2010 Pittsburgh Catholic Excellence in Education

PITTSBURGH

CatholicComplimentary issue from your CatholiC Community newspaper

MAGAZINE

Featuring: Excellence in EducationOur most prized possession | The subject is dance

www.pittsburghcathol ic.org

2010 Excellence In Education Pittsburgh Catholic Magazine 3

Inside this issue:6-7 | Sharing the Good News:Excellence in education

Passing Catholic education on to future generations is our most prized possession.

8 | Making a difference in students’ lives:Educator speaks for her fellow teachers

Golden Apple Award winner Patricia Tartaglione spoke during the ceremonies honoring teachers who won the award that is symbolic of excellent performance in the classroom, church and community.

10-11 | Dancing Classrooms Pittsburgh:Teaching poise, self-confidence and teamwork

It’s not often you see elementary school children willingly and enthusiastically dancing the merengue, fox trot, rumba, tango and swing, but that is occurring in some Catholic schools in the diocese.

11 | Children encouraged to dance:Hill Dance Academy Theatre has varied programs

The mission targets children who would not otherwise dance for various reasons.

12 | Every year has a theme:“Service to the School” is this year’s theme

The students and staff at St. Margaret of Scotland School choose a theme that will grow throughout the year.

14-15 | A total experience:“Education must be of the mind, heart and spirit”

Dr. Robert Paserba says Catholic school graduates are prepared well in academics, spirituality, morality and any number of values, but he is convinced that when they look back on their education, they remember the people.

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PITTSBURGH

MAGAZINECatholic

135 First Ave. • Suite 200Pittsburgh, PA 15222

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Publisher | Bishop David A. Zubik

General Manager | Robert P. Lockwood

Editor | William Cone

Operations Manager | Carmella Weismantle

Associate EditorsPhil Taylor (Special Projects)

Chuck Moody (News)(Excellence In Education Project Editor)

Senior Staff Writer | Patricia Bartos

Staff Writer | John W. Franko

Graphic DesignersDavid Pagesh | Debbie Skatell-Wehner

Director of Advertising | John Connolly

Account ExecutivesMichael A. Check | Paul Crowe

Circulation Mgr./Parish News Coord.Peggy Zezza

Administrative Assistant | Amanda Wahlen

Offi ce Assistant | Caitlin Arendash

Pittsburgh Catholic Magazine is a complimentary publication of the

Pittsburgh Catholic Publishing Associates, available at all 211 Catholic parishes

in the Diocese of Pittsburgh.

Advertising: [email protected] Editorial: [email protected]

�“Th e Catholic school is committed thus to the development of the whole person, since in Christ, the Perfect Person, all human values fi nd their fulfi llment and unity. Herein lays the specifi cally Catholic character of the school. Its duty to cultivate human values in their own legitimate right in accordance with its particular mission to serve all people has its origin in the fi gure of Christ. He is the one who ennobles the human person, gives meaning to human life, and is the model which the Catholic school off ers to its students.”

— � e Sacred Congregation for Catholic Education, “� e Catholic School.”

Cover design by Debbie Skatell-Wehner

PITTSBURGH

CatholicComplimentary issue from your

CatholiC Community newspaper

MAGAZINE

Featuring: Excellence in Education

Our most prized possession | The subject is dance

www.pittsburghcath

ol ic.org

On the cover...

16-18 | Religious education after confi rmation:Many approaches for nurturing the faith of teenagers

A number of parishes have developed dynamic middle school programs that provide a wonderful bridge into the high school program.

20-21 | A look at the past:Our schools, our legacy

Catholic education in the 20th century in photos from the diocesan archives.

22 | Offering a choice:Single-gender education

Its history is long, and the controversy that sometimes surrounds it can be strident.

24 | Making bright futures:Giving urban children a boost

Th e Extra Mile Education Foundation is a result of great vision, exceptional generosity over the years and the Catholic schools it supports.

26-27 | Mr. Rogers of kindergarten teachers:Praise for a longtime educator from a grateful parent

Th e author speaks of his daughters’ fi rst teacher who helped to start them on the right path in life.

28 | Speaking miracles:Helping students thrive

DePaul School for Hearing and Speech helps deaf students. Th e school’s mission is to prepare children, from birth to age 14, to fully participate in our hearing and speaking world.

31 | Making Catholic schools affordable:Many sources available for parents

Th e Diocese of Pittsburgh works very hard to secure tuition assistance to help needy families.

33 | Connecting to campus ministry:Connections are an important part of life

As students go off to college for the fi rst time, a gift might be a word of encouragement to get involved with campus ministry, which can make all the diff erence in a Catholic young adult’s world.

34-35 | Affording college:Useful information for coping with the cost of college

Th e best place to fi nd answers to fi nancial aid questions may be the professional fi nancial aid counselors at universities.

36-37 | In touch with the worldLanguage is never a barrier to friendship

Sacred Heart School in Pittsburgh’s Shadyside neighborhood welcomes families from diverse backgrounds.


6 Pittsburgh Catholic Magazine 2010 Excellence In Education

Passing on to future generations our most prized possession of all

By FATHER KRIS D. STUBNA

When we refl ect on the life of Jesus that comes down to us in the sacred Scriptures, we see that more than anything else Jesus was a teacher. He taught in the synagogue, on the mountaintop, in boats tossed about by waves and even as he hung on the cross.

Always our Lord was teaching by word and example the saving, eternal truths that came from his Father. “I am the way, the truth, and the life. No one comes to the Father except through me.” And it was this noble and privileged task that Jesus left to the apostles and to the church. He commissioned his followers to go out and teach all the nations, baptizing them in the name of the Father, and of the Son and of the Holy Spirit.

It is the timeless task of the church, and all its members, to share in the great work of Catholic education. At its very foundation, the mission of Catholic education is to lead others to knowledge of the Good News of Jesus Christ and life in his body, the church. Our singular eff ort is to help form the mind, heart and soul of every believer

in the image and likeness of the Master, Jesus Christ, so that each person will have life in his name, here in this world and in its fullness in heaven.

We are about forming faith-fi lled disciples of Christ who embrace their call with fi delity and love to build a world that refl ects the vision of the Gospel and to gain eternal salvation in the kingdom of God. It is precisely through the proclamation of the Good News that we make the Church Alive!

Everyone shares in this important ministry. First and foremost are parents who have the primary responsibility to pass on the faith to their children, most especially by building homes of love, forgiveness, compassion, understanding, peace and joy.

Th e “Catechism of the Catholic Church” speaks of the family as the fi rst and most important school of learning; it is the family that lies at the heart of the church. But parents are not alone in this important task. Th e church provides programs of religious education, Catholic schools, youth and young adult ministry eff orts, programs for those with special needs and formation for adults as well.

Learning is lifelong. Today in a special way we are called to use every means we can to

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Father Kris Stubna, diocesan secretary for Catholic education, speaks to some of the diocese’s youngest students. Right: He gestures while delivering his homily during Mass.


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communicate and teach the eternal truths that form and shape the whole person. How blessed we are to have dedicated and faithful clergy, religious, teachers and catechists, along with homeschoolers and others who participate in this important work of sharing the light of faith.

But at the heart of this proclamation of the Good News is the important responsibility that each person shares to take what we have received from someone else and pass it.

Think of how a family passes on to successive generations heirlooms and recipes, stories and memories. As members of God’s family, each of us has the responsibility to hand down to those who come after us the most prized possession of all, the Good News of Jesus Christ and the joy of life that comes to who believe. We do that, of course, with words, but most importantly we do it with the witness of our lives. As St. Francis of Assisi said to his friars: Preach the Word always, and if you have to use words!

