Principal’s Report on the State of

Assumption-St. Bridget School

May 28, 2003

During the 2005-2006 school year we will once again have a visiting team conduct a site visit for renewal of our Northwest Association of Schools and Colleges/Western Association of Catholic Schools accreditation. This means that during the 2004-2005 school year we will conduct our self-study, which necessitates having a plan in place by next spring (May 2004). Consequently, this is an appropriate time for me, from the administrator’s perspective, to reflect on the progress made on the school improvement (five year) plan developed by our community during the last self-study. These are the areas that we, as an entire community through various forums, identified as the key issues for our school. I encourage you to reflect on our progress and prepare to share your thoughts in order to make our year of preparation for the self-study productive.

Faculty Attraction and Retention:

• Enhance working environment: this goal aimed at enhancing the work environment for faculty and staff through a variety of strategies. All staff now have phones and computers in their rooms making email and voicemail communications more accessible and efficient. With the introduction of wireless internet access in the building as well as the previously stated goal of providing computer access for home use, we should investigate a laptop program for teachers.

• Provide competitive compensation: we have a salary scale that is competitive with the state scale and is extremely competitive with other Catholic and private schools. The scale and stipends are not as competitive with the actual salary scales and compensation structures of actual local school districts. The cost comparison, however, must also take into consideration class size, types of students in the classrooms, the availability of instructional aids, benefits, extra duties, and expectations. This is an area that could be identified as one that we want to continue to address in our next school improvement plan.

• Strengthen benefits program: as of this time we have not enhanced the archdiocesan benefits program beyond allowing two paid personal days (non-accumulating) for all staff in addition to sick /personal leave days. This is an area that could be enhanced by a strong endowment.

• Encourage professional development efforts: this is an area that we have consistently addressed in a very proactive manner. Professional development funds for workshops and classes as well as to help offset costs for graduate degree classes are available to staff. Additionally, professional development instruction has been made available to the entire staff in areas such as the integration of technology in the classroom, addressing the needs of all learners, and developing core values. This is a commitment that I believe should be a sacrosanct budget item each year.

Curriculum

• Articulate and refine outcomes: part the growth and improvement process of any healthy organization is the continual reflection upon and refinement of its outcomes and goals. We have dedicated ourselves to that process in establishing six-traits writing process as our writing curriculum and reexamining and rewriting our reading outcomes for grades K-8, working as an entire faculty directed by a three person curriculum committee. We are currently in the process of identifying strengths and potential gaps in our mathematics program as we consider replacing our current math resources. Additionally, staff are currently reexamining and clarifying outcomes for science in grades 5-8. We have recently instituted a process for examining the developmental stages and appropriate strategies for teaching handwriting in grades K-5 from which outcomes should be identified. And we have identified social studies as the curricular area that we will next address. Realistically speaking, this takes a great deal of time but it is imperative that we have systematically examined, refined and articulated our curriculum based upon what students should know and be able to do (student learning expectations). Social Studies and Religion will be our academic areas for focus for the self-study.

There are areas that also need to be addressed as a part of our self-study:

Ø Program outcomes for drama, music, and physical education.

Ø Technology outcomes updated given the increasing competence of students and staff. This part of our current plan.

Ø Writing, math and science outcomes refined.

Ø There is an interest on the part of some parents to incorporate Spanish throughout all grades. While it has been suggested that this could be done by volunteers or as a part of centers, we need to seriously consider 1) if we should add Spanish and what it would entail, and 2) how to offer Spanish at level and in ways that are commensurate with our school standards for other disciplines.

Ø In addition to reviewing and, potentially, revising our mission statement and school philosophy, we need to redraft our graduation goals into more specific and measurable student learning expectations.

Ø Thinking skills outcomes across grade levels articulated.

Ø Teacher professional development objectives in view of our student learning expectations and school improvement plan (next five year plan).

Note: as we develop measurable student learning expectations and curriculum outcomes that are clearly articulated, we know that many of the ideals, qualities and values that we seek to live out with our students will not necessarily be measurable in the same ways that reading, writing and mathematic skills are assessed.

