St. Theodore School
School Improvement Process
Final Report
March, 2014
5059 Highway P
Flint Hill, MO 63385
636.639.1385
Table of Contents
Introduction
SCHOOL NAME FACULTY AND STAFF
SCHOOL NAME SCHOOL BOARD MEMBERS
SCHOOL IMPROVEMENT PROCESS STEERING COMMITTEE
Area Committees: Catholic Identity
Area Committees: Educational Issues
Area Committees: Institutional Issues
SCHOOL NAME VISITING TEAM MEMBERS
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3
4
4
5
5
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ERROR! BOOKMARK NOT DEFINED.
School Profile
IDENTIFYING DATA
MISSION OF SCHOOL NAME
PHILOSOPHY OF SCHOOL NAME
HISTORY OF SCHOOL NAME
SCHOOL-WIDE AND SUBJECT AREA CURRICULUM GOALS OF SCHOOL NAME
STUDENT INFORMATION
Enrollment by Grade
Gender/ethnicity/religious affiliation
FACULTY INFORMATION
Name and Position/Full-time or Part-Time
Gender/ethnicity/religious affiliation
(Insert copy of School Data Report –Wave 3/Professional Staff Report – after this page.)
FAMILY INFORMATION
PROGRAM INFORMATION
FACILITIES
Floor Plan
FINANCES
LAST YEAR’S, CURRENT YEAR’S, AND NEXT YEAR’S PROJECTED BUDGET.
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13
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School Opinion Inventory Summary
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Catholic Identity
23
Educational Issues
24
CHILD-CENTERED SCHOOLS
STRONG ACADEMIC AND DEVELOPMENTAL PROGRAMS
FAITH-FILLED, DEDICATED, COMPETENT STAFFS
Institutional Issues
SAFE AND SECURE ENVIRONMENT
PARENT/SCHOOL PARTNERSHIP
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30
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34
Individual Faculty Data
35
Student Achievement Test Results
36
COGNITIVE ABILITY TEST SCORES
ACHIEVEMENT TEST SCORES
STUDENT ACHIEVEMENT TEST RESULTS
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38
Curriculum Developments
39
School Improvement Action Plan
41
Introduction
St. Theodore School Faculty and Staff
Faculty
Position/Grade/Subject
Full/Part-Time
Ms. Clare Ortmeier
Mrs. Christine Reeves
Mrs. Mary Struttmann
Mrs. Kimberly Spiroff
Mrs. Christa Luu
Ms. Elizabeth Lammert
Mrs. Sarah Bresnahan
Mrs. Kristin Schultz
Mrs. Abigail Jackson
Mrs. Patricia Ballmann
Mr. Stephen McGinnis
Mrs. Constance Baalman
Mrs. Tammy Askew
Mr. Zachary Groeblinghoff
Mr. Fredric Rosteck
Mrs. Marisa Mejia
Mrs. Lety
Ms. Jennifer Dehner
Principal
6th/7th/8th religion/science
6th/7th/8th math/social studies
6th/7th/8th English and literature
5th Grade/ 4th grade math
4th Grade/ 5th grade reading/spelling
3rd Grade, self-contained
2nd Grade, self-contained
1st Grade, self-contained
Kindergarten, self-contained
Learning Consultant/Resource
Art
Computer/Parish-School Website
General Education Music
Physical Education
Middle School Spanish
Grades 4 and 5 Spanish (beginning 1/7/14)
Band
Full-Time
Full-Time
Full-Time
Full-Time
Full-Time
Full-Time
Full-Time
Full-Time
Full-Time
Full-Time
Full-Time
Part-Time
Part-Time
Part-Time
Part-Time
Part-Time
Part-Time
Part-Time
Staff
Position
Full/Part-Time
Mrs. Susan Crank
Mrs. Linda Tucker
Mrs. Rosemarie Friederich
Mrs. Trisha Dickherber
Mrs. Mary Lou Harmon
Mrs. Kelly Shelton
Mrs. Mary Belarde
Kdg/2nd Grade Teacher Aide
1st/3rd/4th Teacher Aide
Secretary
Cafeteria Manager
Cafeteria Worker
Cafeteria Worker
School Care Coordinator
Full-Time
Full-Time
Full-Time
Part-Time
Part-Time
Part-Time
Part-Time
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St. Theodore School Board Members
2012-2013
Frank Eck
Tammy Forbeck
Angie Mutert
Eric Bogart
Anthony Albers
Diane Wilmes
Fr. Gary Vollmer
Clare Ortmeier
President
Vice-President
Secretary
Finance
Pastor
Principal
2013-2014
Tammy Forbeck
Angie Mutert
Tara Hunsel
Eric Bogart
Brian Hemmer
Christopher Brennan
Fr. Gary Vollmer
Clare Ortmeier
President
Vice-President
Secretary
Finance
Pastor
Principal
School Improvement Process Steering Committee
Steering Committee
Frank Eck
