catholic criteria saint jude catholic school...

Catholic Criteria

Saint Jude Catholic School (SB)

Diocese of Fort Wayne-South Bend

Mr. Stephen J Donndelinger, Principal

19657 Hildebrand Street South Bend, IN 46614

Document Generated On August 12, 2015

TABLE OF CONTENTS

Introduction 1 Mission and Catholic Identity: Standard 1 2 Mission and Catholic Identity: Standard 2 4 Mission and Catholic Identity: Standard 3 7 Mission and Catholic Identity: Standard 4 9 Mission and Catholic Identity Reflection 11 Governance and Leadership: Standard 5 12 Governance and Leadership: Standard 6 15 Governance and Leadership Reflection 18 Academic Excellence: Standard 7 19 Academic Excellence: Standard 8 22 Academic Excellence: Standard 9 24 Academic Excellence Reflection 26 Operational Vitality: Standard 10 27 Operational Vitality: Standard 11 30 Operational Vitality: Standard 12 32 Operational Vitality: Standard 13 33 Operational Vitality Reflection 34 Report Summary 35

Introduction This diagnostic, reflecting the entirety of the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools

(2012), serves as a companion document to the AdvancED Standards for Quality Schools and provides additional distinctive content related

to the Catholic identity of Catholic schools that will be used as part of the evaluation process for Catholic School accreditation.

The National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools (2012) is the result of a two-year national

initiative to describe how the most mission-driven, program effective, well managed, and responsibly governed Catholic schools operate.

Together with the Defining Characteristics, the thirteen Standards and 70 Benchmarks represent broad national consensus among the full

range of stakeholders invested in Catholic education about the commitments, programs, policies and procedures that define how well a

school is fulfilling its obligation to those who benefit from its services (e.g. students, parents/guardians and families, faculty and staff), to

donors and contributors, to the Church, and to civil society. In using this diagnostic for self-assessment, schools are guided through an in-

depth internal evaluation of four domains of operations and programs: Mission and Catholic Identity, Governance and Leadership, Academic

Excellence, and Operational Vitality. Through the process of gathering and analyzing evidence of school performance on these standards

and benchmarks, schools are provided an opportunity to develop and demonstrate the accountability required by quality Catholic educational

systems.

The surveys and rubrics used in this diagnostic were developed by the following national task force with support from AdvancED: Lorraine A.

Ozar, Ph.D, Loyola University Chicago (Chair); Susan Ferguson, Ed.D., University of Dayton; Adam Kruekeberg, MBA/MA Pastoral Ministry,

Boston College; Kathleen Schwartz, Ed.D., Diocese of Venice, FL; Patricia Weitzel-O'Neill, Ph.D., Boston College.

Catholic CriteriaSaint Jude Catholic School (SB)

Page 1© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Mission and Catholic Identity: Standard 1

An excellent Catholic school is guides and driven by a clearly communicated mission that embraces a Catholic Identify rooted in Gospel

values, centered on the Eucharist, and committed to faith formation, academic excellence and service.

Overall Rating: 2.8

Benchmark Statement or Question Response Evidence Rating1.1.1 The governing body and the

leader/leadership team ensurethat the mission statementincludes the commitment toCatholic identity.

The governing body and theleader/leadership team ensure that themission statement includes thecommitment to Catholic identity.

•Brochures, PR materials,websites reflect themission of the Catholicidentity of the school

•The mission statementcontains language thatunmistakably identifies theschool as Catholic

Level 3

Benchmark Statement or Question Response Evidence Rating1.1.2 The governing body and the

leader/leadership team use themission statement as thefoundation and normativereference for all planning.

The governing body and theleader/leadership team occasionallyrefer to the mission statement duringsome planning efforts. When policiesand procedures are reviewed,connection to mission must be inferred.

•Materials for strategicplanning meetings,accreditation meetings andother planning effortsshow that such efforts startwith the mission statement

Level 2

Benchmark Statement or Question Response Evidence Rating1.1.3 The school leader/leadership

team regularly calls together theschool's various constituencies(including but not limited tofaculty and staff, parents,students, alumni(ae) to clarify,review and renew the school'smission statement.

The school leader/leadership teamincludes the school's variousconstituencies in clarifying, reviewingand renewing the school's missionstatement occasionally within severalyears, usually in preparation for apending event, such as accreditation.

•Job descriptions ofleader/leadership teamthat includes regularreview of missionstatement

•Minutes and dates ofsubcommittee meetingsconcerning mission

•Annual school boardstrategic plan review ofmission statement.

Level 2

Benchmark Statement or Question Response Evidence Rating1.1.4 The mission statement is visible

in public places and contained inofficial documents.

The mission statement is highly visiblethroughout the school, appearing inevery classroom as well as on writtenand electronic communications and onthe school website, apps, and schoolsocial media sites. All constituents caneasily and quickly access a visible copyof the mission statement.

•The mission statement isposted in the front officeand in classrooms

•Official stationary andelectronic signatures of theleader/leadership teamcontain the missionstatement.

•All media in use and allweb related documentsdisplay the missionstatement

Level 4



Benchmark Statement or Question Response Evidence Rating1.1.5 All constituents know and

understand the mission.All constituents know and understandthe mission. School leaders work toensure that every group of constituentscan articulate and explain the mission.

•Students, parents,teachers and alumni areable to articulate toprospective parents andcommunity members themission of the school

•Open house programsdisplay the missionstatement

•The mission statement isrecited by the schoolcommunity at everyappropriate gathering(assemblies, awardsannouncements)

•Orientation programs forincoming students andfamilies demonstrateproper emphasis on theimportance of the school'smission

Level 3




An excellent Catholic school adhering to mission provides a rigorous academic program for religious studies and catechesis in the Catholic

faith, set within a total academic curriculum that integrates faith, culture, and life.

Overall Rating: 2.86

Benchmark Statement or Question Response Evidence Rating1.2.1 Religious education curriculum

and instruction meets thereligious education requirementsand standards of the(arch)diocese.

Religious education curriculum andinstruction meets the religious educationrequirements and standards of the(arch)diocese. The requirements areevidenced in course expectations, gradelevel expectations, and course content.

•Curriculum maps, syllabi

•Religioncurriculum/graded courseof study

•Diocesan K-8 religioncurriculumOur Sunday Visitor alignedreligion instructionTheology of the Bodyreligion curriculum

Level 3

Benchmark Statement or Question Response Evidence Rating1.2.2 Religion classes are an integral

part of the academic program inthe assignment of teachers,amount of class time and theselection of texts and othercurricular materials.

Religion classes are an integral part ofthe academic program in the assignmentof teachers, amount of class time andthe selection of texts and other curricularmaterials. School leaders consistentlyprogram religion courses with the samelevel of attention given to other subjects.

•Appropriate curriculummaterials

•USCCB approvedresources

•Intentional scheduling ofreligion in academicprogram by school leaders

•Master plan of classes forthe school includingnumber of days and timeof day religion classes areoffered

•Perceptions survey ofschool community

•Catechetical traininglevels for teachers

Level 3



Benchmark Statement or Question Response Evidence Rating1.2.3 Faculty who teach religion meet

(arch)diocesan requirements foracademic and catecheticalpreparation and certification toprovide effective religioncurriculum and instruction.

