School Improvement Plan 2020-2021 Saint Bernard Catholic School, D370 Diocese of Evansville - Mr. Ryan Nowak, Principal Rockport, IN 47635-1447 ...
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School Improvement Plan
2020-2021
Saint Bernard Catholic School, D370
Diocese of Evansville
Mr. Ryan Nowak, Principal
207 N. 6th St.
Rockport, IN 47635-1447
812-649-2501
Submitted: October 2, 2020Table of Contents
Executive Summary
Introduction 3
Description of the School 3
School’s Purpose 4
Notable Achievements and Areas of Improvement 6
Additional Information 7
Improvement Plan Stakeholder Involvement
Introduction 8
Improvement Planning Process 8
Self-Assessment
Introduction 10
Standard 1: Purpose and Direction 10
Standard 2: Governance and Leadership 12
Standard 3: Teaching and Assessing for Learning 15
Standard 4: Resources and Support Systems 20
Standard 5: Using Results for Continuous Improvement 23
Report Summary 26
Saint Bernard Catholic School 2018-2019 Goals
Goals Summary 27
Goal #1 27
Goal #2 28
Goal #3 30
Goal #4 31
Student Performance Diagnostic
Introduction 34
Student Performance Data
ISTEP Pass Rates 2011 – 2018 34
Free/Reduced Lunch vs Paid Lunch Pass Rates 2016 – 2017 35
Evaluative Criteria and Rubrics 35
Report Summary 36
* Saint Bernard Catholic School and Preschool are both accredited through AdvancED. The
format of this document follows the structure shown in the school’s AdvancED’s ASSIST site.
2Executive Summary
Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences
the processes and procedures by which the school makes decisions around curriculum, instruction, and
assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute
to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a
school implements to support student learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in
narrative form the strengths and challenges it encounters. By doing so, the public and members of the
school community will have a more complete picture of how the school perceives itself and the process of
self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
provides teaching and learning on a day to day basis.
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the
last three years. Include demographic information about the students, staff, and community at
large. What unique features and challenges are associated with the community/communities the
school serves?
St. Bernard Catholic School is located in the town of Rockport, which is the seat of Spencer County in
southwestern Indiana where the annual median household income is $29,319 as reported by the 2011
Census. Rockport has a population of approximately 2,300. Our students come mainly from this county.
Households are located in small towns or in rural settings. Our current school enrollment is 101 students
in kindergarten through eighth grade; our current preschool and prekindergarten enrollment is 22 students.
The student population is 92% Caucasian, 4% Hispanic, 1% Asian, and 4% African American or mixed
race. Students enrolled in the free and reduced lunch program represent 28% of our school population.
St. Bernard Catholic School is accredited with AdvancED and by Indiana’s Department of Education.
The staff of the K-8 school consists of eight full-time and one part-time teacher and a full-time principal.
The K-8 staff also includes a part-time Title 1 instructor, three part-time teaching assistants, and a bus
driver / teaching assistant. The staff of the preschool and prekindergarten consists of one part-time
director, one full-time teacher who coordinates all curriculum, one part-time teacher, and two part-time
aides and/or caregivers. The K-8 school and the Preschool are also provided counseling services through
Catholic Services and speech services through the Exceptional Children's Co-op for Dubois, Spencer,
Perry and Pike Counties. Students who have an Individualized Service Plan receive services at Rockport
Elementary or South Spencer Middle School. Saint Bernard Catholic School has a very positive working
relationship with South Spencer School Corporation. The organizational structure of K-8 grades is
traditional self-contained classrooms. K-8 students receive religious education daily; three times weekly
they have class with our part-time religion teacher; the other two days, they participate in discussion and
3activities in their classroom. Each school day begins with Mass, a Prayer Service, Stations of the Cross,
or another designated religious service.
The majority of our students use the South Spencer School Corporation for transportation to and from
school. Many of our students participate in South Spencer clubs, sports, and activities; and a high
percentage of our students will attend South Spencer High School. The curriculum of St. Bernard meets
the requirements of the State of Indiana and the Catholic Diocese of Evansville. The textbooks used are
reviewed and updated regularly by the Catholic Schools Office according to the review cycle established
by the State Board of Education. The listing of textbooks utilized in classrooms at St. Bernard is updated
each year, submitted to the Catholic Schools Office, and kept on file in the school office.
St. Bernard has a Preschool for students who are at least three years of age. It currently has two
classrooms, divided primarily by age group, offering a preschool class and a pre-kindergarten class. The
Preschool is also accredited through AdvancED (spring 2017) and has achieved a Level 4 rating with
Paths to Quality. Before school care and after school care is available for all preschool through eighth
grade students.
St. Bernard Catholic School has embraced the Indiana School Choice Scholarship Program in our school.
Approximately 75% of our K-8 students receive a School Choice Scholarship, an SGO scholarship,
and/or some other type of financial aid that covers the majority, if not all, of their tuition and fees. Our
Catholic School is unique in that only 67% of our students are Catholic. One challenge that we face is
that we compete with two very strong public school systems: South Spencer School Corporation and
North Spencer School Corporation. Our preschool program competes locally with two public school
preschool programs and a Head Start program. We compete with two middle schools and six elementary
schools. As of 2017, two of those schools are "A" schools, 1 is a "B" and 1 is a "C." St. Bernard has
consistently been rated as an “A” school by Indiana’s Department of Education; however, the school
received a “B” rating in September 2018 due to a drop in state assessment scores.
