Honoring the Past, Defining the Future

Transcription

1 Honoring the Past, Defining the Future Implementing Building in Truth and Love Diocese of Erie Elementary and Secondary Schools Where there is no vision, the people perish Proverbs 29:18 June 2017 JG/ 6-17

2 Introduction to Catholic Schools Office Strategic Planning Process After much discussion and reflection, the Catholic Schools Office has determined that the timing is appropriate to evaluate our present operation in accordance with the roadmap set forth by The Most Reverend Lawrence T. Persico in Building in Truth and Love: Final Plan for Catholic Schools in the Diocese of Erie. The seventh strategy in this plan states that Every school will have a comprehensive, multi-year, strategic plan. Every school will be guided by its plan using it to inform decision-making. (Building in Truth and Love, p.10) In accordance with this directive, the Catholic Schools Office is providing the diocesan template for the planning process organized around national standards and benchmarks, while ensuring that this template will also align with Middle States accreditation. The process to develop and update a plan is delineated and will engage local school boards or advisory councils, parents, principals, pastors, faculty, sponsoring parishes, and current/potential donors. We realize that although we have the challenge of meeting the needs of several organizational configurations among our schools: system-based schools, parish-based collaborative schools, a diocesan sponsored school, and the potential of an incorporated school to serve inner city youth, we have an unprecedented and exciting opportunity to come together under newly established leadership to realize the mission and vision that make the Catholic school experience unique. Identifying our most pressing needs and clarifying our goals, strategies, and action steps through this planning process are the first steps towards systemic improvement of all schools in the Erie Diocese. Simply put, strategic planning determines where an organization is going over the next year or more and how it is going to get there. This document asks each of our diocesan schools to develop a school level planning team comprised of a variety of stakeholders. They will collaboratively work to clarify the mission and vision of their school, conduct a data-based needs assessment, identify and prioritize accomplishments and challenges, and craft a plan to address one or two goals that emerge from this systematic analysis. Throughout the strategic planning process, school teams should engage in open and transparent conversations about the strengths that their schools are presently exhibiting and the challenges that they are facing moving forward related to the pillars of Mission and Catholic Identity, Governance and Leadership, Academic Excellence, and Operational Vitality. The data- 2

3 based analysis that results from this process will allow the Catholic Schools Office to more thoroughly understand and support the ongoing efforts of each school to move continuously towards achievement of the goals delineated by key indicators. The guiding questions provided in this document are based on the key indicators of a healthy school for the diocese of Erie. As specified in Building in Truth and Love, though all indicators may not be exhibited presently, schools have the potential to realize these indicators and can demonstrate measurable progress towards them. The indicators provide a foundation for strategic planning at the local level. The ultimate goal of the strategic planning process is to provide a meaningful forum for discussion of each school s present status in relationship to the pillars comprising Building in Truth and Love and promote clear goal setting and implementation of a plan for continuous improvement of identified areas of need. Progress towards attainment of school goals will be both supported and monitored by the Catholic Schools Office. 3

4 School Profile Let them thank the LORD for his mercy, such wondrous deeds for the children of Adam. Psalm 107:31 School Name Street Address City/Town Zip Code Phone Number Principal Principal s 4

5 School Level Planning Process The school level planning process should be led by the school principal to ensure active engagement by all invited participants, coordination with the Catholic Schools Office, and accountability for the implementation of the plan. The school level planning team should consist of a minimum of four members and must include teachers and parents. Building in Truth and Love suggests engaging local school boards or advisory councils, parents, principals, and pastors, faculty, sponsoring parishes, and current and prospective donors. Members chosen for the school level planning team should represent varied perspectives on Catholic education. In some cases, a member of the clergy (e.g., pastor, parochial vicar) may be directly involved in the planning process. In all cases, the Pastor /President should be informed of the planning process and review the final plan. Where timely, members of the Middle States planning team may be included as part of the school level planning team. Different types of members may be needed at various times in the planning process. For example, strong board/advisory council involvement may be needed in determining the organization s strategic direction, and then more staff involvement in determining the organization s strategic analysis to determine current issues and goals, and then primarily the staff to determine the strategies needed to address issues and meet goals. In general, when there is doubt about whether a certain individual should be involved in planning, it is best to involve him or her. It is worse to exclude someone useful than it is to have one or two extra people in planning. This is particularly true with organizations with board/advisory council members who do not have extensive expertise about the organization and its services. 5

