EXCELLENCE BY DESIGN - St Joseph Parish Downingtown · 2015. 3. 13. · Excellence by Design (2012) Page 2 Self-Study Document ©2012, Middle States Commissions on Elementary and

The

Middle States Association of Colleges and Schools

Commissions on Elementary and Secondary Schools

EXCELLENCE BY DESIGN

A Self-Study for Accreditation

by the Middle States Association

ST. JOSEPH SCHOOL

DOWNINGTOWN, PA

April 26 – 29, 2015

SR. CATHERINE MASINO

PRINCIPAL

CATHY HERB

BERNADETTE LOUDEN

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 9

The Plan for Institutionalizing a Planning Ethic 10

The Plan for Communication and Awareness 13

The Plan for Periodic Reviews of the Plan for Growth

and Improvement 14

Profile of the School

Profile of the School Community 16

Profile of Student Performance 31

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 60

Finances Standard 67

Facilities Standard 75

School Climate and Organization Standard 86

Page

Health and Safety Standard 97

Educational Program Standard 107

Assessment and Evidence of Student Learning Standard 117

Student Services Standard 124

Student Life and Student Activities Standard 134

Information Resources and Technology Standard 142

Self-Assessment of Adherence to the Indicators of Quality for

Curriculum, Instruction and Assessment

Introduction 151

Religion 152

ELA – Writing 169

Science 186

The Plan for Growth and Improvement

STUDENT PERFORMANCE AND ORGANIZATIONAL

CAPACITY OBJECTIVES 205

Student Performance Objective: Religion 206

Student Performance Objective: ELA – Writing 206

Student Performance Objective: Science 207

Organizational Capacity Objective: Professional Development 207

Technical Review 208

Action Plans:

Action Plan: Religion 221

Action Plan: ELA – Writing 226

Action Plan: Science 229

Action Plan: Professional Development 235

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 importantly, 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

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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, education

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 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 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 it parent organization. They, too, must

“champion the cause.”

It is also important for the head of the 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 education organizations are typically organized

as hierarchies, and the leaders are often expected to make the decisions in a “top down”

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

Bernadette Louden 8th grade teacher

Cathy Herb 2nd grade teacher

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

During our opening faculty meetings (school year 2013-2014), Dr. Angela Rufo

presented the Excellence by Design Protocol. The descriptions of the Internal

Coordinators and Planning Team were then distributed at our October faculty meeting

and all faculty members were asked to reflect on their willingness and ability to serve in

a leadership role. The administration, Sister Catherine Irene and Sister Rita Doyle,

discussed possible candidates and approached Mrs. Bernadette Louden and Mrs. Leann

Robertson to be our Internal Coordinators. They agreed, however, when Mrs.

Robertson left our school for a career change, Mrs. Catherine Herb assumed co-

leadership as an Internal Coordinator.

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

The Internal Coordinators were very committed to their roles and responsibilities. They

collaborated with the Planning Team, chairpersons and committee members so that all


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parties understood the process. They assured that communication was and remains

ongoing.

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

Coordinators to enable them to fulfill their responsibilities?

Mrs. Bernadette Louden met with the Internal Coordinators from SS. Philip and James

School and developed a timetable for meetings. She shared this with Mrs. Cathy Herb

and then with the Planning Team. Whenever questions arose or additional information

was needed, the Administration assisted by communicating with other schools and

securing the required resources. Dr. Angela Rufo provided timely assistance and

direction as questions arose.

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.

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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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.

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

Sister Catherine Masino Principal

Sister Rita Doyle Vice-Principal (2013-2014)

Bernadette Louden 8th grade teacher

Cathy Herb 2nd grade teacher

Karen McDonald 6th grade teacher

Kathy Mullen 5th grade teacher (until March 2015)*

Sr. Christine Lamb 5th grade teacher

Mrs. Lorraine Geiling Art teacher

Sister Diane Licordare Vice-Principal (2014-2015)

*Kathy Mullen resigned from St. Joseph School, effective March 13, 2015.


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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 Planning Team was given the charge to revise the Mission Statement and the Belief

Statements. They were also charged with defining the Profile of Graduates of St. Joseph

School. The Planning Team will be given the directive to oversee and monitor the

School’s plans for growth and improvement and engage stakeholders in the process.

They will present ideas to the administration that require decisions and discuss all areas

to work for consensus before presenting them to the entire faculty, staff, and school

community.

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

school’s community of stakeholders?

The Planning Team reflects the diversity of the school community. Teachers were

selected across each grade level (primary grades, middle grades, and junior high) and

special content areas. Some members of the Planning Team are current and former

parents of students of St. Joseph School. The Principal and Vice-Principal are also

members of the Planning Team.

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

In addition to soliciting the two Internal Coordinators, the School administration

invited all faculty members to volunteer their time and expertise. Each faculty member

was provided a list of the Standards and asked to select a few areas in which they felt

comfortable serving. They were also given the description of the Planning Team and

the qualities needed to serve on this Team. The Planning Team consists of those who

volunteered to serve in this area.

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

The Planning Team followed a consensus model for decision making. All topics were

thoroughly discussed and vetted prior to making a decision.


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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 has been meeting regularly since January 2014. The meetings were

typically held weekly as the Team worked to complete the Middle States Accreditation

process.

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?

Members of the Planning Team are faculty members, administration and past and

present school parents. As a result, all have contributed ideas, goals and strategies for

growth and improvement.

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?

At the beginning of each school year, the Planning Team will be asked to recommit

themselves to their role. The committee chairpersons will provide the guidance

necessary for a smooth transition in the event that the team membership needs to be

modified.

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?

The Planning Team will continue to function in a cohesive manner to maintain the

strategic plan and ensure ongoing success.

The Planning Team will:

o discuss the recommendations from the Visiting Team

o invite other stakeholders to join the implementation process

o communicate the plan for growth and improvement to stakeholders

o establish a time-line for implementation of recommendations made by the

Visiting Team


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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.

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 has played a significant and supportive role in the self-study

process and the planning for growth and improvement in student performance.

The Principal and Vice-Principal have been integral members of the Planning

Team.

Each Planning Team member has been part of one of the curricular area

committees for growth and improvement.

The Pastor supports the School’s effort to obtain Middle States Accreditation

and has been advised of all proceedings. Additionally, one of the Internal

Coordinators met with the Pastor in June of 2014 to review the past year’s

proceedings and present the Team’s plans for the coming year.

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

processes?

Leadership has provided support for the self-study and accreditation process by

embracing the commitment of this goal.

School leadership promotes safe, open lines of communication which are

consistent with the Catholic nature of the school.

Pastor and Principal are advocates of the accreditation process and have

provided financial resources and time for implementation of the self-study and

accreditation process.

Faculty has provided significant leadership and has collaborated with the

Principal to revise the Mission Statement and Beliefs.


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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 Office of Catholic Education of the Archdiocese of Philadelphia has

provided opportunities for leadership by offering in-service opportunities with a

representative from the Middle States Association.

Dr. Angela Rufo visited with the Principal and Internal Coordinator in April

2014 and with the Principal in November 2014 to provide support and answer

questions.

D. The Plan for Institutionalizing a Planning Ethic

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


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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.

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.


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Describe below the school’s plan for institutionalizing a planning ethic.

The School’s planning ethic will come to fruition through several deliberate steps:

The Action Plan will be monitored through monthly Planning Team meetings to

review and assess progress. The team will use the teacher share folder to collect

and evaluate information regarding the growth and improvement of the school.

Survey Monkey will be used to collect data needed for measuring the

performance objectives as set by each committee.

A full evaluation of the progress made toward achieving the Plan’s goals,

revising the Plan and developing new goals as appropriate will be done on a

trimester basis. This evaluation will ensure that the assessments designated for

measuring the performance objectives are administered and that the results are

collected, analyzed, and used to determine the efficacy of the Action Plan. The

faculty as a whole will be involved through regular updates and discussions

during faculty meetings that would focus on the Plan. Content for those

meetings will be provided to Principal and Planning Team by the committee

members in order to prepare for these discussions.

A celebration of the school’s successes in moving toward achievement of its

objectives will be planned. These events will signify and celebrate the school’s

improvement and motivation in achieving its goals.


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E. A Plan for Communication and Awareness

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 and understanding of 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.

In order to ensure that all essential stakeholder groups are aware of the Middle States

process, there must be as much transparency and inclusion as possible.

The community of stakeholders will be kept informed through the following means

School Website

Online School Communications

Parish Bulletin

Faculty Meetings

School Reach and Constant Contact

Home and School Association General Meetings

Local Newspapers


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

Improvement

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.

The members of the Planning Team will review the implementation of the Action Plan

twice a year – fall and spring. Responses, gauging the success and effectiveness of the

implementation of the Action Plan, will be gathered via surveys. The results of the

surveys will be reviewed and shared with all stakeholders. Based on the responses,

necessary revisions will be made to the Action Plan. The Planning Team will

communicate regularly with committee members and stakeholders at faculty meetings

and Home and School meetings to promote engagement in the process.

The strategies for periodic review of the Plan for Growth and Improvement will

include:

Invite feedback from stakeholders throughout the implementation process.

Identify objectives which would require additional financial resources.

Obtain financial support to achieve objectives.

Plan calendars and schedules to assure timely analysis of surveys and

feedback especially during regular faculty meetings.

Maintain a record of work for annual and the third year reevaluation.

Recognize successes of the implementation of the action plan through

assemblies, school events and publication on the website, in the school

communications and in the parish bulletin.


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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) and 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,

provides 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 its students’ performance to build and enhance Team members’

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

operates.

T


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PROFILE OF THE SCHOOL COMMUNITY

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

characteristics, including geographic location and socioeconomic and demographic

makeup.

St. Joseph School is located in the borough of Downingtown, Chester County,

Pennsylvania. Our school is situated in southeastern Pennsylvania, along the Route 30

corridor approximately 30 miles west of the city of Philadelphia. The route 30 area is

one of the most rapidly developing areas within southeastern Pennsylvania.

With close to 4,500 families making up the greater whole, St. Joseph is the second-

largest parish in the Archdiocese of Philadelphia. St. Joseph has grown steadily in the

past 10 years and expects this growth to continue in years ahead.

The majority of the students enrolled in the school reside in the Downingtown Area and

Coatesville Area School Districts, that percentage being 97%. Our parish has a diverse

socioeconomic makeup, evident in the increase of families applying for and qualifying

for tuition assistance through the EITC program.

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.

Last Five Years:

More students have been admitted that require educational support.

Introduction of Spanish instruction in Grades 5-8 in September 2009.

Opening of Downingtown Area School District STEM Academy in September,

2010.

Our Pastor was suddenly removed from our Parish in early 2011.

Opening of Pre-Kindergarten for 3- and 4-year-olds in September, 2011.

Additional Deacon joined our Parish in 2012.

Increased enrollment of students in charter and cyber schools.

New church dedicated in June, 2013.

DASD has instituted some full-day Kindergarten classes.


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Next Five Years:

Opening of Downingtown Area School District 6th Grade Center in September

2014.

Anticipated recovery of the 2008 recession.

Residential development will increase in parts of the parish/school boundaries.

Continued use of various marketing strategies for the school.

Opening of additional classrooms, including resource rooms, in Pope John Paul

II Regional Elementary School.

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

economic, political.

Anticipated realignment of boundaries for local public school districts.

Implementation of 1:1 technology in some local public schools.

Finance Council works to keep tuition costs affordable.

Cost of parochial high school tuition results in families choosing to leave Catholic

Schools in the middle grades.

Fewer families practicing their Catholic faith.

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.

Program/Facility

Archdiocesan Boys Choir

Archdiocesan Elementary Choir

Archdiocesan Elementary Honor Band

Bishop Shanahan 8th Grade Visitation Day

Bishop Shanahan Art Show

Bishop Shanahan Musical & Pep Band invitations

Boy Scouts and Girl Scouts

Chester County Historical Society

Chester County Intermediate Unit (various programs)

Chester County Public Library System

Chester County Science Fair

Chester County Youth Orchestra

Class trips to various religious, cultural and historical venues

Creative Communications Poetry contest


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Program/Facility

Downingtown Parks and Recreations

Home & School sponsored activities at local sports facilities

Knights of Columbus Drug & Alcohol prevention contest

Penn State Career Day for Women

Philadelphia Soul sponsored fitness program

Raytheon sponsored Math Counts

West Chester University Planetarium

Wilmington Blue Rocks school band performance


Self-Study Document


PROFILE OF THE SCHOOL

B.1. History of the School:

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

life of the school.

In February 1954, St. Joseph Parish broke ground on Downingtown’s first Catholic

elementary school. The original school opened the following September on

Pennsylvania Avenue. With the opening of the school came the blessing of the guidance

and community presence of the Sisters, Servants of the Immaculate Heart of Mary to

Downingtown.

The school opened with 274 students, nearly half of whom were in first and second

grades. The school, a two-story brick building, was modern in every respect and

included eight classrooms, a kitchen, cafeteria, and an auditorium large enough to seat

450 people. The school taught first through eighth grades. However, for its second and

third years, the school was granted permission to add a ninth and tenth grade until

Bishop Shanahan, the new Catholic high school under construction, was completed.

By 1987, the parish and school had grown in families and students. The elementary

school was now more than 20 years old, and not only needed repairs, but it was also too

small to meet the parish’s needs. Plans were made to build the Education Center, and

ground was broken in 1986. Much of the construction funding came from the estate of

former St. Joseph School teacher, Karen Butterfield. Parishioners also helped fund the

construction.

The Education Center opened in September 1987. By the mid-1990’s it became clear that

the school did not have the space necessary for our ever growing, always busy parish

community. In 1999, the parish-funded expansion created 11 additional classrooms, a

gym and the Parish Meeting Center.

Today, the school provides a Catholic education approximately 630 students in Grades

Pre-K – 8. As we look to the future, there promises to be more changes for the school.

We are constantly evaluating the needs of our student population in an effort to deliver

the best educational experience possible. There will be continued and ongoing upgrades

in technology, reviews of the best instructional tools and programs available for our

students, and further improvements to our facilities. While much has changed over the

years, much has also remained the same. As we celebrate our 60th anniversary, our

mission remains constant… providing a strong Catholic education rooted in faith,


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academics and service in Downingtown. We look forward to more changes ahead,

while celebrating the traditions and accomplishments of the past that make us St.

Joseph School.