Chairperson (Parent)
Catholic Identity
Steve McGinnis (Teacher)
Education:
Child-Centered School
Strong Academic and Developmental Programs
Faith-Filled, Dedicated, Competent Staff
Tammy Forbeck (Parent)
Jean Goldstein (Parent)
Jamie Hammond (Parent)
Institutional Issues:
Safe and Secure Environment
Parent/School Partnership
Eric Bogart (Parent)
Angie Mutert (Parent)
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Area Committees: Catholic Identity
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
Steve McGinnis
Pam Farrell
Mary Belarde
Patti Ballmann
Chairperson
Parent
Parent
Teacher
Area Committees: Educational Issues
Child-Centered School:
 Tammy Forbeck
 Elizabeth Lammert
 Lisa Simon
Chairperson
Teacher
Parent
Strong Academic Programs:
 Jean Goldstein
Chairperson
 Melissa Hirschbuehler Parent
 Jessica Eusterbrock Parent
 Michelle Brinker
Parent
 Christa Luu
Teacher
 Kristin Schultz
Teacher
 Christine Reeves
Teacher
 Erin Mutert
Parent
Faith-filled, Competent Staff:
 Jamie Hammond
Chairperson
 Kimberly Spiroff
Teacher
 Connie Baalman
Teacher
 Kathy Fowler
Parent
Area Committees: Institutional Issues
Safe and Secure Environment:
Eric Bogart
Chairperson
Clare Ortmeier
Principal
Steve McGinnis
Teacher
Frank Eck
Parent
Angie Mutert
Parent
Jean Goldstein
Parent
Tammy Forbeck
Parent
Jamie Hammond
Parent
5
‘
Parent-School Partnership:
Angie Mutert - Chairperson
 Abby Jackson
Teacher
 Bridget Hemmer
Parent
 Dianne Chitwood
Parent
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St. Theodore School Visiting Team Members
Facilitator:
Sr. Jeannette Fennewald, SSND
Sacred Heart School Troy
Principal
Members:
Jill Gould
St. Paul School, St. Paul
Teacher
St. Patrick School, Wentzville
Assistant Principal
Immaculate Conception, Dardenne
Principal
Archdiocesan Area Director
Tammy Trentmann
Dan Mullenschlader
Denny Bram
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School Profile
Identifying Data
Name of School
St. Theodore School
Region/Deanery
Region 7/St. Charles County Deanery
Address
5059 Highway P
Flint Hill, MO, 63385
Name of Principal
Ms. Clare Ortmeier
Name of Pastor(s)
Rev. Gary Vollmer
Public School District
Wentzville, MO
Mission of St. Theodore School
St. Theodore Catholic School is a community of faith. We work together to educate the whole
child. We emphasize a deeper relationship with Jesus Christ and growing understanding of the
Catholic faith. We strive for excellence in education, joy in service, and a love for life-long
learning in a virtue-based environment with respect for individuality.
Philosophy of St. Theodore School
St. Theodore Catholic School is a faith-filled community committed to nurturing the whole child,
spiritually, intellectually, morally, socially, and physically. We believe that God created each
child in His image and with special dignity. We recognize that each child has unique strengths
and special needs that must be met to reach the fullest potential. Our parish, students, teachers,
and parents share equal responsibility for a climate that fosters the Catholic education, Catholic
faith, and Catholic service for which St. Theodore is and forever will be known.
We will strive to:
1. Make religion an integral part of the lives of our students through prayer, participation in the
liturgy and sacraments, and through our teaching, our example, and our guidance.
2. Expand the knowledge of our faith, increase our efforts in evangelization, and create personal
relationships with Jesus.
3. Foster a positive, virtue-based climate in which the school community can observe and feel
the presence of Jesus Christ in their daily lives.
4. Develop the spirit of generosity and joy to serve others and freely give of their God-given
time, talent, and treasure.
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5. Stimulate a desire for intellectual curiosity, artistic appreciation and expression, and life-long
learning.