Improve curriculum communication: as a result of both the process of curriculum work that we have undertaken and of the self-study process we will undertake a document will be available to anyone interested in reviewing our curriculum outcomes. This is a document that we should include in our family handbook. We have also instituted a practice with middle school progress reports that identifies the skills and content covered during each grading period and how the student has progressed in those areas. We have instituted the reading and writing continua as both a teaching and communication structure for grades K-5. And, I have attempted to address curricular goals and strategies in my weekly letters from time to time. Once we have completed our outcomes, we need to examine what enhancements to our curriculum communication efforts need to be introduced.

• Create a special needs task force: we have expanded our efforts to identify, serve and track students with special learning needs. One of our most intense efforts involved bringing in a learning specialist, Cindy Lehman, to assist faculty in identifying learning needs or deficits; accommodating these needs; and referring parents to more specialized services when indicated. This process of inservice for teachers needs to continue as we refine our skills and strategies for teaching all of the students in our classrooms. We, as are many schools, find that students do come to school presenting a wide variety of learning challenges and struggles. In our school of highly capable students and with such high expectations it is critical that we do not let bright students who have learning challenges struggle unnecessarily. Individualizing instructional strategies and activities needs to be part of the repertoire of every teacher.

Parish and School Relations:

• Religious development with parishes: Since this objective was established there has been a change of leadership twice at Assumption and once at St. Bridget. Both of the current pastors extend themselves to ensure that they are knowledgeable about what is happening with the school and communicating back parish information. Kathy Kane has served as the liaison with the parishes, working most extensively with Assumption parish. There are distinct differences in sacramental preparation and liturgical practices in the parishes providing an ongoing challenge to the school as we work to integrate religious development activities. I have made a concerted effort in my weekly letters to highlight and to emphasize that the roles of parenting and participating in a faith community have in the formation of religious values, sensitivities and beliefs. The Development Committee is actively pursuing avenues to create structures that would enhance the spiritual development of parents and consultative bodies.

Development

• Publish an annual report; increase donor fund base; increase development office staff and resources: these are all areas that have been very successfully implemented since the five year plan was established. Clearly the increase in the donor base and the actual dollars raised by the annual fund are commendable. Additionally, the energy and commitment of the volunteer development committee is unparalleled in any school of which I am aware. There still needs to be an effort to increase office space for staff.

• Start a planned giving program and create an endowment program need to be examined and reevaluated in light of both the needs of the school and the capital activities of both parishes. Both of these are critical to our financial stability.

Facilities

• Review major maintenance needs: this is an ongoing process that is becoming more refined. The loss of our long-time plant manager, Frank Fisher, as well as the retirement of long-time custodian, Bill Landeen, necessitated a readjustment of plant management responsibilities that continues to evolve. Two very effective steps that have been undertaken have been contracting with outside agents to provide grounds and janitorial services. We still need to more systematically manage ongoing, regular and preventative maintenance activities.

• Develop improvement plans: we have moved in this area more quickly than anticipated with the purchase of Mary’s House as well as the projected two classrooms in the new parish center and turning the FAFC over to the school entirely. These actions have greatly helped in meeting program and staff needs. Now that the available footage for building on the property will be effectively maxed out, it will be necessary to undertake a systematic and thorough needs assessment and space availability. We need to have a clear vision of what is the best and maximal use of all space available to the school. Included in that assessment should be a reasonable funding plan. Any process should consider a variety of alternatives that maximize flexibility and function that clearly distinguishes between needs, wants and wishes. This should be a focused component of our self-study.

• Enhance playground safety: a committee did study playground safety and developed procedures for safety. Staffing during recess times has been increased as well. It might be well to examine scheduling as a means for reducing playground congestion further.