Faculty who teach religion meet(arch)diocesan requirements foracademic and catechetical preparationand certification to provide effectivereligion curriculum and instruction.

•Published diocesanrequirements

•Documentation ofcatechetical certificationrequirements by dioceseand/or diocesan designate

•Teacher evaluations–forms and schedule ofcompleted evaluation

•Documentation ofcatechetical certification

•Retreats and pilgrimageto enhance faith life

•Records of CEU's forteachers

Level 3

Benchmark Statement or Question Response Evidence Rating1.2.4 The school's Catholic identity

requires excellence in academicand intellectual formation in allsubjects including religiouseducation.

In keeping with its Catholic identity, theschool pays attention to and requiresacademic and intellectual excellence inthe curriculum including religiouseducation.

•Curriculum guides thatinclude standards in allsubjects

•Departmental and orsubjects standards andoutcomes

•Standard-based reportcards PK-4

Level 2

Benchmark Statement or Question Response Evidence Rating1.2.5 Faculty use the lenses of

Scripture and the Catholicintellectual tradition in all subjectsto help students think criticallyand ethically about the worldaround them.

Faculty use the lenses of Scripture andthe Catholic intellectual tradition in allsubjects to help students think criticallyand ethically about the world aroundthem.

•Lesson plans

•Course text materials

•ACE Curriculum units andlesson plansTeaching observations

Level 3

Benchmark Statement or Question Response Evidence Rating1.2.6 Catholic culture and faith are

expressed in the school throughmultiple and diverse forms ofvisual and performing arts, musicand architecture.

Catholic culture and faith are expressedand integrated throughout the schoolthrough multiple and diverse forms ofvisual and performing arts, music andarchitecture. Symbols of Catholic faithabound at every level and recognition ofthe school's Catholic culture and faith asexpressed through visual and performingarts, music, and/or architecture arenoted in a significant way byparents/guardians and those outside ofthe immediate school community.

•Architecture of largeschool building structures

•Visual works of art seenor created

•Presence of religioussymbols

•Theater, dance,movement seen or created

•Examples of music heard,performed or created

•Survey responsestakeholder corroboration

Level 4



Benchmark Statement or Question Response Evidence Rating1.2.7 The theory and practice of the

Church's social teachings areessential elements of thecurriculum.

The theory and practice of the Church'ssocial teachings are minimally present inthe curriculum. Students may beexposed to the Church's social teachingbut there is not a clear plan ofinstruction.

•Service learning projectsaligned to Church's socialteaching

Level 2




An excellent Catholic school adhering to mission provides opportunities outside the classroom for student faith formation, participation in

liturgical and communal prayer, and action in service of social justice.

Overall Rating: 3.0

Benchmark Statement or Question Response Evidence Rating1.3.1 Every student is offered timely

and regular opportunities to learnabout and experience the natureand importance of prayer, theEucharist, and liturgy.

Students learn and can lead a variety offorms of prayer; students are involved inthe design of prayer services; studentsregularly serve in a variety of roles in theliturgy; liturgy is celebrated frequently asa school or class community.

•Schedule of Eucharisticadoration

•Schedule of liturgies

•Curriculum guides andlesson plans or mapsshowing teaching andpractice of liturgical prayer,traditional Catholicprayers, devotionalprayers (such as therosary), meditative prayers(such as lectio divina), andspontaneous prayer.

•List of students who leadprayers, serve as altarservers or readers

•Classroom and schoolliturgy observations

•School calendar showingprayer services

Level 4

Benchmark Statement or Question Response Evidence Rating1.3.2 Every student is offered timely,

regular, and age appropriateopportunities to reflect on their lifeexperiences and faith throughretreats and other spiritualexperiences.

Students are offered a retreat on aninfrequent or irregular basis, withminimal opportunity for reflection on lifeexperiences.

•Retreat schedules forclass retreats

•8th Grade retreat1stCommunion/Confirmationretreats

Level 2



Benchmark Statement or Question Response Evidence Rating1.3.3 Every student participates in

Christian service programs topromote the lived reality of actionin service of social justice.

Every student participates in Christianservice programs to promote the livedreality of action in service of socialjustice. Intentional connection to Gospelvalues and Catholic faith teachings areoffered as rationale for engaging inservice.

•Record of food, clothing,school supply and toydrives facilitated by theschool

•Photos, videos, mediacoverage, social media,and narrative depictions ofstudents' experiences ofservice

•Witness given by thoseserved

•Calendar/email reocrdswith dates of SouthfieldVillage visitsCalendar with monthlycharity support days

Level 3

Benchmark Statement or Question Response Evidence Rating1.3.4 Every student experiences role

models of faith and service forsocial justice among theadministrators, faculty and staff.

Every student experiences role modelsof faith and service for social justiceamong the administrators, faculty andstaff. Being a role-model for faith andservice is a consideration in hiring. Thisis an expectation of the school.

•Lists of administrators,faculty and staff serving asextraordinary ministers ofHoly Communion, lectors,or other visible roles intheir parishes as well as atschool liturgies

•Perception surveys fromstudents and parents

•Interview questions/notesfor various faculty/staffpositions

Level 3




An excellent Catholic school adhering to mission provides opportunities for adult faith formation and action in service of social justice.

Overall Rating: 2.8

Benchmark Statement or Question Response Evidence Rating1.4.1 The leader/leadership team

provides retreats and otherspiritual experiences for thefaculty and staff on a regular andtimely basis.

The leader/leadership team providesretreats and other spiritual experiencesfor the faculty and staff on a regular andtimely basis. Faculty retreats are offeredat least once a year and, additionally,there are regular opportunities forspiritual experiences throughout theyear.

•Retreat schedule andretreat director information

•Schedule of daily facultyand staff prayer together(before school, forinstance)

Level 3

Benchmark Statement or Question Response Evidence Rating1.4.2 The leader/leadership team and

faculty assist parents/guardiansin their role as the primaryeducators of their children in faith.

The leader/leadership team offers limitedand/or sporadic support to parents intheir role as the primary educators oftheir children in faith.

•Parent surveys,assessments

•Workshops on timelytopics (such assacramental preparation,development ofconscience at variousages, responding toadolescent idealism orcynicism, for instance) arearranged by the leadershipand delivered by experts inthe field of faith formationto

•Parents are directed toparish and diocesanresources, print material intheir home language ifavailable, Catholicwebsites and on-lineresources to assist them inthe faith formation of theirchildren.

Level 2


collaborates with other institutions(for example, Catholic Charities,Catholic higher education,religious congregation-sponsoredprograms) to provideopportunities forparents/guardians to grow in theknowledge and practice of thefaith.

The leader/leadership team collaborateswith other institutions (for example,Catholic Charities, Catholic highereducation, religious congregation-sponsored programs) to provideopportunities for parents to grow in theknowledge and practice of the faith.

•Communications toparents about webinars oron-line opportunitiesoffered by Catholicinstitutions.

