2012 Manual Edition

New England Association of Schools and Colleges Commission on Independent Schools

Report of the Visiting Committee

Bishop Brady High School Concord, New Hampshire

April 6-9, 2014

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2012 Manual Edition

Visiting Committee Members

Bishop Brady High School

April 6-9, 2014

Christopher W. Keavy - Chair Head of School Pope John Paul High School & St. Francis Xavier Preparatory School Hyannis, MA

David Flaherty – Assistant Chair Christopher Carmody Assistant Principal Religion Teacher, Self-Study Coordinator The Prout School St. Mary's High School Wakefield, RI Lynn, MA

Benjamin Grasso Michele Harris History & English Teacher Math & Economics Teacher Thornton Academy Ethel Walker School Saco, ME Simsbury, CT

Lorrie Herz Elizabeth Heston Arts & Humanities Department Head History Department Chairperson Putnam Science Academy Pope John Paul II High School Putnam, CT 06260 Hyannis, MA

Judith Licht Kelly Richards Science Department Head Director of College Counseling St. Joseph Central High School St. George's School Pittsfield, MA Newport, RI

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2012 Manual Edition

SCHOOL DATA SHEET

School Name: Bishop Brady High School Address: 25 Columbus Avenue, Concord, New Hampshire 03301 Telephone: (603) 224 - 7418 Date of Founding: 1963 Total Enrollment (at the time of evaluation visit): 344 P K 1 2 3 4 5 6 7 8 9 10 11 12 PG Totals

Male 60 46 34 48 188

Female 32 37 46 41 156

Day 92 83 80 89 344

Boarding

Homestay

International students included in the above table who are not U.S. residents: Day 5 4 13 6 28

Boarding

Homestay

Number of Faculty: 20 full-time; 10 part-time Number of Administrators: 4 full-time; 0 part-time Brief statement of school’s history, mission, and culture – what makes this school unique? Founded in 1963, Bishop Brady is a 4-year coeducational high school under the auspices of the Diocese of Manchester. The school is accredited by the New England Association of Schools and Colleges and the State of New Hampshire.

Catholic Schools in the Diocese of Manchester, New Hampshire, have a long history of excellence in education rooted in Jesus Christ and the Catholic tradition. The Superintendent of Schools, Reverend John Fortin, expressed that “the Roman Catholic Bishop of Manchester, as chief teacher of the faith, believes that students in Catholic schools must be offered an academically rigorous and doctrinally sound program of education and faith formation designed to strengthen the union of children with Christ and His church. They are to receive sound teaching through a broad-based curriculum where Catholic faith and culture are intertwined in all areas of school life.” After 50 years of service to the Diocese of Manchester and the community at large, Bishop Brady continues to provide an excellent education for life. Students are prepared academically to pursue their profession and vocation in life, and they are able to share the Gospel message of Christ through service.

Person completing this form: _Alana Barchey, Administrative Assistant Date: _March 3, 2014

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2012 Manual Edition

TABLE OF CONTENTS

Section Page

Introduction 5

Standard 1 (Mission) 7

Standard 2 (Governance) 10

Standard 3 (Enrollment) 13

Standard 4 (Program) 16

Standard 5 (Experience of the Students) 21

Standard 6 (Resources to Support the Program) 25

Standard 8 (Residential Program and/or Homestay Program) 29

Standard 9 (Faculty) 32

Standard 10 (Administration) 36

Standard 11 (Evaluation and Assessment) 40

Standard 12 (Health and Safety) 43

Standard 13 (Communication) 48

Standard 14 (Infrastructure) 53

Standard 15 (The Accreditation Process) 56

Part II: Reflection, Recommendations, and Issues for Further Discussion 58

Major Commendations 63

Major Recommendations 64

Report on Standards for Accreditation 65

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INTRODUCTION

Founded in 1885, the New England Association of Schools and Colleges, Inc. (NEASC) is the nation’s oldest accrediting agency. Since its inception in 1885, the Association has awarded accreditation to educational institutions in the six New England states that seek voluntary affiliation.

The governing body of NEASC is its Board of Trustees which oversees the work of four Commissions: ● Commission on American and International Schools Abroad ● Commission on Institutions of Higher Education ● Commission on Independent Schools ● Commission on Public Schools

The evaluation program which the schools undergo is a three-fold process: the self-study conducted by the school, the evaluation by the visiting committee, and the follow-up program carried out by the school to implement the findings of its own self-study (Part II), and the valid recommendations of the visiting committee and the Commission. The Commission on Independent Schools oversees the entire process.

Each school is evaluated in terms of compliance with the Standards for Accreditation, the quality of Part II: Reflection, Recommendations, and Issues for Further Discussion, and how well it is serving the needs of its students. Because each school is different, the base that undergirds the evaluation is the school’s own statement of mission and core values.

The members of the visiting committee wish to express their appreciation for the manner in which Bishop Brady High School undertook the self-study and accreditation process. The self-study report was well organized, thorough, and well-written. All relevant documents were provided to the visiting committee in advance or as part of the supplementary materials. Accommodations and scheduling were arranged in such a way as to make the visiting committee comfortable while allowing the committee to focus on the task of verifying the self-study.

The visiting committee’s time at the school was marked by a high level of organization and attention to detail. The visiting committee was able to move throughout the school with little disturbance to the daily routine, thus allowing the visiting committee to verify the self-study in light of the real life of the school.

The school began its self-study process in January, 2013. Three members of the staff attended a training scheduled by the Principal and offered by NEASC the third week of January. The staff members met with the Principal and Assistant Principal of Academics to begin the study process. Two coordinators were chosen to facilitate the process. A meeting of the faculty and staff was organized for the first week in February. A presentation given by NEASC described the steps for completing the self-study. In addition, the coordinators conducted an informal survey of all faculty, staff and administration to initially assess each NEASC standard with a rating of Pass or Fail.

With the information gathered from the faculty survey results, separate meetings were held to meet with each faculty member who would serve as chairperson of one of the five committees, and to assign additional faculty

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2012 Manual Edition and staff to each of the five committees. The five committees were assigned various standards then reviewed each of the standards and indicators. Standards 1, 3, 4, 5, and 6 were made priorities and the first task for committee assignments.

The self-study coordinators established a schedule of events for study and committee work from February 2013 to February 2014. Throughout this yearlong process, committees met regularly and thoroughly examined all aspects of the school. The self-study report gave the visiting committee ample foundation for a meaningful visit. The report portrayed, to a reasonable degree of accuracy, the realities of the school that the visiting committee encountered.

The character and strength of the school community are notable. Everyone (faculty, students, administrators, staff, parents, alumni, and advisory board members) treated the visiting committee with respect and warmth and displayed the sense of community spoken about so often. It is clear that Bishop Brady High School is a tight- knit Christian community built on strong relationships and this was expressed explicitly and was also shown in the visiting committee’s experience.

Bishop Brady High School provides an extraordinary opportunity for its students to live its mission of faith, learning, and service. The visiting committee experienced a school committed to growth, dedicated to its students and mission, and characterized by a sincere desire to do their very best. Important and significant efforts to improve teaching and learning have resulted in a school marked by academic rigor. Christian service is a particularly noteworthy element of the life of the school.

The school would benefit from efforts to broaden involvement in important processes such as mission statement review and strategic planning. More focused planning around academic technology will complement the impressive gains made in the school’s professional culture of teaching and learning. The committee found that improvements can be made in the international students experience and approach to virtual learning opportunities. The school would do well to examine its risk of gaps in health care services.

Bishop Brady is in a strong position as it enters a period of leadership transition. With support and guidance from the Diocesan Superintendent, a committed faculty and staff that have made impressive strides in teaching and learning, a growing advancement program, well-cared for facility, and a vibrant, mission-driven community, the visiting committee finds that Bishop Brady High School has every opportunity to continue its excellent educational experience and grown into new stages of development.

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2012 Manual Edition THE STANDARDS

Standard 1 (Mission): There is congruence between the school’s stated mission and core values and its actual program, policies, planning, and decision-making at both the operational and governance levels.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P1. Visiting Team’s Assessment: P1 .

Brief narrative summary of the school’s position with regard to this standard (This summary was copied/abridged/adapted from the school’s Self-Study Report.)

Bishop Brady High School works continuously to ensure that the school’s program, policies, planning, and decision-making observe and reflect the school’s mission. The school has successfully woven the core value into all levels of operations and governance.

Bishop Brady is a Roman Catholic, college preparatory, co-educational high school, founded upon the values of Faith, Learning and Service. In partnership with families and the greater Community, Bishop Brady instills a desire in students to engage in service to others and challenges them to rise above the expected in the pursuit of excellence.

The school mission statement was revised in 2009, and it is reviewed yearly at the beginning of each school year by the faculty, administration and Board. “As a Catholic school, we have a fundamental philosophy of education that is rooted in the love of Jesus Christ. These manifestations result in fundamental principles that guide every aspect of our program.” (Faculty Handbook, p. 4) The mission statement reflects Brady’s core values and has resulted in a better understanding, acceptance, and interaction between the Brady vision, philosophy, Graduate at Graduation (Grad @ Grad) program goals both academic and co/extra curricular, and individual class scope and sequences.

In an effort to articulate the mission easily, the following wording is being considered: Bishop Brady High School, a college preparatory Catholic high school, inspires students for lives of faith, learning, and service. The faculty, staff and administration will discuss specific options.

Founded in 1963, Bishop Brady is a 4-year coeducational high school under the auspices of the Diocese of Manchester. The school is accredited by the New England Association of Schools and Colleges and the State of

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2012 Manual Edition New Hampshire. Bishop Brady High School complies with the National Association for College Admission Counseling (NACAC) “Statement of the Principles of Good Practice”. (Profile – College counseling)

“Catholic schools are a vital part of the teaching mission of the Church. This has been a proud part of the history of Catholic schools in the 19th and 20th centuries. We must continue this outreach in the new millennium”. (The United States Catholic Conference of Bishops, Washington, DC, 2005) Catholic Schools in the Diocese of Manchester, New Hampshire have a long history of excellence in education rooted in Jesus Christ and the Catholic tradition. The Superintendent of Schools, Reverend John Fortin, expressed that “the Roman Catholic Bishop of Manchester, as chief teacher of the faith, believes that students in Catholic schools must be offered an academically rigorous and doctrinally sound program of education and faith formation designed to strengthen the union of children with Christ and His church. They are to receive sound teaching through a broad-based curriculum where Catholic faith and culture are intertwined in all areas of school life.” After 50 years of service to the Diocese of Manchester and the community at large, Bishop Brady continues to provide an excellent education for life. Students are prepared academically to pursue their profession and vocation in life, and they are able to share the Gospel message of Christ through service.

With building improvements, quality programs, and hardworking faculty, staff, and administration, it is a joy to live and experience the Bishop Brady Mission.

Observations The visiting committee experienced an evident and strong sense of fidelity to the school’s stated mission and values of faith, learning, and service. It is clear that Bishop Brady High School is a mission-driven school community based on the attitudes, values, and comportment of the people associated with the school. This is the highest endorsement of a mission-driven culture; that people at all levels embody the mission and communicate it organically.

The visiting committee notes with enthusiasm the many ways that the core values of faith, learning, and service are integrated into the daily life of students. The committee observed that each day begins with prayer and that the weekly assembly does as well. The intentional placement of the school Chapel and campus ministry office speak to the importance that faith life has for the school. Students spoke with passion about the TAU program and Kairos retreat program, both of which develop and enrich faith life.

The school has undergone a major emphasis on teaching and learning best practices and curriculum alignment. This is strong evidence of the school’s commitment to high standards of learning. The visiting committee observed a high degree of rigor in classroom instruction and a focus on higher-level critical thinking and problem-solving skills. Additionally, numerous optional academic clubs and activities provide students the opportunity to grow in learning beyond their daily courses. It is clear that expectations for learning are high and that students, faculty members, administrators and families strive to achieve this sincerely.

The commitment to lived faith through service is especially evident at the school. At the school’s Monday morning meeting which the visiting committee attended, several students and faculty member announced ongoing efforts to assist those in need, which seemed to be a common and regular part of the school’s life. During the week of the visit, the school was preparing for a Friday, all-school day of service in the community, organized by advisory groupings. This large undertaking, as well as a variety of other, ‘smaller’ service

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2012 Manual Edition activities, makes a strong statement as to the importance of Christian service and fidelity to this aspect of the school’s mission.

The committee notes that the mission statement was written in 2009 and has not been comprehensively examined since this point. Additionally, though all constituencies are aware and supportive of the mission, benefits can be gained by a comprehensive approach to the statement itself.

Conclusions and Explanation of Rating Adherence to its clear and compelling mission of Catholic education is an obvious and evident strength of Bishop Brady High School. For this reason, the visiting committee concurs with the school’s P1 ranking for the standard.

Commendations The visiting committee commends Bishop Brady High School for: 1. The obvious and evident incorporation of the school’s mission in the attitudes, values and comportment of students, faculty and staff, administration, and the wider Brady community. 2. The warm, strong sense of community which allows all members to experience the school’s mission. 3. Its commitment to revisiting and re-affirming the school’s mission at opening year advisory board, faculty and staff meetings, and student assemblies. 4. Its particularly strong practice of Christian service throughout the student body and amongst faculty members and staff. Such efforts as the numerous service trips, the Interact Club, Thanksgiving food baskets, Operation Santa, and others ensure that Christian service is a lived mission. 5. The clear and widespread evidence of commitment to faith, learning, and service.

Recommendations The visiting committee affirms the following recommendation made by Bishop Brady High School: 1. That the school enhance visibility of the mission statement in classrooms and main areas of the school. The school might consider framed mission statements in classrooms and main area rendering of the statement or portions thereof.

The visiting committee also recommends that Bishop Brady High School: 2. Indicated by the school as warranting attention, determine and initiate a formal process, involving each level of the school community, for reviewing, affirming and/or revising the mission statement.

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Standard 2 (Governance): The school has an appropriate system of governance that assures that the school remains true to its mission and that it has the necessary resources to support its present and prospective operations.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2 . Visiting Team’s Assessment: P2.

Brief narrative summary of the school’s position with regard to this standard Bishop Brady High School, founded upon the traditions of the Roman Catholic Church and operating under the auspices of the Diocese of Manchester, is committed to the continuing witness of intellectual and spiritual training of young people as embodied in its namesake Bishop Matthew Francis Brady, and holds true to its Mission Statement.

