excellence by design - ss. simon and jude school · 2020. 2. 11. · standard. excellence by design...

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

SS. SIMON AND JUDE SCHOOL

WEST CHESTER, PA

DATES OF TEAM VISIT

November 11 -14, 2014

Sr. Jeannine Norton, I.H.M.

PRINCIPAL

Sara Van Alstyne (2013-2014)

Bernadette Langdon (2013-2015)

INTERNAL COORDINATORS 3624 Market Street 2 West Philadelphia, PA 19104

Telephone: (267) 284-5000 FAX: (215) 662-0957

www.msa-cess.org

http://www.msa-cess.org/

TABLE OF CONTENTS

Page

Introduction 1

Organization for Growth and Improvement

Introduction................................................................................................ 3

The Internal Coordinators.......................................................................... 4

The School's Planning Team...................................................................... 5

The Role of the School's Leadership and Governance................................. 8

The Plan for Institutionalizing a Planning Ethic....................................... 10

The Plan for Communication and Awareness............................................ 12

The Plan for Periodic Reviews of the Plan for Growth and Improvement.. 13

Profile of the School

Profile of the School.................................................................................... 14

Profile of Student Performance.................................................................. 29

The School's Mission, Beliefs, and Profile of Graduates

Mission........................................................................................................ 37

Beliefs........................................................................................................... 38

Profile of Graduates..................................................................................... 40

Profile of Organizational Capacity

Introduction.................................................................................................. 43

Philosophy/Mission Standard...................................................................... 45

Governance and Leadership Standard.......................................................... 51

School Improvement Planning Standard..................................................... 61

Finances Standard........................................................................................ 67

Facilities Standard........................................................................................ 75

School Climate and Organization Standard................................................ 86

Health and Safety Standard......................................................................... 97

Page

Educational Program Standard................................................................ 110

Assessment and Evidence of Student Learning Standard........................ 119

Student Services Standard........................................................................ 126

Student Life and Student Activities Standard......................................... 135

Information Resources and Technology Standard.................................... 148

Self Assessment of Adherence to the Indicators of Quality for

Curriculum, Instruction and Assessment

Introduction.......................................................................................... 155

Religion................................................................................................. 156

Mathematics.......................................................................................... 171

English Language Arts......................................................................... 187

The Plan for Growth and Improvement................................................... 207

Excellence by Design (2012) Page 1

Self-Study Document

©2012, Middle States Commissions on Elementary and Secondary Schools

INTRODUCTION

xcellence by Design is an accreditation protocol that uses strategic planning as a

vehicle for growth and improvement in student performance and in the school’s

capacity to effect that growth. The protocol, developed by the Middle States

Commissions on Elementary and Secondary Schools (MSA-CESS) of the Middle States

Association of Colleges and Schools, links various planning and school growth and

improvement efforts. Excellence by Design leads the school to establish objectives for

improving student performance and organizational capacity based on its vision of a

preferred future for its students. Therefore, Excellence by Design is a future-oriented and

visionary process. In addition, the protocol provides for a continuous review of

programs and services and of the results of student performance. It also allows diverse

constituent groups to participate in charting the future of the institution.

The purpose of Excellence by Design is to provide a framework and process to guide the

school’s efforts to achieve excellence in student performance and to achieve

accreditation by the Middle States Association of Colleges and Schools—The Gold

Standard.

Excellence by Design also provides the framework for formally aligning all the work of

the school to ensure that all of its efforts are coordinated and focused on achieving the

school’s mission. It is expected that this framework will accomplish the following

purposes:

Development of a sense of community and common purpose among the school’s

students and staff, and its community of stakeholders.

A Plan for Growth and Improvement in student performance and the school’s

capacity to produce the levels of student performance expected by the school and

its community of stakeholders.

Greater cooperation between all of the school’s stakeholders in identifying and

implementing practices that have been demonstrated to lead to excellence in

student performance and the organization’s capacity to produce the desired

levels of student performance.

Most important, this framework intends to develop in the school community of

stakeholders an understanding that the school is part of a larger community of learners

and that this community has agreed upon, supports, and accepts responsibility for

assisting the school in achieving its Mission, Profile of Graduates, and Plan for Growth

E


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and Improvement in student performance and organizational capacity. This learning

community understands that, by working together to articulate and align its efforts, it

can achieve higher levels of excellence in student performance.

In order to develop a culture of continuous growth and improvement, educational

leaders must keep the attention of the entire school community focused on answering

the five questions below. In the Excellence by Design process, the Planning Team was

guided to develop answers to the following questions:

#1: By the time they have experienced our full educational program and services,

what should our students know, and how should they be able to use what

they know? What content, skills, and work habits should be the priorities for

learning? What attitudes, qualities or characteristics should our students

demonstrate?

#2: How well should students perform the desired outcomes and what does

excellent performance look like?

#3: How will we measure and evaluate our students’ performance in multiple

ways?

#4: How well do our students currently perform? What is the actual quality of

their work?

#5: What must we do to improve student performance?

In setting a course for continuous improvement in student and organizational

performance, schools and their communities must study not only what the existing data

tell them about their students’ present performance, but they must also set clear targets

for what they want student performance to be in the future. Maintaining a focus on

these five questions is essential to a successful continuous improvement process and is a

“habit of mind” that must be cultivated and nurtured by the school’s leaders and those

leading the growth and improvement efforts. Too often schools find themselves

working on curriculum and instructional materials and engaging in professional

development before they have clearly decided what their students should know, how

they should use their content knowledge, process skills, and work habits, and what the

quality of their performance should be.


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© 2012, Middle States Commissions on Elementary and Secondary Schools

ORGANIZATION FOR GROWTH AND

IMPROVEMENT

n this section of the school's self-study, the school is asked to ensure that 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 for Growth and Improvement

The primary role of the leadership and governing body of the school—those in

positions of authority and influence within the school— in the school improvement

process is to serve as the “champions” for developing a planning ethic and the Growth

and Improvement process. Strategic planning experts have long held that champions

are extremely important to the success of planning for growth and improvement in any

organization. Because the a major goal of the self-study and accreditation process is to

ensure that the school has a vision and a plan to achieve the vision that is accepted and

supported by all, leaders must communicate publicly, clearly, and often that

the planning process is important for the future of the school and its students,

and

they will provide the leadership, resources, and support needed to make the

process and the plan successful.

This critical role for leaders also applies to the heads and governing bodies of larger

organizations of which the school may be a part. It is very difficult for an individual

school within a larger system to plan strategically for improving student performance

without the clear support and assistance of its parent organization. They, too, must

“champion the cause.”

It is also important for the head of school and at least one representative of the

governing body to serve, when appropriate, on the Planning Team. However, in this

role, the leaders should serve as “equals among equals” by serving on the Team as

members with the same authority and influence as all other members of the Team. This

is often a difficult role to take, because educational organizations are typically

organized as hierarchies, and the leaders are often expected to make the decisions in a

“top down” manner. However, if the goal is to identify a mission and plan to achieve it

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that is “owned” by all the stakeholders of the school, the mission and plan must be

developed through a grass roots level—bottom up, rather than top down.

A. Internal Coordinators

A required component of the protocol is the appointment of a team of Internal

Coordinators. The primary functions of the Internal Coordinators are to

coordinate the institution’s planning process and the development of a plan for

growth in student performance.

oversee planning and preparation for the Visiting Team visit.

prepare for the Mid-Term Report.

provide the energy, enthusiasm, and expertise to move the process forward.

The Internal Coordinators for the self-study and accreditation process are

Name Role in the Institution Sara Van Alstyne 4th grade teacher

Bernadette Langdon 6th grade teacher

A.1 How and why were the Internal Coordinators selected?

The principal invited the two teachers to assume the role because they possess a sincere interest

in the success of the school. They demonstrate a desire for continuous growth in their own

classroom practices, have a positive rapport with colleagues, and possess the leadership,

organizational and writing skills that would be beneficial.

A.2 How did the Internal Coordinators fulfill their role and responsibilities?

The Internal Coordinators were responsible for setting meeting times and agenda focus for the

Planning Team. They kept the Planning Team on track and set realistic goals and directives for

the subcommittees and their chairs. They were often the avenue for clarification with Angela

Rufo, our MSA representative. These Internal Coordinators conducted the portion of the regular

faculty meeting devoted to Middle States issues and directed any Middle States work days. They,

with the team, determined the information to be disseminated to the faculty and ensured that all

were kept informed.

A.3 What kinds of support and assistance were provided to the Internal

Coordinators to enable them to fulfill their responsibilities?

Both coordinators, with the principal, attended the initial orientation meeting on April 10, 2013.

Mrs. Angela Rufo also presented an overview of the process to the entire faculty on August 28,


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2013. Mrs. Rufo remained an excellent and supportive source of assistance throughout the

process. Both coordinators were given an assistant during all of 13-14 for an hour a week to help

with clerical work for class needs and/or Middle States. Fellow faculty members assisted with

offers to take duties and cover a class when possible. As spring approached and the work

deadline became more imminent, substitutes were employed to give the coordinators the time to

tackle the work with sustained focus.

B. The Planning Team1

A major commitment the school makes when seeking accreditation is to include a

varied spectrum of the school's stakeholders in the process of continually defining a

preferred vision, in developing the means to get closer to that vision, and in

implementing the action plans developed by these stakeholders. In summary, it is

expected that the Planning Team will be given the authority, resources, and support to

develop the vision for the school by creating or reaffirming a statement of

mission.

develop a set of beliefs to serve as the ethical code for the institution.

develop a profile of the knowledge, skills, and qualities the institution expects of

its graduates.

identify the areas of student performance that are the priorities for growth and

improvement.

oversee development of the action plans to achieve the performance objectives.

monitor implementation of the action plans.

conduct a periodic review of the progress being made to achieving the objectives.

The protocol requires that the Planning Team includes a varied spectrum of the school's

community of stakeholders. Because Middle States’ member institutions are so varied in

type and situation, Middle States does not prescribe what groups constitute a school's

stakeholders. This is a local decision. However, the school's leadership and the Planning

Team will be expected to provide a rationale for the composition of the Planning Team.

1It is important to note that, although the Excellence by Design protocol calls this stakeholder group a

Planning Team, what the school calls this group is not important. Its purpose, composition, operation,

and results are what is key. What the protocol requires for accreditation is that this group meets the letter

and spirit of the requirements for a Planning Team without regard to what it is called. In many schools,

an improvement team already exists and includes the required stakeholders, so it makes sense for the

school to continue that organization with any adjustments necessary to meet the requirements of the

ExBD protocol. This same principle applies to all requirements of the protocol. It is less important what

elements and products of the process are called than it is that the school meets the intentions and results

of the requirements.


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Because the school is committing itself to developing a planning ethic and a culture of

continuous improvement, the Planning Team should be institutionalized. The

institution must find ways to integrate the work of the Planning Team into the culture

of the school and the work of the school. In most cases, this will require a concerted

effort and the opening to examination of how the institution thinks about institutional

growth and improvement and who is responsible to lead it.

B.1 The members of the Planning Team are

Name Role in the Institution Sr. Jeannine Norton, I.H.M. principal

Sara Van Alstyne 4th grade teacher (not on 14-15 faculty)

Eileen Snow 3rd grade teacher

Bernadette Langdon 6th grade teacher

Susanne Rice Parent

John McGrath 8th grade teacher (not on 14-15 faculty)

B.2 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 Team was given authority to

plan the sequential steps of the process for all.

review the survey results and edit comments for general faculty and staff in order to omit

specific names/references.

decide their own tasks in the assessment of standards, in the adherence to quality

indicators of the academic areas, and in the selection and formation of the action plan

goals.

inform the faculty and other stakeholders of progress and decisions; guide the

understanding of the tasks to be completed and set realistic timelines for work

completion.

solicit formal and informal input from the faculty and staff.

analyze all sources of input in order to guide the formation of concrete goals for an action

plan to ensure future growth and improvement.

contact Mrs. Angela Rufo with any questions as the work progressed.

keep aware of the pulse of the community. Encourage effort and serious attention to

detail and task completion, while also being the cheerleaders of every step and the

encouragers of time-out when needed.


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B.3 How does the membership of the Team reflect the diversity within the

school’s community of stakeholders?

The Team was comprised of four teachers, representing various grade levels in the school, (3rd,

4th, 6th, and 8th) one member from the school’s administration and one parent. The teachers

selected represent varying years of educational experience in total and/or in this school. Mr.

McGrath came to SSJ in the 2013-2014 school year in his 9th year of teaching. Mrs. Snow has

completed twenty of her thirty nine years in SSJ. Mrs. Langdon’s 16.5 years at SSJ are the

major part of her 19.5 total years in education and Mrs. Van Alstyne’s 9 years have all been with

SSJ. The level of accreditation experience is also diverse. The principal has served on other

accreditation committees and teams in other schools and other dioceses. Mrs. Langdon and Mrs.

Snow participated in a previous accreditation process here at SSJ and Mrs. Langdon served on a

team in May 2014. The other members enter this as a new experience. Mrs. Rice has two

children currently in the school and two graduates now in high school. She has served on the

Home and School Board as volunteer coordinator, is active in CYO and was the former school

secretary.

B.4 How were the members of the Planning Team selected?

In addition to soliciting the two chairpersons, Sr. Jeannine Norton, principal, invited all faculty

members to volunteer. Mr. McGrath and Mrs. Snow graciously offered their time and expertise.

Mrs. Rice was invited as a parent and former school secretary. It was suggested that an

appropriate number for our Planning Team would be between 6 and 8, and thus 6 was decided as

a workable number for this school.

B.5 How does the Planning Team function and make its decisions?

At the formation of the team, there was a clear decision that all have equal voice, whether

internal coordinator, school administrator, teacher, or parent; whether experienced with the

process or new to it. The team began meeting in August 2013 and meetings averaged weekly

from September onward. Initially, much of the work was brainstormed and accomplished in

whole group meetings. As each member became more comfortable with the vision and the

process, a collaborated writing using the "Google docs" platform was used. The meetings then

became an avenue to review completed work and come to consensus.

B.6 How often did the Planning Team meet? (Provide a list of the Team’s meetings

and minutes for the meetings in the Team’s workroom.) The Planning Team met almost weekly and toward the end of the process sometimes twice

weekly. At first they shared responsibilities on a rotating basis with a different member of the

team to set the agenda, lead the meeting, and record the minutes. As the months progressed the

agenda was set by consensus of need; the coordinators took the usual lead and the responsibility

of minutes was commonly done by one but shared at times.


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B.7 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?

Five of the six members of the Planning Team are faculty members and administration and so are

directly involved in planning for growth and improvement in student performance.

B.8 What is the Planning Team’s plan for rotating membership of the Team and

identifying new members? What is the plan for training and orienting new

members to the work of the Team?

There is no plan to alter the membership before the Accreditation Visit in the fall. Should a need

arise, a faculty member from a similar grade level would be invited to join the Planning Team.

Because the team has been so interactive and transparent at faculty meetings when working with

committees and in keeping everyone informed via emails, the orientation for a new member, if

needed, would be minimal.

B.9 How will the Planning Team function after the visit of the Visiting Team and

during the implementation of the Plan for Growth and Improvement?

It is the decision of the Planning Team that at least 2 to 3 members will remain and become

members of the Implementation Team which will be expanded as needed. Those faculty

members who chaired the curricular area assessments will be specifically invited to be part of the

Implementation Team, and other faculty and stakeholders will be invited as their interest and

expertise would enhance the vision and further the realization of the goals.

C. Role of the School’s Leadership and Governance

It is school's formal leaders—those in positions of authority and influence within the

school—who should serve as the primary “champions” for the planning process and

the Plan for Growth and Improvement. Strategic planning experts have long held that

champions are extremely important to the success of planning. Because a goal of the

self-study and accreditation process is to develop a vision and a plan to achieve it that is

accepted and supported by the entire community of the school, the school's leaders and

governing body must communicate clearly and often that this process is important for

the future of the school and its students, and that they will provide the leadership,

resources, and support needed to make the process and the plan successful.


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C.1. 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 have been actively involved in the entire reaccreditation

of Saints Simon and Jude School. They showed their support financially in providing funds for

Survey Monkey and in their plans to provide any additional items needed for the team visit. The

Finance Council participated in relevant sections of the survey along with the other stakeholder

groups.

The principal, Sister Jeannine Norton, has provided a constant positive attitude and constructive

energy to propel the staff through this multi-level process. Not only was she a member of the

planning team, but she kept the parents informed through Home and School Association meeting

presentations, the weekly church bulletin and school newsletter and worked collaboratively with

the teachers throughout the year. Sensitive to the additional demands the task required, she

provided flexible scheduling to the faculty whenever possible to enable committee members to

accomplish their tasks effectively.

C.2. How has the leadership provided support for the self-study and accreditation

processes? The school leadership provided financial support which allowed for online software for

distribution of surveys and analysis of results. In addition, the leadership allowed full access to

required materials so that an accurate self-assessment could be conducted. The leadership

encouraged the planning team to attend training sessions and paid for substitute teachers when

needed to allow for their attendance.

C.3. 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 Archdiocesan Office of Catholic Education is always available for questions. The original

orientation meeting for administrators and Internal Coordinators was jointly directed by

representatives of the Archdiocese and Middle States Association. The central office is not only

supportive of the school entering the process, but holds it as an expectation. During the annual

formal visitation, the progress of the study was discussed and an offer of help/advice was

extended.

D. The Plan for Institutionalizing a Planning Ethic


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A sound planning ethic is critical to achieving the school’s mission, its objectives for

growth and improvement in student performance and organizational capacity, and to

its capacity to effect the intended growth. An effective planning ethic addresses the

essential question: “Does the school and its community of stakeholders have the

capacity, the will, and the systematic structures and processes required to develop and

implement its plan and achieve its objectives?” A fine plan full of great activities is only

as strong as the ability and willingness of the school and its stakeholders to implement

it.

While successful planning is reflective of the school’s context and culture, it should be

visionary in describing what the school and its stakeholder community want for their

students and pragmatic in specifying the steps to reach that goal. Successful planning

for growth and improvement has been described as a delicate balance between brave

steps forward and reassuring steps to the side; between the recognition of the need for

growth and a celebration of what already exists that is good, steady, and/or certain;

between the bold, frequently scary, visions of future possibilities and the comfort with

past and present successes.

When a school seeks accreditation using the Excellence by Design protocol, it must

commit to working toward establishing and sustaining a planning ethic within the

school. A planning ethic means that planning for growth and improvement becomes

part of what the school and its community of stakeholders do as much as teaching, and

providing programs, resources, services, and activities. A planning ethic requires

continuous clarification of the community’s unique mission, beliefs, profile of

graduates, and student and organizational performance goals. It requires that all of its

processes are vision-driven, and it requires that the community is action-oriented by

developing and implementing long-term, strategic action plans that integrate programs,

services, facilities, and support to address the school’s growth objectives.

In the Excellence by Design protocol, the school also makes a commitment to continuous

growth and improvement. The school and its stakeholders should demonstrate that

they are never satisfied with the status quo in terms of how their students perform but

are striving constantly to improve the levels of performance. The setting of and striving

to achieve challenging growth objectives should become a dynamic process in which

the school develops the flexibility to revise and modify its plans to achieve its objectives

based on the results received from implementing those plans. As part of the

accreditation process, the school must review the results of its efforts periodically and

open its processes and results willingly to review by its peers in the Middle States

Association.


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A planning ethic also requires the school to commit to involving its stakeholders in

meaningful ways in the setting of objectives, developing plans to achieve and measure

those objectives, and the implementation of those plans. In a planning culture, the

school strives to develop broad ownership of both the planning process and the Plan for

Growth and Improvement by the entire community by ensuring broad based

knowledge and understanding of and support for the objectives and the plans to

achieve them.

A planning ethic that provides significant roles for the stakeholders of the school also

has the effect of sharing among the stakeholders responsibility for the success of any

planning for growth and improvement. Excellence by Design builds such roles and

responsibilities into the self-study and planning processes. Therefore, if implemented

faithfully, Excellence by Design can provide the school with the vehicle it needs to build

sustainability into its planning for growth and improvement, because ownership of and

responsibility for the success of the planning process and the Plan for Growth and

Improvement no longer rest with one person (the head of the school) but with all of the

school’s stakeholders.

Over the course of the next 3 years, the Implementation Team will use the Objectives and Action

Plans developed during 2013-2014 as a guide for self-assessment. As sub-committees are formed

within the Student Performance Objective areas of Math and ELA (Writing), the team will

provide the support and guidance needed to maintain forward motion through the steps laid out

in the Action Plans. The Organizational Objective will also be monitored by the already

established security committee. The Implementation Team will

communicate regularly with sub-committee members and other stakeholder groups to

report progress 2-3 times per year at faculty meetings and Home and School Association

meetings.

work to obtain financial resources as needed to achieve objectives.

maintain a file of documentation for the work to facilitate the third year MSA re-

evaluation.

coordinate school schedules and calendars to assure that testing and analysis of results

occurs in a timely fashion and on schedule as defined by the Action Plans.

invite all members of stakeholder groups to give feedback on the process of

implementation.

motivate the faculty and staff throughout the process and recognize key players, and the

faculty and student body, as the interim milestones of the Action Plans are reached.

Recognition of successes will be reported in the school newsletter, on the website, at

faculty meetings, student assemblies, and other school events.

E. A Plan for Communication and Awareness


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An important factor in increasing the likelihood that a school will achieve the goals it

has set in its Plan for Growth and Improvement is to ensure broad ownership of the

planning process and the Plan for Growth and Improvement across the entire school

and its stakeholder community. This is accomplished by ensuring broad based

knowledge about understanding, and support for the school’s performance objectives

and the plans to achieve them.

Therefore, an important element of the planning process communicating with the

school’s staff, students, governing board, and other stakeholders to ensure they are

aware of the requirements of the Excellence by Design protocol, the school’s planning

process, mission, objectives, action plans and, eventually, its accomplishments as it

implements its plan. The communication process should include means for obtaining

from the members of the school’s stakeholder community input and feedback regarding

the products of the planning process (i.e., mission, objectives, action plans).

Stakeholders cannot support and take ownership in what the school is doing unless

they first know about it and are invited to join in the process.

The primary purpose of communication is to develop a critical mass within the school’s

community of stakeholders with knowledge about, understanding of, and support for

the planning process and the Plan for Growth and Improvement in student learning

and the organization’s capacity to produce learning at the level expected.

At SS. Simon and Jude School:

All lines of communication will be used as an avenue for updates on the status of the Action

Plan. These include updates on progress, requests for assistance as needed, and plans to celebrate

achievements through the following methods:

Announcements at Morning Assembly

Articles in the online school newsletter and parish bulletin

Articles on the school and parish websites

Announcements at Home and School meetings, Faculty meetings, Back to School Night

for parents, and at Parish Council meetings.

F. A Plan for Periodic Reviews of the Plan for Growth and

Improvement


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In order to institutionalize a planning ethic, continuous growth and improvement in

student and organizational performance must become a way of life within the school. It

must be an ongoing, dynamic, and “evergreen” process. It is expected and required that

the Plan for Growth and Improvement that is developed and presented for

accreditation will be implemented faithfully over the length of the accreditation term.

Consequently, it should be anticipated, and it should be expected that implementing the

activities of the action plans and gathering the results of the assessments used to

measure the student and organizational performance objectives will indicate there is a

need to revise the action plans regularly based on what is working and what is not.

Therefore, the Excellence by Design protocol includes the requirement for formal reviews

of the action plans and progress toward achieving the performance objectives are

conducted periodically but, as a minimum, at least once annually.

At SS. Simon and Jude School:

The members of the planning team will review the progress toward implementation of the action

plans each spring and fall. They will access and analyze the testing results in concert with the

faculty. Those results will be reported to all other stakeholders. Based on their review,

adjustments to the ongoing action plans will be made at the end of the faculty meeting.


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THE PROFILE OF THE SCHOOL

he Profile of the School includes the following information and data that 1)

describe the community(ies) the school serves and in which it exists, 2) help to

develop an understanding of the school’s Mission, and 3) describe the

opportunities for and challenges to the school as it seeks to achieve its Mission. The

Profile includes

a brief history of the community, its schools, and its traditions.

descriptions of the demographic and social and economic characteristics of the

community, its constituencies, and its schools.

the climate for teaching and learning in the school.

description of the number and qualifications of the professional and support

staffs.

description of the number and characteristics of the student population.

key trends or changes occurring in the school and its community(ies).

The data and information contained in the Profile of the School are not evaluated by the

Visiting Team. Instead, the Profile serves two purposes:

To ensure that the members of the Planning Team have a common knowledge

base about the history and current status of the school in those areas on which

the accreditation of the school will focus; and

To “introduce” members of the Visiting Team to the school, and as such, provide

one of the lenses through which Team members will view and evaluate the

school. Thus, the Profile section should provide sufficient information about the

school and student performance to build and enhance Team members’

awareness and understanding of the total milieu in which the school exists and

operates.