•Brochures/invitations toparticipate in courseofferings or programs co-sponsored by the schooland a Catholic partneringinstitution

•Invitations topresentations, workshops,or other faith developmentopportunities within andbeyond the parish

Level 3



Benchmark Statement or Question Response Evidence Rating1.4.4 A ll adults in the school

community are invited toparticipate in Christian serviceprograms to promote the livedreality of action in service ofsocial justice.

All adults in the school community areinvited to participate in Christian serviceprograms to promote the lived reality ofaction in service of social justice.Participation is the norm.

•Participation lists

•Announcements of foodor clothing drives, toydrives or letter writingcampaigns to legislators orother government officialson social justice issues,meetings, marches orother actions related tosocial justice.

•Family service hourprogram

Level 3

Benchmark Statement or Question Response Evidence Rating1.4.5 Every administrator, faculty, and

staff member visibly supports thefaith life of the school community.

Every administrator, faculty, and staffmember visibly supports the faith life ofthe community. This is a clearexpectation for every administrator,faculty and staff member.

•Symbols of the faith

•Classroom environments

•Teachers lead classroomprayer and participate inall school liturgies anddevotions (PenanceService, Stations of theCross, rosary, adoration,etc.)

•All members of the schoolcommunity participate inschool-wide prayer andliturgies

•Stakeholder surveys

Level 3



Mission and Catholic Identity Reflection

Reflect upon your responses to each of the Catholic Identity Standards and performance levels in this Domain by considering and

responding to the following questions when drafting your narrative response. Strengths noted in this domain include the following:

1.4 - Emphasis and ubiquity of the mission statement in many media and forms of communication to all stakeholder groups.

2.6 - Presence and emphasis on Catholic culture, symbols, themes, and imagery across the curriculum including in the arts

3.1 - Opportunities for students to participate in liturgy, liturgical celebrations, prayer and the Eucharist

Opportunities for growth include:

1.2 - Concern about how explicitly mission statement is acknowledged during planning/leadership meetings

1.3 - Input from stakeholder groups other than school board membership needed in review of mission statement

2.4 - Many teachers still undergoing diocesan catechetical training process; not yet complete

2.7 - School includes many activities related to Catholic Social Teaching, but questions about explicit inclusion in curriculum

3.2 - Possible lack of quality/quantity of retreat opportunities (however defined) available for students other than 8th grade

4.2 - Stakeholder surveys indicated a desire for more quality and quantity of educational/formation support between home and school

The school will continue to conduct practices which support the strengths noted, including making scheduled, planned opportunities for faith

in action, liturgy, and service. We will continue to acknowledging and document visual displays of Catholic culture.

To address areas of concern, the use of the mission statement is seen as a strength but requiring all organizations to include explicit

reference to the mission statement in their agendas and to explicitly reference the mission when making decisions or actions. Also, to ask the

school board to conduct periodic mission statement surveys with wider community. The school board strategic plan includes steps taken to

help promote more parent seminars and opportunities to support the home-school connection. The school is also adopting software and

communication tools that may make parental dialogue easier to conduct. The area of home-school relations and communication will remain

an area for emphasis and discussion with faculty and organizational leadership.



Governance and Leadership: Standard 5

An excellent Catholic school has a governing body (person or persons) which recognizes and respects the role(s) of the appropriate and

legitimate authorities, and exercises responsible decision making (authoritative, consultative, advisory) in collaboration with the leadership

team for development and oversight of the school's fidelity to mission, academic excellence, and operational vitality.


Benchmark Statement or Question Response Evidence Rating2.1.1 The governing body, representing

the diversity of stakeholders,functions according to itsapproved constitution and by-laws.

The governing body, representing thediversity of stakeholders, functionsaccording to its approved constitutionand by-laws.

•Records of decisions inkeeping with constitutionand by-laws.

•Copies of the constitutionand by-laws referencingupdates

•Roster/listing ofmembership on thegoverning body.

•Website postings ofconstitution and by laws

Level 3

Benchmark Statement or Question Response Evidence Rating2.1.2 The governing body systematizes

the policies of the school'soperations to ensure fidelity tomission, and continuity andsustainability through leadershipsuccessions.

The governing body systematizes thepolicies of the school's operations, toensure fidelity to mission, and continuityand sustainability through leadershipsuccession. There are systems in placethat ensure the ability of the school tooperationalize the policies. There isplanning for leadership succession on alllevels.

•Budgets

•Operations Policiesdocuments

•School handbook anddocumentation of annualhandbook review byschool board.

Level 3

Benchmark Statement or Question Response Evidence Rating2.1.3 The governing body, in

collaboration with or through theactions of the leader/leadershipteam, maintains a relationshipwith the Bishop marked by mutualtrust, close cooperation,continuing dialogue, and respectfor the Bishop's legitimateauthority.

The governing body, in collaborationwith or through the actions of theleader/leadership team, maintains alimited relationship with the Bishop andthe offices representing the Bishopmarked by, intermittent cooperation,occasional dialogue, and socialdistancing from the Bishop's legitimateauthority.

•Membership in NCEA

•Location of portraits orphotos of the Bishop

•Advocacy notices onbehalf of the Bishop oroffices sponsored by theBishop

•Minutes of DiocesanSchool Board Meetingsand Membership

Level 2



Benchmark Statement or Question Response Evidence Rating2.1.4 The governing body, in

collaboration with or through theactions of the leader/leadershipteam, maintains a constructiveand beneficial relationship withthe (arch) diocesan EducationOffice consistent with(arch)diocesan policy pertainingto the recognition of Catholicschools by the Bishop.

The governing body, in collaborationwith or through the actions of theleader/leadership team, maintains aconstructive and beneficial relationshipwith the (arch)diocesan Education Officeconsistent with (arch)diocesan policypertaining to the recognition of Catholicschools by the Bishop.

•Budgets

•Published (print andinternet) copy of(arch)diocesan schoolpolicies

•Diocesan committeelistings

•School leaders copies of(arch)diocesan schoolpolicies

•Minutes of DiocesanSchool Board Meetingsand Membership

Level 3

Benchmark Statement or Question Response Evidence Rating2.1.5 In the case of a parish school, the

governing body, in collaborationwith the leader/leadership team,maintains a relationship with thecanonical administrator (pastor ordesignee of Bishop) marked bymutual trust, close cooperation,and continuing dialogue.

In the case of a parish school, thegoverning body, in collaboration with theleader/leadership team, maintains arelationship with the canonicaladministrator (pastor or designee ofBishop) marked by mutual trust, closecooperation and continuing dialogue.

•Job descriptions

•Strategic plans

•Copies of sharedcommunications andpresentations

•Schedules forpastor/canonical leaderparticipation in the school

•Budget

•Calendars and schedulesfor meetings

•Pastoral inclusion inschool board emails,agendas, and committeeroster.Pastoral inclusion inschool-parent emaildistribution list.

Level 3



Benchmark Statement or Question Response Evidence Rating2.1.6 The governing body engages in

formation and on-going trainingand self-evaluation for itself andthe leadership team to ensure thefaithful execution of theirrespective responsibilities.

The governing body intermittentlyengages in formation and on-goingtraining and self-evaluation for itself andthe leadership team, but with little followup, accountability for expectedoutcomes, and planning. Thus, they limittheir ability to ensure continuous, faithfulexecution of their respectiveresponsibilities.