B.2. Description of the School:

Official Name of the

School Saint Joseph School

Address of the Main

Campus (street address,

city, state, zip code)

340 Manor Avenue

Downingtown, PA 19335

Telephone Number of

Main Campus 610-269-8999

Fax Number of Main

Campus

610-269-2252

Name and Title of Head of

School Sister Catherine I. Masino, IHM

E-mail Address of Head of

the School [email protected]

Website Address for the

School www.stjosephrc.org/school

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 1954

Year of First Graduating

Class 1955

State/Agency/Country

Granting License to

Pennsylvania

Archdiocese of Philadelphia


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Operate United States of America

Diplomas/ Certificates/

School is Licensed to

Grant

8th Grade Diploma

Calendar System (quarter,

semester, trimester, 12-

month, other)

Trimester System

Currently Accredited by Name of Agency Accredited Until

Middle States Association Spring 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?

Pennsylvania

In what country(ies) is the school

licensed to operate?

United States of America

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?

Pennsylvania


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Type(s) of diplomas or certificates

offered

8th Grade Diploma


grant diplomas or certificates:

Religious Affiliation: Roman Catholic

B.5. SCHOOL INFORMATION: ALL SCHOOLS

B.5.a. Enrollment Trends

FOR THE ACADEMIC YEAR: 2014 -- 2015

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

PK3 2 8 9 7 15 9 12 12

PK4 12 13 16 17 23 16 21 18

Kindergarten 49 30 35 36 33 28 35 28

Grade 1 30 33 40 31 31 33 33 28

Grade 2 33 39 34 32 42 28 31 33

Grade 3 27 41 34 38 29 34 42 28

Grade 4 39 30 24 40 32 38 29 34

Grade 5 31 36 37 31 22 38 32 38

Grade 6 29 38 31 31 35 33 22 38

Grade 7 27 43 26 37 28 30 35 33

Grade 8 24 36 26 42 24 37 28 30

TOTALS 303 347 312 342 314 324 320 320


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

During the summer of 2014, 15 children moved out of the area: a family of three to

Texas, another family of three to Florida, a family of two to North Carolina, a family of

three to Indiana, a family of two to New Jersey, and two families of two to New York.

Some families chose the local public schools, but they did not inform us until the end of

the summer. This was an anomaly for this current year. Our Kindergarten to Grade 1

enrollment decreased when some families chose to go to public school after completing

full-day Kindergarten at St. Joseph School.

B.5.b. Student Demographic Trends:


Student Characteristic:

ETHNICITY

Percent of Student Body

Now

Percent of Student Body

Two Years Ago

African-American 0.6% 1.2%

Asian 3.6% 3.1%

Caucasian/White 90.5% 89.8%

Hispanic 1.2% 1.9%

Multiracial 3.8% 3.6%

Native American 0.3% 0.4%

TOTAL 100% 100%

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

The student population has been predominantly Caucasian/White since its

establishment in 1954.


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

FOR THE ACADEMIC YEAR: 2014 - 2015

Full-Time Part-time Total Full-Time

Equivalent

ADMINISTRATIVE

STAFF:

Administrators 2 0 2

INSTRUCTIONAL

STAFF:

Classroom teachers-

elementary/lower

school

22 1 22.5

Classroom teachers-

middle school 10 1 10

STUDENT

SERVICES STAFF:

Guidance/college/

career counselors** 1 0 1

Specialists and

consultants** 3 0 3

Technology services

personnel 1 1 1.5

Information

resources/ library

personnel

0 2 1

Health services

personnel 0 2 1

SUPPORT STAFF:

Paraprofessionals

and aides 0 16 8

Secretaries and clerks 1 0 1

Custodial personnel* 0 0 0

Maintenance

personnel 3 0 3

Food services

personnel 0 2 1


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Full-Time Part-time Total Full-Time

Equivalent

Security personnel 0 0 0

*These services are outsourced to a cleaning company.

**These services are provided by the Chester County Intermediate Unit and are not employed

by St. Joseph School.

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.

All aides are part-time, requiring no benefits, allowing aides for the full day for

Kindergarten and part-time aides in Pre-K and Grades 1 to 3.

Grade 3 was reduced to one rotating aide for all three classrooms for three hours.

Full-time nurse was replaced by two part-time nurses.

B.5.d. Experience of the Staff:


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

Administrative

Staff

Women 0 0 0 0 2

Men 0 0 0 0 0

Instructional Staff

Women 2 4 2 14 12

Men 0 0 0 0 0

Student Services

Staff

Women 1 1 2 1 5***

Men 0 0 0 0 0

Support Staff

Women 0 14 4 1 0

Men 1 1 1 0 0

***Includes those who provide services through the Chester County Intermediate Unit and are

not employed by St. Joseph School.


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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.

More than 75% of staff has more than ten years of teaching experience.

Potential for large staff turnover within next 5 years due to retirement.

Teachers changing careers due to increased financial needs in their families.

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


Associate’s

or No

Degree

Bachelor’s

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff

Women 0 0 0 2 0 0

Men 0 0 0 0 0 0

Instructional

Staff

Women 0 6 18 7 5 0

Men 0 0 0 0 0 0

Student

Services Staff

Women 1 0 2 6 1 0

Men 0 0 0 0 0 0

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.

With the implementation of the online grading and report card system, the teachers

have required professional development, webinars, and peer support for both Option C


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and My Students Progress. The new LabLearner Science Curriculum also required

additional training for the teachers. After-school i-Pad training was provided for the

faculty and many have also participated in professional development classes with the

Chester County Intermediate Unit.

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


No

Certificate

Emergency

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff

Women 0 0 2 0 1 2

Men 0 0 0 0 0 0

Instructional

Staff

Women 4 0 24 6 10 0

Men 0 0 0 0 0 0

Student

Services Staff

Women 4 0 4 0 0 0

Men 0 0 0 0 0 0

+ Some faculty members are certified in multiple levels.

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.

Some of our faculty members were certified in a different state and they are working

towards their Pennsylvania state certification. Other faculty members completed their

degrees and still need to complete their Praxis tests. Some faculty members are certified

in multiple levels. There have been changes to the grade-level certifications, and this

might impact future professional certifications.


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B.5.g. Staff Demographic Trends:


Race/Ethnicity Percent of Staff in

Current Year

Percent of Staff Two

Years Ago

African-American 0% 0%

Asian 0% 0%

Caucasian/White 100% 100%

Hispanic 0% 0%

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.

NA

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 0% 0% 0%

Instructional Staff 0% 11% 11%

Student Services

Staff 0% 0% 33%

Support Staff 0% 50% 0%

TOTAL 0% 11% 12%


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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 0% 9% 8%

Student Services

Staff 0% 0% 33%

Support Staff 0% 33% 0%

TOTAL 0% 9% 11%

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.

Some faculty members have retired in recent years and this trend looks to continue, as

many teachers get closer to retirement. Some of the new faculty members are recent

college graduates and other teachers have returned to teaching after raising their

children. The trend is for our faculty to have a greater diversity of experience in future

years.

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

Parents

X Exceeds Expectations

Satisfactory

Needs Improvement

Unsatisfactory


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Community members and organizations

Exceeds Expectations

X Satisfactory

Needs Improvement

Unsatisfactory

The business community

Exceeds Expectations

X Satisfactory

Needs Improvement

Unsatisfactory

B.5.j. Relationships with Authorities and Agencies:

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

X Exceeds Expectations

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.

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B. ACADEMIC PERFORMANCE DATA—ALL SCHOOLS

B.1. Results of Standardized Academic Assessments:


N.B. A more detailed report is available for review.

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.

The Chester County Intermediate Unit provides remediation and support for students

in Mathematics, Reading, and Speech/Language who might perform below the

standard and/or struggle within the classroom setting. In Grades 1 - 3 Math, and in the

other subject areas, students receive direct instruction in a separate setting. In Grades 4

and 5, the CCIU Math Specialist provides direction instruction in the math classroom.

SAINT JOSEPH SCHOOL

TERRA NOVA SCORES ~ SPRING, 2014

READING ENGLISH LANGUAGE

ARTS

LANGUAGE MATH TOTAL SCORE

SCIENCE SOCIAL STUDIES

KINDERGARTEN 80 - - 84 84 - -

GRADE 1 71 - - 75 81 69 73

GRADE 2 73 - - 73 74 66 68

GRADE 3 81 81 76 75 82 83 76

GRADE 4 82 83 79 73 85 68 79

GRADE 5 72 80 80 78 82 72 79

GRADE 6 81 83 78 78 86 79 79

GRADE 7 81 89 91 87 92 75 85


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In Grades 6, 7, and 8, math support occurs at the end of the math period. In Grades 6 -

8, if additional support is needed in Reading, the students may be excluded from their

Spanish class for more direct instruction. St. Joseph School has a Student Support Team

(SST) which meets weekly to provide assistance to teachers who identify students who

are struggling. The Guidance Counselor, Reading Specialist, Principal, and teachers

from Grades 2, 3, and 7 form the SST. If there is relatively slow or no progress after the

SST and additional accommodations, then students can be recommended for

educational psychological evaluations through their local school districts. If students

are identified with an IEP, then a modification plan with the Administration, teacher,

and parents may be implemented.

B.2. Retention in Grade:


Grade Level Sub-Group of Students Percentage Retained in

Grade

K to 7

All 0.1%

K 1%

1 0%

2 0%

3 0%

4 0%

5 0%

6 0%

7 0%

B.3. Honor Roll:

FOR THE ACADEMIC YEAR: 2013 – 2014

St Joseph School does not have an Honor Roll program.


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B.4. GRADE POINT AVERAGE:


Grade Level Sub-Group of Students Average GPA

4-8

All 89.6

4 92

5 90

6 89

7 89

8 88

D. CITIZENSHIP PERFORMANCE DATA—ALL SCHOOLS

D.1. Attendance:


Grade Level Sub-Group of Students Percentage Absent 10 or

More Days2

K to 8

All 20%

K 23%

1 20%

2 21%

3 14%

4 20%

5 13%

6 28%

7 13%

8 19%

2 The school may change this standard to meet the generally accepted standard for the school.


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D.2. Tardiness:


Grade Level Sub-Group of Students

Percentage Late to School

10 or More Days

K to 8

All 2%

K 5%

1 1%

2 0%

3 0%

4 0%

5 3%

6 5%

7 2%

8 6%

D.3. Suspensions from School:


Grade Level Sub-Group of Students Percentage Suspended

One or More Times

K to 8

All 0%

1 0%

2 0%

3 0%

4 0%

5 0%

6 0%

7 0%

8 0%


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D.4. Expulsions:


Grade Level Sub-Group of Students Percentage Expelled

K to 8

All 0%

1 0%

2 0%

3 0%

4 0%

5 0%

6 0%

7 0%

8 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 on the school’s mission.

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What is the school’s Mission?

Saint Joseph School offers an education that combines Catholic tradition with academic

excellence. As a community grounded in humility, compassion and self-respect,

students are inspired and encouraged to imitate the qualities of our patron, St. Joseph.

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

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

The Planning Team, through weekly meetings, guided the development of the School’s

Mission. The final Mission Statement was presented to the faculty at a meeting on

February 17, 2014.

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

Mission.

Feedback regarding the previous Mission statement was requested from the staff

during an October 2013 faculty meeting. The faculty was then asked to focus on the

qualities of St. Joseph to incorporate into the Mission Statement. The Planning Team

reviewed the feedback and made the necessary revisions.

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

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.

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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?

We believe that

The life and teaching of Jesus Christ is the foundation of all learning.

A Catholic learning environment shows reverence for God, for each other and for

creation.

Strengthened by our faith, students will acquire knowledge, skills and attitudes to

research and interact with information effectively.

Service is an essential part of the education of our students.

Academic excellence is the shared responsibility of the parish, the administration

and faculty, family, student and community.

Through rigorous academics and varied assessments, students are prepared to be

life-long learners through the 21st Century.

Every student is valued for his/her unique gifts and talents.


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

The entire faculty provided input on the revision of the school’s belief statements.


Beliefs.

In November 2013, the faculty met as a whole to brainstorm a list of belief statements

that characterize St. Joseph School. From a list of over 60 suggestions, the Planning

Team met to develop a more concise list. The selected Belief Statements were then

presented to the Faculty for approval. At a February 2014 faculty meeting, the Belief

Statements received unanimous approval and were adopted. The Belief Statements

were presented to parents at the September Back-to-School nights. Along with the

Mission Statement, the Beliefs are posted within the School and on the School’s website.


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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.

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.

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What is the school’s Profile of Graduates?

Graduates will live their Catholic faith by:

embracing God in every aspect of life

serving others through God and His Church

responding to future challenges guided by the values of morality and integrity.

Graduates will demonstrate academic excellence by:

mastering a rigorous curriculum through disciplined work habits and study

skills

appreciating each person’s unique gifts and talents

becoming life-long learners through critical thinking and effective

communication.

Graduates will exemplify the qualities of a leader by

assuming dynamic roles in their education, activities and interests

remaining active stewards in their parish and community

motivating others to do their best while striving to do the same.


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

The Planning Team, which consisted of faculty, parents and graduates, developed a list

which exemplifies what we expect of our graduates.


Profile of Graduates.

The lists that were generated by the Planning Team were presented to the faculty. Each

person was given the opportunity to add to/ revise graduate qualities we expect.


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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

Standard 12: Information Resources and Technology

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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 409

The results represent surveys

completed by:

Students 259 (Grades 4-7)

Parents 108

Faculty and Staff 40

Administrators 2

B. By a Committee

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

for all the Standards.

Committee Member’s Name Role in the School’s Community (e.g. teacher, parent,

student, etc.)

**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.


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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

Mrs. Bernadette Louden Teacher/Parent of Alumni

Mrs. Catherine Herb Teacher/Parent

Sister Catherine Irene Masino, IHM Principal

Sister Rita Doyle, IHM Vice-Principal

Sister Christine Lamb Teacher

Mrs. Kathleen Mullen Teacher/Parent of Alumni

Mrs. Karen McDonald Teacher/Parent of Alumni

Mrs. Lorraine Geiling Teacher/Parent of Alumni

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

philosophy/mission.

St. Joseph School revised and adopted the school’s mission statement on February 17,

2014.

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

philosophy/mission approved?

After discussing the Mission Statement as an entire faculty, each faculty member was

asked to write the most important ideas that they would like to see in our revised

Mission Statement. The ideas were presented to the entire group and then small groups

reviewed the ideas further. The Planning Team reviewed these ideas in greater depth.


Self-Study Document


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

St. Joseph School Website

St. Joseph School Family Handbook

School brochures

Posters in each classroom

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


Self-Study Document


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

1.6 – 1.8: Indicators for faith-based schools3


1 2 3 4

1.6 The school’s religious identity is articulated

clearly in the school’s mission, beliefs and

publications.

X

3 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.


