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MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS
COMMISSIONS ON ELEMENTARY AND SECONDARY SCHOOLS
EXCELLENCE BY DESIGN
A Self-Study for Accreditation by the Middle States
Association
St. John the Beloved Wilmington, Delaware
DATES OF TEAM VISIT
November 17 – 20, 2015
Richard D. Hart
Principal
Kathleen Kenney
Mary Lou Soltys
Internal Coordinators
3624 Market Street 2 West Philadelphia, PA 19104
Telephone: (267) 284-5000 FAX: (215) 662-0957 Email: [email protected]
www.msa-cess.org
TABLE OF CONTENTS
Page
Description of the School 1
Organization for Self-Study 3
Internal Coordinators 3
The Planning Team 4
Role of the School's Leadership and Governance 6
Implementing a Planning Ethic 7
A Plan for Communication and Awareness 10
A Plan for Periodic Reviews of the Plan for Growth 11
The School's Mission, Beliefs, and Profile of Graduates 12
Mission 12
Beliefs 13
Profile of Graduates 15
Profile of the School 17
The Community 17
School Information 22
Student Performance 33
Profile of Organizational Capacity 44
Introduction 44
Mission Standard 45
Governance and Leadership Standard 49
School Improvement Planning Standard 60
Finances Standard 65
Facilities Standard 73
School Organization and Staff Standard 79
Health and Safety Standard 86
Educational Program Standard 95
Assessment and Evidence of Student Learning Standard 106
Student Services Standard 112
Student Life and Student Activities Standard 121
Information Resources Standard 126
Self Assessment of Adherence to the Indicators of Quality for
Curriculum, Instruction and Assessment
134
Page
Introduction 136
Issues Related to Indicators of Quality 139
Curriculum (faculty responses) 141
Instruction 144
Assessment 145
Curriculum (parent responses) 147
Instruction 151
Assessment 153
Organizational and Performance Objectives 155
Organizational Capacity Objective #1 Technology 157
Student Performance Objective #1 Math 162
Performance Objective #2 Coordination of Service Component 166
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©2014, Middle States Commissions on Elementary and Secondary Schools
DESCRIPTION OF THE SCHOOL
Official Name of the School Saint John the Beloved
Address of the Main Campus
(street address, city, state, zip
code)
905 Milltown Road
Wilmington, Delaware 19808
Telephone Number of Main
Campus 302 998 5525
Fax Number of Main Campus 302 998 1923
Name and Title of Head of
School Mr. Richard D. Hart, Principal
E-mail Address of Head of the
School [email protected]
Website Address for the School
Type of Organization (check
all that apply)
Public
Independent
Not for Profit
Proprietary
X Religious
X Academic
Career and Technical
Secondary Students
Postsecondary Students
Names and Addresses of All
Branch Campuses
n/a
Year School Began Operating 1957
Date Charter/License to
Operate Granted
Grade Levels Currently Served Pre-K (4 yr) and K – 8th grades
Number of students 568
Year of First Graduating Class 1965
State/Agency/Country
Granting License to Operate Delaware
Diplomas/Certificates School is
Licensed to Grant
8th Grade Diploma
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Calendar System (quarter,
semester, trimester, 12-month,
other)
Trimester
Currently Accredited by Name of Agency Accredited Until
Middle States Association 2015
Other (Indicate):
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©2014, Middle States Commissions on Elementary and Secondary Schools
ORGANIZATION FOR SELF-STUDY
In this section of the school's self-study, the school is asked to ensure it has the organizational
elements and processes that are necessary for the school to be successful in achieving its Plan
for Growth and Improvement. The school has or has developed the organizational elements
and processes described below:
Leadership
A. Internal Coordinators
The Internal Coordinators for the self-study and accreditation process are:
Name Role in the School
Mary Lou Soltys, Ed.D. Assistant Principal
Kathleen Kenney, M.Ed. Religion and Mentoring Coordinator,
7th Grade Teacher
How and why were the Internal Coordinators selected?
Mrs. Soltys serves as Academic Dean of the school. Ms. Kenney currently teaches 7th grade
and works with the Superintendent on the Teacher Mentoring Program for the Diocese of
Wilmington. Both have many years of experience as Middle States Chairpersons and as
team members on Visiting Accreditation Teams.
How did the Internal Coordinators fulfill their role and responsibilities?
Mrs. Soltys and Ms. Kenney met throughout the summer of 2014 to determine a time-line
for completing each phase of the Middle States Self-Study. They met with Faculty and
Parent Planning Committees on a monthly basis beginning in August 2014. Ms. Kenney
organized and supervised all survey components, i.e. Standard Reviews and Self-Assessment
to Indicators of Quality. Mrs. Soltys organized all other report requirements and typed the
report for submission.
What kinds of support and assistance were provided to the Internal Coordinators to enable
them to fulfill their responsibilities?
Support and assistance provided by: Faculty, School Staff, Parish Priests and Staff,
Students, Parent Planning Committee and School Families.
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B. The Planning Team
The members of the Planning Team are:
Name Role in the School
Mrs. Mary Lou Soltys
Ms. Kathleen Kenney
Assistant Principal, Chairperson
7th Grade Teacher, Chairperson
Mrs. Ruth Chandlee Middle School Coordinator, 8th gr Teacher
Mrs. Gerry McGivney Intermediate Coordinator, 5th gr Teacher
Mrs. Barbara Dawson Primary Coordinator, 1st gr Teacher
Mrs. Julie Donofrio Early Childhood Coordinator, K Teacher
Ms. Cindy Luce Computer Teacher
Mrs. Sharon Magee Counselor
Fr. Brian Lewis Associate Pastor
Mrs. Christy Pastro Parent
Mr. Richard Ross Parent
Mrs. Lauren Maguire Parent
Mrs. Debbie Portale Parent, Home and School Officer
Mrs. Joan Fassano Parent
What charge was given to the Planning Team? What authority was it given to oversee,
monitor, and make decisions regarding the school’s planning for growth and improvement
in student performance and organizational capacity?
The Planning Committee met monthly beginning in August 2014. The primary
responsibilities of the Planning Committee were as follows:
1. Become familiar with the process for Middle States;
2. Engage other stakeholders throughout the duration of our review;
3. On a monthly basis, review timeline work for completion and accuracy;
4. Outline a system for providing resources to implement Action Plans;
5. Develop a plan for communication and awareness of planning and goals;
6. Plan accommodations and reception for Visiting Team members.
How does the membership of the Team reflect the diversity within the school’s community
of stakeholders?
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©2014, Middle States Commissions on Elementary and Secondary Schools
Primary stakeholders for the success of Saint John the Beloved School are represented by
members of this committee: Parents (with children in diverse grades); Team Leaders/Level
Coordinator Teachers from all grade levels K through 8th grades; the Parish Associate
Pastor; Guidance Counselor (works with children pre-K through 8th); Computer Teacher (all
students pre-K through 8th) and School Administrators.
How were the members of the Planning Team selected?
Internal Coordinators for the Middle States study choose participating teachers and
chairpersons. Mrs. Debbie Portale, who is Chairperson of the Planning Team,
recommended parent members. More parents volunteered their involvement during our 1st
Trimester Coffee and Conversation with the Principal.
How does the Planning Team function and make its decisions?
The Planning Team met monthly at the end of every month and assured that work was
thoroughly accomplished and in compliance with our timeline. Monthly faculty meetings
were held on the 4th Thursday of every month. Therefore, the entire school faculty had an
opportunity to review progress on the study before it was discussed by the Planning Team,
which always met after the faculty meetings. Decisions were made collaboratively through
group discussion at planning team meetings and faculty meetings.
How often did the Planning Team meet? (Provide a list of the Planning Team’s meetings
and minutes in the Visiting Team’s workroom.)
The Planning Team met monthly beginning on August 21, 2014. A binder with meeting
dates and minutes is available in the Visiting Team Workroom.
What is the Planning Team’s relationship to any other groups in the school, if any,
responsible for planning for growth and improvement in student performance?
The chairperson of this committee, Mrs. Debbie Portale is the immediate past president of
our Home and School Association. She has two Intermediate Level children at the school.
Mr. Ross is a parent of a Primary Level child. Mrs. Pastro is the parent of three school
students at Primary, Intermediate and Middle School Levels. Mrs. Fassano has three
children who have graduated from SJB and her youngest is currently in third grade.
Teacher selection also reflects diversity in our school community; they were selected across
grade levels and content areas including computer/technology, health and guidance. Mrs.
Thompson, Administrative Assistant has worked at SJB school for the past 30 years.
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What is the Planning Team’s plan for rotating membership and identifying new members?
What is the plan for training and orienting new members to the work of the Team?
This team will not rotate membership. We believe consistency is key for a solid work
ethic… Initial training was accomplished at the August and September meetings by the
Internal Coordinators, Kathleen Kenney and Mary Lou Soltys. We do add additional
members who ask to work on the committee. Mrs. Santoro, Mrs. Maguire and Mrs. Fassano
all volunteered to join the Planning Team in January 2015.
How will the Planning Team function after the visit of the Visiting Team and during the
implementation of the Plan for Growth and Improvement?
Key responsibilities of the Planning Team include making accommodations for the Visiting
Team and for communicating all matters involving Middle States to the greater
school/parish community. The team has grown in a cohesive function and will meet on a
yearly schedule to assist with the Annual Report thus assuring ongoing success.
C. Role of the School’s Leadership and Governance
What role has the school’s leadership and governance played in the self-study process and
the planning for growth and improvement in student performance?
The school’s leadership and governance has played a significant and supportive role in the
self-study process and in planning for growth and improvement in student performance.
Teachers, administrators, parents, student council members and parish representatives have
worked together to establish and pace the following goals:
1. Identify the schools strengths, weaknesses, opportunities and threats;
2. Use data to substantiate our self-study assessment and goal-planning;
3. Design a plan that becomes a “living document” to support growth and student
improvement.
How has the leadership provided support for the self-study and accreditation processes?
The School Superintendent for the Diocese of Wilmington, Dr. Lou De Angelo, has adopted
“Excellence by Design” as the Middle States Protocol for all diocesan schools. The
leadership team at St. John the Beloved School totally supports the selection of this protocol
and the diocesan-wide effort to obtain Middle States Accreditation. The principal and
administrative team has endorsed staff development by adjusting the school calendar to
allow school/community workshops to analyze survey data and collaborate as a team in
addressing strengths, weaknesses, opportunities and threats. i.e. establishing goals for
growth.
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If the school is part of a larger system of schools, what role did the leadership and
governance of the system play in the planning process? What kind of support did that
leadership and governance provide for the school’s planning efforts?
The Superintendent for the Diocese of Wilmington scheduled regular workshops at the
School’s Office in Wilmington to assure complete understanding of the protocol for
“Excellence by Design”. Additionally, the Diocese has established a Middle States contact,
Dr. Angela Rufo, to address any of our particular concerns as a school.
D. Implementing a Planning Ethic
The school community of St. John the Beloved is committed to developing a Middle States
planning process that is vision-driven and action-oriented toward an ultimate goal of school
improvement and growth. All stakeholders are determined to recognize the need for
growth as well to affirm the success of programs that have consistently displayed growth
and strength.
PHASE 1: OVERVIEW OF THE PLANNING ETHIC
June 25, 2014
Step 1: Internal Coordinators of the Planning Team
Mary Lou Soltys
Kathleen Kenney
Step 2: Planning Team
Mrs. Debbie Portale (chairperson) _ Call all parents 8/1/14
Ruth Chandlee
Gerry McGivney
Barbara Dawson
Julie Donofrio
Cindy Luce
Sharon Magee
Fr. Brian Lewis
Mrs. Pastro
Mr. Ross
Mrs. Mary Ann Thompson
Step 3: Planning Team Meets August 21, 2014
Outline of work and role of team ~ monthly communication
Monthly meeting dates
Contact points for Visiting Team
August 14, 2014 Completion of Phase I
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PHASE II: LAYING THE FOUNDATION August 19, 2014
Step 1: Faculty Meeting
Initial work on Mission Statement - lived by practice of respect, reverence and
responsibility.
Belief Statement (Richard Hart)
Profile of the Graduate (Sharon Magee)
October 15, 2014 Completion of Phase II
PHASE III: DEVELOPING A PROFILE OF THE SCHOOL AND ITS COMMUNITY June 9, 2014
Step 1: Demographics
Marie Malatesta
Sharon Breznitsky
Mary Lou Soltys
November 11, 2014 Completion of Demographics
Step 2: Standards
Kathleen Kenney
Sharon Breznitsky (Survey Monkey)
Twelve Committee Chairs
Total Faculty
Inservice Work Day November 3, 2014 (full day)
December 1, 2014 Completion of Phase III
PHASE IV: LAYING THE FOUNDATION (Curriculum Goals)
January 7, 2015
Step 1 Math
(Richard Hart – Advisor)
Gerry McGivney – Chairperson
Janet Grimes - Chairperson
Debbie Matthias
Danielle Dohl
Cheryl Smith
Mary Beth Connell
Step 2 Technology
Cindy Luce - Chairperson
Debi Morgan
Julie Donofrio
Amanda Miller
Jessie Metz
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©2014, Middle States Commissions on Elementary and Secondary Schools
Step 3 Religion
Diwanna Walus – Chairperson
Jacqueline Dayett
Dawn Hartley
Kathleen Kenney
Jessica Nowell
Inservice Day February 6, 2015
March 1, 2015 Completion of Phase IV
PHASE V: DEVELOPING A PLAN (Internal Coordinators and Planning Team)
April 5, 2015 Completion of Self-Study (Rough Draft)
To Be Determined: One Additional Inservice Day
** Cindy Luce: Put all self-study work on Google Apps or shared drive.
PHASE VI: HOSTING THE ACCREDITATION TEAM
Chairperson: Mary Ann Thompson: Home and School Officers
Planning Team
1. Room, Transportation and Meal Arrangements
2. Welcoming Reception
3. Schedules for Interviews and Observations
4. Team Work Room: Set-Up, Documentation, Schedules, etc.
5. Examples of Upgraded Text Books and Curriculum Guides, Communication with Parents
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E. A Plan for Communication and Awareness
A previous Middle States goal for us involved a rigorous effort to improve communication
with the greater parish/community members. We are proud of our accomplishments in this
area and are now making good use of the following venues to share our current Middle
States planning process and progress towards setting new goals:
1. Updated and enhanced school web-site that is updated daily
2. “School-Reach” communication with every family
3. Monthly school newsletters that are posted on the web-site
4. Parent portal for student grades
5. Weekly school updates in the Parish Bulletin
6. Monthly faculty meetings
7. Monthly meetings with Strategic Planning Parent Committee
8. Trimester Parent Information Conferences with Principal & Assistant Principal
9. Publication of an Annual Report
10. Weekly Memo for faculty and staff
OUTLINE OF STRATEGIC PLANNING
Internal
Coordinators
Planning
Team
Indicators of
Quality for:
Curriculum
Student
Services
Information
Resources
Educational
programs
Finances
Facilities
Student
Performance
Goals
Math
Technical
Literacy
Commitment
to Service
Mission
Beliefs
Profiles
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F. A Plan for Periodic Reviews of the Plan for Growth and Improvement
Our first step was to establish a time-line. This was accomplished by Internal Coordinators
in June 2014. Stakeholder committees were then formed based on expertise and interest.
Discussions and planning takes place on the following schedule: Level Coordinators
Meetings - every mid-month; Faculty Meetings – end of every month; Planning Committee
Meetings – every end of month; Professional Development Days – November 3, 2014 and
February 6, 2015. We have reserved one additional Professional Development Day to be
utilized as needed. After Faculty Meetings, committees assign work sessions as convenient
to teachers’ schedules.
All surveys were completed during October 2014. They were analyzed by faculty/staff
committees and Planning Committee members in November 2014. Beginning in January
2015, Action Plans were delineated. Various committees are responsible for following the
planning process, assuring accuracy of assessments and analyzing data. Minutes of all
committee meetings will be shared at Faculty Meetings and Planning Committee Meetings.
Overall progress with Action Plans will be posted on the web-site and published in our
Annual Report. This information will also be shared during Parent Information
Conferences with the Principal that are scheduled during each trimester.
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THE SCHOOL’S MISSION,
BELIEFS, AND PROFILE OF GRADUATES
The first major task of the self-study process is establishing a preferred future for the school.
This is done by developing or reviewing/revising the school's Foundation Documents, which
include: Mission, Beliefs, and Profile of Graduates. These foundational documents answer the
following questions:
What is our vision for a better future for the children of our school?
What beliefs or core values will guide our journey?
What will our students have to know, be able to do, and to demonstrate for us to achieve our
mission?
These statements are the cornerstone the school’s long-range planning and day-to-day
decision-making.
A. MISSION
What is the school’s Mission?
The Mission of St, John the Beloved Catholic School is to teach and model the Gospel
values of Jesus Christ, foster academic excellence and encourage service to others.
How and by whom was the school's Mission developed/reviewed/revised?
All stakeholders in our Self-Study agreed to no changes in our current Mission Statement.
The statement was developed by strategic planning committees of parents, teachers and
parish staff members. The meaning is clearly understood and proclaimed by Student
Council officers with morning prayer every day.
Our objective in the statement was to agree on words that would most concisely express
who we are and what we do as a Catholic school community. The most important priority
in mapping our school identity was to highlight our commitment to Gospel values, high
standards in school work and our responsibility of service to others. Because the original
teachers at SJB were Sisters of St. Francis, we also wanted to include some aspects of
Franciscan spirituality.
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How does the school ensure that its community of stakeholders understands and supports
its Mission?
We print our School Mission in the weekly Church Bulletin and on every school
publication, e.g. the Annual Report. Student Council representatives proclaim the School
Mission every morning with a.m. prayer. They also read our Mission at monthly school
liturgies. Our Mission is posted in every classroom.
What is the date of the most recent revision/adoption of the school’s mission? Who
approved the most recent revision/adoption?
The most recent revision occurred November 3, 2014. All staff/faculty were involved in the
process, along with Internal Coordinators and the full Planning Team. It was important to
us to involve all stakeholders because the school’s Mission Statement guides our decision-
making and assures that action planning will further our mission.
Where is the mission formally published?
Our Mission Statement is published on our school website and in our SJB Annual Report
and in all school handbooks (Parent/Student; Faculty/Staff; Middle School and After-Care)
B. BELIEFS
What are the school’s Beliefs?
1. We believe that Reverence, Respect and Responsibility are the foundation of our
Catholic school.
2. We believe that the whole child will be developed spiritually, intellectually,
physically and socially.
3. We believe that the academic and Catholic religious formation of our students is a
shared responsibility among the home, the school and the parish.
4. We believe that the diverse academic needs of students are met in a rich learning
environment with a challenging curriculum and dedicated teachers.
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©2014, Middle States Commissions on Elementary and Secondary Schools
How and by whom were the school's Beliefs developed/reviewed/revised?
Belief Statements are expressions of the school’s values and become the foundation of a
strong strategic plan. They must outline what members of the school community are
willing to work for. They serve as a moral compass for the school and should communicate
the spiritual, intellectual and socio-economic philosophies that underlie the nature of the
school.
Because our Mission Statement includes teaching/modeling Gospel values, academic
excellence and service to others, we wanted our Belief Statements to also address those
ideals. Teachers brought various ideas forward during their September 2014 Level
Meetings. From this process, the ten statement of greatest importance to teachers and
administrators were recorded and passed on for consideration by the Planning Team and
parish staff.
With the exception of statement #4, our Belief Statements were approved at the October
2014 Faculty Meeting and at the October 2014 October Planning Team Meeting. All
faculty/staff and stakeholders were involved in the development of these statements.
Standard #4 was composed and reviewed by stakeholders at the November 3, 2014
Professional Development Day.
How does the school ensure that its community of stakeholders understands and supports
its Beliefs?
We publish Belief Statements on our school web-site and in our Annual Report. They are
recited at the beginning of every faculty meeting and serve as an expression of fundamental
commitments at SJB school. They are also printed with the Mission Statement in all of our
SJB handbooks.
Excellence by Design Self-Study (2014) Page 15
©2014, Middle States Commissions on Elementary and Secondary Schools
C. PROFILE OF GRADUATES
What is the school’s Profile of Graduates?
Graduates exhibit a strong foundation in the Catholic faith that is based on a deepening relationship with Jesus.
* Graduates practice the values of Reverence, Respect and Responsibility to inform choices in their lives and continue to model Franciscan values in order to lead a moral life.
* Graduates continue to be sensitive to others in need and to participate in service-related opportunities locally and globally.
* Graduates recognize the privilege and value of their education; they utilize their skills to lead and to collaborate with others.
* Graduates continue to participate in the supportive and caring community at St. John the Beloved in order to grow and to benefit from its strength.
* Graduates become examples of Christian leaders who are confident and who have the courage to "think out of the box".
How and by whom was the school's Profile of Graduates developed/reviewed/revised?
Faculty, staff, priests and parents were all represented in the development, review and
revision of our Graduate Profile. This work began in May 2014 and continued through
December 2014. Chairperson was our School Counselor, Mrs. Sharon Magee. Sharon initially
compiled a survey that was sent to a total of 25 parents ranging from parents of Kindergarten
to parents of graduating 8th grade students. The survey was also given to Team Leaders for
discussion at their level meetings. When all responses were returned to Sharon in early
October, she prioritized characteristics by frequency and composed a draft for the Graduate
Profile. This draft was reviewed by the Planning Team on November 24th and by the teachers
at the January Level Meetings. Considerable discussion ensued and final approval from
faculty, staff and Planning Team members occurred in February 2015.
Excellence by Design Self-Study (2014) Page 16
©2014, Middle States Commissions on Elementary and Secondary Schools
How does the school ensure that everyone understands and supports its Profile of
Graduates?
The “Profile of our Graduates” is a newly established document, composed in response to the
required work for this Middle States Report. Now that it has been approved by Parents,
Teachers and Parish Staff, it will be published in our Annual Report and on our school
website. The statement reflects and incorporates elements of our Mission and Belief
Statements. We recite these expectations daily during morning announcements and begin
school liturgies with a procession of banners that display the expectations of Reverence,
Respect and Responsibility.
Excellence by Design Self-Study (2014) Page 17
©2014, Middle States Commissions on Elementary and Secondary Schools
THE PROFILE OF THE SCHOOL
A. THE COMMUNITY
Saint John the Beloved School is located in a middle-class suburban section of Wilmington
in northern New Castle County, Delaware. The demographic makeup of this suburb has
remained static and stable for the past ten years. At least 30% of our students have a parent
who graduated from our program. The following graphics display socioeconomic,
demographic and geographic characteristics of the community.
ZIP CODE 19808 RACIAL PROFILE
Excellence by Design Self-Study (2014) Page 18
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ZIP CODE 19808 SCHOOL ENROLLMENT
ZIP CODE 19808 EMPLOYMENT
Excellence by Design Self-Study (2014) Page 19
©2014, Middle States Commissions on Elementary and Secondary Schools
ZIP CODE 19808 OCCUPATIONS
ZIP CODE 19808 INCOME
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During the past 15 years, 9 Parish Schools in the Diocese of Wilmington have closed due to
demographic shifts. Three new Diocesan Schools have opened, again, due to demographic
shifts of the Catholic populations south to Kent and Sussex Counties of Delaware. As
neighboring Catholic schools closed. SJB benefitted with a substantial number of transfer
students.
Catholic Parishes in New Castle County, Delaware:
Next Five Years:
All Saints Catholic
St. John the Beloved
St. John/Holy Angels
St. Mary Magdalen
All Saints Catholic
All Saints Catholic
St. Joseph on the Brandywine
All Saints Catholic
Immaculate Heart of Mary
St. Elizabeth
All Saints Catholic
St. Peter the Apostle Christ the Teacher
Christ the Teacher
Christ the Teacher
St. Anne’s
Interparochial Schools
Parochial Schools
No School
St. John the Beloved
St. Peter Cathedral
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New Public Schools and Rezoning
Current major challenges to our student population are presented by the building of three
new public elementary and two new charter schools.
2 YR
3 YR
ECP
KIND
1ST
2ND
3RD
4TH
5TH
6TH
7TH
8TH
Excellence by Design Self-Study (2014) Page 22
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List the major educational and cultural programs and facilities in the community that are
available for use by the schools and their students.