The governance of the school consists of two parts: the institution of the Diocese of Manchester and the school itself. The roles of both are clearly defined, understood by all constituents, and provides for a comprehensive multi-year planning process, including financial planning. Bishop Brady is owned by the Roman Catholic Bishop of Manchester, a corporation, doing business as Bishop Brady High School. One of Bishop Libasci’s goals is to develop a comprehensive plan focusing on Catholic Schools and Catholic Education looking for input from priests and laity. The Diocese assures adequate financial resources by approving the annual budget, reviewing quarterly reports, any capital purchases, and any expenditures over fifteen thousand dollars. An annual audit is mandated by the Diocese and carried out in cooperation with the Bishop Brady Business Administrator. The Diocese provides a Financial Planning Manual and Policy Guide to each school for assistance in/or establishing and monitoring needed school policies. Major policies such as legal and/or ethical issues are filtered through and overseen by the Diocese.

The Diocese of Manchester provides training and workshops to convey a model of inclusive behavior and integrity for the school community, as well as making the final decision of hiring and evaluating the Principal with governance responsibilities.

The principal and the nominating committee of the Advisory Board, then vote on and accept new members. The Advisory Board represents a spectrum of the greater community. Their task is to make recommendations about the philosophy, priorities, overall educational plans, and finances of the school. They advise the principal of the school, but it is not a decision making body. The board meets once a month, except July and August. All board

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2012 Manual Edition members have a copy of the written by-laws and have access to the Diocesan Handbook. It is recommended that the principal formally introduce the Advisory Board each year to faculty and staff and provide agendas and/or minutes for non-executive meetings.

Observations The governance of Bishop Brady High School is clearly defined and understood by all stakeholders. This provides for a comprehensive, multi-year planning process, an assurance of adequate financial resources, and institutional advancement and development. There is present a model of inclusive behavior and integrity for the school community and a process for establishing and monitoring needed school policies. The principal engages in his own professional development and incorporates the Research for Better Teaching model as the process by which he observes and evaluates his staff, encouraging quality educational practices. The principal is fully responsible for the direct and daily running of the school.

The Advisory Board serves solely as advisors to the principal regarding school issues. The Advisory Board serves, in their own words, as “a sounding board” for the principal and is clearly committed to the mission of the school. Although there is a presence of the Board in the school, there are faculty and staff members who expressed a desire for more communication and clarification between school personnel and the Advisory Board. Additionally, there is great value in the advisory board further exploring their role as stewards for the continuity and long term success of Bishop Brady particularly in times of transition.

The principal makes attempts to include all stakeholders in the policy-making process with mixed results. The Advisory Board consists of parents, alumni, and members of the community. In addition parents, teachers, and staff are asked to be on committees that address various school issues. Both groups offer decisions to the principal and the principal listens to their ideas but is not bound to use them in plotting the school's strategic plan. Although the parents see communication with the principal as overall positive, there are members of the faculty and staff members who would like to see this increased.

Bishop Brady has a strategic plan that is in use. The plan was formed through an extensive process with a consultant. Surveys were created and disseminated to all constituents of the school. A committee was formed that worked in conjunction with the principal to form the strategic plan that is updated by the principal on an annual basis. Components of the plan center on concepts such as Catholic identity and recruitment and retention of students and teachers. Timelines are reviewed annually as well. According to faculty members, although information is presented to the faculty at the first and last meeting of the year, faculty, staff, and parents are not surveyed to help prioritize the needs of the school.

The principal at Bishop Brady High School has the capacity to exercise effective educational leadership. The Bishop and Superintendent of Schools approve but do not dictate the school's budget. They do not in any way impede the principal's leadership at Bishop Brady. With this in mind, there is an expressed need for more evaluation and assessment of the principal to fully determine leadership efficacy.

Conclusions and Explanation of Rating The visiting committee has ample reasons to concur with the self-study in the rating of Bishop Brady as a P2. Although the school has and continues to show strong evidence of capable governance, the issues involving continuity as well as increased communication and the importance of an optimally functioning advisory board

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2012 Manual Edition during transitions will be important in the years to come.

Commendations The visiting committee commends Bishop Brady High School for: 1. Their commitment to consistent and effective governance at all levels. 2. The way its governance has continued to guide and advise an effective, mission-driven and comprehensive community of learners through a variety of challenges.

Recommendations The visiting committee recommends that Bishop Brady High School: 1. Explore options for evaluation and assessment of the Principal. 2. Explore a new review of the strategic plan including revisions and processes going forward that address input from the staff, faculty, community, alumni and the advisory board.

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Standard 3 (Enrollment): The admissions process assures that those students who enroll are appropriate, given the school’s mission, and are likely to benefit from their experience at the school.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2. Visiting Team’s Assessment: P2.

Brief narrative summary of the school’s position with regard to this standard (This summary was copied/abridged/adapted from the school’s Self-Study Report.) It is the position of this committee that Bishop Brady High School does an excellent job of communicating its mission, organization, staff, program, and facilities in its public relations materials. Bishop Brady High School engages in a thorough admissions process to ensure that the students who enroll are appropriate, given Bishop Brady’s mission statement, and will benefit and be empowered by their experiences at Bishop Brady.

Bishop Brady’s mission, program, organization, staff, and facilities are thoroughly and accurately described through a variety of print and non-print publicity materials. Bishop Brady has clearly stated procedures for the admission of students, which are outlined in the admission packet, the Grad @ Grad flier, on the school website, and in the Parent-Student Handbook. Those responsible in admissions communicate with those responsible for the program of the school to assure that necessary resources are available to meet the needs of individual students who are admitted.

Observations Bishop Brady has a well-developed admissions process which ensures that the majority of students who are enrolled are appropriate to the program of the school. The school uses various types of traditional print and media to recruit students. Prospective families are encouraged to come to the school to tour with a member of the admissions office during the school day. Prospective students are invited to the school for fall previews, open houses and shadow visits. The Briareus club (a group of juniors) assists the admissions office by conducting follow-up tours and shadow days. As seniors, these former members of Briareus continue as senior mentors to the incoming freshman.

A strong sense of community is stressed during the admissions process. Bishop Brady is looking for students who want to be a part of something special. The admissions office seeks students who are driven in the area of academics and motivated to do their best. The admission packet includes recommendations (academic and

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2012 Manual Edition personal), transcripts, and other materials that define a child’s out of classroom interests, i.e. clubs, sports, etc..

Each year, Bishop Brady has a continued and increasing interest in international student enrollment. The admissions office has a set of standards for determining acceptance of international students. These standards are shared with the agency/agents who recruit international students. The agency has their own set of standards for acceptance. Skype is a tool used for interviewing prospective students as well as online “open houses.” Students are enrolled who will benefit from the program at Bishop Brady.

The issues of integration of international students into the Bishop Brady family seems to be a work in progress; “54% of faculty disagree and 8% strongly disagree that the school clearly has a stated and written procedure and expectations for integrating international students into the school’s social and academic environment”. In talking to teachers there seems to be some growing pains in the integration of the program. Most of the issues seem to be around how best to help the students when they are not sure of the language, or around cultural issues. Teachers were in agreement that the students added to the culture of the school and it was an issue of how best to help them be successful.

There are times when faculty have not been informed of student needs until after the beginning of the school year. This can lead to instances where students’ needs may not be met fully because the teachers are not aware of the issues students have.

In the publications, flyers etc. the school is accurately depicted in terms of the mission of the school and its programs. Students have a keen sense of the program and the mission of the school when they enroll at Bishop Brady.

In the admission process all aspects of the student’s potential for success are taken into account. Placement tests are used for class assignment; behavioral issues and co-curricular participation are also taken into account. Currently, the Admissions Director determines course and level placement for incoming students. The Admissions Director has the data from placement tests and previous school data and uses this information in determining course assignment. While it has worked well for the most part in the past, some anecdotal evidence suggests that perhaps input from others on the faculty would be helpful as well.

In the recent past, Bishop Brady has maintained its enrollment numbers in the range of 345-350 students. Current enrollment comes from a variety of feeder schools. The international students are about 8-10% of the student population. When the addition was built, the enrollment jumped to around 436 students. General consensus seems to be that an optimum enrollment number would be in the range of 400-410 students.

Conclusions and Explanation of Rating Bishop Brady has a well thought out plan for making sure that students who enroll are in the best place possible for both the student and the school. As such, the visiting committee concurs with the school’s self-assessment of P2.

Commendations The visiting committee commends Bishop Brady for: 1. Fostering a strong sense of community that enables incoming students to succeed more readily at the

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2012 Manual Edition school. 2. Creating an effective marketing and admissions program that has led to increases in the number of prospective students. 3. Making a strong effort to ensure that all students accepted at Bishop Brady are the best fit possible so that they achieve success at this school. 4. Promoting diversity and culture at Bishop Brady with the enrollment of International students. 5. The Admissions Director and her staff; they do an excellent job of not only promoting the school, but also enrolling students who are likely to benefit from their experience at Bishop Brady, and who will enhance the program of the school.

Recommendations: The visiting committee affirms the school’s recommendation that Bishop Brady: 1. Establish a method to have pertinent paperwork about students available to teachers at the beginning of the school year and updated as the year progresses.

The visiting committee also recommends that the school: 2. Investigate ways to involve the academic leaders in course placement and scheduling of incoming students.

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Standard 4 (Program): The school provides a comprehensive program of intellectual, aesthetic, and physical activities that is appropriate to support the school’s mission and core values, and is consistent with the needs of the range of students admitted. Program planning is informed by relevant research regarding how students learn and the knowledge and capacities they will need to lead purposeful and constructive lives.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2. Visiting Team’s Assessment: P2.

Brief narrative summary of the school’s position with regard to this standard (This summary was copied/abridged/adapted from the school’s Self-Study Report.) The committee believes that Bishop Brady High School, in accordance with our mission statement, provides an environment where our students are exposed to intellectual challenge, physical activity, and community building. Carefully planned programs are implemented and maintained by a dedicated faculty and administration.

Bishop Brady High School continually seeks opportunities for faculty to take advantage of professional development programs to better enhance the school’s programs. Teachers are provided opportunities and funding for professional development that relates to content development, teaching strategies, classroom technology, and current educational research.

Bishop Brady High School exhibits a consistent effort throughout the school to support the mission and philosophy. The core values are present in relationships and interactions between faculty and students. The desire for students to achieve excellence is evident within the curriculum and instruction. All Bishop Brady High School departments are expected to design and publish course scope and sequences that illustrate continuity throughout each academic year. Starting with 9th grade or introductory courses, departments design courses that build on content and skill development from one year to the next; and from one course to the next. Inconsistencies can occur when courses are shared and expectations are varied. Brady administration and department chairs are now working to align the curriculum for a coordinated effort to teach, review, and master study skills, research writing, and critical thinking through the school’s series of statements regarding students at matriculation known as Graduate at Graduation (Grad@Grad).

The pedagogical methods employed throughout the building vary widely. This variation is encouraged and is

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2012 Manual Edition often supported by the survey data and interviews within our staff and administration. Training teachers in the Research for Better Teaching method ensures that courses and units are designed with established mastery objectives. Each lesson is framed and assessed by these objectives.

Courses are reviewed by individual teachers, in department meetings, and by administrators on a quarterly, semester, and annual basis. Students complete course evaluations twice a year to rate the effectiveness and rigor of their academic courses. On a quarterly basis every department and the curriculum committee review statistics on the grade distribution for each course taught by each teacher. This is an early assessment tool for the academic rigor and effectiveness of courses. Courses are updated, changed, eliminated or added as teachers, department chairs, and administrators deem appropriate or necessary.

Each year, Bishop Brady High School prepares the “Curriculum Guide” for course information and selection for the following school year. Before submitting changes to the Curriculum Guide for the following academic year, individual departments discuss their academic offerings and make suggestions for the following year. The Curriculum Committee discusses, considers, and recommends changes in the academic program, especially those that involve adding or dropping courses. Once changes are agreed and approved by the administration, the academic offerings for the upcoming year are published in the Curriculum Guide.

Students who apply to Bishop Brady High School are assessed and scheduled into appropriate courses. The school is provided results from placement exams taken by prospective students. The initial level placement is determined based upon the results of an exam, the student’s transcript, and available standardized test results. Bishop Brady High School currently maintains three academic levels for its students (College Prep, Honors, and AP). Transitions between these academic levels are defined in indicator 4.e. Overall, it is the goal of Bishop Brady High School to place all of its students into the appropriate course level that will both challenge and allow for a student’s success.

This is the first year that Bishop Brady High School has permitted students to take a course through the NH Charter online school, (see VLACS under the course title of American Government for the Civics course taught at Bishop Brady). This was in response to students, parents, and teachers requests (see surveys) to address the need to pursue additional electives within the “core curriculum” standard. Online course development will continue to provide Bishop Brady High School students the opportunity to pursue additional electives.

In looking ahead, the committee sees several opportunities to consider. Perhaps it is time to investigate a shift in the current leveling of AP, honors, and college preparatory. The committee expects the technology that is driving our society forward will further enhance the program at Bishop Brady High School. The curriculum committee should continue to discuss online opportunities for students. A school of 400 students would allow more flexibility with programs, additional staffing, and more teacher resources.

Observations The dedicated administration, faculty and staff of Bishop Brady high school provide a complex and advanced program for their students that aligns with their larger mission.

Bishop Brady offers professional development time that is used for faculty to research, study, and discuss issues of teaching and learning and the capacities students will need to develop. All teachers have been attending

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2012 Manual Edition Research for Better Teaching and Excellence in Teaching and Evaluation programs to address teaching methodologies. As stated in the self-study, "This allows teachers from different backgrounds to discuss pedagogical topics with a 'common' vocabulary." Furthermore, this common vocabulary, such as discussions with teachers about Grad @ Grad, scopes and sequences, etc., serves to maximize student results across disciplines and domains.

In addition, there are several other professional development opportunities offered by Bishop Brady to the faculty/staff both in and out of school. Faculty members are encouraged to find and take advantage of outside professional growth opportunities ranging from workshops to seminars to graduate classes within their field. Within the school, professional development occurs through faculty and grade level meetings. All faculty members meet with the principal at the beginning of each year to provide their professional growth and interests for the upcoming year, usually in the form of SMART goals.

When surveyed, most parents, students and teachers (82%, 79.5%, and 96% respectively) agreed that Bishop Brady's program provides for the well-being of the students, with 96% of the faculty stating that they personalize the instruction for their students to achieve their potential. There are a significant number of honors and AP courses that challenge each student's intellectual development; however, the arts and music program are dedicated but limited.

When speaking with counselors there is a feeling that the school successfully meets the social, emotional and ethical development of all students. Students engage in social justice offerings such as Habitat for Humanity and various retreats. The Campus Ministry office provides faith experiences as well as emotional support for students in crisis and struggling with social and emotional concerns.