We are blessed in the Diocese of Pittsburgh to have a long legacy of excellence in Catholic education, sharing the treasures of our faith with each generation, as we work to make the Church Alive in the minds and hearts of every believer by leading them to a knowledge of God’s truth and a living encounter with Jesus Christ and his church.

Father Stubna is diocesan secretary for Catholic education.


Making a difference in students’ livesFollowing is the acceptance speech, “Making a Difference,” delivered June 1 by Patricia Tartaglione, a teacher at St. Maurice School in Forest Hills, at the 2010 Golden Apple Awards dinner.

Good evening, Bishop Zubik, Father Stubna, Dr. Paserba, Mr. and Mrs. Donahue and family, distinguished committee members, pastors, principals, colleagues, family and friends.

As I began thinking about what I would write for this speech, what came to mind was the framed saying that hangs in my room at home entitled “Making a Difference.” The saying goes:

“One hundred years from now it will not matter what kind of

car you drove, what kind of house you lived in, how much you had in the bank or what your clothes looked like. But the world may be a little better because you were important in the life of a child.”

This is especially appropriate for educators. Through the grace of God, each of us makes a difference, no matter how small, each and every day in our students’ lives. When a teacher takes the extra time to help a child understand a new concept, and the child’s face lights up and he or she says, “I get it now,” you have made a difference.

Each time a child is comforted by soothing words when he or she is troubled, you have made a difference. Guiding a child to turn a “wrong” into a “right” helps that child understand the importance of making moral decisions now that impacts their life. All of us make a difference each and every day and, with our Lord’s blessings, these differences

will make our world a better place to live and build the kingdom of God.

All of you here have helped to make a difference in our lives, not just as educators, but as members of God’s family. On behalf of the 10 recipients of this year's Golden Apple Award, I would like to say “thank you” Bishop Zubik, for your lifelong commitment and well-known love for Catholic education.

For their sincere generosity and kindness, thank you to the Donahue Family Foundation headed by its president, Mr. William Donahue. We are grateful

for your family’s deep faith and dedication to the ministerial and

academic roles carried out by the awardees being honored tonight.

To Father Stubna, thank you for your exemplary leadership and guidance as our diocese’s secretary for education. Because of their continued

development and support of challenging standards in education, I wish to thank Dr. Paserba, our superintendent; Dr. Bowes, assistant

superintendent and director of the Golden Apple Award; Sister Mary Jo Mutschler, assistant superintendent

for elementary education; Mr. Teti, assistant superintendent for secondary education; and all the consultants for their guidance.

For reaffirming the ministry of

Catholic educators, I express gratitude to Dr. Bowes and the Golden Apple committee for planning this joyous event. To Dr. Joseph Kush and Dr. Robert Furman, Duquesne University professors, thank you for your dedicated service on the selection committee these past years and to the members of the Donahue family, Mrs. Barton, Mrs. Dolan, Mrs. McLeland and Mr. Donahue, thank you for bringing your talents and knowledge to this very difficult selection process. We know that your decision is not an easy one.

To our pastors and parochial vicars who emotionally, spiritually and financially support our work, I offer my sincerest thanks.

To our principals and fellow teachers who share their knowledge, counsel and give constructive criticism, enabling us to grow stronger in our profession so we can better serve God’s children, we are eternally grateful.

To our families, words can’t express our thanks for your unending love and support. We share our celebration with you and say “we love you!”

But most of all, to those of you who took time from your busy lives to write the letter of praise and appreciation in nominating us, we sincerely thank you for making tonight possible for all of us.

Someone once said that “to become what we are capable of becoming is the only goal we should have in life.” God has called us to be Catholic educators and we have given this vocation our best. Enjoy the evening.


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Teaching young ballroom dancers poise, self-confidence and teamwork

By KIMBERLY FLAHERTYIt’s not often that you see elementary school

children willingly and enthusiastically dancing the merengue, fox trot, rumba, tango and swing.

But if you had visited St. Benedict the Moor, Holy Rosary, St. Agnes or St. James schools this past spring, that’s exactly what you would have seen. From March through May 2010, fifth-graders from the four schools participated in a unique learning experience called Dancing Classrooms.

Dancing Classrooms began in 1994 in New York City under the direction of Pierre Dulaine and Yvonne Marceau, directors of American Ballroom Theater. It is now an international program serving more than 40,000 students.

While lauded as one of the most effective methods of teaching social dance, the program encompasses far more than mastering dance steps.

Dancing Classrooms is designed to provide an atmosphere that allows students who are typically introverted and reserved to step out and shine. It focuses physical energy and increases health through the joy of movement. It builds self-esteem and interactive social skills as it improves children’s confidence and ability to relate to others.

Mercy Behavioral Health introduced Dancing Classrooms Pittsburgh in fall 2009 as part of its prevention program. With Pittsburgh Public Schools as its first partner, Mercy Behavioral Health engaged 300 children from six public schools in the inaugural semester.

On the heels of that success, in spring 2010, four Catholic schools supported by the Extra Mile Education Foundation adopted the Mercy Behavioral Health program: St. Benedict the Moor in Pittsburgh’s Hill District, Holy Rosary in Pittsburgh’s East End, St. Agnes in the city’s Oakland neighborhood and St. James in Wilkinsburg.

Eighty Catholic school students learned classic ballroom and Latin dances from local instructors Rozana and Terry Sweeney, both international champion ballroom dancers. Dance classes were incorporated into the curriculum from mid-March through late May. At the conclusion, dancers proudly demonstrated their newly acquired skills to parents, teachers and other classmates.

The Sweeneys, owners of Art and Style Studio on Pittsburgh’s South Side, were specially trained to serve as instructors for Dancing Classrooms Pittsburgh and taught all students

DancingClassrooms


from Pittsburgh public and Catholic schools with measurable results.

Along with teachers, principals, parents and Mercy Behavioral Health employees, the Sweeneys agree that Dancing Classrooms has a perceptible and positive impact on participating youngsters.

“It’s so rewarding to see the changes in their demeanor through dancing, how the children help each other, interact with each other,” said Rozana Sweeney. “This experience has been better than any world championship I’ve ever danced. It’s beautiful.”

McAuley Ministries, the grant-making arm of the Pittsburgh Mercy Health System, made funding for Dancing Classrooms in the Catholic schools possible.

Based on the success in Pittsburgh to date, Mercy Behavioral Health is already working to expand Dancing Classrooms Pittsburgh to additional schools this fall.

For more information on Dancing Classrooms Pittsburgh, contact Mark Rogalsky, prevention services supervisor, Mercy Behavioral Health, at 412-320-2321.

Mercy Behavioral Health is part of the Pittsburgh Mercy Health System and Catholic Health East, sponsored by the Sisters of Mercy. For more information, visit www.pmhs.org or call 1-877-637-2924.

Flaherty is public relations coordinator for Mercy Behavioral Health.

Students from St. Agnes School in Pittsburgh’s Oakland neighborhood participate in the Dancing Classrooms program.

Children encouraged to danceHill Dance Academy Theatre has varied programs

By AYISHA MORGAN-LEEThe city of Pittsburgh has been experiencing a

Renaissance and revitalization of Downtown and neighborhood businesses, in its beloved sports teams and in the cultural arts throughout the city.