6 School Level Planning Team There are different kinds of spiritual gifts but the same Spirit; there are different forms of service but the same Lord; there are different workings but the same God who produces all of them in everyone. To each individual, the manifestation of the Spirit is given for some benefit. 1 Corinthians 12: 4-7 Name of Team Member Role of Team Member Meeting Date 6

7 Reflection on Mission Statement Entrust your works to the LORD, and your plans will succeed. Proverbs 16:3 Reflect on your school s mission statement and discuss the relevance of the current mission statement and how it is reflected in your school community daily. Cite evidence that the mission of the school drives decision making that impacts the existing culture and climate of the school. The current mission statement for our school is: Conclusions based on reflection are: 7

8 Review of Demographics O Lord, you are my God, I extol you, I praise your name; For you have carried out your wonderful plans of old, faithful and true. Isaiah 25:1 Reference your Middle States enrollment data for ; ; and to date. FOR THE ACADEMIC YEAR: 20 to 20 Grades Included in This School PK2 PK3 PK4 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 BOYS/GIRLS Two Years Ago PAST BOYS/GIRLS One Year Ago PRESENT BOYS/GIRLS This Year FOR THE ACADEMIC YEAR: 20 to 20 Student Ethnicity Percent of Student Body Percent of Student Body Two Years Ago Now African-American % % Asian % % Caucasian / White % % Hispanic % % Native American % % TOTAL 100% 100% 8

9 Student Religion Percent of Student Body Percent of Student Body Two Years Ago Now Catholic % % Non-Catholic % % TOTAL 100% 100% Student Characteristics Percent of Student Body Two Years Ago Percent of Student Body Now Low Income % % Elementary / Middle only: Level 3 and Level 4 Accommodations % % FOR THE ACADEMIC YEAR 20 to 20 Percentage Retained in Grade Level Grade K % 1 % 2 % 3 % 4 % 5 % 6 % 7 % 8 % 9 % 10 % 11 % 12 % FOR THE ACADEMIC YEAR 20 to 20 # of Families Percentage of Families Returning from Prior Year % 9

10 Comment on 2 or 3 major trends that emerged as you reviewed and discussed demographic data, and explain underlying causes for these patterns. 10

11 Completion of Needs Assessment Data can tell a school s story. Collecting and using information about the school and the community moves the message from feelings to facts. What are the school s strengths? Which programs and services have the greatest potential for growth based on current data? Gathering the right data from a variety of sources can: Create a baseline on student skills and stakeholders attitudes and beliefs. Provide an accurate picture of current processes and programs. Guide actions taken to change outcomes. Allow staff to measure progress over time. The needs assessment is a comprehensive evaluation of the strengths and challenges of the school with the expressed goal of determining how the school can best build on its strengths and improve on challenge areas to enhance student learning. Data collected should relate to the key indicators of a healthy school for the Diocese of Erie for the four pillars of (1) Mission and Catholic Identity, (2) Governance and Leadership, (3) Academic Excellence and (4) Operational Vitality. These four pillars work cooperatively in an effective and healthy Catholic school. Below is a chart providing some examples of data that could be useful in measuring progress towards attaining the key indicators in each of the four pillars. This chart is by no means comprehensive, therefore each school may have additional data sources to reference in their analysis. Mission and Catholic Identity Governance and Leadership Academic Excellence Operational Vitality Number of priest/school interactions Number of meeting times with agendas for the Advisory Council/School Board Documents related to curricular scope and sequence Budget documents Percentage of time allotted to religious education Number and nature of trainings available to the Advisory Council/ School Board Status of technology resources Technology Plan Financial plan (3-5 year projection) 11