Program/Facility
Longwood Gardens Delaware Natural History Museum
Fort Delaware Delaware Childrens’ Theater
University of Delaware Wilmington University
Ashland Nature Center Winterthur Museum and Gardens
Hagley Museum AI Du Pont Children’s Hospital
Historic New Castle Millburn Orchards
Delaware Symphony Orchestra Coleman Tree Farm
Fellowship Farm Franklin Institute
Hockessin Athletic Club Chinese American Cultural Center
New Castle County Libraries Brandywine River Museum
Delaware Art Museum Agricultural Museum
Zwaanendael Museum Delaware Center for Contempory Arts
Wilmington and Western Railroad DuPont Theater
Delaware Grand Opera House World Café Live
Gettysburg Battle Field and Museum New Jersey Aquarium
Kimmel Center New York City and Washington D.C.
Historic Philadelphia: Independence Hall, Liberty Bell, Constitution Center,
Brandywine Zoo, Philadelphia Zoo, etc.
B. SCHOOL INFORMATION
B.1. History of the School:
Provide a brief history of the school. Include key milestones and developments in the life of
the school.
In 1953, after two years of searching for a desirable site, his Excellency Bishop E. J.
Fitzmaurice and the Monsignor John J. Lynch decided to purchase a nine acre farm on
Milltown Road, which included a nine room house. Boundaries for the proposed parish were
loosely drawn up and some 500 families began congregating at the armory on Kirkwood
Highway for Sunday service. Bishop Fitzmaurice appointed Rev. John J. Sheehy, the founding
pastor of the parish, to select a new name for the community, to organize a building program
and to establish various parish committees. During this time, a contract for the design of the
school was confirmed.
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Construction began in the summer of 1956 and in August 1957, seven Sisters of St. Francis of
Philadelphia moved into their new home and began preparations for students to enter their
new school. On September 4, 1957, Sister M. Eutropia OSF, the grade school principal, along
with four sisters and four lay teachers, opened the doors to approximately 500 students. The
school at this time was a nine classroom structure.
With time and the expansion of surrounding suburbia, St. John the Beloved’s much heralded
school became increasingly crowded. Enrollment increased from 500 in 1957 to 940 in 1963,
requiring the scheduling of split academic sessions, under the principal-ship of Sister Edward
Augustine, OSF. To meet the demands of this growth a new junior school was built and on
September 6, 1964, it opened to provide much needed classroom space.
In its first 15 years of growth, St. John’s experienced many clergy changes; the second and
third pastors respectively were the Rev. Alex Gorski and the Rev. Monsignor John H. Dewson,
and the third principal was Sister M. Synesia, OSF. Later, in 1971, Sister M. Rita Thomas,
OSF, assumed the principal-ship of the school and introduced updated teaching methods in
reading and mathematics. In 1974, the new church was built. The fulfillment of a promise
made to the parishioners since 1955 was realized on December 21, 1976 with the dedication of
the church. Shortly afterwards, in the spring of 1978 the Rev. Daniel W. Gerres became St.
John’s fifth pastor and in the fall, Sister Patricia Hutchison, OSF, assumed principal-ship of
the school.
The school’s population continued to increase and once again in 1983, the need was recognized
to enlarge the school. With the help of Rev. Gerres and Sister Hutchison, and the aid of the
parish council, plans to renovate the existing junior and senior school were developed. Under
these plans, an extension was to be built in the vacant areas between the two schools thus
joining the educational buildings. The extension would house a new library/media center, two
small reading centers, a religious education center and the principal’s office. The previous
library would now become the much needed computer center. At the same time, other
facilities were remodeled and/or relocated. The new building was approved by both the Parish
Council and Bishop Mardaga. Construction began in the winter of 1983 and was completed by
the fall of 1984 when Sister Ursula Tisdall, OSF, assumed principal-ship of the junior and
senior school.
In 1985, the school’s Long Range Planning Committee was established to promote
development of the school. The goal of the committee was to provide for the future needs of
the school in such areas as: budgeting, maintenance, funding, public relations and
development. In 1986, the Christian Formation committee was established. The task of this
committee was to promote and review educational policies and programs that support total
Catholic education. Another milestone was reached in 1987-88 with the completion of the
Middle States process for school certification. Both faculty and administration made this
process a reality.
In the fall of 1987, the Rev. John Kavanaugh became our parish’s sixth pastor. In September
1988, Sister Elizabeth Doyle, OSF assumed principal-ship of the junior and senior schools. In
January 1989, the school was granted full accreditation. A Development committee was also
formed in 1989 to meet the long-range educational needs of St. John the Beloved so that the
parish could continue to provide quality spiritual and educational enrichment that would not
be cost prohibitive for its parishioners.
Excellence by Design Self-Study (2014) Page 24
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Mrs. Joanne Capodanno became the principal in 1994. The 1998-99 school year brought more
changes to the school. The Eagles Club, an after-school extended day program, opened its
doors in September 1998. The process for the Middle States Certification was undertaken in
the fall of 1998 and re-accreditation was given in the spring of 1999. The computer lab was
upgraded with new computers and a technology committee was formed. The building was also
wired for Internet.
Rev. Charlie Brown III was installed as the seventh pastor of St. John the Beloved Parish in
the fall of 2005. Mr. Richard Hart assumed principal-ship in 2008. St. John the Beloved
School received its re-accreditation from the Middle States Association of Colleges and Schools
during the 2008-09 school year. 2010 brought the expansion of our school with the addition of
a new separate building to house our Early Childhood and Kindergarten Programs. This also
provided space for our new Art, Faculty, and Multi-purpose meeting rooms. The Nurse’s
Room, Music Classroom and the Teachers’ Work Room were also renovated. On January 30,
2010, Fr. Charlie Brown was bestowed with the Papal Honor of Chaplain to His Holiness and
became Monsignor Charles L. Brown III, V.F.
Before Msgr. Charles Brown retired, he approved the complete renovation of both computer
and science labs. The campus renovation included new computers, servers and wiring to
accommodate our growing technology needs for Internet and wireless networks.
In June 2012, Reverend William Cocco was installed as 8th
pastor of St. John the Beloved.
Two additional associate pastors, Fr. Etim and Fr. Brian Lewis, remain very involved with the
school religious, educational and social programs.
B.2. SCHOOL INFORMATION: INDEPENDENT, RELIGIOUS, AND
PROPRIETARY SCHOOLS
Is the school incorporated? Yes
X No
If yes, Name of Corporation:
Is the school licensed to operate as an
educational school?
X Yes
No
If yes,
In what state(s) is the school licensed to
operate?
Delaware
In what country(ies) is the school licensed to
operate?
United States of America
If no, explain the school’s authority to
operate:
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Is the school licensed to grant diplomas or
certificates?
X Yes
No
If yes,
In what state(s) is the school licensed to grant
diplomas or certificates?
Delaware
Type(s) of diplomas or certificates offered Grade 8 Completion Certificate
If no, explain the school’s authority to grant
diplomas or certificates:
Religious Affiliation: Roman Catholic
B.4. SCHOOL INFORMATION: ALL SCHOOLS
B.4.a. Enrollment Trends
FOR THE ACADEMIC YEAR: 20 12 – 20 16
Grades Included
in This School
PAST PRESENT PROJECTED BOYS/GIRLS
Two Years Ago
BOYS/GIRLS
One Year Ago
BOYS/GIRLS
This Year
BOYS/GIRLS
Next Year
Infant
PK2
PK3
PK4 18 20 21 23 16 19 20 20
Kindergarten 35 29 33 21 35 18 27 26
Grade 1 26 33 32 29 34 19 31 28
Grade 2 44 28 24 34 30 24 35 20
Grade 3 34 31 40 25 24 33 30 24
Grade 4 39 31 33 34 39 25 25 33
Grade 5 35 30 38 27 33 34 39 25
Grade 6 32 29 34 29 36 27 34 34
Grade 7 37 31 33 26 35 30 37 27
Grade 8 22 30 35 32 35 23 35 30
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Explain any significant or unusual enrollment trends for this school.
Recent opening of Charter Schools has impacted our Middle School enrollment; specifically
Cab Calloway School for the Arts and the Conrad School of Math and Science.
Additionally, several Catholic schools in surrounding areas have closed due to changing
demographics. A significant number of students from those schools have transferred to us
at SJB. (See graphics pages 18 & 19).
B.4.b. Student Demographic Trends:
FOR THE ACADEMIC YEAR: 20 11 – 20 13
Student Characteristic: Percent of Student Body
Now
Percent of Student Body Two
Years Ago
African American 1% 1%
Asian 1% 2%
Caucasian 90% 90%
Hispanic 4% 4%
Multi-Racial 4% 3%
TOTAL 100% 100%
Explain any significant or unusual demographic trends for this school.
The population in our area continues to consist of Caucasian, middle-class families.
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B.4.c. Size of the Professional and Support Staffs:
FOR THE ACADEMIC YEAR: 20 14 – 20 15
Full-Time Part-time1 Total Full-Time Equivalent
ADMINISTRATIVE STAFF:
Administrators 2 2
INSTRUCTIONAL STAFF: 35 full-time teachers
Classroom teachers-
elementary/lower
school
19 19
Classroom teachers-
middle school 10 10
Classroom teachers-
high school/upper
school
Special needs teachers
STUDENT SERVICES STAFF:
Guidance/college/
career counselors 1 .8
Specialists and
consultants
Technology services
personnel 1 1
Information resources/
library personnel 2 2
Health services
personnel 1 1
SUPPORT STAFF:
Paraprofessionals and
aides 14 14
Secretaries and clerks 3 3
Custodial personnel
Maintenance
personnel 2 2
Food services 1 1
1Record using FTE. For example, if a staff member works one of five days, he/she would be considered 0.2.
Excellence by Design Self-Study (2014) Page 29
©2014, Middle States Commissions on Elementary and Secondary Schools
Full-Time Part-time1 Total Full-Time Equivalent
personnel
Security personnel
Other: Religious Ed 1 1
Other: Youth Ministry 1 1
Other:
Describe significant trends in size of the staff that have had or may have an impact on the
education program, provision of student services, personnel, facilities or finances.
Since our last Middle States Accreditation, we have opened an Early Childhood program for
four year-olds and have added a new building that houses Pre-K and Kindergarten classes
as well as art, Spanish and faculty room. The extra space in the original building allowed
us to create third sections for grades 3 – 8 and to create a conference room. (Conference
room will be utilized as work area for our Visiting Team next Fall.
B.4.d. Experience of the Staff:
FOR THE ACADEMIC YEAR: 20 14 – 20 15
Years 0-1 2-5 6-10 11-20 over 20
Administrative Staff
Women 1
Men 1
Instructional Staff
Women 2 10 7 7 10
Men 1 1
Student Services Staff
Women 1 2 1 1 5
Men
Support Staff
Women 13 6 2 5
Men 1 1
Describe significant trends in experience of the staff that have had or may have an impact
on the education program, provision of student services, personnel, facilities or finances.
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Staff are well-prepared to meet the needs of our students. During the past Spring, para-
professionals for grades 1 – 3 received training from the Reading Assist Institute and are
now providing 1:1 remedial instruction for slower working children. Also, during the past
seven years, we have significantly increased the number of paraprofessionals working with
teachers, thus improving our individual work with students.
Paraprofessional Responsibilities:
Implement Reading Assist program with selected students.
Perform jobs assigned by classroom teacher to maintain child safety and smooth
running of the classroom.
Help individual children for practice of reading comprehension or math skills.
Circulate classroom and assure that students are on task.
Monitor/supervise lunch and recess.
Prepare classroom environment; copy and organize materials for teacher instruction.
B.4.e. Academic Preparation of the Professional Staff:
FOR THE ACADEMIC YEAR: 20 14 – 20 15
Associate’s
or No
Degree
Bachelor’s
Degree
Bachelor’s
Degree
plus hours
Master’s
Degree
Master’s
Degree
plus
hours
Doctorate
Administrative Staff
Women 1
Men 1
Instructional Staff
Women 16 5 11 2
Men 1 1
Student Services Staff
Women 2 1 2
Men
Describe significant trends in the academic preparation of the staff that have had or may
have an impact on the education program, provision of student services, personnel,
facilities or finances.
Every one of our teachers holds State of Delaware Certification (or is working towards it)
and Background Clearances.
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B.4.f. Professional Certifications of the Professional Staff:
FOR THE ACADEMIC YEAR: 20 14 – 20 15
No
Certificate
Emergency
Certificate
ECE
Certificate
Elementary
Level
Certificate
Middle
Level
Certificate
Secondary
Level
Certificate
Administrative
Certificate
Administrative Staff
Women 1
Men 1
Instructional Staff
Women 27 1 5 1
Men 1
Student Services Staff
Women 3 2
Men
Describe significant trends in the professional certification of the staff that have had or may
have an impact on the education program, provision of student services, personnel,
facilities or finances.
Our teachers participate in the Diocese of Wilmington Mentoring Program. We provide
many opportunities for Professional Development in order to insure currency with our
methods of instruction.
B.4.g. Staff Demographic Trends:
FOR THE ACADEMIC YEAR: 20 14 – 20 15
Race/Ethnicity Percent of Staff in
Current Year
Percent of Staff Two
Years Ago
African-American % %
Asian % %
Caucasian/White 100% 100%
Hispanic % %
Native American Indian % %
Other: % %
Other: % %
TOTAL 100% 100%
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Describe significant trends in the demographics of the staff that have had or may have an
impact on the education program, provision of student services, personnel, facilities or
finances.
For the past two years, we have two full-time male teachers on our faculty. Otherwise, our
staff demographics have remained consistent and stable.
B.4.h. Staff Mobility:
Indicate the number of each category below that were new hires in the year indicated.
FOR THE ACADEMIC YEAR: 20 11 – 20 14
Number New Hires
Three Years Ago
Number New Hires
Two Years Ago
Number New Hires
One Year Ago
Administrative Staff 0 0 0
Instructional Staff 3 4 8
Student Services
Staff 1 1 1
Support Staff 1 1 0
TOTAL
Indicate the percentage of each category below of staff turnover in the year indicated.
Percent Changeover
Three Years Ago
Percent Changeover
Two Years Ago
Percent Changeover
One Year Ago
Administrative Staff 0 0 0
Instructional Staff 9% 12% 22%
Student Services
Staff 20% 20% 20%
Support Staff 4% 4% 0%
TOTAL 33% 36% 42%
Describe significant trends in staff turnover that have had or may have an impact on the
education program, provision of student services, personnel, facilities or finances.
Excellence by Design Self-Study (2014) Page 33
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Our teacher retention rate is excellent! Eight women have taught at SJB for more than 20
years; 12 have been here for more than five years. Fifteen teachers are mothers of current
students or graduated students. Seven teachers are graduates of SJB.
C. STUDENT PERFORMANCE
This profile of Student Performance includes the following information and data that describe
the levels of student performance on assessments that are most respected by the members of
the school’s community of stakeholders, valued by the school’s professional staff, and/or
required by the state or federal governments.
C. ACADEMIC PERFORMANCE DATA
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National Percentile Scale
National Norm – 50th percentile
1 5 1 0 20 30 40 50 60 70 80 90 95 99
average range
These test results were compiled from March 2012. (+/- shows points above national average for SJB
students.)
GRADE READ
CMPS.
LANG.
CMPS.
MATH
CMPS.
SCIENCE SOCIAL
STUDIES
SPELL TOTAL
SCORE
2ND SCORED
ANTICIPATED
77 (+27)
69
79 (+29)
67
75 (+25)
70
65 (+15)
65
68 (+18)
69
80 (+30)
65
76 (+26)
72
3RD
SCORED
ANTICIPATED
84 (+34)
84
88 (+38)
82
83 (+33)
78
80 (+30)
79
85 (+35)
82
74 (+24)
71
85 (+35)
84
4TH
SCORED
ANTICIPATED
72 (+22)
75
82 (+32)
876
76 (+26)
73
70 (+20)
74
79 (+29)
76
75 (+25)
68
76 (+26)
77
5TH
SCORED
ANTICIPATED
72 (+22)
76
76 (+26)
76
77 (+27)
76
68 (+18)
75
70 (+20)
75
69 (+19)
68
75 (+25)
79
6TH
SCORED
ANTICIPATED
76 (+26)
73
81 (+31)
72
71 (+21)
73
67 (+17)
74
75 (+25)
73
74 (+24)
65
76 (+26)
76
7TH
SCORED
ANTICIPATED
68 (+18)
74
83 (+33)
71
66 (+16)
71
62 (+12)
73
72 (+22)
72
74 (+24)
64
73 (+23)
73
8TH
SCORED
ANTICIPAtED
81 (+31)
77
88 (+38)
77
84 (+34)
77
72 (+22)
75
77 (+27)
76
80 (+30)
71
84 (+34)
78
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National Percentile Scale
National Norm – 50th
percentile
1 5 1 0 20 30 40 50 60 70 80 90 95 99 average range
These test results were compiled from March 2013. (+/- shows points above national average for SJB
students.)
GRADE READ
CMPS.
LANG.
CMPS.
MATH
CMPS.
SCIENCE SOCIAL
STUDIES
SPELLING TOTAL
SCORE
2ND SCORED
ANTICIPATED
DIOCESE
76 (+26)
72
77
77 (+27)
68
76
73 (+23)
69
75
67 (+17)
65
71
73 (+23)
70
78
76 (+26)
67
73
75 (+25)
73
76
3RD SCORED
ANTICIPATED
DIOCESE
73 (+23)
77
75
78 (+28)
76
77
77 (+27)
75
74
79 (+29)
74
78
76 (+26)
76
78
76 (+26)
67
72
76 (+26)
78
75
4TH SCORED
ANTICIPATED
DIOCESE
88 (+38)
89
86
92 (+42)
89
53
78 (+28)
84
79
87 (+37)
90
83
5TH SCORED
ANTICIPATED
DIOCESE
75 (+25)
75
76
83 (+33)
74
78
70 (+20)
73
73
70 (+20)
73
71
77 (+27)
74
71
70 (+20)
67
72
76 (+26)
77
75
6TH SCORED
ANTICIPATED
DIOCESE
76 (+26)
75
75
80 (+30)
75
77
73 (+23)
75
70
69 (+19)
74
68
80 (+30)
76
78
67 (+17)
69
72
76 (+26)
78
74
7TH SCORED
ANTICIPATED
DIOCESE
78 (+28)
85
84
85 (+35)
83
87
84 (+34)
85
86
83 (+33)
86
86
8TH SCORED
ANTICIPATED
DIOCESE
78 (+28)
72
77
84 (+34)
73
81
70 (+20)
71
73
67 (+17)
70
70
77 (+27)
71
75
71 (+21)
67
75
78 (+28)
73
77
Excellence by Design Self-Study (2014) Page 37
©2014, Middle States Commissions on Elementary and Secondary Schools
National Percentile Scale
National Norm – 50th
percentile
1 5 1 0 20 30 40 50 60 70 80 90 95 99 average range
These test results were compiled from March 2014. (+/- shows points above national average for SJB
students.)
GRADE READ
CMPS.
LANG.
CMPS.
MATH
CMPS.
SCIENCE SOCIAL
STUDIES
SPELLING TOTAL
SCORE
2ND SCORED
ANTICIPATED
DIOCESE
78 (+28)
67
77
80 (+30)
64
76
73 (+23)
65
73
74 (+24)
63
71
65 (+15)
67
78
70 (+20)
63
69
76 (+26)
68
75
3RD SCORED
ANTICIPATED
DIOCESE
79 (+29)
81
75
80 (+30)
79
76
70 (+20)
73
74
82 (+32)
76
79
81 (+31)
79
78
68 (+18)
69
69
76 (+26)
81
75
** 4TH SCORED
ANTICIPATED
DIOCESE
87 (+37)
85
84
92 (+42)
85
83
86 (+36)
81
78
82 (+32)
71
72
89 (+39)
86
82
5TH SCORED
ANTICIPATED
DIOCESE
81 (+31)
77
76
86 (+36)
78
78
80 (+30)
78
72
73 (+23)
76
69
76 (+26)
76
69
67 (+17)
69
70
83 (+33)
81
76
6TH SCORED
ANTICIPATED
DIOCESE
81 (+31)
75
77
80 (+30)
75
77
69 (+19)
74
71
73 (+23)
74
72
83 (+33)
75
79
75 (+25)
68
74
77 (+27)
77
75
**7TH SCORED
ANTICIPATED
DIOCESE
84 (+34)
88
82
89 (+39)
86
85
86 (+36)
87
82
74 (+24)
71
76
86 (+36)
88
83
8TH SCORED
ANTICIPATED
DIOCESE
82 (+32)
76
80
88 (+38)
76
83
78 (+28)
77
75
73 (+23)
75
73
85 (+35)
75
78
81 (+31)
70
78
83 (+33)
77
79
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Instruments of Peace
Class of 2014
St. John the Beloved School sent off sixty-seven graduates with the Class of 2014. Our graduates apply
to and attend a variety of Catholic & Public High Schools throughout Wilmington. All of our Graduates
achieved entrance into a high school of their choice and have truly emerged to exceed all expectations.
Forty-eight, or 72%, of our graduates are attending Catholic school while nineteen, or 28%, are
attending public or charter high schools.
Fourteen of our graduates achieved a total of eighteen High School scholarships.
Fourteen of our graduates received the
Presidential Award for Educational
Excellence.
Number of
Graduates
Catholic High Schools
21 Salesianum School
18 St. Mark’s High School
9 Padua Academy
Number of Graduates Public /Charter High Schools
7 Delaware Military Academy
5 Charter School of Wilmington
1 Avon Grove High School
1 Cab Calloway
1 Delcastle Technical High School
1 MOT Charter
1 Mt. Sophia Academy
1
Sussex Technical High School
1 Tatnall School
Number of
Scholarship
Winners
Scholarship/High School
1 Archmere Academy
5 Padua Academy
3 Salesianum
1 St. Elizabeth High School
6 St. Mark’s High School
1 St. Mark’s Principal
Scholarship
1 Ursuline Academy
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GRADUATE QUOTES
I grew in so many ways during my eight years at Saint John the Beloved. It is a school
that encourages its students to build a strong relationship with God through prayer and
service to those in need. It is also a school that teaches its students that excellence is
achieved through hard work and determination.
~ Emma Toy, Padua
Saint John the Beloved taught me so much, both in terms of school and life. I know I
am leaving SJB well-prepared for high school and also a committed disciple of Christ.
~Connor Daniel, Charter School of Wilmington
Saint John’s motto, “Dream It, Believe It, Achieve It,” has taught me that I can be
successful in life if I just believe in myself.
~ Austin Barry, Salesianum School
At Saint John the Beloved School, I learned that it’s okay to be different.
~Gabrielle DeSantis, St. Mark’s High School
Saint John the Beloved taught me to always try my best. My teachers taught me that
God, my family, and my education should be my three priorities. Without SJB, I would
not be the person that I am today.
~Katie Giles, Sussex Technical High School
During my years at SJB, I learned morals and values that I will keep with me
throughout my entire life. Saint John the Beloved immensely strengthened my
relationship with God.
~Will Siple, Delaware Military Academy
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C.2.a. Retention in Grade:
FOR THE ACADEMIC YEAR 20 13 to 20 14
At St. John the Beloved School we only consider retention for children in grades Pre-K through 2nd.
Struggling students in second grade are recommended for education testing. Testing results always
indicate whether a student will benefit from our academic program. If the need for an Individual
Education Plan is recommended, the student will transfer out to a public school.
If a student fails in grades 3 – 8, they must transfer to a different school where they are usually not
required to repeat the grade.
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©2014, Middle States Commissions on Elementary and Secondary Schools
C.2.b Honor Roll:
FOR THE ACADEMIC YEAR 20 13 To 20 14
Grade Level Percentage Earned Honor Roll
5th 62%
6th 44%
7th 49%
8th 57%
C.2.c GRADE POINT AVERAGE:
FOR THE ACADEMIC YEAR 20 13 to 20 14
Grade Level Average GPA
4th 94.5
5th 93.5
6th 93.7
7th 91.3
8th 90.5
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THE PROFILE OF ORGANIZATIONAL CAPACITY
The Profile of Organizational Capacity provides information and data that portray the school’s
capacity to produce the levels of student performance the school and its community of
stakeholders desire and expect. The Profile consists of the results of a self-assessment of the
school’s adherence to the 12 Middle States Standards for Accreditation.
Method(s) Used to Conduct the Self-Assessment of Adherence to the
Standards for Accreditation
A. By Standards Surveys
X YES NO The self-assessment was conducted using the surveys
provided by the Middle States Association.