Self-Study Document



1 2 3 4

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:

It was expressed by students that the faith is well known

Some students are disrespectful and not following God’s rules

B.2. Evidence:

Indicator

No. Evidence

N/A A rating of 1 or 2 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):


Self-Study Document


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:

Stakeholders’ feedback and surveys provided

the data for this standard.

Hypothesis derived from your

conclusion:

Philosophy/Mission Statement was altered to

reflect the values of St. Joseph School.

E. Implications for Planning

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

Standard.

A graduate will reflect the values of personal honesty and respect for others

o having the humility to recognize his/her own failings and the strength to

rely on others for help

o having the insight to recognize his/her own strengths and the compassion

to offer his/her help to those who are in need.

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

Philosophy/Mission Standard.

We need to continue to share our Mission Statement with our students in the

classroom.

We need to display the Mission Statement and Beliefs throughout St. Joseph

school.


Self-Study Document


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.

Copy of Mission Statement and Beliefs will be displayed in our hallways, on our

school website and in our school handbook.

As part of our morning announcements, the Mission Statement will be recited by

all students and faculty.

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 (stjosephrc.org) X

Policies related to the philosophy/mission X

School Handbook X

Survey results X


Self-Study Document


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 of America


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

8th Grade Diploma


Self-Study Document


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


Self-Study Document



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.

Governance and Leadership

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

These Indicators are not applicable to our school.

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


Self-Study Document



1 2 3 4

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

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.

X

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


Self-Study Document



1 2 3 4

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

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

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


Self-Study Document



1 2 3 4

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

programs and activities are adequately and

appropriately planned, supervised, resourced,

and staffed with qualified personnel.

X

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

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 schools4



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 X








Self-Study Document


informed by the religious values and identity of

the school.

2.43 Leadership accepts the authority of the sponsoring

religious institution. X

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

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

* The Principal is assigned to the school by the Sisters, Servants of the Immaculate Heart of Mary.


No comments

B.2. Evidence:

Indicator No. Evidence



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




Self-Study Document



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


Stakeholders feedback and surveys provided



conclusion:

Parents, faculty and staff are pleased with the

leadership.


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

Leadership Standard.

Saint Joseph’s School greatest strength in the area of Governance and Leadership

is that the school’s administration has strengthened the collaboration and

communication between teachers and parents. Through the introduction and

use of communication tools such as My Student Progress, our faculty and

administrative e-mail system (Webmail), our school website and Student Study

Team meetings, the administration has been able to create a better synergy to

promote student success. Leadership adheres to appropriate guidelines

concerning confidentiality in communications.


Governance and Leadership Standard.

Policy and onboarding procedures for new teachers and established job descriptions

need clarification.


Self-Study Document



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.

Policy and procedures for faculty should be revisited periodically at faculty meetings.


Evidence School

Job descriptions for the head of the institution and other key administrative

personnel X

Appraisal tool and/or description of the process used to appraise the

performance of the head of the institution X

Chart of lines of authority/responsibilities X

Policies related to governance and leadership

Policies and Procedures of the Office of Catholic Education

Parish Elementary School Lay Teachers and Administrators

Handbook

Saint Joseph School Handbook

X

Names, addresses, and organizational position of the institution’s owners

St. Joseph Parish

460 Manor Ave

Downingtown, PA 19335


Self-Study Document


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 2013

X Satisfactory

Needs Improvement

Unsatisfactory

Financial Plan* X

X Satisfactory

Needs Improvement

Unsatisfactory

Facilities Plan* X

X Satisfactory

Needs Improvement

Unsatisfactory

Technology Plan X 2013

X Satisfactory

Needs Improvement

Unsatisfactory

Professional

Development Plan X 2013

X Satisfactory

Needs Improvement

Unsatisfactory

Staffing Plan

X Annually

X Satisfactory

Needs Improvement

Unsatisfactory

Institutional

Advancement and

Development Plan

X

Satisfactory

Needs Improvement

Unsatisfactory


Self-Study Document


*St. Joseph Parish, under the guidance of the its Finance Council, has long-range plans for

finances and facilities.









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

improvement

3. Meets The evidence indicates the school system meets the


4. Exceeds The evidence indicates the school system exceeds the


Curriculum

Review/Revision Plan X 2013

X Satisfactory

Needs Improvement

Unsatisfactory

Staffing Plan X

Satisfactory

Needs Improvement

Unsatisfactory

Student Enrollment Plan X

Satisfactory

Needs Improvement

Unsatisfactory


Self-Study Document



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

historical data, baseline performance information,

trend data, and projections.

X

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


Self-Study Document



1 2 3 4

3.8 Planners consider the capacities of its facilities,

equipment, and staff before adopting new

programs.

X

3.9: Indicator for faith-based schools5

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


Faculty restrooms are needed to accommodate the teachers/staff in both wings of

the second floor

Maintenance of all restrooms is needed

Air conditioning, heating, and proper ventilation need to be corrected to alleviate

health-related issues

B.2. Evidence:

Indicator

No.

Evidence









Self-Study Document







Foundational Issue: School Improvement Planning

Are there school improvement

planning standard indicators not




YES

X NO


Survey monkey results showed that all

indicators were met. Saint Joseph School

Community continues to address needs as

they arise and plan for school improvement as

resources allow.


conclusion:

If improvements are completed as comments

suggest, restrooms will be available and

maintained in all areas and ventilation,

heating and cooling will be properly

regulated.


Self-Study Document



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

Planning Standard.

The geographical location is conducive to a healthy enrollment

The faculty and staff are dedicated and qualified

The faculty implement Common Core curriculum

The faculty is current with professional development

The students receive scholarships

The standardized test results are above the national average

The institution has Middle States Accreditation


School Improvement Planning Standard.

Additional faculty restrooms are needed to accommodate the teachers/staff in

both wings of the second floor

Maintenance of all restrooms is needed

Air conditioning, heating, and proper ventilation need to be corrected to

alleviate health-related issues


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.

Faculty Committees will be formed to address Strategic Plans to improve the

Professional Development of faculty. These committees will consist of Curriculum

Coordinators and other faculty members who will promote, improve, and sustain the

professional growth and development of faculty for the benefit of students.

These committees will be responsible for:

regulating Faculty Professional Development paperwork

creating pacing charts

locating workshops relating to subject areas


Self-Study Document



Evidence School

Strategic and/or long-range plan X

Development/institutional advancement plan X

Enrollment plan X

Policies related to school improvement planning X


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 74% 79%

% from fees 5% 4%

% from fund-raising and other special

Activities 3% 2%

% from Parish subsidy 15% 13%

% from grants 1% <1%

% from interest/investments/rental income <1% <1%

Other (describe): Cares 1% 1%

Other (describe): Lunch 1% 1%

Other (describe):

TOTAL 100% 100%


Self-Study Document


A.2.b. ANNUAL PER PUPIL COSTS:

PER PUPIL

COSTS

2014-2015

Current

Academic

Year

2013-2014

Last

Academic

Year

Elementary

Grades PK-8 $3,760.00 $3,662.00

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 N/A

Travel and field trips X

Institution-owned vehicles N/A

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.

At this time no improvements and/or corrective actions are needed.

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

years.

Technological infrastructure wiring

Expenditure for iPads

Purchase of new Data Server (M:Drive)


Self-Study Document













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.


Self-Study Document


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

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 X


Self-Study Document



1 2 3 4

available through development activities, grants,

foundations, and other partnerships.




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


Involvement of stakeholders regarding allocation or use of resources should be

increased.

B.2. Evidence:

Indicator

No. Evidence









Self-Study Document







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


Survey monkey results showed that all

indicators were met.


conclusion:

If Saint Joseph School Community continues

to address financial needs as they arise, then

the school will be able to make improvements

as needed.


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

Process of delinquent tuition has improved significantly.

Finances are currently stable and projections indicate continued stability.

Enrolling families are informed in advance of all financial obligations for

attending school.

The school has written, reasonable and equitable tuition, collection and refund

policies.


Self-Study Document



Finances Standard.

A true per pupil cost needs to be ascertained:

o Total school expenses do not include technology. At this time, the Home

and School Association is funding most technological expenditures. These

expenditures are currently being transferred to the school to allow the

Home and School Association to fund more traditional items.

o Per pupil cost for Pre-K greatly depends on the number of students

enrolled and will vary. Salary and benefits base for teacher/teacher aides

is divided by the number of students in the program. At this time, this

salary and benefits for teachers and teacher aides are included in the

expenses for K – 8.

A physical building evaluation needs to be completed.


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

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

Technological infrastructure wiring needs to be completed.

Purchase of iPads and related accessories need to be finalized.

Purchase of new Data Server (M Drive).


Self-Study Document



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) X

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 students’ 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


Self-Study Document


FACILITIES STANDARD FOR ACCREDITATION







A.1. PHYSICAL FACILITIES.

Facility Location Year

Constructed

Most Recent

Renovation Ownership

School building Downingtown,

PA 1986

X Owned

Leased

Junior High wing

of school

building

Downingtown,

PA 1998

X Owned

Leased

Gymnasium Downingtown,

PA 1999

X Owned

Leased

Science Lab Downingtown,

PA 2010

X Owned

Leased

Library, Prep

Office, Honors

Math

Downingtown,

PA 2011

X Owned

Leased

Parish Meeting

Center

Downingtown,

PA 1998 2014

X Owned

Leased


Self-Study Document


A.2. ADEQUACY OF FACILITIES.

BUILDINGS

Satisfactory Needs

Improvement Unsatisfactory

Not

Applicable

Saint Joseph School X

Saint Joseph Parish

Meeting Center

X

Saint Joseph Church X

IHM Convent at Saint

Joseph

X

Saint Joseph Rectory X

Saint Joseph Parish

Offices

X

RESIDENTIAL

FACILITIES Satisfactory

Needs


Not

Applicable

Dormitories X

Sleeping rooms X

Common areas X

Dining areas X

Bathrooms X

Recreational areas X

Heating X

Lighting X

Ventilation X

Provisions for the

disabled (ADA) X

Cleanliness X


Self-Study Document


A.3. MAINTENANCE AND CLEANING STAFF:

Type of Facilities Personnel Number Adequacy of Type and Number

Maintenance 1

X Satisfactory

Needs Improvement

Unsatisfactory

Grounds

Outside

Contractor/

Lawn

Maintenance

X Satisfactory

Needs Improvement

Unsatisfactory

Other: Gym

X Satisfactory

Needs Improvement

Unsatisfactory

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


Self-Study Document




Not

Applicable

Electrical, Water, and

Sanitation Systems X

Energy Conservation

System X

Security System X

Storage Spaces X

Parking Spaces X

Athletic Fields X

Indoor Athletic Space(s) X

Cafeteria/Dining Space(s) X

Auditorium/Theater X

Dormitories X

A.4.a. Provide a description of proposed improvements and/or corrective actions that



formally planned.

Currently, the faculty lounge/lunchroom is the only available space to work if the

classroom is in use for foreign language classes. A quiet planning space, with

Wi-Fi and phones to call parents for conferences, should be made available.

Spanish teacher needs dedicated office space.

Storage space is very limited. Every teacher should be assigned space in the

closet for their use.

On the upper floor, there is only one bathroom to accommodate over 25 staff

members. Two more bathrooms need to be provided: one by the CCIU wing and

another in the same vicinity of the current restroom.

There is not enough space within the school for the band to practice.

Continued improvements are necessary in faculty room to accommodate

overlapping of lunches.

Current configuration of faculty room needs to be addressed.

Currently there is no air conditioning within the majority of the rooms in the

school. Excessive heat in classrooms is unhealthy for teachers and students.

Portable air conditioning units or fans that draw hot air from rooms needs to be

installed


Self-Study Document


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

Indoor Athletic Space(s) X

Cafeteria/Dining Space(s) X

Auditorium/Theater X

Dormitories X

Chapel X

Other: Bathrooms X


Self-Study Document





formally planned.

Heating in some of the rooms, particularly in the second floor newer wing, is

either too hot or too cold in winter, and too hot in warm weather.

Knowledgeable HVAC personnel to evaluate system on a cold day and warm

day to adjust or replace heating unit in rooms. Air conditioning or powerful fans

should be provided to cool temperatures in rooms.

Increase the number of bathrooms for faculty on the second floor. There are 25

people or more using 1 restroom. Additional facilities need to be installed by the

CCIU wing and 2 more by the current bathroom area

Dining area for teachers is cramped. Although the new chairs are comfortable,

they take up a lot of space and provide less seating especially when lunch times

overlap three days a week. Incoming teachers need to use the restroom facilities

and so do the outgoing teachers. Staff members are making copies during lunch

periods; therefore copy machine needs to be relocated.

The areas listed above are those in need of improvement.


Self-Study Document













Need of Improvement



improvement






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


Self-Study Document



1 2 3 4

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



appropriate accommodation for student activities;

X

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


Self-Study Document



1 2 3 4

5.6 Sufficient space is available for ingress, egress,

and traffic flow within the facilities. X


There are too many staff members who need to use the restroom between classes,

with only three restrooms are available. These restrooms are not centrally located.

There is only one restroom is on the second floor for 25 staff members. , The

additional two restrooms are located within the teacher’s room which is far from all

classrooms. Additional facilities are needed on the second floor, by the CCIU wing

and by the current restroom by central stairwell.

The air temperature is extreme, being either too hot or too cold.

B.2. Evidence:

Indicator

No. Evidence







Self-Study Document



Foundational Issue: Facilities

Are there facilities standard




capacity objective?

YES

X NO





conclusion:

Overall facilities are safe, clean and adequately

maintained.


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

The school is clean and maintained.

There is adequate room for the number of students.

Repairs are completed in a timely manner.


Facilities Standard.

Improvement is needed to better regulate the air temperature during the hot and

cold months.

Additional faculty restrooms are needed.


Self-Study Document



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

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

As of today there are no proposed improvements.

A study should be conducted to determine the air quality and improvement

made.

Money should be appropriated for the air conditioners in the upper floor

classrooms.

Money should be appropriated for the upstairs restrooms.


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 X


Self-Study Document


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.


Self-Study Document




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


Self-Study Document



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


Self-Study Document



1 2 3 4

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

uniformly.

X

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


Self-Study Document



1 2 3 4

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

system of schools and makes them available to all

employees.

X

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

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.


Self-Study Document


6.33 – 6.43: Indicators faith-based schools7



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








Self-Study Document



1 2 3 4

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

school.

X

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

X


Self-Study Document



1 2 3 4

History Clearance; and

c. Federal Criminal History Record Information

(CHRI) from a FBI fingerprint-based background

check.8

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

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, 2007.9

X

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

Job description for existing staff and new staff is unavailable.