12 Visible evidence of integration of religious values across content areas Self-evaluations completed by the Advisory Council/ School Board Percentage of qualified/certified teachers Status of tuition payments and subsidies Quantifiable data related to opportunities for student faith formation, participation in liturgical and communal prayer, and actions related to social justice Measures of school climate and culture: -parent surveys -positive teacher interactions -teacher surveys Teacher retention statistics Behavior Management Plan/Code of Conduct Enrollment/class size -bullying data other behavioral data Quantifiable data related to interfaith evangelization (e.g., changed negative perceptions about the faith, students who express interest in becoming Catholic) Faculty meeting agendas Professional development opportunities Curriculum committees members and agendas Teacher salary schedule Quantifiable data related to student initiation of liturgical/communal prayer, social justice, faith formation, and moral decision making processes Student achievement data Grading Policy Facility maintenance costs Maintenance schedule Capital improvement schedule/budget Student assessment data Fundraising revenue Teacher evaluation data Marketing and development costs Documentation of student success/preparedness after graduation. notes of gratitude Emergency plans Health/safety inspections 12

13 expressing preparedness freshman honors As a team, you will examine the benchmarks comprising each pillar and determine if the indicators of that benchmark are solidly in place in your school. A benchmark is met only if there is evidence that all indicators are present. Your systemic challenges will become apparent as you list those benchmarks/indicators that will require additional focus to attain. These challenges will be the basis for your goal setting. 13

14 Guiding Questions Moreover, God is able to make every grace abundant for you, so that in all things, always having all you need, you may have an abundance for every good work. 2 Corinthians 9:8 Pillar level guiding questions are based on the Key Indicators of a Healthy School for the Diocese of Erie as outlined in Building in Truth and Love. The Key Indicators are adapted from the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools. You are asked to engage in open and honest discussion of key indicators with members of your planning team to determine which benchmarks are solidly in place in your school and which present challenges to be addressed. Remember that your discussions should center on both evidence and data that substantiate your reasoning. For each benchmark, you will be asked to address indicators of strength that have emerged from your discussions as well as areas of challenge. Many of the key indicators are phrased as yes or no questions, but please be cognizant of the fact that elaboration is needed in your discussions beyond this one-word response to truly examine the status of your school. 14

15 Pillar One: Mission and Catholic Identity Benchmark 1 An excellent Catholic school is guided and driven by a clearly communicated mission that embraces Catholic identity rooted in Gospel values, centered on the Eucharist, and committed to faith formation, academic excellence, and service. 1.1 Is your school guided by a clear statement of its Catholic mission, including a focus on Jesus and an acknowledgement of the importance of spreading the Gospel? 1.2 Does your entire school community understand the mission and work to carry it out? 1.3 Are the school s mission statement and symbols of the Catholic faith visible throughout the school building? 1.4 Do clergy and religious maintain a presence in the school on a regular basis? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. Benchmark 2 An excellent Catholic school adhering to mission provides a rigorous academic program for religious studies and catechesis in the Catholic faith, set within a total academic curriculum that integrates faith, culture, and life. 2.1 Do both the religion curriculum and instruction meet the religious education requirements and standards of the Diocese of Erie? 2.2 Are religion classes an integral part of the academic program in the assignment of teachers, the amount of class time allocated, and the selection of texts and other curricular resources? 2.3 Do religion teachers meet diocesan requirements for academic and catechetical preparation and certification to provide an effective religion curriculum and instruction? 15

16 2.4 Do faculty, staff, and administration support and adhere to the official teachings, doctrines, and laws of the Roman Catholic Church? 2.5 Are both the Catholic faith and its implications integrated into all content areas? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. Benchmark 3 An excellent Catholic school adhering to mission provides opportunities outside the classroom for student faith formation, participation in liturgical and communal prayer, and action in service of social justice. 3.1 Are students offered timely and regular opportunities to learn about and experience the importance of prayer, the Eucharist, and liturgy? 3.2 Are timely, regular, and age-appropriate opportunities for retreats and other spiritual experiences provided so that students can reflect on their life experiences and faith? 3.3 Does every student participate in a Catholic service program to promote the lived reality of social justice in action? 3.4 Do administrators, faculty, and staff serve as role models of faith and service for social justice? 3.5 Is the culture of the school welcoming and accepting of students from diverse racial, ethnic, socioeconomic, and religious backgrounds? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. 16