6. Empower all of our students to reach their full individual potential.
7. Work with students, parents, and community to foster peace and justice through
reconciliation, service, and prayer.
History of St. Theodore School
1836 Captain Taliaferro P. Grandham laid out the town of Flint Hill.
1846 Prominent citizens of Flint Hill established the Flint Hill Methodist Church. Later a
parcel of this land was transferred to the Catholic Church.
1880 Public school records show that many Catholic men served on the school board. There
was a five month term white school and a three month
term black school. Descendants of
these early families still live in this area.
1883 The first Catholic Church was built in Flint Hill and named after the priest who had
served the area. St. Theodore Catholic Church was dedicated on August 15, 1883. Fr.
Krainhardt celebrated Mass in the new church monthly
and instructed the children in an old
frame building, formerly a grocery store. There were approximately 20 families in the parish.
1893 Father Theodore Krainhardt was still serving the parish of about thirty
Catholic school with ten boys and nine girls was taught by a lay teacher.
families. A
1895 The first Pastor, Fr. Wilhlelm Kurtenbach was assigned to St. Theodore
Parish.
1898 Father August Von Brunn was assigned as the new Pastor after the death of
Fr.
Kurtenback. There were thirty-two children enrolled in the school, still taught by a lay
teacher.
1900 A new Church building was constructed which is the current church building
used
today. The original church building was converted into a two room
school. There were
approximately sixty children in school.
1903 Sisters of the Most Precious Blood from O'Fallon, Missouri began teaching.
1908 A new Sister's convent was built.
1913 A new brick school building completed. The old frame school was torn
down.
1917 Ninety five students were enrolled in school.
1919 Father Von Brunn required children to attend school for eight years to
1922 Father Joseph Fitzkam was appointed pastor.
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graduate.
1929 Two classrooms were still used for teaching. There were seventy five
enrolled.
1935 Father Joseph Poelking was appointed pastor. Enrollment was
students.
students
approximately ninety
1936 Due to financial conditions, St. Theodore Catholic School became a public
Religious instructions and activities were permitted.
school.
1947 The first hot lunch program began. Political conditions changed dramatically by the
late 1940's and religious instructions and activities had
to be done outside of regular school
hours.
1949 Father Gerhard Schmidt became pastor.
1953 As a result of State Court decisions, the parochial school system returned to
Theodore. The financial responsibility of the school returned to the
parish.
St.
1954 As a result of Fr. Schmidt's efforts, the school lunch program was greatly expanded and
school bus transportation was begun.
1966 Two classrooms were added to the school building.
1969 School enrollment reached a peak of 167 students.
1971 Father Joseph Portucheck was named pastor. During this time, the first school board
was initiated. Sister Barbara Rose Cook became principal.
Eucharistic liturgies for
children were introduced with special Masses once per week. The room mother's organization
was formed.
1974 Enrollment was 158 students.
1979 Father Eugene Bendel became St. Theodore's pastor.
1981 The first self study evaluation and accreditation was completed under Sr. Rose's
leadership. News came to the parish that the Sister's were to be
removed from the parish and
as a result the financial burden of operating the
school was greatly increased.
1982 The first school year with a full lay faculty staffed the school with Mrs.
Schaeffer hired as principal.
Delores
1983 St. Theodore Parish celebrated it's centennial.
1984 Mrs. Jean Haden was hired as principal.
1989 The second self study was conducted. Enrollment was between 90 and 100
students.
1990 Father Urban Knoll was named pastor. St. Theodore's Home and School organization
was established.
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1992 New thermal insulated windows were installed in the old section of the
school.
1993 St. Theodore School celebrated it's centennial.
1994 Father Knoll conducted, in accordance with the Catholic Education Office, a
long
term planning study however the study was never offically completed
or implemented due
to the retirement of Fr. Knoll. Father Albert Mattler was appointed pastor. Additional school
buses purchased.
1995
School playground equipment constructed and the site was landscaped.
1996 The loft of the auditorium of the school building was renovated and turned
into a
library. Major renovation to the kitchen and school cafeteria was accomplished. A
kindergarden program was initiated. Mrs. Norma Cooper hired as principal. A new computer
lab was opened.
1997 The third self study was completed.
1998 Mrs. Ruby Karolczak became principal after teaching for 17 years at St.
Theodore.