There is some feeling of a negative and apathetic atmosphere.

A.2. Evidence:

Indicator

No. Evidence


8 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.

9 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.


Self-Study Document


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




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



data for the standard.


conclusion:

Saint Joseph School meets the School Climate

and Organization Standard for accreditation

by the Middle States Association


Self-Study Document


D. Implications for Planning

D.1. List the school’s significant strengths in meeting the School Climate and

Organization Standard.

Parents and students feel that the faculty and staff are committed to the school

and show dedication to their work.

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.

Members of the staff, students, and their families feel safe in the school.

The school maintains and implements a written policy that requires all

applicants for employment within the school to comply with all state and federal

background checks prior to being hired: Pennsylvania State Police Request for

Criminal Records Check, PA Department of Public Welfare Child Abuse History

Clearance, Federal Criminal History Record Information from FBI fingerprint-

based background check.

The school’s religious identity can be seen in the school’s educational program,

services, activities, and curriculum.

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

School Climate and Organization Standard.

A logical and clear table of organization for the school in order to provide

written job descriptions that specifies levels of responsibility.

Written policies and procedures for orienting and mentoring new staff members

are needed.

Ways to strengthen professional satisfaction and general morale among the

school’s staff are needed.


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.

Documents should be created that provide job descriptions and policies and

onboarding procedures for new staff members.

Provide social and professional opportunities to create more interaction amongst

the faculty and staff.

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) X

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

An Internal Lockdown X

An External Lockdown X

A Medical Emergency X

An Assault

An Evacuation X

A Fire X

A Shelter in Place and Evacuation X




formally planned.

We have formed a Crisis Management Committee.

The Archdiocese of Philadelphia is updating their Crisis Management Program.

Administration and staff met with the local police department and plan to meet

with the three area schools in close proximity regarding evacuation plans.

Need to purchase supplies for Sheltering in Place: flashlights, walkie-talkies,

window shades, duct tape, water and food.


Self-Study Document


A.2. EMERGENCY DRILLS:

Type of Emergency Drill Frequency of

Drills Quality of Drills

S NI U

Fire

Semi-Monthly

X Monthly X

Annually

Shelter in Place (Natural Disaster,

Flooding, Severe Weather, etc.)

Semi-Monthly

Monthly

X Annually X

Evacuation (Bomb Threat, etc.)

Semi-Monthly

Monthly

X Annually X

External Threat

Semi-Monthly

Monthly

X Annually X

Internal Threat

Semi-Monthly

Monthly

X Annually X

Bus Evacuation - Mandated by the

state

Semi-Monthly

Monthly

X Semi-

Annually X




formally planned.

We have formed a Crisis Management Committee.

The Archdiocese of Philadelphia is updating their Crisis Management Program

We have met with the local police department and plan to meet with the three

area schools regarding evacuation plans.

Beginning April 2014, the Crisis Management Committee has been meeting

periodically with Chrissy DePaolantonio, Chester County Safe Schools Planning

Coordinator, to create a School Safety Plan.


Self-Study Document


A.3. HEALTH AND SAFETY INSPECTION SCHEDULE:

Type of Inspection Frequency

Results of

Inspections

S NI U

Fire Alarm System

Semi-Monthly

Monthly

X Annually X

Food Services

Semi-Monthly

Monthly

X Semi-

Annually X

Elevator

Semi-Monthly

X Monthly X

Annually

Internal Communications System

(NA - the system has not inspected)

Semi-Monthly

Monthly

Annually

Technology Arts/Industrial Arts

Equipment

Semi-Monthly

X Monthly X

Annually

Athletic Equipment

Semi-Monthly

Monthly

X Annually X

Playground Equipment

Semi-Monthly

Monthly

X Annually X

Water Supply

Semi-Monthly

Monthly

X Annually X

Swimming Pool Water N/A

Semi-Monthly

Monthly

Annually

Other: Pest Control

Semi-Monthly

X Monthly X

Annually


Self-Study Document





formally planned.

While the Internal Communication System works effectively every day, it has not

been formally tested.

A.4. SUMMARY OF HEALTH SCREENINGS:

Screening For Conducted By

Frequency

Vision Downingtown School District

Nurse: Roberta Aldrich, RN

Semi-

Monthly

Monthly

X Annually

Hearing Downingtown School District


Semi-

Monthly

Monthly

X Annually

Dental Downingtown School District

Dental Hygienist: Ann Yeager

Semi-

Monthly

Monthly

X Annually

Physical Primary Care Physician for

grade K and grade 6.

Semi-

Monthly

Monthly

Annually

Tuberculosis N/A

Semi-

Monthly

Monthly

Annually

Other: Body Mass Index Downingtown School District


Semi-

Monthly

Monthly

X Annually

Other: Scoliosis Downingtown School District


Semi-

Monthly

Monthly

X Annually


Self-Study Document


A.5. SUMMARY OF INNOCULATIONS:

Inoculation For In Grade Level

4 Doses or more Diphtheria and Tetanus Kindergarten

3 Doses or more Polio Kindergarten

2 Doses Measles, Mumps, and Rubella Kindergarten

3 Doses Hepatitis B Kindergarten

2 Doses Varicella Kindergarten

Tdap and Meningococcal 7th Grade

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. N/A

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


Self-Study Document





formally planned.

According to survey results, there are no improvements or corrective actions that

need to be taken.

A.7. HEALTH AND SAFETY STAFF:

Type of Health and Safety Personnel Number Quality and Adequacy

S NI U

Certified Nurse 2 X

Local Police Security Officer * 1 X

*A police officer from Downingtown walks through school almost daily. He/she might

walk through or park to observe arrival or dismissal.












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

7.9 Designated members of the staff inform faculty

and families (as appropriate to maintain

confidentiality) about students’ health or physical

needs.

X


Self-Study Document



1 2 3 4

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

7.16: Indicator for schools with early age programs



Emergency procedures exist and recent updates are in the procress of being

implemented due to the change in the school campus.

More emergency drills and crisis management training are needed.

A system is needed to account for the whereabouts of students at all times.

Clearly defined guidelines for what can legally be communicated regarding student

health needs to faculty (HIPPA Laws) are needed.

There should be more integration of health and fitness education into the curriculum

of every grade level.

More educational training is needed for staff to improve personal wellness.


Self-Study Document


B.2. Evidence:

Indicator

No. Evidence

7.15 School water was tested by the Downingtown Health Department

(January 15, 2014).

7.15 School water supply was reported safe for drinking and the results were

communicated to parents (January 16, 2014).






Foundational Issue: Health and Safety

Are there health and safety





YES

X NO



the data for this Standard.


conclusion:

Health and Safety Standards are met.


Self-Study Document


E. Implications for Planning E.1. List the school’s significant strengths in meeting the Health and Safety

Standard.

The Principal and staff are committed to improving the frequency and quality of

crisis management drills.

In March 2014, a Crisis Management Committee was formed.

There is daily police presence, both inside and outside of the school, to ensure

and promote safety.


Health and Safety Standard.

More emergency drills are needed.


important next steps or strategic priorities related to Health and Safety that


Improvement.

The March 2014 formation of a Crisis Management Committee to oversee drills

and training, and adherence to state, local and archdiocesan regulations


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:

X The instructional hours are reported for one academic week.

TOTAL NUMBER OF INSTRUCTIONAL HOURS PER WEEK

Grade

Level

English/

Language

Arts

Math

Science

Social

Studies

The Arts

Other:

Language

Health/

P.E.

Technology

Other:

Religion

Pre-K

K 150 75 60 60 120 75 75

1 900 225 45 45 90 45 30 150

2 900 225 45 45 90 45 30 150

3 750 225 150 150 90 45 45 175

4 750 225 150 150 90 45 45 175

5 460 275 220 215 110 45 55 55 220

6 460 275 220 215 110 45 55 55 220

7 460 275 220 215 110 45 55 55 220

8 460 275 220 215 110 45 55 55 220


Self-Study Document













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.


Self-Study Document




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

communication skills), mathematics, the sciences,

and social sciences.

X

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


Self-Study Document



1 2 3 4

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

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




Self-Study Document


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

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


Self-Study Document


8.28 – 8.31: Indicators for schools with secondary school programs


8.32 – 8.36: Indicators for schools that provide distance education





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

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

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


Health education is integrated into the curriculum across all grade levels.

Transition to middle school and its expectations need to be developed.

B.2. Evidence:

Indicator

No. Evidence

A rating of 1 or 2 was not received in any of the indicators of quality.


Self-Study Document







Foundational Issue: Educational Program

Are there educational program





YES

X NO





conclusion:

St. Joseph School strives to incorporate the

religious and academic curriculum of the

Archdiocese of Philadelphia.


Self-Study Document



E.1. List the school’s significant strengths in meeting the Educational Program

Standard.

The educational program is aligned with the curriculum of the Archdiocese of

Philadelphia.

The Archdiocese of Philadelphia provides written curriculum guides which are

functional, available and in use.

The school policies and procedures are available in written form and provided to

families in the Saint Joseph School handbook and on the school website.


Educational Program Standard.

The educational program needs to provide students with more opportunities for

critical thinking, reasoning, problem solving and development of study skills.

Collaborative learning needs to be more prominent in the educational program.

Resources are limited for supporting students who are not performing at grade

level and who require more academic support in the classroom.


important next steps or strategic priorities related to Educational Program that


Improvement.

Provide children with projects/assignments that allow them to apply critical

thinking, problem solving and study skills.

Allow for more collaborative learning, flexible grouping and formal and informal

speaking opportunities.

More professional development opportunities should be provided to teachers

regarding special education, meeting the needs of their students and

implementing differentiated instruction.


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 X

Scope and sequence charts X

Written curriculum guides for each component of the educational program X

Master schedule X

Policies related to educational program X


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

Terra Nova K - 7 Reading X

K - 7 Mathematics X

3 - 7 Language X

1 - 7 Social Studies X

1 - 7 Science 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.


Self-Study Document




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

coherent system consistent with the school’s

philosophy/mission.

X

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


Self-Study Document



1 2 3 4

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

learners’ progress and to develop appropriate

strategies for continued progress.

X

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

9.16: Indicator for schools with early age programs


9.17 - 9.20: Indicators for schools that provide distance education



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


No comments

B.2. Evidence:

Indicator

No. Evidence






11








Self-Study Document



Foundational Issue: Assessment and Evidence of Student Learning

Are there school climate and

organization standard indicators




X NO

YES


Stakeholder’s feedback and surveys provided



conclusion:

Assessment and Evidence of Students

Learning standards have been met.


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

of Student Learning Standard.

Teachers use a variety of assessments: collaborative/group work, subjective,

objective, research, oral reports, projects, listening, writing essays/short answer,

classwork and homework.

Assessment/evidence is used to make recommendations for Special Services

(Student Support Team, CCIU Reading, CCIU Math, CCIU Speech/Language,

CCIU Guidance).

Standardized tests are administered: Terra Nova allows a snapshot of overall

school performance.

Evaluations of the students’ knowledge of religious beliefs are administered and

evidence of them living their faith is assessed.


Self-Study Document



Assessment and Evidence of Student Learning Standard.

Concepts are addressed and assessed but not taken to the level of application in

many subject areas.

Assessment results are not regularly used to make decisions regarding allocation

of resources.


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.

Revise instruction based on assessment results and revisit concepts more

frequently.

Provide authentic examples of student work by using assessments for various

areas of study (ex. giving a science experiment to the English teacher to use for

evaluation).

Regularly use assessments to make decisions on the allocation of resources.


Evidence School

Example of student transcript X

Example student report card X

Reports of the results of assessments administered to students X

Policies related to assessment of student learning:

School-wide Terra Nova test results X

Option C/My Students Progress X


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 1

Staff

X Outsourced X

Psychologist 0

Staff

Outsourced

Psychiatrist 0

Staff

Outsourced

Substance Abuse

Counselor 0

Staff

Outsourced

Certified Special

Education Teacher 0

Staff

Outsourced

Special Education

Paraprofessional 0

Staff

Outsourced


Self-Study Document


Type of Student

Services Personnel Number Source

Adequacy of

Type and Number

S NI U

Food Services 1

X Staff X

Outsourced

Transportation

Services 6

Staff X

X Outsourced

Admissions

Counselor 0

Staff

Outsourced

Other: Reading

Specialist 1

Staff

X

X Outsourced

Other: Math

Specialist 1

Staff

X

X Outsourced

Other: Speech and

Language Therapist 1

Staff

X

X Outsourced


Self-Study Document


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











Need of Improvement



improvement





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.


Self-Study Document



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

staff to help determine the effectiveness of the

school’s educational program and services.

X

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


Self-Study Document


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

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

accepted nutritional standards. Information about

nutritional values of the foods is available.

X

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

Services for Student with Special Needs


1 2 3 4


procedures to identify and address the needs of

students with special needs.

X


Self-Study Document



1 2 3 4

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

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

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




Self-Study Document





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

student needs.

X

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


The quality of guidance services is strong; however, the ratio of guidance staff to

student population is inadequate to meet the needs of all the stakeholders in a

timely fashion.

The students indicate that they have enjoyed career days and other career activities

in the classroom and would like to have more of these types of activities.

Students feel the overall environment on their school buses needs to improve so that

the drivers are able to concentrate and operate the buses safely. Families are

concerned with overcrowding, noise, and disruptive behavior.

Although the food service program has improved, a significant number of students

commented that they would like to see an increase in the quantity and variety of

food available.

12








Self-Study Document


B.2. Evidence:

Indicator

No. Evidence


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





Foundational Issue: Student Services

Are there student services standard




capacity objective?

YES

X NO





conclusion:

Student Services standards have been met.


Self-Study Document



E.1. List the school’s significant strengths in meeting the Student Services

Standard.

Our school has a strong support staff, provided through the Chester County

Intermediate Unit (CCIU), which provides services in the areas of

speech/language, reading, math and guidance counseling.

The guidance and counseling program provides students with individual

counseling and classroom guidance lessons based on the developmental needs of

the students.

Our school also has a Student Support Team (SST), which provides teachers and

parents with a process for addressing academic and behavioral concerns by

adjusting instruction and applying strategies in the classroom and at home to

meet measurable goals.


Student Services Standard.

The school needs to improve the ratio of support staff to students requiring

services.

Although the nutritional quality and administration of the school lunch program

has improved significantly over the years, student survey input indicates that it

may be necessary to assess the quantity and variety of food being offered.

Although the indicators for quality of transportation services were met overall,

student survey input shows that there are significant concerns about the

environment on the buses. Issues mentioned include overcrowding, high noise

levels, and disruptive behaviors which may cause bus drivers to become

distracted.