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or
beliefs. Describe how the school embodies its purpose through its program offerings and
expectations for students.
Saint Bernard Catholic School's mission is to educate the whole child to serve the world as a responsible
Christian. This mission has been adopted by the Preschool as well.
We believe that every child is unique and valuable because all life comes from God. Educating the whole
child means recognizing that each child is unique spiritually, intellectually, emotionally, socially, and
physically. The professional staff, in cooperation with parents and others in the community, provides a
safe Christian environment in which students can become lifelong learners who are prepared to cope with
today's changing world and be responsible, contributing members of a global society.
The purpose of Saint Bernard Preschool is to provide a safe and loving learning experience in a Christian
environment. We believe that by nurturing children's creativity and natural curiosity that we can foster a
4love for learning and help prepare children to become future leaders of our communities. We are
committed to providing a well- rounded curriculum, and we are dedicated to respecting and empowering
children.
Saint Bernard Preschool is a Paths to Quality Level 4 program. Over the past three school years, we have
begun to build a reputation for academic excellence in our preschool and prekindergarten. Our
prekindergarten class from 2015-16 school year achieved high scores on the Lollipop test, relative to the
previous classes. This year's prekindergarten class is achieving academic benchmarks at an even quicker
rate. We try to ensure that the learning process is age appropriate and fun. We observe the students to
identify those who need additional help or those who are ready for greater challenges, and we tailor our
instruction to each child's learning needs.
Saint Bernard Catholic School exists as a part of St. Bernard Church's educational mission to proclaim the
Good News, to build community, and to orient all toward Christian service. This mission seeks to create
a lively faith community through relationships among students, parents, staff, and faculty.
School administrators and staff believe that students in our rapidly changing society must be formed in
faith community experiences, which involve the home, school, and local parish community.
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years.
Additionally, describe areas for improvement that the school is striving to achieve in the next three
years.
Among the biggest achievements and improvements in the last three years would be the structure of the
school environment, the raising of expectations, and the accountability of teachers and students. These
changes took place as the result of a change in administration and the creation of a School Improvement
Team (SIT). SIT is composed of half the faculty and meets monthly to review school documents such as
the Strategic Plan, the School Improvement Plan, and the Health and Wellness Plan. The faculty’s having
more of a voice has shown a change from the previous culture of the school environment. Over the past
four years, teachers have increased their focus on data and thus have used data to drive their instruction
leading to an increase of student achievement. Teachers have received professional Development on how
to use data from Renaissance Star Reading and Math assessments. They also realize the importance of
differentiating their instruction to meet the individual needs of students (as shown by formative and
summative assessment data). The ability to differentiate is greater at a school like St. Bernard due to the
average class size of 12 students. Another notable achievement is the increase in importance of time
spent teaching. Teachers are aware of the importance of time that students spend working, thinking,
learning, and doing. To increase student learning and achievement, increase the amount of time the
student is working. We have also made the discovery of how a few minutes wasted here and there
throughout the day can really add up to days of missed opportunities. In for Spring 2018 testing, 71.2%
of Saint Bernard students passed language arts portion of the ISTEP+ state assessment, and 66.2% of
students passed the math portion.
Another notable achievement is an increase in technology over the last four years. All of our middle
5school students have a laptop that they use daily in the classroom. By the end of the 2018-19 school year,
all students in grades 3-8 will have access to a laptop. Our computer lab consists of twenty working
computers. Also, since ISTEP+ 2015, all 3rd-8th grade students completed Part 2 of the state
standardized testing online (unless otherwise called for paper-pencil testing due to an ISP). And,
beginning with 2018 ISTEP+, students in grades 4-8 took both Part 1 and Part 2 online; grade 3 students
took Part 1 as paper / pencil and Part 2 online. With the implementation of Indiana’s new assessment,
ILearn, all students will complete all portions online unless paper-pencil testing is required due to an ISP.
An improved Preschool is another major accomplishment. We understand that the best chance we have of
increasing our enrollment from year to year is to do so by providing a high-quality feeder program with
our preschool. During the summer of 2015, we welcomed a new preschool administrator who revamped
the program from being a daycare to having strong academic standards. A new lead prekindergarten
teacher who has a Master’s degree has continued to strengthen the curriculum since her joining the staff
in 2017. For a few years prior to these changes, our kindergarten teacher noted that students who came to
her from our Preschool were academically behind due to a lack of instruction. Our preschool program is
much stronger, and the entire school is much stronger as a result of these changes and is producing
students who are socially and academically ready to be successful in kindergarten and beyond.
Goals -- Increase Enrollment, Increase Student Achievement, and Increase Catholicity
Not only are we striving to achieve these goals over the next few years, but always. We would say that
Saint Bernard will always be looking to increase enrollment. We have 101 K-8 students, with a goal of
150. If each classroom had 17 students, we would have a total of 153 students in K-8. Fourth and sixth
grades are currently our largest classes, with 17 students. Our smallest classes are third and eighth with 6
students per class. Our preschool program currently serves 22 students in full- and part-time programs.
Our goal for preschool enrollment is to have 40 full-time students, with 20 in each classroom. We have a
strong core of educators, parents and parishioners who make up our Marketing Committee. We meet
monthly and try to accomplish at least one action item every quarter. We are increasing our signage
around town. We try to be in the newspapers on a regular basis. We attend more community events than
in the past. We participate in the Diocesan-wide Open House for prospective students and welcome
parents and students to schedule school-day tours and shadowing opportunities. We are working to
market the preschool program more aggressively. Our students have mailed Christmas cards to
prospective families in the past. We can never do enough. We will continue to make our marketing
efforts a top priority in order to increase our enrollment.