Bishop Brady's curriculum demonstrates continuity from year to year. As part of a movement towards a curriculum plan, all departments publish scopes and sequences for all classes that demonstrate continuity from one academic year to the next. With the turnover of faculty this continues to be essential. As stated in the self- study, "Maintaining continuity between courses, in spite of who is teaching and how many classes are offered, is a fundamental objective." Although a review and improvement process for the curriculum was a goal for the 2010-2014 Strategic Plan, some initiatives have been met while others are still works in progress. According to counselors, the implementation of a new course sequence in math is causing discomfort with faculty members from the science department regarding the students being prepared for the higher level courses (honors chemistry and honors physics).

Bishop Brady has a policy for regularly reviewing the academic program outlining desirable and/or necessary improvements. There is a Curriculum Guide published each year that contains department offerings and prerequisites that must be met for various courses that is used by students during the course selection process. Although there is a scope and sequence for each course, the teacher has autonomy in his/her classroom regarding what is taught and when it is taught as well. Any new course offerings need to be submitted to the Assistant Principal of Academics while major decisions are brought to the Curriculum Committee for review. The Curriculum committee meets monthly to discuss all curriculum issues at Bishop Brady High School.

Bishop Brady recognizes the intellectual and developmental levels of students and uses this in consideration to facilitate the student's transition from entering student to Brady graduate. The school recognizes developmental

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2012 Manual Edition levels of adolescents and takes them into consideration in planning and teachings methodologies.

All incoming freshmen who apply need to take a placement test to determine course selections. Grades from the sending school and previous teacher recommendation are taken into consideration as well for placement, which is overseen by the admissions and enrollment director. Bishop Brady offers three academic levels for its students: College Prep, Honors, and AP. Teachers explain that their main concern is that with students coming to Bishop Brady from many sending schools, there is a wide range of level of skills that at times can hinder the students ability in some classes, especially math and science. To this end, a teacher can initiate a course level change. However, courses can only be dropped if college counseling deems it to be necessary.

Although there are multiple processes in place to describe and align curriculum objectives, the movement to an overarching examination of programmatic offerings vis-a-vis Grad @ Grad is a work in progress and requires more time and a possible addition to the existing curriculum committee.

The school mission and Grad@Grad, a form that outlines what a Bishop Brady student should have accomplished by graduation, are reviewed when designing a course and its objectives. Technology availability is another issue when reviewing courses. Research for Better Teaching techniques is used as a focus on course content and observations as well. Students fill in evaluations of their teachers at the conclusion of the first and third quarters. Data regarding grades and failures for courses are reviewed by the Principal and Assistant Principal of Academics. In the AP classrooms the grades are compared to test scores with the results being shared and discussed with the AP teachers as well as the Curriculum committee. Grade averages for all other courses are provided to the Curriculum committee and departments as part of a review of all courses at Bishop Brady High School.

Bishop Brady evaluates the opportunity for students to enroll in online courses offered outside of the school. This year is the first year that Bishop Brady has offered an online course as part of the current school curriculum. Sophomores can elect to take Civics through VLACS in order to fit more electives into their schedules. This was a request that came from both parents and students. The College Counseling Department monitors all students currently taking the VLACS course. Upon conversations with counselors and faculty members it was agreed that by developing more online courses as part of the program at Bishop Brady, students could have more opportunities to investigate more electives. However, it was noted by counselors that students who do sign up for the online class later will opt out and take the duplicated course at Brady. As the self-study states, "What seems apparent is that further discussions and planning are necessary as the school considers online learning opportunities."

Another important aspect of the Bishop Brady program is the Athletic Program. Although Bishop Brady has a scattered physical structure in order to support their athletic offerings, it is abundantly evident that the current panoply of sports contribute greatly to school spirit and the development of the student body along the stated goals of the mission. This is highlighted by high rates of participation, the dedication of all participants, the competitiveness and inclusiveness of the program, and the support of non-participants. It was noted by the visiting committee the devotion of sports teams as they were witnessed practicing in the parking lots after cooperating in the moving of physical obstacles (cars) to do so.

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2012 Manual Edition Conclusions and Explanation of Rating Ever cognizant of the continual push for improvement, Bishop Brady currently allocates, assesses and witnesses great results from their programmatic offerings which foster a vibrant community based in faith learning and service. As such, the visiting committee concurs with the school’s self-assessment of P2.

Commendations The visiting committee commends Bishop Brady for: 1. Having an intentional learning community based on informed practice and utilizing metrics of success such as Grad @ Grad. 2. The universal and appropriate rigor in program offerings. 3. Their commitment to thoughtful and honest review of the program and its alignment with both mission and achievement. 4. Maintaining a flexible and responsive program which is modified to meet individual student needs. 5. Providing a properly scaffolded and supported college preparatory experience for all students.

Recommendations The visiting committee recommends that Bishop Brady High School: 1. Explore the future development of online learning and offerings including appropriate policies and procedures for such. 2. Utilize time and allocate resources to further enhance and examine the range of possibilities that using Grad @ Grad can have on the current curriculum and teaching goals.

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Standard 5 (Experience of the Students): The school actively considers individual students and has developed plans, policies, programs, and pedagogy to nurture, support, and encourage all students to reach their potential and to participate in the life of the school.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2. Visiting Team’s Assessment: P1.

Brief narrative summary of the school’s position with regard to this standard (This summary was copied/abridged/adapted from the school’s Self-Study Report.) Bishop Brady High School provides for an excellent student experience. Bishop Brady is often represented by the three ‘F’s” Faith, Family, and Friendship. The school’s priority is to prepare students for college and career by offering a rigorous academic program, but students will list their experience of family as a top reason for attending. Bishop Brady reflects the values of individual personal growth and responsibility, active community building and service, and academic and personal edification. There is a supportive structure that is in place to ensure that all students are able to achieve their personal goals. There is a multitude of co/extra curricular opportunities from which each student can choose.

The Brady community is proud of its academic standards. The faculty and administration are invested in the students. Students are challenged and are provided with necessary college preparatory skills. Students utilize technology for research, collaboration, and project work within the curriculum. Members of the faculty employ cross-curricular projects in which students are presented with varied challenges to assess their understanding of the content in broader context.

Every person is treated with dignity. Diversity is widely celebrated both inside and outside of the classroom, but more can be done. As the school transitions to accept more international students, the program must reflect this increased diversity. Overall, the Brady community is accepting, supportive, and responsive to issues involving its student body so including international students and their customs into the community will become an integral component of the program transition.

Though Bishop Brady has many things to celebrate, faculty members and administrators are at times inconsistent on school policy. In order to affect the student experience more profoundly, administrators and faculty must work together for the benefit of the students. A commitment of the administration to enforce the policies and hold the staff and faculty accountable is needed to avoid sending mixed messages to the student

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2012 Manual Edition body. Another stress between faculty and administration is that program or policy decisions for the following year are not being made until the middle of the summer. The inability to plan and prepare effectively is a concern. Constraints from the budgetary process add pressure on decision making as well as limiting resources to develop and execute programs.

Observations Bishop Brady shows a deep commitment to their students; they seek to create a strong learning environment that includes the inherent values of the school’s mission. The student experience at Bishop Brady is an excellent one that is supported by the teachers, administrators, policies and resources of the school.

The experience of the student directly relates to the effort put in place by the faculty and the resources they are provided to assist students in their growth in academics and within the school community. As Indicator 5B requires, the school does an excellent job in providing time for teachers to discuss students in a broad sense; this is done specifically through the grade level meetings, the information of which is reported back to the Administration of the school. Teachers are also provided time during the week to meet concerning academic planning, though some teachers mentioned most of their planning takes place informally due to scheduling conflicts or changes. Online classes have also made their way into the curriculum through the Civics class; organization, expectations, and accountability of these will need to be maintained in the future, especially as the program grows.

The life of a Bishop Brady student can fall into two spheres: their life as an academic student and life as a member of their school community. In both areas, students are supported and encouraged. Academically, the grade level meetings mentioned above provide a safety net for students and their academics. Students also have the ability to give feedback on the courses they take through Student Evaluations at the end of Quarter 1 and Quarter 3. The course evaluation sheet contains 16 standards and students are required to fill them out for all of their classes. Students and teachers found the process profitable and felt that the feedback was taken seriously, allowing students to feel invested in their education. Providing ample opportunities for Professional Development for teachers allows students to take part in a vibrant and well informed academic program.

Students at every academic level are challenged appropriately, and those who are struggling are recommended to the Academic Coach. In the short time this position has existed (just ten weeks), there has been marked success. Students are given strategies for developing their executive function skills, and are held accountable not only by their teacher but also by the Coach. These students are benefiting from the one-to-one counseling and scaffolding she is offering, and the position is one that should be maintained and possibly expanded in the future.

Students are also encouraged to be active members of their school community; the number of groups is commendable, though the moderating of these groups and compensation may be something that needs streamlining. Some group moderating positions are paid while others are not, and many teachers serve on a variety of different groups and committees “out of the goodness of their hearts and because of commitment to the school.” While the dedication of the faculty is clearly a strength of the school, this approach may not be sustainable in the future and may be an inadvertent cause of the high teacher turnover rate.

The variety of opportunities for student leadership is also commendable, especially in relation to the size of the

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2012 Manual Edition school. One of the real strengths of the school and its community is the Advisory Program. The dedication to the program itself and by extension the advisors to their advisees is extremely strong and students feel that it is a pillar of their experience at this school. It sets the school apart in its strength and both teachers and students benefit from the relationships made there. The program is run well, but may benefit from a universal agenda for advisors within each advisory meeting as dictated by an administrative team or member. The success of the advisory groups seems very personality driven and while there are many strong leaders within the program, it can’t be expected that everyone will meet those standards without guidance.

In addition to the Advisory program, Campus Ministry plays a large role in the experience of students by creating opportunities for service and retreats. Additionally, Campus Ministry serves as a “safe space” for students, and teachers feel very comfortable communicating student issues with Administrators as well. Sports also enhance to climate of the school and student involvement in sports, whether as an athlete or as a fan, bring about a sense of pride in their school. While the lack of home games (due to facilities) is not ideal, the school does a lot with what they have and the strong presence of students at basketball games and various other athletic events shows a dedication to the Bishop Brady Giants.

While few in number, international students represent a part of the student population that approach their academic life and their life in the school community with different concerns and structures. There are sufficient programs in place to acclimate those students to the school culture. The International Club’s events (such as the International Food Night) and the inclusion of 5-10 minute “cultural presentations” as part of International Language Week are both examples of the schools’ mission of inclusion.

Academically, the international students take ESL in their first year, then enter into freshman English in their second year, and can exit out of the program after earning a 100 on the TOEFL and completing a writing project. The teachers work to meet these students’ needs by being available for extra help during the day and communicating with the students via Edline. In addition, the effort and thoughtfulness of the ESL teachers is evident and they are a well-used and well-respected resource for classroom teachers in all subjects. Their remarkable dedication to both their teaching and the students as individuals shows a commitment by the school to do well by their international student population. The international students have resources at their fingertips in their ESL teacher, their advisor, the admissions director, and their host parents, but it is up to them to voice their needs and concerns.

Conclusions and Explanation of Rating The school’s dedication to the development of its students is immediately evident upon entering the building. Bishop Brady has teachers and administrators who work tirelessly to promote academic talents and character development in every student and they set high expectations for their entire school population. The visiting committee was able to see this commitment in interviews and through reading the self-study and it is something the school should be commended for. The visiting committee recommends a P1 rating for this standard, differing from the school’s recommendation of P2. While the school brings up excellent points concerning its own recommendations, especially in regard to the International Program, the visiting committee feels that those recommendations are being addressed and the school should be commended for the outstanding experience they give all of their students. As such, the visiting committee finds the school to be P1 with regard to this standard.

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2012 Manual Edition Commendations The visiting committee commends Bishop Brady High School for: 1. The dedication of the administration and faculty to maintaining excellence in their field. Teachers engage in professional development and are encouraged and supported by the administration to do so. This will continue to provide students with an educational program based on advanced and thorough teaching. 2. The implementation of cross-curricular teaching, opportunities for field trips and a dedicated approach to varied instruction for students both inside and outside of the classroom. 3. The commitment of teachers to both the academic and the extracurricular needs of their students. 4. The dedication to student mental health from the Campus Ministry Office which helps students to balance their academic and personal lives. 5. The Advisory program, which creates a strong sense of community within the school and enhances the relationships between teachers and students. 6. Accepting students for who they are and encouraging them to grow as individuals both inside and outside of the classroom. 7. Giving students the flexibility to create and explore their own talents and strengths by providing the resources needed for student centered groups and clubs.

Recommendations The visiting committee affirms the following recommendation made by Bishop Brady High School: 1. Expand available resources to meet the academic and social needs of the international students. 2. Provide a more comprehensive in-service program for teachers in order to help them work with international students in the classroom.

The visiting committee also recommends that Bishop Brady High School: 1. Enhance the current student programs and groups (such as advisory, Student Council etc.) by solidifying the framework of each group, providing resources and encouraging programs that can work on their own regardless of who runs them.

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Standard 6 (Resources to Support the Program): Given the school’s mission, there are adequate resources (space, equipment, technology, materials, and community) to support the school’s program.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2. Visiting Team’s Assessment: P2.

Brief narrative summary of the school’s position with regard to this standard (This summary was copied/abridged/adapted from the school’s Self-Study Report.)

In January of 2005, permission was granted by the Diocese of Manchester to pursue a Capital Campaign for expansion and renovations of the building’s needs. The new addition was completed in 2007. With the addition of the new library (renamed Learning Commons), Chapel, classrooms, computer labs, administrative offices, and a new college counseling suite, Bishop Brady gained space to meet the needs of an evolving community.

Building Space The building has enough classroom space to accommodate all courses taught each period of the day, and depending on the enrollment, most teachers have their own classroom. The building is structured for students to safely and comfortably move from classroom to classroom. • The Art room was renovated to provide more storage and workspace. • A new Learning Commons area provides ample space for quiet study and research. • Small study rooms are available for student study groups. • Near the Learning Commons a larger conference room with a ceiling projector is available for presentations and meetings. • The school's trailer is used for physics projects. • The College Counseling suite is available to students to meet with counselors. The suite includes an office for the academic coach, an area for extended time testing and for browsing college catalogs, and a computer for college search.

Technology The school has three computer labs for teacher instruction and use. The Mac Lab with a Smart Board located in the Learning Commons, Room 217 in the Math wing for general use, and Room 104 where the Computer Literacy course is taught. This room is also available to other teachers when computer classes are not scheduled. The teachers use the Sign up Genius program to reserve computer time. The Learning Commons

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2012 Manual Edition also has additional computer stations for academic use during the students' study hall time.

In the past two years Bishop Brady High School has substantially improved its Information Technology. The improvements have delivered both short and long-term benefits to students, faculty and administration. These investments have put us in an enviable position among peer schools. We have completed long term capital improvements to complete rewiring the building and deploy enterprise class wireless networking. We have kept current with student PC’s, all running Windows 7 and many full time faculty are equipped with a laptop or tablet and a projector. Our progress allows the Admissions office to claim that our facility is offering all current technologies – not to excess or extravagance, but as a point of pride.