•Minutes of all meetings

•Leadership team jobdescriptions

•By-Laws and constitutionof governing body

•Formation and trainingprograms documentation

•Attendance records fortraining and meetings

•Annual school boardretreatAnnual diocesan schoolboard in service andparticipationWebsite/binder schoolboard operationalguidance documents anddiocesan school boardmanuals

Level 2




An excellent Catholic school has a qualified leader/leadership team empowered by the governing body to realize and implement the school's

mission and vision.

Overall Rating: 3.0


meets national, state and/or(arch)diocesan requirements forschool leadership preparationand licensing to serve as the faithand instructional leader(s) of theschool.

The leader/leadership team meetsnational, state and/or (arch)diocesanrequirements for school leadershippreparation and licensing to serve as thefaith and instructional leader(s) of theschool. The leader/leadership teamrenews these credentials as required ina timely manner.

•National, state or localrequirements forcredentials

•Budget line forprofessional development

•School wide plan forprofessional development

•Awards commendationsbased on performance

•Postings of faculty andstaff biographies

•Principal licensedocumentation

Level 3


articulates a clear mission andvision for the school, andengages the school community toensure a school culture thatembodies the mission and vision.

The leader/leadership team articulates aclear mission and vision for the schooland engages the school community toensure a school culture that embodiesthe mission and vision.

•Classroom postings

•News articles andcommunity recognitions

•School Publicationscontaining mission

•Mission and Visionstatement postings

•Stakeholder groups'charters and by-laws

•Stakeholder surveys

•Inclusion of missionstatement in schoolhandbook, letterhead,promotional documents,email signatures, etc.Weekly schoolwide reciteof mission statement.

Level 3



Benchmark Statement or Question Response Evidence Rating2.2.3 The leader/leadership team takes

responsibility for the developmentand oversight of personnel,including recruitment,professional growth, faithformation, and formalassessment of faculty and staff incompliance with (arch)diocesanpolicies and/or religiouscongregation sponsorshippolicies.

The leader/leadership team takesresponsibility for the development andoversight of personnel, includingrecruitment, professional growth, faithformation, and formal assessment offaculty and staff in compliance with(arch)diocesan policies and/or religiouscongregation sponsorship policies.

• Yearlyappraisal/assessmentplans and procedures

• Assessment data, bothformative and evaluative

• Formal yearly,appraisal/assessmentdocuments

•Recruitment policies andprocedures

•Personnel policies andupdates

• Professionaldevelopment plans for alladministrators, faculty andstaff

•Diocesan RISEevaluation process

Level 3


establishes and supportsnetworks of collaboration at alllevels within the schoolcommunity to advanceexcellence.

The leader/leadership team establishesand supports networks of collaborationat all levels within the school communityto advance excellence. Theleader/leadership team ensures that theschool's scheduling, budget and workdemands support a culture of communityand collaboration.

•School schedule

•Professional learningteams minutes, schedulesand products etc

•Space allocation insideschool building

•Faculty leveled teammeetings and minutesFaculty meeting agendasFaculty social committee

Level 3




directs the development andcontinuous improvement ofcurriculum and instruction, andutilizes school-wide data to planfor continued and sustainedacademic excellence and growth.

The leader/leadership team plans andbudgets for the development of astandards-based curriculum with a focuson a collaborative process emphasizingschool-based vertical integration.Planning for engaging, researched-based instructional strategiesaccompanies the development ofcurriculum. A plan for continuousassessment over time is developed,aligned to the curriculum and executedto ensure continuous improvement ofcurriculum and instruction. Theassessment plan delineates thenecessity of generating school-wide datameasuring change, growth andachievement in accordance withacademic goals and objectives. Thisassessment data is utilized as a school-wide data to plan for continued andsustained academic excellence andgrowth.

•Curriculum andinstructional measures foroutcome expectations

•Building level test scores

•Data analyses foracademic excellence andgrowth

•Budget allocations

•Electronic records ofschool-wide data

•Data analyses forinstructional improvement

•Assessment planning andprocedures

•Curriculum andinstructional strategies

•ACE curriculum processinstructional binders,outcomes, assessments,and improvementdocumentationAnnual facultyreview/training/evaluationof ACE Curriculumimplementation

Level 4


works in collaboration with thegoverning body to provide aninfrastructure of programs andservices that ensures theoperational vitality of the school.

The leader/leadership team works incollaboration with the governing body toprovide an infrastructure of programsand services that ensures theoperational vitality of the school. Toensure this, budget and personnel areprovided to create and implementpolicies, programs and procedures.

•Community surveysand/or interview data

•Board meeting minutes

•Budget allocations ofstrategic dollars

•Facilities improvementsrecords

•2013 "Our Time to Build"project and renovationBuilding preventivemaintenance checklists

Level 3


assumes responsibility forcommunicating new initiativesand/or changes to schoolprograms to all constituents.

The leader/leadership team assumesresponsibility for communicating newinitiatives and/or changes to schoolprograms to limited constituents (i.e.families only) or limited information iscommunicated to constituents. Not allconstituents are informed regarding newprograms.

•Samples of mediacommunications regardinginnovations (i.e. you tube,tweets, web blast, webpostings, etc.)

•Frequently usedcommunication portals:email, website, parishbulletin, Facebook page

Level 2



Governance and Leadership Reflection


responding to the following questions when drafting your narrative response. Areas of strength in this domain include the following:

6.5 - The school uses, shares, and presents and expects teachers to create, analyze, and utilize a wide variety of assessment and other

metadata. The ACE collaborative for academic excellence (ACE curriculum) also ensures strength in this standard, so long as it is followed

with fidelity including oversight and accountability mechanisms.

Opportunities for growth include the following:

5.3 - Some questions about how well formalized are communications from the Bishop's office to all stakeholder groups

5.6 - Questions about the quality and frequency of training, self-evaluation, and accountability of school board

6.7 - Questions about how formalized are efforts to share and promote initiatives

To address areas of need some dialogue may be needed with the school board and addition of guidance documents and/or conversations

about goals and progress with goals, especially relating to the strategic plan. This may also require doing more to emphasize required

participation in diocesan school board training and distributing diocesan school board minutes to all members, not just the president. Efforts

to contact the Bishop's office and maintain awareness of formal communication from the Bishop's office will also be examined.



Academic Excellence: Standard 7

An excellent Catholic school has a clearly articulated, rigorous curriculum aligned with relevant standards, 21st century skills, and Gospel

values, implemented through effective instruction.

Overall Rating: 3.2

Benchmark Statement or Question Response Evidence Rating3.1.1 The curriculum adheres to

appropriate, delineatedstandards, and is verticallyaligned to ensure that everystudent successfully completes arigorous and coherent sequenceof academic courses based onthe standards and rooted inCatholic values.

The curriculum adheres to appropriate,delineated standards, and is verticallyaligned to ensure that every studentsuccessfully completes a rigorous andcoherent sequence of academic coursesbased on the standards and rooted inCatholic values.

