarian AR program operates be upgraded and converted from main server to Windows platform. housed in Seton Hall

55 Action 4

Goal for Student Learning: Thinking and Reasoning Skills

Goal Statement: Students will improve problem solving and application skills.

Belief Statement: An openness to progressive techniques through a variety of instructional approaches is nurtured.

Workshops in integrating 2012-2016 Experienced instructors; additional School administrators/ Workshop participation use of technology in the technology IT Director Sign-in sheets classroom will be provided for teachers and staff.

Students will utilize 2012-2016 Class time; research and reference Librarian; library assistant Strategies applied in research materials both skills course taught for application IT Director class assignments printed and electronic. in classroom projects Lesson Plans Student Assessment

Technology will be fully 2012-2016 Additional technology for media Faculty Media presentations incorporated into class presentations by students and teachers instruction to assist students Performance Assessment in achieving knowledge and skills.

56 Action Step Time Line Resources Required Personnel Assessment

Students will see a 2012-2016 Review of lesson plans Administrators; faculty Observing teachers link connection between units Actual, real-life scenarios unit objectives to world of study and the world of for students of work work. Lesson Plans