Per the Technology Coordinator, Bishop Brady High School is currently upgrading the server hardware and will be implementing Content Filtering and Security software. Once Bishop Brady High School has completed the hardware and software requirements, the network will allow us to consider the requirement of every student owning a computer device of some kind. This is currently being researched with the Technology Coordinator, Principal, and the Technology Committee.

Students and teachers have technology software available such as: • Edline - a web portal for teachers, parents and students to access class pages, progress reports, homework and much more • Google Apps and school email accounts • Atomic Learning - resource for technology learning • Microsoft Office 2010 with Windows 7 environment - means to upgrade to Windows 8 and Office 2013 • TeacherPlus for tracking grades, attendance, and sending progress reports • Programmable graphing calculator TI 84

Non-Academic programs Bishop Brady offers a strong athletic program of 34 athletic teams. The school has a practice field for football, field hockey, and lacrosse, and a gymnasium for basketball and indoor practices. For most athletic teams, the school depends on city fields; Memorial Field, State Hospital Fields, Rollins Park, as well as the Everett Arena, NHTI, the YMCA, Pats Peak, and the Racquet Club. The school pays a maintenance fee for the use of these facilities. There is a variety of extracurricular clubs and organization for students to participate in. (Admissions Packet/School Profile.)

Financial aid is available to students whose families demonstrate a need. An application process is published on the website for all families who need to apply. Bishop Brady utilizes the FACTS Tuition Management firm to aid in tuition assistance.

While 66% of the Students and 46% of the Faculty agree that Bishop Brady meets the standard that there is adequate resources to meet the needs of the community, there is perpetually the need to update and replace equipment and technology.

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2012 Manual Edition Observations On the first night, the visiting committee was directed to the Learning Commons where it was noted that this area was welcoming, open, and comfortable. A MAC lab is available in one section of the commons. Bookshelves, a card catalog, and other library related materials are here as well. Quiet study rooms are available and a media room is present. There isn’t currently a library plan for the Learning Commons, but the actual space is used regularly and effectively by students and teachers for study halls, speaker series, activity time, and research. The college counseling suite is off the Learning Commons. Students have access to a computer in this area so that they can search colleges online. Elsewhere in the building, the team saw that there are three new computer labs, a renovated Chapel, a conference room, and a reconditioned gym. Currently, the school is leasing two new busses and there are two SUV vehicles for student transportation. While this successful Capital Campaign to expand and renovate the building space at Bishop Brady School in 2005 remedied a few issues, the school still has other areas of space that are still in need of improvement; athletic fields and the music classroom.

It was evident to the team that each classroom is equipped with instructional materials and equipment to support teaching and learning, i.e., overhead projectors, TVs, DVD players, teacher laptop/desktops, whiteboards, etc.. Several teachers expressed that when they need supplies they get them and textbooks are not a problem because students purchase them. Most of the science teachers have a classroom with lab facility or access to one. A few teachers utilize SMART technology in the classroom or one of the computer labs. Some are using Doceri with their iPads, laptops, and projectors. All teachers have access to three computer rooms and they reserve time for their classes using Sign-up Genius. The math department has TI 84 calculators. The art teacher has a set of MAC laptops and digital camera in her classroom. Students and teachers are learning to use google apps for education. Edline and TeacherPlus is the student information system and a communication tool for the staff and students. Students have an opportunity to enroll in an online Civics course using VLACS.

The general use of technology seems to be in a state of “flux” as the school transitions to a BYOD (Bring Your Own Device) program, switches student information systems, and finishes up with technology-related building upgrades. There is a technology committee which includes teachers from each department and a higher level of competency. Even though opportunities for professional development within the area of technology are provided by on site staff and through Atomic Learning, expectations of technology use within the classroom are not consistent. Since the school currently does not require students to bring their own laptops (though many do) it is harder for teachers to integrate technology into their curriculum. It is apparent that technology rules for the student use of computers in the classroom as well as technology usage by the teacher within their classes are determined on a “teacher by teacher” basis which invites a lack of consistency. Teachers will need to be held to certain standards and expectations in regards to technology in their classroom when students will be required to bring their own device.

Advancement efforts are critical to the school’s ability to provide resources to support its program. The school has made progress in the growth of its advancement program in several important ways. There are separate staff members dedicated to admissions, advancement, and marketing/communications. The school’s annual fund revenues have grown in both percentage and total amount of giving. The Diocesan Superintendent, Principal, and Advancement Director all recognize the progress that has been made and the importance of continued and increased efforts in advancement. The school has identified alumni outreach as an important area of growth in annual giving and has initiated marketing efforts in this area. Major gifts, planned giving, and donor cultivation

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2012 Manual Edition have been identified as important areas of increased focus. The visiting committee notes that the Advisory Board is not currently engaged directly with major gifts, planned giving, and donor cultivation and that an advancement committee of the Advisory Board might provide an opportunity to expand the school’s efforts in this regard.

Conclusions and Explanation of Rating The school makes excellent use of the adequate resources that it possesses and they are to be praised for their flexibility in resources. The lack athletic fields, space for the music classroom and the absence of an organized technology plan are areas of growth for the school as it continues to grow in those areas. As such, the visiting committee concurs with the school’s self-assessment of P2.

Commendations The visiting committee commends Bishop Brady High School for: 1. Organizing a successful capital campaign to improve the use of building space. 2. Investigating and updating 21st century learning throughout the building. 3. Designing the Library/learning center with the needs of students in mind and with planning for the future needs of education (computer labs, resources, etc.) 4. Reusing space by renovating the “old” library into the art room.

Recommendations The visiting committee affirms the following recommendations made by Bishop Brady High School: 1. Update the technology plan to include a comprehensive set of expectations that define how technology is used in the classroom as a teaching tool instead of just allowing it to be there. 2. Review the use of building space and update plans to expand and renovate.

The visiting committee further recommends that: 1. The advancement team make plans for intentional and focused growth in the areas of major gifts, planned giving, and donor cultivation. Such efforts may include greater involvement of the Advisory Board and evaluation of the current tasks and work priorities of the advancement staff.

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Standard 8 (Residential Program and/or Homestay Program): The residential program and/or homestay program provide for an intentional curriculum, appropriate facilities, engaging activities, and adequate supervision to meet the needs of each student.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2 . Visiting Team’s Assessment: P2 .

Brief narrative summary of the school’s position with regard to this standard (This summary was copied/abridged/adapted from the school’s Self-Study Report.)

The homestay program provides for an intentional curriculum, appropriate facilities, engaging activities, and adequate supervision to meet the needs of each student.

Homestay, international students have two options to attend Bishop Brady: a one school year experience or the full high school program with the intention to graduate with a U.S. high school diploma. For this 2013-2014 school year, we have three international seniors who will graduate after completing their 3 or 4 year programs. We also have students each school year who will only attend one year for the cultural experience and language immersion. These one year attendees may also participate in a sport such as the Junior Monarch hockey program.

The various outside agencies, the Diocese of Manchester and the admissions department of Bishop Brady work together to ensure the safety and happiness of students attending our school. Using outside agencies limits the liability of the school and delegates work to a qualified provider.

A student may also enroll intending to stay for only one year, but then choose to continue until graduation. Bishop Brady uses a variety of outside agencies for homestay placement of international students. Most of this work is assigned to the outside agency. A rigorous background application is submitted to the admissions office of Bishop Brady in order that the school can work well with these agencies and to insure that a smooth transition between the student and his/her placement is achieved. These agencies do background checks and

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2012 Manual Edition match students with families. Rules are established by the school and are signed as a contract initiated by the Agent. The Agencies also review the homestay experience for compliance and feedback.

Observations The committee observed that Bishop Brady is working responsibly with its international students. Open communication occurs between the admissions office and the agencies, and in their roles as advisors and teachers, adults are caring for these students, are working hard to meet their needs both academically and emotionally, and feel they can go to the admissions director with any issues they feel these students are having. The committee concurs that teachers at Brady appreciate the challenges these students face that come with studying far away from home in a completely different language, celebrate the cultural differences they bring to the Brady community, and respect the students for their work ethic, their motivation to succeed, and the sense of independence. International students become immersed into American life in a number of ways beyond the host family experience. In the classroom, teachers offer collaborative working environments to mix up the groups and encourage students to get involved in clubs and after-school sports.

The college counseling office and other teachers commented that the international students are driven and motivated to do well in their classes, some with the specific vision of going to a selective American university, but more in general to gain proficiency in English. The students with a better match at home seem to do better academically because their English improves at a faster rate. While Brady has a vested interest in making that match work, they are somewhat limited by the fact that a third party manages the relationship between student and host family. The local agencies, with suggestions from the Brady admissions office, place these students. That match is also predicated upon the personality of the student: the less shy the student is, the more risk he/she takes, and the faster the student’s language skills develop - a phenomenon that is outside the school’s control. All host families are considered “parents” to the international students by the school and thus they receive emails from the school and are invited to parent-teacher conferences and school events.

Specifically, the college counseling office deemed the Junior Monarch players (some of whom happen to be international, but the majority of whom are homestay) as “top students” who are motivated to do well in the classroom. The college counseling office has a list of contact information of the Junior Monarch coaches who can be called if any of the students are struggling, which helps hold those students accountable.

Conclusions and Explanation of Rating The visiting committee agrees that Bishop Brady is working thoughtfully toward their goals in regard to international enrollment and that the school does a good job of working with the homestay population. In adding a second ESL teacher, they have acknowledged the needs that exist for these students academically. The advisory program and the small classes encourage these international students to integrate quickly; the school facilitates a positive homestay experience as much as they can, given that there is a third party managing this program. The committee did observe that often, international students stay after school while they wait to be picked up by their homestay families. This trend provides the school with an opportunity to further support the international students by offering tutoring and supportive programming. Overall, however, the visiting committee agrees that the school meets every portion of this standard. As such, the visiting committee concurs with the school’s self-assessment of P2.

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Commendations The visiting committee commends Bishop Brady High School for: 1. The homestay housing process which is well screened and monitored, and that most students grow from their experience with their families. 2. The hiring of a second ESL teacher to help handle the academic and counseling load of working with international students. 3. Their outstanding ESL teachers. They are well-trained, effective, and helpful with students and classroom issues, but also recently ran a training session regarding issues that might come up when teaching or working with students.

Recommendations The visiting committee affirms the following recommendation made by Bishop Brady High School: 1. Coordinate the development of after school programs with homestay students to improve their educational and social experience once the school day ends. 2. Continue to explore ways that faculty can be educated on how best to serve international students in the classroom and in the school community.

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2012 Manual Edition Standard 9 (Faculty): There is a sufficient number of appropriately qualified faculty to carry out the mission of the school and the school follows a comprehensive and defined program of professional development that supports continued enhancement of teachers’ skills.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2. Visiting Team’s Assessment: P2.

Brief narrative summary of the school’s position with regard to this standard Bishop Brady has maintained a high standard of academic success based on the high expectations that it sets for its students. This is achieved with qualified teachers who are passionate about education and fulfilling the Catholic mission of the school. The administration strives to provide the best possible compensation, workload, and working conditions for faculty and staff given the limitations of the tuition-based school budget. The relationship among faculty, staff, and administration is one of dignity and respect.

To ensure Brady faculty is well qualified, a process is in place to screen teaching candidates. Bishop Brady High School teachers are required to be NH State certified in their academic area(s) or to complete the certification process while teaching. Bishop Brady currently has 31 full and part time teachers.

Having a work environment that is safe, professional and respectful is essential. In Bishop Brady’s Faculty Handbook are documented expectations for teachers. Brady faculty and staff strive to live the mission of faith, learning, and service through the Grad @ Grad expectations for the students.

Efforts are underway to update and improve classroom instruction by framing a class, creating mastery objectives, and the designing of effective assessment tools. The Research for Better Teaching (RBT) program has provided a solid professional framework with evaluative components for faculty and administration.

Bishop Brady demonstrates a commitment of funds for professional development. Teachers are offered professional development opportunities related to content education, classroom management and teaching strategies, all of which provides recertification documentation. The Bishop Brady administration seeks out opportunities for professional growth that benefits the student and the school program.

Observations Through conversations with faculty and staff it is clear that the school supports an engaging and supportive atmosphere. At the same time, there is a high level of expectation for full-time staff members. The faculty

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2012 Manual Edition expressed a high level of job satisfaction and exhibited a desire to help the students to achieve the excellence that they know their students are capable of.

The visiting committee applauds Bishop Brady for starting a mentoring program this school year when a need was seen for a single teacher coming directly from college half way through the year. She was given a lighter class load (four classes) and a mentor who has observed her and talks with her twice a week. According to the administration, the hope is to continue this program with future novice teachers. It was noted by faculty that new teachers can be easily overwhelmed by the expectations and classwork, but that departments work to support one another.

After review of the full and part time faculty members’ degrees, it is clear that they are qualified for their teaching positions. From the lists provided, all teachers have at least their Bachelor’s degree in their academic area, with the majority having a Master’s degree. It was observed, both written in the self-study and in discussions with faculty, that there is large difference in expectations between the full-time and part-time teachers. Part-time faculty are not required to do more than what is required for their classes. The result is that the full-time teachers are responsible for all advising, study hall coverage, clubs/activities and all other extra curricular activities. Full-time faculty expressed a desire to have the part-time faculty more engaged in the school. Notably, full-time faculty expressed to the visiting committee that with the many responsibilities beyond their classes, when push comes to shove, it was often lesson planning and class preparation that was affected.

During the school year, the faculty are presented with information about the countries and cultures of the current international students. These presentations are done by the international students, and help to acclimate the faculty to the international students. Some faculty also mentioned that a presentation done by the ESL teachers about teaching this population was helpful for them, and directly related to their work in the classroom.

Bishop Brady, from their mission statement to each classroom activity, pursues excellence. While it is typical for high school students to struggle to grow in virtue and knowledge, the faculty, staff and administrators expect a lot from their students and help them to meet those expectations. Conversations with students revealed that Brady students, starting in freshman year, are expected to carry a full course load and complete all of the required classwork and homework, which, as they stated, is much more than their peers at the local high schools. Through the RBT training the faculty have developed a common vocabulary, which they have used in the development of their curriculum and work with the students.

Evaluations occur in three different areas: 1. Student evaluations of the course are done at the end of the first and third quarters in the form of sixteen standard questions and two to four departmental questions. These results are first reviewed by the administrators, then the department chairs and finally by the teacher. Comments from the students were positive; they did see the teachers making an effort to listen and respond to what they wrote in the evaluation. 2. Department chair and Administrator evaluations are scheduled for once a year (formal) for veteran teachers and twice a year for new teachers. Informal evaluations are conducted randomly throughout the year, with administrators passing through rooms, observing and participating in the class activities.