•Common assessments

•National standards

•Written curriculum

•ACE Curriculum

Level 3

Benchmark Statement or Question Response Evidence Rating3.1.2 Standards are adopted across

the curriculum, and includeintegration of the religious,spiritual, moral, and ethicaldimensions of learning in allsubjects.

Standards are adopted across thecurriculum and include integration of thereligious, spiritual, moral, and ethicaldimensions of learning in all subjects.

•Mission statements

•Sources of standards-ISTE, NCTE, CommonCore Standards, etc.

•Student project/worksamples

Level 3

Benchmark Statement or Question Response Evidence Rating3.1.3 Curriculum and instruction for

21st century learning providestudents with the knowledge,understanding and skills tobecome creative, reflective,literate, critical, and moralevaluators, problem solvers,decision makers, and sociallyresponsible global citizens.

Curriculum and instruction for 21stcentury learning provide students withthe knowledge, understanding and skillsto become creative, reflective, literate,critical, and moral evaluators, problemsolvers, decision makers, and sociallyresponsible global citizens. Studentperformance and work productsdemonstrate critical, creative, literate,and moral thinking related to solving realworld problems and making decisions.

•Technology plan

•Lesson plans

•Use of case studies,problem-based learning,service learning

•ACE Curriculumperformance assessmentsCross-curricular learningprojectsSpecialty/elective courses

Level 3

Benchmark Statement or Question Response Evidence Rating3.1.4 Curriculum and instruction for

21st century learning preparesstudents to become expert usersof technology, able to create,publish, and critique digitalproducts that reflect theirunderstanding of the content andtheir technological skills.

Curriculum and instruction for 21stcentury learning prepares students tobecome expert users of technology, ableto create, publish, and critique digitalproducts that reflect their understandingof the content and their technologicalskills. Exemplary digital productscreated and/or published by studentsserve the common good of the school,parish or broader community. Studentproducts and performance requirestudents to consistently and regularly beexpert users of technology, able tocreate, publish and critique digital toolsin all disciplines and at all levels.

•Technology plan

•Access to hardware andsoftware

•Student work and projectsdemonstratingtechnological skills

•ISTE standards

•Computer/TechnologycurriculumArt & Tech electives

Level 4



Benchmark Statement or Question Response Evidence Rating3.1.5 Classroom instruction is designed

to intentionally address theaffective dimensions of learning,such as intellectual and socialdispositions, relationship building,and habits of mind.

Classroom instruction is designed tointentionally address the affectivedimensions of learning, such asintellectual and social dispositions,relationship building, and habits of mind.Unit and lesson plans show deliberateattention to such things asperseverance, risk taking, collaboration,self-regulation, initiative, etc. Affectivedimensions of learning incorporateGospel values.

•Staff members withexpertise in such areas -mental health therapists,school counselors, schoolpsychologists, etc.

•Lesson plans

•ACE curriculumperformance assessmentsPeace be With Youprogram

Level 3

Benchmark Statement or Question Response Evidence Rating3.1.6 Classroom instruction is designed

to engage and motivate allstudents, addressing the diverseneeds and capabilities of eachstudent, and accommodatingstudents with special needs asfully as possible.

Classroom instruction is designed toengage and motivate all students,addressing the diverse needs andcapabilities of each student, andaccommodating students with specialneeds as fully as possible. Units andlesson plans give evidence ofdifferentiation.

•Means to assess studentsas special needs or giftedunder federal or stateguidelines

•Lesson plans that notedifferentiation of instruction

•Availability of supportservices for students withspecial needs

•Special materials andresources to meet theneeds of studentsidentified as special needsor gifted

•Agreed upon Catholiceducational plan/ IEPand/or ISP and/or 504plans/plans reflective ofthe psycho-ed evaluation

•Gifted OpportunitiesprogramDifferentiatedassessments in readingAssessment plan

Level 3

Benchmark Statement or Question Response Evidence Rating3.1.7 Faculty collaborate in

professional learningcommunities to develop,implement and continuouslyimprove the effectiveness of thecurriculum and instruction toresult in high levels of studentachievement.

Faculty collaborate in professionallearning communities to develop,implement and continuously improve theeffectiveness of the curriculum andinstruction to result in high levels ofstudent achievement.

•Minutes from facultymeetings and PLCmeetings

•Common assessmentresults

•Weekly leveled meetings

Level 3



Benchmark Statement or Question Response Evidence Rating3.1.8 The faculty and professional

support staff meet (arch)diocesan, state, and/or nationalrequirements for academicpreparation and licensing toensure their capacity to provideeffective curriculum andinstruction.

All faculty and professional support staffmeet (arch)diocesan, state, and/ornational requirements for academicpreparation and licensing to ensure theircapacity to provide effective curriculumand instruction. All faculty andprofessional support staff are providedprofessional development opportunitiesand complete an individualizedprofessional development plan. Somefaculty members are recognized foroutstanding service to the profession forparticipation in professionalorganizations, presenters at professionalconferences, facilitators for professionalworkshops, or are authors of scholarlypublications.

•Diocesan in-servicerecords, tracking programfor inservice

•Certificates or licenses forfaculty and staff

•Individualizedprofessional developmentplans

•Verification of activitieswith professionalorganizations

•PGP documentation

Level 4

Benchmark Statement or Question Response Evidence Rating3.1.9 Faculty and professional support

staff demonstrate andcontinuously improve knowledgeand skills necessary for effectiveinstruction, cultural sensitivity,and modeling of Gospel values.

Faculty and professional support staffdemonstrate and continuously improveknowledge and skills necessary foreffective instruction, cultural sensitivity,and modeling of Gospel values. Annualgoal setting includes plans forcontinuous improvement in effectiveinstruction, cultural sensitivity, andmodeling of Gospel values.

•Template for individualfaculty goal setting

•Surveys of students andparents

•Surveys of faculty andprofessional support staff

•Professional development–effective instruction

•Faith formationopportunities

•Classroom observationrecords

•Strategic plan

•Heritage club and relatedschool/faculty initiatives

Level 3

Benchmark Statement or Question Response Evidence Rating3.1.10 Faculty and staff engage in high

quality professional development,including religious formation, andare accountable forimplementation that supportsstudent learning.

Faculty and staff engage in high qualityprofessional development, includingreligious formation, and are accountablefor implementation that supports studentlearning. Faculty set goals forimprovement and select professionaldevelopment for growth. Theeffectiveness of the professionaldevelopment is measured by studentlearning growth.

•Pre and post conferencenotes -Records of changein practice as a result ofprofessional development

•Record of workshopsattended

•Student achievementscores

•Faculty/staff retreats

•Catechetical course work

•School professionaldevelopment plans

Level 3




An excellent Catholic school uses school-wide assessment methods and practices to document student learning and program effectiveness,

to make student performances transparent, and to inform the continuous review of curriculum and the improvement of instructional practices.

Overall Rating: 2.8

Benchmark Statement or Question Response Evidence Rating3.2.1 School-wide and student data

generated by a variety of toolsare used to monitor, review, andevaluate the curriculum and co-curricular programs; to plan forcontinued and sustained studentgrowth; and to monitor andassess faculty performance.

School-wide and student data generatedby a variety of tools are used to monitor,review, and evaluate the curriculum andco-curricular programs; to plan forcontinued and sustained student growth;and to monitor and assess facultyperformance.