PROFILE OF THE SCHOOL’S COMMUNITY

A.1. Provide a description of the community. Describe its history and major

characteristics, including geographic location and socioeconomic and

demographic makeup.

SS. Simon & Jude School is located in West Chester, Pennsylvania. The town of West Chester is

in Chester County and has been the seat of local government since 1786. West Chester is

T


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comprised of seven municipalities that include East Goshen, West Goshen, East Bradford,

Birmingham, Pocopson, Westtown, and The Borough of West Chester. The majority of SS.

Simon & Jude’s student population draws from East Goshen, West Goshen, and Westtown. The

population of West Chester as of the 2010 census was 18,857. Local attractions include West

Chester University, Brandywine Battlefield, Longwood Gardens, Valley Forge Park, and

Brandywine River Museum. The town is located 25 miles west of Philadelphia PA and 17 miles

north of Wilmington, DE which also adds a bounty of attractions.

The population of Chester County is 506,575. Demographically, the residents of Chester County

are 81.5% Caucasian, 6.8% Hispanic, 6.4% African American, 4.3% Asian and 1% other. 5.9%

of the residents are under 5 years of age, 24.1% are under 18 years of age and 13.7% are over 65

years of age; 92.7% of the population has earned a high school diploma (or equivalent) or better;

88.1% of the county speaks English as the first language at home. The median household

income is $86,184 and 6.5% of residents are below poverty level.

A.2. Describe any changes in the community occurring over the last five years that

have had an impact on the school. Indicate any changes that are expected to

occur during the next five years.

SS. Simon and Jude’s School student population has decreased from 421 in 2008 to 366 in 2014

(13%) while the population of the county increased from 491,489 to 506,575 (3%). As with

many cities and towns in the United States, West Chester has experienced the effects of the

recession over the past five years. In addition, some factors that may have led to the decline in

enrollment include the abuse scandal in the Catholic Church, the gradual move of families from

SSJ to Saints Peter and Paul School founded in 2001, and the ability of the West Chester Area

School District to better assist students with special learning needs.

There are no major changes in the local community expected in the next five years that would

have a strong impact on enrollment in the school. It is hoped that a potential papal visit to the

Philadelphia area will offer a surge in enrollment, along with continued aggressive marketing for

the school.

A.3. Describe the major challenges currently faced by the community—social,

economic, political.

As with all communities in the United States, West Chester is also challenged with the slump in

economic growth. Their five year plan reflects their commitment to growing and strengthening

businesses in the area. Focus will also be on the health of their citizens and protection of their

natural resources.

A.4. List the major educational and cultural programs and facilities in the

community that are available for use by the schools and their students.


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Program/Facility Field Trips (local museums, theaters and historical sites)

After School Programs (Science Explorers, After School Art Classes, Robotics, Tutoring,

Chorus, Reading Olympics, Kitchen Wizards, Homework Help Club, Study Skills Clinic,

Creative Engineering)

C.A.R.E.S. Program

CYO Sports

Girl Scouts and Boy Scouts

Model United Nations

Youth Ministry

DARE Program

Guest Speakers and School Assemblies

Teacher and Administrative Professional Development provided by Chester County Intermediate

Unit, Immaculata and West Chester Universities)

Intermediate Unit of Chester County Support Staff (Guidance Councilor, Reading Specialist,

Math Specialist, Speech & Language Specialist)


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B.1. History of the School:

Provide a brief history of the school. Include key milestones and developments in the

life of the school.

SS. Simon and Jude is a Roman Catholic School located in Westtown Township, West Chester,

Pennsylvania. SS. Simon and Jude’s official beginning was May 25, 1961, when Reverend

Joseph A. Cavanaugh founded the parish for the Catholic families in the area.

On September 4, 1962, SS. Simon and Jude School opened its doors to the children of the parish

with an enrollment of three hundred twenty-seven students. The Sisters, Servants of the

Immaculate Heart of Mary staffed the school. The Congregation is committed to the apostolate

of teaching from preschool to college / university levels. The Motherhouse is located on the

grounds of Immaculata University, in Malvern, Pennsylvania. Initially, four sisters and two lay

teachers comprised the first faculty. Grades one through four were one classroom each; grades

five through eight were double classes. There were eight classrooms at its opening.

In the summer of 1970, eight new classrooms were completed and construction of the

gymnasium began. By November 1970, the two-story building had sixteen classrooms, two for

each grade from one through eight. There were five religious teachers, an IHM sister working as

principal, and eleven lay faculty members.

In September of 1990, ground was broken for a new wing to be used for school and parish uses.

In that wing four classrooms, library, music room, faculty room, computer room, a large parish

social room, kitchenette, bathrooms, and smaller rooms to be used for tutoring were constructed.

This new wing provided space in the older part of the building for a kindergarten class. In

September 1991, the first kindergarten class began. A morning and afternoon session was

offered. In September 1992, a second kindergarten class was formed to expand the school to two

sections of each grade, kindergarten through eight.

In 2002, the parish celebrated its fortieth anniversary. In the spring of 2004, ground was broken

to begin the construction of a new church. The renovation allowed increased space and

utilization of the original building for both parish and school needs. This included a designated

lunch-room and relocation of kitchen and restroom facilities. In 2008, the Intermediate Unit was

moved from outside trailers into the school building. Spanish was added for K-8, as well as a

formal art room. In 2009, a dedicated Science Lab was established.

In 2012, SS. Simon and Jude School celebrated its 50th anniversary. This current 2013-14

school year, faculty and services have grown to include a principal, twenty-four full time faculty

members, and four part-time teachers. Student body is currently at 366. All students are

scheduled for classroom music, art enrichment, technology, physical education, library

instruction and Spanish. Students may choose to participate in choral groups and instrumental

music. The building was renovated during the summer of 2013, adding a new HVAC system

throughout the school. All rooms were freshly painted, new window shades were added, and

ceilings were lowered to accommodate new wiring and lighting fixtures. In addition, the


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computer lab was upgraded with 30 new iPads to keep technology resources up to date with

current educational trends. Students in grades 5-8 have been issued their own individual

netbooks or tablets for classroom instruction.

B.2. Description of the School:

Official Name of the

School

SS. Simon & Jude School

Address of the Main

Campus (street address,

city, state, zip code)

6 Cavanaugh Court

West Chester PA 19382

Telephone Number of

Main Campus

610-696-5249

Fax Number of Main

Campus

610-696-4682

Name and Title of Head

of School

Sister Jeannine Norton IHM, Principal

E-mail Address of Head

of the School

[email protected]

Website Address for the

School

www.simonandjude.org

Type of Organization

(check all that apply)

Public

Independent

X Not for Profit

Proprietary

X Religious

X Academic

Career and Technical

Secondary Students

Postsecondary Students

Year School Began

Operating 1962

Date Charter/License to

Operate Granted

Year of First Graduating

Class 1963

State/Agency/Country

Granting License to

Operate

PA

Diplomas/Certificates 8th

Grade Graduation Diploma


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School is Licensed to

Grant

Calendar System

(quarter, semester,

trimester, 12-month,

other)

Trimester

Currently Accredited by

Name of Agency Accredited Until

Middle States Association of

Colleges and Schools

2015

B.3. SCHOOL INFORMATION: INDEPENDENT, RELIGIOUS, AND

PROPRIETARY SCHOOLS

This section is not applicable to our school.

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?

PA

In what country(ies) is the school

licensed to operate?

USA

If no, explain the school’s authority to

operate:

Is the school licensed to grant diplomas

or certificates?

X Yes

No

If yes,


grant diplomas or certificates?

PA

Type(s) of diplomas or certificates

offered

8th

grade diploma


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grant diplomas or certificates:

Religious Affiliation: Roman Catholic

B.4. SCHOOL INFORMATION: PUBLIC SCHOOLS

Is the school part of a larger school

district, system, or corporation?

Yes

X No

If yes, Name of

District/System/Corporation:

B.5. SCHOOL INFORMATION: ALL SCHOOLS

B.5.a. Enrollment Trends

FOR THE ACADEMIC YEAR: 2013 -- 2014

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

Kindergarten 22 21 17 24 21 26 26 22

Grade 1 31 25 23 20 17 19 21 25

Grade 2 18 25 27 26 23 20 17 16

Grade 3 30 21 17 25 25 26 21 19

Grade 4 21 22 29 19 18 26 23 26

Grade 5 20 21 29 19 28 19 17 25

Grade 6 21 13 20 18 17 16 27 16

Grade 7 22 19 19 13 17 17 17 13

Grade 8 19 21 22 19 19 12 16 16


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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

TOTALS 204 188 194 183 185 181 185 178

B.5..a.1. Explain any significant or unusual enrollment trends for this school.

Since 2008 there has been a 13% decline in enrollment. In addition to recent economic

recession, internal church turmoil and scandal, and the need for more educational supports

available in the school district for some children, other specific factors for decline appear to be:

Some parents choose the school for the full day kindergarten not offered by the public

schools and do not intend to continue their child’s education at this school. Thus they

depart after kindergarten.

Saints Peter and Paul School was established in 2001 and some families who were

previously “districted” for Saints Simon and Jude were now in that parish boundary.

There was a grace period where families could remain in this school and parish. However

as the years have progressed and Saints Peter and Paul is a stable school environment,

there is no longer a need/desire to remain in these parish/school boundaries. Thus

families whose older children attended SSJ have younger ones at Saints Peter and Paul.

Some families choose to move to public/private schools in the middle grades. There is an

expressed perception by parents that the middle school is not as academically strong as

desired. Efforts to assess and address the substantiated concerns are being taken, but the

change in perception is expected to be slow and gradual.

B.5.b. Student Demographic Trends:


Student Characteristic:

Percent of Student Body

Now

Percent of Student Body

Two Years Ago

Caucasian/White 93.8% 97.8%

Hispanic 4% .2%

Asian 2% 2%

Haitian .2% 0%

African American 0% 0%

TOTAL 100% 100%

B.5.b.1. Explain any significant or unusual demographic trends for this school.


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While the school welcomes all children, there have been no significant demographic changes.

Since its foundation, it has reflected the neighboring community with the student population

being predominately Caucasian.

B.5.c. Size of the Professional and Support Staffs

FOR THE ACADEMIC YEAR: 2013 - 2014

Full-Time Part-time

ADMINISTRATIVE STAFF:

Administrators 1

INSTRUCTIONAL STAFF:

Classroom teachers-elementary/lower

school 12

0

Classroom teachers- middle school 6

Other Curricular Area teachers (Art, Music,

Gym, Technology, Spanish, Library, Math

Honors, Religious Enrichment)

2 6

STUDENT SERVICES STAFF:

Guidance/college/career counselors 1

Specialists and consultants (IU) 3

Technology services personnel 1

Health services personnel 2

SUPPORT STAFF:

Paraprofessionals and aides 1 3

Secretaries and clerks 1

Custodial personnel 2

Maintenance personnel 1

Food services personnel 2

Security personnel

Other: Instrumental Music Instructor 1

Other: Director of Religious Education 1

B.5.c.1. 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.


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The only recent addition of staff (within five years) was the employment of a part-time Spanish

teacher. Since 1992 there have been full time classroom teachers for two divisions of K to 8, as

well as part time instructors for Honors Math, Art, Music, PE, Library skills, and Technology.

As needs dictate in the primary unit, the placement and hours for instructional aides have varied.

B.5.d. Experience of the Staff


Years 0-1 2-5 6-10 11-20 over 20

Administrative

Staff

Women 1

Men

Instructional Staff

Women 2 8 7 8

Men 1 1

Student Services

Staff (IU)

Women 2 1 3

Men

Support Staff

Women 1 2 4 1

Men 1 1 2

B.5.d.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.

There have been no significant changes in the years of experience of the staff. The newly hired

have intentionally been chosen to maintain a balance of new and experienced teachers. In recent

years, no new hire has met or exceeded the years of service for the previous employee so

finances are positively affected, but not to a major degree. The financial aspect is not the

deciding factor in hiring personnel.


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B.5.e. Academic Preparation of the Professional Staff


Associate’s or

No Degree

Bachelor’s

Degree

Master’s

Degree

Administrative

Staff

Women 1

Men

Instructional

Staff

Women 17 9

Men 2 1

Student Services

Staff

Women 4 4

Men

B.5.e.1. 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.

A higher percentage of the professional staff have advanced to graduate degrees, which not only

impacts the marketing statistics, but more important allows the teachers to continue their own

journey as life-long learners, become more familiar with the latest best practices and then share

in professional dialogue with colleagues.


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B.5.f. Professional Certifications of the Professional Staff


No

Certificate

Early

Child.

PK-K

Certificate

Elementary

Level (K-6)

Certificate

Elementary

and Middle

Level

Certificate

Curricular

Areas

Administrative

Certificate

Administrative

Staff

Women 1

Men

Instructional

Staff

Women 1

(2 pending) 1 14 2 4

Men 2

Student

Services Staff

Women 4 1 1

Men

B.5.f.1. 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.

There are no significant changes in the status of professional certification. All professional staff

meet the diocesan requirements for certification and/or degree and all maintain updates through

Pennsylvania Act 48 and/or workshop and in-services each year.

B.5.g. Staff Demographic Trends


Race/Ethnicity Percent of Staff in

Current Year

Percent of Staff Two

Years Ago

African-American 1% 1%

Asian 0% 0%

Caucasian/White 99% 99%

Hispanic 0% 0%


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Native American Indian 0% 0%

Other: 0% 0%

Other: 0% 0%

TOTAL 100% 100%

B.5.g.1. 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.

There have been no significant changes in staff demographics.

B.5.h. Staff Turnover

B.5.a. Indicate the percentage of each category below that were new hires (or

assumed a new position within the school) in the year indicated.


Percent New Hires

Three Years Ago

Percent New Hires

Two Years Ago

Percent New Hires

One Year Ago

Administrative

Staff 100% 0% 0%

Instructional Staff 9.1% 4.5% 29.2%

Student Services

Staff 11.1% 22.2% 30%

Support Staff 7.1% 21.4% 17.6%

TOTAL 100% 100% 100%

B.5.h.2 Indicate the percentage of each category below that left the staff or moved

to a new position) 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 4.5% 13.6% 16%


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Percent

Changeover Three

Years Ago

Percent

Changeover Two

Years Ago

Percent

Changeover One

Year Ago

Student Services

Staff 4.5% 22.2% 43%

Support Staff 7.1% 7.1% 0%

TOTAL 100% 100 100%

B.5.h.3. 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.

Generally, there has been no significant turnover in the staff. With the new administration, a

few staff members retired, but most of the recent changes have only affected Grades 5 and 6.

There have been new hires and new assignments with the goal being to place those best able to

meet the needs and rigorous academic demands of this age group.

B.5.i. Participation In and Support for the School

Parents

X

X Exceeds Expectations

Satisfactory

Needs Improvement

Unsatisfactory

Community members and organizations

X

Exceeds Expectations

X Satisfactory

Needs Improvement

Unsatisfactory

The business community

X


Satisfactory

Needs Improvement


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Unsatisfactory

B.5.j. Relationships with Authorities and Agencies

Evaluate the quality of the school’s relationships with local authorities and government agencies.

X


Satisfactory

Needs Improvement

Unsatisfactory


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PROFILE OF STUDENT PERFORMANCE

he 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. The

Profile includes:

Data for standardized academic assessments.

Data for school-based academic assessments.

Data for achievement indicators such as graduation rate, college rigorous

courses, college acceptance, etc.

Data for citizenship measures such as attendance, promptness, discipline, etc.

Data for state academic assessments, if applicable.

Collecting and tracking data that describe how well the school’s students are

performing in the areas that are normally used by the school’s community of

stakeholders to determine if the school is accomplishing its mission is important for the

following reasons:

The school needs these data to determine if it is making progress toward

achieving its mission;

The school needs these data to determine if its graduates are meeting the

expectations expressed in the school’s Profile of Graduates;

The school needs these data to help it determine in which areas of student

performance there are the largest gaps between what is expected and how

students are performing and, therefore, what the focus of the school’s Plan for

Growth and Improvement should be.

A. ACADEMIC PERFORMANCE DATA—PUBLIC

SCHOOLS

X We are not subject to the provisions of the No Child Left Behind Act.

T


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B. ACADEMIC PERFORMANCE DATA—ALL SCHOOLS

B.1. Results of Standardized Academic Assessments


Name of

Assessment

Sub-Group of

Students

Grade

Level(s)

Percentage of Student

Performance[2]

Terra Nova All 2 Reading - 72

Math - 59

Above

Standard

2 Reading - 27

Math - 38

At

Standard

2 Reading - 1

Math - 3

Below

Standard

3 Reading - 65

Language - 72

Math - 76

Science - 76.4

Social Studies - 82.25

Above

Standard

3 Reading - 35

Language - 28

Math - 23

Science - 23.6


At

Standard

3 Reading - 0.2

Language - 0.8

Math - 0.8

Science - 0

Social Studies - 0

Below

Standard

4

Reading - 71

Language -51

Math - 69

Above

Standard


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Science - 63.8

Social Studies - 66

4 Reading - 27

Language - 47

Math - 29

Science - 36.4

Social Studies - 34

At

Standard

4 Reading - 1

Language - 1

Math - 2

Science - 0

Social Studies - 0

Below

Standard

5 Reading - 73

Language - 65

Math - 64

Science - 73

Social Studies - 52

Above

Standard

5 Reading - 26

Language - 33

Math - 36

Science - 27


At

Standard

5 Reading - 0.3

Language - 2

Math - 0.2

Science - 0


Below

Standard

6

Reading - 77

Language - 64

Math - 56

Science - 50.2

Social Studies - 62

Above

Standard

6 Reading - 23

Language - 36

At

Standard


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Math - 40

Science - 47

Social Studies - 38

6 Reading - 0

Language - 0

Math - 5

Science - 3.4

Social Studies - 0

Below

Standard

7

Reading - 71

Language - 65

Math - 70

Science - 52.5


Above

Standard

7 Reading - 29

Language - 35

Math - 30

Science - 47.5

Social Studies- 40.25

At

Standard

7 Reading - 0

Language - 0

Math - 0

Science - 0

Social Studies - 0

Below

Standard

B.1.a. Provide a description of proposed improvements and/or corrective actions

that need to be taken for students performing below standard. Include a

description of actions that have been initiated or are formally planned.

When indicators show that students are below standard in reading or math, one or more of the

following occur:

1. Teacher applies classroom accommodations to meet the student’s needs.

2. A conference with the parents is requested.

3. IU services or private tutoring is recommended.

4. The student is referred for Child Study.

5. A school psychologist is consulted.

6. A follow up meeting is held to formulate an education plan.


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B.2. Retention in Grade


Grade Level Percentage Retained in

Grade

All 0.2%

K 0.2%

B.3. Honor Roll Students in grades 7 and 8 may earn honors each trimester according to the following criteria:

First Honors: 95 or above in every subject area; 3 or 4 in Personal & Social Growth, Effort &

Study Skills, Special Subjects

Second Honors: 90 or above in every subject area

3 or 4 in Personal & Social Growth, Effort & Study Skills, Special Subjects


Grade 8 First Honors Second Honors

First Trimester 19% 14%

Second Trimester 9% 26%

Third Trimester 12% 19%

Grade 7 First Honors Second Honors

First Trimester 25% 18%

Second Trimester 15% 21%

Third Trimester 15% 25%


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B.4. GRADE POINT AVERAGE


Grade Level General Average

4-8 90.3

4 90.0

5 89.8

6 92.3

7 90.8

8 89.1

Scholarships Earned

From the class of 2013, 37% chose to attend diocesan high schools and 49% chose to attend private

Catholic high schools. Of those attending the private schools, 5 students received scholarship offers

amounting to $40,000 per year. Another student earned the Neumann Scholarship providing a yearly

renewable scholarship of $6,150 to the local diocesan high school. In addition to the solely academic

scholarships, three students were awarded scholarships based on leadership and character with attention

to financial need amounting to another $4,000 for the 13-14 school year.

D. CITIZENSHIP PERFORMANCE DATA—ALL SCHOOLS D.1. Attendance


Grade Level Percentage Absent 10 or More Days[3]

All 23%

K 36%


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1 11%

2 18%

3 30%

4 18%

5 33%

6 10%

7 15%

8 34%

D.2. Tardiness FOR THE ACADEMIC YEAR: 2012 -- 2013

Grade Level Percentage Late to School 10 or More Days

All 23%

K 19%

1 20%

2 22%

3 19%

4 29%

5 33%


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6 18%

7 21%

8 29%

As of September 2013, the school has instituted two morning drop off points in an attempt to

decrease the percentage of tardiness.

A school policy addressing excessive absence and/or tardiness will be established and clearly

communicated through student and parent handbook.

D.3. Suspensions from School


Grade Level Percentage Suspended

One or More Times

All 0.2%

Grade 6 2.6%

D.4. Expulsions


Grade Level Percentage Expelled

All 0%


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THE SCHOOL’S MISSION,

BELIEFS, AND PROFILE OF GRADUATES

he foundation for an effective plan for improving student performance and the

organization's capacity to achieve the levels of performance desired and expected

is established by the school's 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?

A. MISSION

A school’s Mission should reflect the deepest desires of the school’s community of

stakeholders for what they want the school to become—its future in terms of what it

will do for its students. The mission expresses what the adults in the school community

commit themselves to doing for the benefit of the students.

A mission statement should describe in broad and visionary terms what the school is

striving to become. A mission should be outcome-based, providing clarity regarding the

school’s audience (whom it serves), its action (what it commits to doing for its

audience), its aim (the purposes for which it exists) and its means (how, in broad terms,

it will its purposes).

While it is not appropriate for a Visiting Team to determine whether the school’s

Mission is the right or wrong Mission for the school or a good or bad Mission, nor is it

appropriate for the Team to require changes to the Mission.

A Visiting Team will, however, offer an objective perspective regarding whether any

elements of the Mission are unclear or seem inconsistent or incomplete or whether the

school and its community of stakeholders support and are “walking the talk” of the

Mission. However, it is up to the school to decide if the Team’s comments are legitimate

and relevant. It is in this spirit that the following observations are offered concerning

the school’s mission.

T


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What is the school’s Mission?

"Through the Immaculate Heart of Mary, we at SS. Simon and Jude School commit ourselves to

learning, proclaiming and living the Good News of Jesus Christ. We strive to educate and

develop all for Catholic leadership in the church and community, enabling one another to serve

with compassion, courage and competence."

Who among the school's community of stakeholders was involved in the

development/revision/reaffirmation of the school's Mission?

The SS. Simon and Jude School planning team, which included Sister Jeannine Norton IHM,

Bernadette Langdon, John McGrath, Sue Rice, Eileen Snow, and Sara Van Alstyne, revised the

2011-2012 mission statement in the fall of 2013.

Provide a brief description of process used to develop/revise/reaffirm the school's

Mission.

The planning team members met several times to modify the school mission statement which had

been previously revised in the spring of 2012. The committee wanted the current mission

statement to emphasize commitment to Catholic education as well as incorporate the charism of

the Sisters, Servants of the Immaculate Heart of Mary who have served here since the foundation

in 1962.

The entire faculty and the students in grades five to eight were involved in the revision process.

Surveys were administered to the older students to assess their understanding and opinion of the

mission statement. The feedback and suggestions by the faculty and students were considered

and incorporated into the school mission statement by the planning team.

The school's mission is reaffirmed in numerous ways each school year. The faculty reviews the

statement at the orientation meeting in August, and the classroom teachers review it with their

students in September and October aligning it with the monthly peacemaker practice. The

mission statement is recited by the principal, teachers, and students in the morning assembly

every day. It is also displayed in the classrooms, on the school's website, in the faculty

handbook, in the parent/student handbook, in the weekly newsletters, at the open house

presentations, and at the bottom of the school letterhead.

B. BELIEFS

tatements of belief serve as the foundation of a strong strategic plan. They are the

formal expression of a school’s fundamental values and serve as its ethical code.

Beliefs describe the moral character of a school. In a planning process involving S


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diverse stakeholder groups, they represent the composite of the personal values held by

individual planning team members.

Because beliefs are a matter of faith, not a matter of fact, they express the school’s

overriding convictions, its inviolate commitments. They outline what members of the

school’s community of stakeholders are willing to “go to the mat” defending. Because

beliefs identify the “line in the sand,” they can be used as a lens through which to

examine the worthiness of the school’s potential decisions or future actions.

Only members of the school community can identify their deeply held beliefs. A

Visiting Team can, however, offer an objective perspective on what is unclear or seems

inconsistent or incomplete in the school’s Beliefs. Ultimately, however, it is the school

that has to decide if the Team’s comments are legitimate and relevant. It is in this spirit

that the following observations on the school’s Beliefs are made.

What are the school’s Beliefs?

1. We believe we are called to serve and witness the Gospel message of Jesus Christ and

His church.