Total Number of Surveys Returned
The results represent surveys completed by:
Students 234
Parents 311
Faculty and Staff 29
Administrators 2
Board Members N/A
Business/Community Representative Responded in Parent Survey
Excellence by Design Self-Study (2014) Page 45
©2014, Middle States Commissions on Elementary and Secondary Schools
The school must meet this Standard for Accreditation to be granted “Accreditation” by the
Middle States Association. The Indicators of Quality for the Standard identify the types of
evidence that, when taken together, indicate whether the school meets the Standard. The
school may indicate other types of evidence particular to the school in the “Other” section
provided below. Rate the degree to which the school meets each Indicator by using the
following scale:
Rating of Adherence to the Indicator
1. Does Not Meet The evidence indicates the school does not meet the
expectations of this Indicator
2. Partially Meets/In Need
of Improvement
The evidence indicates that the school partially meets the
expectations of this Indicator and is in need of improvement
3. Meets The evidence indicates the school meets the expectations of this
Indicator
4. Exceeds The evidence indicates the school exceeds the expectations of
this Indicator
THE MISSION STANDARD FOR ACCREDITATION
A. Issues Related To This Standard
Not applicable in this section. See The School’s Mission, Beliefs, and Profile of
Graduates.
B. Self-Assessment of Adherence to the Indicators of Quality
THE MISSION STANDARD FOR ACCREDITATION
The Standard: The school has a mission that conveys clearly and concisely the school’s vision
of a preferred future for the school’s students and its expectations for student learning. The
mission is consistent with ethical norms and demonstrates respect for persons of all races,
creeds, and cultures. The mission serves as the basis for daily operational and instructional
decision-making as well as strategic planning. It is developed using a process that considers
input by appropriate stakeholders of the school and is aligned with the needs of the
community(ies) the school serves.
TEAM: Linda Hart, Chairperson: Debbie Tharan (early childhood); Janet Grimes (middle
school); Ann Marie Krystopolski (paraprofessional)
Excellence by Design Self-Study (2014) Page 46
©2014, Middle States Commissions on Elementary and Secondary Schools
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The school’s statement of mission:
1.1
Is communicated widely to the school’s community of
stakeholders by inclusion in the school’s publications and website
and by being displayed prominently throughout the school.
X
1.2 Is reviewed periodically to determine its effectiveness in
communicating the school’s purposes and vision. X
1.3 Is understood and supported by the students, their families (if
appropriate), and the school’s community of stakeholders. X
1.4 Was developed using a process that considered input by
appropriate stakeholders of the school. X
Indicators of Quality for faith-based schools2
X These Indicators apply to our school.
Indicator of Quality 1 2 3 4 N/A
The school’s religious identity is:
1.5 Articulated clearly in the school’s mission and beliefs. X
1.6 Integrated into its school-wide goals and objectives. X
1.7 Visible in symbols and artifacts throughout the school. X
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Administrators N/A
Governing Body N/A
Teachers Staff rating suggests that the Mission Statement needs periodic
2 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school
system such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-
based schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that
address unique characteristics of and expectations for schools whose mission and educational program are
defined wholly or in part by their particular faith.
Excellence by Design Self-Study (2014) Page 47
©2014, Middle States Commissions on Elementary and Secondary Schools
Source of
Comments Comments
review.
Support Staff
Students
Student rating suggests that they need more understanding of the
Mission Statement. They may need to see clearer application and
practice of the Mission Statement.
Parents
SJB does a fantastic job in living and inspiring the faith in our
children. This is highly evident in teachers, administrative actions
and beliefs.
The Mission needs to be stated more clearly on our school website.
Indicator
No. Explanation
There were NO ratings of 1 or 2 from our survey responses.
C. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
D. Implications for Planning
List the school’s significant strengths in meeting the Philosophy/Mission Standard.
The school’s ratings for religious identity are strong and positive.
List the school’s significant areas in need of improvement in meeting the
Philosophy/Mission Standard.
Teachers believe that the Mission Statement needs periodic review to assure student
understanding and relevance.
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Students say they need more understanding of application of Mission and Belief
Statements.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to Philosophy/Mission that should be included in the action
plan in the Plan for Growth and Improvement.
Through discussion at Faculty and Team Leaders Meetings, we realize the need to
strengthen the outreach/ service component of our religion program. This will be addressed
as one of our major goals.
Staff: At the first and last faculty meetings of the year, we suggest that the Mission Statement
be reviewed by all. A change in personnel from school year to school year means new teachers
and staff who are unfamiliar with the Mission Statement.
August Orientation Meeting: Discussion of history and application of Mission Statement.
Closing Faculty Meeting: review Mission for accuracy and application throughout the year.
Students: In addition to reciting the Mission Statement on morning announcements. At the
end of the school day, the principal could ask students in a general way, how they have
practiced the school Mission. Use a GAS visual: Gospel values, Academics, Service.
Website: Needs a tab just for Mission Statement and Belief Statements. Tab should be in a
prominent place on the website.
E. Evidence to Support the Assessment of This Standard
Evidence School
The school’s philosophy/mission X
Samples of publications that communicate the mission/philosophy to the
school’s community of stakeholders X
Marketing, recruitment, and admissions materials X
Address of the school’s website X
Policies related to the philosophy/mission X
Documents listed above will be available in the Visiting Team work room.
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GOVERNANCE AND LEADERSHIP STANDARD FOR
ACCREDITATION
TEAM: Deborah Giles, Chairperson and 4th Grade Teacher;
Michelle Midgley (Middle School Spanish), Valerie Oldiges (Librarian); Patty Ballintyn
(Paraprofessional)
TO BE COMPLETED BY INDEPENDENT, RELIGIOUS, AND PROPRIETARY
SCHOOLS
1. Is the school incorporated? Yes
X No
If yes, Name of Corporation:
2. Is the school licensed to operate as an
educational school?
X Yes
No
If yes,
In what state(s) is the school licensed to
operate?
Delaware
In what country(ies) is the school licensed to
operate?
United States of America
If no, explain the school’s authority to
operate:
3. Is the school licensed to grant diplomas or
certificates?
X Yes
No
If yes,
In what state(s) is the school licensed to grant
diplomas or certificates?
Delaware
Type(s) of diplomas or certificates offered 8th Grade Completion
If no, explain the school’s authority to grant
diplomas or certificates:
For religious schools:
Religious Affiliation: Roman Catholic
Excellence by Design Self-Study (2014) Page 50
©2014, Middle States Commissions on Elementary and Secondary Schools
A. Self-Assessment of Adherence to the Indicators of Quality
GOVERNANCE AND LEADERSHIP STANDARD FOR ACCREDITATION
The Standard: The school is chartered, licensed, or authorized by the appropriate civil
authority(ies) and is in compliance with all applicable statutes, ordinances, and regulations of
all civil authorities of the jurisdiction(s) in which the school operates. There are no legal or
proprietary ambiguities in the ownership and control of or responsibility for the school.
The school’s governing body and leadership act ethically and consistently to ensure an
atmosphere of mutual respect, purposeful effort, and a productive environment for teaching
and learning while demonstrating adherence to the school’s mission. The governing body and
leadership maintain timely and open communication with the school’s community of
stakeholders. The governing body and leadership provide the vision that drives strategic
planning and day-to-day operations. They ensure the integrity, effectiveness, and reputation of
the school by establishing policies, providing necessary resources, and ensuring the quality of
the school’s educational program.
Indicators of Quality: St. John the Beloved School is a part of the Catholic
Diocese of Wilmington, Delaware.
Indicators of Quality for schools that are part of a larger system of schools,
diocese, or archdiocese
Indicator of Quality 1 2 3 4 N/A
The governing body and the school system’s/diocesan leadership ensure that the school:
2.30
Is in compliance with all applicable statutes, ordinances, and
regulations of all civil authorities of the jurisdiction in which the
school are located.
X
2.31 Has no legal or proprietary ambiguities in ownership, control, or
responsibility. X
2.32 Documents partnerships and any corporate linkages in
ownership/governance as enforceable agreements. X
2.33
Is provided with effective leadership, support, and continuity,
including succession planning to ensure stability of the school’s
leadership.
X
2.34 Is provided with leaders that possess the appropriate X
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©2014, Middle States Commissions on Elementary and Secondary Schools
Indicator of Quality 1 2 3 4 N/A
qualifications, experience, and competencies for their position.
2.35 Is provided with the sufficient qualified personnel to deliver its
educational program, services, and activities. X
The governing body ensures that it:
2.36
Is focused on selecting, evaluating, and supporting the head of the
school, policy development, planning, assessing the school’s
performance, and ensuring the availability of adequate resources
to accomplish the school’s mission.
X
2.37 Thinks and acts strategically, reflecting on their decisions and the
consequences of their actions. X
2.38 Refrains from undermining the authority of the school’s
leadership to conduct the daily operation of the school. X
2.39
Works cooperatively with the leadership of the school
system/diocese and school to establish and implement clear,
written policies and procedures that are consistent with the
mission of the school.
X
2.40
Has and implements written policies and procedures that define
for the governing body:
Its proper roles and responsibilities
Qualifications for its members;
The body’s composition, organization, and operation;
Terms of office for its members; and
Provisions for identifying and selecting new board members
when vacancies occur.
X
2.41 Implements a process for reviewing/revising its policies regularly
X
2.42 Evaluates systematically and regularly its own effectiveness in
performing its duties. X
2.43
Provides appropriate opportunities for education of the members
of the governing body, including orientation and training sessions
so that all members understand their responsibilities and roles.
X
2.44 Conducts a regular schedule of meetings that is communicated to
the school’s community of stakeholders. X
2.45 Includes members that represent constituencies served by the
school. X
2.46
Maintains appropriate and constructive relations with the school’s
leadership, staff, and students, families, the community, and with
each other in the interest of serving the needs of the students.
X
2.47 Adheres to appropriate guidelines concerning confidentiality in X
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Indicator of Quality 1 2 3 4 N/A
communications.
2.48 Recognizes the accomplishments of staff members and students. X
The school system’s/diocese’s leadership:
2.49
Is accountable to the governing body and is responsible for
ensuring the school’s students achieve the expected levels of
achievement.
X
2.50 Maintains a relationship with the school’s leadership that
evidences mutual trust and cooperation.
X
2.51 Ensures that all school programs and activities are adequately and
appropriately planned, supervised, resourced, and staffed with
qualified personnel.
X
2.52 Provides a program of professional development based on the
needs of the school/school system and staff as identified in the
school growth and improvement process.
X
2.53 Undertakes operational, long range, and strategic planning aimed
at accomplishing the school’s mission and goals. X
2.54 Stays well informed of and implements best practices identified in
educational research and literature. X
2.55
Maintains appropriate and constructive relations with families,
students, the staff, the community, and with each other in the
interest of serving the needs of the students.
X
2.56 Adheres to appropriate guidelines concerning confidentiality in
communications. X
Indicators of Quality for faith-based schools3
Indicator of Quality 1 2 3 4 N/A
The school’s governing body and leadership:
2.57 Articulate and model the religious tenets of the school. X
2.58 Maintain the religious identity of the school as a priority. X
2.59 Use the school’s religious values and identity to inform its policies,
procedures and decisions. X
2.60 Accept the authority of the sponsoring religious institution. X
3 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school such
as a Diocesan/Archdiocesan or a similar school of schools. The Faith-Based Indicators allow faith-based schools, if
they desire, to include in their self-study and accreditation process Indicators of Quality that address unique
characteristics of and expectations for schools whose mission and educational program are defined wholly or in
part by their particular faith.
Excellence by Design Self-Study (2014) Page 53
©2014, Middle States Commissions on Elementary and Secondary Schools
Indicator of Quality 1 2 3 4 N/A
2.61
Engage the school’s community of stakeholders in setting direction
and planning for the future of the school as a faith-based
institution.
X
2.62
Include an assessment of candidates’ understanding and
commitment to the religious beliefs and mission of the school
when hiring the school’s leadership and members of the staff.
X
2.63 Promote respect and collaboration among all members of the
school's "faith" community. X
2.64 Give appropriate attention to building a respectful and
collaborative “faith” community among the faculty and staff. X
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Students
We as a school are always trying to find new ways to strengthen our
faith.
Parents Security at After Care needs improvement.
Not always sure of confidentiality
Explanation of Any Ratings of 1:
Indicator
No. Evidence
NO responses of 1 or 2 were received.
B. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
Excellence by Design Self-Study (2014) Page 54
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C. Implications for Planning
List the school’s significant strengths in meeting the Governance and Leadership Standard.
2.58 Maintain the religious identity of the school as a priority.
2.59 Use the school’s religious values and identity to inform its policies, procedures and
decisions.
2.57 Articulate and model the religious tenets of the school.
List the school’s significant areas in need of improvement in meeting the Governance and
Leadership Standard.
2.18 The school’s leaders maintain positive relationships with the parents, students and
community.
2.42 Evaluates systematically and regularly its own effectiveness in performing its duties.
2.41 Implements a process for reviewing/revising its policies regularly.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to Governance and Leadership that should be included in the
action plan in the Plan for Growth and Improvement.
St. John the Beloved School is proud of its Catholic identity and mission to uphold the
values of the church in its governance, policy, procedures and decision-making. The
strength of the Catholic faith will remain a driving force in the future of St. John the
Beloved.
The processes for evaluating effectiveness in performing duties and reviewing/revising
policies are in place but need to be better communicated to faculty, parents and students.
Plans to make policies available to the community via the school website are a next step to
accomplish this goal.
The school will also look to improve relationships between the school’s leaders and
community through continued access to one another.
Weekly reminder “Bulletin Boards”, monthly newsletters, frequent “school reach” emails
and the school website will continue to be used to communicate with parents and
community. The administration will continue holding “coffee clatches”, parent-teacher
conferences, and Mass celebrations that are open to all parents.
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D. Evidence to Support the Assessment of This Standard
Evidence School
Job descriptions for the head of the institution and other key administrative
personnel X
Appraisal tool and/or description of the process used to appraise the
performance of the head of the institution X
Chart of lines of authority/responsibilities X
Policies related to governance and leadership X
For independent, non-public, and proprietary institutions only
Names, addresses, and organizational positions of the Diocese of Wilmington
and St. John the Beloved Parish. X
WHERE EVIDENCE OF EACH STANDARD IS FOUND:
2.30 The governing body and the school system’s/diocesan leadership ensure that the school is
in compliance with all applicable statutes, ordinances, and regulations of all civil authorities of
the jurisdiction in which the school are located.
2.31 The governing body and the school system’s/diocesan leadership ensure that the school
has no legal or proprietary ambiguities in ownership/governance as enforceable agreements.
2.32 The governing body and the school system’s/diocesan leadership ensure that the school
documents partnerships and any corporate linkages in ownership/governance as enforceable
agreements.
2.33 The governing body and the school system’s/diocesan leadership ensure that the school is
provided with effective leadership, support, and continuity through the following structured
groups aid in the leadership and support of the school:
● Educational Committee
● Long Range Planning Committee
● Finance Committee
● Development Committee
● Home and School Committee
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2.34 The governing body and the school system’s diocesan leadership ensures the school
faculty meet the appropriate qualifications, experience, and competencies for their positions
through faculty contracts and certification confirmation through the Delaware Department of
Education and the Diocesan office. Teacher webpages give a general overview of individual
teacher qualifications.
2.35 The governing body and the school system’s diocesan leadership ensures the school
provides sufficient qualified personnel to deliver its programs, services, and activities through
the employment of specialized staff to meet these needs. Our school offers full-time teachers
for Art, Gym, Computer, Spanish, Music, and Library. We also have paraprofessionals. Grades
ECPA - 2nd have a self-contained paraprofessional at all times. Grades 3-8 share a
paraprofessional. There is a full-time lunch coordinator who is assisted by part-time and
volunteer workers. We also have an after school program staffed by a full-time employee and
part-time staff.
2.36 The governing body ensures that there are several committees that meet with the
principal and other school leaders to ensure selecting, evaluating, and supporting the school.
These committees these include: the Finance Committee, the Educational Committee, the Long
Range Planning Committee, the Development Committee, and the H&SA Committee.
2.37 The governing body ensures that the Annual Report and the prior Middle States
Accreditation process ensure the school and it’s leaders are acting strategically.
2.38, 2.39, 2.40, 2.41, 2.42, 2.43 Various committee meeting minutes provide proof that
governing bodies do not undermine the authority of the school, work cooperatively with the
school, constantly evaluate guidelines, evaluate effectiveness, and provide opportunities to
train and educate members within each.
2.44 The school’s governing body ensures that faculty meetings take place monthly in addition
to team leader meetings, level meetings, and diocesan meetings throughout the year. Most
aforementioned committees meet monthly.
2.45 The school’s governing body ensures that the Pastor, parents, parish members, and school
administrators serve on the governing body.
2.46 The school’s governing body ensures that a school and parish calendar provide committee
meeting times and reminders. Meeting minutes are kept in the Rectory, School Office, or by
committee chairpersons. The parish bulletin and email communication is also used to keep the
community aware of how the various committees are serving the needs of the students.
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2.47 The school’s governing body ensures that all staff sign a confidentiality agreement to
ensure faculty and student privacy. The Diocese Handbook, Faculty Handbook, and the
Student/Family Handbook also outline measures and agreements to ensure confidentiality.
Emails have a disclaimer regarding confidentiality.
2.48 The school’s governing body ensures that the school has a monthly newsletter that is
printed and emailed to families to note staff and student accomplishments. A synopsis of this
information is also included in the weekly bulletin and sometimes sent and published in the
diocesan newspaper, The Dialogue. The principal recognizes students for academic
achievement through breakfast and lunch meetings and the presentation of names in the
hallways of the school. Morning announcements are also used to celebrate and recognize
achievements.
2.49 The school system’s/diocese’s leadership is accountable to the governing body and is
responsible for ensuring the school’s students achieve the expected levels of achievement
through success on standardized tests such as Terranova, classroom performance, and post-
graduate academic readiness.
2.50 The school system’s/diocese’s leadership maintains a relationship with the school’s
leadership that evidences mutual trust and cooperation through the Diocese Handbook, via
our website goals and mission statement, and meeting minutes that reflect cooperation.
2.51 The school provides sufficient qualified personnel to deliver its programs, services, and
activities through the employment of specialized staff to meet these needs. Our school offers
full-time teachers for Art, Gym, Computer, Spanish, Music, and Library. We also have
paraprofessionals. Grades ECPA - 2nd have a self-contained paraprofessional at all times.
Grades 3-8 share a paraprofessional. There is a full-time lunch coordinator who is assisted by
part-time and volunteer workers. We also have an after school program staffed by a full-time
employee and part-time staff.
2.52 The school leadership plans and organizes professional development for faculty and staff
on a semi-annual basis and throughout the year for subject-specific programs. The Diocese
also meets semi-annual to provide professional development for all school faculty and
administration. The Diocese also provides monthly opportunities for the leadership of the
diocesan schools to get together in addition to an annual retreat. The leadership also approves
funding for graduate level coursework, continuing education credits specific to individual
teacher disciplines, and the materials necessary to carry out the implementation of continuing
education work in the classroom. Paraprofessionals and faculty have also been encouraged to
take Step-Up-To-Writing training to better serve student needs.
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2.53 The school leadership undertakes operational, long range, and strategic planning aimed at
accomplishing the school’s mission and goals through monthly meetings with the Education
Committee, Long Range Planning Committee, Development Committee and other groups
invested in the success of our students.
2.54 The school leadership conducts periodic meetings in addition to monthly faculty meetings
to keep faculty informed of best practices and educational research and literature. Particular
articles are also copied and disseminated for faculty review via mailboxes or email.
2.55 The school leadership maintains open communication with families, students, and the
community through weekly reminder memos, monthly newsletters, posts in the parish
bulletin, and publication in the diocesan newspaper, The Dialogue. The school leadership also
requires faculty to hold Back-to-School Nights, first trimester parent-teacher conferences, and
open conference scheduling on an as-needed basis. Faculty must also update teacher pages
used to communicate student activity and homework with the general population via the
school website. Faculty, Student/Parent, and a Diocesan Handbook is kept on file in the front
office and with each stakeholder.
2.56 The school system’s/diocese’s leadership ensures that all staff sign a confidentiality
agreement to ensure faculty and student privacy. The Diocese Handbook, Faculty Handbook,
and the Student/Family Handbook also outline measures and agreements to ensure
confidentiality. Emails have a disclaimer regarding confidentiality.
2.57, 2.58, 2.59 - The school’s governing body and leadership articulate and model the religious
tenets of the school, maintain the religious identity of the school, and use religious values and
identity to inform policies, procedures, and decisions as dictated by the school’s mission
statement and all governing documents from the diocese on down to the school.
2.60 The school’s governing body and leadership accepts the authority of the sponsoring
religious institution by having all faculty and staff sign off on the Employee Handbook
requiring adherence to our Catholic morals and values.
2.61 The school’s governing body and leadership engage the school’s community of
stakeholders in setting direction and planning for future of the school as a faith-based
institution through adherence to the diocesan handbook and any changes or updates from the
Bishop.
2.62 The school’s governing body and leadership assess a candidate’s understanding of the
commitment to the religious beliefs and mission of the school through the interview process
and requirement to agree to and sign the Employee Handbook.
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2.63 and 2.64 The school’s governing body and leadership promote respect and collaboration
and are respectful and collaborative of faith in school communication, meetings, and
correspondence.
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©2014, Middle States Commissions on Elementary and Secondary Schools
SCHOOL IMPROVEMENT PLANNING STANDARD FOR
ACCREDITATION
TEAM: Chairperson: Cheryl Smith (3rd grade); Dawn Hartley (Intermediate), Nancy
Clark (Paraprofessional)
A. Issues Related To This Standard
SCHOOL PLANS
Type of Plan Yes/No Year Last Reviewed/
Updated
Quality/Effectiveness
of Plan
Strategic Plan/Long-Range
Plan
X N/A
Satisfactory
Needs Improvement
Unsatisfactory
Financial Plan X Yearly
X Satisfactory
Needs Improvement
Unsatisfactory
Facilities Plan X Yearly
X Satisfactory
Needs Improvement
Unsatisfactory
Technology Plan X Continuous
X Satisfactory
Needs Improvement
Unsatisfactory
Professional Development
Plan X Continuous
X Satisfactory
Needs Improvement
Unsatisfactory
Staffing Plan
X
Yearly
X Satisfactory
Needs Improvement
Unsatisfactory
Institutional Advancement
and Development Plan X Yearly
X Satisfactory
Needs Improvement
Unsatisfactory
Curriculum
Review/Revision Plan X Continuing/Diocesan
X Satisfactory
Needs Improvement
Unsatisfactory
Staffing Plan X X Satisfactory
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Type of Plan Yes/No Year Last Reviewed/
Updated
Quality/Effectiveness
of Plan
Needs Improvement
Unsatisfactory
Student Enrollment Plan X Yearly
X Satisfactory
Needs Improvement
Unsatisfactory
Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a
description of actions that have been initiated or are formally planned.
NO responses were rated 1 or 2.
B. Self-Assessment of Adherence to the Indicators of Quality
SCHOOL IMPROVEMENT PLANNING STANDARD FOR
ACCREDITATION
The Standard: The school plans strategically and continuously to grow and improve its
students’ performance and the school’s capacity to produce the levels of student performance
desired and expected by its community of stakeholders. The school’s strategic plan is aligned
with and supports achievement of its mission. The school uses a collaborative process to
develop and implement its strategic plan for growth and improvement and ensures that the
plan includes professional development activities the staff needs to implement the plan and
achieve its goals.
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
3.1
Develops a strategic plan for growth and improvement that is
approved by the governing body (if appropriate) and supported
by the school’s community of stakeholders.
X
3.2
Bases its strategic plan on longitudinal data regarding the
achievement and performance of the school’s students and the
school’s capacity to produce the levels of student achievement and
performance expected by its community of stakeholders.
X
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Indicator of Quality 1 2 3 4 N/A
3.3
Communicates regularly to its community of stakeholders
information about the school’s planning process, strategic plan,
and the results being achieved by implementing the plan.
X
3.4
Provides members of its community of stakeholders with
appropriate opportunities to provide input into its strategic
planning for growth and improvement.
X
3.5
Takes into consideration the school’s capacities in terms of time,
energy, and resources when planning new initiatives, setting goals,
and developing action plans.
X
3.6
Guarantees that its action plans address all areas of the school’s
programs, services, operations, and resources that are relevant to
the strategic plan’s goals.
X
3.7 Monitors implementation of its strategic plan and revises it as
needed to ensure it is producing the intended results. X
3.8
Submits its strategic plan for periodic internal and external reviews
to validate the plan and its goals and planning process used to
develop the plan.
X
Indicator of Quality for faith-based schools 4
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
3.9 Maintains as a priority in all planning activities the spiritual life of
the school and its community. X
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Teachers Many changes often appear last minutes or spontaneous.