•Curriculum evaluations

•Awards connected to co-curricular programs(student scholarships formusic performance,debate, etc.)

•PLC decisions, meetingminutes

•Classroom assessmentdata

•ACE curriculum dataanalysis tool and unitimprovement planSurvey stakeholder datareferencing strength ofco/extra-curriculuarprograms

Level 3

Benchmark Statement or Question Response Evidence Rating3.2.2 School-wide and aggregated

student data are normed toappropriate populations and areshared with all stakeholders.

School-wide and aggregated studentdata are sometimes but not consistentlynormed to appropriate populations or aresometimes but not consistently sharedregularly, routinely with all stakeholders.

•Standardized test data

•Communication withfamilies

•School boardperformance reportsIndividual studentassessment reports sent inreport cards

Level 2

Benchmark Statement or Question Response Evidence Rating3.2.3 Faculty use a variety of

curriculum-based assessmentsaligned with learning outcomesand instructional practices toassess student learning, includingformative, summative, authenticperformance, and student self-assessment.

Faculty use a variety of curriculum-based assessments aligned withlearning outcomes and instructionalpractices to assess student learning,including formative, summative,authentic performance, and student self-assessment. Faculty adjust instructionalpractices based on data fromassessments.

•Assessments

•Assessment planningdocuments

•Faculty analysis of datarelated to curriculum

•ACE curriculum traditionaltests and performanceassessmentsACE curriculum bindersSchoolwide assessmentplan

Level 3



Benchmark Statement or Question Response Evidence Rating3.2.4 Criteria used to evaluate student

work and the reportingmechanisms are valid, consistent,transparent, and justlyadministered.

Criteria used to evaluate student workand the reporting mechanisms are valid,consistent, transparent, and justlyadministered. Faculty collaborate todevelop school-wide criteria for validassessment of students.Parents/guardians and studentsunderstand the criteria and can easilyaccess reports.

•Rubrics

•Assessment aligned tothe curriculum

•Professional LearningCommunity meeting notes

•Web-based gradereporting

•Standard-based reportcardsStakeholder survey inputconcerning reporting ofstudent progress

Level 3

Benchmark Statement or Question Response Evidence Rating3.2.5 Faculty collaborate in

professional learningcommunities to monitor individualand class-wide student learningthrough methods such ascommon assessments andrubrics.

Faculty collaborate in professionallearning communities to monitorindividual and class-wide studentlearning through methods such ascommon assessments and rubrics.These learning communities meetfrequently and intentionally with definedcriteria for goals and objectives guidingtheir work. Faculty teams meet regularlyat scheduled meetings on school timeduring which goals and benchmarks forimprovement based on shared studentlearning data are revised andadjustments are made to curriculum andinstruction to improve studentachievement.

•Common assessments

•Professional learningcommunities meetingschedule

•Minutes or notes fromprofessional learningcommunity meetings

•Development of school-wide ACE social studiesexamDiscussion ofreading/languageassessments (Lead21)Discussion of placementfor differentiatedinstruction based onassessments

Level 3




An excellent Catholic school provides programs and services aligned with the mission to enrich the academic program and support the

development of student and family life.


Benchmark Statement or Question Response Evidence Rating3.3.1 School-wide programs for

parents/guardians provideopportunities forparents/guardians to partner withschool leaders, faculty, and otherparents/guardians to enhance theeducational experiences for theschool community.

School-wide programs forparents/guardians provide opportunitiesfor parents/guardians to partner withschool leaders, faculty, and otherparents/guardians to enhance theeducational experiences for the schoolcommunity. Parents/guardians areinvited to participate in a variety ofpartnership experiences that extendbeyond the regularly scheduledmandatory parent/teacher conference.

•Descriptions ofparent/guardian programs

•Parent seminars onspecial programs andcurriculum (Healthworks,technology, readingprograms, Play like aChampion, etc.)Strategic plan initiative forparentalinvolvement/participationFamily service hourparticipationBack-to-school nightTitle I parent meetings

Level 3

Benchmark Statement or Question Response Evidence Rating3.3.2 Guidance services, wellness

programs, behavior managementprograms, and ancillary servicesprovide the necessary support forstudents to successfully completethe school program.

Guidance services, wellness programs,behavior management programs, andancillary services provide the necessarysupport for students to successfullycomplete the school program. Studentsand parents/guardians know about andhow to access these services.

•Number of studentsreceiving services orparticipating in programs

•Descriptions of guidanceservices, wellnessprograms, behaviormanagement programsand/or ancillary services

•Communication ofavailable services toparents/guardians

•Peace be With youProgramPeaceworks programSeclusion/Restraint planand protocolFeedback fromstakeholder surveys(including areas ofconcern)

Level 3



Benchmark Statement or Question Response Evidence Rating3.3.3 Co-curricular and extra-curricular

activities provide opportunitiesoutside the classroom forstudents to further identify anddevelop their gifts and talents andto enhance their creative,aesthetic, social/emotional,physical, and spiritualcapabilities.

Co-curricular and extra-curricularactivities provide opportunities outsidethe classroom for all students to furtheridentify and develop their gifts andtalents and to enhance their creative,aesthetic, social/emotional, physical, andspiritual capabilities. These activitiesfrequently involve students'parents/guardians and give evidence ofthe school's commitment to balanceactivities in all these areas.Communications regarding theseactivities are continuous and consistentfor all activities. The school takesresponsibility for community-widecommunication and recognition ofstudent accomplishments in theseactivities and shares them regularly.

•Survey ofparents/guardianssatisfaction with co-curricular and extra-curricular activities, as wellas, reflection on studentgrowth of gifts and talents

•Percent of studentsengaged in co-curricularand extra-curricularactivities

•Evidence ofcommunication ofavailable activities

•Awards and recognitions

•Emphasis of mission on"lifelong learning"

Level 4



Academic Excellence Reflection


responding to the following questions when drafting your narrative response. Strengths noted in this domain include the following:

7.4 - We believe the school excels at providing a wide variety and exposure to 21st century learning media

7.8 - Teaching faculty and administration are fully licensed and well-qualified

9.3 - We believe the school provides an outstanding array of co-curricular and extra-curricular programs in keeping with our mission

statement. This has been noted as an area of strength in surveys but also leaves the door open for increased development.

We feel that we are solid in the area of academic excellence. The primary are of concern was standard 8.2 The primary question is relating to

how well academic progress data is packaged, disaggregated, and shared with all stakeholders. Information and data are shared but it is

unclear how consistently this is done and to whom from year to year. We need to do this in a more formalized manner.

Efforts to improve upon our strengths will include continuing to take input from stakeholders and seeing adults who can lead extra-curricular

opportunities for the school rather than take for granted that we will be always strong. Interests and tastes change so this area will need

ongoing assessment. Likewise with the use of educational media, by definition, technology is constantly changing and evolving, so keeping

students engaged with technology in a manner that mirrors real-world usage will be an area for continuous monitoring and evolution. The

matter of data sharing is a procedural one that will need to examined. With the onset of NWEA we may gain access to more robust reports

that will allow simpler sharing of data with stakeholders.