One of its newest cultural arts nonprofit public charities is Hill Dance Academy Theatre. HDAT’s mission is to develop and train dancers in black dance traditions, expand knowledge and contributions of black dance traditions, and create emerging dance artists who will sustain dance in the black community.

The mission targets children who would not otherwise dance because of racial stereotypes, gender stereotypes, parental/family bias or the inability economically to afford dance. HDAT is living its mission as a community-based program located in the historic Hill District, by sustaining dance in an area that once offered some of the best cultural venues in Pittsburgh.

Ju.B.Lation Spirit Filled Feet is a multi-genera-

tional, liturgical dance company that uses sacred dance as the artistic voice to celebrate cultural and spiritual traditions of the black church experience.

HDAT’s programs provide a holistic approach to the art of dance by offering classes in all styles and genres of dance such as ballet, African, tap, hip-hop, jazz and salsa. Classes touch on all the areas that support the artistry of dance such as physical fitness, nutrition, visual arts, music, theater pro-duction, photography, costuming, dance etiquette and more.

Programs are designed to support students who want to dance as well as to develop and encour-age, at a young age, a love for the arts in its varied forms. Students see, know and value that they can move with grace and style no matter the race, body type, shape and style.

HDAT dancers have performed spiritual and prayerful liturgical dance presentations at local Catholic churches.

For more information on the academy, call 412-508-9574 or go to www.5678hdat.org.

Morgan-Lee is founder, chief executive officer and artistic director of Hill Dance Academy Theatre.

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School puts extra effort into teaching valuable life lessons

By CATHY MILITZER

At the beginning of each school year, the students and staff at St. Margaret of Scotland School choose a theme that will grow with us throughout the school year.

During the 2009-2010 school year it was “God’s Friends.” This simple phrase started a monthly letter-writing campaign to all of the diocesan priests to celebrate the Year of Priests. We also learned about friendships and our own relationship with God.

During one school year our theme was “We are Beatitude People.” Each month we focused on a different beatitude. The students lived the beatitudes that year in so many ways. Each grade level did so many things during the month to practice what it is to be a follower of Christ every day.

This school year we will be using the theme “Service Before Self.” Our focus is to teach the children that they can give of themselves beginning now. It is hard to remember to give before we receive. Each month we will work with a specifi c group. We will begin each month with a prayer service to pray for the group that will be receiving our “extra attention” that month. We will also give a brief background of the group to the students.

In September, we will work on “Service to the School.” We will explain what service is and how our theme will work this school year.

Each week, we have specifi c projects that the students in groups/buddies will be working on to make our school a better place to be. In October, we will work on “Service to the Community.” Each month, we will expand our reach. However, every project will be done at school and made by students. The students will learn that service is something they can do themselves and be self-rewarding.

I only mentioned a few of our past themes and our theme for this school year. The wonderful thing about being a Catholic school is that we can take the message of the Gospels, practice our faith every day and share God’s message with our students in so many ways.

Our yearly theme gives us another way to reach out to the children. We put them on the monthly calendars; Father Bud Murhammer, pastor, refl ects on them during weekly liturgies; the teachers remind the students in their daily prayers and refl ections. We also inform the parishioners what we are doing via the school corner in the bulletin. The entire school embraces the theme, and it takes a life of its own.

Our hope as the staff of St. Margaret of Scotland School is that the students and alumni remember our yearly themes, Advent and Lenten journeys as positive experiences. We enjoy preparing them each year and watching them grow from September to June.

Militzer is principal of St. Margaret of Scotland School in Green Tree.

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Catholic schools:A total experience“Education must be of the mind, heart and spirit”By DR. ROBERT L. PASERBA

In the Catholic schools of Pittsburgh, we are justifiably proud of our graduates. We prepare them well in academics,

spirituality, morality and any number of valuable dimensions. I am convinced, however, that, when our graduates look back on their Catholic school education, their first memories are seldom of the classroom.

They remember the people. They remember the school secretary who was

so kind, the coach who was so generous with time. They remember the teacher who never missed a game and the good time the family had at one of the school fund-raisers.

With luck, they will understand that the value of a Catholic education lies in the total experience it provides, and that the community it builds is beyond price — almost. And they will realize that this community, these warm memories, are as much the result of sacrifice and commitment as are their academic achievement and spiritual growth. In other words, Catholic schools are proponents of the theory that “It takes a whole village to raise a child.”

Obviously, many of the same experiences are available in other schools. There are two aspects to the Catholic

school experience, however, that make us unique. First of all, most of the types of memories we are discussing are the result of volunteer efforts. The coaching time, the fund-raising and the parent involvement are motivated by a real desire to support a child — and a system — that have no parallel. The teacher who coordinates the cheerleaders, who meets one on one for extra help, who prepares the liturgy, who coordinates the Pennsylvania Junior Academy of Science, who creates a robotics team, offers his or her service because it is an integral part of a Catholic education, not because there is much material reward.

A second aspect of uniqueness in the Catholic school experience lies in the fact that we consciously plan and sacrifice to create the out-of-class experiences and interactions that characterize our schools. It begins with the realization that the parents are the primary educators of their children. When they choose a Catholic school they enter into a partnership that reflects what they value; they commit to do what

Dr. Paserba greets students.


IT’S HARD TO PREPARE FOR THE FUTUREUSING TOOLS FROM THE PAST.

At Seton Hill University, we believe a 21st centuryeducation requires 21st century resources. That’swhy all first-year undergrad students receive aniPad and 13” MacBook Pro laptop as part of ourGriffin Technology Advantage. The initiative givesstudents high-speed Internet access, blanket Wi-Ficoverage, on-campus Apple support and more.It’s just one of the ways we’re using real worldtechnology to prepare our students for, well, thereal world. To learn more, visit setonhill.edu.

is necessary to help their child develop as a well-rounded individual.

Since the school culture supports this concept, the teachers who choose Catholic education as their profession realize that the “extra” time, the “extra” interaction are not really “extras” at all; rather, they are integral aspects of why we succeed. The parents, the pastors, the coaches, the secretaries and volunteers know that they are respected parts of an enriching experience that goes beyond the classroom and becomes a lifestyle. They are living examples of the Catholic school philosophy that education must be of the mind, heart and spirit.

What graduates remember about their individual Catholic school education will vary, but you can be sure that it will not be circumscribed by classroom walls. In one way or another, each will remember a person, a community, a total experience. They will remember a “Great Beginning That Lasts a Lifetime.”

Paserba is diocesan superintendent of Catholic schools.

For more information on Catholic schools in the diocese, call 412-456-3090 or go to www.diopitt.org.


Many approaches exist for nurturing the faith of teenagers

By SHARON HACKMANWhen I was asked to write this article regarding

religious education after confirmation, I contacted the folks in the parishes who work with confirma-tion and youth ministry. I did this kind of work myself as a former parish director of religious edu-cation and high school religion teacher. Yet, I find there is nothing that quite stirs the creative juices of educators as the success stories of their peers.

While the approaches parishes take to this post-confirmation area varies (some offer traditional classes for grades 9-12, some run youth ministry programs, still others offer middle school or junior high programs as an introduction to youth minis-try, and others stop after confirmation), there is almost universal agreement it is an area of concern and it does need further development.

Of the several DREs and youth ministers I spoke with, a number of factors emerged. Those who are successful with this age group are: 1. creative; 2. have allocated enough resources and personnel to this ministry; and 3. are able to build bridges, to make connections between ministries. These fac-tors lead to excellence in education.

When dealing with religious education after

confirmation there are two driving forces: How to convey the content for this age level, and how to keep the kids coming back after confirmation.