Technology

While there have been myriad activities and advances made in the use of and proficiency with technology since the five year plan was established and, while there is good funding for technology, I do not believe that we have been as systematic as we should be about revising our outcomes, utilizing resources or developing a needs assessment in regards to both hardware and software. We are in the process of establishing a wireless network, we have provided some excellent initial training and good ongoing support for staff, and we are working to ensure that all staff have the resources that they need. Our lack of time and systematic plan, however, tends to make us move forward in ways that are not always as seamless and as thorough as they could be. We still need to create the technology advisory committee to assist us with this effort.

Current Initiatives and Projects

v Emergency Preparedness Plan

o Committee: Karen Hardy, Kathi Hand, Jeri-Su Prewitt, Jeff Pozarski, Mike Foy, Tia McGinnis, Kathryn Almy, Moira Quint, Mark Howard, and Mark Johns.

o Purpose: to enhance our emergency plan to include articulated procedures for emergency contingencies including natural disasters, threat to safety, and building hazards.

v Catholic values and parenting focus

o Purpose: to systematically draw connections and reveal opportunities for parents in helping them to instill Catholic and Christian values and practices in their children.

v Ethics across the curriculum

o Committee: Jeri-Su Prewitt, Trissa Rauen, Mike Foy, and Kathi Hand

o Purpose: to enhance the integration of ethical thinking based in Catholic, Christian and human values throughout the curriculum.

o Training: Ethics Across the Curriculum K-12/University of San Diego funded by the Weigan Foundation.

v Business and financial operations coordination

o Committee: Lyndi Taylor, Diane Kocer, Moira Quint and Jane Lamb

o Purpose: to use incorporate all financial functions, including auction tracking, into one data base and records-keeping system.

v Curriculum articulation across grade levels

o Committee: Kathi Hand, Jeanette Hurley, Jeff Pozarski, Mike Foy and ASB faculty/staff.

o Purpose: to develop comprehensive student learning expectations and refine grade level and subject area outcomes for all academic areas.

v Parent education

o Committee 1: Rhoda Berlin, Stephanie Singler and Jeanette Whiting

o Committee 2: Rhoda Berlin, Mike Foy and school faculty/staff

o Purpose: to provide information, speakers and support to parents in areas of topical interest or expressed parental need.

v Kindergarten reading readiness

o Committee: Kathy Kane, Ann Nachtigal, Courtney Arthur, Lisa Balder and Anne Moshier

o Purpose: to adjust the kindergarten reading curriculum to meet the broader range of reading readiness of kindergarten students.

v Way to go/acts of kindness

o Committee: initiated by Robin Hendricks this program now includes all staff and students who wish to participate.

o Purpose: to recognize and name the ways that individuals build community through reaching out to others in daily encounters.

v Summer programs

o Committee for Summer Care: Mary Patneaude and Robin Hendricks

o Committee for Summer Learning: Mike Foy, Steve Dougherty, Michaela Gill, Jeff Pozarski, Jan Myers, and Traci Sauvage

o Purpose: to provide support, enhancement and care for students academically, socially and personally as well as to provide a safe and productive place for students needing summer care/activities.

v Decision making and discernment

o Committee: Jim McFarland, Mike Foy, and Alma Stanford (consultant)

o Purpose: to explore and to develop effective and spiritually based decision-making processes for our consultative bodies as well as to ensure the spiritual growth of the adult ASB community.

v Help to schools

o Committee: Mike Foy, Kathi Hand, Diane Kocer and various ASB staff

o Purpose: to provide expertise, training, instruction and support to schools who request our assistance in education, administration and development activities for their schools.

v Thinking skills outcomes

o Committee: Mike Foy and ASB staff

o Purpose: to develop and to articulate a thinking skills curriculum K-8.

v SCRIP Committee

o Committee: Ann Quigg, Cindi Schoettler, Tracy Lloyd, Mary Green, Maureen Gavin, and Lyndi Taylor.

o Purpose: to continue to expand the SCRIP program until it nets at least $50,000 per year.

v Development Committee

o Committee: Jim McFarland, Phil Vanderhoef, Ann Quigg, Barbara McFadden, Teresa Holland, Cindi Schoettler, Monica Flora, Joanne Shanahan, Diane Kocer, and Mike Foy