4 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school such
as a Diocesan/Archdiocesan or a similar school of schools. The Faith-Based Indicators allow faith-based schools, if
they desire, to include in their self-study and accreditation process Indicators of Quality that address unique
characteristics of and expectations for schools whose mission and educational program are defined wholly or in
part by their particular faith.
Excellence by Design Self-Study (2014) Page 63
©2014, Middle States Commissions on Elementary and Secondary Schools
Source of
Comments Comments
Support Staff
Students
They gave the 6th grade Chromebooks. Technology is big in
learning.
I think the students know most of the improvements and goals our
school has or is making. But sometimes information is directed to
certain people or grades and we do not all hear or know about all
the improvements.
Parents
The goals are generally communicated but often goals and plans
have been decided.
Opportunities are there but not always in a format where people are
comfortable speaking.
Community
Stakeholders
Explanation of Any Ratings of 1: N/A
C. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
D. Implications for Planning
List the school’s significant strengths in meeting the School Improvement Planning
Standard.
We continue to keep our curriculum up to date. Currently, 2nd and 4th grade are piloting a
common core math program. Through monthly dialogue at our faculty meetings, we review
curriculum, homework guidelines, step up to writing, and note taking.
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List the school’s significant areas in need of improvement in meeting the School
Improvement Planning Standard.
While things are satisfactory, we need a specific plan for building hours of professional
development into our school calendar.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to School Improvement Planning that should be included in
the action plan in the Plan for Growth and Improvement.
The next step is to expand the professional development opportunities for faculty.
E. Evidence to Support the Assessment of This Standard
Evidence School
Strategic and/or long-range plan: previous Middle States Report X
Development/institutional advancement plan: Annual Report; Capital
Campaign; Education Committee X
Enrollment plan X
Policies related to school improvement planning: Diocesan Handbook X
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FINANCES STANDARD FOR ACCREDITATION
A. Issues Related to this Standard
Team: Marie Malatesta (School Business Manager) Chairperson; Reverend William Coco
(Pastor); Richard Hart (Principal) and Kathleen Kenney (7th Grade)
A.2. For Non-Public, Independent And Proprietary Schools
FINANCIAL RESOURCES:
INCOME SOURCE Current Year Last Year
% from tuition 81% 84%
% from fees 10% 10%
% from fund-raising and other special Activities 2% 1%
% from annual giving 3% 1%
% from grants 1% 1%
% from interest/investments/rental income .50% .50%
Other (describe): CAFETERIA 2% 2%
Other (describe): STUDENT COUNCIL .50% .50%
Other (describe): % %
TOTAL 100% 100%
ANNUAL PER PUPIL COSTS:
PER PUPIL COSTS Current Academic Year Last Academic Year
Early Age School/Center $5874 $5698
Elementary School/Lower School $6463 $5940
Middle School $6463 $5940
Secondary/ Upper School N/A N/A
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INSURANCE FOR THE SCHOOL:
Adequacy of Coverage
TYPE OF INSURANCE Satisfactory Needs
Improvement Unsatisfactory
Not
Applicable
General Liability X
Workers Compensation
and/or Long Term
Disability
X
Director & Officers
Liability and/or
Educators Legal Liability
X
Property Insurance X
Business Interruption X
Theft/fraud/deceit X
Travel and field trip
insurance X
School owned vehicle
insurance
X
Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a
description of actions that have been initiated or are formally planned.
N/A
Indicate any anticipated major capital expenditures within the next three years.
Primary wing of the building has a new roof; the remainder of campus buildings needs
roof replacements.
HVAC in Hall/Cafeteria
A.3. For All Schools—Financial Assurances
The financial viability and stability of a school is a primary requirement for accreditation by
the Middle States Association.
Therefore, if the school is not able to provide the results of a full external audit completed
within the last 18 months, the head of the school and the head of the governing body (if
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©2014, Middle States Commissions on Elementary and Secondary Schools
applicable) must assure, by their electronic signatures below, that the financial information
and data reported in this Self-Study Report are true and accurate.
I give my assurance that the financial information and data in this Self-Study Report are true
and accurate.
Signed electronically by:
Printed Name of the Head of the School: Mr. Richard D. Hart
Signed electronically by:
Printed Name of the Head of the Governing Body:
Rev. William T. Cocco
B. Self-Assessment of Adherence to the Indicators of Quality
FINANCES STANDARD FOR ACCREDITATION
The Standard: The school has financial resources that are sufficient to provide its students
with the educational program defined in the school’s mission and strategic plan. Financial
resources are stable, and indications are they will continue to be stable for the foreseeable
future. The school uses business practices that are ethical and follow accepted budgeting and
accounting principles. The practices promote confidence in the school’s ability to manage its
fiscal and material resources in a responsible manner. The school dedicates its financial
resources to implementing its educational program, services, activities, and operations.
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
4.1 Is free of any contingent financial liabilities or on-going litigations
that could affect the school’s ability to continue operation. X
4.2 Maintains levels of income and expenditures that are in
appropriate balance. X
4.3
Has and implements written policies and procedures that require
the governing body and leadership to exercise prudent control
over the school’s finances and all financial operations.
X
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4.4
Entrusts the overseeing and conducting of its financial and
business operations only to those who possess the appropriate
qualifications.
X
4.5
Develops short- and long-range financial plans to ensure financial
resources are available to deliver its educational program and
services.
X
4.6
Submits official financial records of the school such as periodic
financial audits, external reviews that are conducted by qualified
external agencies, or other evidence of financial viability and
stability.
X
4.7 Responds appropriately to the results and recommendations of
financial audits or reviews. X
4.8 Gives stakeholders appropriate opportunities to provide input into
financial planning. X
4.9
Provides the staff with appropriate opportunities to participate in
determining financial priorities for curriculum and instructional
needs.
X
4.10 Informs families enrolling students in the school about any
financial obligations for attending the school. X
4.11
Sets tuitions and fees, if applicable, that are related to the content
of the school’s educational program, the length of study, and
equipment and supplies required for learning.
X
4.12 Has and implements written, reasonable, and equitable tuition,
collection, and refund policies. X
4.13
Carries appropriate insurance coverage that is adequate for
protecting the interests and operations of the school (e.g., business
interruption, casualty, property, liability insurance for employees
and the governing body/owner).
X
4.14 Makes prudent use of resources available through development
activities, grants, foundations, and other partnerships. X
Indicators of Quality for faith-based schools 5
5 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school
system such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-
based schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that
address unique characteristics of and expectations for schools whose mission and educational program are
defined wholly or in part by their particular faith.
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Indicator of Quality 1 2 3 4 N/A
The school’s governing body and leadership ensure that the school:
4.15 Has the financial resources necessary to support and enhance the
religious nature of the school. X
4.16 Considers the religious values of the school when making
decisions regarding the use of its financial resources. X
4.17 Conducts advancement efforts that are supported by the school’s
leadership, staff, parents, and alumni. X
Stakeholders’ comments to support the ratings: N/A
C. Self-Assessment of Adherence to the Indicators of Quality
FINANCES STANDARD FOR ACCREDITATION
Indicators of Quality for faith-based schools 6
Indicator of Quality 1 2 3 4 N/A
The school’s governing body and leadership ensure that the school:
4.15 Has the financial resources necessary to support and enhance the
religious nature of the school. X
4.16 Considers the religious values of the school when making
decisions regarding the use of its financial resources. X
4.17 Conducts advancement efforts that are supported by the school’s
leadership, staff, parents, and alumni. X
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
6 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school
system such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-
based schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that
address unique characteristics of and expectations for schools whose mission and educational program are
defined wholly or in part by their particular faith.
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Source of
Comments Comments
Administrators
Saint John the Beloved Parish has a working Finance Council that
works with the Pastor, Principal and Parish Business Manager to
ensure the financial integrity of the school. This is done on a
monthly basis. There are well-established procedures set in place to
develop the school budget, tuition rates and fees.
Governing Body
N/A
Teachers
Staff does not participate in any financial issues related to the
curriculum or instructional needs.
Teachers give input on materials/programs needed in classrooms
which are included on yearly budget.
Support Staff
Support staff provide input on needs yearly and this information is
included in our new budget.
Students Student requests are addressed and included in teacher requests.
Parents
Parent input is provided through Home & School Officers as well as
the parent Education Committee.
More parents should be represented at Parish Finance Committee
meetings.
Community
Stakeholders
N/A
Others [Describe]:
We work cooperatively with all parish organizations: athletics,
outreach, religious education, etc.
Others [Describe]:
Explanation of Any Ratings of 1: N/A
D. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
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E. Implications for Planning
List the school’s significant strengths in meeting the Finances Standard.
We implement a well-defined formula when developing the school budget. Our annual
budgets must be approved by the Pastor and the Parish Finance Council.
List the school’s significant areas in need of improvement in meeting the Finances
Standard.
Put emphasis on marketing to insure stable enrollment.
Keeping aware of the physical needs of the school’s facilities.
Studying projections for salaries, benefits and size of school staff.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to Finances that should be included in the action plan in the
Plan for Growth and Improvement.
F. Evidence to Support the Assessment of This Standard
Evidence School
Current operating budget (for main campus and each branch campus) –School
Business Manager
Marie
Malatesta
Certified external audit letter conducted within the last two years (for main
campus and each branch) Parish Business Manager
Michele
Pyle
Student tuition and fee schedule (if applicable) Marie and
Michele
Long-range financial plan Parish
Council
Schedule of student tuition and fees (for non-public and proprietary institutions)
Parish Business Manager
Michele
Pyle
Evidence that the institution has no contingent liabilities or on-going litigations
that potentially could affect the institution’s ability to continue operation
Michele
Pyle
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Evidence School
List of grants and other funding sources obtained in the last calendar year N/A
Publications provided to students outlining students’ financial obligations Handbook
and
Annual
Report
Summary of the institution’s insurance coverage (for main campus and each
branch)
Michele
Pyle
Policies related to finances, financial aid, and refunds Michele
Pyle
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FACILITIES STANDARD FOR ACCREDITATION
A. Issues Related To This Standard
TEAM: Chairperson- Julie Donofrio (Early Childhood), Jessica Nowell (Pre-K), Kathy
DeFlaviis (Paraprofessional), Annette Saldutti (Paraprofessional), Pauline Berlingieri
(Director of Religious Education)
A.1. PHYSICAL FACILITIES.
Facility Location Year
Constructed
Most Recent
Renovation Ownership
School Senior
Building
1956-1957 On-going
X Owned
Leased
School Junior
Building
1964 On-going
X Owned
Leased
School Library
Wing
1983-1984 On-going
X Owned
Leased
School Our Lady of
Angels Wing
2010 On-going
X Owned
Leased
Gerres Building 1981
Music Room
2010
X Owned
Leased
Sheehy Hall-
Gym/Cafeteria
1955-1956 Floor 2012
X Owned
Leased
Church 1974-1976 X Owned
Vianney House 1956-1957 2013 X Owned
Rectory 1900’s 2013 X Owned
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A.2. ADEQUACY OF FACILITIES.
Facility Satisfactory Needs
Improvement Unsatisfactory
Not
Applicable
Furnishings X
Provisions for the Disabled X
Variety of Instructional
Spaces X
Laboratories X
Counseling/Guidance
Space(s) X
Health Services Space(s) X
Library/Learning Media
Center X
Administrative and Support
Spaces X
Offices and Planning Spaces
for the Faculty X
Heating, Ventilation, Air
Conditioning X
Electrical, Water, and
Sanitation Systems X
Energy Conservation System X
Security System X
Storage Spaces X
Parking Spaces X
Athletic Fields X
Indoor Athletic Space(s) X
Cafeteria/Dining Space(s) X
Auditorium/Theater X
Dormitories X
Chapel X
Maintenance & Cleaning X
Other:
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Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating is unsatisfactory:
All areas deemed satisfactory.
A.3. MAINTENANCE AND CLEANING STAFF:
Type of Facilities Personnel Number Adequacy of Type and Number
Maintenance 2
X Satisfactory
Needs Improvement
Unsatisfactory
Clothing N/A
Satisfactory
Needs Improvement
Unsatisfactory
Grounds 2
seasonal
X Satisfactory
Needs Improvement
Unsatisfactory
Other: School Buildings and
Facilities Cleaning Staff 5
X Satisfactory
Needs Improvement
Unsatisfactory
Other: N/A
Satisfactory
Needs Improvement
Unsatisfactory
Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a
description of actions that have been initiated or are formally planned.
All areas deemed satisfactory.
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A. Self-Assessment of Adherence to the Indicators of Quality
FACILITIES STANDARD FOR ACCREDITATION
The Standard: The school provides facilities that are safe, clean, and well maintained and that
are appropriate and adequate to achieve the school’s mission. The facilities provide a physical
environment that supports delivery of the school’s educational program, services, and
activities, and the ability of students to achieve the levels of learning and performance
expected of them. The facilities are inspected regularly for effective operation and are in
compliance with all applicable health and safety codes of the civil jurisdiction(s) within which
the school is located.
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
5.1 Provides sufficient and appropriate facilities for all aspects of the
school’s educational programs, activities, and services including: X
5.1.a. Instructional areas/classrooms X
5.1.b. Administrative offices X
5.1.c. Conference rooms X
5.1.d. Student activities X
5.1.e. Student services X
5.1.f. Safe and secure storage of school property, equipment, and
materials (e.g., cleaning supplies and chemicals). X
5.1.g. Safe and secure storage of student belongings X
5.2
Includes in its budget the resources needed for facilities,
equipment, and materials to support its educational program,
services, and activities.
X
5.3 Conducts regular and systematic assessments of the adequacy of
its facilities, equipment, and materials. X
5.4 Plans for, funds, and schedules regular preventative measures,
repairs, and maintenance of its facilities, equipment, and materials. X
5.5 Includes considerations regarding the appropriateness and
adequacy of its facilities in its strategic planning. X
5.6 Considers the capacities of its facilities and equipment before
adopting new programs. X
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Indicator of Quality 1 2 3 4 N/A
5.7 Has sufficient systems in place to monitor and provide appropriate
air quality throughout its facilities. X
Indicators of Quality for schools with early childhood education programs.
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the learning environment:
5.10 Provides an effective learning environment which supports the
education goals for students and effective teaching for faculty. X
5.11 Is aesthetically pleasing with predominantly child-produced items
on display X
5.12
Includes interest centers that have materials in an orderly,
accessible arrangement with sufficient space for the number of
children and activities intended.
X
5.13 Includes appropriately sized furniture designed to assure
accessibility to children. X
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Administrators None
Governing Body N/A
Teachers
There are several small classrooms in the Middle School where there
are too many desks and students for the size of the room.
No good-flow of traffic.
Support Staff None
Students
A few classrooms are very small.
When students switch classes, it is sometimes hard to get to class
without being cluttered around people.
Parents
If parents would follow the guidelines surrounding drop-off and
pick-up, the students would be safer.
The school building and grounds are very nice. I give the school high
marks for adding the secondary set of security doors near the school
office for safety.
Evidence: According to Survey Responses, All Ratings Were 3 or Above.
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B. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
C. Implications for Planning
List the school’s significant strengths in meeting the Facilities Standard.
The school environment is aesthetically pleasing with predominantly child produced items
on display.
The school has adequate space for safe entry, exit and traffic flow within the building.
List the school’s significant areas in need of improvement in meeting the Facilities
Standard.
All areas are satisfactory as rated by surveys.
Facilities Committee members had a concern about some small classroom spaces for Middle
School classes. We understand that this is currently being studied by administrators.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to Facilities that should be included in the action plan in the
Plan for Growth and Improvement.
Improvements will be based on future growth, budget and approval.
D. Evidence to Support the Assessment of This Standard
Evidence School
Floor plan of facilities: Visible in each classroom for fire exit procedures.
Drawings filed with IT Manager, Assistance Principal and Maintenance
Manager.
X
Long-range facilities plan: Rectory/Parish Offices X
Maintenance/repair schedules: Maintenance Office X
Plans for any facilities improvements: Rectory/Parish Offices X
Policies related to facilities: Approved by Pastor and Appropriate Committee X
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SCHOOL ORGANIZATION AND STAFF STANDARD FOR
ACCREDITATION
TEAM: Chairperson: Mary Beth Connell (4th grade); Mary Ann D’Amico (Kindergarten);
Denise Lenz (1st grade); Beverly Rubini (5th grade); Tricia Scalora (paraprofessional)
A. Issues Related To This Standard
Not applicable in this section. See School Information in the Profile of the
School.
B. Self-Assessment of Adherence to the Indicators of Quality
SCHOOL ORGANIZATION AND STAFF STANDARD FOR
ACCREDITATION
The Standard: The school’s organization facilitates achievement of its purposes and core
values as expressed in its mission and successful implementation of its educational program,
services, and activities. Members of the administrative, instructional, and support staffs are
qualified, competent, and sufficient in number to provide a high quality educational
experience as defined by the school’s mission. Staff members possess the qualifications
required by the civil authority in which the institution operates to administer and teach the
program(s) to which they are assigned. Staff members are evaluated regularly based on clear
expectations for performance and are provided with professional development experiences
that address areas in which staff members need to grow and/or improve. The school’s leaders
and staff demonstrate collegial and collaborative relationships.
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school’s organization promotes in its
students:
6.1 An understanding and acceptance of the high expectations the
school holds for learning and citizenship. X
6.2 A sense of being trusted, supported, and recognized for their
accomplishments and contributions.
X
6.3 Pride in their school. X
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Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school’s organization promotes in its staff:
6.4
A sense of collegiality, high expectations for performance, trust,
support, recognition for accomplishments and contributions, and
pride in their school.
X
6.5 Commitment to the school, dedication to their work, and pride in
the outcome of their efforts. X
6.6 Professional satisfaction and good general morale. X
The governing body and leadership ensure that the school’s organization:
6.7
Is described by a logical and clear table of organization that
includes written job descriptions and that specifies levels of
responsibility and reporting relationships.
X
6.8
Defines clearly in writing roles, responsibilities, expectations, and
reporting relationships of its staff that support a high quality
educational program and experiences for the school’s students.
X
The governing body and leadership ensure that the school has and implements written policies
and/or procedural guidelines for ensuring a positive work environment, including:
6.9 The day-to-day operation of the school. X
6.10
Determining adequate compensation, arriving at reasonable
workloads and acceptable working conditions, and defining just
and fair treatment for all members of its staff.
X
6.11 Evaluating staff members’ performance. X
6.12 Handling complaints/ grievances by members of the staff. X
6.13 Orienting and mentoring of new staff members. X
6.14 Appropriate orientation and supervision for service providers not
employed by the school. X
The governing body and leadership ensure that:
6.15
Due diligence is conducted in the hiring process to ensure that all
members of the staff are eligible and continue to be eligible to
work with children.
X
6.16
Due diligence is conducted to ensure that employees of providers
of contracted services are eligible and continue to be eligible to
work with children.
X
The governing body and leadership ensure that the school’s staff:
6.17
Is led by designated and qualified leaders who provide
coordination, supervision, support, and direction for the school’s
educational program, services, and activities.
X
6.18 Is assigned to work based on the members’ education, preparation,
experience, expertise, and commitment to the school’s success. X
6.19 Is evaluated regularly based on professional standards and X
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Indicator of Quality 1 2 3 4 N/A
expectations that have been communicated to the staff in advance.
6.20 Is evaluated with the knowledge of the staff member and reported
to the staff member in writing as well as verbally. X
6.21
Is provided with an opportunity to discuss performance
evaluations with the evaluator(s) and the ability to appeal
evaluations to a designated level of leadership above the
evaluator(s).
X
6.22 Is provided opportunities to offer input into the content of
professional development experiences. X
6.23 Is encouraged by the leadership to affiliate with professional
organizations. X
6.24 Feels safe in the school. X
6.25 Enforces the student code of conduct fairly and uniformly. X
The governing body and leadership ensure that the school’s students:
6.26 Understand and abide by the school’s code of conduct. X
6.27 Feel safe in the school. X
The governing body and leadership ensure that school’s families and community of
stakeholders:
6.28 Understand and support the school’s code of student behavior. X
6.29 Feel safe in the school. X
6.30 Demonstrate a commitment to, pride in, and support for the
school by participating in its activities, promoting its mission, and
ensuring the school has needed financial resources.
X
Indicators of Quality for schools with early childhood programs
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the early childhood program:
6.31 Promotes development of children's positive peer relationships. X
6.32
Has and implements personnel policies that include an appraisal
system and professional development programs that focus
explicitly on staff behaviors that are to be encouraged in the
classroom such as teacher interactions with children,
acknowledgement of age-appropriate development, and
developmentally appropriate instructional practices.
X
6.33 Seeks to achieve applicable teacher and/or staff-to-children ratios. X
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Indicator of Quality for schools that provide all or part of their educational
program by a distance modality
X These Indicators do not apply to our school.
Indicators of Quality for faith-based schools 7
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure the school:
6.37 Portrays an identifiable integration of faith, life, and culture. X
The governing body and leadership ensure that:
6.38
The school’s programs of study, activities, athletics, codes of
conduct, and discipline actions reflect the religious values
expressed in the school’s foundational documents.
X
6.39
Appropriate attention is given in all school programs and activities
to values and traditions that demonstrate and reinforce the
school’s religious nature.
X
6.40
Members of the faculty are provided with opportunities to
advance their understanding of the religious beliefs and
foundational documents of the school.
X
6.41 Formal and informal opportunities are provided for the spiritual
development of the faculty and staff members. X
6.42
Regular professional development opportunities are provided for
the spiritual development of the faculty and staff as spiritual
leaders in the school community.
X
6.43 The religious studies program for students is consistent with the
mission of the school and the sponsoring institution. X
6.44 Opportunities for prayer and/or expressions of faith are integrated
into its curriculums and daily activities. X
7 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school
system such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-
based schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that
address unique characteristics of and expectations for schools whose mission and educational program are
defined wholly or in part by their particular faith.
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Indicators of Quality for All Pennsylvania Public Schools, Private Schools and
Their Contractors’ Employees Who Work in Direct Contact with Children, and
Student Teacher Candidates.
X These Indicators do not apply to our school.
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Administrators No Comments
Governing Body N/A
Teachers
More religious certification classes are needed.
Discipline is inconsistent.
Not aware of any written policies for orienting new staff members.
Support Staff N/A
Students
Before we eat we always pray and begin some classes with prayers.
The school has just gotten new student emails and I personally like
this because the teachers can contact you to help you with school
work.
Parents
The idea of community has been undermined by parents not
volunteering; societal moral decline and a sense that the individual is
more important than the whole.
Implementation of bullying policy needs more priority; i.e., parent
volunteers and coaches need better training in this area.
Explanation of Any Ratings of 1:
Indicator
No. Evidence
N/A All Ratings were 3 or higher.
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C. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
D. Implications for Planning
List the school’s significant strengths in meeting the School Organization and Staff
Standard.
6.3 School community members take pride in their school.
6.5 School Leadership displays commitment to the school and dedication to their work.
6.16 Due diligence is conducted to ensure that employees are eligible to work with
children.
6.37 Leadership portrays an identifiable integration of faith, life and culture.
List the school’s significant areas in need of improvement in meeting the School
Organization and Staff Standard.
N/A: No weaknesses are indicated.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to School Organization and Staff that should be included in
the action plan in the Plan for Growth and Improvement.
Maintain a sense of high expectations for performance, trust and recognition for
accomplishments.
Improve orientation procedures for new teachers and employees.
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E. Evidence to Support the Assessment of This Standard
Evidence School
Organizational chart for the school and school system X
Floor plan of facilities X
Salary schedules and descriptions of benefits packages for teachers, specialists,
and support staff: Business Office X
Contracts (e.g. union, collective bargaining agreements) N/A
Results of any climate survey X
Instruments used for evaluating the performance of the staff X
Professional development plan: DEEDS X
Policies related to school climate and organization: We post 4 Handbooks on
our website: Parent/Student; Middle School; Faculty; After-Care X
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HEALTH AND SAFETY STANDARD FOR ACCREDITATION
A. Issues Related To This Standard
TEAM: Chairperson: Ashley Gebhart (Nurse); Amy Reice (PE Teacher); Diane Naylor
(Library-Paraprofessional); Carmela Golebiowski (Kindergarten-Paraprofessional)
A.1. EMERGENCY AND CRISIS PLANS:
Type of Emergency/Crisis Plan Effectiveness of
Plans
S NI U
Emergency Codes: Red; Yellow; Blue X
Fire Drill X
Tornado X
Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a
description of actions that have been initiated or are formally planned.