The difference in success often comes down to how confirmation is viewed. Is it graduation from religious education? Or is it a beginning, a training ground for a whole new way of life? Those who see confirmation as one thread in a seamless garment, or one opportunity on a continuum of lifelong learning breed more successes.

About the contentContent for students up to eighth grade is

guided in our diocese by Catechetical Curriculum Guidelines in both parish religious education pro-grams and Catholic schools. These guidelines are based on the catechetical documents of the church

(“Catechism of the Catholic Church,” the General and National Directories for Catechesis and guide-lines established by the U.S. Conference of Catholic Bishops to oversee the use of the catechism).

Diocesan curriculum guidelines also exist for our Catholic high schools, and the USCCB has issued an Adaptation of Doctrinal Elements for Young People of High School Age (for parish programs). This latter document challenges publishers to pro-duce a variety of resources in line with this national vision.

About the kidsHow to keep the kids coming runs a much

broader gamut. While we know the content that needs to be conveyed, how to deliver it in an engag-ing fashion is another question.

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Religious education after confirmation

St. Angela Merici

St. Angela Merici School in White Oak will celebrate 50 years of service to the Diocese of Pittsburgh this year. The school boasts an advanced curriculum particularly in technology that includes a brand new state of the art technology lab and

an alliance with Seton Hill College for distance learning as well as with the Mando Mandolin Chinese School in China. The school has initiated a Peer Mediation Team to help students make good choices and to promote an atmosphere of teamwork. Student Council works countless hours promoting stewardship for the parish, school, and community. We promote faith formation by understanding that we are our brothers keeper in the long run. The Rejected Stones Christian Rock Band (pictured above) plays for all of the weekly school Masses as well as for one evening Mass per month. They have given an added dimension to our Eucharistic Liturgies. It is a blessing to see these young teenagers display their faith through music. St. Angela Merici is a place where the present definitely meets the future.

Where The Present Meets The Future

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A Catholic, diocesan university located near the scenic lake Erie bayfront in Erie, Pennsylvania, Gannon University has been ranked as a Top Tier University for the seventh consecutive year and in the “Great School, Great Price” category for the fi fth time by U.S.News & World Report.

Gannon University provides a quality education at an affordable price with nearly 100 undergraduate and graduate degree programs in all of the most sought-after areas of interest, taught in small classes by dynamic professors who love what they do.

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Post-confirmation students don’t want to be treated in the same manner as grade school students. Parishes that are successful at post-confirmation endeavors have programs in place following confirmation. In some parishes these are continuing classes after confirmation.

In more parishes the offerings take the form of youth ministry. These parishes do not just wait for confirmed students to join. They provide op-portunities for students to engage in some youth ministry activities while they are still preparing for confirmation. These activities may contain any combination of music, social, service, sports, drama, contemporary social and moral concerns, worship, evangelization and advocacy.

Confirmation students are introduced to the parish youth minister, so they recognize and get to know him or her. Youth ministers are invited to conduct the confirmation retreat. Or better yet, the DRE, middle school/junior high coordinator and the youth minister plan events together (and present different aspects of these events) that prepare students for confirmation and lead them to youth ministry. Some of these events, such as retreats, occur in the summer preceding confirma-tion preparation. Students begin to get the idea that faith formation continues after confirmation.

Opportunities for high school students to give

witness talks to confirmation students also build bridges. Excellent programs also include parents. Parents are seen not just as necessary chaperones and chauffeurs; parents are partners in planning

programs and learning in tandem with their children.

CNS photoDiocesan curriculum guidelines also exist for our Catholic high schools, and the USCCB has issued an Adaptation of Doctrinal Elements for Young People of High School Age (for parish programs).

See education on page 18


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Bridging the futureA number of parishes have developed dynamic

middle school programs that provide another won-derful bridge into the high school program.

Service opportunities have long been a part of confirmation preparation. Parishes that excel at student involvement after confirmation don’t just see service as doing something for someone else in Jesus’ name. They also see service as an opportunity for the student to learn and be mentored. Many a “catechist’s helper” has discerned a future vocation as a catechist or teacher through their volunteer service.

Finally, formal catechesis (religious education) oc-curs in youth ministry in a variety of ways (through guest speakers, programs, panels, projects); those who excel also have a different vision. They look for opportunities to catechize through ordinary events they would do any way and they transform these events into extraordinary experiences.

I will close with the following example. Numer-ous parishes do living Stations of the Cross. Those that excel begin to catechize long before any play practice begins.

Students first learn about the background to the story we have come to know as the Passion or the Stations. Students study the Gospel accounts, they view various portrayals through film or other media. They have opportunities to pray and write reflections about “their” station. In practicing they

learn about history, the Old Testament, Jewish and Roman customs.

Their excitement grows and they don’t just re-enact, they begin to evangelize their audience and all those they come in contact with. They learn skills: public speaking and a comfort level at the lectern (future readers for Mass) and to lead song (potential cantors), and they learn to articulate the Gospel message.

My hope is that these observations will cause parishes to rethink or continue to develop their

own post-confirmation efforts.My thanks go to the following parishes that

shared information about their confirmation and youth ministry programs: St. Alexis; St. Alphonsus (Wexford); Christ the Divine Teacher; St. Elizabeth of Hungary; SS. John and Paul; St. Kilian; Mary, Mother of Hope; St. Scholastica; and St. Thomas a Becket.

Hackman is director of the diocesan Office for Catechetical Ministries and Catechesis.

CNS photoWhen dealing with religious education after confirmation there are two driving forces: How to convey the content for this age level, and how to keep the kids coming after confirmation.

Education from page 17



Our schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur schools, Our legacyOur Schools,Our Legacy

Fred Rogers of “Mister Rogers’ Neighborhood” watches Gold Medal Olympian Suzie McConnell spin a basketball on one fi nger; c.1989 (Photo/WQED-TV)

Bishop John J. Wright with altar boys blessing the interior of St. John the Evangelist Elementary, Pittsburgh’s South Side; c.1959

Catholic Schools Week ad to be placed in Port Authority Transit buses. Mercy Sister Ignatius Rooney, Superintendent John Cicco and unidentifi ed man; c.1975

Items for sale through the “Treasures of the Vatican” fund-raising program. For the fi rst time the Vatican authorized the sale of authentic historic reproductions in its museums. The Pittsburgh Diocese was selected as the “pilot” market for the initial global sales effort; c.1996

Sacred Heart High School; c.1987-1988

Sacred Heart High School, graduation; c.1988

Sacred Heart High School, Shadyside, track team; c.1987-1988

Bishop Donald W. Wuerl with Tom, Carol, Jessica and Heather Tomko (no date available)


Nun dances with children; c.1960s

Fred Rogers of “Mister Rogers’ Neighborhood” watches Gold Medal Olympian Suzie McConnell spin a basketball on one fi nger; c.1989 (Photo/WQED-TV)

President George H. Bush shaking hands with Benedictine Father Douglas Nowicki in the Oval Offi ce; c.1992

Bishop Canevin High School computer lab; c.1999-2002

Bishop Donald W. Wuerl with Tom, Carol, Jessica and Heather Tomko (no date available)

Unidentifi ed students have some fun during a special event

Photos courtesy of Diocesan Archives and Record Center


Single-gender education is available in the diocese

By GENE KAILIts history is long, and the controversy

that sometimes surrounds it can be strident. Proponents accuse opponents of being “po-litically correct,” only to be accused in turn of being bound by outdated tradition. The current controversy in the Pittsburgh Public Schools may be approaching closure, but it is definitely not resolved.