2. We believe in fostering a welcoming community in an environment rooted in the Good

News of Jesus Christ.

3. We believe that the I.H.M. charism of love, creative hope and fidelity is a gift to all those

who are joined in this apostolic mission.

4. We believe in developing Catholic leaders who are growing in their relationship with

God the Father, the Son, and the Holy Spirit.

5. We believe in academic excellence guided by core curriculum standards and enhanced

with updated technology.

6. We believe in a rigorous and relevant curriculum to equip all students with the spiritual,

intellectual and personal skills needed for 21st century challenges.


development/revision/reaffirmation of the school's Beliefs?

The belief statements were revised by the planning team members in the fall of 2013, the year

the Middle States Re-accreditation Study began.

Provide a brief description of the process used to develop/revise/reaffirm the school's

Beliefs.

The planning team met twice to consider and revise the version of the school beliefs that had

been adopted in 2012. The first task was rearranging the order in which the beliefs were listed.

It was obvious to the steering committee that our belief in being called to serve and witness the


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Gospel message of Jesus should be the first one listed. It was also essential to include a statement

about fostering a welcoming community since there is a proactive stance in nurturing a positive

relationship among students, faculty and parents at the school. In addition, the team felt it was

important to include beliefs which focused on academic excellence with a rigorous and relevant

curriculum that prepares students for the diverse challenges of this century.

The committee presented a draft of these Beliefs to the faculty in January 2014 at which time

they were affirmed and adopted.

As part of a continuous process, the Beliefs will be presented to all stakeholders for affirmation

through the Parent/Student Handbook. They will be reaffirmed at the opening of school liturgy

and through the monthly peacemaker practice.

C. PROFILE OF GRADUATES

he Profile of Graduates provides the answer to the following question: When our

students have completed our entire educational program and have had the

benefit of the services and activities provided by the institution and its

community:

What do we expect them to know?

What do we expect them to be able to do with what they know?

What qualities or characteristics do we want them to demonstrate?

A Profile of Graduates

describes the students at the point of exit from the institution.

states the values, achievement, and readiness that each student will manifest

upon graduation.

should be considered both as a Bill of Rights and set of corresponding

responsibilities for students, faculty, staff, administration, and the institution’s

community.

defines the outcomes each and every student will attain if the mission is

operative and appropriately translated into programs and services.

A Profile of Graduates serves to

translate the identity, vision, and values expressed in the beliefs and mission into

statements that describe student outcomes.

translate and transform concepts from the ideal and global to specific expression

in the development of a student in the institution.

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give expression to what the mission means in the operational life of the

institution.

define an outline or shape each student is expected to grow into regardless of

specific courses taken or post-graduation plans.

a concrete reference point for faculty, staff, and the institution’s community

when designing curriculum, instructional experiences, service programs,

auxiliary resources, and student and family services.

What is the school’s Profile of Graduates?

The graduates of SS. Simon and Jude School, supported by their parents, teachers, and friends

are defined as people of Courage, Compassion, and Competence.

SS. Simon and Jude Graduates demonstrate Courage when they

participate actively in the faith and worship life of the church.

assume a stance of prayer that bespeaks reverence.

are peacemakers, modeling the Gospel values.

speak up for the rights of others.

take ownership of weaknesses and mistakes and seek reconciliation and renewal.

express opinions with honesty and respect.

strive for self-discipline, a positive self-image and responsibility for personal choices.

SS. Simon and Jude Graduates demonstrate Compassion when they

demonstrate a Christ-like manner in all social interactions.

include all with a welcoming and affirming spirit.

respond to the feelings and needs of others with genuine concern.

model stewardship by giving their time, talent and treasure for the good of others.

assist the poor, the elderly, the sick, and the vulnerable with generosity and empathy.

care diligently for all creation.

SS. Simon and Jude Graduates demonstrate Competence when they

understand the facts and moral values of our Catholic Faith and apply them in life choices

recognize and appreciate God-given talents and use them for the benefit of the Church

and community.

allow all learning to lead to a greater understanding of God's world and His people.

possess the academic skills to succeed in high school and beyond.

think critically, communicate effectively and work collaboratively.

use technological tools with ease and moral integrity.

pursue their highest potential by valuing educational experiences as a lifelong learner.


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development/revision/reaffirmation of the school's Profile of Graduates?

The SS. Simon and Jude School's planning team, which included Sister Jeannine Norton IHM,

Bernadette Langdon, John McGrath, Sue Rice, Eileen Snow, and Sara Van Alstyne, developed

the current Profile of Graduates in January of 2014. The faculty further reviewed and revised it

on January 20, 2014. The current eighth grade will be afforded the opportunity to reflect on this

profile during their closing retreat day.

Provide a brief description of the process used to develop/revise/reaffirm the school's

Profile of Graduates.

The Planning Team researched and evaluated Profiles of Graduates from other schools. In

committee meetings, it was agreed that it would be more unified if the Profile incorporated the

three prongs of the Mission Statement (Courage, Compassion, and Competence). Over the

course of several sessions, the steering committee created a version of the Profile which was

presented to the faculty on January 20, 2014 when it was further refined.


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THE PROFILE OF ORGANIZATIONAL CAPACITY

he 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 Middle States Standards for

Accreditation.

The twelve Standards for Accreditation reflect research-based best practices for quality

in schools. The Standards also represent the organizational “building blocks” that need

to be in place to produce high levels of student performance. The self-assessment leads

to identifying the school’s strengths and areas in need of improvement.

The Profile also provides those responsible for developing the school’s Plan for Growth

and Improvement with a good understanding of the current status of the school.

Standards for Accreditation for Schools: Elementary, Middle, High, and

PreK-12 Institutions

Foundational Standards: Standards addressing best practices in the components of a

school that provide the foundations for quality in the education program, services,

and results in terms of student learning.

Standard 1: Philosophy/Mission

Standard 2: Governance and Leadership

Standard 3: School Improvement Planning

Standard 4: Finances

Standard 5: Facilities

Standard 6: School Climate and Organization

Operational Standards: Standards addressing best practices in delivering the

education program, services, and activities to the students.

Standard 7: Health and Safety

Standard 8: Educational Program

Standard 9: Assessment and Evidence of Student Learning

Standard 10: Student Services

Standard 11: Student Life and Student Activities

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Standard 12: Information Resources and Technology

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 298

The results represent surveys

completed by

Students X

Parents X

Faculty and Staff X

Administrators X

Board Members X

Business/Community

Representative

B. By a Committee

YES X NO The self-assessment was conducted by a committee

for all the Standards.

**NOTE: Committee size and composition may vary depending upon the school’s size, the

topic to be addressed, etc. If needed, add lines to the above chart.

If the school used a single committee to conduct the self-assessment, explain below

how all of the school’s community of stakeholders were given opportunities to

provide input into the self-assessment.


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PHILOSOPHY/MISSION STANDARD FOR

ACCREDITATION

A. Issues Related To This Standard

The following requirements ask the school to provide a self-assessment of expectations

for quality included in this Standard for Accreditation. The information and data

requested in this section are not for evaluation purposes. Instead, the information and

data assist the school in making the determination whether it meets the Standard and

its Indicators of Quality.

A.1. List the people who participated in the most recent development/review of the

philosophy/mission and the stakeholder group each participant represents.

Name Stakeholder Group Sr. Jeannine Norton I.H.M. Administrators

John McGrath Faculty and Staff

Eileen Snow Faculty and Staff

Sara Van Alstyne Faculty and Staff

Bernadette Langdon Faculty and Staff

Sue Rice Parent

A.2. List the date(s) of the most recent revision/adoption of the school's

philosophy/mission.

Fall, 2013

A.3. By what body was the most recent revision/adoption of the school's

philosophy/mission approved>

Students in grades five to eight and the faculty were involved in the revision process and the

most recent revision of the school’s mission was approved by the administration and faculty.


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A43. Indicate where the philosophy/mission is formally published.

The faculty reviews the mission statement at the orientation meeting in August, and the

classroom teachers review it with their students in September and October, aligning it with the

monthly peacemaker practice. The principal, teachers, and students recite the mission statement

in the morning assembly every day. It is also displayed in the classrooms, on the school's

website, in the faculty handbook, parent/student handbook, weekly newsletters, the open-house

presentations, and at the bottom of the school letterhead.

B. Self-Assessment of Adherence to the Indicators of Quality

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

Middle States Association Accreditation Standard 1:

Philosophy/Mission

The Standard: The school has a clearly written and actively implemented statement

of philosophy/mission that conveys the general and specific purposes of its educational

program, expresses expectations for quality, and serves as the basis for daily


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operational and instructional decision making as well as long-range planning.

Stakeholders give input into the development of the school’s philosophy/mission and

understand and accept it. This document is aligned with the community served and is

reviewed periodically by stakeholder representatives.

1.1. – 1.5: Indicators for all schools

MSA Indicator of Quality Rating

1 2 3 4

1.1 The school takes steps to ensure that students and

their families understand and support the school’s

philosophy/mission.

X

1.2 The philosophy/mission is free of contradiction,

ambiguity, and excessive abstraction. X

1.3 The philosophy/mission is consistent with ethical

norms and demonstrates respect for persons of all

races, creeds, and cultures.

X

1.4 The school implements a system to assess its

effectiveness in fulfilling its philosophy/mission. X

1.5 The school’s philosophy/mission is clearly

communicated in its brochures, promotional

materials, policy and procedural handbooks, web

site, and similar resources.

X

Other:

1.6 – 1.8: Indicators for faith-based schools2

These Indicators are not applicable to our school.

2 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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1 2 3 4

1.6 The school’s religious identity is articulated

clearly in the school’s mission, beliefs and

publications.

X

1.7 The school’s religious identity is integrated into its

philosophy/mission and its school-wide goals and

objectives.

X

1.8 Symbols and artifacts of the school community’s

faith are visible in the school. X

B.1. Stakeholders’ comments to support the ratings: Below are listed positive comments that were echoed by the three main stakeholder groups.

The School’s mission is written clearly and there are symbols of the Catholic faith

throughout the school.

The presence of faith-filled teachers and administrators is evident in their ordinary,

everyday work.

The students are becoming more aware of the mission by stating it each day in morning

assembly.

Analyses of the student surveys as well as classroom discussion of the mission statement indicate

a need for further clarification. Some Faculty comments suggest a need for a more systematic

mean to assess ongoing compliance with the Mission.

B.2. Evidence:

Indicator

No. Evidence

N/A...a rating of 1 was not received in any of the indicators of quality

C. Self-Assessment of Adherence to the Standard for Accreditation

X Our self-assessment is that our school MEETS this Standard for Accreditation

Our self-assessment is that our school DOES NOT MEET this Standard for

Accreditation for the following reason(s):


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D. Root Cause Analysis

Foundational Issue: Philosophy/Mission

Are there philosophy/mission

standard indicators not met or in

need of improvement that inhibit

the attainment of the

organizational capacity objective?

YES

X NO

Data to support your conclusion:

100% of stakeholders agree that the standard has

been met

Hypothesis derived from your

conclusion:

Based on survey results and evidence obtained by

committee

E. Implications for Planning

E.1. List the school’s significant strengths in meeting the Philosophy/Mission

Standard.

The students and faculty recite the mission statement daily.

The mission statement is communicated in multiple venues, making it more visible to all.

The focus on compassion, courage and competence makes the mission statement more

concrete and attainable.

E.2. List the school’s significant areas in need of improvement in meeting the

Philosophy/Mission Standard.

Continue to teach and reinforce the mission statement and its connection to the school’s

faith community.

Clarify and refine the systems for assessing our implementation of the mission statement

in daily activities.

E.3. 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.


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Align Peacemaker of the Month virtues with the mission statement and beliefs.

Reinforce the application of the monthly practice during morning assembly scripture

reflection

F. 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 www.simonandjude.org

Policies related to the philosophy/mission X

Practice of the Month Plan for 14-15 based on the Mission and

Beliefs X

Survey Results X


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GOVERNANCE AND LEADERSHIP STANDARD FOR

ACCREDITATION



for quality included in this Standard for Accreditation.

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,


operate?

Pennsylvania

In what country(ies) is the school

licensed to operate?

United States


operate:

3. Is the school licensed to grant

diplomas or certificates?

X Yes

No

If yes,


grant diplomas or certificates?

Pennsylvania

Type(s) of diplomas or certificates

offered

Elementary Diploma


grant diplomas or certificates:


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For religious schools:

Religious Affiliation: Roman Catholic









1. Does Not Meet The evidence indicates the school does not meet the



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


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Governance and Leadership

The Standard: The school is chartered, licensed, or authorized by a state, nation, or

authority that operates in the public interest. The governance and leadership ensure the

integrity, effectiveness, and reputation of the school through the establishment of

policy, provision of resources, and assurance of a quality educational program. The

governance and leadership act ethically and consistently to assure an atmosphere of

mutual respect and purposeful effort on behalf of students and their learning. School

leaders foster a productive environment for teaching and learning, timely and open

communication with stakeholders, and the vision necessary for day-to-day operations

and long-term planning.

2.1 – 2.17: Indicators for schools that are not part of a public school

district, archdiocesan/diocesan system, corporation, or other

school organization with a central office staff

X These Indicators are not applicable to our school.

2.18 – 2.38: Indicators for schools that are part of a public school district,

archdiocesan/diocesan system, corporation, or other school

organization with a central office staff


Governance


1 2 3 4

2.18 The school is in compliance with all applicable

statutes, ordinances, and regulations of all civil

authorities of the jurisdiction in which the school

is located.

X

2.19 No legal or proprietary ambiguities in ownership,

control, or responsibility exist. Partnerships and

any corporate linkages in ownership/governance

are expressed as enforceable agreements.

X


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1 2 3 4

2.20 The governance works cooperatively to establish

and maintain clearly formulated written policies

and procedures that are consistent with the

school’s philosophy/mission. The policies and

procedures are implemented and reviewed

regularly.

X

2.21 The governance provides appropriate

opportunities for education of the trustees/board,

including orientation and training sessions so that

all members understand their responsibilities and

roles.

N/A N/A N/A N/A

2.22 The governance appropriately recognizes the

accomplishments of the staff and students. X

2.23 The governance provides the school with effective

leadership, support, and continuity, including

succession planning to ensure stability of the

school leadership.

X

2.24 The governance thinks and acts strategically,

reflecting on its decisions and the consequences of

its actions.

X

2.25 The governance implements a system for

evaluating its own effectiveness in performing its

duties.

X

2.26 The governance focuses its activities on selecting,

evaluating, and supporting the head of the school

system, policy development, planning, assessing

the organization’s performance, and ensuring

adequate resources to accomplish the

organization’s philosophy/mission.

X

2.27 Governance refrains from undermining the

authority of the leadership to conduct the daily

operation of the school system.

X

2.28 The governance utilizes a clearly defined

performance appraisal system for the head of the

school system. The appraisal is conducted with

the knowledge and participation of the head of

the organization.

X


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1 2 3 4

Other:

Central Office Leadership


1 2 3 4

2.29 The head of the school system is accountable to

the governance and is responsible for ensuring

expected levels of student performance.

X

2.30 The central office leadership ensures that all

school system programs and activities are

adequately and appropriately planned,

supervised, resourced, and staffed with qualified

personnel.

X

2.31 The central office leadership stays well informed

of educational developments. X

2.32 The central office leadership adheres to

appropriate guidelines concerning confidentiality

in communications.

X

Other:

School Leadership


1 2 3 4

2.33 The school leadership maintains appropriate and

constructive relations with families, students,

staff, the community, and with each other in the

interest of serving the needs of the students.

X

2.34 The school leadership undertakes operational,

long range, and strategic planning aimed at

accomplishing the school’s mission and goals.

X

2.35 The head of the school is accountable to the

governance and is responsible for ensuring

expected levels of student performance.

X

2.36 The school leadership ensures that all school X


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1 2 3 4

programs and activities are adequately and

appropriately planned, supervised, resourced,

and staffed with qualified personnel.

2.37 The school leadership ensures that members of the

professional and support staffs stay well informed

of educational developments.

X

2.38 The school leadership adheres to appropriate

guidelines concerning confidentiality in

communications.

X

Other:

2.39: Indicator for schools that provide distance education

X This Indicator is not applicable to our school.

2.40– 2.47: Indicators for faith-based schools3



1 2 3 4

2.40 The governance and leadership articulate and

model the religious tenets of the school. X

2.41 Maintaining the religious identity of the school is a

priority of the administration. X

2.42 Policies, procedures and decisions of the

governing body and leadership are based in and

informed by the religious values and identity of

the school.

X

2.43 Leadership accepts the authority of the sponsoring X








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1 2 3 4

religious institution.

2.44 Planning and decision-making by the governance

and leadership engages the school community in

setting direction and ensuring the future of the

school as a faith-based institution.

X

2.45 Criteria for hiring the school’s leadership include

an assessment of the candidates’ understanding

and commitment to the religious beliefs and

mission of the school.

N/A N/A

*

N/A

at

this

time

N/A

2.46 Governance and leadership promote respect and

collaboration among all members of the school's

"faith" community.

X

2.47 Attention is given to building a respectful and

collaborative "faith" community among the faculty

and staff.

X

Other:

* The principal is assigned to the school by the Sisters, Servants of the Immaculate Heart of

Mary

B.1. Stakeholders’ comments to support the ratings Although 39% of the staff rated the average of the indicators a “4” and 58% rated it “3”, the fact

that several student comments and one faculty member indicated that the governance/leadership

does not give sufficient recognition to student and staff accomplishments is a matter to be

considered and addressed.

Although 68% rated the average of the indicators a “4,” 6% rated it with a “1” or “2.” While it is

acknowledged that families have varying experiences, comments such as: “The pastor and

principal have not been effective in addressing issues presented to them” are notable and need to

be addressed.

B.2. Evidence:

Indicator

No. Evidence


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Foundational Issue: Governance and Leadership

Are there governance and

leadership standard indicators not

met or in need of improvement that

inhibit the attainment of the


YES

X NO



conclusion:


E.1. List the school’s significant strengths in meeting the Governance and

Leadership Standard.

The pastor and principal, supported by the Finance and Pastoral Councils, work

cooperatively to lead the school in adherence to the Mission Statement.

The principal and pastor sit on the Finance and Pastoral Councils receiving advice from

them and keeping them informed of the school’s activities and progress.

The pastor responds to all requests for his input and presence.


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The principal is a member of a religious community and sees her role as a ministry. She

sincerely seeks to lead with generosity and dedication to high standards in all areas.

The leadership style of the principal is collaborative which helps to instill a strong sense

of ownership among all.


Governance and Leadership Standard.

According to survey data, there do not appear to be areas of overwhelming concern for

improvements in school governance and leadership. However, while the individuals who

fulfill these positions are well-credentialed and dedicated to continuing educational

opportunities, stakeholder comments suggest a need for more prompt and definitive

handling of issues.

The governance and leadership will continue to improve communication. They will focus

on student accomplishments and recognizing them with greater consistency.

The governance and leadership will aim to improve the scope and breadth of information

across all parish entities. They will use 21st century technology, meetings and current

avenues of communication. In so doing, stakeholders will be more aware of the

processes and protocols that are followed in the governance of the school.


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.

The governance and leadership will continue to assure a quality educational program by

implementing the recommended archdiocesan curriculum, by supporting sound financial

decisions, and by striving to ensure enrollment stability.

The governance and leadership will continue to facilitate communication among all

stakeholders.

The governance and leadership will work more closely with The Chester County

Advisory Council for Elementary Schools.


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


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Evidence School Chart of lines of authority/responsibilities X

Policies related to governance and leadership X

For independent, non-public, and proprietary institutions only

Financial Focus Parts I, II and III distributed to the parish and school families. X


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SCHOOL IMPROVEMENT PLANNING STANDARD FOR

ACCREDITATION







A.1. SCHOOL PLANS

Type of Plan Yes/No

Year Last

Reviewed/

Updated

Quality/Effectiveness

of Plan

Strategic Plan/Long-

Range Plan X

Middle States

Action Plan last

reviewed in

2010.

The diocese

encourages an

annual strategic

plan

X Satisfactory

Needs

Improvement

Unsatisfactory

Financial Plan X Annually in

September at

Finance Council

X Satisfactory

Needs

Improvement

Unsatisfactory

Facilities Plan X Twice per year,

September and

January

X Satisfactory

Needs

Improvement

Unsatisfactory

Technology Plan X Will be formally

constructed

Satisfactory

X Needs

Improvement

Unsatisfactory

Professional

Development Plan X

Annually in

conjunction with

CCIU and OCE

Satisfactory

X Needs

Improvement


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Type of Plan Yes/No

Year Last

Reviewed/

Updated

Quality/Effectiveness

of Plan

Unsatisfactory

Staffing Policy

X

Annually with

teacher

evaluation and

hiring according

to OCE

recommendations

X Satisfactory

Needs

Improvement

Unsatisfactory

Marketing Plan X

Annually at first

Marketing

Committee

Meeting

X Satisfactory

Needs

Improvement

Unsatisfactory

Curriculum

Review/Revision Plan X

Annually in

conjunction with

OCE

X Satisfactory

Needs

Improvement

Unsatisfactory

Student Enrollment

Policy X

Annually with

the Marketing

Committee and

Finance Council

X Satisfactory

Needs

Improvement

Unsatisfactory









1. Does Not Meet The evidence indicates the school system does not meet

the expectations of this Indicator


Need of Improvement

The evidence indicates that the school system partially

meets the expectations of this Indicator and is in need of


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improvement

3. Meets The evidence indicates the school system meets the


4. Exceeds The evidence indicates the school system exceeds the



School Improvement Planning

The Standard: The school uses a collaborative process to develop and implement a

written strategic or long-range plan to improve its educational program and services.

Plans are aligned with the school’s philosophy/mission and its operational plans, and

are focused on continuous improvement of student performance, staff professional and

organizational growth.

3.1– 3.8: Indicators for all schools


1 2 3 4

3.1 The school’s improvement plans are developed

with broad-based school community participation

and input.

X

3.2 Information about the school’s planning

processes, its improvement plans and goals, and

the results of implementing the improvement

plans are communicated to stakeholders and the

public.

X

3.3 Improvement plans are supported by the school

community and approved by the governance

where appropriate.

X

3.4 Periodic external reviews validate the school’s

processes for strategic or long-range planning and

school improvement.

X

3.5 The school can document its long-range planning

for finances, facilities, and technology

enhancement.

X

3.6 Improvement plans are based on an analysis of X


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1 2 3 4

historical data, baseline performance information,

trend data, and projections.

3.7 The school’s improvement plans are reviewed

periodically to determine the extent to which

outcomes meet expectations so that corrective

actions can be taken as needed.

X

3.8 Planners consider the capacities of its facilities,

equipment, and staff before adopting new

programs.

X

Other:

3.9: Indicator for faith-based schools4 This Indicator is not applicable to our school.


1 2 3 4

3.9 The spiritual life of the community is a priority in

all planning activities. X

B.1. Stakeholders’ comments to support the ratings:

All stakeholder groups clearly rated SSJ as meeting this Standard although our Parents rated 3.1

and 3.2 with a “4” for exceeds expectations. The following parent comment exemplifies this.

There is always time for parents' questions at HSA meetings. One feels as though

questions (even difficult or challenging ones) are welcome.

B.2. Evidence:

Indicator

No. Evidence

See MSA Survey Results/Comments








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Foundational Issue: School Improvement Planning

Are there school improvement

planning standard indicators not




YES

X NO



conclusion:


E.1. List the school’s significant strengths in meeting the School Improvement

Planning Standard.

Long range planning for improvements to the school remains on-going. The Faculty works as a

team to identify and address improvement needs in curriculum areas while the Parish Manager

and Principal are continuously assessing and addressing needs related to the physical plant and

resources. Sr. Jeannine, school principal, communicates with the Parents through weekly


Self-Study Document


newsletters, website postings, and thrice annual oral reports presented at each Home and School

meeting. Students are informed of daily, weekly, and long-range events at morning assembly.


School Improvement Planning Standard. While SS. Simon and Jude School tends to be up-to-date with the latest technology in many

ways, it would be beneficial to have a technology plan in place, including the financial aspect of

that plan, to ensure that technology for all staff and students continues to be updated and kept

current.

At times, the school's plan for improvements has needed to be adjusted based on finances.


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.

A technology plan, including long-range financial planning, will be developed and implemented

for both staff and students.


Evidence School Strategic and/or long-range plan Development/institutional advancement plan Enrollment plan Policies related to school improvement planning


Self-Study Document


FINANCES STANDARD FOR ACCREDITATION

A. Issues Related to this Standard

A.1. For Publicly-Funded Schools

X This section is not applicable to our school.

A.2. For Non-Public, Independent And Proprietary Schools

This section is not applicable to our school.