Student achievement means that we have a focus on time so that each minute of the day emphasizes our
curriculum. We try not to waste any time in our classrooms because there is so much work to be done.
Teachers regularly look at locally created and state testing formative and summative data and use this data
to guide their instruction. All teachers have data binders and have received professional development on
the use of data in strengthening curriculum and each individual student's progress in meeting and
surpassing state curriculum standards. PD in the use of data from Renaissance Star Reading and Math
tests will further help teachers be able to identify standards that students need to improve upon—both
individually and as an entire class. We attempt to identify our struggling students as early as possible
through our RTI process which includes participation of a school psychologist and to get them
remediation they need to be successful.
Our preschool program has a goal that all prekindergarten students will have met first quarter
6kindergarten academic standards by the end of their prekindergarten year. Our method for meeting this
goal involves engaging our students in educational play activities that are fun and creative, but that also
help reinforce the lessons of the week. In making learning fun, we hope to foster a love for learning while
also improving retention of the material.
Finally, we would like to continue to be the best Catholic school we can be. Teachers are focusing on
how to increase the Catholicity in classrooms. Each K-8 grade classroom has adopted a classroom saint
and a classroom seminarian. All teachers are asked to incorporate the following religion standards
throughout the school day: The Mystery of God, The Creator of All Things; The Mystery of Christ, The
Incarnate Word of God; The Mystery of the Holy Spirit, The Loving Presence of God; The Mystery of the
Church, The People of God; God Teaches Us How to Live out Our Salvation; God Invites Us into
Relationship through Personal Prayer & through Community Worship; and God Calls Us to Love and
Serve Our Neighbor. During the 2016-17 school year, students created Christmas cards and pictures that
were taken to Spencer county nursing home residents, and during Lent, students collected baby items and
food items for Rockport's Christian Life Center. During the 2017-2018 school year, teachers and students
focused on the diocese's "Called to Serve" theme and thought of opportunities to make a difference
locally, nationally, and internationally. Service projects included raising money for hurricane relief in
Puerto Rico and in Rockport, Texas and for sending a U.S. veteran on an Honor Flight to Washington,
D.C. K-8 grades take turns leading Prayer Services and Stations of the Cross and reading, cantoring, and
serving during school Masses. The 2018-19 theme is “Lighting the World with Hope.” Already this year,
almost thirty staff and students had the opportunity to participate in Feed My Starving Children’s program
to fill bags with rice and other grains. All faculty participate in the diocese's "Pathways" program to gain
additional knowledge and insight into components of the Catholic Faith.
Additional Information
Provide any additional information you would like to share with the public and community that
were not prompted in the previous sections.
Saint Bernard Catholic School faculty, staff, students, and parents are continuously striving to be the best
possible in order that we educate the whole child to serve the world as a responsible Christian.
7Improvement Plan Stakeholder Involvement
Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended
that the responses are written offline and then transferred into the sections below.
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's
improvement plan. Include information on how stakeholders were selected and informed of their
roles, and how meetings were scheduled to accommodate them.
St. Bernard uses both its teachers and staff as well as its school board to create and review plans such as:
the St. Bernard Catholic School Strategic Plan, the School Improvement Plan, and the Health and
Wellness Plan. Teachers, the School Board, and the Strategic Planning Committee have been very
involved during numerous meetings the past several years, discussing strengths and areas of
improvement. Teachers were selected by the principal, and after school meetings are held monthly. The
staff spent multiple meetings working together to identify ways to strengthen St. Bernard Catholic
School’s catholicity and academics.
The St. Bernard School Board is comprised of 6 parish members of varying backgrounds, the Pastor,
school principal, and preschool director. The Board’s purpose is to advise the principal and preschool
director regarding policy and plans for the future. This board is chosen through a modified discernment
process. Members serve a three-year term and then can be re-elected to a second three-year term. Six
years is the maximum term. The board meets monthly unless a need arises to meet more; meetings are
held in the evening to accommodate work schedules. The board includes five current school parents. Our
preschool director is also a current school parent. There are three males and three females. Five of the
six members also represent the school board on other church councils including finance committee and
parish council. The Board receives yearly professional development from the Catholic Schools Office of
the Diocese of Evansville. The Strategic Planning Committee consists of approximately twenty members,
six of whom are Board members. Committee members represent a variety of demographics of the St.
Bernard parish. During the development of the Strategic Plan, meetings happened approximately every
three to four weeks; meetings were held in the evening to accommodate work schedules.
Describe the representations from stakeholder groups that participated in the development of the
improvement plan and their responsibilities in this process.
The school’s faculty and staff were involved in the development of the School Improvement Plan. The
teachers and staff include parents and relatives of current St. Bernard students, thereby making up another
stakeholder group. Teachers are instrumental in the development of the School Improvement Plan.
Discussion included how to develop meaningful and attainable goals that held all accountable to the
school’s success. The School Improvement Plan is submitted to the School Board.
Explain how the final improvement plan was communicated to all stakeholders, and the method
8and frequency in which stakeholders receive information on its progress.
When the School Improvement Plan is finished and approved by the Indiana State Board of Education, it
will be shared with teachers and staff, parents, and the School Board. As the plan is changed and updated
on an annual basis, all changes and updates will be communicated to all stakeholders in a timely manner.