The issue is single-gender schools. The Catholic school philosophy is that

single-gender education can be effective as one choice in a range of offerings. This is not a defense of single-gender education over coeducation; it is a suggestion that a system that offers both provides valuable choices for parents and students. The National Catholic Educational Association notes that, among Catholic schools nationwide, about 2.7 percent are single-gender girls and about 3.8 percent are single-gender boys.

Single-gender education has been in and out of fashion for years, and while no one advocates returning to the time when single-gender education was the norm, some

current studies show that it can be a viable — and valuable — option.

Research is far from conclusive. A recent study by the University of California, Los An-geles indicates that, when implemented well and with sensitivity, single-gender schools can be extremely effective. The American Association of University Women sees their success as more limited.

“Traditional” single-gender models vary, depending on the time and location, or whether the school was public or religious. Single-gender education could be K-12 or just for high school or college students. It was significantly more prevalent as preparation for religious life and was often suggested for students with behavior problems.

“Mainstream” single-gender programs, however, have a strong history of prepar-ing young men and women for service and leadership in a setting where social pres-sures are diminished and the focus is on academic achievement. Its strength in some eyes constitutes its weakness in others: the absence of the other gender. To proponents, this enables students to concentrate on class work. Furthermore, young women receive opportunities for leadership — and exposure to math and science classes — that might be absent in a coeducational program.

On the other hand, opponents argue that separation of the two genders creates an “unnatural” setting that prevents the full development of each student, especially socially. The “separate but equal” approach is just as ineffective with gender as it is with race, they maintain.

Some would reserve the “unnatural” tag for a structure that enjoyed a brief vogue in the 1960s and ’70s. It was called “co-institu-tional,” involved housing both young men and young women in the same high school build-ing, but prevented them from attending class together. At most, they might share facilities such as the cafeteria or library.

Mention single-gender education in the Pittsburgh area and you hear about Central Catholic High School for young men and Oakland Catholic and Mount Alvernia high schools for young women. Few would dispute their success. All thrive as single-gender programs with high academic standards and strong extracurricular programs. All also have a reputation for service and leadership. The schools are careful, however, to provide multiple opportunities for their students to interact on both a formal and informal level, sharing occasional classes, programs and activities.

Brother Robert Schaefer, principal at Cen-tral Catholic, is quick to offer his support for a single-gender option.

“Over the decades, Central Catholic has enabled our young men to excel academi-cally, socially and athletically while being formed in the Catholic faith,” he said. “Parents and students together should discern which scholastic environment best fits their needs, the single-gender school or co-education. Fortunately, in the Diocese of Pittsburgh, parents and students have great options.”

Kail is a communications consultant and a former teacher and administrator at Central Catholic High School.

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Bishop Canevin High School

Bishop Canevin High School | 2700 Morange Rd | Pittsburgh, PA | 15205 | 412-922-7400www.bishopcanevin.org | blog.bishopcanevin.org | www.twitter.com/bishopcanevin | www.facebook.com/bishopcanevin

For more than 50 years, Bishop Canevin High School has nurtured a communityof scholars by preparing its students for a life anchored in faith, a life enriched bylearning, and a life enhanced by service to others.

Our graduates are leaders in academic achievement, prepared for the challengesthey face after graduation. Colleges and Universities take notice of the quality ofour graduates as the Class of 2010 was offered a school record of $8.8 million incollege scholarships. Recent graduates have been accepted to the following:

WANT TO LEARNMORE ABOUT BISHOP CANEVIN?Interested 6th, 7th and 8th grade students and their families are welcome to join usfor our Open House on Sunday, November 7th. For additional information call(412) 922-7400 or online at www.bishopcanevin.org.

Mr. Michael McGinley, ’69First Vice President, Private Wealth - BNY Mellon

Allegheny CollegeBoston UniversityBucknell UniversityCarlow University

Carnegie Mellon UniversityCase Western Reserve UniversityCatholic University of America

Chatham UniversityCornell UniversityDenison UniversityDuke University

Duquesne UniversityFordham University

Georgetown UniversityGeorge Washington University

James Madison UniversityJohn Carroll UniversityJohns Hopkins University

LaRoche CollegeMarquette UniversityMarymount University

Michigan State UniversityOhio State UniversityPenn State UniversityPurdue University

Robert Morris UniversitySeton Hill University

St. Bonaventure UniversitySt. Francis of LorettoSt. John’s University

St. Mary’s CollegeSt. Vincent CollegeSyracuse UniversityTemple University

University of DaytonUniversity of Maryland

University of Notre DameUniversity of PittsburghVillanova University

Virginia Military InstituteWashington University in St. Louis

West PointWest Virginia University

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“I have always believed that the ability to succeed in college, graduate school and my career is adirect result of Bishop Canevin. The environment created by the faculty and staff not only enablesstudents to meet the academic challenges they’ll encounter but it instills in each individual the valuesand work ethic that are so important to be responsible leaders in our world today.”


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Making bright futures

The Extra Mile Education Foundation gives urban children a boost

By AMBROSE MURRAYJohn Hill, an alumnus of St. Benedict the

Moor School in Pittsburgh’s Hill District, tells a story of being a shy, awkward student who just wanted to get by. He didn’t want to be noticed, he didn’t want to be challenged.

To his great surprise, his teachers didn’t share his outlook. They saw a young student with capability and potential. They knew it was their responsibil-ity — and fervent hope

— to draw the best out of Hill, to make him see for himself what he could achieve and to raise his sights for future success in high school and beyond.

Before John knew what had hit him, he told an appreciative audience at the 20th anniversary of the founding of the Extra Mile Education Foun-dation — which has financially supported St. Benedict, St. Agnes, Holy Rosary and St. James schools since its founding in 1989 — he was lead-ing classroom discussions and running for student body president.

And what John remembers and appreciates most about the formative experiences at St. Benedict the Moor is that it made him realize that he could — and must — excel to the best of his ability.

A graduate of St. Benedict, Central Catholic High School and St. Vincent College, he is now married and working for the Social Security Administration in Greensburg. He is a faith-filled young man who knows that the future depends on what you put into your present.

His is one of thousands of stories of alumni of the schools that have been so generously sup-

ported by the foundation. Extra Mile support, through grants and contributions from founda-tions, corporations and individuals, has kept the tuition fees affordable for urban families.

The foundation has worked in partnership with the Diocese of Pittsburgh in providing substantial financial support to inner-city Catholic schools that educate annually about 650 students who are primarily African-American and non-Catholic. In addition, the foundation provides scholarship funds to nearly 120 non-Catholic African-Ameri-can students through its Scholars Program.

Over the past 20 years, Extra Mile has provided more than $30 million in operational and capital subsidies to the schools and their students.

The foundation has established a nationally recognized model for addressing the challenges of urban education.

During the past several years, the foundation worked on a reorganization plan that has resulted in a merger of Holy Rosary and St. James schools, now named Sister Thea Bowman Catholic Acad-emy and located at the former St. James School site in Wilkinsburg. The school began operations this 2010-11 school year.

St. Benedict the Moor and St. Agnes schools are expected to be combined into an expanded site in Pittsburgh’s Hill District beginning in the 2011-12 school year.

The reorganization was conducted in order to more efficiently expend precious dollars acquired from philanthropy, while intending to serve an equal or greater number of children. Besides the school subsidy support program, the foundation is working on an expanded scholarship program for urban children to attend several other Catholic schools.