1999 Planning for new buildings and renovation of older buildings was begun.
2000 After approval from the Archdiocese, construction was begun on renovations
and the
new buildings. The new building would include parish/school
offices, teacher
workroom/lounge, parish center/gymnasium, cafeteria, 5 new classrooms, large restrooms, and
storage space.
2001 The new facility opened for the 2001-2002 school year. The building was dedicated by
Bishop Nauman.
2002 School enrollment began to grow.
2005 School enrollment peaked at 179 students from 113 families.
2007 Ms. Joy Long was hired as principal.
2010 Mr. Randy Struck was hired as first male administrator of St. Theodore
2011
School.
Ms. Clare Ortmeier was hired as new principal.
2012 Spanish introduced as part of middle school curriculum and as an option
outside of school hours to primary grade students.
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available
School-wide and Subject Area Curriculum Goals of St. Theodore School

The current curriculum guide is under re-construction. A copy of the old guide is available. Our
new curriculum guide, which will be developed as our first academic plan of action, will align
with the benchmarks in Catholic education as well as the Common Core State Standards.
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Student Information
Enrollment by Grade
(School Data Form –Second Wave/Enrollment Report next page.)
Gender/ethnicity/religious affiliation
(Information from the School Data Report – Second Wave/Enrollment Report – next page.)
Student/Teacher ratio 21:1 Average homeroom size 21
Maximum class size as per local School Board Policy 270
Total Enrollments over last five years
Year 2009-2010 Enrollment 191
Year 2010-2011 Enrollment 207
Year 2011-2012 Enrollment 208
Year 2012-2013 Enrollment 218
Year 2013-2014 Enrollment 189
Identify any unique or unusual enrollment trends/characteristics:
The economic downturn in 2008 had a great impact on our community. Many of the families
were in construction and that was the area that seemed to be most severely impacted. This may
have inadvertently caused the lower kindergarten enrollment we have seen for the 2013-2014
school year. It is our belief that the enrollment trend will reverse after this and begin to rise
again.
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Faculty Information
Name and Position/Full-time or Part-Time
(Individual Faculty Data Form kept on file for visiting team.)
Gender/ethnicity/religious affiliation
(School Data Report –Wave 3/Professional Staff Report – next page.)
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Family Information
Number of families in school 107
Number of two parent families 98
Number of single parent families 9
Number of Catholic families 106 Number of Non-Catholic families 1
Is there a parent organization?
Yes
No
Describe the structure, responsibilities and activities of the Parent Organization.
The primary purpose of the Home and School Association of St. Theodore School is to provide
funding for various activities and equipment for the school. This is accomplished through
fundraising.
The Home and School also sponsors the Ice Cream Social before school begins, our Back to
School night, Mission Carnival, Field day, and dinner for teachers during parent-teacher
conferences and as a special treat during winter.
Our Home and School also provides us with many volunteers throughout the year, most
notably Room Parents, and the many activities that take place throughout the year. They are
readily available when out of the ordinary events occur, as well.
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Program Information
Extended Day Programs:
Before Care
Yes
No
After Care
Yes
No
Yes
No
Preschool Program
Special Programs
 Spanish is offered to Middle School students (grades 6-8) two times a week during the
school day. In January, 2014, Spanish will also be offered once a week for students in
grades 4 and 5 during the school day.
 Band is offered to students for grades 4-8 on Wednesdays during school time. The
students also have a second rehearsal at St. Dominic High School.
 “School Family” group activities occur once a month.
 Children’s Choir
Extra Curricular Activities Sponsored by School
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Before and After School Care Program.
Spanish Classes for students in grades K-5. Beginning in January, 2014, Spanish will be offered to
grades four and five during instructional hours.
Camp Wyman for grade 6
J.A. Biz Town for grade 5
Girls on the Run for grades 3-5. (Spring activitiy)
Yearbook
Student Council
School newspaper
Quilting for grades 3-8
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Facilities
Student capacity of building according to Local Board Policy 270
Number of rooms used as homerooms 9
Number of rooms used for special classes/activities 7
Explain below:
The special activities’ rooms include:

Music

Art

Computer lab

Learning consultant classroom

Gym (Parish Center)

The cafeteria is also used for various activities.

Fr. Schmidt Room
Floor Plan
(Please attach a copy of a floor plan for the school after this page.)