It was evident to the visiting committee that the faculty are committed to the success of the students and

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2012 Manual Edition genuinely enjoy working at Bishop Brady. Faculty stated that they understood that work in a Catholic school included a smaller salary, and many made that sacrifice to work here. It was also noted in the self-study and by the faculty that faculty retention has been an issue of concern. There seemed to be significant turnover of teachers across subject areas and that could be difficult for student learning and attachment. This turnover may be due to budget constraints, but the issue should be investigated and teacher retention should be encouraged to provide students with a stable learning environment and consistent expectations.

Bishop Brady has established a professional development fund of $15,000 for the faculty, with a maximum of $2,000 for an individual. Faculty have up to two days excused absence for professional development. Faculty expressed that this has been enough funds, and that they have been able to receive funding for professional development when they have requested it.

Administrators pointed out that the faculty are comfortable with approaching them about issues, both school and personal. It was also noted that the Campus Minister spoke with not only students, but many faculty members as well. This feeling of a strong relationship between the administrators and faculty was spoken of in part by the faculty. While there is an understood and evident respect for administration, it was also expressed that at times the administration has forgotten what it is like to be in a classroom, such as when they have due dates for many projects (grades, advisees, etc.) at the same time.

Conclusions and Explanation of Rating Bishop Brady’s faculty are dedicated, caring teachers that pursue excellence in teaching, are committed to their students and conduct themselves in a professional manner. The faculty live out the mission both inside and outside of their classroom, and are visibly committed to their craft and presenting an intentional program. The faculty very clearly supports the experience of the school, but issues of teacher retention and expectations are significant and require attention. As such, the visiting committee concurs with the school’s self-assessment of P2.

Commendations The visiting committee commends Bishop Brady High School for: 1. “The sense of community is strong. All faculty interviewed were honest and desired only to make the program better.” 2. The commitment to excellence in teaching, which was evident in the amount of reflection of the faculty on their teaching and the school’s commitment to professional development. 3. The faculty and their understanding that even though the financial resources are limited, they do not let this limitation hinder them in their pursuit of excellence. 4. The development of a common vocabulary of teaching and learning among the faculty.

Recommendations The visiting committee affirms the following recommendations made by Bishop Brady High School: 1. Commit to improving teacher salaries and benefits. 2. Identify professional areas for growth to better train faculty to teach and support international students.

The visiting committee also recommends that Bishop Brady High School: 3. Review and complete the draft of the current mentoring program plan.

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2012 Manual Edition 4. Examine the current responsibilities of the part-time faculty outside of the classroom, and consider what changes can be made to provide for a better functioning of the school.

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2012 Manual Edition Standard 10 (Administration): The administration provides leadership and maintains a structure to facilitate the effective functioning of the school, including the participation of faculty in decision-making.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2. Visiting Team’s Assessment: P2.

Brief narrative summary of the school’s position with regard to this standard Bishop Brady High School administration is tasked with the organizational & financial leadership, instructional leadership, and moral (core values) leadership for the school community. At the functional level of school operations, the administration coordinates and facilitates a myriad of activities including the school budget, cash flow, payroll & benefits, fundraising, hiring, firing, and certification of all staff, providing documents and reports to appropriate agencies (NHDOE, NHIAA, DOM), community relations, advertising & promotion, building & grounds, transportation, school safety, implementation of school programs, evaluating the curriculum, and fostering input from faculty and staff in program development and implementation.

Although Brady is operated by the Diocese of Manchester (DOM), the high school is allotted considerable autonomy in which to function. Providing an effective, competitive Diocesan school in central New Hampshire requires directed planning and continuous assessment of the leadership, the courses of action, and the decisions made. The administration’s use of the talents and skills among the faculty and staff is a critical element to the planning and evaluation processes and ultimately, to the effectiveness of Bishop Brady High School.

The school principal is hired and evaluated by the Diocesan Superintendent of School at the DOM. The remaining administrators, faculty and staff are hired and evaluated by the Principal. Albeit, any school employee must complete an application with the Diocese of Manchester and meet the guidelines set forth by the DOM as the employer. The procedures for evaluation are documented in employee handbooks; however, the implementation of the process and the breadth of the assessments may not be as straightforward.

The school strives to have qualified personnel working in every position. The school also expects the quality of the work to be exemplary. These desires demand an on-going commitment. Professional growth and development is a priority at every level of school educational and business operations. Having trained and experienced school personnel will assure the direction of the school is current and competitive.

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2012 Manual Edition Observations The visiting committee observed the effects of Bishop Brady’s inspired, supportive and visionary administration which provides leadership and guardianship of a high-achieving, faith-based community of learners. This is evinced in the smooth day to day operations of the school, additionally including a palpable sense of identity as well as in clarity of mission. In conversations with parents and students, it was verified that the school, through its effective administration, has structured a community where learning, faith, and service are not only advocated for, but realized.

While the administrative team consists solely of three members; namely the Principal, the Assistant Principal of Academics, and the Assistant Principal of Students (referred to as ‘the administration’ throughout), they also rely on a larger group of Administrative advisors, or other individuals of experience and expertise across a variety of disciplines. This larger group functions in order to gain a great understanding of the school as well as share in some administrative duties.

The administration utilizes multiple tools in order to carry out the program and ensure the mission of the school is enacted. Through the use of weekly and monthly meetings, email, paper announcements, bulletin boards and the like, communications from the administration team take use of various formats in order to maximize their effectiveness. Tasked with the responsibility of enacting rigorous programs and effective policies, the administrative team has achieved a high level of success.

However, there remains some concerns based on interviews and conversations with faculty and students that not all school policies are enforced in a consistent manner. When surveyed, alumni 30% reported that they disagreed or strongly disagreed with the statement, “Faculty, staff, and administrators enforced school rules, justly, fairly, and consistently when I was a student” whereas with current students 32% disagreed or strongly disagreed with the same query, both of which are viewed as statistically significant.

Not only is Bishop Brady committed to allocating resources to the development of its staff of administrators, but there is a clear link from these trainings to the day to day running of the school. After various meetings with the administration and faculty members it is obvious that existing programs such as RBT and SMART goals have had an impact at all levels. For each administrative position, individuals are highly qualified and bring previous experience or similar qualities which increase the efficacy of each office. All members of the administrative team continue to pursue opportunities and training to enhance their skills or abilities. Administration is also able to maintain their success via both hiring and training exemplary faculty and staff who mirror the administration’s commitment and talents.

Bishop Brady has committed time and effort into a transition to a more data informed educational program as evinced by sincere progress towards a curriculum plan, Grad @ Grad goals, backward planning and scopes and sequences. There are also aspects of self-reflection and goal setting/achievement that the administration has introduced and adapted from ‘The Skillful Teacher.’

There remains a difference in perception of faculty involvement, as noted by the self-study that only “74% of the Brady administration and staff agree or strongly agree that faculty and staff are involved in decision making” according to several interviews with both faculty and administration, the opportunity exists for faculty participation in decision making via committee participation, issue-specific open dialogue and other informal

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2012 Manual Edition feedback channels. This finding is supported not only by surveys conducted but also the self-study report. However, some of this might result not just from involvement but the resulting follow up and/or dissemination of decisions based on the above processes. Furthermore, surveys conducted found that 73% of faculty and staff found a high level of trust among faculty, staff and administration.

The visiting team confirmed the existence of varied forms of professional development in order to refine their respective roles and contributions to school leadership. While there is no specific program in place to encourage this pattern, the administrative team has taken upon themselves to pursue outside training and bring back the refinements and best practices to the greater Bishop Brady community.

Currently, there are few procedures formally in place to review the administrative team, and all parties are aware that this is an area in need of attention. This process is not currently present from the Diocese, although interviews with representatives explained that this is already underway and will be in effect within a reasonable time frame. While there are informal methods for measuring success of the administrative team, based on conversations with administration and faculty, a formal process would be of great benefit to the school and help ensure continued success.

Conclusions and Explanation of Rating Because the major findings of the self-study were upheld by various interviews and referrals of the provided documentation, it was clear to the visiting committee that the primary functions of the administration are not only fulfilled, but also done so with aplomb. The dynamic and visionary administration has directly resulted in significant improvements in the school since the last accreditation. With this in mind, the areas in need of attention are mutually agreed upon; specifically the significant improvements required in consistency in execution of policies, increased data collection and feedback procedures. Bishop Brady is a well-functioning school, and part of this is clearly due to effective leadership via the administrative team. As such, the visiting committee concurs with the school’s self-assessment of P2.

Commendations The visiting committee commends Bishop Brady High School for: 1. The Principal, who demonstrates and perpetuates exemplary leadership at all levels. 2. The Assistant Principal of Academics and the Assistant Principal of Students, who execute their offices to the highest standards and are assets to the school. 3. The wider administrative team and administrative advisors, who bring vast experience and skills and share in many of the administrative duties and therefore add to the conscientious execution of the schools vision and mission. 4. The use of committees and ad hoc groups to ensure smooth operation of the school and its future planning. 5. The process of hiring, staffing and training that secures the mission in its perpetuity. 6. All members of the administrative team, who demonstrate an excellent rapport with students that affirms the core values of the school

Recommendations The visiting committee recommends that Bishop Brady High School: 1. Continue to explore, develop and formalize evaluation of administrators, including goals for

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2012 Manual Edition professional development.

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Standard 11 (Evaluation and Assessment): The school engages in forms of programmatic assessment consistent with fulfilling its mission and core values. This data is used to inform decision-making and planning.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2 Visiting Team’s Assessment: P2 .

Brief narrative summary of the school’s position with regard to this standard (This summary was copied/abridged/adapted from the school’s Self-Study Report.)

Bishop Brady High School does engage in forms of programmatic assessment consistent with fulfilling its mission and core values. As a college preparatory school, it is our primary responsibility to assess the educational program of the school. Bishop Brady conducts an annual review of curriculum and the individual scope and sequences for each course. Faculty meet regularly in department and in grade level meetings to assess the effectiveness of programs and academic lessons for teaching study skills, research writing, and critical thinking exercises. All teachers are observed and evaluated by the department chairperson and administrator. Students complete course evaluations twice a year. The data is collected, analyzed, and communicated to the faculty who in turn may adjust practices to better meet the needs of the students in a particular class.

The school uses basic forms of longitudinal assessment of student performance. This year the freshmen took the College Work Readiness Assessment (CWRA) which tests high school students on their 21st century skills of critical thinking, analytic reasoning, problem solving, and written communication. These students will be tested again as juniors to determine effective growth in these areas. Sophomores and juniors are given the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT).

Exit interviews are conducted informally for students and faculty by the administration. Students typically leave Bishop Brady for financial, academic, or discipline issues. Faculty leave primarily for higher income opportunities. Current graduates and Alumni are encouraged to remain involved with Bishop Brady. The Advancement Office maintains social media sites, a magazine, and activities geared toward Alumni. The Bishop Brady website and Edline program provides specific and timely information and news for the community.

At present Bishop Brady is comfortable with inviting colleagues from other schools and specialists in their field to visit our school and share their expertise. In addition, the administration encourages faculty and

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2012 Manual Edition administration to attend professional workshops, classes and courses (trends in technology, emphasis in critical thinking, and efforts in best teaching practices) with the intention of evaluating and piloting programs and sharing results with the full faculty.

The mission statement is reviewed annually at the first faculty meeting of the year. The mission statement is that by which all is evaluated at Bishop Brady. The school carries out programs for supervision and evaluation but these are not necessarily understood by all concerned. There is a disparity between the faculty and administration regarding the process for evaluation. Faculty is evaluated by students, department chairs, and administration. The principal is evaluated by the superintendent of schools. There is no formal evaluation for Directors of Admissions, Advancement, College Counseling, Campus Minister, Athletic Director, Assistant Principal for Student Affairs, and Assistant Principal for Academics.

All data is used to inform decision-making and planning. Therefore, the only area for improvement is a formal process for evaluation of the administration.

Observations The visiting committee commends Bishop Brady for their engagement in evaluation and assessment in programmatic areas in their hopes of consistently fulfilling the school’s core values and mission and to inform decision-making and planning.

Courses are evaluated by students twice a year with a formal evaluation tool, the “Course Evaluation Sheet.” The data is collected, analyzed, and communicated to the faculty who in turn may adjust practices to better meet the needs of the students. Administrators and staff are not formally evaluated by students, faculty, or other staff or administrators. It is unknown if those responsible for leadership formally engage in, or, if they do, share periodic self-evaluations of their performance.

A formal process exists for evaluating faculty and an annual observation/evaluation of faculty is completed by department chairs. Some aspects of administrative evaluations of teachers are unclear and not formally executed. When teachers are formally evaluated, they are given sufficient prior notice. Faculty members who might be struggling in a particular area may be observed and evaluated more often. Informally, the administration and department chairs are “on the pulse” of what is happening in classrooms; informal “walk- throughs” are commonplace. Teachers are comfortable reaching out should they want to be evaluated in order to seek advice on a particular area of concern or showcase a point of pride.

The school conducts annual program/curriculum review and revision based on assessment of student performance in order to assess the educational program of the school. Scope and sequence reviews for each course are performed annually. Faculty meet regularly in department and in grade level meetings to assess the effectiveness of programs and academic lessons for teaching study skills, research paper writing, and critical thinking exercises. Grades are provided to the Curriculum Committee and academic departments for review. AP testing scores are evaluated for all subjects by department, comparing test results to course outcomes and grades. Midterm and final exams are not reviewed in coordination with scopes and sequences.

The school administers the College Work Readiness Assessment (CWRA) for freshmen in order to determine how the students’ critical thinking has grown throughout their time at Bishop Brady. The CWRA tests high

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2012 Manual Edition school students on their 21st century skills of critical thinking, analytic reasoning, problem solving, and written communication. Students will be tested again as juniors to determine effective growth in these areas in order to establish longitudinal data. Sophomores and juniors are given the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). The program Naviance is used in the College Counseling office, and the school uses a feature on it that captures what students have done at Bishop Brady in order for students to compare their achievements to their peers.

The Development Director and Communication Specialist do a fine job staying in contact with alumni. The school magazine had a recent article highlighting the achievements of Brady alumni. Formal evaluations do not yet exist to assess alumni outcomes and experiences while at Bishop Brady.

Formal exit interviews are not in place for faculty or graduating seniors. The school, however, is very attentive to attrition. Faculty have access to a Google doc that explains which students are leaving/have left and the reason for their early departure. Faculty members are encouraged to share information they acquire about students planning on leaving with administration.