Extra Mile, a result of great vision, exceptional generosity over the years and the Catholic schools it supports, is a great partnership that provides ur-ban children with a wonderful start to their lives.

Murray is executive director of the Extra Mile Educa-tion Foundation.

Photos by Chuck AustinA teacher helps students at St. Benedict the Moor School in Pittsburgh’s Hill District.

John Hill, an Extra Mile alumnus, speaks during an event last November marking the foundation’s 20th anniversary.


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‘The Mr. Rogers of teachers’kindergarten

Praise for a longtime educator from a grateful parent

By CHUCK MOODY

I first met Patricia Bibro in 1988 when she was my oldest daughter Kimberly’s kindergarten teacher at St. Pius X School in Pittsburgh’s Brook-line neighborhood.

The parish we belonged to at the time had

changed from half- to full-day kindergarten, and my wife, Marcy, thought full-day would be too much of an adjustment for a just-turned 5-year-old who hadn’t attended preschool.

Marcy and Betty Cetnarowski, whose daughter, Christine, was Kimberly’s best friend, searched for another school that still had half-day kindergar-ten. They were taken on a tour of St. Pius X School and Parish by Emma Grinko, the school secretary. The tour included seeing Mrs. Bibro teaching a kin-

dergarten class. After the tour, Marcy and Betty decided that was the school they wanted their daughters to attend. Both families also joined the parish.

Kimberly and Christine attended afternoon kindergarten, and because both families lived far enough away from the parish, they rode the same school bus each day. The adjustment to attending school for the first time was relatively easy, thanks in large part to Mrs. Bibro and her gentle ways of


teaching.The father of another student who also switched

schools to St. Pius may have summed it up best when he said that Mrs. Bibro was like “the Mr. Rogers of kindergarten teachers” with the way she was able to ease children into their first educa-tional experience.

Toward the end of that kindergarten year, another nearby parish decided to close its school. Neighboring Catholic schools were invited to make a presentation at the soon-to-be-closed school, and Mrs. Grinko and Mrs. Bibro asked Marcy and I, and Betty and Ed Cetnarowski to come to the presentation and answer any questions the parents of prospective students might have.

There was an agreement that all of the schools would make the presentations on the same night. However, one of the schools “jumped the gun,” and most of the parents already had decided to send their children to that school. Hardly anyone came to the presentation and, if any, only a few students from the closed school came to St. Pius X.

Like most Catholic schools in the city of Pitts-burgh, St. Pius X faced a declining enrollment, and when Kimberly and Christine entered eighth grade, the school merged with Our Lady of Loreto and Resurrection schools to become Brookline Regional Catholic School.

During that first year of the merger, my young-est daughter, Katy, went to kindergarten. BRC, as it’s known, still offered half-day kindergarten, and Katy was fortunate to have Mrs. Bibro as her teacher. Katy attended morning kindergarten, and her adjustment to school went just as well as Kim-berly’s, thanks again in large part to Mrs. Bibro.

Pat won a Golden Apple Award from the Diocese of Pittsburgh in 1992. Sponsored by the Secretariat for Catholic Education and Depart-

ment for Catholic Schools, the award is symbolic of excellent performance in the classroom, church and community. Mrs. Bibro is a lector at St. Pius X, and she and her husband, Mark, taught classes for parents who sought to have their children baptized in the parish.

After teaching kindergarten for 19 years at St. Pius X and Brookline Regional Catholic, Mrs. Bibro was up for a new challenge. She became principal at St. Germaine School in Bethel Park, and she later served as principal of St. Katharine Drexel when St. Germaine and Nativity in South Park Township merged schools.

After six years as principal, Mrs. Bibro decided to retire after the last school year.

“I was saddened by the announcement that our principal, Pat Bibro, is retiring from our school,” said Father John Hissrich, pastor of Nativity, in the parish bulletin. “She has done a wonderful job of bringing the new school community together. ... I have always found her to be a joyful person who

radiates the love of Christ in her life. We will miss her, but I wish her well in her future endeavors.”

Pat and Mark Bibro have four children and three grandchildren. Mark is scheduled to be ordained to the permanent diaconate next June, and the wife of a deacon plays a very important role in that ministry of service.

Mrs. Bibro’s decision to retire didn’t last long, however. Starting Aug. 18, she began a new adven-ture as secretary to Dr. Robert Paserba, diocesan superintendent of Catholic schools.

During our years at St. Pius, I got to know Pat and Mark much better, having served as an ex-traordinary minister of holy Communion, a lector and a member of the pastoral council. However, I probably always will think first of Mrs. Bibro as the great kindergarten teacher for my two daughters who helped to start them on the right path in life.

Thank you, Mrs. Bibro.

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Moody is an associate editor of the Pittsburgh Catholic.


Speaking

DePaul School for Hearing and Speech helps students thrive

By DAVID MISRADePaul School for Hearing and Speech,

established in 1908 by the Diocese of Pittsburgh and the Sisters of Charity of Seton Hill, is a not-for-profi t state-approved private school committed to the auditory education and personal development of children with hearing impairments. DePaul’s mission is to prepare these children, from birth to age 14, to fully participate in our hearing and speaking world.

DePaul is the largest school in Pennsylvania — one of just 47 in North America — using auditory/oral education. Th is approach teaches children with hearing loss to listen and speak through immersion in a language-rich environment and use of technology, such as cochlear implants and digital hearing aids, so they may transition to the mainstream of education with minimal supports.

Th e school provides a full spectrum of tuition-free clinical and support services for students and their families. Programs include cochlear implant habilitation, audiological testing, counseling, nursing, speech, physical and occupational therapy, and parent support and education.

DePaul employees take tremendous pride in transforming the lives of the children and families served. Kara Bole, who plans to attend fi rst grade at her local elementary school in Ohio County, W.Va., is among 15 students who will be transitioning from DePaul this fall.

“It wasn’t easy when our daughter Kara started at DePaul, and I still can’t believe that she has been able to get so far,” said Michelle Bole. “I thought it would be very diffi cult for her to learn to speak because she is profoundly deaf, but

DePaul’s staff provided the level of expertise, care and support that Kara needed to thrive.”

2010 marks the 20th anniversary of U.S. Food and Drug Administration approval of the cochlear implant for use in deaf children. Cochlear implants are composed of a surgically-implanted internal piece called the receiver-stimulator and an external piece called the speech processor. Speech processors detect speech, which is digitally transmitted across the skull to the internal device via radio frequency.

Th e process whereby a child’s brain makes sense of this signal requires intense auditory habilitation and an emphasis on listening and spoken language over several years. Via this approach, the vast majority of deaf children acquire listening, speaking and academic skills on par with their normally hearing peers.

Another technological advancement that is progressively changing the impact of permanent hearing loss on children is Otoacoustic Emissions screening, which has been required by law for all newborns in Pennsylvania since 2003. Th is is a simple, noninvasive test that detects hearing loss in infants. Th e earlier a child’s hearing loss is identifi ed, the sooner intervention services such as auditory training and cochlear implantation can occur.

Th e advent of cochlear implants and OAE, in combination with auditory/oral education, allows today’s U.S. infants and young children who are deaf or hard of hearing to overcome traditional boundaries and stereotypes to have a strong voice in their futures.

For more information about DePaul School and its programs, call 412-924-1012 or visit www.speakmiracles.org.

Misra is director of institutional advancement at DePaul School for Hearing and Speech.