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Finances
Tuition rates: 2013-2014
One child $3,450
Two children $5,400
Three children $6,300
Family rate (if applicable) $6,300
Other Fees (describe and give amounts:)
Enrollment Fee
$100 per child
Instructional Materials Fee $100 per child
Playground Fee
$25 per child
B.E.S.T. Fee
(Benefiting Everyone at St. Theodore)
Each family must purchase enough script to generate $150 in rebates per family per year
(January-December). The family must pay the difference if they have not generated $150
or choose not to participate.
Average per pupil cost
Amount of Parish Subsidy
% of Parish Budget directed to school operation
%
% of School Budget covered by Parish Subsidy
%
Amount and kind of Financial Assistance from the Archdiocese:

Families are encouraged to apply for Alive in Christ Scholarships. For the 2012-2013
school year families have received a total of $12,000. In the 2013-2014 school year
families have received $17,500 in scholarships.

If scholarships are not available through the above avenues parents are encouraged to
meet with the pastor to make special arrangements regarding tuition.
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Last year’s, current year’s, and next year’s projected budget.
(Insert budgets here or attach following this page.)
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Is there a functioning Marketing Committee?
Is there a Marketing Plan?
Yes
Yes
No
Is there a functioning Development Committee?
Is there a Development Plan?
Yes
No
Yes
No
No
Describe any issues of concern regarding finances:

A dip in student enrollment this year (2013-2014) created a shortfall in our budget.
Hopefully this year is an aberration and that the trend of increased enrollment that has
been occurring in the last few years will resume.

We request a grant from the Archdiocese each year to help cover our costs. We will pay
off the debt in December of 2014 of the new wing of the school in which was built in
2001. This should significantly change the financial picture of the school and parish.
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School Opinion Inventory Summary
Focus Group Rational
The steering Committee elected to use a Focus Group format in place of the “School Opinion
Inventory Survey”. The reasons for this decision were the poor returns on surveys which were
sent annually to parents in the third quarter of the school year. Results from some grade levels
were as low as 7 – 8% not giving a truly representative sample of those cohorts nor valid data to
evaluate or modify existing programs and their rational. The highest returns in only a few grade
levels were approaching 20%. Another reason for the decision to use the focus groups was the
tone of the comments which sometimes accompanied the previous opinion surveys. We did not
want to repeat this mistake. Lastly, in the previous school year the School Board held a “Town
Hall” meeting to replace the opinion surveys. We thought it would be good to build on this new
format and encourage and offer the opportunity first hand participation by parents in the
improvement process of their school.
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SUMMARY RESPONSES
1. What are the strengths of our school?
Parents expressed that a strong sense of community existed and that there were many
traditions associated with this sense of community. They specified an appreciation of the
school's Living Rosary, the May crowning, the services and activities associated with First
Reconciliation, Communion, Confirmation, the Buddy System. The field trips at different class
levels, Camp Wyman and the Pro-Life trip were a few of the factors building community and
tradition. They also voiced and appreciation of the introduction of Spanish as a class and grading
Art, P.E., and Computer classes which previously were not graded.
2. What improvements would you like to see for the school?
Parents thought it would be good to have an evaluation system for teachers and principal, but
did not offer suggestions nor have ideas how to do this. (Parents may not be aware that there is a
process in place for the evaluation of the principal and the teachers, using the Archdiocesan
format.) They also felt it would be beneficial to have a plan of “to do's” for the technology
applications in school. It was felt that there was not an over-arching technology development
plan. They also wanted to have more information on VBRD, (The focus groups were held early
in the implementation of the VBRD program, and hence there was a lack of knowledge.)
3. How could the school better assist you in your role as parent?
How could the school better assist you in your role as a parent?
Parents expressed a desire for better use of the communication tools we have to inform parents of
what is happening in school. Fast direct was seen a useful but not universally used by the
teachers. Examples were more information on up-coming tests and assignments. It was also
stated that some parents would like more challenging programs for students.
4. What could you do to improve the school?
Focus group participants stated that they could improve the school by volunteering more and
encouraging other parents to attend meetings and volunteer for events.
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Catholic Identity
Develop an accurate and succinct narrative reflecting the discussion and analysis that results
from addressing the following questions.
1. To what extent do the administration, faculty, and students witness to the life and
teachings of Jesus Christ and His Church, and form a faith community reflected
through a welcoming environment, respectful relationships, sacred images, and
religious atmosphere?
2. To what extent does the religion curriculum provide a doctrinally sound, sequential,
developmentally appropriate and integrated presentation of the essential content of the
Christian message as expressed in the Catechism of the Catholic Church and the
Archdiocesan Religious Education Curriculum Standard in which Catholic teachings and
values are infused throughout the educational program?