9Self-Assessment
Introduction
AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which
serves as the foundation of the accreditation and continuous improvement process. The SA is a valuable
tool for collaboratively engaging staff members and stakeholders in purposeful, honest dialogue and
reflection to assess the institution's adherence to the Standards, and guide its continuous improvement
efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators,
comments that explain the indicator's ratings and an overall narrative for each Standard. The results of
the SA are reviewed by the External Review Team as one essential component of the preparation process
for the institution's External Review.
Standard 1: Purpose and Direction
The school maintains and communicates a purpose and direction that commit to high expectations for
learning as well as shared values and beliefs about teaching and learning. Overall Rating: 2.0
Indicator Statement or Question Response Evidence Rating
The school has a
process for review,
The school has a process for
revision, and
review, revision, and
communication of its
The school engages in a communication of its purpose.
purpose. The process
systematic, inclusive, and The process has been
has been implemented.
comprehensive process to implemented. The process
1.1 The process includes Level 2
review, revise, and includes participation by
participation by
communicate a school representatives from
representatives from
purpose for student success. stakeholder groups. The
stakeholder groups.
purpose statement focuses
The purpose statement
primarily on student success.
focuses primarily on
student success.
The school's leadership and Commitment to shared values
staff commit to a culture and beliefs about teaching and
that is based on shared learning is sometimes evident
values and beliefs about in documentation. This
1.2 teaching and learning and commitment is sometimes •Survey results Level 2
supports challenging, reflected in communication
equitable educational among leaders and most staff.
programs and learning Some challenging educational
experiences for all students programs and equitable
that include achievement of learning experiences are
10learning, thinking, and life implemented so that all
skills. students achieve some degree
of learning, thinking, and life
skills. Evidence indicates some
commitment to instructional
practices that include active
student engagement, a focus on
depth of understanding, and the
application of knowledge and
skills. School leadership
maintains high expectations for
professional practice.
School leaders implement a
continuous improvement
process for improving student
learning and the conditions that
support learning. Some
stakeholder groups are engaged
in the process. School
personnel maintain a profile
with data on student and school
performance. The profile
contains data used to identify
The school's leadership
goals for the improvement of
implements a continuous
achievement and instruction
improvement process that •The school continuous
1.3 that are aligned with the Level 2
provides clear direction for improvement plan
school's purpose. The process
improving conditions that
includes action planning that
support student learning.
identifies measurable
objectives, strategies,
activities, resources, and
timelines for achieving
improvement goals. Most
interventions and strategies are
implemented with fidelity.
Some documentation that the
process yields improved
student achievement and
instruction is available.
Reflect upon your responses to each of the indicators and performance levels by considering and
responding to the following questions when drafting your narrative response. Use language from
the performance level descriptions to guide your writing. Cite sources of evidence External Review
11team members may be interested in reviewing.
Our area of strength for Purpose and Direction is that the school's leadership implements a continuous
improvement process that provides clear direction for improving conditions that support student learning.
The school’s administrator has a personal philosophy of growing and improving each and every day, and
teachers are reminded of this on a regular basis. Our area of improvement would be that the school
engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a
school purpose for student success. The actions we are implementing to sustain the strength would be our
regular professional goal process. In order to improve the area of need, we should look at how we can
better communicate our school purpose with the greater community. We have a mission statement and
vision, but what more can we do with it?
Standard 2: Governance and Leadership
The school operates under governance and leadership that promote and support student performance and
school effectiveness. Overall Rating: 2.0
Statement or
Indicator Response Evidence Rating
Question
Policies and practices
generally support the
school's purpose and
direction and the effective
operation of the school.
Most policies and practices
The governing body
promote effective
establishes policies
instruction and assessment
and supports
that produce equitable and •Student handbooks •Staff
2.1 practices that ensure Level 2
challenging learning handbooks •School handbooks
effective
experiences for all students.
administration of the
There are policies and
school.
practices regarding
professional growth of staff.
Policies and practices
provide requirements and
oversight of fiscal
management.
The governing body The governing body ensures •List of assigned staff for
operates responsibly that its decisions and actions compliance
2.2 Level 2
and functions are in accordance with
effectively. defined roles and •Governing body policies on
responsibilities, are ethical, roles and responsibilities,
12and free of conflict of conflict of interest
interest. Governing body
members participate in •Governing code of ethics
professional development
regarding the roles and
responsibilities of the
governing body and its
individual members. The
governing body complies
with all policies,
procedures, laws, and
regulations.
The governing body
generally protects, supports,
The governing body and respects the autonomy
ensures that the of school leadership to
school leadership accomplish goals for
•Roles and responsibilities of
has the autonomy to improvement in student
school leadership
meet goals for learning and instruction and
2.3 Level 2
achievement and to manage day-to-day
•School improvement plan
instruction and to operations of the school.
developed by the school
manage day-to-day The governing body usually
operations maintains a distinction
effectively. between its roles and
responsibilities and those of
school leadership.
Leaders and staff make
some decisions and take
some actions toward
continuous improvement.
They expect all students to
be held to standards.
Leadership and staff
Leaders and staff express a
foster a culture
desire for collective
2.4 consistent with the •Survey results Level 2
accountability for student
school's purpose and
learning. School leaders
direction.
sometimes support
innovation, collaboration,
shared leadership, and
professional growth. The
culture is characterized by a
minimal degree of
collaboration and limited
13sense of community.