Speakingmiracles

Top: DePaul student Dae'Shawn Ray working in the classroom.Bottom: DePaul student Haley Ambrose using microphones in classrooms now equipped with the latest in infrared sound equipment.

Students in DePaul's elementary program, pictured left to right: Khloe Sanner, Sharondia Lett, Tyler Stack and Steven Ray.



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The diocese works hard to secure tuition assistance for families

By DR. RONALD BOWES

For many parents Catholic schools are not a choice but a

necessity. Their long and proud tradition of faith formation and

academic excellence make them the only possibility for their children. These parents also believe that sacrificing to send their children to a Catholic school is the great-est gift they could give them.

Recognizing this fact and the value of Catholic schools to the church, the Diocese of Pittsburgh has worked very hard to secure tuition assistance to help needy families. Over the last nine years, the diocese has raised more than $22 million in corporate tax credits under the Educational Improvement Tax Credit program, and about $18 million in the Bishop’s Education Fund, which is an

endowment. This translates, along with other sources of aid, into approximately $4.5 million in tuition assistance annually.

Grants range from $100 to any amount short of full tuition based on need. If there is a particular family emergency, such as job loss, illness, death, separation or divorce, the dio-cese reaches out as best it can. Last year, we helped hundreds of families with additional tuition assistance.

In 2009, the Pennsylvania General As-sembly cut the EITC program by $15 million, and this resulted in a drastic reduction in our SOS fund, which are donations from the EITC program. EITC actually saves the taxpayer money, increases educational opportunities and promotes a quality education for all stu-dents. Every Catholic and every citizen should support the EITC program.

In addition to diocesan tuition aid, all 12 Catholic high schools have their own sources of assistance, and many elementary schools have Angel Funds for this purpose. There are also Catholic and family foundations that give

to the diocese for tuition assistance.All of these sources mentioned above

enable many families to make the choice for Catholic education. Yet, it is our goal to work toward meeting every student’s financial need as determined by the Private School Aid Service. This is the agency the diocese uses to determine how much aid each family requires based on the number of dependents, income and other factors.

Although the diocese recognizes that we must continue to do all we can to raise funding for tuition assistance, it is also proud to have accomplished so much in the last decade to ensure that Catholic schools are affordable.

If you know of a business that might give a donation through its state tax bill, call me at 412-456-3090. Participating in the EITC pro-gram costs the business little or nothing and does so much to help needy families attend quality Catholic schools.

Bowes is assistant superintendent for public policy and development in the Department for Catholic Schools.

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Connecting to Catholic campus ministryBy GARY SLIFKEY

Connections are an important part of life. We celebrate the many connections we

have, including those with friends, co-workers, our alma mater and even our local sports teams. We also get frustrated when we lose cell phone, cable or Internet connections. Personally, I am not happy when I lose the digital signal while I am watching television, especially when it goes out during the second half of a Steelers game!

It is within this understanding of the impor-tance of our connections that the church sup-ports Catholic campus ministry at universities and colleges, Catholic and secular. Catholic campus ministry provides many occasions for students to stay connected and grow in their childhood faith as they discern vocations and transition into adulthood. Many times Catholic campus ministry also helps non-Catholic young adults discover the beauty of the Catho-lic faith and its traditions.

In our diocese, we can celebrate the strong

connections Catholic students have at our local universities and colleges. While it is impossible to name all those connected with campus ministry in the Diocese of Pittsburgh, it is possible to emphasize the importance of the initial connection.

At the beginning of each academic year, thousands of recent high school graduates enroll in college and establish a connection with campus ministry. In Catholic campus ministry this initial connection many times leads to students lectoring, cantoring or serv-ing at Sunday Mass. It can grow into a weekly commitment to catechetical ministries like Bible studies and the Rite of Christian Initia-tion of Adults, volunteering to help the needy or participating in mission trips near and far.

Some church leaders believe it is natural for young adults to be missing from the pews during the college years, and we should not worry about them because they are likely to return to get married or have their children baptized. Others believe we should increase our outreach to college students to support

and catechize them during some very difficult years.

My experience, as a former campus minis-try student and as a campus minister at two universities, is that a strong connection can only help students deal with the stress of college and prepare them for life after gradu-ation. Over the years, I have also learned that sometimes students need encouragement in making an initial connection to campus ministry.

A lot of time and energy have been put into the decision about what college to attend and what major to study, but not a lot into how they can live out Catholicism when they get there.

As we send off our high school graduates to college, may I suggest a belated gift from fam-ily and friends might be a word of encourage-ment to get connected to campus ministry. It’s a connection that can make all the difference in a Catholic young adult’s world.

Slifkey is director of Catholic campus ministry for Robert Morris University and Penn State Beaver.


Affording collegeUseful information for coping with the cost of college

By MATTHEW CICHOWICZ“Unlike a shiny new car that begins to lose value

the moment you sign the papers and drive it off the lot, your education today will be worth more tomorrow and next year,” said Dr. Patrick Joyce, director of the diocesan Office for Stewardship and Development.

Joyce suggests the best place to find answers to financial aid questions is the professional financial aid counselors at universities.

“It’s not their job to ‘sell you’ on selecting their particular school,” he said. “It’s their responsibility to show you how you can afford it.”

However, there are many resources for un-derstanding and handling college finances that are available online. Some even provide useful questions to ask when the time comes to talk to a professional financial aid counselor.❖ FAFSA — Filling out a Free Application

for Federal Student Aid is necessary to receive almost any form of educational financial aid. That includes grants, loans and work-study programs authorized under Title IV of the Higher Education Act of 1965. The FAFSA programs are available to most U.S. citizens and are based on financial need. The FAFSA website includes the application and other information about financial aid (www.fafsa.ed.gov).❖ Student Aid on the Web — This website,

linked to the FAFSA home page, is provided by the U.S. Department of Education. It contains information regarding both applying for and affording school. There are also useful tools such as a career finder, a college savings calculator and MyFSA, which allows you to create an online personal financial aid profile (www.studentaid.ed.gov).❖ PHEAA — PHEAA is the Pennsylvania

Higher Education Assistance Agency. Candidates can qualify for their programs after filling out a FAFSA. The agency is available to most Pennsylvania residents. It offers scholarships, grants, loans and work-study programs that serve as supplements to the financial aid provided by the federal government. The PHEAA website offers information about the specific financial programs offered by the state (www.pheaa.org).❖ FinAid! — Mark Kantrowitz, creator of the

website, describes this site as “The SmartStudent Guide to Financial Aid.” It provides a lot of information explaining the basic types of financial aid (scholarships, grants and loans). The site also includes links to free scholarship search engines and useful tools like finance calculators and links to job and internship search engines

(www.finaid.org). ❖ Eduguide — Eduguide provides a list of

useful questions to ask when the time comes to speak with a financial aid professional. There are many other helpful topics relevant to parents and students, including web-based forums where users can post questions about higher education to be answered by fellow readers (www.eduguide.org).❖ University websites — It is always a

good idea to research the specific financial aid programs offered by universities. This information can usually be found on the financial aid pages linked to university home pages.

There is a thorough frequently-asked-questions area on Carlow University’s website regarding the recent shift in student loan policy that occurred when the Student Aid and Fiscal Responsibility Act was passed in March of this year. The information

found there is particularly helpful (admissions.carlow.edu/fin-aid/loans.html).

According to Eduguide, about one-third of col-lege students failed to fill out the FAFSA. Eduguide estimates that as many as 1.5 million students nationwide could have received a federal Pell grant worth up to $4,050 a year but did not because they failed to fill out a FAFSA.