Faculty members look at the Mission Statement yearly in order to assess its vitality/influence in the life of the school. The committee sees value in a comprehensive mission statement review process at this time. A policy and plan on diversity derived from the school’s mission and core values has been developed and is published in the handbook. The committee sees value in updating the diversity statement in order to emphasize it in a substantive way in order to evaluate the status of the school in this regard and to guide planning in order to achieve goals.

Conclusions and Explanation of Rating Bishop Brady High School engages in some forms of programmatic assessment consistent with fulfilling its mission and core values, but admittedly needs to improve consistency in faculty and administrative evaluations. As such, the visiting committee concurs with the school’s self-assessment of P2.

Commendations The visiting committee commends Bishop Brady High School for: 1. Using a well-constructed assessment tool for students to evaluate their courses twice a year. 2. Expanding tools of student assessment. 3. The faculty being self-reflective as evidenced by committee.

Recommendations The visiting committee recommends that Bishop Brady High School: 1. Communicate and implement a universal formal evaluation process for faculty. 2. Formulate a plan for the evaluation of administrators. 4. Encourage exit interviews for departing teachers and students.

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2012 Manual Edition

Standard 12 (Health and Safety): The school is a safe and healthy place for students and faculty.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2. Visiting Team’s Assessment: P2.

Brief narrative summary of the school’s position with regard to this standard (This summary was copied/abridged/adapted from the school’s Self-Study Report.)

Bishop Brady High School is a healthy and safe environment for students, visitors, staff, and faculty. Bishop Brady’s school grounds and the building’s interior are functional, clean, and well maintained. A new wing of the school was added in 2007, and now provides 6 additional classrooms, passageways with locker space, library, chapel, computer room, college counseling offices, conference room, restrooms, and storage rooms. In addition to the installation of the new wing, Bishop Brady implemented the use of outside security cameras that cover parking lot and building, building entry alarm system with motion detection, and sprinkler system. Telephone communications were installed in all rooms, and all interior doors were equipped with locks. All exterior doors are locked during the school day, and visitors must be viewed through a camera in the front office prior to gaining entry into the building.

School Administration works directly with police and fire departments, and fire/safety drills are conducted in accordance with state requirements. Emergency evacuation routes are posted in every classroom and faculty are provided emergency folders with basic crisis management actions.

The school’s maintenance staff provides a very clean and “well-cared-for” environment. Hallways and classrooms are kept free of litter and clutter. In addition, hand sanitizer stations, paper towels and desk cleaning agent are present in all classrooms. Class sizes are moderate so that classrooms are comfortable, and the hallways are passable during passing times. The cafeteria is spacious and clean. Food services at the cafeteria are available to staff, faculty, and students for breakfast through the lunch hour, and meet nutritional standards.

Two full-time college counselors oversee the student body, aiding students in setting academic goals, charting progress, and planning for college. The Registrar dispenses and remains present while students take their medication (located and secured in the college counseling office). A campus minister meets the emotional and

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2012 Manual Edition spiritual needs of students; helping students make responsible decisions. The Assistant Principal of Students assists in the coordination and implementation of the Safe School Zone program and the school’s Safety and Emergency Management Program. The Assistant Principal for Students also supervises and facilitates staff safety awareness, training, and support. He monitors and facilitates the security operations throughout the school, including security surveillance and building alarm system (Faculty Handbook page 61). Currently the school has no nurse, trainer, or other medical person on staff. There are only a few full time staff with basic first aid training.

Observations It is the opinion of the visiting committee that Bishop Brady is a healthy and safe environment for students, visitors, staff, faculty and administration. It is clear that students and adults alike take pride in the facility and exhibit that by maintaining a well-cared for physical space.

Safety is apparent in many ways in the school. Each room is equipped with telephone communications and all interior classroom doors are equipped with locks. The school is aware of a need to change all existing locks to ones that can lock from the inside as well as the outside as this is not currently the case. Exterior doors remain locked and alarmed during school hours, and with occasional exceptions, stay unlocked after the end of the academic day until the end of the sports period. After 4:30 students only have access to the gym, locker rooms, library, and cafeteria; they primarily “hang out in the cafeteria.” It is also apparent that students support this enforcement by not being permitted to allow visitors in. During the hours that the doors are locked and alarmed, visitors must gain entry by ringing a doorbell and having a member of the staff grant access. Visitors are viewed through a camera in the front office prior to gaining entry into the building.

The school is noticeably clean, uncluttered, well organized and well cared for. The janitorial staff are integral to the community culture and take pride in the upkeep of the school. The maintenance department cares not just for the cleanliness and safety of the school but they are also integral members of the full community. After the academic day their presence is constant during after school hours. As well, careful records and logs for periodic safety audits and code requirements are kept and staff is vigilant to comply with local and state inspections and standards. The elevator is in compliance with inspections, with the next due on 4/30/14.

Dining services are not only nutritionally sound, but also of high quality both in terms of health standards, creativity and variety. This four-member department also has observable pride in their service to the school and their contribution to the well-being and satisfaction of all. The department is run under the auspices of Cafe Services, a corporate food service company. Affiliation with this organization provides the school with training opportunities for the dining staff as well as assurances of compliance with health department standards. Two main entrees are served daily as well as a variety of freshly made wrap sandwiches. In-service opportunities (ex. knife safety) are provided periodically for dining service personnel; all are required to participate in safe serving programs.

The Assistant Principal for Students oversees safety training, support and compliance, while the Assistant Principal for Academics coordinates with local safety officials to schedule drills. The Assistant Principal for Students attended a Basic Life Support Instructor Course in October 2013; this certification allows him to train other Brady staff members. While the Assistant Principal for Students is also NIMS (National Incident Management System) compliant, the remaining Incident Command personnel need to complete the required

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2012 Manual Edition online courses in order to be certified. The school administration is aware of local, state and federal regulations and communicates with police and fire departments in order to ensure that the school is in full compliance. At the opening faculty meetings, staff and faculty are given emergency folders with basic crisis management actions.

Fire drills, shelter in place and lockdown drills are conducted routinely, again, in compliance with local, state and federal standards. At the beginning of the year these drills are announced ahead of time; after a few times, these drills become unannounced. Any procedural errors are directly addressed in the hopes of more consistent, safe and compliant future drills. Attendance is taken by advisors at drills; if an advisor is absent, an administrator takes over his or her duty. Each classroom has connecting interior doors for safety purposes in the event of a lockdown. Evacuation routes are posted by each classroom door. All evacuees report to one, central location outside. A staff member on each floor is appointed to sweep bathrooms. There is a sense that the students trust the faculty to care for their needs in an emergency.

The visiting committee observed and supported the concern articulated by several faculty and staff with regard to supervision of students during after school hours. Maintenance personnel are aware of the unofficial role they perform during these hours and are instructed to locate a staff member should an emergency arise. While a large portion of the school is secured during these hours, some of the school is available to the student body without direct supervision, causing concern for the safety and well-being of the students.

There is no nurse or trainer providing direct care on campus. The school has a registered nurse who serves as a consultant should the need arise; she also comes in on the weekend to update medical records. Trainers from a local orthopedic practice are secured for home games. The school is able to take advantage of several local contractors for any needed services. Essential health information (allergies, etc.) is provided to coaches and faculty when students are off campus for sporting events, field trips, etc.

There is no requirement for any staff member to be CPR or AED certified. Some are, however, and all coaches are required to be certified.

The Registrar administers all prescription medication and some over-the counter medications; students are permitted to carry over-the-counter medicines and administer them independently. In her absence, the other college counselors can administer medication. Parents are pleased with this process and regular communication occurs between the school and home (i.e. changes in the time medication should be administered, etc.) Some faculty expressed concern that there is not a registered nurse distributing medication; others feel that the current system is adequate. Students who are ill are supervised by administrative personnel in a sick room adjacent to administrative offices and are evaluated as to whether or not they should return home or remain on campus.

Students are required to have physicals at the start of their tenure at Bishop Brady. Annual physicals are evidently required for athletes, but this requirement is not enforced consistently.

Protocol for students who have sustained concussion injuries is a concern for some. Right now, a student who is concussed at an athletic event is initially evaluated by a trainer. The student is then evaluated by their own doctor if the family, in consultation with the trainer, feels it is warranted. Students are not required to have a baseline, pre-concussion assessment. There seems to be some inconsistency whether post-concussion

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2012 Manual Edition accommodations are clearly articulated upon the student’s return to school. Some of the students have come to school saying that they have sustained a concussion but without documentation. The school seems to rely on the opinion and advice of the parents as to the student’s return to play protocol and academic accommodations, rather than by physician order.

The school has a reporting procedure in place to report, record and follow-up on any incidents regarding the health and safety of students or staff but all don’t seem to be aware of the formal procedure, steps and paperwork involved.

The Director of Campus Ministry provides all personal counseling services, assisted by two full-time college counselors whose wellness role is to help with academic goals and college planning. Her location on campus is clearly a safe place of refuge for students in need of personal or spiritual counseling and her counseling credentials, as well as her warm demeanor, are assets to the community as a whole. Should further mental health services be warranted outside of the director’s scope, families secure the private services of off-campus clinicians.

Conclusions and Explanation of Rating It is the opinion of the visiting committee that Bishop Brady strives to provide a safe and nurturing environment for learning and takes pride in a well-cared for facility for all. We therefore concur with the rating of P2 with the recommendations below, with a strong advisement, in particular, to give serious consideration to concussion protocol and supervision of students after school.

Commendations The visiting committee commends Bishop Brady for: 1. Taking pride in a very clean and well cared for school with facilities that are spacious and accommodating. We commend the excellent custodial staff for their diligence and pride in caring for Bishop Brady. 2. Dining services that are a substantial asset to the school, both in terms of enjoyment quality and nutritional value. We commend the excellent dining services staff for the exceptional service they provide to the school community and the pride they exhibit in doing so. 3. The Director of Campus Ministry, who serves a vital function in the emotional and spiritual needs of the school. Ms. Fairbanks is a highly respected and core member of the safety community. 4. The implementation of a variety of safety procedures. 5. The Assistant Principal for Students, Neal Casale, and his excellent leadership and integral role in securing the overall safety and wellbeing of Bishop Brady.

Recommendations The visiting committee recommends that Bishop Brady High School: 1. Consider a formal CPR/first aid instruction program for more or all faculty, administration and staff. 2. Establish a supervisory plan after the academic day ends until final student pickup for the safety and wellbeing of the students. 3. Evaluate the need for a trainer and/or nurse to serve the needs of the athletic department and community as a whole. 4. Pursue opportunities for a member of the staff to receive certification, if available, for the handling and

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2012 Manual Edition distribution of medication. 5. Determine the necessity of yearly physicals for those students engaged in the athletic program. 6. Develop a formal, sound concussion protocol which involves medical personnel, school and home.

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Standard 13 (Communication): The school maintains effective systems of external and internal communication and record keeping that inform all constituents and facilitate participation where appropriate.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2. Visiting Team’s Assessment: P2.

Brief narrative summary of the school’s position with regard to this standard Bishop Brady maintains an effective system of external and internal communication and record keeping that inform all constituents and facilitate participation where appropriate. The school utilizes various internet programs like email, Edline, Facebook, and blogs to promote communication in a timely manner. In conjunction with electronic communications, frequent meetings and conferences between parents and faculty are held ensuring necessary information is shared.

Internal communications Face to face communication includes school-wide Monday Morning Meetings for student announcements, weekly reminders, daily announcements, and club and committee meetings. Each week the faculty meets with the administrative team first thing on Monday morning to discuss the week ahead and any concerns for the week. In addition, on the first Monday of every month a longer faculty meeting is scheduled to present major agenda issues from areas of professional development, admissions, college counseling, advancement, and campus ministry.

The Back to School Night allows parents to go through their child’s schedule to meet and listen to each teacher’s expectations for student success. In addition, an optional parent/teacher conference is offered to parents after progress reports in quarters 1, 2, and 3. Parents schedule 10 minute blocks of time with the office secretary to meet some or all of the student’s teachers.

“Coffee with the Principal” is an informal gathering of parents and the Principal to discuss various topics pertaining to the school. College Counseling hosts two “coffee chats” in the fall, one for freshmen parents and one for the senior parents to answer any questions regarding the start of two very important high school years.

External • The Bishop Brady HS web site - www.bishopbrady.edu • Edline - school portal to teachers and activity sites

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2012 Manual Edition • Facebook, Twitter, Instagram • Rediker Software (Database) - Email, Online Forms, Grade Management System in a timely manner Mail Chimp (broadcast email program for alumni and newsletter), Internal Gift tracking system for donations, (formally used Gift Maker)

The Bishop Brady Communication Specialist maintains the social media and creates quarterly Highlights which list events and announcements for parents, students, faculty, administration, and alumni.

Athletic booster clubs and the parent organization utilize Edline to communicate with parents about sports and other related events.

College Counseling utilizes several systems for internal/external communication and record keeping.

• Naviance is a web based program. This program keeps student transcripts, which includes test scores, available scholarships, teacher recommendations, career opportunities, parent information, college application processing and all information that would benefit the student’s college and career goals. • Naviance allows the college counseling office to email parents, students, and colleges to insure a smooth completion of the college application process. • College Counseling also keeps reports and statistical information relating to the college process on Naviance. • Cumulative student files are kept in a locked fireproof cabinet located in the College Counseling suite. • The Administrator Plus software allows the counselors to schedule and review grades for each student. Student demographics are also available on this program. • Edline is another means of communication utilized in College Counseling. Counselors email and post college events and information sessions for parents and students.

The Advancement Office updates alumni, families, and donors through the school’s magazine which is published twice a year, in March and in August. Broadcast Emails to alumni are also utilized to promote upcoming events, annual giving, and other fundraisers. Current news and events are viewed from the school’s website. The school utilizes a donor system, formerly Gift Maker, now Little Green Light, to track all donations and sponsorships to the school. It maintains an updated database for alumni contact information. All gift reporting is produced from this system.

The Advancement Office maintains social media sites, a magazine (Bishop Brady Magazine), and it offers activities geared toward Alumni. • Alumni Golf Classic – planned and sponsored by a Committee of Alumnae • Alumni Association with representatives from all classes • Bishop Brady 50th Anniversary Dance • Communication – WMUR-TV’s Community Calendar, Concord Monitor, Union Leader, Laconia Citizen, Beford Bulletin, Bow Times, Goffstown News, Hooksett Banner, and the Eagle Times, local radio stations, 28 Parish Bulletins, and Concord Chamber of Commerce. • Hall of Fame – Recognition of athletic contribution • Social Media – Twitter, Facebook, LinkedIn and Instagram

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2012 Manual Edition According to the data provided, the alumni, parents and students agree that “The school has an effective system of communicating important information.”