Leaders sometimes
communicate effectively
with stakeholder groups,
provide opportunities for
stakeholders to shape
Leadership engages
decisions, solicit feedback
stakeholders
from stakeholders, work
effectively in
2.5 collaboratively on school •Survey responses Level 2
support of the
improvement efforts, and
school's purpose and
provide some leadership
direction.
roles for stakeholders.
School leaders' efforts result
in some stakeholder
participation and
engagement in the school.
The criteria and processes of
supervision and evaluation
include references to
professional practice and
Leadership and staff student success. Supervision
•Supervision and evaluation
supervision and and evaluation processes are
documents with criteria for
evaluation processes implemented at minimal
2.6 improving professional Level 2
result in improved levels. The results of the
practice and student success
professional practice supervision and evaluation
noted
and student success. processes are used
sometimes to monitor and
effectively adjust
professional practice and
improve student learning.
Reflect upon your responses to each of the indicators and performance levels by considering and
responding to the following questions when drafting your narrative response. Use language from
the performance level descriptions to guide your writing. Cite sources of evidence External Review
team members may be interested in reviewing.
Our area of strength would be that the governing body establishes policies and support practices that
ensure effective administration of the school. The Board regularly discusses the school’s strengths and
areas of concern. Our area in need of improvement is the governing body operates responsibly and
functions effectively so that the school achieves its goals. It is hard to see how these two standards could
be both a strength and a weakness because they are tied so closely together. The School Board and
administration have a good relationship and work well together. There is open communication among all
14members.
Standard 3: Teaching and Assessing for Learning
The school's curriculum, instructional design, and assessment practices guide and ensure teacher
effectiveness and student learning. Overall Rating: 2.0
Statement or
Indicator Response Evidence Rating
Question
Curriculum and learning
experiences in each
course/class provide most
The school's
students with challenging
curriculum provides
and equitable opportunities
equitable and
to develop learning skills,
challenging learning
thinking skills, and life
experiences that
skills. There is little
ensure all students
evidence to indicate
3.1 have sufficient •Lesson plans Level 2
curriculum and learning
opportunities to
experiences prepare
develop learning,
students for success at the
thinking, and life
next level. Most like
skills that lead to
courses/classes have
success at the next
equivalent learning
level.
expectations. Little
individualization for each
student is evident.
School personnel monitor
Curriculum,
and adjust curriculum,
instruction, and
instruction, and assessment
assessment are
to ensure for vertical and
monitored and
horizontal alignment and •Common assessments
adjusted
alignment with the school's
systematically in
goals for achievement and •Standards-based report cards
3.2 response to data Level 2
instruction and statement of
from multiple •Lesson plans aligned to the
purpose. A process is
assessments of
implemented sometimes to curriculum
student learning and
ensure alignment when
an examination of
curriculum, instruction,
professional
and/or assessments are
practice.
reviewed or revised. There
is limited evidence that the
15continuous improvement
process ensures vertical and
horizontal alignment and
alignment with the school's
purpose in curriculum,
instruction, and assessment.
Teachers sometimes use
instructional strategies that
require student
collaboration, self-
reflection, and development
of critical thinking skills.
Teachers personalize
Teachers engage
instructional strategies and
students in their
interventions to address
learning through •Findings from supervisor
individual learning needs of
instructional walk-thrus and observations
3.3 groups of students when Level 2
strategies that
necessary. Teachers
ensure achievement •Surveys results
sometimes use instructional
of learning
strategies that require
expectations.
students to apply
knowledge and skills,
integrate content and skills
with other disciplines, and
use technologies as
instructional resources and
learning tools.
3.4 School leaders monitor
instructional practices
through supervision and
evaluation procedures to
School leaders ensure that they 1) are •Supervision and evaluation
monitor and support aligned with the school's procedures
the improvement of values and beliefs about
instructional teaching and learning, 2) •Peer or mentoring Level 2
practices of teachers are teaching the approved opportunities and interactions
to ensure student curriculum, 3) are directly
success. engaged with all students in •Surveys results
the oversight of their
learning, and 4) use
content-specific standards
of professional practice.
163.5 Some members of the
school staff participate in
collaborative learning
communities that meet both
informally and formally.
Collaboration occasionally
occurs across grade levels
and content areas. Staff
Teachers participate
members promote
in collaborative
discussion about student •Common language, protocols
learning
learning. Learning from, and reporting tools
communities to Level 2
using, and discussing the
improve instruction
results of inquiry practices •Survey results
and student
such as action research, the
learning.
examination of student
work, reflection, study
teams, and peer coaching
sometimes occur among
school personnel. School
personnel express belief in
the value of collaborative
learning communities.
3.6 Most teachers use an
instructional process that
informs students of learning
expectations and standards
of performance. Exemplars
are sometimes provided to
Teachers implement
guide and inform students.
the school's
The process may include
instructional process •Survey results Level 2
multiple measures,
in support of student
including formative
learning.
assessments, to inform the
ongoing modification of
instruction. The process
provides students with
feedback about their
learning.
3.7 Mentoring, Some school personnel are
coaching, and engaged in mentoring,
induction programs coaching, and induction •Survey results Level 2
support instructional programs that are consistent
improvement with the school's values and
consistent with the beliefs about teaching,
17school's values and learning, and the conditions
beliefs about that support learning. These
teaching and programs set expectations
learning. for school personnel.
3.8 The school engages
families in Programs that engage
meaningful ways in families in their children's
their children's education are available.
•Survey results Level 2
education and keeps School personnel provide
them informed of information about children's
their children's learning.
learning progress.