Handling the expense of a college education can be intimidating and confusing, but there is enough information available for most people to find ways to afford the costs. Most financial advisers see higher education as a worthwhile investment.

“I like to think of an education as an appreciating asset, not a depreciating liability,” Joyce said.

Cichowicz, a University of Pittsburgh student, was a summer intern for the Pittsburgh Catholic.

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There are many options available besides going into debt

By CROWN FINANCIAL MINISTRIESIn 2006, the average cost of a four-year private

college education broke the $30,000 mark. This is the first time the average educa-tion costs have reached that point. For the past 11 years, costs of college education have increased faster than inflation.

If this trend continues, and if parents intend to pay the entire cost for their children to attend a state institution, a family should begin to save as soon as possible.

Almost any family can set aside some amount of money, no matter how small. Whether a prospective student is in preschool or high school, it’s never too early or too late to start saving for college. Setting a savings goal and breaking it down into manageable installments is a good way to get started.

Paying for college expensesThe most economical way to attend college is also

one of the most popular: have the children live at home, attend an inexpensive

community college one or two years, and work part time

to save money until they can transfer to a four-year school.

Although a proven method for funding college education is

for the parent to pay half and the child to pay half, there are five other methods for financing college education that are common with American families:

1. Children work and earn as they go: The major-ity of students who attend college or university work at least part time.

2. Parents and family help: Many parents pass along a portion of their inheritance by helping their children with education expenses.

3. Grants and scholarships: These are funds that do not have to be repaid.

4. GI Bill: The military offers substantial funding for education in exchange for military service.

5. Student loans: These should be the very last resort. Every other avenue of financing should be thoroughly explored before loans are considered.

It’s good for children to work and help pay for their educa-tion. Proverbs 16:26 says, “A worker’s appetite works for him.” If children are helping to earn their way, the education they are seeking often means a

great deal more to them. Working part time is a great way

to assist with paying tuition and to have extra spending money. Many offices on a college campus hire students during the school year. In

some cases the work requires that the student is awarded Federal Work Study. FWS is a federal stu-dent financial aid program that promotes part-time employment for qualified students.

One of the best places to start searching for a part-time job is at the school’s student employ-ment office. The next place to search would be the classified sections of local and campus newspapers. Finally, asking friends and classmates if they are aware of job open-ings is often successful.

Persistence and patienceGrants and scholarships

are the best type of college money, because they are usually tax-free and do not have to be repaid. Both are offered by colleges, for-profit organiza-tions, nonprofit organizations, private and personal resources, and government agencies. Federal and state grants usually are restricted to students who can prove that they have a great financial need.

Successfully locating, applying for and receiving a scholarship requires time, energy, persistence and patience. Beginning a search early will enable a student to learn about a variety of different scholar-ships well in advance of any application deadlines.

When beginning a scholarship and grant search, the student should begin at the local level. Check with school counselors’ offices, community organi-zations (Lions Club, Rotary Club), religious orga-nizations, parents’ employers, labor organizations or civic group organizations (Scouting, YMCA). Next, investigate campus-based scholarships and grants before moving into state and national offerings.

A loan should be considered as an option only after all other financing possibilities have been exhausted and parents and children agree that a loan is necessary in order for them to attend college. They also should be certain that attend-ing college will maximize their investment in the future and their growth intellectually, personally, and spiritually.

ConclusionMany Christians finished school only to find that

they are shackled with enormous debt that they in-curred while getting their education. Sometimes it takes many years for them to get out of debt before they are able to go where God wants them to go and do what God wants them to do.

If attending a seminary or college is a need in your children’s lives, then God is able to

provide the money needed without having to borrow. “My God will supply all your needs according to his riches in glory in Christ Jesus” (Philippians 4:19).

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Sacred Heart School welcomes families from diverse backgrounds

By COLLEEN C. DERDALanguage is never a barrier to friendship.

Eleven years ago, our family and the Adachi family of Hiroshima, Japan, became friends when the three Adachi girls attended our parish school, Sacred Heart in Pittsburgh’s Shadyside neighborhood. Fathers, mothers and children struggled with explaining American and Japanese ways of life, but by visiting each other’s homes, sharing meals and laughing at our attempts at each other’s language, we learned to truly communicate.

They lived in Pittsburgh only a bit over a year, but the Adachis taught my children that families around the world have much in common with each other. Ours is one of the many Pittsburgh families fortunate to experience this up-close and personal.

Sacred Heart School welcomes children from around the world when parents study or work at one of Pittsburgh’s universities, hospitals or other businesses. The school’s Shadyside location, high Diocese of Pittsburgh academic standards and the established international population make it a strong choice for consideration.

Sacred Heart works hard to embrace its reputation. Flags representing students’ countries greet visitors arriving for tours. Music classes welcome instructors from Uganda and other countries. Enrichment programs include events and after-school language and art classes focused on different cultures. A cultural connections program matches local and international students and families. And more than 10 classrooms highlight different regions of the world.

Regions of the World classrooms“Wow. It’s like another world in here,” said

one kindergartner after visiting Room 106. With a painted leopard gazing down above

the white board, a macaw roosting near the windows and colors of a jungle surrounding the students, the room indeed feels like another world.

The South America — or rain forest room, as the kids call it — is one of the Regions of the World classrooms designed by artist Jane Lucchino. With dramatic colors, fine stenciling and creative touches, each international

classroom features artistic and cultural references and a crucifix from one of the countries.

Sacred Heart’s principal, Sister of Charity Lynn Rettinger, developed the classroom concept and works with teachers and parents to make the international families feel at home while at the school.

“Having such a diverse population of children and parents under one school roof enriches the spiritual, academic and social life of everyone,” said Sister Lynn. “The Sacred Heart community is blest a hundredfold as we

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Pre-K-8th grade• We follow Jesus.• We provide a school environment that is safe and nurturing.

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Tuition assistance is available through:• Scholastic Opportinities Scholarship• Bishop’s Educational Fund• Poise Foundation• Extra Mile Scholarship Aid

Extra Curricular• Boys varsity and junior varsity basketball• Girls basketball and cheerleading• Science Fair competitions• Student Council• Boys’ and Girls’ Scouting Programs

Dream Big . . . Work Hard . . . Pray Passionately . . .

share the unique beauty and wisdom of other cultures.”

Benefits for years to comeMy family feels blessed to be a part of

Sacred Heart Parish and School for so many reasons. Getting to know families from other parts of the world is just one. Yet, it is important because it has opened my children’s eyes in new ways.

My daughter, now a university student, traveled this summer and included a trip to Belfast, Northern Ireland, to visit a family that had been at Sacred Heart last year. My youngest son keeps in touch with a boy who returned to Seoul, South Korea, several years ago. And this summer, our family welcomed two members of the Adachi family back to Pittsburgh.

Mom Yuko and 16-year-old daughter Chisato stayed at our home and brought Japanese foods and pictures to share. We

faced language challenges again, but we communicated none the less, laughing together and marveling how our families were alike more than different.

Derda is a freelance writer living in Pittsburgh’s Regent Square neighborhood who attends Sacred Heart Parish. She and her husband, Bob, have three children, a daughter at John Carroll University in Cleveland, a son at Central Catholic High School in Pittsburgh and a son at Sacred Heart School. She can be reached at [email protected].

Students from Sacred Heart School in Pittsburgh’s Shadyside neighborhood wear ethnic dress during one of several events celebrating their school’s diversity.


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2010 Pittsburgh Catholic Excellence in Education