Schedule a Tornado Drill during the month of September each year.
A.2. EMERGENCY DRILLS:
Type of Emergency Drill Frequency of
Drills Quality of Drills
S NI U
Fire
Semi-Monthly
X Monthly X
Annually
Natural Disaster (Severe Weather,
Flooding, etc.)
Semi-Monthly
Monthly
X Annually X
Bomb Threat
Semi-Monthly
Monthly
X Annually X
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Type of Emergency Drill Frequency of
Drills Quality of Drills
S NI U
External Threat
Semi-Monthly
Monthly
X Annually X
Internal Threat
Semi-Monthly
Monthly
X Annually X
Bus Evacuation: N/A
Semi-Monthly
Monthly
Annually
Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a
description of actions that have been initiated or are formally planned.
Tornado Drill should be held annually as part of the normal Emergency Drill routine.
A.3. HEALTH AND SAFETY INSPECTION SCHEDULE:
Type of Inspection Frequency
Results of Inspections
S NI U
Fire Alarm System
Semi-Monthly
Monthly
X Annually X
Food Services
Semi-Monthly
Monthly
X Annually X
Elevator(s) N/A
Semi-Monthly
Monthly
Annually
Internal Communications System
Semi-Monthly
Monthly
X Annually X
Technology Arts/Industrial Arts
Equipment
Semi-Monthly
X Monthly X
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Type of Inspection Frequency
Results of Inspections
S NI U
Annually
Athletic Equipment
Semi-Monthly
Monthly
Annually
Playground Equipment
Semi-Monthly
X Monthly X
Annually
Water Supply
Semi-Monthly
Monthly
X Annually X
Swimming Pool Water: N/A
Semi-Monthly
Monthly
Annually
A.4. SUMMARY OF HEALTH SCREENINGS:
Screening For Conducted By Frequency
Vision School Nurse; Simon Eye
Semi-Monthly
Monthly
X Annually
Hearing School Nurse
Semi-Monthly
Monthly
X Annually
Dental N/A
Semi-Monthly
Monthly
Annually
Physical Personal Physician
Semi-Monthly
Monthly
X Annually
Tuberculosis School Nurse
Semi-Monthly
Monthly
X Annually
Semi-Monthly
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Screening For Conducted By Frequency
Other: Postural Screenings School Nurse
Semi-Monthly
Monthly
X Annually
A.5. SUMMARY OF INNOCULATIONS:
Inoculation For In Grade Level
DTap; IPV; MMR; Varicella; HepB PreK – 8
A.6. PROVISIONS FOR HEALTH AND SAFETY:
Health and Safety Issue Quality and Adequacy
S NI U
Adequate health care services at all times. X
Health care at school functions that take place away from the
school’s premises. X
Means to communicate internally in event of power failure of
evacuation of building. X
Means to communicate externally in event of power failure of
evacuation of building. X
Place(s) to assemble during an evacuation X
Proper and safe storage of dangerous substances. X
Fire blankets and/or eye wash stations in required areas. X
Automatic external defibrillators available and staff personnel
trained to use them. X
Panic buttons for dangerous equipment. X
Provisions for preventing the spread of infectious substances
and diseases. X
Safety lines in required areas. X
Students and the staff wearing eye and ear protection in
dangerous areas. X
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Health and Safety Issue Quality and Adequacy
S NI U
Fire extinguishers available in all areas. X
Fire alarm pull stations in all areas. X
Evacuation notice and directions posted in all rooms and
spaces. X
Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a
description of actions that have been initiated or are formally planned.
N/A
A.7. HEALTH AND SAFETY STAFF:
Type of Health and Safety Personnel Number Quality and Adequacy
S NI U
Certified Nurse 1 X
Nurse’s Assistant N/A
School Security Officer N/A
Local Police Security Officer N/A
B. Self-Assessment of Adherence to the Indicators of Quality
HEALTH AND SAFETY STANDARD FOR ACCREDITATION
The Standard: The school provides a safe, orderly, and healthy environment for teaching and
learning that meets the health and safety requirements of the civil jurisdiction(s) in which the
school operates. The school has and implements policies and/or procedural guidelines to
ensure the health and safety of students, the staff, and visitors to the school. The school has
and implements plans for responding to emergencies and crises.
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Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
7.1
Regularly reviews and updates its written policies and/or
procedural guidelines governing the school’s provisions for the
health and safety of its students, staff, and visitors.
X
7.2 Regularly reviews and updates its plans for responding to
emergencies and crises. X
7.3
Has and implements written procedures and functional equipment
with which to communicate during fire and other emergencies, to
summon assistance, and to evacuate the school’s facilities.
X
7.4
Conducts drills of its emergency and crisis plans regularly,
maintains written records of drills, and based on the outcomes of
the drills, assesses the effectiveness of its plans and revises them
accordingly.
X
7.5
Provides appropriate and adequate health care for its students
during the school day and makes provisions for appropriate health
care at school functions that take place away from the school’s
premises.
X
7.6
Provides appropriate training for all staff members on
implementing the school’s emergency and crisis plans, handling
accidents and illnesses, and universal precautions for preventing
the spread of infectious diseases.
X
7.7 Has and implements written policies and/or procedural guidelines
to manage the storage and administration of student medications. X
7.8 Has and implements a system to account for the whereabouts of
its students at all times. X
7.9
Has and implements policies and/or procedural guidelines for
maintaining and sharing medical records and health information
of students and members of the staff in compliance with applicable
laws.
X
7.10
Provides to its staff up–to-date on relevant health, wellness, and
safety information and practices pertaining to the school’s
students and staff.
X
7.11 Maintains positive working relationships with local health and
safety authorities and health service providers. X
7.12
Includes in its educational program and activities opportunities
for students to develop knowledge, attitudes, and practices
necessary for personal wellness and a healthy lifestyle.
X
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Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
7.13 Has an effective system to control access to the school by visitors
and other non-school personnel. X
7.14 Has and implements expectations for members of the staff to
model positive health and safety practices. X
7.15 Makes safe drinking water available for the students, the staff, and
visitors to the school. X
7.16
Implements practices and/or programs to promote awareness,
prevention, and responsiveness to issues related to the social and
emotional well being of the students.
X
Indicators of Quality for schools with early childhood programs
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
7.17
Provides care for infants that is consistent with current
professional practice, especially with respect to sleeping, bottle-
feeding, diapering, sanitation, nurturing, and daily interactions.
X
7.18 Regularly sanitizes surfaces where children eat and sleep and
items they can put into their mouths. X
7.19 Consults regularly with health professionals regarding the health
risks of working with young children X
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Administrators No Comments
Governing Body N/A
Teachers None that I am aware of
Support Staff N/A
Students My school is a very healthy and sanitary school.
We have a nurse 5 days a week, 7 hours a day.
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Source of
Comments Comments
We have people come in and teach us about eating healthy.
We practice safety drills.
Parents
The school is safe.
The school has systems in place and they are utilized during school
hours.
I would like to see a more nutritious lunch program implemented.
SJB has made remarkable improvements for the safety of our children.
Explanation of Any Ratings of 1:
Indicator
No. Explanation
N/A All Ratings were 3 or higher.
C. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
D. Implications for Planning
List the school’s significant strengths in meeting the Health and Safety Standard.
Full-Time Nurse
Emergency Procedure Guide
Emergency Codes and Drills
List the school’s significant areas in need of improvement in meeting the Health and Safety
Standard.
Annual Review of First Aid and emergency procedures.
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Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to Health and Safety that should be included in the action plan
in the Plan for Growth and Improvement.
Establish a procedure for training new employees on emergency procedures.
E. Evidence to Support the Assessment of This Standard
Evidence School
Emergency and crisis plans: Located in every classroom X
Records of most recent health and safety inspections: Nurse, Main Office,
Maintenance Office X
Record of emergency drills: Main Office X
Emergency Procedures section of Faculty Handbook (Needs Updating) X
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EDUCATIONAL PROGRAM STANDARD FOR ACCREDITATION
A. Issues Related To This Standard
TEAM: Chairperson: Ruth Chandlee (8th grade); Barbara Dawson (1st grade); Jacquelyn
Dayett (2nd grade); Gerry McGivney (5th grade); Jennifer Dunfee (6th-7th grades); Tara
Donovan (Paraprofessional and Parent)
A.1. SUMMARY OF THE EDUCATIONAL PROGRAM:
TOTAL NUMBER OF INSTRUCTIONAL HOURS PER YEAR
TOTAL NUMBER OF INSRUCTIONAL HOURS PER YEAR
X The instructional hours are reported for one academic year
The instructional hours are reported for one academic semester
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Describe the school's policy/procedure for developing, reviewing, and revising the
curriculum areas in the school's educational program.
Spanish expanded to 45 minutes/5days per week for grades 7 & 8; 4 days for grade 6;
2 days for grade 5. This enriched Spanish learning time provides the opportunity for
students to test out of Spanish I in grade 9.
Pre-K curriculum is driven from DE State Reading Standards, NCEA Documentation
and assessing other Pre-K programs.
Describe the school's policy/procedure for ensuring that the curriculum areas in the school's
educational program are aligned vertically and horizontally.
Textbooks reviewed per subject area on a 5 year rotation for spiral and sequential
content.
Cross-Curriculum Activities: ELA & Science/Social Studies/ Computer essays.
Step-up-to Writing Program spans grades K-8 sequentially. Each grade builds upon a
similar topic with increasing detail depth, sentence types and paragraph
requirements.
We are in the second year “Wonders” reading program K through 6th grade.
Describe the school's policy/procedure for developing, reviewing, and revising curriculum
guides for the curriculum areas in the school's educational program.
Accomplished on a diocesan level. Teachers volunteer or may be asked to serve on a
committee.
Describe how and in which curriculum areas students receive instruction for developing
critical thinking, reasoning, problem-solving, and study skills.
Teacher-driven: Books are selected keeping in mind the skills needed for differentiated
instruction. “Wonders” reading is a prime example of this. We implement Common Core
as well as Diocesan Standards in lesson planning.
Describe how and in which curriculum areas students receive instruction in the effective
uses of technology for learning and opportunities to apply that knowledge.
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Our students incorporate technology for learning at every grade level and in all major
curriculum areas:
Interactive Smart Boards in every classroom (except art, library . music and gym)
iPad usage pre-K through 2nd grade
Portable laptop carts for use in grades 5, 7, 8
Chromebook learning (1 to 1) initiated this year with 6th grade
Keyboarding, power point preparation, research skills and guidelines
Technology based software accompanies every student textbook for on-line learning.
Software reinforcement for learning: Study Ladder, Reading Counts and QTalk
(Spanish).
Describe how and in which curriculum areas students are provided with opportunities to
develop social skills such as self-control, working constructively in a group, accepting
individual and group responsibility, etc.
Cooperative learning in all subjects/grades, study partners, peer reviews in ELA, science
labs, K and 8th grade buddy partner activities.
Describe the school's policy/procedure for selecting, evaluating, and reviewing instructional
materials for the curriculum areas in the school's educational program.
Yearly cycle of one textbook series upgrade (5 year return cycle)
Diocesan school teachers meet with book companies for demonstrations and
workshops; then have discussions with same subject teachers to make a selection.
All final decisions must be reviewed and approved by school administrations and
the superintendent of schools.
Describe the school's policy/procedure for identifying and addressing different student
learning styles for the curriculum areas in the school's educational program.
Grades K through 4th are self-contained and heterogeneously grouped.
Grades 5 and 6 have one group of advanced learning students and two groups of
heterogeneous learning abilities.
Grades 7 and 8 each have three tracked ability groups.
Instructional materials are selected based on their provisions to accommodate
differentiated instruction and individual online learning.
For students requiring assistance with reading comprehension skills, we schedule
Reading Assist tutoring (3 sessions per week) and an after school Title 1 tutoring
program (reinforcement of Math and ELA skills).
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Describe the school's policy/procedure for identifying students with special needs (gifted,
ESL, special education, etc.) and how the curriculum areas are modified for these students.
Student academic capabilities are assessed yearly through Terra Nova nationally-
normed reference testing (2nd through 8th grades). Referrals for additional testing by
Red Clay school district are initiated through teacher discussion with the school
counselor. Our teachers are not trained in special education; however,
accommodations are made as recommended in testing results.
Instruction for our top groups in accelerated and expectations are rigorous. These
students must maintain honor roll status to continue in that group.
B. Self-Assessment of Adherence to the Indicators of Quality
EDUCATIONAL PROGRAM STANDARD FOR ACCREDITATION
The Standard: The school’s educational program consists of carefully planned and well-
executed programs of study that are based on appropriate content and learning standards,
instructional methods, and assessments of student learning that reflect current research and
best practices in learning and teaching. The educational program is aligned with the school’s
mission, approved by the governing body, and sufficiently financed and supported. The
educational program is designed so that all students can achieve at the levels desired by the
school’s community of stakeholders.
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
8.1
Has and implements policies and/or procedural guidelines and
criteria for regularly reviewing and revising programs of
study/courses, developing new programs of study/courses, and
eliminating programs of study/courses that are determined to be
no longer effective or that no longer contribute effectively to
achieving the school’s mission and goals for student learning.
X
8.2 Publishes for all students and their families an overview of the
school’s educational program and its programs of study. X
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Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school’s educational program includes:
8.3
Programs of study that consist of a scope and sequence,
knowledge and skills to be learned, expectations for the levels of
student learning and performance, instructional methods, and
assessment methods.
X
8.4
Instruction in the subject areas of language arts and literature
(including early language development and literacy skills,
speaking, writing, and listening communication skills),
mathematics, the sciences, social sciences, world languages, visual
and performing arts, health, and physical education.
X
8.5
Instruction in appropriate and effective uses of information
technology for learning and teaching and provides opportunities
for application of knowledge and skills learned.
X
8.6
Experiences that promote students’ critical thinking, reasoning,
problem-solving skills, study skills, and the transfer of learning to
other curricular areas and real-life issues.
X
8.7
Opportunities for students to develop social skills, such as self-
control and a sense of individual and group responsibility in
interactions with adults and peers.
X
8.8 Opportunities that promote global awareness and understanding
of diverse cultures and lifestyles. X
The governing body and leadership ensure that the school’s educational program:
8.9
Is delivered using written curriculum guides that are current,
functional, available to and used by teachers, and that reflect
current research and best practices.
X
8.10
Defines expected outcomes for student learning and performance
in terms of knowledge, understandings, attitudes, skills, and
habits to be demonstrated.
X
8.11 Expresses expected student learning outcomes in terms that can be
understood by the students. X
8.12 Is delivered in a variety of learning settings (e.g., individual, small
group, large group). X
8.13
Considers the ages, cultures, and varying levels of ability of
students when setting levels of expected student learning and
performance.
X
8.14 Is articulated both horizontally and vertically and coordinated
among all levels of the school. X
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Indicators of Quality for schools with early childhood programs
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
8.15 Provides families with appropriate opportunities to offer input
regarding the school’s curriculum.
X
8.16
Considers as part of its educational program, everything that
happens during the day, including while children play and
explore, eat, interact, toilet, take walks or field trips, engage in
planned experiences, and are involved in transitions such as
arrival, clean-up, and departure.
X
The governing body and leadership ensure that the school’s early childhood educational
program:
8.17 Supports language development. X
8.18 Provides a balance of opportunities for mastery and challenge. X
8.19
Includes activities that are designed to prompt exploration,
support growing independence, and minimize
disruptions/distractions.
X
8.20 Includes age- and content-appropriate interest activities in all
classrooms. X
8.21 Treats all spaces in the school in which students may be present as
part of the learning environment. X
8.22 Supports development positive interactions between peers. X
The governing body and leadership ensure that the school’s early childhood educational
program provides:
8.23 An integrated approach to children’s social, emotional, physical,
cognitive, and language development. X
8.24 A good balance of child-initiated and teacher-initiated activities in
the daily plan. X
8.25 Individualized instruction for infants and young toddlers
primarily and, as appropriate, activities in small groups.
X
8.26 A balance of quiet and active times and flexibly incorporates
learners’ natural routines into the rhythm of the day. X
8.27
Daily indoor and outdoor play with a balance between large-
muscle and small-muscle as well as organized and unstructured
experiences.
X
8.28
Development of early language and literacy skills through such
activities as conversation, storytelling, singing, poetry, finger
plays, games, puppets, pretend play, shared reading of picture
X
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Indicator of Quality 1 2 3 4 N/A
books, and other meaningful learning experiences.
8.29 Opportunities for increasing independence in use of materials and
equipment and in self care. X
8.30 Structured and unstructured opportunities for children’s active
involvement with people and materials. X
8.31 Spontaneous learning and activities that build on children’s
repertoires and curiosity. X
8.32
Learning areas designed for individual and group exploration and
growth and that support challenge and consolidation in the
relevant domains of development.
X
8.33 Experiences that prepare students for a successful transition to
elementary school settings. X
8.34 Materials for gross and fine motor activities. X
8.35 Developmentally appropriate learning resources for outdoor
activities. X
8.36 Daily opportunities for dramatic play, art, and other creative
expression for toddlers and older children, X
8.37 A variety of books that are accessible to all age groups every day. X
Indicators if Quality for schools with elementary school programs
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school’s elementary-level educational
program:
8.38
Places emphasis on the development of cognitive, psychomotor,
and affective skills, plus the knowledge and competencies that
establish the basis for greater understanding.
X
8.39 Provides an integrated approach to children’s social, emotional,
physical, cognitive, and language development. X
8.40 Provides individualized instruction for infants and young toddlers
primarily and, as appropriate, activities in small groups. X
8.41
Provides daily indoor and outdoor play with a balance between
large-muscle and small-muscle as well as organized and
unstructured experiences.
X
8.42 Provides experiences that prepare students for successful
transition to middle and secondary school settings. X
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Indicators of Quality for schools with middle school programs
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school’s middle-level educational program:
8.43 Provides activities and experiences that assist early adolescents in
identifying their aptitudes and interests. X
8.44 Provides experiences that prepare students for successful
transition to the secondary school setting. X
Indicators of Quality for schools with secondary school programs
X These Indicators do not apply to our school.
Indicators of Quality for schools that deliver all or part of their educational
program by a distance modality
X These Indicators do not apply to our school.
Indicators of Quality for faith-based schools 8
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school’s religious educational program:
8.54 Reflects appropriately the religious nature of the school. X
8.55 Integrates religious teachings into all areas of the educational
program. X
8.56 Includes teachings that are grounded in the beliefs, values, and
traditions of the sponsoring faith-community. X
8.57
Defines clearly the objectives for faith development and
community service programs for students that reflect the mission
of the school.
X
8.58 Makes religious education for students a priority in scheduling,
budgeting, and planning. X
8 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school
system such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-
based schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that
address unique characteristics of and expectations for schools whose mission and educational program are
defined wholly or in part by their particular faith.
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Indicator of Quality 1 2 3 4 N/A
8.59 Is a central concern of all of the school’s leaders, faculty members,
and staff. X
8.60 Is age and developmentally appropriate. X
8.61 Includes health education that is consistent with the religious
beliefs and values of the sponsoring faith-community. X
8.62
Includes opportunities for students to apply their learning beyond
the classroom (e.g., community service projects, internships, job
shadowing).
X
8.63 Provides regular faith-based experiences that foster the religious
formation of the students. X
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Administrators No Comments
Governing Body N/A
Teachers No Comments
Support Staff N/A
Students
The school provides us with great books and textbooks.
We do not have the proper instruction for study skills.
My school makes it a major priority for religious education.
I wish there were more advanced classes.
I think the school should have more activities that appeal to a broad
range of students.
Parents
The education program is very good; however, I would like to see the
day structured differently or extended to alleviate the amount of
homework.
While I commend the school for creating a class to address students
who excel, the overcrowding in the other groups creates learning
challenges for those students.
Traditional teaching styles sometimes are in conflict with Common
Core Standards.
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Explanation of Any Ratings of 1:
N/A All responses were rated 3 or higher.
C. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
D. Implications for Planning
List the school’s significant strengths in meeting the Educational Program Standard.
Dedicated faculty with good work ethic
Books are updated and integrate technology
21st Century learning concepts towards 1:1 instruction
Intensive Spanish program K – 8th grades
Music and Band instruction
List the school’s significant areas in need of improvement in meeting the Educational
Program Standard.
Protocol needed for progression in writing skills
Improved communication: teacher-administration-counselor
Size of classroom often dictates the number of students per level.
Teachers not trained for special education needs.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to Educational Program that should be included in the action
plan in the Plan for Growth and Improvement.
Special Education training for teachers
Updated Math Program
Emphasis on learning through technology in Middle School
Continuing technology training for teachers (throughout the school year)
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E. Evidence to Support the Assessment of this Standard
Evidence School
Program of studies or other overview of the components of the educational
program X
Scope and sequence charts X
Written curriculum guides for each component of the educational program X
Master schedule X
Policies related to educational program X
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ASSESSMENT AND EVIDENCE OF STUDENT LEARNING
STANDARD FOR ACCREDITATION
A. Issues Related To This Standard
TEAM: Chairperson: Debbie Matthias (2nd grade); Matt Myers (3rd grade); Gaynor Hytrek
(art); Marge Delaney (Paraprofessional and former parent)
B. Self-Assessment to Adherence to the Indicators Of Quality
ASSESSMENT AND EVIDENCE OF STUDENT LEARNING
STANDARD FOR ACCREDITATION
The Standard: The school has a program for assessing student learning and performance that
is consistent with the school’s mission. The program is based on current research and best
practices and is aligned with the school’s educational and instructional programs. The
assessment program systematically collects and rigorously analyzes quantifiable and
observable evidence of student learning and performance and growth using multiple, valid,
and reliable assessments that are respected by the school’s community of stakeholders. The
school expects all students to learn and demonstrate the knowledge, skills, and habits of mind
required in the educational program. Students are learning and performing at the levels
expected, or the school has and is implementing a plan to raise learning and performance to
the expected levels.
Name of Annual Nationally Normed Assessment: Terra Nova CTB/McGraw-Hill
Grade Levels: Grades 2 – 8
Curricular Areas: Math, Reading, Language Mechanics, Science, Social Studies
Recent Results: All areas are Satisfactory with the exception of MATH (see pp. 35 – 37)
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
9.1
Has and implements written policies or procedural guidelines that
govern the program for assessing student learning and
performance.
X
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Indicator of Quality 1 2 3 4 N/A
9.2
Reports the results of its assessment of students’ learning and
performance regularly, accurately, and clearly to the school’s
community of stakeholders.
X
9.3 Has leadership and a staff that are committed to and participate
and share in accountability for student learning and performance. X
The governing body and leadership ensure that the staff analyzes the results of assessing
student learning with appropriate frequency and rigor for:
9.4
Evaluating the effectiveness of the school’s curricula, instructional
methods, professional development program, and student
services..
X
9.5 Monitoring learning by individual students as we’ll as cohorts of
students as they move through the school. X
9.6
Making appropriate comparisons regarding the learning of its
students and that of comparable local, state, and/or national
groups of students.
X
The governing body and leadership ensure that the school:
9.7 Maintains appropriate records of students’ learning and
performance. X
9.8
Uses generally accepted standards for the control, use of, and
access to records of student learning and performance that meet
the requirements of laws governing confidentiality of student
records.
X
9.9 Communicates its assessment policies and program to the school’s
community of stakeholders. X
9.10 Communicates regularly and meaningfully with families
regarding students’ progress in learning. X
9.11
Collaborates with families to develop, if necessary, appropriate
strategies to assist the student to learn and perform at the expected
levels.
X
The governing body and leadership ensure that the school uses assessments to measure
student learning that:
9.12 Are based on current and reliable research on child development
and growth. X
9.13 Provide data that can inform decisions regarding allocating
resources for the components of the school’s educational program. X
9.14 Can be used for making recommendations to families whose
children may benefit from further assessment/evaluation. X
9.15 Enable students to monitor their own learning progress and
teachers to adapt their instruction to students’ learning styles. X
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Indicator of Quality 1 2 3 4 N/A
9.16 Reflect understanding of different styles of learning. X
9.17
Enable the staff to identify students that might have special needs
for learning and performing at the expected levels as early as
possible.
X
9.18 Are augmented by information and insights about students’
learning and performance from students’ families. X
Indicator for Quality for schools with early childhood programs
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that:
9.19
Children are observed by teachers on a daily basis using a
systematic and objective process for formal and informal
observation and documentation.
X
9.20
Assessments used to measure student learning and development
are aligned with age-appropriate early childhood standards for
learning.
X
Indicators of Quality for schools that deliver all or part of their educational
program by a distance modality
X These Indicators do not apply to our school.