A.2.a. FINANCIAL RESOURCES:

INCOME SOURCE

Current Year

Last Year

% from tuition 91% 88.4%

% from fees 5.2% 6.5%

% from fund-raising and other special

Activities 2% 2.3%

% from annual giving

% from grants

% from interest/investments/rental income 0.04% 0.4%

% other After School 1.8% 2.3%

TOTAL 99.9% 99.5%

A.2.b. ANNUAL PER PUPIL COSTS:

PER PUPIL

COSTS

Current

Academic

Year

Last

Academic

Year

Kindergarten $5,400 $5,300

Elementary

School Grades 1

to 8

$5,400 $5,300


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A.2.c. INSURANCE FOR THE SCHOOL:

Adequacy of Coverage

TYPE OF

INSURANCE Satisfactory

Needs

Improvement Unsatisfactory

Property liability X

Employee liability X

Administration

liability

X

Governing body

liability

X

Theft, fraud, deceit X

Tuition increase X

Travel and field trips X

Institution-owned

vehicles

X

Other (describe): We are self-insured under the

Archdiocese.

Certificate of Insurance is

available.

A.3. 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.

A.4. Indicate any anticipated major capital expenditures within the next three

years. The main office will be moved near the front entrance. An additional wall will be installed to create a larger reception area, but one that is closed

off from the rest of the school to hinder immediate access. The phone, PA system, door buzzers and monitors will be upgraded when the offices are

moved.

The current office will be reconfigured to create a conference room. The school is not ADA compliant but addressing this is in a long range plan which could

be 3 years but could be longer. Projects will be accomplished as funds are available.


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Need of Improvement



improvement






Finances

The Standard: Financial resources are sufficient to provide the educational

opportunities defined in the school’s philosophy/mission. The business practices of the

school are ethical. These practices promote confidence in the school’s ability to manage

fiscal and material resources in a responsible manner and follow prescribed budgeting

and accounting principles. The majority of resources raised for school purposes is

dedicated to the school’s operations.

4.1 – 4.12: Indicators for all schools


1 2 3 4

4.1 The school implements written financial policies

and procedures that are in accordance with

accepted business practices.

X


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1 2 3 4

4.2 The governance and leadership exercise prudent

control over all financial operations. X

4.3 Levels of income and expenditures are in

appropriate balance. Current assets are sufficient

to meet current liabilities.

X

4.4 Finances are currently stable and projections

indicate continuing stability. X

4.5 The school develops short- and long-range

financial plans to ensure resources are available to

deliver its educational program and services.

X

4.6 Stakeholders have opportunities to provide input

into financial plans. The staff is involved in

determining priorities for curriculum and

instructional needs.

X

4.7 Families enrolling students in the school are

informed in advance of all financial obligations for

attending the school.

X

4.8 Those entrusted with overseeing and conducting

the financial and business operations of the school

possess appropriate qualifications.

X

4.9 Periodic audits or financial reviews are conducted

by qualified external agencies and the school

responds appropriately.

X

4.10 The school has written, reasonable, and equitable

tuition, collection, and refund policies. X

4.11 The school carries adequate insurance coverage

including business interruption, casualty,

property, and liability insurance for employees

and the governance/owner, as appropriate.

X

4.12 The school makes prudent use of resources

available through development activities, grants,

foundations, and other partnerships.

X

Other:


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1 2 3 4

4.13 The governance provides financial resources

necessary to support and enhance the religious

nature of the school.

X

4.14 The governance makes judicious use of financial

resources based on the religious values of the

school.

X

4.15 Institutional advancement efforts are supported

by the governance, leadership, staff, parents, and

alumni.

X


Most stakeholders indicated on their survey that financial resources are sufficient to

provide the educational opportunities defined in the school’s philosophy/mission. The

business practices of the school are ethical. These practices promote confidence in the

school’s ability to manage fiscal and material resources in a responsible manner and

follow prescribed budgeting and accounting principles.

Stakeholders indicated concern for impact of declining enrollment on the ability of the

school to provide sufficient capital to fund the educational programs.

Stakeholders indicated a desire for the school to continue to improve its communication

of student scholarships and other opportunities for financial assistance.

B.2. Evidence:

Indicator

No. Evidence








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Foundational Issue: Finances

Are there finances standard

indicators not met or in need of

improvement that inhibit the

attainment of the organizational

capacity objective?

YES

X NO



conclusion:


E.1. List the school’s significant strengths in meeting the Finances Standard.

The school is a recipient of financial support from the stewardship of the parish. SS.

Simon and Jude Parish demonstrates a commitment to stewardship through the leadership

of its pastor, finance council and other parish leaders. The parish warmly welcomes

individual participation in parish life, which is evidenced by an abundance of committed

volunteers. The parish exhibits vibrant spiritual, social, and outreach activities.


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Although there is no separate School Advisory Board, the Parish Finance Council takes

seriously a commitment to review trends and plan for financial stability for the school.

Their goal is to be proactive in envisioning the structure of the school in the next five to

ten years. They are anxious to work with the Chester County Advisory Board to see the

broader picture and help ensure sustainable venues for Catholic education in the county.

In addition to being a recipient of the Archdiocesan EITC scholarship partner, BLOCS

(Business Leaders Organized for Catholic Schools), SS. Simon and Jude also receives

EITC scholarship assistance through the Advisory Council of Chester County, the

Henkels Foundation and Bridge Foundation.

In order to address the financial needs of those who may not meet foundation criteria or

who apply after those funds have been exhausted, SS. Simon and Jude established their

own Catholic Education Fund which is also a source of tuition assistance for families.

This endeavor is made possible by parishioner and other benefactor contributions.

SS. Simon and Jude Home and School Association raises funds each year. They cover the

cost of annual needs as well as any additional needs requested during the year. At the

end of the year, after having met all expenses for that year, a donation is made toward the

SSJ scholarship fund.

In the school year 2011-2012, an estate donation was earmarked for technology and a

separate technology fund was created.


Finances Standard.

A more concrete, strategic plan to maintain and even increase enrollment in the middle

school is needed.

A formalized development program and director could engage alumni and other

community members to support an annual fund to ensure a consistent source of funding

apart from tuition. This program director would also assist in recruiting and retention.


important next steps or strategic priorities related to Finances that should be

included in the action plan in the Plan for Growth and Improvement.

The Parish Finance Council will continue to manage fiscal and material resources in a

responsible manner with a goal to reduce the parish subsidy to the school while still

keeping tuition at a reasonable rate.

The school will distribute information via the Sunday bulletin or will inform parishioners

through other means to ensure all school families receive the information. The goal is to

better communicate the role of the Finance Council and its relationship in supporting the

school.

The chair of the Finance Council or designee will be invited to address a general Home &

School meeting to further clarify its role and answer questions.

The school will continue to focus on marketing avenues, such as a vibrant and updated

website and more visibility of the Mission Statement on all publications. The school will


Self-Study Document


expand the use of “Exit Interviews” for students who are leaving the school prior to

graduation. These results will be analyzed to determine how to improve retention,

increase enrollment and thus strengthen the fiscal health of the school. Marketing

activities to improve enrollment at SSJ include

o formal visit days.

o Open Gym Day for those with younger children to use the gym weekly.

o contact with families of newly baptized children to establish ties with the school.

o greater attention to the needs and concerns of families new to the school.

The PREP Program will continue to be a supportive avenue for the dissemination of

information about the school and its mission.


Evidence School Current operating budget (for main campus and each branch campus) X Certified external audit letter conducted within the last two years (for main campus

and each branch)

Student tuition and fee schedule (if applicable) X Long-range financial plan X Schedule of student tuition and fees (for non-public and proprietary institutions) X

Evidence that the institution has no contingent liabilities or on-going litigations that

potentially could affect the institution’s ability to continue operation X

List of grants and other funding sources obtained in the last calendar year X Publications provided to students outlining the families’ financial obligations X

Summary of the institution’s insurance coverage (for main campus and each

branch) X

Policies related to finances, financial aid, and refunds X

Agenda and Minutes of 13-14 Finance Council X Spreadsheet of Families (No Names) who received tuition assistance 13-14 X


Self-Study Document


FACILITIES STANDARD FOR ACCREDITATION







A.1. PHYSICAL FACILITIES.

Facility Location Year

Constructed

Most Recent

Renovation Ownership

Original School

Building

West Chester 1962 Summer, 2013

X Owned

Leased New School Wing

1991 Summer, 2013 X Owned

Leased Cavanaugh Hall

(Gym)

1970 Summer, 2010

X Owned

Leased Monihan Hall

(School/Parish)

1962 2013

X Owned

Leased

A.2. ADEQUACY OF FACILITIES.

BUILDINGS

Satisfactory Needs


Not

Applicable

Main and New Wing X Gym X

Monihan Hall X

RESIDENTIAL

FACILITIES Satisfactory

Needs


Not

Applicable Dormitories X

Sleeping rooms X

Common areas X


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RESIDENTIAL

FACILITIES Satisfactory

Needs


Not

Applicable Dining areas X

Bathrooms X

Recreational areas X

Heating X

Lighting X

Ventilation X

Provisions for the

disabled (ADA) X

Cleanliness X

A.2.a.. Provide a description of proposed improvements and/or corrective actions that



formally planned.

A.3. MAINTENANCE AND CLEANING STAFF:

Type of Facilities Personnel Number Adequacy of Type and Number

Maintenance 3

X Satisfactory

Needs Improvement

Unsatisfactory

Clothing

X Satisfactory

Needs Improvement

Unsatisfactory

Grounds

X Satisfactory

Needs Improvement

Unsatisfactory

Other:

Satisfactory

Needs Improvement

Unsatisfactory

Other:

Satisfactory

Needs Improvement

Unsatisfactory


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A.3.a. Provide a description of proposed improvements and/or corrective actions that



formally planned.

A.4. CONDITION OF FACILITIES.

Facility Satisfactory Needs


Not

Applicable

School Building(s) X

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


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Not

Applicable

Auditorium/Theater X

Dormitories X

Chapel X




formally planned.

ADA Compliance

The school and parish administration is mindful of the need for ADA modifications and the

relocation of the school’s administrative offices. These changes along with the HVAC upgrade

and electrical upgrade were bid in the summer of 2011. The entire scope of the project in 2011

dollars was $3,467,248.00. Breaking out the cost of ADA alterations including an elevator is

estimated at $423,000.00. The cost to relocate the administrative offices is $162,000. In the

summer of 2013 the school HVAC upgrade was completed at a cost of $1.7 million dollars. The

funds for the stated projects are from the Building for the Body of Christ Phase II Capital

Campaign. This campaign was started in 2009 and pledges are received over a five year period.

The rate of return over this five year period will determine the viability of the above stated

projects.

Security

Provisions for security are an ongoing effort. The school is committed to the constant evaluation

and improvement of the safety and security measures that are in place. A Security Committee

including Administration, Teachers, Parents, Local Police and members of the construction

trades is active in evaluating all procedures.

The following accomplishments in the 2013-2014 school year have taken place:

1. Maroon lanyards with identification cards worn by teachers

2. Yellow lanyards worn by visitors

3. Updated directions given for the reception desk volunteers

4. Walkie - talkies used for recess and outdoor P.E. classes

5. Updated floor plan for the school distributed to the main office, rectory, police and fire

departments.

6. Gathering points for evacuation designated, including the car dealership, church and

lower 352 access road.

7. Risk and vulnerability assessment conducted by the county and state.

8. Cafeteria doors secured with a slide bar for enhanced barricade

9. Lower lobby locked and monitored from 7:30 to 8:25 AM

10. All doors keyed to a master key.


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11. Distributed classroom kits with air horns, hammers, fire extinguishers, green and red

communication posters.

Security Action Items under Consideration 1. Update Crisis Management Plan

2. Install keyed deadbolts on classroom doors if approved by the fire department

3. Install communication upgrade allowing any teacher to alert the entire school.

4. Install security cameras both internal and external.

5. Redesign and improve the front entry foyer with security in mind.

6. Replace the current phone tree with an off-site emergency contact system.

A.5. ADEQUACY AND QUALITY OF MAINTENANCE/CLEANING.



Not

Applicable

School Building(s) X

Furnishings X

Provisions for the

Disabled X

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


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Not

Applicable

Indoor Athletic Space(s) X

Cafeteria/Dining Space(s) X

Auditorium/Theater X

Dormitories X

Chapel X




formally planned.












Need of Improvement



improvement






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Facilities

The Standard: School facilities are safe, clean, and well maintained. The physical

environment supports delivery of the educational program/services as well as optimal

student development and achievement. Facilities are appropriate and adequate to

implement the philosophy/mission of the school. They are regularly inspected for

effective operation and meet all applicable laws including health and safety code

requirements.



1 2 3 4

5.1 The school’s facilities and equipment are

appropriate for achieving its philosophy/mission

and are healthy, safe, and well maintained.

X

5.2 The school plans for, funds, and schedules regular

preventative measures, repairs, and maintenance

of its facilities and equipment.

X

5.3.a The facilities offer a variety of spaces for

providing quality programs and services for all

segments of the school’s population and include

appropriate accommodation for instruction;

X

5.3.b The facilities offer a variety of spaces for



appropriate accommodation for instruction;

X

5.3.c The facilities offer a variety of spaces for



appropriate accommodation for administration;

X

5.3.d The facilities offer a variety of spaces for



appropriate accommodation for: conferences;

X

5.3.e The facilities offer a variety of spaces for

providing quality programs and services for all X


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1 2 3 4


appropriate accommodation for student activities;

5.3.f The facilities offer a variety of spaces for



appropriate accommodation for storage of school

property; and

X

5.3.g The facilities offer a variety of spaces for



appropriate accommodation for storage for

student belongings.

X

5.4 Sufficient systems are in place to monitor and

adjust air quality to appropriate levels. X

5.5 Lighting is adequate and appropriate in student

and staff areas. X

5.6 Sufficient space is available for ingress, egress,

and traffic flow within the facilities. X

Other:


Facilities The stakeholders generally support the concept that Saints Simon and Jude School has adequate

facilities for all programs and that the facilities are maintained to the highest standard. The

maintenance staff, business manager and parish finance council work hard to upgrade and

maintain the existing facilities.

The following comments from surveys support the notion that the school is committed to

providing an outstanding learning environment for all.

Building is fairly old but is somewhat well run.

The school is maintained beautifully. It would be nice if the bathrooms were a little

“fresher”.

Adequate space and equipment: Safe entry and flow.

Security Most survey responses expressed concern with the location of the main office and effect of that

on the security of the entire building.


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The entry is secured, however it would much more sensible to have administrative staff at

the entrance to the school! The entrance is rarely manned by a parent volunteer.

Changing the office location will provide better opportunities for a safer entrance.

B.2. Evidence:

Indicator

No. Evidence






Foundational Issue: Facilities

Are there facilities standard




capacity objective?

YES

X NO



conclusion:


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E.1. List the school’s significant strengths in meeting the Facilities Standard.

The school has done extensive renovations and repairs to the building. In the last ten years, the

following additions and renovations have been undertaken:

New cafeteria and office space converted from the original church

New roof, floor, equipment, and HVAC installed in the gym

New HVAC installed in all the classrooms

New dedicated science lab installed

Computer lab updated

Electrical system upgraded to support school renovations

Lighting system upgraded to bring school up to code

Classrooms painted and recarpeted

Gym repainted

Lower level entrance renovated

Fire Alarm system and P.A. system upgraded


Facilities Standard.

The greatest need is to move the administrative offices closer to the main entrance of the school.

Many survey comments referenced this need as it is a major safety concern for all stakeholder

groups. Moving the administrative office to the main entrance would allow visitors to be

screened more accurately. Presently, volunteers screen visitors, but this system is dependent on

the volunteer being present at the designated times. Visitors now have complete access to the

entire school once they are buzzed into the building, and no direction is given as to areas where

they may or may not enter. The present system makes all vulnerable.

Secondly, the building it not ADA compliant. As noted earlier in the report, this compliance is a

long range plan.


important next steps or strategic priorities related to Facilities that should be

included in the action plan in the Plan for Growth and Improvement.

Facilities renovation and compliance will be dictated by available funds in the budget. Any

monies from the Building for the Body of Christ Capital campaign will be used to make

upgrades. Clearly, the relocation of the main office is a priority since it appears on each

stakeholder group’s list of desired improvements. It will be started in the summer of 2014 and

expected to be completed before the opening of school.


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Evidence School Floor plan of facilities X Long-range facilities plan X Maintenance/repair schedules X Plans for any facilities improvements X Policies related to facilities


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SCHOOL CLIMATE AND ORGANIZATION STANDARD

FOR ACCREDITATION

A. Self-Assessment of Adherence to the Indicators of Quality











Need of Improvement



improvement






School Climate and Organization

The Standard: The school’s organizational structure and climate facilitate

achievement of its core values as expressed in the philosophy/mission. The school

culture supports successful implementation of age- and developmentally appropriate

educational programs and services. Roles, responsibilities, expectations, and reporting

relationships are clearly defined. Administrative, instructional, and support staff are

qualified, competent, and sufficient in number to effectively provide quality

educational experiences. The school regularly conducts staff performance appraisals

and offers professional development opportunities informed by its philosophy/mission.

Relationships among the staff and leadership are collegial and collaborative.


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1 2 3 4

6.1 The school’s design, organization, climate, and

leadership support attainment of the school’s

philosophy/mission.

X

6.2 Designated, qualified leadership provides

coordination, supervision, and direction for the

educational program, student services, and

student activities.

X

6.3 A logical and clear table of organization for the

school includes written job descriptions that

specify levels of responsibility and reporting

relationships.

X

6.4 Administrative, instructional, and support staffs

are qualified, competent, and sufficient in number

to meet the needs of the total educational

program, student services, and student activities.

X

6.5 Staff members, including administrators, are

assigned to work based on their education,

preparation, experience, expertise, and

commitment to the school’s success.

X

6.6 The school implements written personnel policies

and procedures for the operation of the school and

makes them available to all employees.

X

6.7 The school implements written policies and

procedures for determining adequate

compensation, arriving at reasonable workloads

and acceptable working conditions, and defining

just and fair treatment for all staff.

X


procedures for evaluating staff performance.

Performance appraisals are conducted with the

knowledge of the staff member and reported in

writing as well as verbally. Results are used to

make professional development

recommendations. Staff members have an

X


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1 2 3 4

opportunity to discuss and appeal their

appraisals.

6.9 Staff members are provided opportunities to offer

input into the content of their professional

development programs.

X


procedures for handling complaints/grievances by

members of the staff.

X


procedures for orienting and mentoring new staff

members.

X


procedures to ensure that service providers not

employed by the school are appropriately

oriented, supervised, and supported.

X

6.13 The working environment for the staff promotes

collegiality, high expectations, trust, support, and

recognition for accomplishments and

contributions.

X

6.14 Professional satisfaction and good general morale

characterize the school’s staff. X

6.15 Staff members are committed to the school,

dedicated to their work, and take pride in the

outcome of their efforts.

X

6.16 The leadership encourages staff members’

affiliation with professional organizations. X

6.17 The school’s families and community demonstrate

commitment to, pride in, and support for the

school through participation, promotion of its

mission, and financial support.

X

6.18 Members of the staff, students, and their families

feel safe in the school. X

6.19 A clearly defined, written code of student conduct

supports an environment that is conducive to

learning and is understood by students, staff, and

families. The code is enforced fairly and

X


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1 2 3 4

uniformly.

Other:

6.20 - 6.28: Indicators for schools that are part of a public school district,

archdiocesan/diocesan system, corporation, or other school

organization with a central office staff



1 2 3 4

6.20 A logical and clearly understood table of

organization exists for the system of schools with

written job descriptions that specify levels of

responsibility and reporting relationships.

X

6.21 The design, organization, and climate of the

system of schools support attainment of the

school’s philosophy/mission.

X

6.22 Administrative, instructional, and support staffs

of the central office are qualified, competent, and

sufficient in number to meet the needs of the total

educational program, student services, and

student activities.

X

6.23 Central office staff members possess the

qualifications of education, preparation,

experience, and commitment that contribute to the

school’s success. Staff members are assigned to

work by reason of their training and expertise.

X

6.24 The central office’s leadership and staff work

cooperatively to create a climate for teaching and

learning that fosters the attainment of the school’s

philosophy/mission.

X

6.25 The organization implements written personnel

policies and procedures for the operation of the X


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1 2 3 4

system of schools and makes them available to all

employees.

6.26 The organization implements written policies and

procedures for determining adequate

compensation, arriving at reasonable workloads

and acceptable working conditions, and defining

just and fair treatment.

X

6.27 Central office leadership supports a

comprehensive program of professional

development for all members of the staff that

addresses system-wide learning expectations and

specific student needs by allocating appropriate

time and resources.

X

6.28 Central office leadership encourages the school

staff members’ affiliation with professional

organizations.

X

Other:

6.29 – 6.31: Indicators for schools with early age programs


6.32: Indicator for schools that provide distance education

X This Indicator is not applicable to our school.

6.33 – 6.43: Indicators faith-based schools6









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1 2 3 4

6.33 The school’s environment portrays an identifiable

integration of faith, life, and culture. X

6.34 Programs of study, activities, athletics, codes of

conduct, and discipline actions reflect the

religious values expressed in the school’s

foundational documents.

X

6.35 Appropriate attention is given in all school

programs and activities to values and traditions

that demonstrate and reinforce the school’s

religious nature.

X

6.36 The faculty is provided with opportunities to

advance its understanding of the religious beliefs

and foundational documents of the school.

X

6.37 The school provides formal and informal

opportunities for the spiritual development of the

faculty and staff members.

X

6.38 Professional development opportunities regularly

provide for the spiritual development of the

faculty and staff as spiritual leaders in the school

community.

X

6.39 The religious studies program for students is well

defined and consistent with the mission of the

school and the sponsoring institution.

X

6.40 Prayer and/or expressions of faith are integral

components of the school’s curriculum and daily

activities.

X

6.41 Students play an appropriate role in planning,

organizing and conducting the school’s faith-

based experiences.

X

6.42 Criteria for hiring school personnel include an

assessment of the candidates’ understanding and

commitment to the foundational beliefs and

mission of the school.

X

6.43 The criteria for performance evaluations of the

faculty and staff members include understanding

and commitment to the mission and beliefs of the

X


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1 2 3 4

school.

6.44 – 6.46: Indicators for all Pennsylvania public, independent, and faith-

based schools



1 2 3 4

6.44 The school has and implements a written policy

that requires all applicants for employment with

the school, including employees of independent

contractors but excluding employees who do not

have direct contact with students, to undergo the

following background checks prior to being hired

or contracted:

a. Pennsylvania State Police Request for Criminal

Records Check;

b. PA Department of Public Welfare Child Abuse

History Clearance; and

c. Federal Criminal History Record Information

(CHRI) from a FBI fingerprint-based background

check.7

X

6.45 The school has and implements a written policy

that requires the school to review applicants’

required background check reports prior to their

being hired or contracted to determine the fitness

of the individual to work in a position in which

s/he will have contact with children.

X

7 Act 114 of 2006 (state law) specifies that all applicants for employment with public and private schools

including employees of independent contractors, but excluding employees who do not have direct

contact with students undergo background checks noted in Indicator 6.11. In addition, Act 114 extended

the background check requirements to include student teacher candidates prior to their field experience.

Student teacher background check reports are to be submitted to their higher education administrator.


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1 2 3 4

6.46 The school has and implements a policy that

requires the school to keep on file copies of the

required background check reports for all staff

hired or contracted on or after April 1, 2007.8

X

A.1. Stakeholders’ comments to support the ratings:

Although most stakeholders indicate that there is a safe climate in the school, it has been

indicated that the entry process into the building needs to be updated.

Overall, children are pleased with the rapport they have with their teachers.

Stakeholders are pleased with the religious experiences throughout the school day, stating

that both religion teachers and Masses inspire the children to follow God and grow

stronger in their faith.

Parents and students perceive the code of student conduct policy as being enforced

inconsistently.

Most parents agree that the teachers are competent, dedicated and professional, and they

display good morale. A small number of parents indicated that improvement is needed in

teacher morale and performance. Parents feel that children learn best when all teachers

demonstrate their love of teaching.

A.2. Evidence:

Indicator

No. Evidence

N/A...a rating of 1 was not received in any of the indicators of quality

B. Self-Assessment of Adherence to the Standard for Accreditation




8 Act 114 of 2006 and the PA Public School Code, Section 1-111 requires public and private schools to keep

a copy of each background check report for each staff person hired on or after April 1, 2007 for the

duration of time the individual is employed by that school. This also applies to school contractors.


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C. Root Cause Analysis

Foundational Issue: School Climate and Organization

Are there school climate and

organization standard indicators

not met or in need of improvement

that inhibit the attainment of the


YES

X NO



been met


conclusion:


committee

D. Implications for Planning

D.1. List the school’s significant strengths in meeting the School Climate and

Organization Standard. SS Simon and Jude School’s organizational structure and climate are rooted in the school’s total

belief and commitment to its core values expressed in the mission statement and beliefs.