• 84% of Alumni agree or strongly agree • 93% of Parents: agree or strongly agree • 94% of Students agree or strongly agree

“School meetings are informative, supportive, productive and collaborative.” Only 18% of students agree or strongly agree.

“The school maintains appropriate internal communication channels for faculty to reflect their concerns and interests.” Only 67% of faculty agree or strongly agree

Comments made on the surveys include: “Assistant Principal of Academics does a good job communicating via email with faculty regarding certain decisions made in school and posting the weekly calendar; puts a hard copy in the mail box, uploads it to Edline - Faculty page, and puts a copy on the refrigerator.”… “I think it would be very beneficial if teachers had the opportunity to give a mid-year and end-of-year review of administrators, department heads, etc., just like students evaluate teachers in the middle and at the end of each academic year.”

By utilizing the internet, paper, electronic records, and meetings, Bishop Brady ensures that staff has access to important school related information.

Observations Bishop Brady makes great efforts to ensure good communication between the various constituencies. Some examples that were discussed and observed are: Face-to-Face Communication - Bi-Monthly Grade Level Meetings, Bi-Monthly Department Meetings, Weekly Faculty Meetings, Weekly Monday Morning School Meeting Electronic Information - Edline, Google Docs (sharing information about students), social media, school website, Naviance Printed Material - School Magazine, Highlights Other Forms - Whiteboard in school hallway with daily schedule, dismissals and club/activity announcements from students and teachers

In January, Bishop Brady hired a Communications Specialist who has been working to bring a sense of unity to the printed communications. The Communications Specialist has identified the importance of using social media to attract and retain students, and has increased the school’s online presence through Instagram, Twitter and Facebook.

Student handbooks, faculty handbooks and school policies are available on the school website. Student handbooks are no longer printed for each student; excerpts are published in the student agenda. The handbooks and policies are made available to current and prospective families and discussed with them.

The visiting committee observed that internal communication between faculty and administration is done

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2012 Manual Edition primarily through the weekly Monday morning staff meeting and email. Issues with effective communication were raised in the self-study and by some faculty. According to the self-study, concerns were raised in both directions of communication firstly saying “email is often used during the school day to contact faculty even though they are involved with classroom teaching or duties” and then “communicating concerns to the administration by faculty in an organized formal process, and achieving satisfactory resolutions through the process” was one of the items warranting attention. As some faculty and administration stated, this perceived lack of communication may not be due to a lack of sharing information, but rather individuals not reading emails or using available information.

The tuition for the following year is made public to current and prospective students immediately after approval is received from the Diocese of Manchester. This is done through both mailings and on the school website. Information for financial aid is provided for and discussed with prospective parents. They are informed that it is a separate form to complete. To determine financial aid, a group of administrators, including the principal, both vice principals, the business manager and the director of enrollment meet to discuss need and all other information that is pertinent.

Through conversations with parents, students and faculty the visiting committee observed that there is a system of communication established allowing parents to talk with teachers, and vice versa. In addition to email, which is widely used for both internal and external communication, the main method of communication between school, student and parent is Edline. Teachers are encouraged to post assignments and resources for students, as well as being required to periodically update grades for parents and students to view. Parents expressed satisfaction with Edline and the communication from the school. It is commendable that the school is moving to TeacherPlus, thus streamlining their methods of communication between parents, students and teachers.

Bishop Brady maintains former student records in secure, fireproof cabinets. In line with state standards, cumulative folders are destroyed by fire after seven years. Also, Bishop Brady maintains accurate and complete records for faculty and staff. They are in a locked, fire-proof cabinet in the business office and must be signed out through that office.

Conclusions and Explanation of Rating Communication at Bishop Brady is excellent. The school has within their structure several layers of communication. Communication between teachers, parents and students is very strong and effective. The one area of concern raised by the self-study was internal communication within faculty and administration. However, the visiting committee found that structures were in place and ample opportunities for input were available. As such, the visiting committee concurs with the school’s self-assessment of P2.

Commendations The visiting committee commends Bishop Brady High School for: 1. “School information is updated and disseminated regularly through Edline, emails, Highlights, and the Bishop Brady website.” 2. The tools put in place to communicate with students and to allow students to more effectively communicate with each other - most notably, the weekly Monday meetings and the white board in the main hall. 3. The teacher to student level of communication which is thorough and accessible. The use of Edline, the

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2012 Manual Edition advisory program and email all maintain constant contact between students and their teachers. 4. The communication with parents through email and Edline. Parents feel that they are a part of their child’s learning and school experience. 5. The hiring of a Communications Specialist to utilize social media to better connect the school with students, parents, alumni and the wider community.

Recommendations The visiting committee affirms the following recommendations made by Bishop Brady High School: 1. “Schedule administrative and faculty meetings that provide time for effective discussion, consensus, and decision making on key academic, operational, or support program issues.”

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Standard 14 (Infrastructure): There are adequate resources (personnel, finances, facilities, equipment, and materials) to provide for the overall institutional needs of the school.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2. Visiting Team’s Assessment: P2.

Brief narrative summary of the school’s position with regard to this standard (This summary was copied/abridged/adapted from the school’s Self-Study Report.)

The school has appropriate procedures for accounting and for auditing the accounts of the school. Bishop Bishop Brady has an adequate infrastructure for operating this facility as a small high school, for implementing its program, and for providing necessary insurance. The facilities are appropriately kept up to date, and the school boiler was replaced less than 15 years ago. The facility and grounds are regularly maintained, and there is a plan for future development and improvements. The 2013-2014 Facilities Plan which includes short and long term goals for the infrastructure ,is published and available in the Bishop Brady Google Drive. The Principal, Business Manager/Technology Coordinator and Technology Committee are in the process of formulating and writing the Academic Technology Strategy,which includes goals and required updates to the internet service, security and reliability.

All classrooms are spacious and suitable for learning activities. Analysis of full time faculty and courses taught in the fall of 2013 showed 55 classes with 16 or fewer students, 37 classes with 17 to 22 students and 13 classes with more than 22 students. The facility is handicap accessible with wheelchair lift and elevator. The parking lot was re-paved in 2013. The infrastructure for learning supports access knowledge through multiple sources, including the capture and sharing of information electronically, classroom presentation hardware and software, and computer labs and updated library. Over the last five years, the maintenance director and his staff have brought the lighting up to date and have replaced 80% of the balusters. The gym and the outside parking lot are priorities and will be updated on as- need basis until complete.

Observations Bishop Brady has more than adequate infrastructure for the operation of the school and its program. The facilities, while showing some signs of their age in a few instances, are kept extremely well maintained by the janitorial staff. Major issues in the older areas of the building as observed by the visiting committee are around the areas of uneven heating and cooling especially with the large blocks of windows in the cafeteria and in some

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2012 Manual Edition of the classrooms. Lighting has been upgraded as needed in various areas of the building so that approximately 80% of the lights in the building have been replaced with energy efficient lighting. The rest will be changed as warranted.

Bishop Brady conducts an annual financial audit through the outside accounting firm of Howe, Riley & Howe. This started five years ago and though mandated by the Diocese of Manchester should be commended. This committee applauds this effort because it is a costly undertaking that helps ensure the school of financial stability. In addition the school compiles quarterly reports that are sent to the Diocese for review.

The main source of revenue is through student tuition; this covers budgeted operational expenses. There is an escrow fund set aside that is available for emergencies or major capital expenditures. As is mentioned in the strategic plan, the school has put in place a marketing campaign, increased fundraising efforts and obtained the Mac computer lab as a major gift. In order to remain fiscally solvent, the school has drafted a financial plan that, according to the self-study, will identify strategic needs, establish a means to define financial goals and raise the capital to address the needs and goals of the school. In order to ensure these needs the school’s advancement efforts to build the infrastructure for instructional purposes will be important.

Bishop Brady has adequate provisions for insurance coverage in all areas. The school purchases insurance though Diocese of Manchester’s Insurance Funds for Property, Worker’s Compensation, Liability, Student Accident and Auto Insurance.

A Facilities Plan is in place from 2012 that covers major issues for the next several years. While the maintenance issues are relatively pressing the school has a plan for dealing with the most troubling of them. Also, while there exists older or outdated science lab equipment, the school does have what is necessary for classes to run efficiently. There is a need to upgrade some of the laboratory equipment (e.g., microscopes for student use).

Bishop Brady has made great strides in the areas of technology in the past 2-3 years. Infrastructure upgrades, most notably in the areas of technology and wi-fi access, have allowed for each teacher to have a school laptop to assist in the education process, a virtual server has been put into place and a higher level filter and security program will be in place for next school year. The school is also investigating the possibility of adding another line in order to keep the bandwidth within acceptable limits.

Given the upgrades in the building, and taking into account the fact that the school does have plans for future upgrades, the current levels of technology are adequate for students to be educated as critical thinkers and effective communicators. The coordination of academic and administrative functions with technology includes: integration of the school’s data software, Administrators Plus with Teacher Plus Web Gradebook for grades and attendance uploads, the integrated website communication platform Edline, access to copier machines for printing, Bishop Brady email accounts etc.

The entire system is backed up using Microsoft Data Process Manager. The Domains are protected from the internet by a sonicwall firewall that also provides content filtering. A wireless network is provided by using Ruckus Zone Director.

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2012 Manual Edition The Business Manager/Technology Coordinator is responsible for the information and structure of the technology of the school. Centurion Networking Services Partners LLC offers technological support to Bishop Brady allowing the school to improve, maintain and manage the current infrastructures of the technology system.

Conclusions and Explanation of Rating The facility, equipment and materials of the school are judged to be adequate to the school program. The school does have an older wing, which does have some pressing needs for the future, however the school has a plan for dealing with these problems. As such, the visiting committee concurs with the school’s self-assessment of P2.

Commendations The visiting committee commends Bishop Brady for: 1. Having an extremely well maintained school with a dedicated custodial staff. 2. Updating technology infrastructure throughout the entire school. 3. Having an annual audit by an outside auditing firm to help keep the school on sound financial ground.

Recommendations The visiting committee recommends that Bishop Brady: 1. Continue with recommendations in the facilities plan to upgrade and repair portions of the building mentioned in that report. 2. To explore a new review of the strategic plan including methods of increasing advancement efforts to make those aspects of the plan possible. 3. Evaluate the need to update kitchen equipment.

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Standard 15 (The Accreditation Process): The school is fully committed to institutional improvement and to the process of accreditation. The school completed an inclusive self-study, conducted in a spirit of full disclosure and following Association guidelines; responds to Commission recommendations and the requirement to meet all standards; and participates fully in the peer review process, hosting a visiting committee and sending personnel to serve on visiting committees to other institutions.

Assessment of Standard Passing Failing (The students’ experience is supported.) (The students’ experience is compromised.)

P1. Meets Standard: may have minor F1. Fails Standard: aware and plans plans/recommendations or issues for remediation. reflection.

P2. Meets Standard: does have significant F2. Fails Standard: aware, but plan of plans/recommendations and issues for remediation is uncertain. reflection.

School’s Self-Assessment: P2. Visiting Team’s Assessment: P1.

Brief narrative summary of the school’s position with regard to this standard (This summary was copied/abridged/adapted from the school’s Self-Study Report.)

In January of 2013 Bishop Brady, a Private Catholic High School located in Concord, NH, began its self-study process. Three members of the staff attended a training scheduled by the Principal and offered by NEASC the third week of January. The staff members met with the Principal and Assistant Principal of Academics to begin the study process. Two coordinators were chosen to facilitate the process. A meeting of the faculty and staff was organized for the first week in February. A presentation given by NEASC described the steps for completing the self-study. In addition, the coordinators conducted an informal survey of all faculty, staff and administration to initially assess each NEASC standard with a rating of Pass or Fail.

With the information gathered from the faculty survey results, separate meetings were held to meet with each faculty member who would serve as chairperson of one of the five committees, and to assign additional faculty and staff to each of the five committees. The five committees were assigned various standards then reviewed each of the standards and indicators. Standards 1, 3, 4, 5, and 6 were made priorities and the first task for committee assignments.

The self-study coordinators established a schedule of events for study and committee work from February 2013 to February 2014. Throughout this yearlong process, committees met regularly and thoroughly examined all aspects of the school in accordance with the NEASC policies for Self-Study. As the study report was finalized, we conclude that Bishop Brady has produced an honest and valuable document that will serve as an important tool to be used for long-range planning.

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Observations The visiting committee experienced Bishop Brady High School to be fully committed to its self-study, the importance of the visitation and visiting committee report, and an overall spirit of school improvement. The self- study process and self-study report were carried out sincerely and with a view towards planning for the school’s future. The visiting committee notes that the school’s self-study report has already resulted in plans for improvement even prior to the final report of the visiting committee. The self-study report is a well-prepared and thoughtful document.

School personnel were attentive to the needs of the visiting committee and respectful or the work taking place. Arrangements were appropriate to the task and inclusive of the breadth of the Bishop Brady High School community. The committee had ample time and opportunity to fulfill its task.

The visiting committee believes that the self-study, and upcoming visiting committee report, will serve as a helpful basis for a new strategic plan and the school’s upcoming transition in leadership.

The visiting committee commends Jocelyn Bergeron and David Afflick for their recent service as visiting committee members and Trevor Bonat for his service as Assistant Chair on two occasions.

Conclusions and Explanation of Rating The visiting committee finds the school deserving of a rating of P1. Due to the sincerity and thoroughness of the study and the seriousness and thoughtfulness of which the entire process was approached, the committee feels the school is deserving of a change of rating to P1.

Commendations The visiting committee commends Bishop Brady for: 1. The exemplary leadership shown by Greg Roberts and Linda Fairbanks and for the thorough nature of the process and the high quality of the Self-Study report. 2. The hard work of the faculty and staff involved in writing the self-study report. 3. The willingness of the school community to openly and honestly review all aspects of school life.

Recommendations The visiting committee recommends that Bishop Brady: 1. Use the findings of the visiting committee report and your own process of self-evaluation to assist in leadership transition, overall growth of the school and the formation of a strategic plan.

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Self-Study Part II: Reflection, Recommendations, and Issues for Further Discussion

Overview The Bishop Brady mission statement reflects the school’s core values and has resulted in a better understanding, acceptance, and interaction between the school’s vision, philosophy, and Graduate at Graduation goals for academics and co/extra- curricular activities. Bishop Brady inspires students towards lives of faith, learning, and service and continues to provide excellent education for life preparing them with the tools of knowledge and with the ability to share the Gospel message of Christ through service.

Bishop Brady is owned by the Roman Catholic Bishop of Manchester, a corporation doing business as Bishop Brady High School. The Principal, who reports directly to the DOM, is responsible to oversee the governance of the school’s operational, financial, and educational needs. The Principal works with the support of an elected Advisory Board that provides suggestions or recommendations to the Principal concerning school governance.