17 Benchmark 4 An excellent Catholic school adhering to mission provides opportunities for adult faith formation and action in service of social justice. 4.1 Are retreats and other spiritual experiences for faculty and staff provided on a regular and timely basis? 4.2 Do administrators and faculty assist parents/guardians in their role as primary educators of their children in faith? 4.3 Is the school an effective vehicle of evangelization and ongoing faith formation for students and their families? Does the school actively encourage Catholic school parents, students, and staff to attend Mass and be involved in their parish? 4.4 Are all adults in the school community invited to participate when appropriate in the school s Christian service program to promote the lived reality of action in service of social justice? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. Pillar Two: Governance and Leadership Benchmark 5 An excellent Catholic school has a governing body which recognizes and respects the roles of the appropriate and legitimate authorities and exercises responsible decision-making in collaboration with the leadership team for development and oversight of the school s fidelity to mission, academic excellence, and operational vitality. 5.1 Does the school s Advisory Council/School Board represent the diversity of the school community and function according to an approved by-laws? (Only a school system with a School Board will have by-laws.) 5.2 Does the School Board ensure fidelity to mission, continuity and sustainability through the leadership succession? 5.3 Does the school value its relationship with the Bishop, accept his authority, cooperate with the Catholic Schools Office, and adhere to diocesan policies? 17

18 5.4 Does the Advisory Council/School Board engage in formation and ongoing training and self-evaluation for itself and the administration to ensure the faithful execution of their respective responsibilities? 5.5 Is there a fruitful collaboration between the governing body and the leadership team, marked by mutual respect, open communication, and a clear understanding of the roles and responsibilities of each? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. Benchmark 6 An excellent Catholic school has a qualified administration empowered by the governing body to realize and implement the school s mission and vision. 6.1 Do the school administrators meet national, state, and diocesan requirements for school leadership preparation and licensing/certification to serve as the faith and instructional leaders in the school? 6.2 Does the school administration articulate a clear mission and vision for the school and engage the school community in maintaining a school culture that embodies that mission and vision? 6.3 Does a vibrant collaborative spirit guide the relationship among the principal, teachers, and staff? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. 18

19 Pillar Three: Academic Excellence Benchmark 7 An excellent Catholic school has a clearly articulated, rigorous curriculum aligned with relevant standards, 21 st century skills, and Gospel values implemented through effective instruction. 7.1 Do the curriculum offerings adhere to appropriate delineated standards and vertically align? Does every student successfully complete a rigorous and coherent sequence of academic courses based on the standards and rooted in a Catholic-Christian worldview? 7.2 Is the school accredited by the Middle States Association of Schools and Colleges? 7.3 Is the curriculum comprehensive in scope? Are opportunities provided to enrich the academic program and support the development of the whole child, including but not limited to music, international language, art, drama, physical education, and athletics? 7.4 Do curriculum and instruction provide students with the knowledge, understanding, and skills to become: creative, reflective, literate, critical and moral evaluators, problem solvers, decision makers, socially responsible global citizens in the 21 st century? 7.5 Are current technology and educational resources used effectively to enhance knowledge in an integrated manner throughout the curriculum? 7.6 Are students taught by qualified, certified teachers committed to the mission of the school and who are enthusiastic life-long learners who employ effective teaching methods? 7.7 Do faculty and staff engage in high quality professional development, including religious formation? 19