The significant strengths of SS. Simon and Jude School’s organizational structure and climate

include:

Organizational Strengths

o The school organization has a strong, supportive leadership, effective and timely

communication with the school community, and willingness to adapt to the ever-

changing educational demands. This is evident by

developmentally appropriate educational programs based on the Common

Core Standards, utilizing UbD unit lesson planning, clearly defined roles,

responsibilities, and expectations of all staff members as is described in

the faculty handbook.

regular and rigorous staff performance evaluations through classroom

observations and a formal written review by the school principal.

varied professional development opportunities, keeping up to date with

Act 48 requirements, along with Archdiocesan Catechetical Certification

requirements.


Self-Study Document


o Qualified, committed, and competent staff that provide quality education. This is

evident by

A wide variety of learning experiences in all subjects. For example, the

LabLearner Science Program is centered on hands-on, experience-based

learning. Teachers use an array of teaching styles such as whole-group

instruction, cooperative groups, and differentiated instruction.

Accommodations are provided for students with individual learning

needs.

certified teachers, many with advanced degrees.

Personnel required state and archdiocesan documents prior to

employment. These documents are updated as needed and kept on file

through the duration of employment.

School Climate

o SS. Simon and Jude's faculty and staff believe that a positive school climate is

vital to school success. This is evident by

faculty and staff support of one another to maintain a positive climate at

all times by displaying strong moral values and adhering to expectations

and guidelines as detailed in the faculty handbook.

clearly defined code of student conduct which supports an environment

conducive to learning as is written in the student handbook and on the

conduct calendar.

faculty members who create a safe and inviting classroom environment by

promoting mutual respect, supporting risk taking and enabling students to

feel comfortable, share opinions, and think critically.

the opportunity for peer mediation when difficulties arise. Teachers also

foster student collaboration through Monday Morning meetings.

a deep faith-based catholic identity throughout the school community

displayed in

daily morning prayer and scripture reflection for faculty and for

students.

an emphasis on maintaining reverent physical posture during

prayer.

opportunities for spiritual development for faculty and staff that

enrich their personal lives, influence daily lessons and interactions

with the children and adhere to diocesan requirements.

the presence of IHM sisters throughout the school who serve as

role models of Christian faith and service.

D.2. List the school’s significant areas in need of improvement in meeting the

School Climate and Organization Standard.

An area in need of improvement in meeting the School Climate and Organizational Standard is

consistent implementation of rules and expectations for students as defined in the student

handbook and on the conduct calendar.


Self-Study Document


D.3. Based on the strengths and areas for improvement identified, list any

important next steps or strategic priorities related to School Climate and

Organization that should be included in the action plan in the Plan for Growth

and Improvement.

Based on the strengths and needs for improvement the strategic priorities are as follows:

All faculty members will strive for consistency in enforcing the student code of conduct.

To provide consistency, all teachers will review both the student handbook and the

conduct calendar infractions with both parents and students at the beginning of the year,

as is age appropriate.

All teachers will set clear classroom expectations at the beginning of the year and post

these expectations in the classroom.

Faculty will be reminded at monthly faculty meetings to consistently reinforce all school

codes of conduct. The school will also consider initiating periodic meetings among

primary, elementary and middle school teachers to ensure consistency.

All faculty members will continue to attend a variety of professional development

workshops. Information learned at these workshops will be shared with the entire staff at

monthly faculty meetings.

All faculty members will continue to attend Catechetical formation classes to work

toward religion certification or to update certification.

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 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 X Policies related to school climate and organization X


Self-Study Document


HEALTH AND SAFETY STANDARD FOR ACCREDITATION







A.1. EMERGENCY AND CRISIS PLANS:

Type of Emergency/Crisis Plan Effectiveness of

Plans

S NI U

External Lockdown X

Internal Lockdown X

Active Threat X

Parent/Child Reunification Plan X

Bomb Threat X

Suspicious Package X

Tornadoes X

Hurricanes X

Fire Emergencies X

Utility Emergencies X

Other:




formally planned.


Self-Study Document


A.2. EMERGENCY DRILLS:

Type of Emergency Drill Frequency of

Drills Quality of Drills

S NI U

Fire

Semi-Monthly

Monthly

4 Annually X

Natural Disaster (Severe Weather,

Flooding, etc.)

Semi-Monthly

Monthly

0 Annually X

Bomb Threat

Semi-Monthly

Monthly

0 Annually X

External Threat

Semi-Monthly

Monthly

1 Annually X

Internal Threat

Semi-Monthly

Monthly

1 Annually X

Bus Evacuation

Semi-Monthly

Monthly

2 Annually X

Other:

Semi-Monthly

Monthly

Annually

Other:

Semi-Monthly

Monthly

Annually




formally planned.

The school has an emergency protocol for the above items marked as “Needs Improvement.”

Although we have not practiced for a bomb threat, an updated crisis plan will be implemented in

the near future. Staff have been instructed how to react in the event of a phoned in bomb threat

although it is not practiced as a school-wide drill.


Self-Study Document


A natural disaster drill in the form of hurricane safety will be implemented. This will include

evacuation of the gym and classrooms, closing all doors, and having students seek shelter in the

ground floor of the school building in the hallways.

Bus evacuation drills are the responsibility of the bus companies and surrounding school districts

that provide the private schools with transportation.

A.3. HEALTH AND SAFETY INSPECTION SCHEDULE:

Type of Inspection Frequency

Results of

Inspections

S NI U

Fire Alarm System

Semi-Monthly

Monthly

2 Annually X

Food Services

Semi-Monthly

Monthly

2 Annually X

Elevator(s)

N/A Semi-Monthly N/A

Monthly

Annually

Internal Communications System

X Semi-Monthly X

Monthly

Annually

Technology Arts/Industrial Arts

Equipment

Semi-Monthly

X Monthly X

Annually

Athletic Equipment

Semi-Monthly

X Monthly X

Annually

Playground Equipment

Semi-Monthly

Monthly

X Annually X

Water Supply

Semi-Monthly

Monthly

X Annually X

Swimming Pool Water N/A Semi-Monthly N/A

Monthly


Self-Study Document


Type of Inspection Frequency

Results of

Inspections

S NI U

Annually

Other: Pest Prevention by

Exterminator

Semi-Monthly

X Monthly X

Annually

Other: Science Lab

Semi-Monthly

X Monthly X

Annually

Other: Asbestos X Every Other

Year X




formally planned.

A.4. SUMMARY OF HEALTH SCREENINGS:

Screening For Conducted By

Frequency

Vision

(Every Student) School Nurse

Semi-

Monthly

Monthly

X - as

mandated

by state

Annually

Hearing

(Grades K, 1, 2, 3 and 7) School Nurse

Semi-

Monthly

Monthly

X - as

mandated

by state

Annually

Dental Private Provider Semi-

Monthly


Self-Study Document


Screening For Conducted By

Frequency

(Grades K, 1 and 7) Monthly

X - as

mandated

by state

Annually

Physical

(Grades K, 1 and 6) Private Physician

Semi-

Monthly

Monthly

X - as

mandated

by state

Annually

Tuberculosis

Private Physician (if low risk

only repeated at physician's

request, if high risk - done

yearly)

Semi-

Monthly

Monthly

X - To

enter

school

Annually

A.5. SUMMARY OF INNOCULATIONS:

Inoculation For In Grade Level

DPT - 4 doses Mandated by the state must have to enter school All grades to

enter Hepatitis B- 3 doses Mandated by the state must have to enter school All grades to

enter MMR 2 doses -Mandated by the state must have to enter school

All grades to

enter Varicella 2 doses Mandated by the state must have to enter school

All grades to

enter TDAP - State Mandated Enter 7th Grade MCV State Mandated Enter 7th Grade


Self-Study Document


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. NA

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

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




formally planned.

Internal and External Communication In the event of a power failure there are no means to communicate to the staff. A plan for some

form of communication between staff is presently being discussed with the company that is

tasked with upgrading/moving the PA system as the administrative offices are relocated.


Self-Study Document


Cell phones could be used effectively in the event of a power failure, or if the building needs to

be evacuated. Instant messaging via a cell phone could be set up and stored in staff and

administration cell phones.

AED Usage AED’s are located both in the school and the church. A simple run through of the procedures for

their use could be accomplished during a faculty meeting or professional development day.

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 0

School Security Officer 0

Local Police Security Officer 1 X

Athletic Trainer 1 X

Other:

Other:












Need of Improvement



improvement



Self-Study Document







Health and Safety

The Standard: A safe, orderly, and healthy environment for teaching and learning is

provided. The school adheres to local, state, and federal government health and safety

requirements. Health, safety, preventive/emergency procedures, and crisis management

policies are clearly written, well documented, implemented, and updated regularly.



1 2 3 4

7.1 The school has satisfactory written procedures and

functional equipment with which to communicate

during fire and other emergencies, to summon

assistance, and to evacuate the school’s facilities.

X

7.2 The school provides adequate health care at

school functions that take place away from the

school’s premises.

X

7.3 Appropriate training is provided for all staff

members on how to implement emergency and

crisis plans, handle accidents and illnesses, and

prevent the spread of infectious diseases.

X

7.4 The school appropriately manages the storage and

administration of student medications. X

7.5 The school safely stores equipment and supplies. X

7.6 A system exists to account for the whereabouts of

students at all times. X

7.7 The school maintains comprehensive, current

health records for all students and staff. X

7.8 The school conducts and maintains written

records of regular emergency drills. X


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1 2 3 4

7.9 Designated members of the staff inform faculty

and families (as appropriate to maintain

confidentiality) about students’ health or physical

needs.

X

7.10 The school ensures that the staff is kept up–to-

date on relevant health, wellness, and safety

information and practices, including procedures

to deal with individual student needs.

X

7.11 Working relationships with local authorities and

health service providers are positive and ongoing. X

7.12 The educational program includes opportunities

for students to develop knowledge, attitudes, and

practices necessary for personal wellness and a

healthy lifestyle.

X

7.13 The school has an effective system to control access

to the school by visitors and other non-school

personnel.

X

7.14 Staff members model positive health and safety

practices. X

7.15 Safe drinking water is available throughout the

day for the staff and students. X

Other:

7.16: Indicator for schools with early age programs



Health

Some students and parents feel that “Healthy Lifestyles” are not reinforced within the existing

curriculum. Comments include the following:

We don't learn about healthy living.

We never talk about our health.

Food served at celebrations in the school should be limited to healthier options (not

cupcakes and brownies). I believe there is a wellness policy, but it is not practiced nor

enforced.


Self-Study Document


I find that the school can use more reinforcement of personal fitness and well-being.

Teachers would like to have more knowledge of First Aid and Safety as evidenced by the

following comments:

First Aid and/or CPR certification would be useful for staff.

Training is needed to provide all staff members on how to handle accidents and illnesses

and prevent the spread of infectious diseases.

Would love to have First Aid training offered to staff every few years. Community health

services are available to different grades on Health Topic but we do not seem to use them

very often.

Security Many comments were received that indicate a desire for the administrative offices to be relocated

to the main entrance.

Although SSJ does monitor access to the school by outsiders, there are definitely some

opportunities for improvement here that is why I rated this item a 2. There is a

committee actively working on security issues, which I commend. Along with many

other parents, I am especially wary of the front entrance to the school being breached -

there never seems to be anyone there and I have always been buzzed in remotely, based

on video recognition I assume.

Again, see my previous comments on safety and visitor access. Not sure if there is one,

but shouldn't there be an emergency button that can be pushed to alert entire school if a

bad person gains entry? Maybe there is, but I don't know.

B.2. Evidence:

Indicator

No. Evidence






Self-Study Document



Foundational Issue: Health and Safety

Are there health and safety





YES

X NO



conclusion:


E.1. List the school’s significant strengths in meeting the Health and Safety

Standard.

Health

The school employs a nurse on the days that one is not provided by the local school

district. This demonstrates the school’s commitment to ensuring a healthy environment

for students and staff.

The school has a written wellness policy in accordance with the Archdiocese of

Philadelphia. Scheduled classroom parties include a healthy snack.

The school cafeteria serves food that meets the federal and state guidelines for childhood

nutrition.

All Commonwealth of Pennsylvania regulations are met in the storage and dispensing of

prescription and non-prescription medications.

AEDS are available in two locations in the school and checked by the nurse regularly.


Self-Study Document


Safety Doors are always locked. Monitoring of school entrance at arrival has been increased.

Written crisis plan is in all classrooms.

Emergency drills are practiced and documented.

Equipment is inspected routinely.

Security Security is an ongoing process, with all committed to providing the most secure environment for

students and staff. The following has been implemented throughout the school:

Maroon lanyards with identification cards worn by teachers

Yellow lanyards worn by visitors

Updated directions given for the reception desk volunteers

Walkie- talkies used for recess and outdoor P.E. classes

Updated floor plan for the school distributed to the main office, rectory, police and fire

departments.

Gathering points for evacuation designated, including the car dealership, church and

lower 352 access road.

Risk and Vulnerability Assessment conducted by the county and state.

Cafeteria doors secured with a slide bar for enhanced barricade

Lower lobby locked and monitored from 7:30 to 8:25 AM

All doors keyed to a master key.


Health and Safety Standard.

Healthy Lifestyles The school presently does have a wellness policy that is in accordance with the Archdiocese of

Philadelphia Wellness Policy. This policy is posted on the school’s website. The policy for

birthday treats is currently under revision.

Safety Staff should be trained on the use of AEDS.

Key staff should have basic first -aid training.

Administration should organize a cell phone communication tree among staff in the event

of a power failure.

Ask the township why Route 3 is not a school zone with flashing lights and reduced

speed during arrival and dismissal.

Classroom kits with whistles, hammers, fire extinguishers, green and red communication

posters.

Security Action Items under Consideration: Crisis Management Plan

Keyed deadbolts on classroom doors if approved by the fire department

Communication upgrade allowing any teacher to alert the entire school.


Self-Study Document


Security cameras both internal and external.

Front entry foyer renovation with security in mind.

New off-site phone tree contact system.


important next steps or strategic priorities related to Health and Safety that


Improvement.

1. Train all personnel in the use of an AED.

2. Finalize the relocation of the main office.

3. Investigate a way to communicate in the event of a power failure.

4. Go over crisis plan and wellness policy at the beginning of each year.


Evidence School

Emergency and crisis plans X

Records of most recent health and safety inspections X

Record of emergency drills X

Emergency Procedures section of Faculty Handbook X


Self-Study Document


EDUCATIONAL PROGRAM STANDARD FOR

ACCREDITATION







A.1. SUMMARY OF THE EDUCATIONAL PROGRAM:








TOTAL NUMBER OF INSTRUCTIONAL MINUTES PER WEEK

(RECOMMENDED BY OFFICE OF CATHOLIC EDUCATION)

Grade

Level

English/

Language

Arts

Math

Science

Social

Studies

The Arts

Other

Languages

Health/

P.E.

Technology

Religion

K

1 855 225 45 45 90 45 45 30 150

2 855 225 45 45 90 45 45 30 150

3 710 225 150 130 90 60 45 45 175

4 710 225 150 130 90 60 45 45 175

5 420 275 220 190 110 110 50 55 220

6 420 275 220 190 110 110 50 55 220

7 420 275 220 190 110 110 55 55 220

8 420 275 220 190 110 110 55 55 220


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Need of Improvement



improvement





Middle States Association Accreditation Standard:

Educational Program

The Standard: An effective educational program for a school consists of both

carefully planned and well executed curriculum programs and solid instructional

pedagogy. Also fundamental to a successful educational program are the means to

assess student performance and growth as well as programmatic evaluation. Thus,

curriculum, instruction, and assessment are often considered to be the “heart” of any

school since these three components have such an impact on the total school experience

of students. The curriculum outlines what students should know and be able to do.

Instruction identifies effective ways for teachers to ensure student learning takes place.

Assessment indicates at what level students are able to demonstrate knowledge, skills,

and attitudes.



1 2 3 4

8.1 Written curriculum guides identify program

objectives and define the scope and sequence of

the educational program. The guides are

functional.

X

8.2 The educational program provides instruction in

the basic subject areas of language arts and

literature (including early language development

and literacy skills, speaking, writing, and listening

X


Self-Study Document



1 2 3 4

communication skills), mathematics, the sciences,

and social sciences.

8.3 The educational program includes experiences in

visual and performing arts, health, world

languages, and physical education.

X

8.4 The educational program provides experiences

that promote students’ critical thinking,

reasoning, problem-solving skills, and study

skills.

X

8.5 The educational program includes instruction in

effective uses of information technology and

provides opportunities for application.

X

8.6 A variety of group learning settings (e.g.,

individual, small group, large group) is provided

for students daily.

X

8.7 The educational program offers opportunities for

development of social skills—such as increasing

self-control and a sense of individual and group

responsibility—in interaction with adults and

peers.

X

8.8 Written curriculum and instruction policies and

procedures provide direction to the staff,

leadership, and other stakeholders in the

development, implementation, and improvement

of the educational program.

X

8.9 Provision is made for both horizontal and vertical

articulation and coordination of the educational

program among all levels of the school.

X

8.10 An overview of the educational program, school

policies and procedures, and other pertinent

information is available in written form to

students and their parents.

X

8.11 The educational program defines desired student

outcomes as expressed in terms of student

understanding, knowledge, attitudes, skills, and

habits.

X


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1 2 3 4

8.12 Course or program objectives are simply stated

and understandable to students. X

8.13 The educational program considers the ages,

cultures, and varying levels of ability of students. X

8.14 The instructional program is designed to meet

students’ needs in accordance with the school’s

philosophy/mission.

X

8.15 The educational program and its expectations for

learning are understood and supported by the

school’s stakeholders.

X

8.16 Curriculum development is a dynamic, emergent

process influenced by the attributes and interests

of the children, their families, and teachers.

X



8.24 – 8.25: Indicators for schools with elementary school programs



1 2 3 4

8.24 The educational program places emphasis on the

development of cognitive, psychomotor, and

affective skills, plus the knowledge and

competencies that establish the basis for greater

understanding.

X


that prepare students for successful transition to

middle and secondary school settings.

X

Other:


Self-Study Document


8.26 – 8.27: Indicators for schools with middle school programs



1 2 3 4

8.26 The educational program provides activities and

experiences that assist early adolescents in

identifying their aptitudes and interests, self-

directed decision-making, and building self-

worth.

X


that prepare students for successful, smooth

transitions from elementary school to middle

school and from the middle school to secondary

school.

X

Other:

8.28 – 8.31: Indicators for schools with secondary school programs


8.32 – 8.36: Indicators for schools that provide distance education











Self-Study Document



1 2 3 4

8.37 The religious nature of the school is appropriately

reflected throughout the curriculum. X

8.38 The school teaches the faith of the sponsoring

institution in accordance with its official

teachings and traditions.

X

8.39 Religious education of the students is a priority in

scheduling, budgeting, and planning. X

8.40 The religious education of the students is a

concern of all faculty members. X

8.41 The religious dimension of all areas of the

curriculum is acknowledged. X

8.42 The school provides religious formation programs

for its faith-community members that are based

on the faith-community’s beliefs, values, and

traditions.

X

8.43 The religious education program is

developmentally appropriate in nature. X

8.44 Religious social teachings are integrated

throughout the school’s educational program. X

8.45 The curriculum for the health education

program(s) is consistent with the teachings and

values of the religious beliefs on which the school

is founded.

X

8.46 Faith development and community service

programs for students have clearly defined

objectives reflecting the mission of the school.

X

8.47 Faith development and community service

programs are seen as integral components of the

school’s educational programs.

X

8.48 Faith-based experiences that foster the religious

formation of the students are provided regularly. X


The following parent comments support the effectiveness of the educational program.

Thus far we have been very happy with the education our child is receiving.


Self-Study Document


I continue to be impressed by how much my children are learning and how eager they are

to learn. It is truly a reflection of the school and teachers.

From a faith perspective this school is excellent and my daughters have benefited greatly

and have a strong faith.

B.2. Evidence:

Indicator

No. Evidence

NA






Foundational Issue: Educational Program

Are there educational program





YES

X NO



conclusion:


Self-Study Document



E.1. List the school’s significant strengths in meeting the Educational Program

Standard.

The faculty and staff have been working diligently to implement the Common Core Curriculum.

Grades K-5 have recently adapted Common Core aligned reading (Scott Foresman Reading

Street) and math (Houghton Mifflin Go Math) series in grades K-6. Both incorporate a strong

technology component. In addition, the technology program has been enhanced with the

computer lab being converted to an iPad lab with Apple TV. Students in grades 7 and 8 use

iPads in the classroom, while students in grades 5 and 6 utilize netbooks.

Stakeholders noted religious identity and formation as key strengths. Participation in monthly

school Masses and prayer services enrich students’ faith. Students reflect on the Gospel and pray

together as a school community daily during morning assembly. Faith principles are not solely

confined to religion class, but reflected and encouraged throughout the school day.


Educational Program Standard.

Several survey comments indicate a dissatisfaction with the level of support for students with

special needs. Some stakeholders expressed a desire for more accommodations for students who

excel and those who struggle in school.


important next steps or strategic priorities related to Educational Program that


Improvement.

The faculty will continue to effectively implement the math and ELA Common Core Standards.

As social studies and science standards are released, the faculty plans to re-evaluate these

subjects as well.

While the school does have the Chester County Intermediate Unit services to address special

needs, there is no control over the hours allotted to the school. Therefore, the faculty must

provide differentiated instruction and classroom accommodations. The school will add fourth

grade to the honors math program for the 2014-2015 school year. The faculty recently

implemented a data system to track and document the progress of students with special needs, as

well as accommodations made for them in the classroom. Every effort is being made to see that

these folders are kept up to date.


Self-Study Document


F. Evidence to Support the Assessment of this Standard

Evidence School

Program of studies or other overview of the components of the educational

program Online

Scope and sequence charts Online

Written curriculum guides for each component of the educational program Online

Master schedule X

Policies related to educational program X


Self-Study Document


ASSESSMENT AND EVIDENCE OF STUDENT LEARNING

STANDARD FOR ACCREDITATION







A.1. EVIDENCE OF STUDENT LEARNING:

Name of Assessment

Grade Level(s)

Administered

Curricular Area(s) Assessed

Evaluation of Most Recent

Results

S NI U

TN (Terra Nova)

3 Multiple

Assessment

2 Reading, Math

Science, Social

Studies

X

TN (Terra Nova)

3 Common Core

3 - 7 Reading, Language

Math, Science

Social Studies

X

TN (Terra Nova)

3 In View

3 - 7 Cognitive Skills X

Reading Street

Benchmark Tests

K-5 Common Core ELA

Standards (Reading,

Writing, Language)

X


Self-Study Document


B. Self-Assessment to Adherence to the Indicators Of Quality











Need of Improvement



improvement






Assessment and Evidence of Student Learning

The Standard: The school systematically collects and rigorously analyzes

quantifiable and observable evidence of individual learning and growth from multiple

valid and reliable sources. Evidence of student learning is used to evaluate and improve

curriculum effectiveness, instructional practices, professional development, and

support services. Progress in student learning and performance is expected and is

accurately, clearly, and systematically reported to the school community.



1 2 3 4

9.1 The leadership and staff commit to, participate in,

and share in accountability for student learning. X

9.2 Assessment of student learning and performance

is aligned with curriculum and instruction in a X


Self-Study Document



1 2 3 4

coherent system consistent with the school’s

philosophy/mission.

9.3.a Assessment results are analyzed with appropriate

frequency and rigor for individual students as

they move through the school

X

9.3.b Assessment results are analyzed with appropriate

frequency and rigor for cohorts of students as they

move through the school

X

9.3.c Assessment results are analyzed with appropriate

frequency and rigor for comparable (local, state,

and national) groups outside of the school

X

9.4 Assessment results are used to make decisions

regarding allocation of resources. X

9.5 The assessment of student learning and

performance enables students to monitor their

own learning progress and teachers to adapt their

instruction to students’ specific learning needs.

X

9.6 Assessment methods and content address suitable

social, emotional, physical, and

cognitive/language goals for students.

X

9.7 Assessments take into account recent, reliable

research findings on child development and

growth.

X

9.8 Assessments reflect understanding of the unique

needs and backgrounds of each student. X

9.9 Records of students’ learning and performance are

maintained. General standards for transcript

control and use, including those related to

confidentiality, are known and observed.

X

9.10 Assessment results are the basis for making

recommendations to families whose children may

benefit from further evaluation. Referrals to

specialists are made for early identification of

possible disabilities and/or health conditions.

X

9.11 Members of the staff work collaboratively with

colleagues and families to review data about X


Self-Study Document



1 2 3 4

learners’ progress and to develop appropriate

strategies for continued progress.

9.12 Families are viewed as an important source of

information and insights about students. X

9.13 The school communicates its assessment policies

and practices to the total school community (e.g.,

via parent handbooks, web sites, teacher

handbooks, policy manuals).