Indicators of Quality for faith-based schools 9
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
9.25
Includes in its assessments of students’ learning and performance
knowledge and application of the schools’ religious beliefs and
values.
X
9 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by faith-based schools is
voluntary and not required, unless their use is directed by the head of a parent school system such as a
Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-based schools, if
they desire, to include in their self-study and accreditation process Indicators of Quality that address unique
characteristics of and expectations for schools whose mission and educational program are defined wholly or in
part by their particular faith.
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Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Administrators No Comments
Governing Body N/A
Teachers
Computer teacher observed that students who did not understand
questions on the survey were not serious about how they responded.
Support Staff N/A
Students
Some students feel as though they do not know how their grade is
determined.
We have Power School which shows our grades. Also Middle School
teachers offer time during lunch to help students in need.
Parents
Parents seem satisfied overall with assessment and communication of
assessments.
Teachers are very willing to work with parents and students. They
are committed to helping children succeed.
It is not clear to me how the achievement of SJB students compares to
students at other public schools in the community.
Explanation of Any Ratings of 1:
Indicator
No. Evidence
N/A All responses were rated 3 or higher.
C. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
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D. Implications for Planning
List the school’s significant strengths in meeting the Assessment and Evidence of Student
Learning Standard.
Power School parent access displays evidence of students’ grades and homework
completion.
Teacher web pages detail daily homework assignments, grading rubrics and testing
schedules.
Curriculum is aligned with diocesan, state and common core standards.
List the school’s significant areas in need of improvement in meeting the Assessment and
Evidence of Student Learning Standard.
Teachers try to adapt instruction to accommodate learning styles but there is room for
improvement.
Better follow-up regarding student accommodation requirements from year to year.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to Assessment and Evidence of Student Learning that should
be included in the action plan in the Plan for Growth and Improvement.
Continue frequent parent communication via Power School and teacher web pages.
Explore reallocation of resources that could facilitate more effective differentiated
instruction to meet all learning styles.
E. Evidence to Support the Assessment of This Standard
Evidence School
Example of student transcript: Office and online Power School X
Example student report card: Office and online Power School X
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Evidence School
Reports of the results of assessments administered to students: Main Office X
Policies related to assessment of student learning: Handbook X
Diocesan Policy Book: Offices of school administrators X
Terra Nova Testing Scores are listed in our SJB Annual Report X
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STUDENT SERVICES STANDARD FOR ACCREDITATION
A. Issues Related To This Standard
TEAM: Chairperson: Sharon Magee (Counselor); Danielle Dohl (Early Childhood);
Diwanna Walus (6th grade); Ray DiVirgilio (Music); Mary Goetz (Middle School
Paraprofessional)
A.1. STUDENT SERVICES STAFF:
Type of Student Services
Personnel Provided by
Adequacy of
Type and Number
S NI U
Guidance and Counseling Services School Staff X
Outsourced
Child Study Team Services School Staff
X Outsourced
Special Education Services School Staff X
Outsourced
Instructional Aides School Staff X
Outsourced
Food Services School Staff
X Outsourced
Transportation Services School Staff
N/A Outsourced
Admissions School Staff
X Outsourced
Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a
description of actions that have been initiated or are formally planned.
Special Education Services: Since we are currently accommodating approximately 100
students school-wide for ADHD or other academic deficiencies, continued efforts to
formalize policies pertaining to instruction and implementing these accommodations
should be developed: continued in-service of teacher and support staff for instructional
training in Reading Assist and Dibels.
Improvement is needed in the nutritional value of the student lunch program. Staff
should be trained and facilities should meet state requirements for cleanliness and
safety.
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Expansion of the Reading Assist program to provide needed support for students who
are underperforming,
A.2. Student Services
Describe the guidance and counseling services for students provided by the school (include
guidance counseling- personal, academic, college, and career-, substance abuse counselors,
social workers, etc.).
The school counselor provides classroom guidance, groups for children of divorce,
support groups for grief, anxiety and personal support.
Social Skills groups and personal safety classes (For the Sake of God’s Children
The school counselor oversees the process of education testing for students, learning
accommodations as well as developing school-wide policies that support consistent
strategies to help students with educational needs.
The school counselor also offers an annual Parenting Class (February) on topics such as
child development and understanding children’s emotions.
The counselor conducts I to I Conflict Resolution for students as needed.
The school counselor along with the administration hosts Parent Meeting to offer
pertinent developmental information about children at various milestone years: Grades
Kindergarten, 5th and 6th.
Describe the Child Study Team services provided for students identified as having special
needs (includes self-contained programs, resource centers, in-class support, therapies
including psychological, speech, physical, and occupational).
The administration and the school counselor develop and implement school-wide
policies regarding classroom structure, in-class support for all students. There continues
to be a growing emphasis on providing support for teachers in the classroom to
accommodate students who are not meeting benchmarks.
There is a protocol (timeline) for teachers to follow in order to move students to
resources that would benefit their learning. We meet with parents to begin the process
of educational testing, if warranted.
Describe the special education services provided.
There are no special education services currently offered at SJB.
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Describe the use of instructional aides in the school.
Our instructional aides (paraprofessionals) have been trained in the Reading Assist
model in order to offer greater support to students in grades K-4 who are struggling with
Reading.
Describe the food services for students provided by the school. If food services are not
provided by the school, describe the provisions for students to eat during the school day.
The school offers a daily hot lunch program. This program has a published menu and
students can order lunch or a la carte items. The gym has a large kitchen and so our gym is
utilized for a lunchroom each day. Once the three lunch periods are completed, the gym
resumes its intended use.
Describe the transportation services for students provided by the school. If transportation is
not provided by the school, describe how students travel to and from school.
Most students at SJB are driven to school by their parents or in a carpool. There are two
vans that come to transport students from Pennsylvania daily.
Describe any career awareness activities provided by the school.
Career awareness is offered in the classroom. The school receives a magazine subscription
“Delaware Career Compass”. Fourth grade utilizes these magazines to supplement their
unit on Career Awareness. Every Spring, the 4th grade holds a “Career Awareness Week”
when parents present an overview of their careers and offer students hands-on
opportunities to gain knowledge about various careers.
Describe any school programs for the orientation of new students or the transitioning of
students between schools/levels.
The school counselor meets three times during the year with all new students. She meets
with them in a group by grade level. The purpose of the initial meeting is to answer
student questions, discuss routines and set goals. The second meeting usually is an
opportunity to discuss aspects of the academic and social landscape. During the third
meeting, we recap the year and use concrete experiences to reinforce their success in this
transition. During the month of September, school administrators invite new students to a
“Pizza Lunch with the Principal”.
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Describe the school's admission practices.
Admission to Pre-K requires the following: Child must be 4 yrs. old by August 31st the
year of enrollment and must be toilet-trained.
Admission to Kindergarten requires that a child must be 5 yrs. old by August 31st and
toilet trained.
All new registrations require: $100 non-refundable registration fee; copy of Baptismal
Certificate (if not baptized at SJB); copy of current progress report and all previous
educational testing.
Children transferring to grades 4 – 8 must complete our baseline assessment testing.
Parent volunteer hours and involvement in parish life.
B. Self-Assessment of Adherence to the Indicators Of Quality
STUDENT SERVICES STANDARD FOR ACCREDITATION
The Standard: The school provides student services that are effective, appropriate, and that
support student learning and achieving the school’s mission. The services are well-planned
and well-delivered, and they are an integral part of and contribute to the school’s educational
program. Services are delivered by qualified personnel, sufficiently financed, evaluated
periodically for their effectiveness. Services comply with any requirements of the civil
authorities of the jurisdiction(s) in which the school is located.
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure the school provides student services that:
10.1 Address developing students’ academic and social skills, personal
attributes, and career awareness and planning skills. X
10.2 Are the shared responsibility of the school’s counselors,
leadership, teachers, and other staff members. X
10.3 Address students’ emotional and social needs as well as academic
needs. X
10.4 Use the results of assessing student learning to identify the need to
provide additional services or revise/eliminate current services. X
10.5 Extend into and support services provided by community
agencies. X
10.6
Are documented by maintaining appropriate records, including
student data that are current, comprehensive, and readily
available for use by the staff.
X
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Indicator of Quality 1 2 3 4 N/A
10.7
Use the results of follow-up studies of graduates and other former
students to help determine the effectiveness of the school’s
educational program and student services.
X
10.8
Include an orientation program for new students and their
families to share the school’s mission, educational program,
services, policies, and expectations.
X
10.9 Make available to students’ families information about child
development and learning. X
Transportation Services—The governing body and leadership ensure that the school:
10.10
Has and implements written policies or procedural guidelines to
ensure the safety of students when being transported to and from
school and school events by means provided by the school.
X
10.11 Requires that all transportation personnel of the school or those
contracted by the school are appropriately trained. X
10.12
Is in compliance with the safety requirements of all appropriate
civil authorities of the jurisdictions in which the school is located
for transportation services provided or contracted by the school
meet.
X
10.13 Has and implements procedures for the safe arrival and departure
of students from the school. X
Food Services—The governing body and leadership ensure that:
10.14 Student dining areas are functional and hygienic.
10.15 Meals provided by the school meet generally accepted nutritional
standards. X
10.16 Information about nutritional values of the foods is available to
students and their families. X
10.17 Appropriate training is provided to food services providers. X
10.18 Food services personnel meet the health requirements of all civil
authorities of the jurisdictions in which the school is located. X
10.19
Food service facilities are inspected regularly and meet the health
and safety requirements of all of the jurisdictions in which the
school is located.
X
Services for Students with Special Needs—The governing body and leadership ensure that
the school:
10.20 Has and implements written policies or procedural guidelines to
identify and address the education of students with special needs. X
10.21 Provides or refers families to appropriate related services and/or
accommodations to meet students’ special needs. X
10.22 If applicable, is in compliance with all requirements of the X
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Indicator of Quality 1 2 3 4 N/A
jurisdictions in which the school is located related to students with
special needs.
Admissions and Placement—The governing body and leadership ensure that the school has
and implements written policies or procedural guidelines governing:
10.23 Admission to the school. X
10.24 Placement of students in the appropriate components of the
educational program and at the appropriate levels. X
The governing body and leadership ensure that the school:
10.25
Informs applicants for enrollment and their families of the mission
of the school, the nature and extent of the educational program
and services available, tuition and fees (if applicable), school
policies, and expectations for satisfactory student performance.
X
10.26
Employs only marketing materials, statements, and
representations related to the school’s educational programs,
services, activities, and resources that are clear, accurate, and
current.
X
Indicators of Quality for schools that deliver all or part of their educational
program by a distance modality
X These Indicators do not apply to our school.
Indicators of Quality for faith-based schools 10
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that the school:
10.31 Provides student services that reflect the school’s religious identity
and mission. X
10.32
Provide student services that are aligned with the school’s
mission, enrich the academic program, and support the
development of student and family life.
X
10 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school
system such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-
based schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that
address unique characteristics of and expectations for schools whose mission and educational program are
defined wholly or in part by their particular faith.
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Indicator of Quality 1 2 3 4 N/A
10.33 Provides student services that are delivered cooperatively by
counseling and campus ministry personnel. X
10.34 Provides services that support development of the faith-based
community of the school. X
10.35
Has and implements written admissions and placement policies or
procedural guidelines that are consistent with the school’s
religious values and traditions.
X
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Administrators No Comments
Governing Body N/A
Teachers
The standard for meals served at lunch could be higher and a better
quality of foods could be offered.
Not sure there is a formal analysis of graduates.
Nutritional values are not readily available for the food that is served.
Support Staff N/A
Students
All grades should have a Career Day.
We never get anything nutritious at lunch; it is all junk food.
Career placement is not discussed often; high school placement is
discussed.
Parents
There are not enough special services available in school for students.
I do not feel the school necessarily recognizes different learning styles
or writing skills.
Not enough attention is given to those who do okay but could do
better.
New families would benefit from receiving additional details about
school events. A buddy parent would be helpful.
Lunch program is very unhealthy and provides little if any nutritional
elements that children need to continue learning the 2nd half of their
day.
Communication should be reviewed by an outside party and
proofread.
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Explanation of Any Ratings of 1:
Indicator
No. Evidence
N/A No responses were rated “1”
C. Self-Assessment of Adherence to the Standard For Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
D. Implications for Planning
List the school’s significant strengths in meeting the Student Services Standard.
A school counselor who is capable for delivering an array of programming and levels of
support. She continues to develop protocols that create consistency and continuity in the
support and instruction of students who have academic, emotional, behavioral or social
challenges.
A school lunch program that utilizes parents in a safe and clean environment.
Trained instructional aides who provide targeted support.
Services to support new students and to provide parent instruction in regard to emotional
parenting skills.
List the school’s significant areas in need of improvement in meeting the Student Services
Standard.
We need to improve the nutritional value of our lunch program,
We must insure that our lunch volunteers and working staff are properly trained.
Increase our teacher training in differentiated instruction and RTI
Better organize and supervise our Reading Assist tutoring program.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to Student Services that should be included in the action plan
in the Plan for Growth and Improvement.
Formalize policies regarding eligibility, grouping and meeting the needs of students on
both sides of the Bell Curve.
Offer in-service for teaching training in differentiated learning techniques.
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Formalize and publish a solid admissions protocol.
Provide increased support for new families to our school community.
E. Evidence to Support the Assessment of This Standard
Evidence School
Admissions criteria (if applicable X
Description of guidance and counseling services available X
Results of follow-up studies of graduates N/A
Policies related to student services X
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STUDENT LIFE AND STUDENT ACTIVITIES STANDARD FOR
ACCREDITATION
A. Issues Related To This Standard
TEAM: Chairperson: Amanda Miller (5th grade); Jessica Metz (6th grade); Alexandra
Koval (Spanish); Michelle Baker (Paraprofessional)
A.1. NON-ATHLETIC STUDENT ACTIVITIES:
Type of Student Activity
Number of
Students
Participating
Adequacy and
Quality of the
Activity
S NI U
Altar Servers X
Choir X
Band X
Bricks 4 Kids
Science Explorers
X
X
Cooking Club X
Service Clubs X
Girl Scouts/ Cub Scouts/ Boy Scouts X
Girls on the Run X
Chess Club
Italian Club
X
X
High School Prep
Student Council
Math League
Eagles Club
X
X
X
X
A.2. ATHLETIC STUDENT ACTIVITIES.
*Student Athletics are organized and coordinated through the Parish and are not a function
of our School Program. Therefore, Number of Participating Students is not listed below
because the number would include parishioners who are not students at SJB School.
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Type of Student Activity Available for
Number of
Students
Participating
Adequacy and
Quality of the
Activity
Boys Girls S NI U
Baseball X X
Football X X
SPORT Boys Girls S NI U
Basketball X X X
Cross Country X X X
Soccer X X X
Track and Field X X X
Cheerleading X X
Volleyball X X
B. Self-Assessment of Adherence to the Indicators of Quality
STUDENT LIFE AND STUDENT ACTIVITIES STANDARD FOR
ACCREDITATION
The Standard: The school provides non-discriminatory student activities that are age- and
developmentally appropriate and that supplement and enhance the school’s educational
program. A balance of academic, social, co- or extra-curricular and service activities is
maintained. Student activities are designed to foster intellectual, cultural, and social growth
and physical health and wellness. Activities provide opportunities for student leadership and
social interaction, encourage development of student interests, and, when appropriate, family
involvement. Activities are adequately financed, periodically reviewed for their effectiveness,
and appropriate for the school’s mission.
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that:
11.1
Students are offered opportunities through student activities to
build their skills in handling responsibility, taking initiative,
leadership, cooperation, and self-direction.
X
11.2
Students, the staff, families, and the community are provided with
appropriate opportunities to offer input regarding the school’s
student activities.
X
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Indicator of Quality 1 2 3 4 N/A
11.3
Staff members, parents, and other volunteers who lead student
activities are approved by the school’s leadership, suitably
qualified, and provide appropriate supervision to students.
X
11.4 The school recognizes student accomplishments, contributions,
and responsibilities in meaningful ways. X
11.5 Interactions among the students, staff, and volunteers are
characterized by respect, fairness, and understanding. X
Indicators of Quality for schools with a residential program
X These Indicators do not apply to our school.
Indicator of Quality for schools that deliver all or part of their educational
program by a distance modality
X This Indicator does not apply to our school.
Indicator of Quality for faith-based schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that:
11.11 All student activities and athletics include opportunities for the
faith formation of the students. X
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Administrators No Comments
Governing Body N/A
Teachers No Responses
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Source of
Comments Comments
Support Staff N/A
Students
The sports are so fun at SJB and coaches give you a good amount of
time to play in the game.
I think my school should work a little harder on showing that they are
proud of us.
Parents
A more balanced approached to recognition is needed.
SJB is a very sports-centered school which suits many children. A
quality drama program would benefit those who do not enjoy sports.
Not all activities are equally recognized.
The activities are excellent and continue to improve with the recent
addition of cross-country and band.
Explanation of Any Ratings of 1:
Indicator
No. Evidence
N/A All responses rated 3 or higher.
C. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
D. Implications for Planning
List the school’s significant strengths in meeting the Student Life and Student Activities
Standard.
Variety of extracurricular activities
Supervision of extracurricular activities
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List the school’s significant areas in need of improvement in meeting the Student Life and
Student Activities Standard.
Student sense of accomplishment/Improved recognition for accomplishments.
Greater opportunities for staff input with extracurricular activities
Improved interactions among the school community in regards to athletics and after-school
activities.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to Student Life and Student Activities that should be included
in the action plan in the Plan for Growth and Improvement.
Recognize students’ athletic and extracurricular accomplishments via morning
announcements, newsletters and parish bulletins.
Make sure that all groups are featured in our yearbook.
Develop a staff survey about after school sports and activities.
Post schedules for athletic events to encourage teacher attendance.
E. Evidence to Support the Assessment of This Standard
Evidence School
Samples of student publications—e.g., yearbook, student newspaper, literary
magazine X
Budget for all athletic activities N/A
Budget for all non-athletic activities N/A
Policies on academic eligibility: Published in SJB Handbook X
Policies related to student life and student activities: Website X
Monthly Newsletter X
Annual Report X
School Handbook X
Anti-Bullying Agreement/ Volunteer Covenant/ Acceptable Use Policy X
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INFORMATION RESOURCES
STANDARD FOR ACCREDITATION
A. Issues Related To This Standard
TEAM: Chairperson: Cindy Luce (computer); Debi Morgan (IT Specialist); Taylor
Williams (3rd grade) Carol Laukaitis (Paraprofessional)
A.1. INFORMATION RESOURCES:
Type of Information Resource
(list specific resources and add/delete rows as needed)
Quality and Adequacy of
Resource
S NI U
Print Resources: X
Textbooks, Time for Kids, Scholastic News, Workbooks, X
Newspapers, Library Books, Worksheets, X
Rosary Cards, Stations of the Cross Booklets X
Online Subscriptions & Software: X Planbook, Power School, Study Ladder, Reading Counts.
Vocabulary Workshop, Science Fusion, My Math (grades 2 & 4),
Wonders Reading, Google Apps for Education (faculty, staff, and
grades 6-8.
X
Qtalk Spanish, Realidades (7th
grade), Asi Se Dice (8th
grade),
Scholastic News online, Writing Roadmap (grades 5-8), E Harcourt
Social Studies, SJB Typing Club, McGraw Hill Math, Blest Are We,
McMillan Math (grades K, 1, 3, 5)
X
Lanschool Software: utilized to over-see computer student screens X
Computer Resources (desktops, laptops, computer labs, tablets, etc.): X Desktops: 1 per teacher, 2-4 student computers per classroom
(grades 1-5). One in each office, conference room and teacher/para
workroom
X
Laptops – 2 carts, with a total of 26 machines, shared by grades 7 &
8 X
iPads: 2 in each classroom Pre-K – 2nd
, used for centers X
Computer Lab – 30 student desktops and 1 teacher desktop X Chromebooks – 1 for each student in 6
th grade – 5 loaners in
Computer Lab. X
Library – 7 student desktops, 2 librarian desktops X
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Type of Information Resource
(list specific resources and add/delete rows as needed)
Quality and Adequacy of
Resource
S NI U
Provide a description of proposed improvements and/or corrective actions that need to be taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a description of actions that have been initiated or are formally planned.
***7th and 8th grade students taking the survey were sore about the fact that they won’t be getting Chromebooks. They report finding laptops unreliable and not available when they need them.
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Type of Information Resource
(list specific resources and add/delete rows as needed)
Quality and Adequacy of
Resource
S NI U
Other Instructional Technology Resources (LCD projectors,
wireless classrooms, video cameras, smart boards, etc.): X
SmartBoards: 1 in each classroom Pre-K – 8 and in Resource
Room, Spanish Room and Computer Lab X
Projectors: There area 30 projectors, 29 in classrooms and one
on a portable presentation cart. X
Video Insight Monitor Station: runs from a dedicated server in
the library office for morning announcements and school wide
activities, e.g., Student Council speeches.
X
Fiber Optic Internet service: Comcast speed 100/100 X
4 Cisco Enterprise Edition Wireless Access Points in the Hall
(gym/cafeteria), and one in three 6th grade classrooms X
Ten Netgear WNDR3700 Access Points: for campus-wide WiFi
access X
Other: Laser and/or inkjet printers in classrooms and offices X
Other: Diocesan and School Websites X
Other: Scanning System for School Check-In, Teacher
Attendance and Lunch Purchases; Front Door Camera X
Other: Class-Connections Intercom Network X
Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a
description of actions that have been initiated or are formally planned.
N/A: All ratings were satisfactory.
A.2. FACILTIES FOR INFORMATION RESOURCES:
Type of Information Facility Quality and Adequacy
of Facility
S NI I
Information Resources Center (library, media center) X
Technology Resource Center X
Storage for Information Resources X
Storage for Technology X
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Type of Information Facility Quality and Adequacy
of Facility
S NI I
Facility for Electronic Production X
Office for Information Resources Staff X
Office for Technology Staff X
Other:
Other:
Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a
description of actions that have been initiated or are formally planned.
See Goals Section of this Report! Technology Updating is a major goal for us.
A.3. INFORMATION RESOURCES STAFF:
Type of Information Resources Personnel Number Adequacy of Type and
Number
S NI U
Credentialed Information Resources personnel
(library, media center) 3 X
Information Resources support personnel
(library, media center) 3 X
Technology Support 1 X
Other:
Other:
Other:
Provide a description of proposed improvements and/or corrective actions that need to be
taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned. Include a
description of actions that have been initiated or are formally planned.
N/A
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B. Self-Assessment of Adherence to the Indicators Of Quality
INFORMATION RESOURCES STANDARD FOR ACCREDITATION
The Standard: The school’s information resources are appropriate and adequate in scope,
quantity, and quality to facilitate achieving the school’s mission and delivery of its educational
program. The resources are accessible to all students and the staff for use in learning and
teaching and to broaden and extend their knowledge and skills. Appropriate instruction is
offered to the students and the staff on the appropriate, ethical, and most effective uses of the
information resources. Information resources are current and functional.
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A
The governing body and leadership ensure that:
12.1 The school has and implements written policies or procedural
guidelines for acquiring and using information resources. X
12.2
Members of the staff and students are provided with appropriate
opportunities to offer input into the types, quality, and format of
the information resources provided.
X
The governing body and leadership ensure that information resources are:
12.3 Age- and developmentally-appropriate. X
12.4 Properly organized and maintained for ready access and use by
students and the staff. X
12.5 Reviewed periodically for relevancy, currency, and alignment with
the school’s curricula and instructional program. X
12.6 Appropriately supported with funding from the school’s budget. X
12.7
Managed by members of the staff who are sufficient in number
and appropriately qualified to provide effective services to
students and the staff.
X
12.8 Supportive of the school’s plan for growth and improvement of
student performance. X
Indicators of Quality for schools with early childhood programs
Indicator of Quality 1 2 3 4 N/A
Learning Resources—The governing body and leadership ensure that learning resources:
12.9 Are provided in an effective learning environment that supports
the education goals for students and effective teaching for faculty. X
12.10 Include intentional, appropriate supports for language, literacy, X
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Indicator of Quality 1 2 3 4 N/A
and numeracy development.
12.11 Promotes early development of a love of reading for enjoyment
and as a foundation for future learning. X
Indicators of Quality for schools that deliver all or part of their educational
program by a distance modality
X These Indicators do not apply to our school.
Stakeholders’ comments to support the ratings:
Source of
Comments Comments
Administrators No Comments
Governing Body N/A
Teachers
Leadership has given the tech staff plenty of opportunity for input on
the types, quality and format of the information resources provided.