20 Are faculty and staff held accountable for implementation that supports student learning? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. Benchmark 8 An excellent Catholic school uses school-wide assessment methods and practices to document student learning and program effectiveness, to make student performances transparent, and to guide the continuous review of curriculum and the improvement of instructional practices. 8.1 Is an appropriate analysis of school-wide and student data used to: monitor, review, and evaluate the curriculum and co-curricular programs? plan for continued and sustained student growth? monitor and assess faculty performance? 8.2 Do faculty use a variety of curriculum-based assessments aligned with learning outcomes and instructional practices to assess student learning including formative, summative, authentic performance, and student self-assessment? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. Benchmark 9 An excellent Catholic school provides programs and services aligned with the mission to enrich the academic program and support the development of students and family life. 9.1 Do guidance services, wellness programs, and behavior management programs provide the necessary support for students to successfully complete the school program? 9.2 Do co-curricular activities provide opportunities outside the classroom for students to further identify and develop their gifts and talents to enhance their 20

21 creative, aesthetic, social/emotional, physical, and spiritual capabilities? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. Pillar Four: Operational Vitality Benchmark 10 An excellent Catholic school provides a feasible three to five-year financial plan that includes both current and projected budgets and is the result of collaborative stewardship Does the school operate with a balanced budget, follow ethical principles in business practices, and adhere to diocesan policies regarding financial accounting? Are budgets filed on a timely basis and financial obligations paid on a timely basis? 10.2 Is a realistic three to five-year financial plan and projection updated annually? 10.3 Do tuition payments, including all sources of tuition assistance (e.g., EITC/OSTC, endowments, etc.) and fees account for a minimum of 50% of annual revenue? Is uncollected tuition limited to 5% of billed tuition? 10.4 Does the school have a preferred class enrollment of 25 to 28 students (maximum 30) to ensure viability? Does the school retain 90% or more of its students each year? 10.5 Do development and fundraising revenue equal 10% or more of annual revenue? 10.6 Does your school take advantage of funding available from state and federal sources as well as EITC/OSTC funding, private foundations, and corporate philanthropy? Does the school have an endowment fund that is regularly promoted? examination of evidence or data, we have determined our 21

22 areas of strength and challenge as indicated. Evidence is provided for our conclusions. Benchmark 11 An excellent Catholic school operates in accord with published human resources/personnel policies, developed in compliance with diocesan policies and/or religious congregation sponsorship policies, which affect all staff and provide clarity for responsibilities, expectations, and accountability Does your school provide just compensation for employees in accordance with diocesan policies? 11.2 Do all members of school leadership - the Pastor, Principal, and Advisory Council/School Board - understand their respective roles and fulfill their responsibilities? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. Benchmark 12 An excellent Catholic school develops and maintains a facilities, equipment, and technology management plan designed to continuously support the implementation of the educational mission of the school Is the school facility safe, attractive, and in good repair? Does the facility plan support the educational programs of the school and accessibility for all students? 12.2 Does the annual budget support facilities, equipment, and technology management with specific funds for capital improvements and replacement? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. 22

23 Benchmark 13 An excellent Catholic school enacts a comprehensive plan for institutional advancement based on a compelling mission through communications, marketing, enrollment management, and development Does the school develop and implement an advancement plan that addresses essential elements of the annual fund, alumni support, major gift programs, and planned giving? 13.2 Has the school established and implemented a multiyear enrollment management plan that effectively addresses marketing for enrollment, recruitment activities, admission policies, and student retention? examination of evidence or data, we have determined our areas of strength and challenge as indicated. Evidence is provided for our conclusions. 23

24 Prioritize Challenges But we have this treasure in earthen vessels, so that the surpassing power will be of God and not from us. 2 Corinthians 4:7 Review the challenges that you identified in your discussion of the benchmarks and key indicators. Identify the challenges most likely to have a significant impact on the effectiveness and health of a Catholic school. Record the most compelling challenges that were discussed. Numerically rank the priority of each highlighted challenge in the right-hand column with (1) being the most significant challenge. Consider which challenges are urgent and translate into long-term goals. Decide with your team which of these challenges could best translate into a goal(s) for the school year. Challenges determined through team discussion and analysis Rank 24

25 Crafting a Vision Statement Glory be to him whose power, working in us, can do infinitely more than we can ask or imagine; glory be to him from generation to generation in the Church and in Christ Jesus for ever and ever. Amen. Ephesians 3:20-21 For your vision statement, explain how your school will be different in three years because of your goal setting and plan implementation. 25