3.9 School personnel
participate in a structure
The school has a
that gives them interaction
formal structure
with individual students,
whereby each
allowing them to build
student is well
relationships over time with
known by at least
the student. Most students
one adult advocate •Survey results Level 2
participate in the structure.
in the school who
The structure allows the
supports that
school employee to gain
student's
insight into the student's
educational
needs regarding learning
experience.
skills, thinking skills, and
life skills.
3.10 Most teachers use common
grading and reporting
policies, processes, and
Grading and
procedures based on criteria
reporting are based
that represent each student's
on clearly defined •Evaluation process for grading
attainment of content
criteria that and reporting practices
knowledge and skills. These
represent the
policies, processes, and
attainment of •Survey results Level 2
procedures are implemented
content knowledge
across grade levels and •Sample report cards for each
and skills and are
courses. Most stakeholders
consistent across grade level and for all courses
are aware of the policies,
grade levels and
processes, and procedures.
courses.
The policies, processes, and
procedures may or may not
be evaluated.
183.11 Most staff members
participate in a program of
professional learning that is
aligned with the school's
All staff members
purpose and direction.
participate in a
Professional development is
continuous program •Survey results Level 2
based on the needs of the
of professional
school. The program builds
learning.
capacity among staff
members who participate.
The program is regularly
evaluated for effectiveness.
3.12 School personnel use data
to identify unique learning
needs of special populations
of students based on
proficiency and/or other
learning needs (such as •Survey results
The school provides
second languages). School
and coordinates •List of learning support
personnel are familiar with
learning support services and student population
research related to unique Level 2
services to meet the served by such services
characteristics of learning
unique learning
(such as learning styles, •Data used to identify unique
needs of students.
multiple intelligences,
learning needs of students
personality type indicators)
and provide or coordinate
related learning support
services to students within
these special populations.
Reflect upon your responses to each of the indicators and performance levels by considering and
responding to the following questions when drafting your narrative response. Use language from
the performance level descriptions to guide your writing. Cite sources of evidence External Review
team members may be interested in reviewing.
The strengths that we noted in Standard 3 are that the school's curriculum provides equitable and
challenging learning experiences that ensure all students have sufficient opportunities to develop learning,
thinking, and life skills that lead to success at the next level. The area that we need the most improvement
in is for all teachers to engage all students in their learning through instructional strategies that ensure
achievement of learning expectations. It is known in our community that St. Bernard students, who go on
to attend South Spencer High School, are successful academically. Teachers and the administrator have
spoken with teachers and administrators at the high school who repeatedly comment that they can
immediately tell the difference between a student who attended St. Bernard and another school. They
19claim that students who attended St. Bernard are better prepared academically, are more at ease with
speaking in class, and are overall well-rounded kids. St. Bernard students and graduates are polite,
respectful, thoughtful, hard-working, and organized. This is evidence that we are meeting our mission to
educate the whole child to serve the world as a responsible Christian. To increase our area of need we
need to focus on instructional strategies that truly engage all students. By using assessment data to focus
in on students’ areas of weakness, teachers will be able to better help all students reach the standards set
by the state.
Standard 4: Resources and Support Systems
The school has resources and provides services that support its purpose and direction to ensure success for
all students. Overall Rating: 2.0
Statement or
Indicator Response Evidence Rating
Question
Policies, processes, and
procedures describe how
school leaders are to
access, hire, place, and
retain qualified
Qualified
professional and support
professional and
staff. School leaders
support staff are
determine the number of
sufficient in number •Policies, processes, procedures
personnel necessary to fill
to fulfill their roles and other documentation
the roles and
4.1 and responsibilities related to the hiring, placement Level 2
responsibilities necessary
necessary to support and retention of professional
to support the school
the school's purpose, and support staff
purpose, educational
direction, and the
programs, and continuous
educational
improvement. Sustained
program.
fiscal resources are
available to fund most
positions critical to achieve
the purpose and direction
of the school.
Instructional time, Instructional time, material •Survey results •School
4.2 Level 2
material resources, resources, and fiscal schedule •School calendar
and fiscal resources resources are sometimes
20are sufficient to focused on supporting the
support the purpose purpose and direction of
and direction of the the school. Instructional
school. time is usually protected.
School leaders attempt to
secure material and fiscal
resources to meet the needs
of all students. School
leaders express a desire to
allocate instructional time,
material resources, and
fiscal resources so that all
students have equitable
opportunities to attain
challenging learning
expectations. Efforts
toward the continuous
improvement of instruction
and operations sometimes
include achieving the
school's purpose and
direction.
School leaders have some
expectations for
maintaining safety,
cleanliness, and a healthy
environment and have
shared these definitions
The school •Survey results
and expectations with most
maintains facilities,
stakeholders. Selected
services, and •Documentation of emergency
school personnel are
equipment to procedures such as fire drills,
4.3 accountable for Level 2
provide a safe, evacuation and other
maintaining these
clean, and healthy emergency procedures.
expectations. Some
environment for all
measures are in place that
students and staff. •Maintenance schedules
allow for tracking of these
conditions. Personnel work
to improve these
conditions. Results of
improvement efforts are
monitored.
4.4 Students and school Students and school
•Survey results Level 2
personnel use a personnel have access to
range of media and media and information
21information resources necessary to
resources to support achieve most of the
the school's educational programs of
educational the school. Personnel are
programs. available to assist students
and school personnel in
learning about the tools
and locations for finding
and retrieving information.