But I don’t know that other staff or students were involved in decision
making.
Support Staff N/A
Students
The school should offer tutors.
I think the teachers should put the homework, quizzes and tests
ahead of time so we could study and get good grades.
The computer lab is awesome!
Teachers forget to update their web sites.
Parents
Technology is hard to keep up with. The school is doing a good job of
recognizing this and incorporating technology into the education
program.
I think it is an impossible goal for the school to stay up-to-date with
computer and technology resources. SJB does a pretty good job.
Need to make technology available to primary and intermediate
children on a daily basis.
Chromebooks will be outdated by the time a 6th grade child gets to 8th
grade.
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Explanation of Any Ratings of 1:
Indicator
No. Evidence
N/A All ratings were 3’s and 4’s
C. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
D. Implications for Planning
List the school’s significant strengths in meeting the Information Resources Standard.
A wide variety of resources
Administration that emphasizes the importance of technology integration and resources
Administration has established separate responsibilities for Tech Coordinator and IT
teaching personnel. Network/equipment problems are addressed immediately.
Parents generously support fund-raising activities for information resources. Funding is
generally adequate to meet our needs.
List the school’s significant areas in need of improvement in meeting the Information
Resources Standard.
We need to involve all teachers in decision-making of technology purchases.
Continue Chromebook expansion throughout Middle School and 5th grade for 1:1
technology implementation.
Implement a system to assist Chromebook users. Currently they are interrupting
computer classes too frequently.
Based on the strengths and areas for improvement identified, list any important next steps
or strategic priorities related to Information Resources that should be included in the action
plan in the Plan for Growth and Improvement.
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©2014, Middle States Commissions on Elementary and Secondary Schools
1. Develop and implement a plan for Chromebook expansion.
2. More teacher professional development on technology
3. Establish a plan for “teacher tech days” to foster increased use of Chromebooks and
iPads.
4. Use Google surveys to give teachers the ability to request training topics.
E. Evidence to Support the Assessment of This Standard
Evidence School
The information resources and technology plan(s) Tech
Room
Budget for information resources and technology Budget
Director
Information skills curriculum Computer
Lab
Policies related to information resources and technology Diocesan
Website
Acceptable Use of Technology Policy*****We need to update this to be in line
with the diocesan AUP. Also we need to post the FULL policy on our website,
not just a sign off page
Chromebook Policy and Agreement Form Assistant
Principal
Google Apps for Education Agreement Form Computer
Teacher
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SELF-ASSESSMENT OF THE
INDICATORS OF QUALITY FOR
CURRICULUM, INSTRUCTION, AND ASSESSMENT
As part of its planning for growth and improvement, the school conducted an in-depth self-
examination of the curriculum, instructional program, and assessment practices for those
components of its educational program that are deemed essential to the areas of student
performance that have been identified as the priorities for growth and improvement. Using the
Middle States Indicators of Quality for Curriculum, Instruction, and Assessment, this self-
assessment required the school to look carefully at its written curriculum, how the curriculum
is delivered to the students, and the practices used to assess the degree to which the students
are achieving the learning goals of the curriculum.
The overall purpose of this self-assessment is to identify any aspects of the school’s
curriculum, instructional pedagogy, and assessment practices that need to be developed or
improved to increase the likelihood that the school will be able to achieve the goals it set for
growing and improving student performance. Areas identified for development and/or
improvement should be included in the action plans for the measurable student performance
and organizational capacity goals that are the heart of the Plan for Growth and Improvement.
In anticipation of Middle States requirements, during school year 2013-14 faculty and
administration at St. John the Beloved School regularly discussed strengths and weaknesses
of our curriculum. Discussions were conducted monthly at faculty meetings, team leader
meetings and parent coffee sessions.
Our data research continued throughout 2014-15 by mainly comparing Terra Nova data from
2012 through 2015.
We concluded that the following areas require improvement:
Technology
Children are coming to us with common awareness of technology via use of iPhones
and iPads.
Our Middle School students were not adequately prepared for educational uses of
technology that are necessary for success in high school.
Our system of computer and IT maintenance was very insufficient and inefficient.
Mathematics
Program is out of date – more than five years old and is not integrated with technology
or compatible with Common Core Standards.
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Math is the lowest score on our Terra Nova assessment tests and also the lowest score on
the High School Placement Test that our 8th grade students take every December.
Religion
Our program has limited service components or requirements. Students learn the
theology of helping others but are given limited opportunity at school for service in
action.
Parent Involvement:
As a result of our January Coffee and Conversation with the Principal, twenty-five parents
volunteered to take the Parent Curriculum, Instruction and Assessment Surveys. Of those
twenty-five, five completed the surveys anonymously.
Reasons for Non-Completion
Parents reported the survey questions to be nebulous and cumbersome.
A person would need to be “on the inside” to accurately answer these questions.
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©2014, Middle States Commissions on Elementary and Secondary Schools
SELF-ASSESSMENT OF THE INDICATORS OF QUALITY
FOR CURRICULUM, INSTRUCTION, AND ASSESSMENT
IN:
Technology, Mathematics, Religion .
The self-assessment of the degree to which this component of the school's education
program meets the Indicators of Quality for Curriculum, Instruction, and Assessment was
conducted by the following process:
1. We redesigned the Middle States Survey to accommodate our faculty and
stakeholders with one survey as opposed to three surveys. In other words, through
use of one form, all stakeholders reviewed curriculum, instruction and assessment in
the curriculum areas of technology, math and religion.
2. Kathleen Kenney and Mary Lou Soltys assigned faculty members into three groups.
This assured diverse representation of student grade levels.
3. A Full-day was scheduled for total faculty participation in survey work. (schedule
for in-service follows on page 137)
4. Parent surveys were sent home.
5. All completed surveys were studied by Planning Team members
Technology
X A subcommittee comprised of the following individuals:
Committee Member’s Name Role in the School’s Community (e.g.
teacher, parent, student, etc.)
Cindy Luce (Chairperson) Computer Teacher
Michelle Midgley 7th & 8th Grade Spanish Teacher
Alexandra Koval K-6th Grade Spanish Teacher
Jessica Metz 6th Grade English Language Arts Teacher
Jackie Vincent 7th Grade English Language Arts Teacher
Amanda Miller 5th Grade English Language Arts Teacher
Debbie Giles 4th Grade Teacher
Matt Myers 3rd Grade Teacher
Mary Ann D’Amico Kindergarten Teacher
Danielle Dohl Pre-K Teacher
Amy Reice-Schock PE Teacher
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©2014, Middle States Commissions on Elementary and Secondary Schools
Mathematics
X A subcommittee comprised of the following individuals:
Committee Member’s Name Role in the School’s Community (e.g.
teacher, parent, student, etc.)
Dawn Hartley (Chairperson) 4th Grade Teacher
Ruth Chandlee 8th Grade Math and Science Teacher
Jennifer Dunfee 7th Grade Math and Science Teacher
Gerry McGivney 5th Grade Math and Religion Teacher
Cheryl Smith 3rd Grade Teacher
Debbie Matthias 2nd Grade Teacher
Barbara Dawson 1st Grade Teacher
Denise Lenz 1st Grade Teacher
Julie Donofrio Kindergarten Teacher
Debbie Tharan Kindergarten Teacher
Jessica Nowell Pre-K Teacher
Religion/Service
X A subcommittee comprised of the following individuals:
Committee Member’s Name Role in the School’s Community (e.g.
teacher, parent, student, etc.)
Diwanna Walus (Chairperson) 6th Grade Religion and Social Studies
Kathleen Kenney 7th Grade Religion and Social Studies
Linda Hart 8th Grade Religion and Social Studies
Sharon Magee Guidance Counselor
Beverly Rubini 5th Grade Social Studies and Science
Mary Beth Connell 4th Grade Teacher
Taylor Williams 3rd Grade Teacher
Jacquelyn Dayett 2nd Grade Teacher
Mena O’Brien-Roache 8th Grade Language Arts
Valerie Oldiges Librarian
Gaynor Hytrek Art Teacher
Ray Di Virgilio Music Teacher
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©2014, Middle States Commissions on Elementary and Secondary Schools
If the school used a committee to conduct the self-assessment, explain how all of the
school’s community of stakeholders was given opportunities to provide input into the self-
assessment.
Professional In-Service Day February 6, 2015
Middle States Workshop
Objective The school is required to carefully review its written curriculum, how the curriculum is delivered to
students, and the practices used to assess the degree to which students are achieving the learning goals of
the curriculum.
Lunch will be provided but not breakfast. Please arrive at school to begin our first session promptly at
8:15 a.m. Dress is casual.
Teachers are required to work at school until 2:30 p.m.
Agenda 8:15 a.m. Library : Overview of the Day
8:30 – 9:30 Individual Completion of Surveys: Instruction, Curriculum, Assessment
9:45 – 11:15 Group work to review survey responses
11:15 – 12 Lunch in Library
12 – 2:00 Group Work: Strengths and Weakness
Action Plans
Groups
Technology Math Religion
Cindy Luce Dawn Hartley Kathy Kenney
Michelle Midgley Ruth Chandlee Linda Hart
Allie Koval Jennifer Dunfee Sharon Magee
Jessica Metz Gerry McGivney Diwanna Walus
Jackie Vincent Cheryl Smith Beverly Rubini
Amanda Miller Debbie Matthias Mary Beth Connell
Debbie Giles Barbara Dawson Taylor Williams
Matt Myers Julie Donofrio Jacquelyn Dayett
Mary Ann D’Amico Jessica Nowell Valerie Oldiges
Danielle Dohl Denise Lenz Mena OBR
Amy Reice-Schock Debbie Tharan Gaynor Hytrek
Ray Di Virgilio
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©2014, Middle States Commissions on Elementary and Secondary Schools
Survey of the school’s stakeholders using the Middle States Survey:
A. ISSUES RELATED TO THE INDICATORS OF QUALITY
The following requirements ask the school system to provide a self-assessment of expectations
for quality for curriculum, instruction, and assessment in this component of the school's
educational program. The information and data requested in this section are not for evaluation
purposes. Instead, the information and data will assist the system in making the determination
whether it meets the Standard and its Indicators of Quality.
1. CURRICULAR COMPONENT SUMMARY: On the chart below, summarize the
course/program offerings for this component of the education program by completing each column as
described.
Grade Level: Enter the grade level(s) at which each course/program in this curricular
component is taught.
Course Title: List the course/program titles or topics taught (e.g. Language Arts, English IV,
writing, journalism).
Hours per
Semester/Year:
Indicate the number of hours of instructional time devoted to each program/
course per semester/year.
Grade Level(s) Course Title Hours per
Week
Pre-K through 5th Computer Science 45 minutes per
week
Grades 6 - 8 Computer Science and Integrated Use of
Technology in Instruction
Varies: minimum
2 hrs per week
Total Number of Surveys Returned
The results represent surveys completed by:
Parents 5
Faculty and Staff 34
Administrators 2
Board Members n/a
Business/Community Representative n/a
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Grade Level(s) Course Title Hours per
Week
Pre-K through 8th Mathematics 5
Pre-K through 8th Religion and Service 5
B. SELF-ASSESSMENT OF THE INDICATORS OF
QUALITY
The Indicators of Quality for Curriculum, Instruction and Assessment identify the types of
evidence that, when taken together, indicate whether the school meets the expectations for
quality in its educational program.
Instructions:
1. Please rate the following Indicators using the following rating scale
2. At the end of each section, please support your ratings with specific evidence.
Rating of Adherence to the Indicator
1. Does Not Meet The evidence indicates the school system does not meet the
expectations of this Indicator
2. Partially Meets/In Need
of Improvement
The evidence indicates that the school system partially meets
the expectations of this Indicator and is in need of
improvement
3. Meets The evidence indicates the school system meets the expectations
of this Indicator
4. Exceeds The evidence indicates the school system exceeds the
expectations of this Indicator
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©2014, Middle States Commissions on Elementary and Secondary Schools
INDICATORS OF QUALITY FOR CURRICULUM
Indicators of Quality for All Schools: Faculty Responses
Indicator of Quality Religion Math Technology
CI.1
The development of the curriculum is
based on a thorough assessment of the
basic concepts, skills, and knowledge
required of all students to fulfill the stated
goals of the program.
2.8 2.9 2.9
CI.2
The curriculum has established priorities,
objectives, and goals for all courses and
units within the program that are based
on clearly defined expectations for all
students.
3.1 3.1 3.0
CI.3
The curriculum is designed to ensure the
alignment of teaching strategies, learning
activities, instructional support,
instructional resources, and assessment.
3.0 2.7 2.9
CI.4
The curriculum defines desired student
outcomes as expressed in terms of
student understanding, knowledge,
attitudes, skills, and habits.
3.2 3.2 2.9
CI.5
The curriculum provides experiences that
promote students’ critical thinking,
reasoning, problem-solving skills, and
study skills.
2.9 3.0 3.0
CI.6
The learning expectations of the
curriculum address the diverse learning
needs of the students without
compromising the essential knowledge
and skills students are expected to learn.
2.8 2.8 2.8
CI.7
Course objectives in the curriculum are
simply stated and understandable to
students.
3.0 3.0 2.9
CI.8
The skills and knowledge of the
curriculum are well-articulated and
coordinated between all teachers at each
grade level and by teachers across grade
2.5 2.7 2.6
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©2014, Middle States Commissions on Elementary and Secondary Schools
Indicator of Quality Religion Math Technology
levels. Faculty Responses
CI.9
Elementary, middle level, and secondary
level staff members work cooperatively to
provide a meaningful, and logical
progression of learning activities in the
curriculum
2.6 2.7 2.6
CI.10
The curriculum is designed to foster
active involvement of students in the
learning process.
3.1 3.3 3.2
CI.11
Instructional activities in the curriculum
provide opportunities for both
exploration and specialization in the
content
2.8 2.9 2.9
CI.12
The curriculum’s objectives and
expectations for learning are understood
and supported by the school's
community’s stakeholders.
2.8 3.0 2.8
CI.13
Parents and students are provided
appropriate opportunities to provide
input into the development of
curriculum.
2.2 2.1 2.3
CI.14
Written curriculum guides identify
objectives and define the scope and
sequence of the curriculum. The guides
are functional and in use.
2.8 2.8 2.6
CI.15
Learning materials used in the curriculum
are current and are selected to fulfill the
goals and objectives of the curriculum.
3.0 3.0 3.1
CI.16
Current best practices in, including the
use of technology and other media, are
considered in the selection of learning
materials and media.
2.8 3.0 3.1
CI.17
Decisions made regarding the curriculum
are based on data about student
performance, knowledge about
organizational development, and research
about best practices in curriculum,
instruction, and assessment.
2.8 3.0 2.9
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Indicator of Quality Religion Math Technology
CI.18
The content and instructional activities in
the curriculum are consistent with the
school’s philosophy/mission.
3.3 2.8 3.2
CI.19
Administrative leadership and support
are provided in the coordination and
articulation of the curriculum.
3.2 3.1 3.2
CI.20
The curriculum is reviewed and
evaluated regularly and systematically.
The curriculum review/evaluation
process includes safeguards to ensure that
the written curriculum is actually taught.
The review process focuses on what is to
be deleted from the curriculum as well as
what is to be added.
2.8 2.9 2.9
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INDICATORS OF QUALITY FOR INSTRUCTION
Indicators for All Schools: Faculty Responses
Indicator of Quality Religion Math Technology
II.1
A variety of teaching strategies and
techniques is used to meet the needs of
individual students in the curriculum.
3 3 3
II.2
The scope and pacing of lessons in the
curriculum are appropriate for the
students.
3 3 3
II.3
Provision is made for appropriate
amounts of learning time for all aspects
of the curriculum.
2.9 2.8 3
II.4
Students are provided with additional
assistance to address specific learning
challenges in the curriculum when
needed.
2.8 2.8 2.7
II.5
Students and teachers demonstrate
mutual respect toward each other in
classes.
3.1 3.1 3.1
II.6
Students demonstrate an understanding
of cultural differences by maintaining
respect for each other in classes.
2.4 2.6 2.6
II.7 Class sizes promote and allow for varied
instructional strategies to be used. 2.7 2.5 2.5
II.8
Meaningful and frequent
communications with parents are used to
promote student learning in the
curriculum.
3.2 3.3 3.5
II.9
Members of the faculty are qualified,
competent, and dedicated to the
objectives of the curriculum.
3.5 3.5 3.5
II.10
Members of the faculty maintain safe,
positive, and supportive classroom
environments.
2.6 3.5 3.5
II.11
The faculty is provided with continuing
professional growth activities that
support the effective fulfillment of
curriculum objectives.
2.6 2.6 2.6
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©2014, Middle States Commissions on Elementary and Secondary Schools
INDICATORS OF QUALITY FOR ASSESSMENT
Indicators for All Schools Faculty Responses
Indicator of Quality Religion Math Technology
AI.1
Assessment of student learning and
performance is aligned with curriculum
and instruction in the curriculum
3 3 3
AI.2
A variety of methods for assessing
student learning is used in the
curriculum.
3 3 3
AI.3
Assessment results in the curriculum are
analyzed with appropriate frequency
and rigor for:
a. individual students as they move
through courses in the curriculum 3 3 3
b. cohorts of students as they move
through courses in the curriculum 3 3 3
c. comparable (local, state, and
national) groups outside of the
school.
3 3 3
AI.4
The assessment of student learning and
performance in the curriculum enables
students to monitor their own learning
progress and teachers to adapt their
instruction to students’ specific learning
needs.
2.5 3 2.5
AI.5
Records of students’ learning and
performance are maintained in the
curriculum.
3 3 3
AI.6
Timely and useful evaluative
information and feedback regarding
learning in the curriculum is provided to
students and parents (as appropriate).
3 3 3
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©2014, Middle States Commissions on Elementary and Secondary Schools
Faculty Comments to Support the Ratings:
Religion:
Students benefit from school Masses and prayer experiences.
Religion curriculum correlates with school mission.
Catholic identity is evident throughout the building – in theme and prayer.
Sense of community is strengthened by emphasis on our 3R’s: Respect,
Reverence and Responsibility as well as the Franciscan Values.
Curriculum and textbooks are not aligned.
Textbooks need to be more challenging.
We lack variety in types of assessment.
Professional development is lacking for religion teachers.
Limited service opportunities to understand cultural differences across grade
levels.
Math:
Curriculum is designed so that students are actively involved in the learning
process.
We need more opportunities for sharing content information across and
between grade levels regarding scope and sequence.
Teachers would benefit from more professional development opportunities
targeted to specific grade levels and content areas.
Math classes should be smaller in order to provide more differentiated
opportunities for students who struggle or excel.
Instruction and assessment needs stronger focus on problem solving,
quantitative reasoning and higher level thinking skills.
Student assessment is aligned with curriculum but would benefit from a
wider variety of assessment options.
Technology:
Teachers have good support in technology use/instruction.
Technology is utilized to keep parents informed.
Teachers, office staff and paraprofessionals need professional development
geared specifically to technology (Google Apps for Education in particular).
Technology curriculum needs to be communicated to all teachers so they are
aware of what their students are learning and will be learning.
Technology integration is poor in religion and math classes.
Students would benefit from computer access more than once per week.
Younger should have keyboarding classes more than once a week in
preparation for our emerging 1:1 program.
Teachers need tech training to provide differentiated instruction.
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©2014, Middle States Commissions on Elementary and Secondary Schools
INDICATORS OF QUALITY FOR CURRICULUM
Indicators of Quality for All Schools: Parent Responses
Indicator of Quality Religion Math Technology
CI.1
The development of the curriculum is
based on a thorough assessment of the
basic concepts, skills, and knowledge
required of all students to fulfill the stated
goals of the program.
3.6 3.4 3.2
CI.2
The curriculum has established priorities,
objectives, and goals for all courses and
units within the program that are based
on clearly defined expectations for all
students.
3.6 3.4 3.4
CI.3
The curriculum is designed to ensure the
alignment of teaching strategies, learning
activities, instructional support,
instructional resources, and assessment.
3.4 3.4 3.2
CI.4
The curriculum defines desired student
outcomes as expressed in terms of
student understanding, knowledge,
attitudes, skills, and habits.
3.6 3.4 3.4
CI.5
The curriculum provides experiences that
promote students’ critical thinking,
reasoning, problem-solving skills, and
study skills.
3.2 3 3.2
CI.6
The learning expectations of the
curriculum address the diverse learning
needs of the students without
compromising the essential knowledge
and skills students are expected to learn.
3.2 3.2 3
CI.7
Course objectives in the curriculum are
simply stated and understandable to
students.
3 2.8 2.8
The skills and knowledge of the 3.2 3.4 3.2
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©2014, Middle States Commissions on Elementary and Secondary Schools
Indicator of Quality Religion Math Technology
CI.8 curriculum are well-articulated and
coordinated between all teachers at each
grade level and by teachers across grade
levels.
CI.9
Elementary, middle level, and secondary
level staff members work cooperatively to
provide a meaningful, and logical
progression of learning activities in the
curriculum
3.6 3.6 3.4
CI.10
The curriculum is designed to foster
active involvement of students in the
learning process.
3.2 3.4 3.4
CI.11
Instructional activities in the curriculum
provide opportunities for both
exploration and specialization in the
content
3 3 2.8
CI.12
The curriculum’s objectives and
expectations for learning are understood
and supported by the school's
community’s stakeholders.
3 3 3
CI.13
Parents and students are provided
appropriate opportunities to provide
input into the development of
curriculum.
2.2 2.4 2.4
CI.14
Written curriculum guides identify
objectives and define the scope and
sequence of the curriculum. The guides
are functional and in use.
3 3 2.8
CI.15
Learning materials used in the curriculum
are current and are selected to fulfill the
goals and objectives of the curriculum.
3.8 3.8 3.6
CI.16
Current best practices in, including the
use of technology and other media, are
considered in the selection of learning
materials and media.
3.4 3.4 3.4
CI.17
Decisions made regarding the curriculum
are based on data about student
performance, knowledge about
3.6 3.6 3.4
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Indicator of Quality Religion Math Technology
organizational development, and research
about best practices in curriculum,
instruction, and assessment.
CI.18
The content and instructional activities in
the curriculum are consistent with the
school’s philosophy/mission.
3.8 3.6 3.6
CI.19
Administrative leadership and support
are provided in the coordination and
articulation of the curriculum.
3.6 3.6 3.4
CI.20
The curriculum is reviewed and
evaluated regularly and systematically.
The curriculum review/evaluation
process includes safeguards to ensure that
the written curriculum is actually taught.
The review process focuses on what is to
be deleted from the curriculum as well as
what is to be added.
3.6 3.6 3.6
CURRICULUM
Parent comments to support the ratings:
Religion:
Parents do not play a role in curriculum development
Religion curriculum strong and is frequently evaluated and updated.
Students participate regularly in activities: Mass, Rosary, etc.
Students are encouraged but not required to contribute to collections for those
in need.
New Service club formed.
All areas well planned and executed.
Very strong religion curriculum and strict adherence to it.
Service component needed as required part of the curriculum.
Franciscan values weaved into the curriculum
Math:
Math strong in lower grades;
concerned that students are not separated according to learning levels;
Middle School curriculum: advanced students are not prepared for Algebra in
high school as students from other grade schools;
As Math curriculum changes, I love the fact it is still incorporating “Old Math”
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with common core.
Introduction of more technology is advancing the math curriculum
Curriculum is evaluated on regular basis
Technology:
Course objectives are not clearly identified
Much of the grading seems subjective: ie: points off for talking
Rubrics should be placed on teacher page
School has rapidly developed technology curriculum
Smart board used throughout school as well as some tablet usage
Chrome books introduced this year
Most textbooks are on-line
Very pleased with the technology being introduced to the school
I feel confident in the teachers
Chromebooks and coding have sparked interest of many students.
Explanation for Any Ratings of 1:
In the table below, provide an explanation for a rating of 1 (Does Not Meet) for any of the
Indicators of Quality.
Indicator
No. Evidence
C1:13 Not aware of parent/student being given opportunities for input
Excellence by Design Self-Study (2014) Page 151
©2014, Middle States Commissions on Elementary and Secondary Schools
INDICATORS OF QUALITY FOR INSTRUCTION
Indicators for All Schools Parent Responses
Indicator of Quality Religion Math Technology
II.1
A variety of teaching strategies and
techniques is used to meet the needs of
individual students in the curriculum.
3 3 3.2
II.2
The scope and pacing of lessons in the
curriculum are appropriate for the
students.