3. To what extent are there regular and frequent opportunities for developmentally
appropriate and meaningful prayer and liturgical experiences for students and staff?
4. To what extent are relevant and developmentally appropriate service projects including
student-reflection on the Gospel meaning of service, part of the curriculum at all levels?
5. To what extent are faculty and students challenged to address issues of social justice
from a Gospel perspective and from the Church’s social teachings?
GROWTH OPPORTUNITIES
6. What are specific ways to strengthen the school’s Catholic Identity?
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Educational Issues
Child-Centered Schools
Develop an accurate and succinct narrative reflecting the discussion and analysis that results
from addressing the following questions:
1. To what extent does the school provide a nurturing climate for learning?
2. To what extent does the school provide sufficient time for learning?
GROWTH OPPORTUNITIES
3. What are specific ways to strengthen the child-centered climate of the school?
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Strong Academic and Developmental Programs
1. To what extent does the school provide a challenging, comprehensive, and relevant
curriculum for all students that:
• fulfills the school’s philosophy and mission?
• strengthens Catholic Identity?
• results in student achievement of the school-wide curriculum goals?
• builds a continuum of learning for all students?
2. To what extent does the professional staff design and implement a variety of learning
and formational experiences that:
• promote student achievement?
• actively engage the students?
• are consistent with the school’s philosophy, mission, school’s identified curriculum
priorities, students’ readiness, and students’ processing strengths?
3. To what extent is assessment:
• varied and integrated into the teaching/learning process?
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• the basis for measurement of progress toward student learning goals?
• the basis for regular evaluation and improvement of curriculum and instruction?
GROWTH OPPORTUNITIES
4. What are specific way to strengthen:
a. What students learn (curriculum)?
b. How students learn (instruction)?
c. The assessment program?
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Faith-filled, Dedicated, Competent Staffs
Develop an accurate and succinct narrative reflecting the discussion and analysis that results
from addressing the following questions.
1. To what extent are administration and staff prepared to lead by example in their:
• living of the Gospel values?
• collaborative work to create a community of faith?
• dedication to the school’s philosophy and mission?
• commitment to their own spiritual growth?
2. To what extent are the administration and staff profession, qualified and committed to
their own continuous professional development?
3. To what extent have the administration and faculty developed and implemented a
professional development plan that:
• is focused on continuous improvement of the teaching/learning process, school
practices, and Catholic identity?
• provides sufficient time, attention and resources?
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• is evaluated, monitored, and validated through increased student learning?
4. To what extent does the administration and faculty share a collective sense of
responsibility for academic excellence by:
• meeting regularly to identify needs of the students and to reflect on current practices?
• designing learning to actively motivate students so that students are engaged in and
accountable for their own learning?
• recognizing different learning needs and providing differentiated activities consistent
with students’ skill levels?
5. To what extent is the administrator a qualified, visionary professional, who provides:
• spiritual leadership for the faculty and students?
• leadership for an effective instructional program?
• regular communication and collaboration with the pastor, board, faculty and
parents?
• leadership and vision toward school improvement?
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• growth opportunities for teachers and staff?
GROWTH OPPORTUNITIES
6. What are specific ways to strengthen the staff of the school?
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Institutional Issues
Safe and Secure Environment
Develop an accurate and succinct narrative reflecting the discussion and analysis that results
from addressing the following questions.
1. To what extent do the school facilities ensure the physical well being of all members of
the school community?
The facilities at St. Theodore ensure the physical well-being of the school community. The
administration and staff continually search for opportunities in which feasible improvements
can be made.
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We have a contracted maintenance staff who keep the facilities clean and who
expediently handle daily problems.
Each room has a telephone.
The school’s maintenance staff regularly services and maintains all areas of the
building.
The well-lighted parking lot has sufficient standard and handicapped-accessible
parking spaces. The parking lot was resurfaced in July 2013.
Asbestos abatement in the school was completed in the summer of 2011.
Lockers were installed in the middle school wing in the summer of 2012.
All doors to the facility are locked and monitored throughout the school day.
A sink was added to the eighth grade science room to accommodate lab experiments.
Landscaping was enhanced by the addition of new mulch and plants in the summer
and fall of 2013.
A new playground was installed during the 2010-2011 school year.
2. To what extent does the school provide the needed health services for its students?
The school provides health services for the students at St. Theodore School.