X

9.14 Communication with families regarding students’

progress in learning and performance is regular,

productive, and meaningful.

X

9.15 Students learn and perform at levels expected, or

progress is being made to raise results

accordingly.

X

Other:

9.16: Indicator for schools with early age programs


9.17 - 9.20: Indicators for schools that provide distance education


9.21: Indicator for faith-based schools10


10

The use of the Faith-Based Indicators for this and the other Standards for Accreditation by faith-based







Self-Study Document



1 2 3 4

9.21 Evaluation of the students’ knowledge of the

religious beliefs and values of the school is

included in the school’s assessment program.

X


SS. Simon and Jude School received an average rating of 3 in the surveys submitted on all the

indicators of quality in the Assessment and Evidence of Student Learning Standard. Positive

strengths in the existing communication structure include: mid-trimester progress reports,

trimester report cards, ongoing assessment folders, weekly responsibility calendars, the formal

annual parent-teacher conferences, and ongoing phone calls, email and conferences.

However, a few parents indicated that increased and more consistent communication is needed

throughout the year between parents and teachers. Parents want information regarding their

child’s social, emotional and academic progress over and above what is currently provided.

Parents are interested in receiving further practical suggestions and methods to assist their child

when academic concerns arise.

B.2. Evidence:

Indicator

No. Evidence

N/A






Self-Study Document



Foundational Issue: Assessment and Evidence of Student Learning

Are there school climate and

organization standard indicators




YES

X NO



conclusion:


E.1. List the school’s significant strengths in meeting the Assessment and Evidence

of Student Learning Standard.

Teachers use a wide variety of formative and summative assessments to tap different

student strengths.

Parents have access to online grades that are updated frequently, in addition to

assessment folders that are sent home regularly.

Students use online programs such as Go Math, Achieve 3000, and SRA Reading Lab

which contain objective assessment elements.

The reading and math programs provide assessments which are aligned with the Common

Core Standards.

The Science Lab Learner program assesses students in their application of factual

learning in a laboratory environment.


Assessment and Evidence of Student Learning Standard.

Parents would appreciate more frequent, personal and specific communication in addition

to the annual Parent Conference Day.

Teachers feel the need to improve consistency in the types of rubrics that are used

throughout the school.


Self-Study Document



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.

The principal will schedule professional development opportunities for teachers to

develop strong, consistent rubrics.

The faculty will explore additional avenues to increase communication with parents, for

example, at the mid-point of the second trimester.

The faculty will continue to analyze Terra Nova data to drive instruction and address

areas of weakness.


Evidence School Example of student transcript: (permanent record card, Math and Language Arts

Folders) X

Example student report card, and progress report from Option C X Reports of the results of assessments administered to students: (Terra Nova, Mid-

trimester Progress Reports) X

Policies related to assessment of student learning: (The OCE sets the number of

required assessments in a grading period)

Examples of classroom assessments at various levels

Terra Nova Reports from CTB Online


Self-Study Document


STUDENT SERVICES STANDARD FOR ACCREDITATION







A.1. STUDENT SERVICES STAFF

Type of Student

Services Personnel Number Source

Adequacy of

Type and Number

S NI U

Guidance Counselor 0.6 Staff

X Outsourced X

Psychologist As

Needed

Staff

X

X Outsourced

Psychiatrist Staff

Outsourced

Substance Abuse

Counselor

Staff

Outsourced

Certified Special

Education Teacher

Staff

Outsourced

Special Education

Paraprofessional

Staff

Outsourced

Food Services 2 X Staff X

Outsourced

Transportation Staff


Self-Study Document


Type of Student

Services Personnel Number Source

Adequacy of

Type and Number

S NI U

Services X Outsourced X

Admissions

Counselor

Staff

Outsourced

Other: Nurse 2 X Staff

X X Outsourced

Other: IU Staff 3 Staff

X X Outsourced

B. Self-Assessment of Adherence to the Indicators Of Quality











Need of Improvement



improvement






Self-Study Document


Middle States Association Accreditation Standard:

Student Services

The Standard: The school implements written policies and procedures, in

partnership with families and the community, that provide all students with, or refer

them to, services that are age- and developmentally appropriate to optimize

opportunities for life-long success. Student services are systematic and integral to the

educational program. They are provided by qualified personnel, sufficiently financed,

periodically evaluated, and philosophy/mission appropriate.


Student Support Services


1 2 3 4

10.1 Student support services address academic skills

development, social skills development, personal

growth, and career planning.

X

10.2 Counselors, administrators, teachers, and/or other

staff members share responsibility for providing

guidance and support to students.

X

10.3 The school is sensitive to the critical importance of

non-academic needs of students. A process is in

place to address students’ emotional and social

needs.

X

10.4 Assessment data are used to adapt curriculum

and teaching methods, provide personalized

counseling, and identify appropriate program

placement for students.

X

10.5 Career awareness activities are provided as

appropriate. X

10.6 Student support services extend into and

incorporate community services as needed. X

10.7 Student data are current, comprehensive, and

readily available for the staff’s use. X

10.8 Follow-up studies of graduates and other former

students are carried out and data are shared with X


Self-Study Document



1 2 3 4

staff to help determine the effectiveness of the

school’s educational program and services.

10.9 The school offers an orientation program for new

students and their families to share the school’s

philosophy/mission, policies, procedures, and

expectations.

X

10.10 Families are provided with information about

child development, education, and related topics

through personal communications, pamphlets,

meetings, and referrals to web sites and other

resources.

X

Other:

Transportation Services


1 2 3 4

10.11 Written policies and procedures are implemented

to ensure the safety of students when being

picked up, transported, and dropped off by

transportation provided by the school.

X

10.12 Appropriate training is provided to transportation

providers. X

10.13 Transportation services provided or contracted by

the school meet the safety requirements of all

appropriate legal authorities.

X

Other:

Food Services


1 2 3 4

10.14 Student dining areas are functional and hygienic. X

10.15 Meals provided by the school meet generally X


Self-Study Document



1 2 3 4

accepted nutritional standards. Information about

nutritional values of the foods is available.

10.16 Appropriate training is provided to food services

providers. X

10.17 Food services personnel meet the health

requirements of all appropriate authorities. X

10.18 Food service facilities are inspected regularly and

meet the health and safety requirements of all

appropriate authorities.

X

Other:

Services for Student with Special Needs


1 2 3 4


procedures to identify and address the needs of

students with special needs.

X

10.20 The school provides or refers families to

appropriate related services and/or

accommodations to meet student needs.

X

10.21 As applicable, the school is in compliance with all

local, state, and federal requirements related to

students with special needs.

X

Other:

Admissions and Placement


1 2 3 4

10.22 The school implements written admissions policies

and procedures. X


procedures for placement of students in

appropriate programs and levels.

X


Self-Study Document



1 2 3 4

10.24 Applicants for enrollment and their families are

clearly informed of the philosophy/mission of the

school, the nature and extent of the educational

program and services available, tuition and fees (if

applicable), school policies, and expectations for

satisfactory student performance.

X

10.25 The school accepts students for whom there is a

reasonable expectation of success in the

educational program as appropriate and

interpreted by law.

X

10.26 All statements and representations relating to the

school’s educational programs, services, and

resources are clear, accurate, and current.

X

Other:






1 2 3 4

10.32 The guidance/counseling services reflect the

school’s religious identity and mission. X

10.33 Counseling and campus ministry personnel

cooperate on programs addressing emerging X

11








Self-Study Document



1 2 3 4

student needs.

10.34 Guidance services support the development of the

faith-based community of the school. X

10.35 Admissions policies are consistent with the

school’s religious values and traditions. X

B.1. Stakeholders’ comments to support the ratings: Parent comment:

“The communications from the school are clear, accurate, and up to date.”

Student comment:

“They do not teach me about careers I can go into. We don’t talk about career options.

We had one class on careers last year.”

Staff comments:

“I have never been informed about our graduates successes and failures.”

“I know of no follow-up data on our graduates.”

Many students are dissatisfied with the quality and quantity of the hot lunches.

B.2. Evidence:

Indicator

No. Evidence

N/A… a rating of 1 was not received in any of the indicators of quality

C. Self-Assessment of Adherence to the Standard For Accreditation





Self-Study Document



Foundational Issue: Student Services

Are there student services standard




capacity objective?

YES

X NO



been met


conclusion:


committee


E.1. List the school’s significant strengths in meeting the Student Services

Standard. SS. Simon and Jude School’s student services are a vital part of the school’s ongoing

commitment to the education, safety, and enrichment of the students. The significant strengths

of SS. Simon and Jude School’s student services include

Child Study Teams available when needed.

ample space and dedicated room assignments for the IU staff.

WCASD gifted program for qualified students.

free transportation through the school district.

counselor-supported faculty help to identify and address needs of students.

counselor-taught social skills reinforced by teachers.

faculty supported by peer mediation for student conflict resolution


Student Services Standard.

Based on the survey comments, the areas in need of improvement are the food service, career

exploration, and graduate follow-up plans.


Self-Study Document



important next steps or strategic priorities related to Student Services that


Improvement.

The principal and the food-services coordinator will research and collaborate to explore

other food-service options that may be more appetizing, filling and nutritious for the

students.

The school counselor will work with SSJ community stakeholders to assess current career

awareness and develop more career-awareness programs.


Evidence School Admissions criteria (if applicable Description of guidance and counseling services available X Results of follow-up studies of graduates Policies related to student services X


Self-Study Document


STUDENT LIFE AND STUDENT ACTIVITIES STANDARD

FOR ACCREDITATION







A.1. SUMMARY OF NON-ATHLETIC STUDENT ACTIVITIES.

Number of

Students

Participating

Adequacy and

Quality of the

Activity

ACADEMIC

Honors Math 36 S

Teen Biz 108 S

Science Explorers Approximately 20

per session

S

Reading Olympics 40 S

Study Skills 10 S

Mathematics for Missions 39 S

IU Math Support 23 S

IU Reading Support 38 S

IU Speech and Language Therapy 33 S


Self-Study Document


Blue Rocks Challenge School Wide S

Career Guidance Program 73 S

Book Fair School Wide S

Lab Learner School Wide S

Spanish School Wide S

Technology/Computer Lab School Wide S

First in Math Grades 1-8 S

SRA Reading Grades 3-5 S

Robotics Approximately 8-

10 per session

S

Model UN 22 S

SOCIAL

Formal 8th

Grade Dances 31 S

STAR Program guidance lessons 88 S

Buddies (K, 1, 2, 6, 7, 8) 247 S

Focus Groups 157 S

Counselor lunch bunch 74 S

7th

and 8th

grade cluster dances 73 S


Self-Study Document


Weekly class meetings School Wide S

Peer Mediation 34 S

Individual counseling 100 S

Kitchen Wizards Approximately 15

per session

S

DARE 47 S

SPIRITUAL

Altar Servers 25 S

Church Cleaning Service Project 31 S

Delaware Valley Children’s Charity School Wide S

Christmas Pageant 31 S

Stations of the Cross School Wide S

Peacemakers School Wide S

School prayer School Wide S

Class Masses School Wide S

Confirmation Service Projects 38 S

First Friday School Mass School Wide S

8th

Grade Retreat 31 S


Self-Study Document


PARISH PROGRAMS

Scouts (Daisy, Brownie, Girls, Boys) 100 S

Vacation Bible School 88 S

First Eucharist 49 S

Confirmation 35 S

First Reconciliation 42 S

Children’s Choir varies S

Youth Group Grades 7 & 8 - varies S

May Procession School Wide S

Confirmation Retreat 35 S

First Eucharist Retreat 42 S

LITERARY

Memory Book 30 S

ARTS

Art Club 24 S


Self-Study Document


Concert Choir 11 S

Chorus 45 S

Music Lessons/Band 45 S

Talent Show 4th through 8th

grades

S

LEADERSHIP

Student Council 16 S

Peer mediators 24 S

Daily announcers 41 S

Daily prayer leaders 2 S

Student ambassadors 10 S

SERVICE

Clothes/money to St. Veronicas School Wide S

Church Cleaners Grade 8 S

PB & J Collection School Wide S

Mission Money School Wide S

Delaware Valley Children’s Charity School Wide S


Self-Study Document


Thanksgiving Food Drive School Wide S

The Giving Tree School Wide S

Emergency Baby Formula Drive School Wide S

Operation Rice Bowl School Wide S

Teddy Bear Collection School Wide S

St. Agnes Day Room Collection Grade 7 S

Camilla Hall Collection School Wide S

Lunch Room Aides Grade 6 S

ASSEMBLIES

Science Explorers School Wide S

Instrumental Music School Wide S

Windy City School School Wide S

Walnut Street Theatre Bully presentation 266 S

Paul Defrancesco Cyber bully presentation 112 S

Paoli Hospital Career Presentation/

Technical College High School

Presentation

73 S


Self-Study Document


FIELD TRIPS

Every grade K-8 is provided the

opportunity to participate in two

curriculum-based field trips per school

year.

SPECIAL EVENTS

Walk-a-thon School Wide S

Catholic School Week School Wide S

Movie night School Wide S

Game night 31 S

Monster Mash School Wide S

Beach Day School Wide S

Back to School Picnic School Wide S

Santa Secret Shop School Wide S

Talent Show School Wide S

Spirit Day School Wide S

Breakfast with Santa School Wide S

Bingo night School Wide S

Christmas Pageant School Wide S


Self-Study Document


MISCELLANEOUS

Cares School Wide S

A.2. SUMMARY OF ATHLETIC STUDENT ACTIVITIES.

Type of Student

Activity

Available

for

Number of

Students

Participating

Adequacy and

Quality of the

Activity

Males Females S NI U

Parish CYO

Basketball

Grades 5-8 68 62 130 S

Parish CYO

Soccer

Grades 5-8 17 22 39 S

Parish CYO

Football

Grades 5-8 79 79 S

Parish CYO

Cheerleading

Grades 4-8 9 9 S

Parish CYO

Baseball

Grades 5-8 25 S

Parish CYO

Track

Grades 1-8 32 32 64 S

Parish CYO

Lacrosse

Grades 5-8 38 20 S

Parish CYO

Volleyball

Grades 5-8 38 38 S

Biddy Hoops Grades 1-4 40

36 76 S

*numbers include non-parochial students


Self-Study Document













Need of Improvement



improvement






Student Life and Student Activities

The Standard: A healthy atmosphere exists for all students. At all levels, non-

discriminatory, appropriate student activities that supplement classroom experiences or

community life are provided. An appropriate student activities program fosters a

positive intellectual, cultural, and social climate, promotes growth in student leadership

and social interaction skills, and encourages students’ special interests.

11.1. – 11.6: Indicators for all schools


1 2 3 4

11.1 Students are offered opportunities to build their

skills in handling responsibility, taking initiative, X


Self-Study Document



1 2 3 4

leadership competencies, cooperation, and self-

direction.

11.2 Students, staff, families, and the community are

encouraged to offer input about and participate in

student activities.

X

11.3 Staff members, parents, and other volunteers who

lead or participate in student activities are

approved by the school’s leadership, suitably

qualified, and provide appropriate supervision to

students.

X

11.4 The school recognizes student accomplishments,

contributions, and responsibilities in meaningful

ways.

X

11.5 Relationships among staff, volunteers, and

students demonstrate respect, fairness, and

understanding.

X

11.6 The school holds events that include staff,

families, and children. X

Other:

11.7 – 11.9: Indicators for boarding schools


11.10: Indicator for faith-based schools12


12








Self-Study Document



1 2 3 4

11.10 All student activities and athletics include

opportunities for the faith formation of the

students.

X

B.1. Stakeholders’ comments to support the ratings: Saints Simon and Jude parents’ comments include:

The school provides a variety of sports and activities that are well supervised for students

of all ages.

Faith is an important part of all activities.

Students’ accomplishments are recognized.

The students at Saints Simon and Jude’s comments include:

CYO Sports are well run.

CYO is a big aspect of children’s lives at SSJ.

I love my school, it’s a wonderful faith filled environment.

B.2. Evidence:

Indicator

No. Evidence

N/A






Self-Study Document



Foundational Issue: Student Life and Student Activities

Are there student life and student

activities standard indicators not




YES

X NO



been met


conclusion:


committee.


E.1. List the school’s significant strengths in meeting the Student Life and Student

Activities Standard.

SS. Simon and Jude student life and student service activities focus on promoting the core values

of the school during both classroom time and extracurricular activities. All activities are

supervised by adults who have up-to-date clearances required for all employees and volunteers.

The significant strengths of SS Simon and Jude School’s Student Life and Student Activities

Standard:

Student Life Strengths:

The school provides a wide variety of activities for grades K-8. These activities are

supervised by adults who have the up-to-date clearances required for all employees and

volunteers.

Student and/or team success is celebrated in the Peek of the Week, the Newsletter, the

Media Bulletin Board, Parish Bulletin, School and Parish Websites and Morning

Assembly.

School Community events include teachers, families, and students.

Many activities are based on the Christian belief in the importance of helping others.

A wide variety of sports are sponsored by the parish CYO.

Activities and sports begin with prayer.


Self-Study Document



Student Life and Student Activities Standard.

An area which needs to be reassessed is the Peacemaker Program and better communication of

the selection process to the parents.


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.

The faculty will review the Peacemaker selection process and will clearly communicate the

process to the parents.


Evidence School Samples of student publications—e.g., yearbook, student newspaper, literary

magazine X

Budget for all athletic activities X Budget for all non-athletic activities X Peacemaker Award bulletin board displays X Peacemakers recognized during parish community First Friday Mass X School/Parish websites X School newsletter X Positive stakeholder comments from survey X Trophy cases and championship banners in the gym X Prayer posted in gym and recited before sports events X


Self-Study Document


INFORMATION RESOURCES AND TECHNOLOGY

STANDARD FOR ACCREDITATION







A.1. INFORMATION RESOURCES AND TECHNOLOGY:

Type of Information/Technology Resource Quantity of

Resource

Quality and Adequacy

of Resource

S NI U

Curriculum Focused Printed Books 3,221 X

Reference Printed Books 34 X

Leisure Reading Printed Books 3,581 X

Magazine/Journal Subscriptions 5 X

Curriculum Specific Application Software

Programs 4 X

Administrative Application Software

Programs 5* X

Application Software Programs Available on

School Network 160** X

Networked Desktop Computers for Students 14 X#

Networked Laptop Computers for Students 41 X#

Networked Netbook Computers for Students 85 X Networked Desktop and/or Laptop Computers

for the Staff in Classrooms/ Offices 30 X

Classrooms with Hard-Wired Internet Access 22 X

Classrooms with Wireless Internet Access 24 X

LCD Projectors 23 X

Classrooms with Smartboards 21 X

Overhead Projectors 5 X

Devices with Video Recording Capabilities 235 X


Self-Study Document


Type of Information/Technology Resource Quantity of

Resource

Quality and Adequacy

of Resource

S NI U

iPad2s 150 X

PowerSync Carts for iPad 1 X

Apple TVs 6 X##

Aerohives (wireless routers) 8 X##

A.2. FACILTIES FOR INFORMATION RESOURCES AND TECHNOLOGY:

Type of Information/Technology 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

Office for Information Resources Staff X

Office for Technology Staff X

A.3. INFORMATION RESOURCES AND TECHNOLOGY STAFF:

Type of Information Resources and

Technology Personnel Number

Adequacy of Type and

Number

S NI U

Credentialed Information Resources Center

(library, media center) personnel 2 X

Information Resources Center (library,

media center) support personnel 0 X

Technology Support 4* X

*2 of which are contracted (R&S Design and Triangle Support Services)


Self-Study Document


B. Self-Assessment of Adherence to the Indicators Of Quality











Need of Improvement



improvement





Middle States Association Accreditation Standard

Information Resources and Technology

The Standard: Information resources, materials, and technology are accessible and of

adequate scope, quantity, and quality to facilitate the school’s pursuit of its total

educational program. These resources encourage all students and staff to broaden and

extend their knowledge and skills. Access to appropriate information resources and

technology is provided for students and staff. Appropriate instruction is offered to

develop student and staff inquiry, research, and information literacy skills. Information

technology equipment is functional and well maintained.


Information Resources


1 2 3 4

12.1 Information resources are properly catalogued,

housed, and periodically reviewed for relevancy X


Self-Study Document



1 2 3 4

and currency.

12.2 Media center staff is sufficient and appropriately

qualified to provide effective services to students

and staff.

X

12.3 Adequate orientation about the use of media

services, learning resources, and equipment is

provided to the staff and students.

X

12.4 Information resources are appropriately supported

annually with funding from the school’s budget. X

12.5 Information resources are age- and

developmentally appropriate, current, and reflect

social and cultural diversity.

X

12.6 Staff and students are provided opportunities to

offer input into the types, quality, and format of

the information resources provided.

X

Technology


1 2 3 4

12.7 The technology resources staff is sufficient and

appropriately qualified to provide effective

service to students and staff.

X

12.8 Technology resources are appropriately

maintained and supported annually with funding

from the school’s budget.

X

12.9 Adequate skills training on the use of technology

resources and equipment is provided to the staff

and students.

X


procedures for acceptable use of technology. X

12.11 Long-range planning activities are in place to

ensure that the school keeps pace with

technological changes.

X


Self-Study Document







The computer lab update was impressive.

Our technology department is growing… it is amazing!

The school is in the stage of increasing bandwidth to improve volume of users in

technology

We have a ton of technology such as iPads, netbooks, and Smart boards

B.2. Evidence:

Indicator

No. Evidence

NA


X Our self-assessment is that our school MEETS with this Standard for

Accreditation



92% of all respondents agree that we meet the school standard for Information Resources and

Technology


Self-Study Document



Foundational Issue: Information Resources and Technology

Are there information resources

and technology standard indicators




YES

X NO



conclusion:


E.1. List the school’s significant strengths in meeting the Information Resources

and Technology Standard.

SS. Simon and Jude School provides students with adequate technology as evidenced by

one on one iPads for 7th and 8th grade, one on one netbooks for 5th and 6th grade, and

numerous other technologies available in each classroom i.e. Apple TVs, projectors, and

Smart boards.

Additional iPads are available for classroom projects.

Teachers are trained regularly on the best methods for integrating technology into their

daily lessons.

The online grading program (Option C) and course management software (Moodle)

provide parents the opportunity to monitor student grades frequently and stay abreast of

classroom assignments and information.

SS. Simon and Jude School informs parents and students of the procedures regarding

acceptable use of technology as evidenced by the policy of requiring parental and student

signatures on technology contracts.


Information Resources and Technology Standard.


Self-Study Document


Future needs may dictate the implementation of more technology, specifically networked

devices, into the school library. In addition, the consolidation of technology and information

resources into one media center would be effective.


important next steps or strategic priorities related to Information Resources

and Technology that should be included in the action plan in the Plan for

Growth and Improvement.

As funds and time permit the plan is to

increase the one-to-one ratio of technological devices for students.

continue to add more aerohives and better wireless access for lower floors and library.

install more Apple TVs in classrooms.

increase coordination between technology lab and library to better serve student

population.

create a long range financial plan to continually update networked desktops and laptops.


Evidence School The information resources and technology plan(s)

(long-term school renovation plan attached) X

Budget for information resources and technology Information skills curriculum

(weblink:http://www.catholicschools-phl.org/curriculum/elementary-school-

curriculum/) X

Policies related to information resources and technology

(technology agreement) X


Self-Study Document


SELF-ASSESSMENT OF THE

INDICATORS OF QUALITY FOR

CURRICULUM, INSTRUCTION, AND ASSESSMENT

s an educational institution, a school needs to give considerable attention to the

quality and comprehensiveness of its curriculum as well as the effectiveness of

the instructional pedagogy and assessment practices used to ensure student

success.

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.

While the Visiting Team does not evaluate the quality of the curricular components

selected for self-assessment, the Team will note those areas the school identified for

development and/or improvement and expects to see those areas addressed in the

action plans.