Self-Study Document



important next steps or strategic priorities related to Student Services that


Improvement.

Additional staffing is needed for the guidance and counseling program. It may

be beneficial to have one counselor for Grades K - 4 and one for Grades 5 - 8.

Since the number of students with special needs is increasing, it would be

beneficial to establish a resource room with a certified special education teacher.

It may be helpful to survey students and parents about the current lunch

program to see if there are any adjustments needed. Perhaps students in Grades

6 - 8 could be offered the opportunity to purchase additional items if the quantity

of the food in the standard lunch is not sufficiently meeting their needs.

Since bus transportation is contracted through a local transportation company, it

may be beneficial to request a presentation for children and parents on bus

safety. This presentation may need to be repeated annually. It might also be

helpful to establish a “formal safety patrol” program such as the one offered

through the American Automobile Association.


Evidence School

Admissions criteria (if applicable) X

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.

Type of Student Activity

Number of

Students

Participating

Adequacy and

Quality of the

Activity

Student Council 28 S

Little Flowers (2013-2014) 38 S

Bricks for Kids 36 S

Band 80 S

Chorus 25 S

Music Ministry 27 S

Altar Servers 65 S

Science Fair 66 NI

Math Counts 20 S

Yearbook Committee 24 S

Talent Show 100 S

Jazz Band 15 S


Self-Study Document


Type of Student Activity

Number of

Students

Participating

Adequacy and

Quality of the

Activity

Legion of Mary 1 S

Passion Play 100 S

Drama Club (2014 – 2015) 18 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

Soccer X X 32 X

Field Hockey X 17 X

Flag Football X X 22 X

Cross Country X 9 X

Volleyball X 27 X

Cheerleading X 10 X

Football X 8 X

Basketball X X 69 X

Ice Hockey X 10 X

Track X X 87 X

Lacrosse X X 52 X

Baseball X 33 X


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.


Self-Study Document


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,

leadership competencies, cooperation, and self-

direction.

X

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

11.7 – 11.9: Indicators for boarding schools



Self-Study Document





1 2 3 4

11.10 All student activities and athletics include

opportunities for the faith formation of the

students. X


Recognition should be given for all student accomplishments including school

and extracurricular activities.

Consideration should be given to improving CYO uniforms.

The number and variety of non-athletic clubs should be increased to include

theatre, cooking and foreign languages.

B.2. Evidence:

Indicator

No. Evidence


13








Self-Study Document







Foundational Issue: Student Life and Student Activities

Are there student life and student

activities standard indicators not




YES

X NO



data for the standard.


conclusion:

Student Life and Student Activities standards

have been met.


Self-Study Document



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

Activities Standard.

There is a strong, active CYO Program at Saint Joseph School that offers a variety

of sports to students. Our Band, Chorus and Music Ministry offer additional

performing arts options.


Student Life and Student Activities Standard.

A more diverse selection of student activities to meet the interests of students

should be provided. Although we have a vibrant Performing Arts Program, it is

not supported financially and exists with limited space and offerings. The needs

of the Band and Choral Program would be more adequately met if there was a

designated rehearsal space within the school.


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 addition of visual and performing arts will lead to an increase in intellectual

and cultural opportunities.

Stipends should be provided to encourage advisors for these groups.


Self-Study Document



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

Policies on academic eligibility

Policies related to student life and student activities X

*Some non-athletic activities are financed through the Home and School Association or

are provided by outside agencies or organizations, such as Bricks 4 Kidz, Drama Club,

and Chorus.


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 9314 X

Reference Printed Books 1844 X

Leisure Reading Printed Books 9718

Magazine/Journal Subscriptions 7 X

Online Subscriptions 1 X

Curriculum Specific Application Software

Programs 0

Administrative Application Software

Programs 1 X

Application Software Programs Available on

School Network 5 X

Networked Desktop Computers for Students 58 X

Networked Laptop Computers for Students 64 X

Stand Alone Desktop Computers for

Students 3 X

Stand Alone Laptop Computers for Students 0

Stand Alone Computers for Students in

Information Resources Center 0

Stand Alone Laptop Computers for Students

in Information Resources Center 0


Self-Study Document


Type of Information/Technology Resource Quantity of

Resource

Quality and Adequacy

of Resource

S NI U

Networked Computers for Students in

Information Resources Center 2 X

Networked Laptop Computers for Students

in Information Resources Center 0

Networked Desktop and/or Laptop

Computers for the Staff 1 X

Stand Alone Desktop and/or Laptop

Computers for the Staff in Classrooms/

Offices

0

Networked Desktop and/or Laptop

Computers for the Staff in Classrooms/

Offices

41 X

Classrooms with Hard-Wired Internet Access 34 X

Classrooms with Wireless Internet Access 34 X

LCD Projectors 33 X

Overhead Projectors 5 X

Classrooms with TV Monitor 0

Classrooms with Monitor Connected to

Computer 33 X

PDAs for Staff 0

PDAs for Students 0

Video Cameras 0

Video Recorders 0

Classrooms with Smart Board 25 X

Other: Apple TVs 16 X

Other: I-pads for Students 30 X

Other: I-Pads for Staff 20 X


Self-Study Document


A.2. FACILITIES FOR INFORMATION RESOURCES AND TECHNOLOGY:

Type of Information/Technology Facility Quality and

Adequacy of Facility

S NI U

Information Resources Center (library, media center) X

Technology Resource Center X

Storage for Information Resources X

Storage for Technology X

Facility for Electronic Production: NA

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 1 X

Information Resources Center (library,

media center) support personnel 2 X

Technology Support 1 X

Production: NA

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








Self-Study Document






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 and currency. X

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


Self-Study Document



1 2 3 4

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 and our Home & School

Association.

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





Student & Parent comments include:

Netbooks or personal mobile devices need to be provided to all students

to better utilize technology in the classroom.

Students need additional access to the computer lab for academic work.

Netbooks need to be upgraded.

More time in the lab/in front of a computer is necessary to complete work.

Incorporate Bring Your Own Device.

Staff comments include:

More IT support is necessary to sustain the demands of the school staff.

Before the technology can be updated and improved, the wireless network

infrastructure needs to be improved.

Technology training is necessary, for all teachers, in order to better utilize

all new educational tools.

B.2. Evidence:

Indicator

No. Evidence



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

Accreditation




Self-Study Document



Foundational Issue: Information Resources and Technology

Are there information resources

and technology standard indicators




YES

X NO



data for this standard.


conclusion:

Information Resources and Technology

standards have been met.


E.1. List the school’s significant strengths in meeting the Information Resources

and Technology Standard.

The financial support from our Home and School Association is an invaluable

strength for our entire Technology Program.

The students, parents, and staff of Saint Joseph School support our Acceptable

Use Policy, which is renewed each year.

The students and staff have adequate access to information resources and

technology. A desktop computer is provided for each teacher’s use in the

classroom. Many classrooms have one or two additional desktop PCs that are

available for the students’ use.


Self-Study Document



Information Resources and Technology Standard.

The current technology infrastructure is still not sufficient to support the

necessary increase of mobile devices in the school. The lack of performance and

functionality on the network has affected the use of this widely known

technology.

To keep up with the current trends in technology, the entire staff is in need of

training for continued Smart Board success and for the future training on mobile

devices that will be purchased for our students in the future.

It is suggested that there be on-site IT Support, on some kind of a rotating or bi-

monthly schedule, in addition to the technology teacher already on school

premises.


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.

There needs to be a dedicated funding source available for updating and

maintaining the school’s Information Resources and Technology.

The school has made the decision to improve the overall performance and

functionality of its wired and wireless network. This decision was made so that

the school can keep up with the current demands and advances in wireless

technologies and learning opportunities for our students and teachers. Doing so

will allow the school to focus resources on education-enhancing solutions.


Evidence School

The information resources and technology plan(s) X

Budget for information resources and technology X

Information skills curriculum X

Policies related to information resources and technology (AUP) X


Self-Study Document



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.)

Emily Novak (Chairperson) Teacher - Kindergarten

Diane Mascuilli (Chairperson) Teacher – Grade 8

Kathleen Delio Teacher – Grade 8 / Parent

Patricia Lewis Teacher – Grade 6

Sister Christine Lamb, IHM Teacher – Grade 5

Ruth Jung Teacher – Grade 3

Cathy Herb Teacher – Grade 2 / Parent

Patricia Cleveland Teacher – Pre-K

Patricia Galvin Teacher – Technology/ IT

Joanne Cardine Teacher – Music / Choral Director

Lorraine Geiling Teacher - Art




Self-Study Document


If the school used a committee to conduct the self-assessment, explain how all of the

school’s community of stakeholders was given opportunities to provide input into

the self-assessment.

At the end of the 2013-2014 School year, faculty and administration were asked to make

a determination for curricular areas in regards to the self-study. Along with Religion,

Science and ELA were the areas picked to examine. Members of the Religion committee

filled out the Indicators of Quality for Curriculum. The goal is to prepare students to be

21st Century learners equipped with the skills necessary to succeed. The results were

shared with faculty at the February 2015 Faculty meeting.

X Survey of the school’s stakeholders using the Middle States Survey:

Total Number of Surveys Returned 461

The results represent surveys completed by:

Students X

Parents X

Faculty and Staff X

Administrators X

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.


Self-Study Document


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: Religion is taught at all grade levels – from Pre-

Kindergarten through Grade 8.

Course Title: Catholic faith, Scripture, Church doctrine, morality, and

social justice. For curriculum that is specific to grade levels,

please see the Archdiocesan Curriculum Guidelines


Religion Guidelines

Pre-Kindergarten

First Trimester Second Trimester Third Trimester

Identity Advent Prayer

The Blessed Mother The Holy Family Sacraments

Prayer Epiphany Lent

Creation Christian Community The Easter Season

Feasts Respect for Ourselves and Others Mary, Mother of God, Our

Mother

The Trinity Feasts We Honor our

Parents/Guardians

Thanksgiving Prayer Celebration

Kindergarten


Prayer The Liturgical Year Prayer

Mary Prayer The Trinity

Christian Community Sacraments Saints

Saints The Holy Family Feasts and Special People

Feasts and Special People Feasts Easter Season

Traditional Prayer Worship Mary

Creation Sacramentals We Honor our

Parents/Guardians

The Bible Ordinary Time

Grade 1


God the Father Living in God’s World God the Holy Spirit

Creation God the Son: Jesus Christ Sacraments of Initiation

Titles of Mary Days in Honor of Mary Prayers to Mary; Mary


Self-Study Document


Liturgical Year Liturgical Year Liturgical Year

Saints (August to November) Saints (December to March) Saints (April to July)

Prayer Prayer Prayer

Social Justice Social Justice Social Justice

Sacramentals Sacramentals Sacramentals

Grade 2


Blessed Trinity The Mass: Liturgy of the Word Topics related to the Mass

Sacraments: Initiation, Healing,

and at the Service of Communion

The Mass: Liturgy of the

Eucharist

Mass and Eucharist

Titles of Mary; Rosary Days in Honor of Mary May Devotions






Grade 3


The Trinity Sacraments: Healing God’s Law

Sacraments: Initiation Sacraments: At the Healing of

Communion

Christian Community

Titles of Mary Days in Honor of Mary Prayers to Our Lady


Saints (August to November) Saints (December to May) Saints (April to July)




Grade 4


God the Father Grace Jesus Christ: Our Redeemer

Commandments Sin Beatitudes; Works of Mercy

Conscience Virtue

Mary: Example of Faith

Mary: Example of Holiness

Days in Honor of Mary Apparitions

Days in Honor of Mary

Titles of Mary





Sacramentals Sacramentals


Self-Study Document


Grade 5


Sacraments Sacraments of Initiation Sacraments of Healing

Sacraments of Initiation Sacraments at the Service of

Communion

Major Beliefs about Mary

Prayers to Mary

Mary and Christian Devotion


Shrines to Our Lady






Sacramentals

Grade 6


The Bible Old Testament: Moses, Exodus,

and the Covenant

Old Testament: Important

Queens, Prophets, Biblical

Women

Old Testament: Choosing a

Special People

Old Testament: Joshua, Judges,

Kings of Israel

Christ Fulfills the Old Testament

Dogmas believed about Mary


Prayers to Mary: Biblical Places

and Mary


Mysteries of the Rosary





Sacramentals

Grade 7


New Testament Jesus the Christ Liturgy and Worship

Jesus Jesus is Lord The Liturgical Life of the Church

Mary in the Gospels

The Virginal Conception

Always a Virgin


Prayers to Mary

Blessedness of Mary

Mother of God


Prayers to Mary





Sacramentals


Self-Study Document


Grade 8


The Church: Concept, Marks,

Development

The Dignity of the Human

Person, Human Freedom,

Human Conscience

The Ten Commandments

Liturgy: Sacraments and

Sacramentals

The Virtues, Sin, Mercy Christian Prayer

The Tradition of Prayer

Expressions of Prayer

Marian Churches and Shrines Law, Grace and Christian

Holiness

Challenges to Prayer

The Lord’s Prayer – “Our Father”

Mary in Art Titles of Mary


Prayer to Mary

Mary and Christian Devotion


Prayer to Mary





Hours per Week:

Grade Level(s)

Course Title

Hours per

Semester/Year

Pre-

Kindergarten

N/A

Kindergarten 75

Grade 1 150

Grade 2 150

Grade 3 Specific course titles/topics of study are 175

Grade 4 listed in the chart above. 175

Grade 5 220

Grade 6 220

Grade 7 220

Grade 8 200



Self-Study Document


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.

Curriculum is mandated by the Archdiocese of Philadelphia.

3. Describe any unnecessary repetitions in the sequences of courses taught in this


improvements and/or corrective actions that need to be taken. Include a description

of actions that have been initiated or are formally planned.

There are no repetitions in the sequences of courses. Loyola Press is used from

Kindergarten through Grade 8.

4. ASSESSMENT RESULTS:

Name of Assessment/

Test Area(s) Assessed

Level of Student

Performance

S NI U

School-based Assessments Areas of the Religion

Curriculum are assessed

using a variety of

assessment tools.

X

End-of-the-Year

Assessments X

Projects X

Service Projects X

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.


Self-Study Document






Need of Improvement



improvement





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


Self-Study Document



1 2 3 4

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

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.

X

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 X


Self-Study Document



1 2 3 4

selection of learning materials and media.

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

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

Stakeholders’ comments to support the ratings:

CI.8 – While most grade level teachers communicate among themselves, there is

little communication across the different grade levels.

CI.9 – Time is needed for staff members to work cooperatively to provide a

meaningful and logical progression of learning activities in the curriculum.

CI.13 – The curriculum is set by the Archdiocese.