3 2.8 3
II.3
Provision is made for appropriate
amounts of learning time for all aspects
of the curriculum.
3.2 3.2 3.2
II.4
Students are provided with additional
assistance to address specific learning
challenges in the curriculum when
needed.
3.4 3 3.4
II.5
Students and teachers demonstrate
mutual respect toward each other in
classes.
3 3 3
II.6
Students demonstrate an understanding
of cultural differences by maintaining
respect for each other in classes.
2.8 2.8 2.8
II.7 Class sizes promote and allow for varied
instructional strategies to be used. 3.4 3.4 3.2
II.8
Meaningful and frequent
communications with parents are used to
promote student learning in the
curriculum.
3.2 3.2 3
II.9
Members of the faculty are qualified,
competent, and dedicated to the
objectives of the curriculum.
3.4 3.2 3.2
II.10
Members of the faculty maintain safe,
positive, and supportive classroom
environments.
3.2 3.2 3.2
II.11
The faculty is provided with continuing
professional growth activities that
support the effective fulfillment of
curriculum objectives. Support for
3.4 3.4 3.4
Excellence by Design Self-Study (2014) Page 152
©2014, Middle States Commissions on Elementary and Secondary Schools
Indicator of Quality Religion Math Technology
effective use of research-based
instructional practices is provided to
teachers.
Instruction
Parent comments to support the ratings:
Religion:
Religion instruction is modeled on a daily basis;
A real strength of the school
All religion teacher promote quality and excellent examples for students
We are satisfied with the religion instruction
Teachers are supportive of the Catholic faith and provide a strong foundation
Students need more exposure to those who are different
Math:
Instruction is preparing students well for high school
Math teachers continue to help one-on-one
Would like to see and hear that teachers work differently ensuring all students have
opportunities to succeed.
Depends on teacher: some great, some not
Seen and heard some very sarcastic interactions involving teachers who really need
to watch how they speak to students.
Technology:
Technology has greatly improved
Teachers have adapted to student technology interests
Explanation for Any Ratings of 1:
In the table below, provide an explanation for a rating of 1 (Does Not Meet) for any of the
Indicators of Quality.
Indicator
No. Evidence
Not Applicable
Excellence by Design Self-Study (2014) Page 153
©2014, Middle States Commissions on Elementary and Secondary Schools
INDICATORS OF QUALITY FOR ASSESSMENT
Indicators for All Schools Parent Responses
Indicator of Quality Religion Math Technology
AI.1
Assessment of student learning and
performance is aligned with curriculum
and instruction in the curriculum
3.4 3.4 3.4
AI.2
A variety of methods for assessing
student learning is used in the
curriculum.
3.4 3.4 3.4
AI.3
Assessment results in the curriculum are
analyzed with appropriate frequency
and rigor for:
d. individual students as they move
through courses in the curriculum 3.4 3.4 3.4
e. cohorts of students as they move
through courses in the curriculum 3.4 3.4 3.4
f. comparable (local, state, and
national) groups outside of the
school.
3.4 3.8 3.4
AI.4
The assessment of student learning and
performance in the curriculum enables
students to monitor their own learning
progress and teachers to adapt their
instruction to students’ specific learning
needs.
3.3 3.3 3.3
AI.5
Records of students’ learning and
performance are maintained in the
curriculum.
3.6 3.6 3.6
AI.6
Timely and useful evaluative
information and feedback regarding
learning in the curriculum is provided to
students and parents (as appropriate).
3.2 3.2 3.2
Excellence by Design Self-Study (2014) Page 154
©2014, Middle States Commissions on Elementary and Secondary Schools
Assessment
Parent comments to support the ratings:
Religion:
Students are assessed regularly during the school year
Math:
Timely feedback is always provided
Technology:
Students are using new technologies this school year
Regular feedback is given
A1:1 Class conduct
General Comment
Power School is a wonderful tool for parents in keeping informed of assessment of
student performance
Students are also able to gauge their successes and where additional effort needs to
be placed
Students are assessed appropriately and timely
Most parents had difficulty completing the survey and stated that the indicators were “too
nebulous to understand”. They trust that curriculum and instruction goals are being met
based on observed academic growth of their children.
Parents informed us that many of the survey questions were not pertinent to their role in the
school community. They made comments such as “you have to be on the inside to answer
these questions.”
Excellence by Design Self-Study (2014) Page 155
©2014, Middle States Commissions on Elementary and Secondary Schools
Excellence by Design: Middle States Objectives May 2015
ORGANIZATIONAL CAPACITY OBJECTIVE #1
Academic Integration of Technology
By the year 2020, teachers at St. John the Beloved will have a well-defined cross-curriculum
plan to integrate technology in every classroom as an educational tool. Graduating students
will be proficient in using technology to research, organize, evaluate and communicate
information.
The technology staff of the school will develop an Internal Technology Assessment to
measure students’ technological literacy.
At least 80% of our students will score “proficient” on our Internal Assessment. Students
will be assessed yearly beginning Spring 2016.
100% of 8th grade students will be able to name and describe at least 10 STEM careers. They
will be required to produce a presentation or website to share and demonstrate their in-
depth knowledge of at least one STEM career.
At least five hours of Professional Development in technology will be required per year for
all teachers and office staff.
STUDENT PERFORMANCE OBJECTIVE #1
Updated Web-Based Math K – 8th Grade Math Program
By the year 2020, students at St. John the Beloved will demonstrate improved achievement in:
quantitative reasoning skills, multi-step problem solving skills, math application and inference
skills, charts and graphing skills as measured by:
At least 75% of our students will score at or above their anticipated national percentile
score in the math composite of annual Terra Nova testing. The March 2015 test scores
(65%) will serve as baseline.
All tested grade levels (grades 2 – 8) will score at least 4 percentage points higher than the
diocesan average in “total mathematics”. Currently, only grades 3, 4 and 8 have achieved
this goal.
Excellence by Design Self-Study (2014) Page 156
©2014, Middle States Commissions on Elementary and Secondary Schools
At least 100% of 8th grade students will score above the national average in all three
different sub-populations of our testing group: top, median and low. Currently, none of
our 3 populations have achieved this goal; however, all are within 10 percentage points of
our goal.
Increased national average scores in math will lead to application for Blue Ribbon status by
2020.
STUDENT PERFORMANCE OBJECTIVE #2
Coordination of Service Requirement in our Religion Curriculum
By the year 2020, all students at St. John the Beloved will internalize the need for service in
relation to the Gospel message of Jesus Christ. Students, especially middle school students,
will be well-educated in social justice issues that will lead them to a life-long commitment of
service to others. Success in this goal will be demonstrated by:
Targets for service will vary by grade (Kindergarten through 8th) with 100% student
participation. Currently, service outreach is sporadic in grades 6 – 8 only. Baseline of
existing service activities will be developed during the summer of 2015.
Parent and teacher involvement will be required in every service activity K – 8th grades.
100% of students will be introduced to a service organization relating to a theme: K – 2
“Raising Awareness”; grades 3 – 5 “Building Relationship; and grades 6 – 8 “Changing the
world”.
At least 50% of graduating students will view service to others as a natural outgrowth of
their Catholic faith as measured by our Confirmation surveys in 9th grade – a year after the
students graduate from St. John the Beloved.
Excellence by Design Self-Study (2014) Page 157
©2014, Middle States Commissions on Elementary and Secondary Schools
ORGANIZATIONAL CAPACITY OBJECTIVE #1
THE PLAN FOR GROWTH AND IMPROVEMENT
GOAL: To define a five-year cross-curriculum plan to integrate technology in every
classroom as an educational tool. Graduating students will be proficient in using technology
to research, organize, evaluate and communicate information.
JUSTIFICATION: Our students live in a media-infused society marked by extensive use of
technology. As educators, we are obligated to empower our students with technological
knowledge and skills to learn effectively and live productively. Technology has changed the
way we think and do our work.
Therefore, technological literacy supports preparation of students as global citizens capable of
self-directed learning in the 21st Century.
Strengths:
1. Teachers have support in technology use/instruction
2. Teachers are aware of extenuating circumstances regarding technology availability
3. There is evidence of technology use (SmartBoards, etc)
4. Technology is integrated into instruction
5. Technology is up to date
6. Technology is used to keep parents informed
7. Students have access to technology daily/weekly
8. Skills are assessed by computer teacher weekly
9. Computer class projects are useful
10. Students have opportunity for self-assessment
11. Progress is shown from year to year
Weaknesses:
1. Teachers, office staff, and paraprofessionals need professional development, geared
specifically to technology (and Google Apps for Education in particular)
2. Technology curriculum needs to be communicated to all teachers so they are aware of
what their students know and will be learning
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©2014, Middle States Commissions on Elementary and Secondary Schools
3. Technology integration is poor in religion/math at some levels
4. Technology should be available for differentiation of instruction, and accommodations,
in the classroom
5. Students would benefit from computer access more than once a week
6. Students need keyboarding skills, more than once a week, especially in preparation for
a 1:1 program
7. Teachers should know what their students’ technology skills are at the beginning of the
year, especially for a 1:1 program, so they know what they can expect their students to
be capable of.
Root Causes of Weaknesses:
1. Professional development is not mandated / worked into the schedule (during the
school day).
2. Technology curriculum is not communicated by computer teacher to classroom
teachers.
3. Some book series are outdated and do not include computer/online components.
4. Teachers don’t have the hardware or the training to use technology for differentiation.
5. Tight class schedule does not always allow time for technology use.
6. New program for keyboarding skills was implemented only recently. Those students
have reached middle school yet.
7. Student skill levels are not communicated by computer teacher to homeroom teachers.
Excellence by Design Self-Study (2014) Page 159
©2014, Middle States Commissions on Elementary and Secondary Schools
Action Plan Steps and Timeline – Academic Integration of Technology
Action Plan Step Timeline Resources Needed
Cindy certified as
Google Apps for
Education (GAFE)
teacher in order to help
everyone use the tools
effectively
By end of
February, 2015
None
Increase technology
Professional
Development for
teachers, paras, and
office staff
Began in 2014-
2015 school
year. Will be
ongoing. Need
to have all
trained in GAFE
by end of 2014-
15 school year.
Professional Development days need to
be earmarked for this
Differentiate
instruction and
accommodate learning
differences in the
classroom through the
use of technology
Began in 2014-15
school
year. Need to
continue in
ongoing basis.
Currently using
Study Ladder
and
Starfall. Looking
into school
Quizlet
account.
1. More manpower (para or spec ed
teacher to work with all classes)
2. Hardware. Teachers suggest 5 mobile
devices per classroom for grade/classes
that will use it, up to Gr 5
3. Help in finding resources
4. Training in using resources
File for eRate funding to
supplement Technology
Budget
2015, and going
forward
Assign duty to someone. (Cindy and Debi)
Day set aside to do. (This day is already
scheduled, 2/13)
Finalize development of
our Internal Technology
Assessment
2015-16 Computer and IT personnel consult with
diocesan technology coordinator.
Students complete for baseline
assessment.
Excellence by Design Self-Study (2014) Page 160
©2014, Middle States Commissions on Elementary and Secondary Schools
Begin teaching Cyber
Safety curriculum
2015, and going
forward
Tech teacher will handle this for PreK
through Grade 2. Will train teachers in Gr
3-8, and they will teach some of it during
SSR, rest to be taught in computer class.
Cindy needs time to plan this curriculum
from the many resources available from
Isafe.
Put a system in place to
help with the many
small Chromebook
issues that come up
daily, and interrupt
instructional time
2015 Begin a student Tech Club. Those
students will be trained after school to
troubleshoot Chromebook issues in real
time.
Switch school staff,
including office staff, to
GAFE
2015-2016 school
year
Train office staff so that all forms, etc (sub
list, curriculum guidelines, etc) will be
available collaboratively, and in the
cloud. No more outdated sub lists.
Improve student
keyboarding skills
Began in
2013. Ongoing in
grades 3 and
4. This year, 5th
grade also had
training.
Need to see 3rd grade 3 times a week in
computer class for one trimester per year
for this to be effective
Make all teachers aware
of the technology
curriculum guidelines,
and current skill levels
of their students, so they
can more effectively
assign tasks requiring
technology skills
Beginning 2015,
end of May
Cindy will share curriculum guidelines
with teachers, and work on preparing skill
level assessments for each student in the
school, and provide it to teachers.
Increase technology
integration in all subject
areas
Beginning 2015,
and continuing
Assess text series with an eye toward tech
integration opportunities. Offer more
training.
Blended learning
training for Tech
coordinator and some
middle school teachers
2015-2016 school
year
2016-2017 school
year
Teachers to attend workshops and
conferences for Professional development
Excellence by Design Self-Study (2014) Page 161
©2014, Middle States Commissions on Elementary and Secondary Schools
Provide 5 mobile
devices in each
classroom at
intermediate level, and
evaluate usage in lower
grade levels. If they will
use it, provide it.
2016-2017 School
year
Chromebooks and training
Use GAFE all the way
down to 3rd grade (no
email), with or without
Chromebooks
2016-2017 School
year
Chromebook cart for 4th and 5th grade to
share. Five chromebooks in each 3rd
grade classroom. Training for teachers
and students. Accounts set up for students
in 2-5.
Purchase new domain
name to shorten it from
saintjohnthebeloved.org
2016-2017 school
year
need to purchase domain name, and
transition.
Internal Assessment
Introduce STEM
Careers. Teacher
professional
development provided
for continued blended
learning
2017-2018 school
year
PD days on-site
Off-site workshops and conferences
STEM Careers
Internal Assessment
Begin offering elective
courses for 8th grade in
place of technology
course
2017-2018 school
year
Teachers need time and training to
develop online electives.
Provide 5 mobile
devices (surface tablets
were suggested instead
of iPads) in each
classroom at
intermediate level, and
evaluate usage in lower
grade levels. If they
will use it, provide it.
In our 5 year
plan, this is
being looked at
for school years
2016-17.
Perhaps we need
to move that up
to 2015-16. We
could move
upgrading os in
lab and library
computers to
2016-17.
Mobile devices and training
STEM Careers
Internal Assessment
Excellence by Design Self-Study (2014) Page 162
©2014, Middle States Commissions on Elementary and Secondary Schools
STUDENT PERFORMANCE OBJECTIVE #1
Updated Math Program
Our objective is to establish a time-line for improved achievement scores in annual Math
assessments: quantitative reasoning skills, multi-step problem solving skills, math application
and inference skills, charts and graphing skills.
Justification
Middle States goals at St. John the Beloved have centered on Language Arts skills for the past
twenty years. In reaching those goals, we have implemented several successful programs that
include: Step Up to Writing; Reading Counts; Writing Roadmap; Connections
Comprehension and Wonders Critical Reading Program. Our national scores have continued
and continue to reach above average on diocesan and national levels for every grade.
However, our math achievement is an increasing concern across grade levels. Our current
educational materials are:
Out of date
Not aligned with Common Core Standards
Lack integration of technology
Goals
1. To develop a five year plan that will actively and regularly integrate technology within
the math curriculum.
2. To consult with high school principals regarding expectations for success in high school
math.
3. To teach quantitative reasoning skills through increased student engagement in 1:1
learning opportunities.
4. To track progress by collaborative study with CTB McGraw-Hill regarding Terra Nova
scores. Also by tracking achievement scores on 8th grade placement tests.
Strengths:
1. Curriculum is presented in a way that is clearly stated for student understanding and
knowledge.
2. Curriculum is designed so that students are actively involved in the learning process.
3. The faculty is highly qualified, skilled and devoted to teaching the curriculum in a
reverent, respectful, and responsible classroom environment.
Excellence by Design Self-Study (2014) Page 163
©2014, Middle States Commissions on Elementary and Secondary Schools
4. Formal and informal assessments are aligned with the curriculum and instruction.
5. Communication with parents about student progress is readily available through a variety
of means.
Weaknesses:
1. More opportunities for sharing content information across and between grade levels
regarding scope and sequence.
2. Teachers would benefit from more professional development opportunities targeted to
specific grade levels and content areas.
3. Math classes should be smaller in order to provide more differentiated opportunities to
support students who struggle or excel.
4. Instruction and assessment needs to focus on problem solving, quantitative reasoning, and
higher order thinking skills.
5. Student assessment is aligned with curriculum, but would benefit from a wider variety of
assessment options.
Root Causes:
1. Space limitations
2. Financial constraints
3. Scheduling
4. Staffing
5. Lack of collaborative feedback and discussion between administration and faculty
6. Math technology is lacking
Excellence by Design Self-Study (2014) Page 164
©2014, Middle States Commissions on Elementary and Secondary Schools
Action Plan Steps and Timeline - Math
Action Plan Step Timeline Resources Needed
Evaluate and choose a
new math series that
will address
instructional
weaknesses, incorporate
Common Core, and
provide up to date
technology components.
By end of May 2014 Textbook samples
Pilot new math series,
McGraw-Hill My Math,
in second and fourth
grade to make final
decision.
Began in 2014-2015
school year with a final
decision being made by
May 2015
Professional
Development days need
to be earmarked for
training in the new
series.
Implement new math
series.
Begin in 2015-2016
school year
New textbooks and all
accompanying teaching
resources
All math teachers will
meet once per trimester
to assure adequate
scope and sequence.
Begin in 2015-2016
school year
Professional
Development for Math
teachers
Additional professional
development days
provided regularly and
built into the school/day
calendar to enhance
teaching strategies for
improving
differentiation and
problem solving skills
in each level (primary,
intermediate, middle).
Begin in 2016-17 school
year and continue on an
ongoing basis.
1. Possible need for
substitutes if training
takes place during
school hours.
2. Facilitators/Presenters
Excellence by Design Self-Study (2014) Page 165
©2014, Middle States Commissions on Elementary and Secondary Schools
Study additional ways
to accommodate
different learning levels
within the same
classroom.
2016, and going forward Designate faculty to
evaluate and adjust
class schedules if
necessary.
Implement improved
leveled grouping for
math. (leveled
classrooms or possibly
resource pull out
program)
2016, and going forward 1.Possibly additional
staff or change in
allocation of current
staff
2. Designated faculty to
evaluate and adjust
class schedules if
necessary.
Research web-based
quantitative reasoning
programs for 1:1
student engagement
2016 and forward Individual student
Chrome Book purchases
for 5th and 6th grade
students
Pilot 1:1 application and
problem solving
programs
2017-2018 and forward Purchase web programs
and licensing for
student use.
Track yearly
improvement via Terra
Nova scores (teachers
and assistant principal).
Evaluate web-based
learning.
2017 and forward Professional in-service
for
Math teachers and
assistant principal
Excellence by Design Self-Study (2014) Page 166
©2014, Middle States Commissions on Elementary and Secondary Schools
STUDENT PERFORMANCE OBJECTIVE #2
Religion/Service
Justification
Students at Saint John the Beloved School are taught to live the Gospel. Several independent
opportunities are given to expose students to organizations and causes that need financial
support. Saint John the Beloved students have been very successful in raising funds for the
various organizations. Students are encouraged to participate in service activities, with a
school wide service opportunity given to middle school students each year. In addition, the
2014-2015 school year saw the beginnings of a Service Club after-school opportunity, Kids
Care aimed at grades K-5 and Generation On aimed at grades 6-8.
Based on the responses from teachers and parents who participated in the Middle States
surveys, there needs to be a seamless connector between the teaching curriculum and services
opportunities being offered. Students need to begin to internalize the need for service in
relation to the Gospel message. Therefore, it is important that the Saint John the Beloved
School Community dedicate themselves to educating student in social justice issues which will
lead them to a life-long commitment to service.
In addition, it is the desire of Saint John the Beloved School to develop within students an
understanding of Servant Leadership. Beginning with our student council leadership, we
desire to instill within the students practices of exemplary leadership that will include:
challenging the process; inspiring a shared vision; enabling others to act; modeling the way;
and encouraging the heart.
Goals
1. To develop a five year plan that will actively and regularly integrate service within the
religion curriculum.
2. To provide a broader range of service opportunities at age appropriate levels with
parental support.
3. To develop within students a view of service that is a natural outgrowth of their faith.
4. To align the current religion curriculum and textbooks with planned school-wide
service opportunities.
Strengths
1. Students benefit from school masses/prayer experiences
2. Curriculum connects to school philosophy/mission
3. Emphasis on sacramental preparation
4. Catholic identity evident throughout the building -- in theme and prayer
Excellence by Design Self-Study (2014) Page 167
©2014, Middle States Commissions on Elementary and Secondary Schools
5. Community is strengthened by the 3 Rs (Respect, Reverence Responsibility) and
6. our Franciscan Values
7. Several service opportunities are in place across the grade levels
8. Establishment of the Service Clubs for the 2014-2015 school year
9. Technology has been weaved into the curriculum
10. Religion instruction is modeled daily
11. Teachers provide a strong foundation of Catholic faith
12. Servant Leadership Model has been introduced to the Student Council
Weaknesses
1. curriculum and textbooks are not aligned
2. textbook needs to be more challenging
3. a lack of variety of assessments
4. more professional development needed
5. lack of service opportunities to understand cultural difference across the grade levels
6. lack of clear integration of service with the overall curriculum
7. parents do not play a role in curriculum development
Root Causes of Weaknesses
1. lack of current, viable resources for religion teachers to use to supplement curriculum
2. and assessment
3. not enough instruction on cultural differences which leads to a lack of cultural
4. appreciation
5. not enough options available for religion textbooks
6. more opportunities for religious professional development along with teacher
7. willingness to participate in the courses
8. at times a lack of parent willingness to help organize and develop service programs
Excellence by Design Self-Study (2014) Page 168
©2014, Middle States Commissions on Elementary and Secondary Schools
Action Plan Steps and Timeline – Religion/Service
Action Plan Step Timeline Responsibility
Implementation of new
Diocesan Teacher
Catechetical Program
Summer 2015- ongoing Administration
Review current Catholic
Identity practices &
integration of values
Develop Baseline Chart
Spring 2015- ongoing Faculty
Administration
Parent Committee
Establish schedule of
meeting times for religion
teachers
Fall 2015- ongoing Administration
Review and analyze
current curriculum
guidelines on service
Spring 2015 through Fall
2015
Ongoing
Religion Coordinator
Faculty
Parent leadership of
current Service Club
Review current student
council practices in light of
Servant Leadership
Fall 2015-Ongoing Faculty Student Council
Moderators
Review and analyze
current service practices
Spring 2015 through Fall
2015
Parent leadership of
Service Club
Faculty representative
Develop a school wide
plan for expanded service
opportunities K-8
Summer 2015 through Fall
2015
Parent Focus Groups
Teacher representatives
Administrative Approval
Establish level teams (K-2,
Primary; 3-5 Intermediate
& 6-8 Middle) of teachers
& parents to research
opportunities for age
appropriate service
opportunities
Spring 2015 through
Summer 2015
Parent Focus Groups
Teacher representatives
Administrative Approval
Excellence by Design Self-Study (2014) Page 169
©2014, Middle States Commissions on Elementary and Secondary Schools
Identify varying service
projects aligned with the
curriculum to be
completed by grades 6-8
with the focus “Changing
the World”--
Goal of at least 3 off
campus activities
Fall 2015- ongoing Teacher Representatives
Parent volunteers
Administration
Identify varying service
projects aligned with the
curriculum to be
completed by grades 3-
5.with the focus “Building
Relationships” Begin
transition to off campus
Fall 2016-ongoing Teacher Representatives
Parent volunteers
Administrative support
Identify varying service
projects aligned with the
curriculum to be
completed by grades K-2
with the focus “Raising
Awareness”
In house opportunities
utilizing Buddy System
with higher grade levels
Fall 2016-ongoing Teacher Representatives
Parent volunteers to
develop service projects
throughout the year.
(delete)
Administration
Continue with current
service opportunity for
grade1-8 with goal of
increasing opportunity
Winter 2016
Parent volunteers to
develop service projects
throughout the year
Teacher input
Administrative support
Excellence by Design Self-Study (2014) Page 170
©2014, Middle States Commissions on Elementary and Secondary Schools
Identify varying service
projects aligned with the
curriculum to be completed
by grades K-4 with goal of
one per year in house
opportunity
Winter 2016 through 2017 Parent volunteers to
develop service projects
throughout the year.
Teacher Representative
Administrative support
Identify varying service
projects aligned with the
curriculum to be completed
by grades 5-8 with the goal
of at least 3 opportunities
per year (one off campus)
Winter 2017- ongoing Parent volunteers
Teacher Representative
Administrative support
Establish a clear process for
service opportunities that
will be integrated easily
throughout the curriculum
Spring 2018- ongoing Service Parent Volunteers
Teacher Representative