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The administration provides information and communication to teachers on allergies,
student health concerns, and general wellness.
The administration reviews and adheres to Archdiocesan health manual guidelines.
When students are exposed to communicable diseases, the administration sends a
letter to the parents and staff with guidelines, signs, and symptoms to report to their
private doctors.
The administration adheres to the mandated rules and regulations of the Missouri
Department of Health and Senior Services regarding vaccination administration.
The staff works under guidelines of doctor’s orders.
Several staff members, principal, and secretary attended medication administration
training, CPR/AED and first aid training and re-certifications are completed as
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required. However, due to the unpredictability of emergencies and the uncertain
availability of trained staff CPR/AED training for the entire staff could possibly offer
a more timely response to an emergency.
The school secretary attends to the needs of children who become ill or are injured.
Vaccination records are reviewed and documented for state compliance by volunteer
registered nurses annually.
Health classes are provided by St. Charles County Health personnel.
Vision and hearing screenings are conducted through The Vision and Hearing Center
of St. Charles County for students in grades K, 2, 4, 6, and 8 on an annual basis.
Parents and teachers of students in the other grades can also request these services as
needed.
Cafeteria staff plan and serve a variety of well-balanced meals in accordance with
local, state, and federal regulations.
Kitchen and dining areas met guidelines for an A+ rating by the state health
department in 2013.
The floors are cleaned thoroughly by the contracted cleaning company. The school
cafeteria staff cleans and sanitizes tables on a daily basis.
3. To what extent does the school provide for the safety and security of the students and
staff?
St Theodore School provides a satisfactory level of safety and security. Staff members
selected to be a part of the Emergency Response Team are trained to be first responders and
provide leadership in their areas.
The Emergency Response plan outlines steps for various natural disasters and safety issues.
The school administration develops, maintains, and implements the Emergency Response
plan. The facility and staff of St. Theodore School constantly work to improve the safety and
security of the school. In addition, St. Theodore School provides the appropriate number of
personnel to supervise students.
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All staff members are required to wear an identification badge identifying them as
members of St. Theodore School. Policies require parents, volunteers, and guests to
sign in and wear identification while visiting.
St. Theodore School Emergency Response Team consists of four members led by the
Principal.
All members of the St. Theodore School Emergency Response Team are certified in
Blood- Borne Pathogens, Cardiopulmonary Resuscitation (CPR), and Automated
Electronic Defibrillator (AED).
St. Theodore School has written plans and policies for school accidents and safety
concerns.
Classrooms at St. Theodore prominently display evacuation and exit routes. The
warning system, including fire alarms, is consistently and thoroughly checked.
Throughout the year, St. Theodore School conducts fire, tornado, earthquake, and
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intruder drills.
The National Council on Alcohol and Drug Abuse (NCADA) provides classroom
lessons focusing on interpersonal and relationship skills.
The school adheres to acceptable levels of supervision during recess, outdoor activity,
and throughout the school day. This supervision is currently provided by the faculty
and staff. This additional student supervision limits faculty planning time and
collaboration.
St. Theodore School has measures in place to ensure the safety of children entering
and exiting the school campus.
Daily security and door checks are conducted. The secretary visually monitors the
front door allowing for minimal and regulated school access.
Eighth grade students provide a safety patrol during morning drop-off.
Window panes were added to doors in the middle school classrooms, learning
consultant, library, and computer rooms to comply with Protecting God’s Children
standards.
As a result of the safety audits conducted by the Archdiocese and also by the
Wentzville Fire Protection District, St. Theodore School was given a checklist of
necessary changes, updates, and repairs that are required for compliance of current
safety standards.
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4. To what extent are the school’s financial resources sufficient to sustain the school
program and reflective of sound financial practices and responsible stewardship?
St. Theodore School faces the challenge of providing sufficient financial resources to sustain
our programs and be fiscally responsible. With the recession of 2008 many of our families
found it difficult to pay for tuition. As a result St. Theodore has struggled to maintain a
tuition level that would be affordable for anyone who wanted a Catholic education. The
parish generously subsidizes the school in the amount of ________, approximately ____%
of the school budget. ______% of the parish budget is allocated to the school to balance our
budget. A balanced budget is submitted to the Archdiocesan Finance Committee annually.
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Tuition costs are comparable to other area Archdiocesan schools.
The debt from the construction of the new wing of the school will be paid in full by
December 2014.
Parents who financially qualify for aid can apply for the Alive in Christ
Scholarships and the FACTS grant in aid through the Archdiocese.