CI.20 – The curriculum is provided by the Archdiocese.

Evidence:

• All ratings met or exceeded the standard.


Self-Study Document


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

are appropriate for the students. X

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 in 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


Self-Study Document




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.

X

AI.4. The assessment of student learning and

performance in the curriculum enables students to

monitor their own learning progress and teachers

to adapt their instruction to students’ specific

learning needs.

X

AI.5. Records of students’ learning and performance are

maintained in the curriculum. X


Self-Study Document



1 2 3 4

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/enrolment 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

AI.10. Students in the curriculum are learning and

performing at levels expected, or progress is being

made to raise results accordingly.

X



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


Self-Study Document



Archdiocesan guidelines and supplemental

materials are provided by the Office for

Catechetical Formation (i.e. Saints of the Day).


conclusion:

Sequence



performance scheduled to be

taught before the administration

of the assessment?

X YES NO

Data to support your conclusion: Material is reviewed and retaught. All grades use

the same series and have access to the same

publisher resources and website.


conclusion:

Pacing



performance given sufficient time

in the current pacing of the

curriculum?

X YES NO


Lesson plans and weekly assessments

Format



performance taught in a format

consistent with the format in

which they will be tested?

X YES NO



conclusion:


Self-Study Document


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


Teachers are required to attain Catechetical

certification and annual updates.


conclusion:


Self-Study Document


C.1 Describe any improvements related to this component of the educational

program made within the past five years.

Implemented a Pre-Kindergarten program that follows the Archdiocesan

guidelines for Religion.

Encouragement to attend daily Mass has increased.

C.2 List the significant strengths of the school in this component of the

educational program.

Use of technology including Holy Heroes, Stump the Shepherd, and cross-

curricular activities, including Art and Music.

C.3 List the significant areas for improvement of the school in this component of

the educational program.

Increased faculty modeling of reverence and participation during school prayer

time.

Increased student reverence and participation during school prayer time.

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.

Raise awareness among faculty and staff of the importance of modeling

reverence and participation.


Self-Study Document




ASSESSMENT IN THE

English Language Arts - Writing








Ann McCauley Kindergarten teacher

Marsha Kotanchik Grade 1 teacher

Kristen Fazzini Grade 1 teacher

Meredith DeMuth Grade 2 teacher

Geri Eberhardt Grade 3 teacher

Charlotte Bigley Grade 4 teacher

Sister Hannah Miller Grade 4 teacher

Abigail Scogna Grade 5 teacher

Linda Sharpless Grade 6 teacher

Karen McDonald Grade 6 teacher

Susan Heavens Grade 7 teacher

Michelle Mattioni Grade 7 teacher

Mary Welsh Honors Math teacher

Theresa Ducassoux Music/Band teacher




Self-Study Document





At the end of the 2013-2014 School year, faculty and administration were asked to make


Science and ELA were the areas picked to examine. Members of the Writing Committee


21st Century learners, equipped with the skills necessary to succeed. The results were

shared with faculty at a February 2015 faculty meeting.




Students X

Parents X

Faculty and Staff X

Administrators X







Quality.


Self-Study Document





Grade Level: ELA is taught at all grade levels – Kindergarten through

Grade 8

Course Title: Reading, Writing, Language, Speaking, Listening, Media,

Technology (Please refer to the Archdiocesan Curriculum

guidelines for very specific information regarding the ELA

course of study.)

Key Points in English Language Arts

Reading

The standards establish a “staircase” of increasing complexity in what students

must be able to read so that all students are ready for the demands of college-

and career-level reading no later than the end of high school. The standards also

require the progressive development of reading comprehension so that students

advancing through the grades are able to gain more from whatever they read.

Through reading a diverse array of classic and contemporary literature as well as

challenging informational texts in a range of subjects, students are expected to

build knowledge, gain insights, explore possibilities and broaden their

perspective. While the standards are building blocks for successful classrooms, it

was acknowledged that teachers, school districts and states need to decide on

appropriate curriculum. As a result, reading lists were intentionally not offered.

Instead, numerous sample texts were presented to help teachers prepare for the

school year and to provide expectations for parents and students.

The standards mandate certain critical types of content for all students, including

classic myths and stories from around the world, foundational U.S. documents,

seminal works of American literature and the writings of Shakespeare. The

standards appropriately defer the many remaining decisions about what and

how to teach to states, districts, and schools.

Writing

The ability to write logical arguments based on substantive claims, sound

reasoning and relevant evidence is a cornerstone of the writing standards, with

opinion writing---a basic form of argument---extending down into the earliest

grades.


Self-Study Document


Research---both short, focused projects (such as those commonly required in the

workplace) and longer term in depth research---is emphasized throughout the

standards but most prominently in the writing strand since a written analysis

and presentation of findings is so often critical.

Annotated samples of student writing accompany the standards and help

establish adequate performance levels in writing arguments,

informational/explanatory texts, and narratives in the various grades.

Speaking and Listening

The standards require that students gain, evaluate, and present increasingly

complex information, ideas and evidence through listening and speaking as well

as through media. An important focus of the speaking and listening standards is

academic discussion in one-on-one, small-group and whole-class settings.

Formal presentations are one important way such talk occurs, but so is the more

informal discussion that takes place as students collaborate to answer questions,

build understanding and solve problems.

Language

The standards expect that students will grow their vocabularies through a mix of

conversations, direct instruction and reading. The standards will help students

determine word meanings, appreciate the nuances of words, and steadily expand

their repertoire of words and phrases. The standards help prepare students for

real life experience at college and in 21st century careers. The standards

recognize that students must be able to use formal English in their writing and

speaking, but that they must also be able to make informed, skillful choices

among the many ways to express themselves through language. Vocabulary and

conventions are treated in their own strand not because skills in these areas

should be handled in isolation but because their use extends across reading,

writing, speaking, and listening.

Media and Technology

Just as media and technology are integrated in school and life in the twenty21st

century, skills related to media use (both critical analysis and production of

media) are integrated throughout the standards.


Self-Study Document


Hours per Week: Indicate the number of hours of instructional time devoted to each program/

course per semester/year.

Grade Level(s)

Course Title

Hours per

Semester/Year

Kindergarten 150

Grade 1 855

Grade 2 855

Grade 3 Course titles/topics are listed specifically 710

Grade 4 In the above chart. 710

Grade 5 460

Grade 6 460

Grade 7 460

Grade 8 460




improvements and/or corrective actions that need to be taken. Include a


The Archdiocese of Philadelphia and the PA State Department of Education

administer curriculum guidelines and common core standards that are used in all

curriculum areas and at all grade levels. Teaching and planning is developed from

these guidelines. Therefore, no gaps or omissions in the sequence of the ELA

program exist.





There are no unnecessary repetitions in the sequence of courses.


Self-Study Document



Name of Assessment/


Level of Student

Performance

S NI U

School-based Assessments

Reading, Writing,

Speaking, Listening,

Language

X

End-of-the-Year

Assessments

Reading, Writing,

Speaking, listening,

Language

X

Standardized Assessments Reading, Writing,

Listening, Language X

Projects

Reading, Writing,

speaking, Listening,

Language

X


QUALITY








Need of Improvement



improvement






Self-Study Document





1 2 3 4





X





X




assessment.

X




X




X





X






grade levels.

X



meaningful and logical progression of learning


X


Self-Study Document



1 2 3 4






X




X




X




X




X


technology and other media, are considered in the


X






X



philosophy/mission.

X



curriculum.

X






X


Self-Study Document



1 2 3 4


added.


Stakeholders’ comments focused on a lack of connection between the lower and

upper grades and the need for more technology to be integrated into the

curriculum.

Parents and students are not involved in curriculum development.

Evidence:

Indicator

No. Evidence

CI.8

Time has not been made available during Faculty meetings for

coordination across grade level. There have not been sufficient Faculty

meetings scheduled.

CI.9

Time has not been made available during Faculty meetings for

coordination across grade level. There have not been sufficient Faculty

meetings scheduled.

CI.13

While we follow the curriculum provided by the Archdiocese, we have not

adequately utilized the talents of parents or addressed the interest of

students.


Self-Study Document





1 2 3 4



curriculum.

X








X





classes.

X





curriculum.

X










X


Self-Study Document



Teachers use a variety of teaching methods in order to meet the needs of individual

students

More professional growth activities to support the fulfillment of curriculum

objectives are needed.

Evidence:

Indicator

No. Evidence

N/A A rating of 1 was not received in any of the Indicators of Quality for

Instruction




1 2 3 4



curriculum

X






in the curriculum.

X

b. Assessment results in the curriculum are analyzed



curriculum.

X


Self-Study Document



1 2 3 4

b Assessment results in the curriculum are analyzed




X





learning needs.

X






X



the curriculum.

X



curriculum.

X

AI.9. Placement/enrolment in courses in the curriculum



performance.

X




X


Integrating more technology into the classroom and curriculum would benefit

students and sustain an updated learning environment.

Foreign language classes should be offered throughout Grades K - 8.

After school clubs and time to receive additional support in subject areas would

help students to challenge and improve their academic level.


Self-Study Document


Evidence:

Indicator

No. Evidence


Instruction



Content




current curriculum?

X YES NO


Our teachers follow the CCSS provided by OCE.

Our reading series is aligned to the CCSS, as well

as the curriculum guidelines.


conclusion:

As teachers follow the guidelines and standards

and communicate across grade levels, skills and

knowledge will be well-articulated and

coordinated.

Sequence





of the assessment?

X YES NO

Data to support your conclusion: Professional teaching requires that all skills and

concepts be taught before all assessments are


Self-Study Document


administered.


conclusion:

When teachers thoroughly teach skills and

concepts before assessing students, positive

outcomes will result.

Pacing





curriculum?

YES X NO


There is not enough time given in each unit for

skills to be fully mastered.

Format






X YES NO


Teachers use Common Core aligned materials to

teach and assess their students.


conclusion:

When teachers use the materials provided to

them, and assess using those same materials,

students will be successful.







X YES NO


All teachers have a copy of the CCSS and

curriculum guidelines.


conclusion:

As teachers utilize their awareness of the skills

included in the curriculum, improvement in


Self-Study Document


student performance will result.





scheduled to be taught prior to the

administration of the assessment?

X YES NO


It is common teaching practice, implemented by

faculty, to teach skills before assessing them.


conclusion:

When teachers teach skills before assessing

students, performance will improve.






X YES NO


Teachers follow the guidelines put forth in their

reading series for pacing.


conclusion:

As teachers follow the guidelines for pacing in

their texts, student performance will improve.







X YES NO


Teachers follow the guidelines put forth in their

reading series for objectives and formats for

teaching skills.


conclusion:

When teachers examine their reading texts and

follow the objectives and format provided,

student improvement will result.


Self-Study Document


Teacher Resources








X YES NO


Teachers are provided with the necessary

materials needed to provide instruction and

assessment.


conclusion:

As teachers use the provided materials,

instruction and assessment will take place.

Teacher Skills





performance?

X YES NO


All teachers have the necessary knowledge and

skills.


conclusion:

When teachers use their knowledge and skills,

improvement in student performance will result.



All grade levels are currently using the Writing Process when teaching and

applying writing in all subject areas.

Grammar workbooks and Reading series have been updated to better support

the writing process.

The implementation of SMART boards and technology in the classrooms has

enhanced the teaching of writing in the classroom.

Implementation of the Common Core State Standards has increased the focus of

writing in the classroom.


Self-Study Document




Since implementing the CCSS, each genre of writing is taught across grade levels,

such as Persuasive, Narrative, etc.

Student writing pieces are displayed throughout the school.

Writing occurs across the curricular areas.

Collaborative efforts are made among the faculty to share ideas and streamline

the writing process.



More support is needed for struggling readers and writers.

Consistent expectations need to be expressed through rubrics.




Improvement.

The steps for the writing process will be displayed in classrooms.

Meetings among grade level teachers to establish consistent terminology for the

writing process will occur, and these terms will be distributed to the faculty.

A file will be created on the Server in the Teacher Share Folder for teachers to

post rubrics for sharing.


Self-Study Document




ASSESSMENT IN THE

Science








Mrs. Susan Brunner Teacher – Grade 7

Mrs. Bernadette Louden Teacher – Grade 8

Sr. Catherine Masino Principal

Mrs. Jane Brennan Teacher – Grade 3

Mrs. Kelly Myers Teacher – Grade 4

Mrs. Jackie Dale Teacher – Kindergarten

Mrs. Kathy Mullen Teacher – Grade 5

Ms. Heather Leen Teacher – Grade 1

Ms. Lisa Marciano Teacher – Grade 2

Mrs. Julie Leimkuhler Teacher – Physical Education




Self-Study Document





At the end of the 2013-2014 school year, faculty and administration were asked to make


Science and ELA were the areas picked to examine. Members of the Science Committee


21st Century learners equipped with the skills necessary to succeed. The results were

shared with faculty at a February 2015 faculty meeting.




Students X

Parents X

Faculty and Staff X

Administrators X







Quality.


Self-Study Document





Grade Level: Science is taught at all grade levels – Kindergarten through

Grade 8.

Course Title: Saint Joseph School uses LabLearner as their Science

curriculum.

LabLearner Science Curriculum

LabLearner™ is a 100% research-based, hands-on system of PreK-8 science education

that includes a fully equipped in-school laboratory, complete curriculum including all

assessments, on-line parent and teacher resources, and teacher professional

development. Developed by Cognitive Learning Systems (CLS) in conjunction with

practicing scientists and educators, LabLearner incorporates the latest in brain research

and classroom practice into a program that teaches students science in a way they can

truly understand and enjoy. Students in the LabLearner Program engage in hands-on

experiments performed in a laboratory setting as well as in lessons integrated into their

classroom. Experiments and classroom lessons use metacognitive tools that prompt

students to use numerous learning and thinking strategies.

The LabLearner curriculum was written around basic scientific concepts. These

concepts were identified after careful research and focus group work with classroom

teachers, practicing curriculum developers, and practicing scientists in all the basic

scientific disciplines. The scientific concepts are strategically readdressed throughout

the K-8 experience.


Self-Study Document


Hours per Semester/Year: Indicate the number of hours of instructional time devoted to each

program/ course per semester/year.

Grade Level(s)

Course Title

Hours per

Week

Kindergarten 60

1 45

2 45

3 Course titles, topics are listed specifically 150

4 in the above chart 150

5 220

6 220

7 220

8 220



Self-Study Document






We are in the process of transitioning from the traditional Archdiocesan science

program to the LabLearner program. As a result, there will be gaps in the science

curriculum and skills. The teachers will address the gaps in skills and content as

they arise.