A


Self-Study Document


SELF-ASSESSMENT OF THE INDICATORS OF

QUALITY FOR CURRICULUM, INSTRUCTION, AND

ASSESSMENT IN THE

Religion

COMPONENT OF THE EDUCATION PROGRAM

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:

X A subcommittee comprised of the following individuals:

Committee Member’s Name Role in the School’s Community (e.g. teacher,

parent, student, etc.) Trish Canterino First Grade Teacher

Valerie Ludovico Second Grade Teacher

Sister Betty Bailey Religion Enrichment Teacher

Jackie Dryfoos Eighth Grade Teacher

Sue Genuario Physical Education Teacher

Melaine Blair Art Teacher

Sr. Barbara Jude Gentry Parish Director of Religious Education

X Survey of the school’s stakeholders using the Middle States Survey:

Total Number of Surveys Returned 298

The results represent surveys completed by:

Students 99

Parents 158

Faculty and Staff 30

Administrators 1

Board Members 10


Self-Study Document


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)

Religious Curriculum Minutes per

Week

Kindergarten Religious Foundations: Creation, Trinity, Membership in

Christian Community, Sacraments, Celebration of Jesus

120

1st Love of God: Creation, Gifts of Jesus and the Holy Spirit,

Membership in God’s Family through Baptism

150

2nd God Makes Himself Known: Trinity, Mass, Sacraments

(Baptism, Reconciliation, Eucharist)

150

3rd God’s Love: Trinity, Sacraments (Baptism, Reconciliation,

Eucharist), God’s Law (Ten Commandments, Greatest

Commandment), Membership in Christian Community

175


Self-Study Document


4th God’s Plan for Moral Living: Ten Commandments, Jesus’ New

Commandment, Beatitudes, Works of Mercy, Sin, Reconciliation

175

5th Mystery of Christ in the Church: Sacraments of Initiation,

Healing, Vocation, Sacramentals

220

6th Sacred Scripture: Bible, Old Testament, Christ’s fulfillment of

the old Testament, Saints and Holy People

220

7th Life of Christ: Christ the Way (scripture, early life, Apostles and

Mary), Christ the Truth (parables, miracles, Beatitudes), and

Christ the Life (Sacraments, Holy Spirit)

220

8th Mystery of the Church: Marks of the Church, History of the

Church

Morality/Social Justice: Ten Commandments, Beatitudes, Works

of Mercy, Moral Decisions

220

2. Describe any gaps or omissions in the sequences of courses taught in this

component of the educational program. Provide a description of proposed

improvements and/or corrective actions that need to be taken. Include a description

of actions that have been initiated or are formally planned.

Religion is taught in grades K through 8, based on the Archdiocese of Philadelphia Religion Curriculum

guidelines. No gaps or omissions were detected in this component of the educational program.

3. Describe any unnecessary repetitions in the sequences of courses taught in this




Although there is a spiraling content curriculum through the grade levels, the focus, scope, and

sequence differ according to the appropriate grade level until mastery is achieved. The

Archdiocesan Religion Curriculum sub-committee reviews the course sequence periodically and

makes changes to eliminate any unnecessary repetitions.


Self-Study Document


4. ASSESSMENT RESULTS:

Name of Assessment/ Test

Area(s) Assessed Level of Student Performance

S NI U

Year-End Archdiocesan Final

Exam

Grade level religion

content

X

Year-End Archdiocesan Final

Performance Assessment

Application of grade-

level Religion

Curriculum

X

Various projects, chapter and

unit assessments, and oral

communication

Grade-level specific

religion content

X

4.a. 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

B. SELF-ASSESSMENT OF THE INDICATORS OF

QUALITY

The Indicators of Quality for Curriculum, Instruction and Assessment identify the


expectations for quality in its educational program.





Need of Improvement



improvement


Self-Study Document







INDICATORS OF QUALITY FOR CURRICULUM

Indicators for All Schools


1 2 3 4

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.

X

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.

X

CI.3. The curriculum is designed to ensure the alignment

of teaching strategies, learning activities,

instructional support, instructional resources, and

assessment.

X

CI.4. The curriculum defines desired student outcomes

as expressed in terms of student understanding,

knowledge, attitudes, skills, and habits.

X

CI.5. The curriculum provides experiences that promote

students’ critical thinking, reasoning, problem-

solving skills, and study skills.

X

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.

X

CI.7. Course objectives in the curriculum are simply

stated and understandable to students. X


Self-Study Document



1 2 3 4

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 levels.

X

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.

X

CI.10. The curriculum is designed to foster active

involvement of students in the learning process. X

CI.11. Instructional activities in the curriculum provide

opportunities for both exploration and

specialization in the content.

X

CI.12. The curriculum’s objectives and expectations for


school community’s stakeholders.

X

CI.13. Parents and students are provided appropriate

opportunities to provide input into the

development of curriculum.

N/A N/A N/A N/A

CI.14. Written curriculum guides identify objectives and

define the scope and sequence of the curriculum.

The guides are functional and in use.

X

CI.15. Learning materials used in the curriculum are

current and are selected to fulfill the goals and

objectives of the curriculum.

X

CI.16. Current best practices in, including the use of

technology and other media, are considered in the

selection of learning materials and media.

X

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.

X

CI.18. The content and instructional activities in the

curriculum are consistent with the school’s

philosophy/mission.

X


Self-Study Document



1 2 3 4

CI.19. Administrative leadership and support are

provided in the coordination and articulation of the

curriculum.

X

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.

X

Other:

Stakeholders’ comments to support the ratings:

N/A: There were no comments about Religion curriculum from any of the stakeholders

Evidence:

Indicator

No. Evidence

N/A

INDICATORS OF QUALITY FOR INSTRUCTION



1 2 3 4

II.1. A variety of teaching strategies and techniques is

used to meet the needs of individual students in the

curriculum.

X

II.2. The scope and pacing of lessons in the curriculum X


Self-Study Document



1 2 3 4

are appropriate for the students.

II.3. Provision is made for appropriate amounts of

learning time for all aspects of the curriculum. X

II.4. Students are provided with additional assistance to

address specific learning challenges in the

curriculum when needed.

X

II.5. Students and teachers demonstrate mutual respect

toward each other in classes. X

II.6. Students demonstrate an understanding of cultural

differences by maintaining respect for each other in

classes.

X

II.7. Class sizes promote and allow for varied

instructional strategies to be used. X

II.8. Meaningful and frequent communications with

parents are used to promote student learning in the

curriculum.

X

II.9. Members of the faculty are qualified, competent, and

dedicated to the objectives of the curriculum. X

II.10. Members of the faculty maintain safe, positive, and

supportive classroom environments. X

II.11.The faculty is provided with continuing

professional growth activities that support the

effective fulfillment of curriculum objectives.

Support for effective use of research-based

instructional practices is provided to teachers.

X


A few parent stakeholders perceived that more emphasis should be placed on values and

religious beliefs in all aspects of instruction throughout the day.

Many parent and student stakeholders commented that our school provides a quality

education coupled with a strong religious foundation which teaches the children to be

thoughtful and considerate at all times as expressed below:

o I feel my children enjoy their Catholic faith

o SSJ is a great school that provides children with a quality faith-based education

o I can see that my children's faith has grown since attending SSJ


Self-Study Document


o The religion teachers are angels doing God’s work in our school. We are

fortunate to have such faith filled and gifted religious teachers. They inspire our

children to follow God and act as Jesus would.

A few parent and teacher stakeholders commented that community service programs

need to be incorporated more into this faith-based school.

Evidence:

Indicator

No. Evidence

N/A

INDICATORS OF QUALITY FOR ASSESSMENT



1 2 3 4

AI.1. Assessment of student learning and performance is

aligned with curriculum and instruction in the

curriculum

X

AI.2. A variety of methods for assessing student learning

is used in the curriculum. X

AI.3. Assessment results in the curriculum are analyzed

with appropriate frequency and rigor for

individual students as they move through courses

in the curriculum.

X

a. Assessment results in the curriculum are analyzed

with appropriate frequency and rigor for cohorts

of students as they move through courses in the

curriculum.

X

b Assessment results in the curriculum are analyzed


comparable (local, state, and national) groups

outside of the school.

N/A N/A N/A N/A

AI.4. The assessment of student learning and

performance in the curriculum enables students to X


Self-Study Document



1 2 3 4

monitor their own learning progress and teachers

to adapt their instruction to students’ specific

learning needs.

AI.5. Records of students’ learning and performance are

maintained in the curriculum. X

AI.6. Timely and useful evaluative information and

feedback regarding learning in the curriculum is

provided to students and parents (as appropriate).

X

AI.7. Assessment data on student learning are used to

measure the presence or absence of achievement in

the curriculum.

X


identify students needing additional support in the

curriculum.

X

AI.9. Placement/enrollment in courses in the curriculum

is based on a thorough analysis of students’

interests and potential as well as on students' past

performance.

N/A N/A N/A N/A

AI.10. Students in the curriculum are learning and

performing at levels expected, or progress is being

made to raise results accordingly.

X

Other:


N/A: There were not any stakeholder comments regarding religion assessments

Evidence:

Indicator

No. Evidence

N/A


Self-Study Document


C. ROOT CAUSE ANALYSIS

Curriculum Design Issues

Content

Are the skills required for

improvement in student

performance included in the

current curriculum?

X YES NO



conclusion:

Sequence



performance scheduled to be

taught before the administration

of the assessment?

X YES NO



conclusion:

Pacing



performance given sufficient time

in the current pacing of the

curriculum?

X YES NO


Format



performance taught in a format

consistent with the format in

which they will be tested?

X YES NO


Self-Study Document




conclusion:

Curriculum Delivery Issues

Teacher Awareness of Content

Are teachers aware that the skills

required for improvement in

student performance are included

in the current curriculum?

X YES NO



conclusion:

Teacher Awareness of Sequencing



student performance are

scheduled to be taught prior to

the administration of the

assessment?

X YES NO



conclusion:

Teacher Awareness of Pacing

Are teachers spending the

specified time on the skills


student performance?

X YES NO



conclusion:


Self-Study Document


Teacher Awareness of Format

Are teachers aware of the

assessment objectives and the

format in which the skills required

for improvement in student

performance will be tested?

X YES NO



conclusion:

Teacher Resources

Do teachers have the resources

they will need to provide initial

instruction and supplementary or

remedial instruction and

formative assessment of the skills



X YES NO



conclusion:

Teacher Skills

Do teachers have the professional

knowledge and skills to teach

students the skills required for


performance?

X YES NO



conclusion:


Self-Study Document


C.1 Describe any improvements related to this component of the educational program

made within the past five years.

Religious Enrichment classes added in grades K-4

Mission statement updated and belief statements added, all of which reflect Catholic

Identity

New edition of religion and Confirmation books selected

Peacemaker awards correlated with a particular virtue and a saint that models that virtue

presented monthly

Middle School service projects added at some levels

Peace Committee established to promote respect for all

C.2 List the significant strengths of the school in this component of the educational

program.

IHM sisters are actively present in the school community.

A spiraling curriculum from K-8 is in place.

Catechetical certification is being obtained or maintained by all teachers as indicated by

diocesan mandate.

Opportunities are provided for teachers to pursue personal spiritual enrichment through

the parish and community.

Evidence of Catholic Identity is represented throughout the classroom and hallway

displays.

Catholic Identity is reinforced in daily school activities.

o First Friday school Masses, along with homeroom weekly Masses

o Scripture reflections and prayer at morning assembly

o Prayer throughout the day: before lunch, after lunch, at the end of the day, at the

beginning and end of each class

o Prayer services during the liturgical year

o Stations of the Cross

o Marian Devotions

o Activities focusing on liturgical seasons, such as Advent, Christmas, Lent, Easter

o Weekly mission collections

o Sacrament preparation including regular religion class lessons and activities,

parent meetings, and retreat days for each sacramental group

o Reception of the Sacraments of the Eucharist, Reconciliation, and Confirmation

as a parish celebration honored within the school community


Self-Study Document


C.3 List the significant areas for improvement of the school in this component of the

educational program.

Although this self-study indicates that our school provides a quality, faith-based education, we

can continue to enrich the religion curriculum in the following ways:

Incorporate Catholic Identity and faith-based values more intentionally in all subject

areas

Upgrade religious audio-visual resources

Actively encourage full and appropriate Mass participation, especially singing

Investigate and consider using the ACRE test

Incorporate more opportunities for community service at all grade levels

C.4 Based on the strengths and areas for improvement identified, list any important next

steps or strategic priorities related to this component of the educational program that

should be included in the action plans in the Plan for Growth and Improvement.

Although this self-study indicates that the school provides a quality, faith-based education, plans

will continue to enrich the religion curriculum in the following ways:

Mission statement will be printed and posted in each classroom.

Doctrine, Scripture, Gospel values, and service will be areas of focus when choosing the

new religion series.

Full and appropriate Mass participation will be encouraged with special attention given to

liturgical music.

Faculty will collaborate on ways to incorporate Catholic Identity and faith values in all

subject areas.

Religious DVD/CDs will be purchased as funds permit.

Faculty will increase student participation in community service projects.

The school and parish community will continue to celebrate the Peacemaker of the

Month.


Self-Study Document




ASSESSMENT IN THE

Math

COMPONENT OF THE EDUCATION PROGRAM

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:


Committee Member’s

Name Role in the School’s Community (e.g. teacher, parent, student,

etc.)

Ashley Davis Honors Math and Grade 8 Math

Michelle Kelly 5th and 6th grade Math

Adrienne Ruppert 7th grade Math and Religion; 8th grade math

Diane Glatts Kindergarten

Rob McNamara Technology

Susan Mobile 4th grade

X Survey of the school’s stakeholders using

the Middle States Survey:



Students 99

Parents 158


Administrators 1

Board Members (financial section only) 10


Self-Study Document


D. ISSUES RELATED TO THE INDICATORS OF QUALITY






Quality.



described.







Grade

Level(s)

Math Curriculum Minutes

per Week

K Counting and Cardinality; Operations and Algebraic Thinking;

Number and Operations in Base Ten; Measurement and Data;

Geometry

150

1 Operations and Algebraic Thinking; Number and Operations in Base

Ten; Measurement and Data; Geometry

225


Ten; Measurement and Data; Geometry

225


Ten; Number and Operations- Fractions; Measurement and Data;

Geometry

225



Geometry

225


Self-Study Document




Geometry

275

6 Ratios and Proportional Relationships; The Number System;

Expressions and Equations; Geometry; Statistics and Probability

275

7 Ratios and Proportional Relationships; The Number System;

Expressions and Equations; Geometry; Statistics and Probability

275

8 The Number System; Expressions and Equations; Functions;

Geometry; Statistics and Probability

275

5 Honors Math; Operations and Algebraic Thinking; Number and

Operations in Base Ten; Number and Operations- Fractions;

Measurement and Data; Geometry

275

6 Honors Math; Ratios and Proportional Relationships; The Number

System; Expressions and Equations; Geometry; Statistics and

Probability

275

7 Honors Math; Ratios and Proportional Relationships; The Number

System; Expressions and Equations; Geometry; Statistics and

Probability

275

8 Honors Math; The Number System; Expressions and Equations;

Functions; Geometry; Statistics and Probability

275





In 2012-2013, K to 6 began using a new series, Go Math, which follows CCSS. 7th Grade used

Sadlier Fundamentals of Algebra. 8th Grade used a pre-algebra textbook, Prentice Hall Pre-

Algebra. For Honors Math, 7th Grade used Prentice Hall Pre-Algebra and 8th Grade used

Prentice Hall Algebra. The gaps have occurred due to the gradual implementation of the CCSS

aligned texts.

In 2013-2014, grade 8 Honors math class began using Prentice Hall Common Core Algebra 1

textbook.

For the 2014-2015 school year, the plans are to utilize the Common Core Algebra 1 textbook in

all of 8th grade.


Self-Study Document


The future plan is to purchase a Common Core 7th Grade Pre-Algebra textbook.




of actions that have been initiated or are formally planned. Not applicable, no repetitions.

8. ASSESSMENT RESULTS:

Name of

Assessment Sub-Group of

Students Grade

Level Percentage of Student

Performance Standard is

defined as 50%

Terra Nova All 2 Math- 59 Above Standard

2 Math - 28 At Standard

2 Math - 3 Below Standard

3 Math- 76 Above Standard

3 Math- 23 At Standard

3 Math- 0.8 Below Standard



4 Math- 2 Below Standard



5 Math- 0.2 Below Standard








Self-Study Document


School Level End of Year Assessment Test

GRADE

IN 2012-

13

Total Number

of Students in

Grade

Number of

Students

Passing (70 or

higher)

Percentage of

Students

Passing (70 or

higher)

Number of

Students meeting

85% or higher

requirement for

proficiency

Percentage of

students meeting

85% or higher

requirement for

proficiency

Grade 1 41 41 100% 39 95%

Grade 2 50 49 98% 45 90%

Grade 3 41 41 100% 34 82%

Grade 4 46 46 100% 32 69%

Grade 5 33 27 81% 18 54%

Grade 6 34 21 61% 6 17%

Grade 7 31 25 80% 17 54%

The 2012-2013 school year was the first year a new math series in grades K – 6 was implemented. It

was the second year of the adoption of the Common Core State Standards.

School End of Year Final Grades

GRADE

IN 2012-

13

Total Number

of Students in

Grade

Number of

Students

Passing (70 or

higher)

Percentage of

Students

Passing (70 or

higher)

Number of

Students meeting

85% or higher

requirement for

proficiency

Percentage of

students meeting

85% or higher

requirement for

proficiency

Grade 1 41 41 100% 38 92%

Grade 2 50 50 100% 46 92%

Grade 3 41 41 100% 35 85%

Grade 4 46 46 100% 34 73%

Grade 5 33 33 100% 26 78%

Grade 6 34 34 100% 31 91%

Grade 7 31 31 100% 22 70%


Self-Study Document





When indicators show that a student is below standard in Math one or more of several things

happen:

1. Teachers apply necessary accommodations within the regular classroom setting.



4. The child is referred for a child study.

5. A school psychologist may be consulted.

6. A follow-up meeting is held to formulate an educational plan.

E. SELF-ASSESSMENT OF THE INDICATORS OF

QUALITY








Need of Improvement



improvement








Self-Study Document



1 2 3 4



and knowledge required of all students to fulfill

the stated goals of the program.

X

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.

X

CI.3. The curriculum is designed to ensure the

alignment of teaching strategies, learning

activities, instructional support, instructional

resources, and assessment.

X




X

CI.5. The curriculum provides experiences that

promote students’ critical thinking, reasoning,

problem-solving skills, and study skills.

X

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.

X





teachers at each grade level and by teachers

across grade levels.

X

CI.9. Elementary, middle level, and secondary level

staff members work cooperatively to provide a



X



CI.11. Instructional activities in the curriculum provide X


Self-Study Document



1 2 3 4






X




N/A N/A N/A N/A

CI.14. Written curriculum guides identify objectives

and define the scope and sequence of the

curriculum. The guides are functional and in use.

X




X

CI.16. Current best practices, including the use of



X



knowledge about organizational development,

and research about best practices in curriculum,


X



philosophy/mission.

X


provided in the coordination and articulation of

the curriculum.

X





taught. The review process focuses on what is to

be deleted from the curriculum as well as what is

to be added.

N/A

This is

done at

diocesan

level.

Other:


Self-Study Document



There were no comments given in the stakeholder survey that fit Quality for Curriculum.

Evidence:

Indicator

No. Evidence

CI8 Faculty does not meet on a regular basis to articulate and coordinate curriculum

between grade levels.




1 2 3 4



curriculum.

X

II.2. The scope and pacing of lessons in the curriculum

are appropriate for the students. X






X





classes.

X



II.8. Meaningful and frequent communications with X


Self-Study Document



1 2 3 4


curriculum.










X


There were no comments given in the stakeholder survey that fit Quality for Instruction.

Evidence:

Indicator

No. Evidence

N/A





Self-Study Document


1 2 3 4



curriculum

X






in the curriculum.

X

o Assessment results in the curriculum are

analyzed with appropriate frequency and

rigor for cohorts of students as they move

through courses in the curriculum.

X



rigor for comparable (local, state, and

national) groups outside of the school.

X


performance in the curriculum enables students to



learning needs.

X






X



the curriculum.

X



curriculum.

X




performance.

X


Self-Study Document



1 2 3 4




X

Other:

Stakeholders’ comments below support the ratings.

"As we begin to pursue HS [high school] options, I have been told by potential HS

options that our students are not prepared in math. Unless your child is in Honors math

5th grade on, your math preparedness may be challenged."

"Disappointed in why Honors Math is only based on Terra Nova scores when grades

have been in the A average range. I also don’t agree that tracking doesn’t begin until 6th

grade. My child is bored being in a class where many of the students are behind and she

is doing work that is not even challenging. If children are pulled out for the class for

extra help then there is no reason why some children can’t be pulled out for a higher level

math class."

Evidence:

Indicator

No. Evidence

AI 3b Comparing results at the local and national level is possible with Terra Nova, but

not at the state level due to different standardized tests.

AI 9

While it is true in most instances that the Archdiocesan guidelines for admittance to

the Honors Math program are followed, exceptions have been made due to parent

requests after consultation with the Honors Math teacher and Sister Jeannine.

Additionally, grouping was not based upon interest or potential in the past with the

exception of Honors Math. However, beginning in September 2014 grouping will be

based on potential.

F. ROOT CAUSE ANALYSIS


Content

Are the skills required for X YES NO


Self-Study Document




current curriculum?



conclusion:

Sequence





of the assessment?

X YES NO



conclusion:

Pacing





curriculum?

X YES NO


Format






X YES NO



conclusion:

Curriculum Delivery Issues


Self-Study Document


Teacher Awareness of Content





X YES NO



conclusion:





scheduled to be taught prior to the

administration of the assessment?

X YES NO



conclusion:






X YES NO



conclusion:







X YES NO



Self-Study Document



conclusion:

Teacher Resources








X YES NO



conclusion:

Teacher Skills





performance?

X YES NO



conclusion:


made within the past five years.

First in Math was introduced in grades 1-8 in September 2011. In 2014-2015, plans are

to continue its use in grade K-4. Grades 5-8 will use Simple Solutions.

Go Math Series was introduced in grades K-6 in September 2012.


Self-Study Document


Faculty has been trained in Common Core Standards by attending workshops provided by

the Chester County Intermediate Unit and various textbook publishers.


program.

Teachers are implementing the Go Math Series daily in grades K-6.

Go Math Series is perfectly aligned with Common Core Standards.

The students are supported by an Honors Math program and remedial math services from

the Intermediate Unit.



SS. Simon and Jude school is striving for stronger continuity in the middle school grade

textbooks, i.e. same publisher.

The school is emphasizing math modeling in all grades, i.e. graphing, drawing examples,

using manipulatives, and justifying equation solutions.

The school is emphasizing communication in all grades, i.e. math journal, written explanations

of math strategies, as well as verbal explanation of problem solutions.




New Common Core aligned textbooks for 8th grade will be introduced in 2014-2015 with

similar plans for 7th grade in 2015-2016.

Meetings of math teachers to review continuity of program and forms of assessment will

be held one or more times per trimester.

Criteria will be developed and implemented for leveling students in grades 4-8

Workshops that emphasize communication and modeling in math will be made available.

Honors math will be offered to 4th grade students beginning with the 2014-2015

academic year.


Self-Study Document




ASSESSMENT IN THE

English Language Arts

COMPONENT OF THE EDUCATION PROGRAM 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:


Committee Member’s

Name Role in the School’s Community (e.g. teacher, parent, student,

etc.)

Jan Battista librarian

Cindy Connell 6th grade teacher

Danielle Land kindergarten teacher

Lauren Lehane 2nd grade teacher

Melissa Murphy 7th grade teacher

Christina Rosci 5th grade teacher

X Survey of the school’s stakeholders using

the Middle States Survey:



Students 99

Parents 158


Administrators 1

Board Members (financial section only) 10


Self-Study Document


G. ISSUES RELATED TO THE INDICATORS OF QUALITY






Quality.



described.