4.5 The technology
infrastructure meets the
The technology
teaching, learning, and
infrastructure
operational needs of most
supports the school's
stakeholders. School •Survey results Level 2
teaching, learning,
personnel have a
and operational
technology plan to improve
needs.
technology services and
infrastructure.
4.6 School personnel endeavor
to determine the physical,
social, and emotional needs
of students in the school.
The school provides
School personnel provide
support services to
or coordinate programs to
meet the physical,
meet the needs of students
social, and
when possible. School •Survey results Level 2
emotional needs of
personnel evaluate all
the student
programs. Improvement
population being
plans related to these
served.
programs are sometimes
designed and implemented
to meet the needs of
students.
4.7 School personnel endeavor
The school provides
to determine the •List of services available
services that support
counseling, assessment, related to counseling,
the counseling,
referral, educational, and assessment, referral,
assessment, referral,
career planning needs of educational, and career Level 2
educational, and
students in the school. planning
career planning
School personnel provide
needs of all
or coordinate programs to •Description of IEP process
students.
meet the needs of students
when possible. School
22personnel evaluate all
programs. Improvement
plans related to these
programs are sometimes
designed and implemented
to meet the needs of
students.
Reflect upon your responses to each of the indicators and performance levels by considering and
responding to the following questions when drafting your narrative response. Use language from
the performance level descriptions to guide your writing. Cite sources of evidence External Review
team members may be interested in reviewing.
Our area of strength is that our qualified professional and support staff are sufficient in number to fulfill
their roles and responsibilities necessary to support the school's purpose, direction, and the educational
program. Our school provides support services to meet the physical, social, and emotional needs of the
student population being served. Our staff is a dedicated group who have worked together many years.
Each year they continue to work closer together for the good for our students and school community.
That being said, it would be nice to add an additional teacher who could teach our special classes: music,
art, physical education, and technology. We have a solid group of professional educators. We can
continue this trend through our hiring process by pursuing the right people to be on the St. Bernard
Catholic School team.
One area in need of major improvement is that we must improve our technology—both infrastructure and
devices. Some improvements have been made—increasing the number of grades who have a laptop
dedicated for their use. But, our internet signal is not stable, so teachers are not able to consistently use
technology to drive their instruction. Improvements to the technology infrastructure have been included
in the school’s three-year Strategic Plan.
Standard 5: Using Results for Continuous Improvement
The school implements a comprehensive assessment system that generates a range of data about student
learning and school effectiveness and uses the results to guide continuous improvement. Overall Rating:
2.0
Statement or
Indicator Response Evidence Rating
Question
The school School personnel use an •Survey results
establishes and assessment system that
5.1 Level 2
maintains a clearly produces data from •Evidence that assessments are
defined and multiple assessment reliable and bias free
comprehensive measures about student
23student assessment learning and school
system. performance. The system
generally provides
consistent measurement
across classrooms and
courses. Some
assessments, especially
those related to student
learning, are proven
reliable and bias free. The
system is evaluated for
effectiveness in improving
instruction, student
learning, and the
conditions that support
learning.
Some processes and
procedures for collecting,
Professional and
analyzing, and applying
support staff
learning from data sources
continuously collect,
are used by professional
analyze, and apply
and support staff. Data •Survey results
learning from a
sources include limited
range of data
comparison and trend data •Examples of use of data to
sources, including
5.2 about student learning, design, implement, and Level 2
comparison and
instruction, the evaluate continuous
trend data about
effectiveness of programs, improvement plans and apply
student learning,
and organizational learning
instruction, program
conditions. School
evaluation, and
personnel use data to
organizational
design, implement, and
conditions.
evaluate continuous
improvement plans.
Most professional and
Professional and
support staff members are
support staff are
assessed and trained in a
trained in the
5.3 professional development •Survey results Level 2
evaluation,
program related to the
interpretation, and
evaluation, interpretation,
use of data.
and use of data.
5.4 The school engages A process exists for •Student surveys
Level 2
in a continuous analyzing data that
process to determine determine improvement in •Evidence of student readiness
24verifiable student learning, including for the next level
improvement in readiness for and success at
student learning, the next level. Results •Evidence of student growth
including readiness indicate mixed levels of
for and success at improvement, and school •Evidence of student success at
the next level. personnel sometimes use the next level
these results to design,
implement, and evaluate
the results of continuous
improvement action plans
related to student learning,
including readiness for and
success at the next level.
5.5 Leadership monitors
and communicates
Leaders monitor
comprehensive
information about student
information about
learning, conditions that
student learning,
support student learning,
conditions that
and the achievement of •Survey results Level 2
support student
school improvement goals.
learning, and the
Leaders communicate
achievement of
results to all stakeholder
school improvement
groups.
goals to
stakeholders.
Reflect upon your responses to each of the indicators and performance levels by considering and
responding to the following questions when drafting your narrative response. Use language from
the performance level descriptions to guide your writing. Cite sources of evidence External Review
team members may be interested in reviewing.
Our area of strength is that our school establishes and maintains a clearly defined and comprehensive
student assessment system. Our area that needs improving is that professional and support staff are trained
in the evaluation, interpretation, and use of data. I think our strength comes from our teachers being in the
same grade levels for a few years and becoming comfortable with student assessment. Of course we have
ISTEP, SRI, and we have recently added STAR which we will be learning more about together over the
next few months. Analyzing data was introduce to St. Bernard just a few years ago and teachers have
been slowly becoming more comfortable with the process. Classroom observations, professional growth
plans, and teacher collaboration will focus more on this process in the future.