With the full implementation of Lab Learner, there will be no unnecessary

repetitions in sequences of the courses taught in our educational program.


Name of Assessment/


Level of Student

Performance

S NI U

Teacher designed

assessments

All areas of the Science

Curriculum X

Program generated

assessments

All areas of the Science

Curriculum X

Science lab investigation Scientific, Problem Based

Inquiry X

Standardized tests All areas of the Science

Curriculum X

Science Fair Exhibits All areas of the Science

Curriculum X


Self-Study Document


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



formally planned.

Implementation of LabLearner Program 2014- 2015 school year

Consistent instruction across all levels

Weekly use of Science Lab


QUALITY








Need of Improvement



improvement






Self-Study Document





1 2 3 4





X





X




assessment.

X




X




X





X






grade levels.

X



meaningful, and logical progression of learning


X


Self-Study Document



1 2 3 4






X




X




X




X




X


technology and other media, are considered in the


X






X



philosophy/mission.

X



curriculum.

X






X


Self-Study Document



1 2 3 4


added.


Stakeholder’s comments revolved around communication and organization of the

curriculum at all grade levels. With the implementation of LabLearner these are

currently being addressed.

Evidence:




1 2 3 4



curriculum.

X

Indicator

No. Evidence

C.I. 8

Time has not been made available during Faculty meetings for coordination

across grade level. There have not been sufficient Faculty meetings

scheduled.

C.I. 9

Time has not been made available during Faculty meetings for coordination

across grade level. There have not been sufficient Faculty meetings

scheduled.

C.I. 13

While we follow the curriculum provided by the Archdiocese, we have not

adequately utilized the talents of parents or addressed the interest of

students.


Self-Study Document



1 2 3 4








X





classes.

X





curriculum.

X










X


Parents need to be better informed about the curriculum.

Encourage parents to visit the school, teacher and textbook websites.

More professional development is needed.


Self-Study Document


Evidence:

Indicator

No. Evidence


Instruction




1 2 3 4



curriculum

X






in the curriculum.

X

c. Assessment results in the curriculum are analyzed



curriculum.

X

b. Assessment results in the curriculum are analyzed




X





learning needs.

X


Self-Study Document



1 2 3 4






X



the curriculum.

X



curriculum.

X

AI.9. Placement/enrollment in courses in the curriculum



performance.

X




X


Standardized test results need to be distributed in a timely manner.

Results need to be reviewed by faculty members upon receipt.

Time should be dedicated at the final and opening faculty meetings to analyze and

review data.

Evidence:

Indicator

No. Evidence


Assessment.


Self-Study Document




Content




current curriculum?

X YES NO


The LabLearner program was implemented in the

fall of 2014 to provide skills necessary for

improvement.


conclusion:

As the LabLearner program is implemented

student performance will improve.

Sequence





of the assessment?

X YES NO

Data to support your conclusion: Pre-test, Power Point presentation, and laboratory

investigations are performed before assessment.


conclusion:

Student performance will improve will improve

with the implementation of Pre-test, Power point

presentation, and laboratory investigations

performed before assessment.

Pacing





curriculum?

X YES NO


Self-Study Document



Implementation of LabLearner program allows for

sufficient time for improvement of student

performance.

Format






X YES NO


Performance Assessments are drawn from skills

and data developed in the Lab investigations.


conclusion:

Continued use of the lab will help students

develop skills needed to be successful on

Performance Assessments.







X YES NO


LabLearner program provides an in depth

explanation of each cell. Added resources which

include teacher videos, student videos, and

supplemental resources can also be found online at

the LabLearner website.


conclusion:

Continued use of LabLearner resources will help

students develop skills needed to be successful in

Science.





scheduled to be taught prior to

X YES NO


Self-Study Document


the administration of the

assessment?


LabLearner program provides an in depth

explanation of skills required to be successful in

each cell. Added resources which include teacher

videos, student videos, Procedural Toolbox, and

Cognitive Toolbox can also be found online at the

LabLearner website.


conclusion:

Continued use of LabLearner resources will help

teachers develop skills to successfully teach

Science.






X YES NO


Teachers work as grade level teams to prepare for

each lesson in each Cell. Each teacher spends 3-4

lessons a week so that all skills are thoroughly

covered.


conclusion:

Continued grade level team preparation and strict

adherence to LabLearner program will provide

opportunities for teachers to spend time on

Science.







X YES NO


LabLearner provides a spiraling curriculum that

includes Grades K-8.


conclusion:

As students’ progress through the LabLearner

Program they are provided with opportunities for

Performance Assessment as well as traditional

assessments.


Self-Study Document


Teacher Resources








X YES NO


The LabLearner program builds on previously

taught skills. The skills are reviewed in the post

lab and revisited the following week in pre-lab.


conclusion:

As students’ progress through the program,

resources both supplementary and remedial are

made available through the spiraling curriculum.

Teacher Skills





performance?

X YES NO


LabLearner was a new curriculum introduced in

the fall of 2014. Professional development will

provide teachers with the future necessary skills.


conclusion:

Teachers will need to access the background

knowledge as they teach new content through the

program.



A new science lab was installed September 2010.

LabLearner curriculum was purchased in September 2014 and incorporated in

Grades Pre-K - 8.

Classes have a scheduled, dedicated lab time once a week.

In 2013, Grade 5 received new text books.

In 2010, Grades 6 and 7 received additional text books.


Self-Study Document




Teachers provide individual, small group and large group instruction each day.

LabLearner lessons provide hands-on experiences. Learning that can be

transferred to other areas of the curriculum for all students.

Students interact with one another in groups using lab materials; students follow

written lab procedures as well as record and interpret results from investigations

through writing, graphs and lab reports.

Students are able to transfer data into computer class to create electronically

generated graphs and data charts.

Program facilitates a smooth transition in science skills across all grade levels,

from Pre-K through Grade 8.

The program provides a strong math connection through the use of graphs,

calculations and formulas.

Students in Grades 4 - 8 are able to compete in a school science fair and continue

on to Chester County and Delaware Valley Science Fair.

Teachers have demonstrated a strong commitment to implementing the program

and collaborating with each other.

Parent volunteers have generously donated their time and talent to assist

teachers and students in the lab.



LabLearner identifies objectives and defines the scope and sequence of the

program; however, many teachers are finding it challenging to communicate the

content without prior in-service in curriculum areas.

The curriculum does not entirely align with the required current standardized

tests.

Relative background information, in a student format, is needed in the program.

More authentic teacher-generated assessments within the program are needed.


Self-Study Document





Improvement.

Considerations for common planning time to facilitate the alignment of the

science program through Grades K to 8.

In-service and educational opportunities need to be made available for teachers

to further understand the complexities of the curriculum.

Use of text to compliment topics in LabLearner curriculum.

Including standard requirements for answers in LabLearner Student Data Record

across grade levels.


Self-Study Document



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?

T


Self-Study Document


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 areas of our organization's capacity that must be improved in order to

improve our students' performance to the levels we desire and expect

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 expresses 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 the year 2022, students of Saint Joseph School will demonstrate an increase in their

faith practices while modeling true discipleship in the community.

A.2 Student Performance Objective #2:

By the year 2022, students will demonstrate an increased understanding of the writing

process across the curriculum, including the progression of appropriate writing skills

from Grades K - 8.


Self-Study Document


A.3 Student Performance Objective #3:

By the year 2022, all students will meet or exceed their anticipated scores as measured

by the Terra Nova Standardized Test at the local level.

A.4 Organizational Capacity Objective #1:

By the year 2022, all teachers will participate in professional development as provided

by the school in Religion, Writing and Science. Additionally, faculty will participate in

at least 15 hours of continuing education per year in other related areas.


Self-Study Document


MIDDLE STATES COMMISSIONS ON

ELEMENTARY AND SECONDARY SCHOOLS

TECHNICAL REVIEW OF OBJECTIVES

Date of Review January 13, 2015

School Name St. Joseph School, Downingtown, PA

Review Number #1

Staff Reviewer Dr. Angela Rufo

Projected Visit Dates April 26 – 29, 2015

Protocol Excellence By Design

Next Steps:

X

Objectives are approved as submitted. This approval denotes that the

objective(s) meet the technical criteria. The Visiting Team will conduct the

Second Level of Review (see the Guide for Self-Study and Accreditation for

the criteria) during the Team’s visit.

Minor modifications recommended. Do not resubmit.

Baseline data needed. Please resubmit when data are available.

Modifications required. Please make changes and resubmit as soon as

possible.

Call me at (610) 696-0939 or email at [email protected] to discuss.

mailto:[email protected]


Self-Study Document


General Comments about All Objectives

Yes No

1 Has the school identified three, four, or five objectives for

accreditation purposes? X

Comments:

Yes No

2

Do at least two of the objectives focus on growing and improving

areas of student performance as expressed in the school’s

Mission?

X

Comments:

Technical Review of Student Performance Objectives

Student Performance Objective #1: As submitted by the school: Student Performance Objective #1: Religion

By the year 2022, Saint Joseph School students will demonstrate an increase in their

faith practices while modeling true discipleship in the community as measured by:

1. Student reverence and participation during all school prayer times will increase

by 10%

Baseline Year 2014

Kindergarten 70%

Grade 1 70%

Grade 2 70%

Grade 3 80%

Grade 4 80%

Grade 5 70%

Grade 6 70%

Grade 7 60%

Grade 8 80%


Self-Study Document


2. The percentage of classes attending weekday Mass twice per month will increase

by 50%

Baseline Year 2014

Kindergarten 0%

Grade 1 0%

Grade 2 33%

Grade 3 66%

Grade 4 33%

Grade 5 66%

Grade 6 66%

Grade 7 33%

Grade 8 33%

3. The percentage of classes completing two service projects per trimester will

increase by 100%

Baseline Year 2014

All grades currently participate in one service project per trimester.

4. Classes spending at least 15 minutes per month in the presence of the Blessed

Sacrament will increase by 100%.

Baseline Year 2014

This will begin with the 2015- 2016 School year.

Student Performance Objective #1: Technical Review Criteria

Yes No

1

Is the objective stated as a desired end result in student

performance? (What do we expect our students to know? What do

we expect them to do with what they know? And/or What

qualities or characteristics do we want them to demonstrate?)

X

Comments:


Self-Study Document


Yes No

2 Does the objective address expectations for as many of the

school’s students as possible? X

Comments:

Yes No

3 Does the objective relate to culminating expectations for students

at or near the end of their experiences in the school? X

Comments:

Yes No

4

Is the objective related to improvement in an area of academics?

(Note: If none of the student performance objectives relate to

academics, the school needs to be prepared to explain why

academics are not a priority for growth over the next seven years.

X

Comments:

Yes No

5 Is the realization of the objective stated as seven years from the

year of the team’s visit? X

Comments:

Yes No

6

Has the school identified how it will measure progress toward the objective over

the next seven years, i.e.:

1) Have measures been identified to determine achievement

of the objective? X

2) Are baseline data included for each assessment? (MSA

requires that at least one measure has baseline data in place

by the time the team arrives.)

X

3) Is the baseline year in which the data for each assessment

were collected included? X

4) Are challenging and appropriate seven-year performance

targets set for each assessment used to measure achievement

of the objective?

X

Comments:


Self-Study Document


Yes No

7 Has the school identified multiple forms of assessment to measure

accomplishment of this objective when appropriate and available? X

Comments:

Yes No

8 Is the objective measured by both external and internal

assessments when appropriate and available? X

Comments:

Suggestions for Revising Student Performance Objective #1:

Student Performance Objective #2: As submitted by the school: Student Performance Objective #2: Writing

By the year 2022, Saint Joseph School students will demonstrate an increased

understanding of the writing process across the curriculum, including the progression

of appropriate writing skills from Grades 1-8, as measured by:

1. Students' organization of ideas within a given piece of writing will increase by

5%

Baseline Year: 2014

Grade 1 60%

Grade 2 87%

Grade 3 76%

Grade 4 78%

Grade 5 69%

Grade 6 94%

Grade 7 93%

Grade 8 90%


Self-Study Document


2. Students will improve their use of beginning and ending sentences within a

paragraph by 5%

Baseline Year: 2014

Grade 1 47%

Grade 2 52%

Grade 3 50%

Grade 4 84%

Grade 5 47%

Grade 6 96%

Grade 7 94%

Grade 8 87%

3. Students will improve sentence fluency within a given piece of writing by 5%

Baseline Year: 2014

Grade 1 40%

Grade 2 80%

Grade 3 50%

Grade 4 61%

Grade 5 65%

Grade 6 96%

Grade 7 93%

Grade 8 95%

4. Students will improve their use of proper conventions within a given

piece of writing by 10%

Baseline Year: 2014

Grade 1 42%

Grade 2 77%

Grade 3 48%

Grade 4 52%

Grade 5 63%

Grade 6 90%

Grade 7 74%

Grade 8 78%


Self-Study Document



Yes No

1





X

Comments:

Yes No



Comments:

Yes No



Comments:

Yes No

4





X

Comments:

Yes No



Comments:

Yes No

6


the next five years, i.e.:


of the objective? X

2) Are baseline data included for each assessment? (MSA X


Self-Study Document


Yes No






targets set for each assessment used to measure

achievement of the objective?

X

Comments:

Yes No



Comments:

Yes No



Comments:



Self-Study Document


Student Performance Objective #3: As submitted by the school: Student Performance Objective #3: Science

By the year 2022, Saint Joseph School students from Grades 1 - 8 will demonstrate

proficiency in science as measured by:

1. The percentage of students proficient or advanced in science lab performance

will increase by 10%

Baseline Year: 2014

Grade 1 47%

Grade 2 54%

Grade 3 67%

Grade 4 85%

Grade 5 77%

Grade 6 51%

Grade 7 45%

Grade 8 71%

2. The mean National Percentile per grade in Terra Nova Science tests will increase

by 5%

Baseline Year: 2014

Grade 1 69%

Grade 2 66%

Grade 3 62%

Grade 4 77%

Grade 5 65%

Grade 6 69%

Grade 7 74%

Grade 8 NA


Self-Study Document


3. The percentage of students expressing positive attitudes towards science, as

indicated by a science interest survey, will increase by 10%

Baseline Year: 2014

Grade 1 81%

Grade 2 56%

Grade 3 61%

Grade 4 52%

Grade 5 46%

Grade 6 62%

Grade 7 61%

Grade 8 45%


Yes No

1





X

Comments:

Yes No



Comments:

Yes No



Comments:

Yes No

4





X

Comments:


Self-Study Document


Yes No



Comments:

Yes No

6


the next five years, i.e.:


of the objective? X

2) Are baseline data included for each assessment? (MSA



X






X

Comments:

Yes No



Comments:

Yes No



Comments:



Self-Study Document


Technical Review for Organizational Capacity Objectives

Organizational Capacity Objective #1: As submitted by the school:

By the year 2022, teachers will demonstrate increased participation in professional

development as measured by:

Increasing the percentage of time spent in faculty meetings sharing information,

insights, and resources to 20%.