Grade

Level(s)

English Language Arts Curriculum Minutes

per week

Kindergarten

Reading phonemic awareness, phonics (print awareness, alphabetic

knowledge, alphabetic principle, decoding, high-frequency word

knowledge), oral reading fluency, vocabulary, reading

comprehension (literal, inferential and critical-analysis)

Writing focus on the topic, demonstrating understanding of purpose,

penmanship, writing coherent sentences and interesting word choice

and sentence variety

Language vocabulary, sentence structure, grammar, punctuation, capitalization

and spelling

Speaking and Listening listening comprehension, organization and delivery of oral

360


Self-Study Document


communication, retellings, relating personal experiences and

providing descriptions

1st grade Reading phonemic awareness, phonics (print awareness, alphabetic

knowledge, alphabetic principle, decoding, high-frequency word

knowledge), oral reading fluency, vocabulary, reading

comprehension (literal, inferential and critical-analysis)

Writing focus on the topic, demonstrating understanding of purpose,

penmanship, writing coherent sentences and interesting word choice

and sentence variety

Language vocabulary, sentence structure, grammar, punctuation, capitalization

and spelling


communication, retellings, relating personal experiences and

providing descriptions

855

2nd grade Reading phonemic awareness (isolating, blending, segmenting, adding,

deleting and substituting phonemes), phonics (print awareness,

alphabetic knowledge, alphabetic principle, decoding and knowledge

of high-frequency words), oral reading fluency (proper decoding and

expression), vocabulary (context clues, word structure, use of

dictionaries), reading comprehension using literal, inferential and

critical-analysis questions

Writing focus on the topic, write coherent sentences and paragraphs with

topic sentence, organizational structure, understanding of purpose,

use of facts, details and examples, interesting word choice and

sentence variety, friendly and formal letters, narrative, descriptive

and expository compositions, understanding of reference materials,

evaluation and revision of writing and penmanship

Language sentence structure, grammar (singular/plural constructions,

contractions, subject-verb agreement, parts of speech), punctuation,

capitalization and spelling


communication, analysis and evaluation of oral and media

communication, recitation, retellings, relating personal experiences,

and providing descriptions

855


Self-Study Document


3rd grade Reading phonemic awareness (isolating, blending, segmenting, adding,

deleting and substituting phonemes), phonics (print awareness,

alphabetic knowledge, alphabetic principle, decoding and knowledge

of high-frequency words), oral reading fluency (proper decoding and

expression), vocabulary (context clues, word structure, use of

dictionaries), reading comprehension using literal, inferential and

critical-analysis questions

Writing focus on the topic, write coherent sentences and paragraphs with

topic sentence, organizational structure, understanding of purpose,

use of facts, details and examples, interesting word choice and

sentence variety, friendly and formal letters, narrative, descriptive

and expository compositions, understanding of reference materials,

evaluation and revision of writing and penmanship

Language sentence structure, grammar (singular/plural constructions,

contractions, subject-verb agreement, parts of speech), punctuation,

capitalization, conventions, and spelling


communication, analysis and evaluation of oral and media

communication, recitation, retellings, relating personal experiences,

and providing descriptions

710

4th grade Reading Correct use of reading strategies as covered in the common core

curriculum (main idea vs. details, facts vs. opinions, summarization,

prediction and purpose setting, compare and contrast, cause and

effect, drawing conclusions, self questioning, theme recognition,

analyzing graphic sources, recognizing author’s purpose, making

inferences, generalizations in reading, ); use of literary elements

(character development and basic plot elements in story)

Writing Explanatory writing, persuasive writing, and description of a specific

character to supplement study of story grammar. New skills to be

assessed include stating a clear position or topic, developing facts

and opinions with details and solid reasoning, using strong language

and description in writing, and logical organization of information.

Language Vocabulary skills: using prefixes, suffixes, and word roots to

determine meaning, unfamiliar word strategies, contextual clues,

Latin and Greek roots and affixes, synonyms, antonyms, correct use

of dictionary and correct use of a thesaurus.

New Grammar Skills: relative pronouns, progressive verb tenses,

710


Self-Study Document


auxiliary verb use, conventional patterns, introduction to

prepositional phrases, classifying fragments and run-ons

spelling

Speaking and Listening Flexible communication and collaboration with classmates, oral

presentations, paraphrase ideas when speaking about a reading or

text, integrating information from oral, visual, quantitative and

media sources, Reader’s Theatre

5th grade Reading Correct use of reading strategies as covered in the common core

curriculum (main idea vs. details, facts vs. opinions, summarization,

prediction and purpose setting, compare and contrast, cause and

effect, drawing conclusions, self questioning, theme recognition,

analyzing graphic sources, recognizing author’s purpose, making

inferences, generalizations in reading, ); use of literary elements

(character development, setting of story, theme of story, rising

actions, problem, climax, and resolution)

Writing Narrative writing, expository writing, persuasive writing, and

writing for tests. New skills to be assessed include the use of

descriptive language, use of persuasive techniques in writing, use of

graphic sources and informational captions to enhance the

explanation, correct use of the writing process with a focus on

revising and editing, correct use of conventions, spelling,

punctuation, capitalization

Language Vocabulary skills: using prefixes, suffixes, and word roots to

determine meaning, unfamiliar word strategies, contextual clues,

Latin and Greek roots and affixes, synonyms, antonyms, correct use

of a dictionary and correct use of a thesaurus.

New Grammar Skills: prepositions, prepositional phrases, correcting

run-ons and fragments, coordinate & subordinate conjunctions, and

interjections

Spelling

Speaking and Listening Flexible communication and collaboration with classmates, oral

presentations, informal oral presentations, listening

comprehension/assessments, integrating information from oral,

visual, quantitative and media sources, Reader’s Theatre

420

6th grade Reading fiction/nonfiction comprehension and reading response

Writing performance assessments, journals and reading response

420


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Language vocabulary, grammar and spelling

Listening and Speaking listening comprehension, oral presentations, read aloud and class

participation

7th grade Reading fiction/nonfiction comprehension and reading response

Writing performance assessments, journals and reading response


Listening and Speaking listening comprehension, oral presentations and class participation

420

8th grade Reading analysis of plot development through the use of literature/novels

Writing research-based using credible sources and citation of sources


Listening and Speaking debate and improvement of listening activities

420





There are no recognizable gaps or omissions because the Common Core Standards have been

incorporated into our archdiocesan guidelines.





There are no recognizable repetitions in the curriculum because it was designed so students

establish mastery by learning, understanding and building on foundational skills and applications

from year to year in order to be better prepared for higher learning.


Self-Study Document


12. ASSESSMENT RESULTS: FOR THE ACADEMIC YEAR: 2012 -- 2013

Name of

Assessment Sub-Group of

Students Grade

Level(s) Percentage of Student

Performance[2]

Terra Nova All 2 Reading - 72 Above

Standard

2 Reading - 27 At Standard

2 Reading - 1 Below

Standard

3 Reading - 65

Language - 72

Above

Standard

3 Reading - 35

Language - 28

At Standard

3 Reading - 0.2

Language - 0.8

Below

Standard

4

Reading - 71

Language - 51

Above

Standard

4 Reading - 27

Language - 47

At Standard

4 Reading - 1

Language - 1

Below

Standard

5 Reading - 73

Language - 65

Above

Standard

5 Reading - 26

Language - 33

At Standard

5 Reading - 0.3

Language - 2

Below

Standard

6

Reading - 77

Language - 64

Above

Standard

6 Reading - 23

Language - 36

At Standard

6 Reading - 0 Below


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Language -0 Standard

7

Reading - 71

Language - 65

Above

Standard

7 Reading - 29

Language - 35

At Standard

7 Reading - 0

Language - 0

Below

Standard

Other Assessments:

Name of Assessment/ Test

Area(s)

Assessed Level of Student

Performance

NI U

Unit Benchmark Assessments (K-5) Reading S

End-of-Year Benchmark Assessments (K-5)

Reading S

Reading Comprehension Assessments

(Fiction/Nonfiction) (6-8) Reading S

Unit Benchmark Assessments (K-5) Writing S

End-of-Year Benchmark Assessments (K-5) Writing S

Writing Rubric Samples Writing S

Common Core Required Performance

Assessments (6-8) Writing S

Vocabulary Development (4-8) Language S

Grammar and Spelling Development (K-8) Language S

Listening Comprehension (K-8) Listening and

Speaking S

Performance Assessments/Oral Presentations

(1-8) Listening and

Speaking S


Self-Study Document





When indicators show that a student is below standard in reading or language one or more of the

following may occur:

1. Teachers apply necessary accommodations within the regular classroom setting.



4. The child is referred for Child Study.

5. A school psychologist is consulted.

6. A follow-up meeting is held to formulate an educational plan.

H. SELF-ASSESSMENT OF THE INDICATORS OF

QUALITY








Need of Improvement



improvement






Self-Study Document





1 2 3 4



and knowledge required of all students to fulfill

the stated goals of the program.

X

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.

X

CI.3. The curriculum is designed to ensure the

alignment of teaching strategies, learning

activities, instructional support, instructional

resources, and assessment.

X




X

CI.5. The curriculum provides experiences that

promote students’ critical thinking, reasoning,

problem-solving skills, and study skills.

X

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.

X





teachers at each grade level and by teachers


X

CI.9. Elementary, middle level, and secondary level

staff members work cooperatively to provide a



X


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1 2 3 4



CI.11. Instructional activities in the curriculum provide



X




X




N/A N/A N/A N/A

CI.14. Written curriculum guides identify objectives

and define the scope and sequence of the

curriculum. The guides are functional and in use.

X




X

CI.16. Current best practices in, including the use of



X



knowledge about organizational development,

and research about best practices in curriculum,


X



philosophy/mission.

X


provided in the coordination and articulation of

the curriculum.

X





taught. The review process focuses on what is to

N/A

This is

done at

diocesan

level.


Self-Study Document



1 2 3 4

be deleted from the curriculum as well as what is

to be added.

Other:


There were no stakeholder comments regarding the Indicators of Quality for Curriculum.

Evidence:

Indicator

No. Evidence

CI8 Teachers, across grade levels, do not have regular curriculum meetings to articulate

and coordinate the knowledge and skills of the curriculum.




1 2 3 4



curriculum.

X

II.2. The scope and pacing of lessons in the curriculum

are appropriate for the students. X






X


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1 2 3 4





classes.

X



II.8. Meaningful and frequent communications with


curriculum.

X










X

Stakeholders’ comments to support the ratings.

A few parent stakeholders made the following comments regarding differentiation in the

classroom:

"Reading instruction is not being differentiated in the classroom to meet the needs of

students with varying abilities."

"There is lack of enrichment for young, gifted students."

"To accept responsibility for students learning, there must be evidence of differentiated

instruction for the varying levels of students especially in reading."

"I would like to see a small group of differentiated instruction especially in the area of

reading/language arts."

Evidence:

Indicator

No. Evidence

II.4. Students are provided with additional assistance when they have specific learning

difficulties; however, the stakeholder comments regarding differentiation within the

classroom need to be addressed.


Self-Study Document





1 2 3 4



curriculum

X






in the curriculum.

X



rigor for cohorts of students as they move

through courses in the curriculum.

X



rigor for comparable (local, state, and

national) groups outside of the school.

X


performance in the curriculum enables students to



learning needs.

X






X


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1 2 3 4



the curriculum.

X



curriculum.

X




performance.

N/A N/A N/A N/A




X

Other:


There were no stakeholder comments regarding the Indicators of Quality for

Assessment.

Evidence:

Indicator

No. Evidence

I. ROOT CAUSE ANALYSIS


Content




X YES NO


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current curriculum?



conclusion:

Sequence





of the assessment?

X YES NO



conclusion:

Pacing





curriculum?

X YES NO


Format






X YES NO



conclusion:

Curriculum Delivery Issues Teacher Awareness of Content

Are teachers aware that the skills X YES NO


Self-Study Document







conclusion:





scheduled to be taught prior to

the administration of the

assessment?

X YES NO



conclusion:






X YES NO



conclusion:







X YES NO



Self-Study Document



conclusion:

Teacher Resources








YES X NO


Teachers have the resources they need to provide the

necessary instruction. However, opportunities for

differentiation in the classroom have the potential to

increase as teachers share strategies, coordinate across

grade levels, and develop consistency with the use of

rubrics.


conclusion:

A systematic plan needs to be developed to allow for

more differentiation in the classroom, to best meet the

needs of all students. A standard rubric format, which

can be adapted at each grade level, needs to be

developed and consistently implemented to meet the

specific needs of all students.

Teacher Skills





performance?

X YES NO



conclusion:


Self-Study Document



made within the past five years. A new Common Core aligned reading series was implemented in grades K-5 in the 2013-

2014 school year.

Listening and speaking components were implemented with the newly-aligned Common

Core standards.

Flip charts were purchased with Common Core Standards for ELA to assist teachers in

their planning, implementation, and instruction.

The Reading Olympics program was implemented for Grades 4-8.

SRA Reading Labs 2.0 Online was recently purchased and is being implemented in

Grades 3-5.

The Achieve 3000 (TeenBiz/KidBiz) program was purchased and implemented in grades

6-8. Prior to the 2013-2014 school year, Achieve 3000 (TeenBiz/KidBiz) was used in

grades 3-8.


program.

Reading Specialist certified teachers instruct ELA courses in the following grades: 1, 2, 5

and 7.

Newly-purchased Scott Foresman Reading Street program is aligned with the Common

Core Standards. It provides many resources to support differentiated instruction.

There has been an increase in the use of listening and speaking skills and activities as a

result of the Common Core standards.

Reading support services are available through the intermediate unit.

The librarian is a certified teacher of English.



The skills and knowledge of the curriculum need to be coordinated among teachers


Teachers at all grade levels need to work more cooperatively and meet regularly to

discuss the use of ELA strategies in the classroom.

To meet the needs of students with varying abilities, an increase in differentiated

instruction needs to be considered and addressed in ELA classes.

An information media center to combine the school’s library and technology center

together is in the long range plan.


Self-Study Document





Teachers at each grade level need to collaborate to compare strengths and weaknesses of

current rubrics so they can develop and implement an adaptable, school-wide rubric

format.

Teachers in grades K - 5 should collaborate so they can effectively use the tools provided

in the Common Core aligned Reading Street Series. The series includes Teacher

Forms/Classroom-based Assessment Tools (Literacy Behavior Checklists,

Assessment/Cumulative Record Forms, Portfolio Samples and Rubrics).


Self-Study Document


THE PLAN FOR GROWTH AND IMPROVEMENT

he culminating activity of the Excellence by Design self-study and planning

process is the development of a Plan for Growth and Improvement in student

performance and the school’s capacity to produce the levels of student

performance it desires and that are expected by its community of stakeholders.

The heart of the Plan for Growth and Improvement is composed of:

The three, four, or five areas of student performance and organizational capacity

the Planning Team has identified as most in need of growth and improvement,

The measurable objectives that have been developed to address those needs, and

The action plans the school will implement to achieve its objectives.

A. STUDENT PERFORMANCE AND ORGANIZATIONAL

CAPACITY OBJECTIVES

The centerpiece of the school's Plan for Growth and Improvement is formed by the

three, four, or five areas of measurable objectives the school has identified as being the

highest priorities for growth and improvement if the school is to move closer to

achieving its Mission. At least two of the objectives must focus on areas of student

performance that have been determined to be priorities for growth and improvement.

The remaining one, two, or three objectives may be either student performance

objectives and/or objectives focused on growing and improving the school's

organizational capacity to produce the levels of student performance desired and

expected by the school's community of stakeholders. Space is provided below to

evaluate the maximum number of objectives. This limited number of objectives is

suggested so the school can focus on the most critical aspects of student performance

without diverting its energies in too many directions.

To identify these priority areas, the Planning Team asked itself:

What are the gaps between what we say in our Profile of Graduates regarding

what we want our graduates to know, be able to do, and/or what qualities we

want them to demonstrate and our students’ actual performance in those areas?

Which of these gaps constitute the highest priorities for narrowing if we are to

move closer over the next seven years to achieving our mission?

Are there area of our organization's capacity the must be improved in order to

improve our students' performance to the levels we desire and expect

T


Self-Study Document


Specifying clear and measurable student performance objectives identifies the school's

commitment to achieve specific end results and thus, is tied directly to accountability.

The objectives must be written in such a way that they outline growth in student

performance for the next seven years and represent a major focus for growth and

improvement in student performance in the school. The objectives should be consistent

with the mission and should extend and define the aim portion of the mission in more

specific detail. Objectives explicate in measurable terms the key end results that the

school seeks to realize from its mission, as expressed in its Profile of Graduates. Not

only should the objectives be related to the school's mission, but where there is also a

district or system plan, the objectives should be linked to one or more of the district’s or

system’s objectives.

The term “student performance” is intended to be defined in the broadest possible

terms. The objectives submitted for accreditation may be focused on any of the

outcomes expected of students as stated in the Profile of Graduates.

A.1. Student Performance Objective #1:

By 2021, SS. Simon and Jude School will demonstrate higher levels of achievement in math as

indicated on the Terra Nova Math Assessment. A 10% increase in the average percentile score

in math in grades 2 to 7 is the expectation.

A.2 Student Performance Objective #2:

By the year 2021, SS. Simon and Jude School will demonstrate higher levels of achievement in

writing. A 10% increase in the average percentile score on the Terra Nova Assessment in

reading and language arts in grades 2 – 7 is the expectation. In addition, an electronic writing

assessment will be purchased, a benchmark will be established, and a 5% increase will be

expected from the grade(s) using the program.

A.6 Organizational Capacity Objective #1:

By the year 2021, SS Simon and Jude School will increase the overall security, safety, and health

measures within the school community for the protection of the students, faculty, administration,

and visitors.


Self-Study Document


Baseline Data

Assessment of existing physical structures by stakeholders, safety experts, and local law

enforcement officers

Analysis of current crisis management plan

Evaluation of current health and wellness policy

Tools to Measure

Re-evaluation of the above items at regular intervals throughout the next seven years.

B. ACTION PLANS Student Performance Objective #1 Mathematics

I. First Year (2014-2015)

A. Establish and coordinate Math curriculum meetings.

1. Meet 3-6 times per school year to discuss progress and concerns.

2. Evaluate the use and purpose of student portfolios.

B. Attend professional development workshops on modeling and communication.

C. Group students in grades 3-7 based on potential and classroom observation for the

following school year.

D. Develop grade level rubrics for modeling and communication.

1. Create leveled rubrics for grades 1-2, 3-5, and 6-8.

II. Second Year (2015-2016)

A. Implement rubrics developed in year one.

1. Re-evaluate as necessary.

B. Continue with trimester math meetings.

C. Evaluate the math groupings in grades 3-7.

D. Continue to evaluate math sample textbooks for grade 7.

III. Third – Fourth Year (2016-2017 or 2017-2018)

A. Prepare a midpoint report for MSA documenting progress through the Action

Plan and adjusting timelines as indicated.

IV. Third – Seventh Year (2016-2017 through 2020-2021)

A. Analyze Terra Nova scores for measureable change in communication and

modeling.

B. Continue to evaluate the math groupings in grades 3-7.

C. Re-evaluate textbooks for meeting math standards.

D. Continue to attend math workshops.


Self-Study Document


Student Performance Objective #2 English Language Arts

I. First Year (2014-2015)

A. Establish and coordinate ELA curriculum meetings.

1. Meet 1-2 times per trimester to discuss progress and concerns.

2. Develop age and content appropriate rubrics to be used consistently within

the parameters of a school-wide template.

3. Discuss ways to structure writing periods in a more formal and effective

manner.

4. Evaluate the use and purpose of student portfolios.

B. Administer a teacher-generated writing assessment at the beginning of each

trimester to determine strengths and weakness and adapt instruction accordingly.

C. Attend professional development opportunities to enhance and improve the

teaching of writing.

D. Analyze Terra Nova scores in reading and language to evaluate

strengths/weaknesses and establish a baseline for measurable objectives.

E. Investigate electronic writing programs and assessments that meet needs and

goals.

II. Second Year (2015-2016)

A. Implement the revised rubrics developed in year one.

1. Consistently review rubrics with students so that expectations of success

are clear before the students begin a writing process.

2. Use rubrics and assessments to differentiate writing instruction more

effectively.

3. Re-evaluate rubrics as necessary.

B. Continue with trimester ELA curriculum meetings.

C. Purchase and implement new electronic writing programs and/or assessments to

establish a baseline of student performance.

D. Continue to analyze Terra Nova scores for measurable change in reading and

language specifically, but also across other curriculum areas.

E. Continue professional development in writing as needed.

F. Explore opportunities to showcase achievements in writing including a school

newspaper.

III. Third – Fourth Year (2016-2017 or 2017-2018)

A. Prepare a midpoint report for MSA documenting progress through the Action

Plan and adjusting timelines as indicated.

IV. Third – Seventh Year (2016-2017 through 2020-2021)

A. Continue to use and re-evaluate the efficacy of the school-wide rubric template.

B. Continue with trimester ELA curriculum meetings.

C. Continue to implement and review new electronic writing programs and/or

assessments purchased in year two.


Self-Study Document


D. Continue to analyze Terra Nova scores for measurable change in reading and

language specifically, but also across other curriculum areas.

E. Continue professional development in writing as needed.

F. Evaluate textbooks for compliance with Common Core State standards.

G. Continue to explore opportunities to showcase achievements in writing: school

newspaper, writing contests, author visits, etc.

Organizational Capacity Objective # 1 Health and Safety

I. To increase security measures as recommended by the security committee

A. Make structural renovations to increase security as visitors enter the building by

relocating the school office.

1. By September 2014, the school office will be relocated by the main

entrance to better screen and control visitor access.

2. By September 2014, the front entry foyer will be reconstructed to

provide a safety zone where visitors will need further approval for

building entry.

3. By December 2014, administration will investigate the financial

feasibility of an anti-ballistic film to cover the main doors that would

deter the glass from breaking.

a. If financially feasible, this film will be placed on the main

doors by March, 2015.

b. By June 2015, this protective film will be placed on the

lower lobby doors and the entrance doors to Cavanaugh

Hall.

B. Investigate and decide on the use of the School Check-In System and/or the

Chester County Raptor System to screen visitors by January 2015.

1. By September 2014, the principal will visit other schools that have

these systems in place and evaluate the effectiveness of both systems.

2. Financial feasibility will determine if either of these check-in

screening systems will be implemented at SS Simon and Jude main

entrance. If so, implementation will occur by January 2015.

C. Install security cameras internally and externally

1. By January 2015, the security committee will work with the business

manager to see if additional security cameras are financially feasible.

2. If financially feasible, by September 2015 several security cameras

will be placed around the campus based on recommendations by

security experts.

D. Update communication system within the school

1. By September 2014, a phone system will be installed to permit an all-

call announcement from any classroom in the event of an emergency.

2. By September 2014, School Reach phone system, an off-site

emergency contact system, will be in place to notify all stakeholders of

any emergencies.


Self-Study Document


3. Re-evaluate yearly the effectiveness of the communication system and

make updates as needed based on faculty observations and

experiences.

4. By September 2015, install an extension to the school phone system in

the physical education office, if feasible.

5. By September 2015, install extensions to the school phone system in

all rooms where students and faculty may be present, if feasible.

E. Update Crisis Management Plan to increase crisis preparedness

1. By September 2014, the security committee will formulate an updated

and easy to use crisis management plan.

2. By September 2014, this crisis plan will be reviewed by all staff

members. All input will be carefully considered and implemented.

3. By November 2014, this plan will be published and placed in each

classroom.

4. By January 2015, all substitute teachers will be asked to become

familiar with the crisis plan.

5. On a monthly basis, the principal will lead Emergency Management

Drills during school hours as designated in the crisis management

plan.

6. On a yearly basis, the security committee and the faculty will re-

evaluate the crisis management plan based on recommendations of

first responders, county security experts, and current safe-school best

practices.

F. Establish a Parent/Child Reunification Plan

1. By June 2015, the security committee will investigate several sites to

serve as reunification locations in the event of an off-site evacuation.

2. By September 2015, the security committee will establish a written

Parent/Child Reunification Plan based on the recommendations set forth

in the 2013-2014 Safe School Plan.

3. By September 2015, a reunification site will be chosen. This site will

be communicated to all parents/guardians.

II. Update Standard Operating Procedures for Safety

A. Re-establish a Medical Emergency Response Team (MERT)

1. By December 2014, establish a MERT which includes current

personnel specially trained by the Safety Compliance Company. They

will safely operate the AED (Automated External Defibrillator) and

will be equipped to handle medical emergencies until the proper

authorities arrive on site.

B. Train staff in AED use

1. By June 2015, staff members will be trained by qualified instructors on

the proper use of AEDs.

2. Staff will be retrained yearly on the proper use of AED.

C. Train staff in basic first-aid procedures

1. By January 2016, all staff members will receive basic first-aid training

by a certified professional.


Self-Study Document


2. By January 2016, CPR training will be provided to key personnel by a

certified CPR instructor.

3. Re-evaluate yearly the certification process, especially when there is a

change in personnel.

4. On a yearly basis, in September all first aid supplies will be

replenished by the nurse and distributed to each classroom.

D. Request the installation of a “School Zone” sign with flashing lights on West

Chester Pike to reduce speed during arrival and dismissal times

1. By June 2016, contact Westtown East Goshen Municipal Department

to initiate a feasibility study to install a School Zone sign with flashing

lights.

2. Installation of the sign will be based on the results of the study.

E. Request the installation of a “Drug Free School Zone” sign to deter the use or sale

of illegal drugs

1. By September 2016, ask the DARE officer to investigate the

installation of the “Drug Free School Zone” sign.

2. Installation of the sign will be based on the results of the study.

III. Update Health and Wellness Policy

A. Establish a committee to update the current Health and Wellness Policy

1. By January 2015, the principal will request the assistance of parish

community members who are trained in the fields of health and

wellness such as nutritionists and/or dieticians, doctors and/or nurses,

hot lunch coordinators, administration, and teachers.

2. By June 2015, committee members will compose a clearly-defined

Health and Wellness Policy.

3. By September 2015, this policy will be evaluated by the faculty and

staff.

4. By December 2015, this policy will be published and posted on-line

with notification of the on-line publication, stated in the student-parent

handbook, and shared with all stakeholders.

5. In September 2016, and on-going, homeroom teachers will remind

parents to review this on-line policy during Back to School Night and

during the initial Home and School Meeting.

6. Yearly re-evaluation of the policy’s effectiveness will be based on

faculty observations and parent feedback.

excellence by design - ss. simon and jude school · 2020. 2. 11. · standard. excellence by design...

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