There is a thorough admissions process that ensures prospective students who enroll are appropriate given the Brady mission statement and that they will benefit and be empowered by their experiences at Bishop Brady High School.Carefully planned programs are implemented and maintained by a dedicated faculty and administration. The BBHS program is considered to be an advantage of the school and demonstrates consideration for appropriate intellectual, social, physical, aesthetic, emotional, and ethical aspects of life in the school community.

There is a multitude of co/extra-curricular opportunities to address the interests of each individual student, thus fostering an inclusive and accepting environment. This environment is one of respect, trust, and diversity which is widely celebrated both inside and outside of the classroom.

In January of 2005 permission was granted to pursue a Capital Campaign and a new addition was completed in 2007. With the addition of a Learning Commons, expanded Chapel, new classrooms and Art room, computer labs, administrative offices, a college counseling suite, and enhanced communication and internet network Bishop Brady gained the ability to meet the needs of an evolving community.

Bishop Brady hosts a variety of international students as well as providing educational opportunities to students from other U.S. states and countries, who are part of a Junior Hockey League. An expanded ESL faculty provides a detailed introduction and relevant details of all international students to encourage understanding of these students’ challenges, strengths, and coping mechanisms as they are integrated into the Bishop Brady community.

There is a high standard of academic success required from students that is achieved through highly qualified teachers who are passionate about education and fulfilling the Catholic mission of the school. The relationship among faculty, staff, and administration is one of dignity and respect. Brady faculty and staff strive to live the mission of engagement in learning, deepening faith, and commitment to service by designing a set of Grad at Grad expectations for the school as a whole and for individual departments.

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Although the school is operated by the Diocese of Manchester (DOM), Bishop Brady is allotted considerable autonomy in which to function. The administration is tasked with the organizational and financial leadership as well as the instructional and moral (core values) leadership of the school community. The administration’s use of the talents and skills among the faculty and staff is a critical element to the planning and evaluation processes and ultimately, to the effectiveness of BBHS.

The school engages in forms of programmatic assessment consistent with fulfilling its mission and core values. There is an annual review of curriculum, faculty meet regularly to assess the effectiveness of programs and academic lessons for teaching study skills, research writing and critical thinking exercises, and all teachers are observed and evaluated by department chairpersons and administration. The school uses basic forms of longitudinal assessment of student performance.

Bishop Brady is a healthy and safe environment for students, visitors, staff and faculty. The school’s grounds and the building’s interior are functional, clean, and well maintained. Administration works directly with police and fire departments and drills are conducted in accordance with state requirements. There are many levels of assistance for students: two full time college counselors, a Campus Minister to address emotional and spiritual needs, Assistant Principal of Students who assists in the coordination of the Safe School Zone and Emergency Management Program.

Bishop Brady maintains an effective system of external and internal communication and record keeping that supports all constituents. The school utilizes various internet programs: email, Edline, Facebook, and blogs to promote timely manner. All teachers have voice mail and classroom phones; there are three parent conference evenings as well as special parent/teacher meetings.

The school has an adequate infrastructure for operating the facility as a small high school, for implementing its programs, and for providing necessary insurance. All classrooms are spacious and suitable for learning activities. Like any school, improvements and new ideas require financial investments beyond the tuition.

Observations: The visiting committee concurs with the school’s assessment that, to a great degree, there is universal commitment to the mission of the school and the importance of taking steps to ensure that Bishop Brady High School provides this well into the future. This is a significant accomplishment.

In addition, the school’s programs, culture, and ethos are notably strong and bear the mark of high quality. There is rigor in classrooms, excellence in co-curricular activities, and a strong sense of community that pervades daily life at the school. Students receive an excellent overall experience, borne out by their comments to the visiting committee and the satisfaction of parents. This clear sense of mission and strong educational product provide the foundation upon which necessary advancement efforts and progress in the strategic plan can be founded. There is no doubt whatsoever that Bishop Brady High School is a “good school” and more than one visiting committee member stated that they would be pleased for their children to attend the school.

Bishop Brady is marked by a strong commitment to an organized, comprehensive, and intentional approach to teaching and learning. Efforts initiated by the Principal and developed by the faculty to introduce consistency

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2012 Manual Edition and organization to curriculum and instruction are laudable and serve to enrich the fidelity to mission and academic experience of students. As the faculty and staff approach a transition in leadership at the conclusion of this academic year, the opportunity exists to demonstrate that this hard work has been internalized into the teaching and learning culture of the school.

The visiting committee noted with concern gaps in supervision of students beyond school hours. Additionally, the lack of dedicated school health care personnel (trainer or nurse) and the observations of the visiting committee may lead to lack of school control of individual student health care issues, e.g. concussion management, etc.

Key to meeting the challenges of the future will be a clear, comprehensive process for renewing the strategic plan that involves all levels of school life. The current strategic plan, written in 2009 and updated annually by the Principal, forms a good foundation for this next step. Significant among the needs addressed by the strategic plan is prioritization of facility needs, greater commitment to instructional technology planning, and expansion of the school’s advancement efforts. The Advisory Board can play an important role in the development of this strategic plan, and it’s continuity in a time of new leadership.

The visiting committee finds a high degree of loyalty to the school among students, staff and the wider Bishop Brady community. It is clear that the Bishop Brady High School experience is a positive one and that, aligned with the school’s strong articulation of mission, the foundation exists for laying out priorities such as those addressed in the strategic plan and calling the community to action for concrete steps in key areas. Advisory board development, alumni cultivation, fresh communication tools in marketing, and careful consideration of programmatic improvements will assist the school in meeting the challenges ahead.

Conclusions The visiting committee finds Bishop Brady to be an excellent high school with significant strengths and clear recognition and plans to address its areas of growth or concern As such, the visiting committee recommends that Bishop Brady High School be granted continued accreditation.

Commendations The visiting committee commends Bishop Brady High School for: 1. The obvious and evident incorporation of the school’s mission in the attitudes, values and comportment of students, faculty and staff, administration, and the wider Brady community. 2. The warm, strong sense of community which allows all members to experience the school’s mission. 3. Its particularly strong practice of Christian service throughout the student body and amongst faculty members and staff. Such efforts as the numerous service trips, the Interact Club, Thanksgiving food baskets, Operation Santa, and others ensure that Christian service is a lived mission. 4. Creating an intentional learning community based on informed best practices and utilizing research in quality teaching and learning. 5. Providing an academic environment of appropriate rigor in classes. 6. Initiating a curriculum review focused on the profile of the Bishop Brady graduate and aligning curriculum goals in order to achieve this vision. 7. The commitment of teachers to both the academic and the extracurricular needs of Bishop Brady students.

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2012 Manual Edition 8. The dedication to student mental health from the Campus Ministry Office in order to help students balance their academic and social lives. 9. The Advisory program, which creates a strong sense of community within the school and enhances the relationships between teachers and students. 10. Its environment where students are accepted for who they are and are encouraged by all members of the community. 11. The success of the capital campaign leading to the creation an exceptional learning space for the Bishop Brady students, i.e., the Learning Commons and new art room. It shows the school’s dedication to 21st century learning and upgraded spaces for student programs and growth. 12. The ESL teachers for being well-trained, effective, and helpful with students and classroom issues, but also for training faculty on issues that might come up when teaching or working with students. 13. The faculty’s commitment to excellence in teaching, which was evident in the amount of reflection of the faculty on their teaching and the school’s commitment to professional development. 14. Their recognition that, while financial resources are limited, the faculty and staff do not let this limitation hinder their pursuit of excellence. 15. The Principal’s exemplary leadership at all levels. 16. The Assistant Principal of Academics and the Assistant Principal of Students, who execute their offices to a highest standard and are tremendous assets to the school. 17. The wider administrative team and administrative advisors that bring vast experience, skills and share in many of the administrative duties and therefore add to the conscientious execution of the school’s vision and mission. 18. The excellent rapport with students demonstrated by all members of the administrative team. Such rapport affirms the core values of the school 19. Its well-constructed assessment tool for students to evaluate their courses twice a year. 20. Its very clean and well cared for school and facilities that are spacious and accommodating. The visiting committee commends the excellent custodial staff for their diligence and pride in caring for Bishop Brady. 21. Dining services that are a substantial asset to the school, both in terms of enjoyment quality and nutritional value. The visiting committee commends the excellent dining services staff for the exceptional service they provide to the school community and the pride they exhibit in doing so. 22. The structural layers of communication, leading to effective communication among faculty, administration, parents, students, alumni and the wider community. 23. Hiring a Communications Specialist to utilize social media to better connect the school with students, parents, alumni and the wider community. 24. Executing an annual audit by an outside auditing firm to help ensure sound financial practices.

Recommendations The visiting committee recommends that Bishop Brady High School 1. Enhance visibility of the mission statement in classrooms and main areas of the school. The school might consider framed mission statements in classrooms and main area rendering of the statement or portions thereof. 2. Indicated by the school as warranting attention, determine and initiate a formal process, involving each level of the school community, for reviewing, affirming and/or revising the mission statement.

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2012 Manual Edition 3. Explore a program for evaluation and assessment of the Principal. Explore, develop and formalize evaluation of administrators, including goals for professional development. 4. Initiate a new strategic planning process that involves multiple levels and inputs from the staff, faculty, community, etc. 5. Consider the institution of a standing Advancement Committee of the Advisory Board. The Advancement Director, Principal and Advisory Board Advancement Committee might develop focused strategies in the area of planned giving, donor cultivation, and major gifts. 6. Establish a method to have pertinent information about students available to teachers at the beginning of the school year and updated as the year progresses. 7. Investigate ways to involve the academic leaders in course placement and scheduling of incoming students. 8. Explore the future development of online learning and offerings including appropriate policies and procedures 9. Provide a more comprehensive program for teachers in order to help them work with international students in the classroom. 10. Enhance the current Student Programs and Groups (such as advisory, Student Council etc.) by solidifying the framework of each group and putting a pay scale in place for teacher moderators to gain consistency from year to year. 11. Develop a comprehensive academic technology plan. 12. Coordinate the development of after school programs with homestay students to improve their educational and social experience once the school day ends. 13. Commit to improving teacher salaries and benefits. (as part of the overall strategic planning process) 14. Review and complete the draft of the proposed teacher mentoring program plan. 15. Examine the current responsibilities of the part-time faculty outside of the classroom, and consider what changes may be made to provide for a better functioning of the school. 16. Encourage exit interviews for departing teachers or students. 17. Identify which campus personnel are CPR/first-aid trained and consider a formal CPR/first aid instruction program for more or all faculty, administration and staff. 18. Establishing a supervisory plan after the academic day ends until final student pickup for the safety and well-being of the students. 19. Evaluate the need for a trainer and/or nurse to serve the medical needs of the community as a whole and the athletic program and pursue opportunities for a member of the staff to receive certification, if available, for the handling and distribution of medication. 20. Develop a formal, sound concussion protocol which involves medical personnel, school and home. 21. Continue with recommendations in the facilities plan to upgrade and repair portions of the building (consistent with overall strategic plan).

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MAJOR COMMENDATIONS

1. Bishop Brady High School is commended for its extraordinarily strong sense of mission communicated clearly and frequently by students, parents, staff, alumni, and administrators. Bishop Brady knows that it is a Catholic school and makes strong efforts to live the mission of faith, learning and service.

2. The faculty, staff, and administration are commended for the achievement of a very strong sense of community. Most frequently, students, staff, parents, alumni, and administrators spoke of how significant the sense of community has been in their overall Bishop Brady experience. This is a result of the dedication to the school exhibited by those present every day: the faculty and staff, led by a dedicated and administrative team. The intentional and focused leadership provided by the principal, the competence and caring of the Assistant Principals, and the hard-work and quality of the faculty and staff make Bishop Brady an outstanding high school.

3. The school has engaged in a thoughtful, organized, and focused program of teaching and learning that has elevated the academic life of the school. The school is to be commended for the development of the Grad@Grad document and the subsequent efforts at curriculum alignment. Efforts made around Research for Better Teaching to create a common set of understandings are praise-worthy and energize the academic life of the school. The faculty is in a strong position to carry these efforts forward in this time of leadership transition.

4. The student experience is exceptional with a wide range of activities and options for the students at the school. The school’s dedication to the development of its students is immediately evident upon entering the building. Bishop Brady has teachers and administrators who work tirelessly to promote academic talents and character development in every student and they set high expectations for their entire school population.

5. The success of the school’s capital campaign for major renovations has created a pleasing, well- organized physical space that communicates the mission and values of the school and will serve the school for many years to come. The Office of Campus Ministry and the school Chapel are prominent and signal the Catholic identity of the school. Students and guest enter a well-organized space that allows for smooth functioning. The Learning Commons, Office of College Counseling, and Conference Rooms provide excellent academic spaces.

6. The excellence achieved at the school is particularly notable in light of the capital limitations under which the school operates. The school pursues excellence based on people and programs and does not let facilities or other capital limitations define the Bishop Brady experience.

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MAJOR RECOMMENDATIONS

1. The strategic plan, well-created in 2009 and updated by the Principal annually since this point, requires comprehensive renewal at this time. The visiting committee recommends that the school initiate a process of strategic planning that builds upon the current plan but includes all levels of the school community. Such an effort can serve to increase communication and ownership of the school’s planning and future growth. (Program, Resources to Support the Program, Infrastructure).

2. Bishop Brady is undoubtedly and mission-driven school, however, the mission statement was written in 2009. Indicated by the school as warranting attention, the visiting committee recommends that the school determine and initiate a formal process, involving each level of the school community, for reviewing, affirming and/or revising the mission statement. This effort might be an excellent precursor to the strategic planning process. Each holds out the opportunity to expand ownership of the mission and strategic goals of the school. (Mission)

3. The visiting committee recommends that the school develop an overall academic technology plan with a goal of a more fully integrating instructional technology into the teaching and learning environment of the school. (Program, Resources to Support the Program).

4. The visiting committee recommends that the school heighten its examination of health services and student health management. Written concussion policies and procedures and well as an organized protocol for student health concern management bear consideration. The provision of athletic training services and/or school direct care nursing services would allow these gaps to be filled. Additionally, the committee recommends that an organized plan for after-school supervision be developed. (Health and Safety)

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Report on Standards for Accreditation for Bishop Brady High School

Standard Rating Failed Ratings Differing Ratings P1 P2 F1 F2

1 – Mission X

2 – Governance X

3 – Enrollment X

4 – Program X

5 – Experience of the X pgs 21-24 Students

6 – Resources to Support the X Program

7 – Early Childhood Program N/A

8 – Residential Program X and/or Homestay Program

9 – Faculty X

10 – Administration X

11 – Evaluation and X Assessment

12 – Health and Safety X

13 – Communication X

14 – Infrastructure X

15 – The Accreditation X pgs 56-57 Process

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