Principal’s Report on
the State of
Assumption-St. Bridget School
May 13, 2004
During the 2005-2006 school year we will again have a
visiting team conduct an on-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. Once again, it 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, 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. Sentences in italics
indicate additions to the State of the School Report from May 2003.
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 all teachers. We have added
lap tops for teachers who have additional administrative duties or who
move between rooms to teach.
- Provide competitive
compensation: We
have a salary scale that is somewhat 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 School
Commission and Governance Council have supported continuing to keep salaries at a
steady increase. This has resulted
in a very low teacher turnover rate. 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. This is an area that could be enhanced
by a strong endowment. The school does place serious weight on
assisting staff to meet the extraordinary needs of their families in times
of crises or challenge.
- Encourage professional
development efforts: We have consistently
addressed this area 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. Through
“No Child Left Behind” funds, as well as operating funds, the school has
expanded faculty development to include ethics across the curriculum
training during the summer of 2003.
We have committed to scheduling additional training in this area as
well as in differentiated instructional strategies during the summer of
2004. Three teachers are being
supported by these funds in master’s degree programs at no cost to
themselves of the school.
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, working as an entire faculty directed by a three person
curriculum committee.
- We developed our School-wide
Learning Expectations using three documents: our revised mission statement, our revised
philosophy and our graduation goals.
For the mission and philosophy statements, as well as our SLE’s,
input and comment was sought during 2003-04 from faculty and staff,
parents, students, School Commission, Parent Board, and Governance
Council. During the shareholders’ meetings in the fall of 2004 parish and
community members will also have the opportunity for input and comment.
- During the current
school year, we have assigned committees to examine, articulate and, if
needed, establish graduation and grade level outcomes (what students
should know and be able to do) for each academic discipline. The process involved working in
committees, as grade level teams, and as an entire faculty and staff. The faculty and staff dedicated
innumerable hours to this process, and we will have working drafts for
every area by the end of the school year. We
will refine these during the coming two years. Social studies and religion
will be our academic areas for focus for the self-study.
These are areas also need to be
addressed as a part of our self-study:
Ø There is an interest on the part of
some parents to incorporate foreign
language 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 a language
and what it would entail, and 2) how to offer a language at levels and in ways
that are commensurate with our school standards for other disciplines.
Ø Thinking skills outcomes across grade levels should be articulated.
Ø Teacher professional development objectives should be developed in view of our
School-wide Learning Expectations and school improvement plan (next five year
plan).
Note:
As we employ measurable School-wide
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:
At the
completion of our curriculum work, we will produce a document that will give an
explanation of curricular goals, expectations and outcomes for each discipline
as well as providing an overview for each grade. This is a document that we will include in our family
handbook. We also will maintain 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 maintained
the reading and writing continua as both a teaching and communication structure
for grades K-5.
- 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, like many schools, find that students come to school presenting
a wide variety of learning challenges and struggles. In our school with 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. To meet this goal we are undertaking a
professional development program in differentiated instruction.
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 the roles that 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 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. We have, however, realigned responsibilities for
office personnel to enhance efficiency and focus of responsibilities
between development, business and public relations functions of the
office. SCRIP has increased dramatically during the current year
through the efforts of a four woman team, who have divided up the
responsibilities for the program.
- Start a planned giving program and create an endowment program These goals 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. Phil Vanderhoef, development committee member, has
established a task force to begin the process of creating an endowment
program. Parish capital campaigns
must be considered in any development efforts by the school.
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. With the addition of a full-time experienced plant
manager, we have identified and addressed a number of long-term and major
maintenance preventative actions.
We will also bring the management of the grounds back in-house in
June.
- 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 of the FAFC over to the school entirely. These actions have already 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 review of 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; clearly
distinguish between needs, wants and wishes; and reflect the five year
plan. This should be a focused component of our self-study. This is more
important than ever now that we will actually take possession of the two
rooms in the church during the coming year. We have also identified potential funding
sources for creating a more useable and effective space for the arts,
which necessitates even more clear planning. We have had some controversy recently
fueled by needs, wants, perceptions and misinformation. We have made an attempt to clearly lay
out what options and obstacles, face us in making space decisions.
- 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
We have,
through the incredible generosity of parents, established a wireless network. Additionally, fund-an-item at the auction
provided nearly forty laptops and three mobile carts to enhance the
availability to computers to our students.
We have revised our technology outcomes K-8 and have become much more
systematic in planning for hardware and software. We have also increased the number of staff
members who can offer tech support to teachers and to the system.
Continuing 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. This plan will be posted on the website and
published in the family handbook in the fall.
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. This program will be expanded to grades K-5
with teacher training and materials provided.
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 Maureen Broom
o
Purpose:
to 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 School-wide Learning Expectations and refine grade level and
subject area outcomes for all academic areas.
v Parent education
o
Committee 1: Rhoda Berlin 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.
Kindergarten reading readiness
o
Committee: Kathy Kane, Ann Nachtigal, Courtney Arthur, Ann
Hawksford, 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, Peter Folta, Jeff Pozarski, Jan Myers, and Kathleen Conklin.
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, discernment, shareholders and five-year planning
o
Committee: Jim McFarland, Mike Foy, and development
committee.
o
Purpose: to explore and to develop effective and
spiritually-based decision-making processes for our consultative bodies,9/28/2005 as well as to ensure the spiritual
growth of the adult ASB community.
o
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, Carrie Hirst, 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, which
it appears will be achieved this 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
o
Purpose:
to ensure that the school is fully funded and accessing financial support
beyond the parent community.