25Report Summary
Scores by Section
4
3.5
3
2.5
2
1.5
1
0.5
0
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
Standard 1: Purpose and Direction
Standard 2: Governance and Leadership
Standard 3: Teaching and Assessing for Learning
Standard 4: Resources and Support Systems
Standard 5: Using Results for Continuous Improvement
26Saint Bernard Catholic School
2020-2021 Goals
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are
available in the next section.
Our four 20-21 school goals are 1) to raise reading scores as measured by lexile or dibils scores, 2) to
raise math scores as measured by quantile scores, 3) to increase the Catholicity of the school as measured
by surveys and observation, and 4) to increase the enrollment of the entire school (preschool - 8th) as
measured by enrollment numbers.
Goal #1: Increase the Catholicity of all students and staff at St. Bernard Catholic School
Goal Type: Religious
Total Funding: $250.00
Measurable Objective 1: Demonstrate a behavior of increasing the knowledge of the Catholic faith, its
sacraments and saints, and various prayers by 5/10/2019 as measured by an end-of-the-year survey.
Research Cited: Increased opportunities
Evidence of success:
Results from survey
Documentation of trainings
Calendars of prayer services, Masses, and other religious events.
Strategy 1: Include one additional in-class religion lesson and/or activity each week.
Activity 1: Implement a classroom saint, a saint of the month, a saint of the week, or a saint of
the day activity into each grade’s routine.
Activity 2: Read Bible stories, Bible verses, and / or other religious texts and discuss with
students.
Activity 3: Purposefully help students in the memorization and comprehension of grade-level
required prayers.
Activity 4: Prepare specific lessons correlated to Vocations Week which takes place in early
November each year.
Strategy 2: Provide families with monthly faith-formation opportunities.
Activity 1: With guidance from the parish’s Director of Religious Education, provide families
with a copy of Advent Traditions, Lenten Traditions, and other Ordinary Time Traditions.
27Activity 2: Communicate with families the times of prayer services, masses, parish youth
activities, and Vacation Bible School.
Strategy 3: Require active participation in Pathways training by all faculty members.
Activity 1: Document yearly attendance at Pathways training.
Strategy 4: Support active participation by all staff members in prayer services, Masses, and other
religious events.
Activity 1: Provide non-Catholic staff members with a Catholic mentor.
Activity 2: Provide all staff members with information about and/or a calendar of school and
parish prayer services, Masses, and other local and regional religious events.
Activity 3: Bring in Fr. Ron Kreilein, Carolyn Thorpe, and deacons for question/answer
opportunities during staff meetings and other activities.
Measurable Objective 2: Demonstrate a behavior of serving those in need by 5/10/2019 as measured by
an end of the year survey.
Research Cited: Increased opportunities
Evidence of success:
Results from survey
Documentation of service opportunities
Strategy 1: Develop and carry out opportunities for students to serve others locally, nationally, and/or
internationally.
Activity 1: Create and implement quarterly service projects.
Activity 2: Create and implement seasonal school-wide service projects and/or projects that
respond to a unique need (ie., hurricane relief, veterans).
Goal #2: All students in grades preschool through eighth grade at St. Bernard Catholic
School will improve their reading level and/or Lexile score.
Goal Type: Academic
Total Funding: $250.00
Measurable Objective 1: 80% of 2nd-8th grade students will demonstrate a behavior of increasing their
reading level, their Lexile by 75 points and/or be above grade level in their Lexile in Reading by
5/10/2010 as measured by growth on their Scholastic Reading Inventory assessments and/or STAR
Reading.
Research Cited:
Best practices
Increased opportunities to read
28Evidence of success:
Reports from Scholastic Reading Inventory and/or STAR Reading
Data from Title 1 Fluency Reads
Data from locally created formative and summative assessments
Standards-based Assessments
Strategy 1: Increase the amount of daily reading.
Activity 1: Create daily schedules that increase and protect reading times.
Activity 2: Include reading as a part of before-school morning work.
Activity 3: Each grade level will have student independent reading times integrated into their
schedules.
Strategy 2: Increase the amount of non-fiction included within each grade level’s reading curriculum.
Activity 1: Students will include in their reading efforts specific reading instruction in science
and social studies.
Activity 2: Students will have regular opportunities to select non-fiction materials from
classroom libraries, the Rockport Public Library, or other non-fiction collections.
Activity 3: Teachers will use state standards to ensure curriculum includes all grade-level non-
fiction concepts.
Strategy 3: 3-8 teachers will explicitly teach both fiction and non-fiction reading strategies through
Close-Reading activities.
Activity 1: Teachers will receive professional development in Close-Reading techniques.
Activity 2: Students will have regular and repeated instruction in how to, in a grade-level
appropriate fashion, analyze fiction and non-fiction passages.
Strategy 4: K-8 ELA teachers will use a consistent school-wide program, such as STAR Reading or
STAR Early Literacy, for ELA assessments.
Activity 1: St. Bernard Catholic School will ensure that a computer-based program is available
for K-8 teachers to use regularly with their students.
Activity 2: Teachers will assess all K-8 students during the designated diocesan testing windows.
Activity 3: Within one week of each testing window, teachers will access Star Math data reports
to differentiate lessons specific to the needs of their students.
Strategy 5: Preschool through kindergarten curriculum will incorporate letters, sounds, and sight words
in classroom activities and centers.
Activity 1: Students will have daily visual, audio, and kinesthetic activities which introduce
and/or deepen students’ knowledge of letters, sounds, and sight words.
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