Operational Vitality: Standard 10

An excellent Catholic school five year financial plan that includes both current and projected budgets and is the result of a collaborative

process, emphasizing faithful stewardship.

Overall Rating: 3.0

Benchmark Statement or Question Response Evidence Rating4.1.1 The governing body and

leader/leadership team engage infinancial planning in collaborationwith experts in nonprofitmanagement and funding.

The governing body andleader/leadership team engage infinancial planning in collaboration withexperts in non-profit management andfunding.

•Resume/CV (or otherqualificationsdocumentation) for theexperts involved in theprocess (level ofexperience & expertise)

•Governing body meetingagendas, meetingminutes, communications,reports and records ofactions taken

•Finance committee andDiocesan financial expertsBusiness office practices

Level 3

Benchmark Statement or Question Response Evidence Rating4.1.2 Financial plans include agreed-

upon levels of financialinvestment determined by thepartners involved who mayinclude but are not limited toparishes, dioceses, religiousorders, educational foundations,the larger Catholic community,and responsible boards.

Financial plans include agreed uponlevels of financial investment determinedby the partners involved who mayinclude but are not limited to parishes,dioceses, religious orders, educationalfoundations, the larger Catholiccommunity, and responsible boards.

•Documentedcommunications withrevenue sources (emails,letters, etc.)

•Financial plan documents

•SGO contributor list,budget SGO targets, andSGO thank you list

Level 3

Benchmark Statement or Question Response Evidence Rating4.1.3 Financial plans define revenue

sources that include but are notlimited to tuition, tuitionassistance/scholarships,endowment funds, local andregional partnerships, publicfunding, regional cost sharing,(arch)diocesan and/or religiouscommunities' assistance,foundation gifts, entrepreneurialoptions and other sources notlisted.

Financial plans define revenue sourcesthat include but are not limited to tuition,tuition assistance/scholarships,endowment funds, local and regionalpartnerships, public funding, regionalcost sharing, (arch)diocesan and/orreligious communities' assistance,foundation gifts, entrepreneurial optionsand other sources not listed.

•Financial planningcommittee/school boardmeeting minutes

•Historical budgetsBudget overviewspreadsheet

Level 3



Benchmark Statement or Question Response Evidence Rating4.1.4 Financial plans include the

delineation of costs for key targetareas such as instruction, tuitionassistance, administration,professional development,facilities, equipment, technology,programenhancement/expansion, capitalprojects and other plannedprojects.

All costs associated with the school areincluded in the plan, and externalexpertise (auditing) has been engagedto ensure that that cost picture iscomplete. Shared costs are determinedaccording to a well-documented andagreed-upon allocation scheme. Thestructure of accounts enables allexpenditures to be quickly andaccurately tagged for reporting andanalysis. Reporting can be generated atboth detailed and aggregate levels, andis used for regular budget-vs.-actualmonitoring throughout the year.

•Budgets

•Financial transactionrecords

•Financial meetingminutes, communicationdocuments showingquality, timing andregularity of costmonitoring activities

•Audit and/or other typesof financial review reports

•Diocesan accountingsoftware

Level 4

Benchmark Statement or Question Response Evidence Rating4.1.5 Current and projected budgets

include a statement of the actualand projected revenue sources,indicating an appropriate balanceamong revenue sources, and astatement of actual and projectedexpenditures including the actualcost per child, benchmarkedcompensation/salary scales, andother health benefits andretirement costs.

Current and projected budgets include astatement of the actual and projectedrevenue sources, indicating anappropriate balance among revenuesources, and a statement of actual andprojected expenditures including theactual cost per child, benchmarkedcompensation/salary scales, and otherhealth benefits and retirement costs.

•Minutes or records ofbudget development andreview meetings

•Financial plans andbudgets, current and prioryears (for trending andcomparison)

•Budgetary planningspreadsheets

Level 3

Benchmark Statement or Question Response Evidence Rating4.1.6 Financial plans include

educational materials fordistribution to all members of thecommunity explaining the totalcost per child and how that cost ismet by identifying the percentageof cost that is paid for by tuitionand the remaining amount of costthat is supported by othersources of revenue.

Basic educational materials regardingcost-per-child and its relation to tuitionare made available to the community,but only partially explain the total costper child and how that cost is met. Notall members of the school's communityreceive the educational materials orhave a means to access the information.The cost per child calculation includesmany but not all costs normally used tocalculate the complete cost per child.

•Communication materialsacross all channels(newsletters, parentcommunications, websites,etc.)

•Tuition cost table includedin registration packets

Level 2




leader/leadership team providefamilies access to informationabout tuition assistance and long-term planning for tuition andCatholic school expenses.

The governing body andleader/leadership team provide familiesaccess to information about tuitionassistance and long-term planning fortuition and Catholic school expenses.

•Records of actualcommunications, includingcommunication materialsacross all channels(newsletters, parentcommunications, websites,etc.)

•Results of measuredreception (have they heardit) and comprehension (didthe message get through)in all areas of thestakeholder community

•Quantified participationlevel in scholarshipprograms

Level 3


leader/leadership team ensurethat appropriately developedfinancial plans and budgets areimplemented using current andeffective business practices as ameans of providing goodstewardship of resources.

The governing body andleader/leadership team ensure thatappropriately developed financial plansand budgets are implemented usingcurrent and effective business practicesas a means of providing goodstewardship of resources.

•Planning processdocuments (to assessquality, maturity andsource of documentedplanning process)

•Agendas, minutes andresults of plan review andupdate meetings

•Diocesan-directedbusiness practicesDiocesan auditing process

Level 3




An excellent Catholic school operates in accord with published human resource/personnel policies, developed in compliance with

(arch)diocesan policies and/or religious congregation sponsorship policies, which affect all staff (clergy, religious women and men, laity and

volunteers) and provide clarity for responsibilities, expectations and accountability.


Benchmark Statement or Question Response Evidence Rating4.2.1 Human resource programs are

professionally staffed at theappropriate level (i.e centraloffice, school office) and ensurefull compliance with humanresource policies.

HR policies have been defined, and theschool intends to follow them. However,either staffing levels are insufficient, orthose assigned roles lack some aspectof training or experience necessary toensure full compliance with humanresource policies.

•Compliance with IRSdesignations

•Central HR policydocuments

•Role definitions/updatedjob descriptions at theschool level (clarity of HRrole assignments)

•School-specific HR policydocuments

•Faculty/staff orientationdocuments

Level 2

Benchmark Statement or Question Response Evidence Rating4.2.2 Human resource policies

delineate standards for positiondescriptions including staffresponsibilities and qualifications,hiring, compensation, andbenefits, as well as standards forprofessional development,accountability, successionplanning and retirement.

Human resource policies delineatestandards for position descriptionsincluding staff responsibilities andqualifications, hiring, compensation, andbenefits, as well as standards forprofessional development,accountability, succession planning andretirement. The HR standards aresufficient to enable effectivemanagement of personnel and other HRissues.



•IRS designations

•Personnel Handbook orother means ofdocumenting policyimplementation


Level 3



Benchmark Statement or Question Response Evidence Rating4.2.3 Human resource policies ensure

that competitive and just salaries,benefits, and professional growthopportunities are provided for allstaff.