Baseline Year 2014

This will begin with the 2015-2016 school year.

Increasing the number of professional development hours to 6 per year, in

addition to those acquired at general faculty meetings.

Baseline Year 2014

This will begin with the 2015-2016 school year.

Organizational Capacity Objective #1: Technical Review Criteria

Yes No

1

Is the objective stated as a desired end result in organizational

capacity? (What does the school system have to do better or

differently in its programs, services, activities, and/or operations

to produce the levels of student performance desired?)

X

Comments:

Yes No

2

Does the objective address one or more areas addressed by the

Middle States Standards for Accreditation in need of growth

and/or improvement in order for the school system to be able to

achieve the desired levels of student performance?

X

Comments:


Self-Study Document


Yes No



Comments:

Yes No

4


the next seven years, i.e.:


of the objective? X

2) Are baseline data included for each measure? (MSA



X

3) Is a baseline year in which the data sets for each assessment





X

Comments:

Yes No



Comments:

Yes No



Comments:

Suggestions for Revising Organizational Capacity Objective #1:


Self-Study Document


B. ACTION PLANS Action plans describe the methods the school will use to accomplish its mission/philosophy and its performance/capacity

objectives. Action plans provide detailed descriptions of the specific actions required to achieve desired results outlined in

the student performance improvement and organizational capacity objectives. This is the “doing” part of the plan. Action

plans can and should include multiple activities that will engage the school in improvement activities for the next seven

years. Action plans should be specific and tell in detail how the school will accomplish its objectives. Action plans should

relate directly to the objectives, but they also should be related to the mission/philosophy.

Action Plans

ACTION PLAN Objective: By the year 2022, Saint Joseph School will demonstrate an increase in the faith practices of its students

while modeling true discipleship in the community.

Strategy #1: Faculty will further their understanding of fundamental Catholic traditions in order to foster an

increase in reverence and meaningful participation during all school prayer times.

Action Step

Person(s)/Group(s)

Responsible

Timeline

for

Completion

Resources

Needed

Indicators of

Success

Status

1. Faculty retreats

will provide

opportunities for

continual

education.

Religion Coordinators

and committee

School Year

2015-2016

Local retreat

facilities

Attendance


Self-Study Document


Professional Development Needs for Strategy #1:

1. Provide off-campus retreats.

2. Various workshops addressing Catholic faith, traditions and prayer.

2. All teachers will

model reverence

and

participation.

Faculty School Year

2015

N/A Quiet during

prayer times

In progress

3. Teachers will

pray a variety of

traditional

Catholic prayers

with students.

Faculty School Year

2015

IHM Prayer

Cards

Increased

participation

4. Establish a

faculty Religion

committee

Faculty Spring, 2015 Faculty Committee is

formed


Self-Study Document


Strategy #2: Students will attend weekday Mass twice per month.

Action Step

Person(s)/Group(s)

Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status

1. Attend Mass

twice monthly.

Teachers of Grades K - 4*

Teachers of Grades 5 - 8*

*Includes First Friday

Mass

Fall 2015 Church All classes are

attending Mass

during

scheduled times.

2. Discuss with the

Pastor the

availability of the

main church for

9:00 am Mass

Administrators, Religion

Coordinators and Pastor

Spring 2015 Church All classes are

attending 9:00

Mass in the

main church

3. Generate a sign

up calendar.

Religion Coordinators Fall 2015 Calendar Calendar

reflects

attendance


1. N/A


Self-Study Document


Strategy #3: Students will increase service to the parish community by completing two service projects per trimester.

Action Step

Person(s)/Group(s)

Responsible

Timeline for

Completion

Resources

Needed

Indicators of Success

Status

1. Develop a

calendar of

monthly

activities

Grade level teams Fall 2017 Faculty Calendar is developed

2. Contact

priests,

PREP, and

local

community

sources

Grade level teams Fall 2017 Faculty Acknowledgment from

organization


1. Teachers will research various organizations that are in need.


Self-Study Document


Strategy #4: Each homeroom will spend at least 15 minutes, monthly, in the presence of the Blessed Sacrament.

Action Step

Person(s)/Group(s)

Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status

1. Establish a faculty

Religion

committee

Faculty Spring, 2015 Faculty Committee is

formed

2. Create calendar to

document

attendance

Religion Committee Fall 2016 Blank

calendar for

each month

Calendar

completed by

each

homeroom


1. Provide off-campus retreats.

2. Various workshops addressing Catholic faith, traditions and prayer.


Self-Study Document


ACTION PLAN

Objective: By the year 2022, students will demonstrate an increased understanding of the writing process across the

curriculum, including the progression of appropriate writing skills from Grades 1 - 8.

Strategy #1: Grade level partners will create a plan to identify how each genre of writing is taught, what projects are

completed, and how they are integrated into each content area.

Action Step

Person(s)/Group(s)

Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status

1. Meet with grade

partners to

identify types of

genres taught

and projects

completed

within those

genres.

All teachers 1-8 Beginning 2015-

2016 school year

and ongoing

Common

Core

Standards by

grade level

Meetings are

conducted.

Minutes of the

meetings are

maintained and

reported to the rest

of the faculty

2. Share, discuss

and record

strategies used to

teach each genre

and how these

All teachers 1-8 Ongoing

through

meetings and

Teacher Share

Folder on server

Reading

series,

English

series,

various web

Strategies will be

recorded and

distributed among

grade levels.


Self-Study Document


are integrated

into other areas

of the curriculum

sites &

teacher files

3. Meet with fellow

faculty in Grades

K-3, 4 - 5, and 6 -

8 to compare and

coordinate

strategies from

initial grade level

meeting

Teachers from Primary,

Intermediate and Middle

School ELA will meet in

specified levels

Each group will

meet once a

trimester for the

first year, and as

needed going

forward

Grade level

materials

Meetings are

conducted to

coordinate

strategies

discussed at initial

grade level

meetings.

Minutes are

recorded and

distributed among

faculty.

4. Meet with

Grades K-8 to

devise a plan for

streamlining and

integrating the

writing process

across the grades

to maintain

consistency

throughout the

curriculum.

Representatives from

each grade will meet at

the start of the school

year to share progress

from the previous year

Beginning the

school year 2016-

2017 (Year 2 of

implementation)

Materials

from level

meetings for

each grade

All invitees accept

the invitation.

Committee is

formed.


Self-Study Document



1. Time is needed for teachers to meet in their respective groups to develop a list of genres taught and the strategies

used.


Self-Study Document


ACTION PLAN

Objective: Objective: By the year 2022, students in Grades 1 - 7 will demonstrate proficiency in science as measured

by:

a. the percentage of students proficient or advanced in science lab performance will increase by 10%;

b. the National Percentile per grade in Terra Nova Science test will increase by 5% ;

c. the percentage of students expressing positive attitudes towards science, as indicated by a science interest survey

will increase by 10%.

Strategy #1: Increase the percent of students who are proficient or advanced in science lab performance

Action Step

Person(s)/Group(s)

Responsible

Timeline for

Completion

Resources Needed

Indicators of

Success

Status

1. Create a rubric to

measure

performance in

science lab

Science Committee 12/1/2014-

1/31/2015

Science teachers

from Grades K - 8

Full data

collected by

1/31/2015

Complete

2. Compile data from

rubrics to form

baseline

Heather Leen

Kathy Mullen

12/1/2014-

1/31/2015

Teachers

Time

Full data

collected by

1/31/2015

Complete

3. Review rubric

periodically and

update

Science Teachers Ongoing Time

Sample rubrics

Science curriculum

Ongoing


Self-Study Document


4. Create a resource

file of teacher

created rubrics and

assessments

Faculty Ongoing Science teachers for

Grades K - 8

Ongoing

5. Monitor teacher

created and

administered

assessments

Administration

Science Coordinators

Ongoing Administration

Faculty

Ongoing


1. Additional LabLearner in-service for further understanding of curriculum

2. In-service focusing on various assessments including rubrics

3. Clearly define the role and responsibility of the Science Coordinator in conjunction with the professional

development objective


Self-Study Document


Strategy #2: Analyze and review the Terra Nova Science scores for the next 7 years.

Action Step

Person(s)/Group(s)

Responsible

Timeline for

Completion

Resources Needed

Indicators of

Success

Status

1. Establish a Terra

Nova science

baseline score for

grade level 1 and 7.

Science Committee September

2014 to

January 2015

Terra Nova Results

Completion of

baseline scores

Complete

2. Analyze scores in

sub categories to

determine patterns

of weakness

Faculty Ongoing Terra Nova Results

Time

Completion of

score analysis

3. Track Terra Nova

science performance

for all students in

Grades 1 - 7

Science Coordinators

Faculty

End of each

year

Terra Nova Results Tracking

Complete

4. Implement a

comprehensive

science curriculum

across all grades

Science Committee

Faculty

Administration

2022 LabLearner

program and

materials

Completion of

comprehensive

science

curriculum

5. Implement a cross

curricular approach

to assessment

(Science/writing)

Faculty

Teachers of

Science/ELA

Ongoing Interdepartmental

planning time

Improved

responses for

LabLearner

Data Record.


Self-Study Document


6. In-service on

various forms of

assessments for

content area

subjects

Administration

IU resources (Eileen

Weaver)

Staff members

Ongoing In-service meeting

times

Presenters/resources

for in-service

Varied

assessment

tools used in

content area

subjects

(science)

7. Investigate the Lab

Learner program for

formal and informal

assessments/assess

ment opportunities

Science Teachers (all

grades and levels)

Ongoing Allocated grade

specific and cross

grade meeting times

(monthly)

Improved

proficiency in

areas noted as

weaknesses on

Terra Nova

8. Establish a

committee to

supervise

implementation,

organization and

progress of new

strategies

Administration

establishes a rotating

member committee of

science teachers to

review submitted

science assessments

2015-2016

school year

Bi-monthly meeting

of committee during

school hours(subs

provided)

More authentic

assessments;

A database of

assessment

tools available

to all teachers

in Teacher

Share Folder


1. Selection of member committee

2. Time available for analyzing scores

3. Time available for meeting with other teachers

4. Faculty meeting time dedicated to lab learner upkeep and maintenance

5. Time available for science teachers to review submitted science assessments

6. Presenters and resources for in-services


Self-Study Document


Strategy #3: Evaluate student interest in science at various grade levels through the use of surveys.

Action Step

Person(s)/Group(s)

Responsible

Timeline for

Completion

Resources

Needed

Indicators

of Success

Status

1. Establish a committee

to create/evaluate

interest inventories

Jackie Dale

Julie Leimkuhler

Lisa Marciano

12/1/2014-

1/31/2015

Analyze the data

and numerical

percentages

indicating

findings

-compare data

collected (boys

vs. girls)

Full data

collected by

1/31/2015

Complete

2. Create grade specific

interest inventories for

students(reflective/writ

ten, self-assessment)

Jackie Dale

Julie Leimkuhler

Lisa Marciano

12/1/2014-

1/31/2015

Computer lab

Survey monkey

type system

teachers(5)

administration

System to

analyze data

received

Full data

collected by

1/31/2015

Complete

3. Administer initial

interest survey and

compile baseline data

Jackie Dale

Julie Leimkuhler

Lisa Marciano

Pat Galvin

12/1/2014-

1/31/2015

Science teachers

for each class

grade 1 - 8

Full data

collected by

1/31/2015

Complete


Self-Study Document


4. Provide opportunities

to demonstrate the

importance of science

and science curriculum

Administrators Faculty Ongoing -Science fairs

-Participation in

Lab Learner

-Science

assemblies

-Outside

resources such

as speakers and

Science

Explorers

-STEM career

day

Ongoing

5. Continue yearly

student interest

inventories

Faculty Ongoing Science teachers

for each class

Grades 1 - 8

Ongoing


1. Science in-service focused on increasing awareness of Science among students

2. Additional LabLearner in-service prior to school opening and mid-year

3. In-service focusing on the development of learning in specific grades


Self-Study Document


ACTION PLAN

Objective: By the year 2022, teachers will demonstrate increased participation in Professional Development as

measured by

Strategy #1: Increasing the percentage of time spent in Faculty meetings sharing information, insights, and

resources to 20%.

Action Step

Person(s)/Group(s)

Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status

1. Curriculum

coordinators will

be identified

All Faculty members Spring 2015 Policies and

Procedures of

Archdiocese

Coordinators

named

2. Review

responsibilities of

Curriculum Area

Coordinators

All Faculty members Spring 2015 Policies and

Procedures of

Archdiocese

Form

requirement

signature is

returned

3. Curriculum

coordinators will

disseminate

workshop

information

Curriculum Coordinators Spring - Fall

2015

OCE Teacher

Portal,

Office of

Catechetical

Formation,

CCIU, etc.

Workshops

attendance


Self-Study Document


4. Faculty will

attend outside

workshops

All Faculty members Fall 2015 Professional

Development

Funds &

reimbursements

Certificate of

completion.

5. Schedule teacher

share at Faculty

meetings

Administration Faculty

members

School Year

2015-2016

Time allotted

on agenda

All teachers

share

6. Coordinators and

Administration

meet regularly

Administration

Coordinators

School Year

2015-2016

Funds for

substitutes

Time allotted

for meetings

All meetings

take place.

Professional

Development

Hours

verified


Self-Study Document


Strategy #2: Increasing the number of Professional Development hours to 6 per year in addition to those acquired at

general Faculty meetings

Action Step

Person(s)/Group(s)

Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status

1. Establish a

committee to

delineate Faculty

responsibilities

and obligations.

Members appointed by

Principal

Spring 2015 Policies and

procedures of

Archdiocese

Committee

established

and

responsibilities

delegated

2. Inform Faculty of

professional

development

obligations

Principal May 2015

Faculty Meeting

Faculty

meeting

Contract

signature

3. Create an online

tracking system

to record hours

on MSP

Committee members Summer 2015 MSP System is

created

4. Create a template

for reporting

hours back to

Faculty members.

Committee members Summer 2015 Electronic

communication

Computer

skills

Template

created


Self-Study Document


5. Establish

periodic

reminders of the

status of

Professional

Development

Vice- Principal Fall 2015 Electronic

communication

Academic

Calendar

Reminders

sent

6. Professional

Development

hours will be

included in end

of year formal

evaluation

Administration May – June 2016 Evaluations Evaluation

signed