Human resource policies ensure thatcompetitive and just salaries, benefits,and professional growth opportunitiesare provided for all staff.


•Salary and benefitpackage information


•Salaryscale/bands/ranges orother compensationrubrics

•Professional developmentrecords for all staff andschool leadership


Level 3

Benchmark Statement or Question Response Evidence Rating4.2.4 Human resource policies ensure

that institutional planning includesinvestment in personnel growth,health care and retirement.

Human resource policies ensure thatinstitutional planning includes investmentin personnel growth [i.e. targetedprofessional development for allpersonnel], health care and retirement.

•Annual expenditures(aggregate and peremployee) on personnelgrowth, health care andretirement

•School budget


•Financial and strategicplanning documents


•Documentation of blood-borne pathogens trainingCPR training offeredannually

Level 3




An excellent Catholic school develops and maintains a facilities, equipment, and technology management plan designed to continuously

support the implementation of the educational mission of the school.


Benchmark Statement or Question Response Evidence Rating4.3.1 The school's facilities, equipment,

and technology managementplan includes objectives tosupport the delivery of theeducational program of theschool and accessibility for allstudents.

The school's facilities, equipment andtechnology plan is partial, incomplete, orhas objectives related to only one or twoof the three major areas (facilities,equipment and technology) related toeducational delivery and accessibility,OR The school's plan is only partiallyaligned to supporting the delivery of theschool's educational programs.

•Facilities, equipment andtechnology plandocuments

Level 2

Benchmark Statement or Question Response Evidence Rating4.3.2 The school's budget supports

facilities, equipment, andtechnology management withspecific funds for capitalimprovements, depreciation, andreplacement.

The school's budget supports facilities,equipment, and technology managementwith specific funds for capitalimprovements, depreciation, andreplacement.

•School budgets, currentand recent past

•Facilities, equipment andtechnology plan

Level 3

Benchmark Statement or Question Response Evidence Rating4.3.3 The school's purchasing, and

physical and technologicalimprovements are, by design,done in alignment with themission and the school's planningand curricular goals, andconsistent with environmentalstewardship.

The school's purchasing, and physicaland technological improvements are bydesign, done in alignment with themission and the school's planning andcurricular goals and consistent withenvironmental stewardship.

•Copy of energyaudit/records of energysavings initiatives

•School mission and visionstatements

•"Our Time to Build"planning/design minutesand documentationReliance on donatedtechnology materials (PCs,server, laptops)supplementing capitalexpendituresRecycling/reuse of nolonger used technologyhardware

Level 3




An excellent Catholic school enacts a comprehensive plan for institutional advancement based on a compelling mission through

communications, marketing, enrollment management, and development.


Benchmark Statement or Question Response Evidence Rating4.4.1 The communications/marketing

plan requires schoolleader/leadership team and staffperson(s) to insure theimplementation of contemporary,multiple information technologiesto reach targeted audiences, andto establish reliable and securedatabases and accountability tostakeholders.

The school has a marketing /communications plan, which utilizestechnology in a nascent or partial way,AND/OR Key operational andeducational data is tracked, but securityis not assured and reporting onoutcomes is difficult, inefficient, or donevia an ad-hoc system.

•Technology plan

•Databases with marketingand communicationsinformation

•WebsiteSchool Reach/SchoolMessengerPower School (now httpsencrypted)CanvasOffice365 (email)Facebook page

Level 2

Benchmark Statement or Question Response Evidence Rating4.4.2 The enrollment management plan

requires the governing body toreview and the schoolleader/leadership team tosupervise annual and continuousmeasurement and analysis ofboth enrollment and retentionpatterns for all student groups.

The enrollment management planrequires the governing body to reviewand the school leader/leadership team tosupervise annual and continuousmeasurement and analysis of bothenrollment and retention patterns for allstudent groups. The measurement andanalysis actually takes place, accordingto plan, and the information is used todirect decision-making related to tuition,marketing, communications and otheraspects of school operations that arelinked to overall enrollment.

•Collected enrollment anddemographic data andrecent analysis reports, forthe whole school and bygroup within school

•Current/recent analysisreports

•Measurement andanalysis plans

•Strategic planmarketing/retention plan

Level 3

Benchmark Statement or Question Response Evidence Rating4.4.3 The development plan requires

school leader/leadership team, incollaboration with the governingbody, to insure that key strategiesare in place to identify, grow andmaintain significant fundingprospects, including alumni(ae),over time and when appropriate.

There is a development plan, and it hasa limited or partial focus on fundingstrategies, OR The development planrelies on only a limited, static set offunding options without seeking toexpand the set or grow the currentfunding sources, OR The developmentplan is well-written, but is followed inonly a limited way.

•School budgets (past,current and projected)

•Schoolleadership/governing bodymeeting minutes

•SGO donor/contributionrecordsFundsreceived/documentedthrough workcontribution/matching giftprograms

Level 2



Operational Vitality Reflection


responding to the following questions when drafting your narrative response. Areas of strength in this domain include 10.4. The Diocese of Ft. Wayne-South Bend provides an appropriately detailed accounting platform

from which clear patterns can be followed and understood in the tracking of operational costs and outlays. There are clear procedures and

policies in place for proper accounting as well as a thorough auditing process. These procedures extend to the management of funds by

volunteer leadership organizations (Athletics/HASA/SCRIP).

Opportunities for growth include the following:

10.6 - How well and in what form is financial analysis shared with stakeholder groups, especially a meaningful understanding of cost per

pupil?

12.1 - Technology play okay. Still need some development in terms of facilities and equipment management and planning.

13.1 - This is a somewhat challenging standard to comprehend. We do not believe our marketing efforts meet level 3 standard.

13.3 - Development efforts have not been well coordinated and have mostly thrived through informal relations with donors.

To address areas for growth, a lot of conversation will need to be had with the finance committee and especially the school board. The

school board finance/development committee has several goals in the strategic plan that relate to financial planning and the articulation of a

development model. The building/grounds and marketing committees, likewise, will need to have increased emphasis in their execution of

goals within the new strategic plan.

For standard 11 there are questions about the fact that the diocese provides clear policy direction including benefits, status, and salary scale

for contracted faculty, but there seem to be less well-defined policies relating to the handling of staff. This could allow for quite a bit more

variance in terms of how staff are hired, compensated, and trained in diocesan schools. Across the board for Standards 10-13 there are

questions about whether the Diocese provides sufficient access to expertise in the areas of financial planning, HR practices, development

practices, non-profit management, facility planning, and marketing. Such experts appear to be present on many school boards and on the

diocesan school board, but how well has their knowledge been brought to bear on schools across the diocese? We can think of some

instances where this has been done every so often, such as diocesan school board inservices, and others in which access to such expertise

seems to be non-existent at the diocesan level. It seems like this sort of expertise needs to be shared with school/parish leadership, including

pastors, business managers, and school boards, in a regular and organized manner.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score














2.8

2.86

3

2.8

2.67

3

3.2

2.8

3.33

3

2.75

2.67

2.33



catholic criteria saint jude catholic school...

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