Pastor discretion is utilized for additional financial assistance for struggling school
families.
The parish also requests a grant from the Archdiocese to assist in funding
expenditures.
The parish participates in the script program called BEST, Benefiting Everyone at
St. Theodore. School families are required to generate $150 in revenue annually
through this program.
The parish hosts three main fundraisers per year. All parishioners third grade and up
work at the annual fall festival and parish picnic. Parents of third, fourth, and fifth
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graders participate in the planning of the annual dinner auction. All parish families
are encouraged to donate time, talent, and treasure to these fundraisers.
The Parish Finance Committee, Parish Council, and School Board collaborate with
the pastor and school administrator to develop a working budget for the school.
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GROWTH OPPORTUNITIES
5. What are specific ways to strengthen:
a. health services?

Provide additional CPR/AED training for all faculty and staff members.
b. safety and security of students and staff?
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Develop a plan to complete safety audits.
Develop on-going intruder emergency training for the faculty and staff.
Increase parent volunteers for recesses to allow teachers time for planning and
collaboration with other teachers.
c. financial resources and practices?
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Continue to closely monitor our financial resources and practices.
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Parent/School Partnership
Develop an accurate and succinct narrative reflecting the discussion and analysis that results
from addressing the following questions.
1. To what extent does the school collaborate with parents in the academic and spiritual
growth of the child?
2. To what extent do all members of the community contribute to the school’s positive and
nurturing climate?
3. To what extent does the school provide for the community’s articulated communication
and decision-making needs?
4. To what extent does the school’s attempt to understand the needs of its families and
provide reasonable accommodation for those needs create a supportive network of
adults for the child’s growth?
GROWTH OPPORTUNITIES
5. What are specific ways to strengthen the parent/school partnership?
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Individual Faculty Data
Please see binder for individual forms.
35
Student Achievement Test Results
Cognitive Ability Test Scores
2012-2013
List the composite results of the students who have taken cognitive ability tests during the past year.
Grade 4
Grade 6
Grade 8
Total
GRADE SCORES
COMPOSITE PR (VQN)
Number
%
76%ile or above
3
6
15
24
32
10
11
9
30
41
7
6
3
16
22
2
1
1
4
5
22
24
28
74
100
Between 51 – 75 %ile
Between 26 – 50 %ile
Between 1 – 25 %ile
TOTAL
Indicate the tests used to determine the data above:
Grade
Name of Test
Level
Form
4
Cognitive Abilities Test
7
6
Cognitive Abilities Test
7
8
Cognitive Abilities Test
7
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Achievement Test Scores
2012-2013
List the composite results of the students who have taken achievement tests during the past year.
COMPLETE
COMPOSITE NPR
Grade 4
Grade 6
Grade 8
Total
Number
%
76 %ile or above
3
5
15
23
31
8
13
11
32
43
8
5
2
15
20
3
1
1
5
6
22
24
29
75
100
Between 51 – 75 %ile
Between 26 – 50 %ile
Between 1 – 25 %ile
TOTAL
Indicate the tests used to determine data above
Grade Level
Name of Test
Form
4
Iowa Test of Basic Skills
E
6
Iowa Test of Basic Skills
E
8
Iowa Test of Basic Skills
E
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Student Achievement Test Results
In the chart below, please complete the information on the results of the local school’s
Achievement Test scores with Archdiocesan results.
Name of Test Iowa Test of Basic Skills
Dates Administered
September, 2012
SUBJECT
GRADE
ARCHDIOCESE %ile
LOCAL %ile
READING
4
6
8
4
6
8
4
6
8
4
6
8
4
6
8
4
6
8
4
6
8
4
6
8
4
6
8
4
6
8
4
6
8
4
6
8
67
60
69
74
70
74
70
76
80
68
67
75
65
55
70
61
71
74
57
80
82
59
61
74
63
72
82
35
51
72
20
58
71
30
54
74
46
62
76
59
67
73
60
61
69
52
63
74`
WRITTEN EXPRESSION
CONVENTIONS OF WRITING
VOCABULARY
ELA TOTAL
MATHEMATICS
COMPUTATION
MATH TOTAL
CORE COMPOSITE
SOCIAL STUDIES
SCIENCE
COMPLETE COMPOSITE
56
50
64
40
53
74
71
67
73
71
66
68
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Curriculum Developments
List the significant changes that have been made in the various subject areas taught in the school
over the past five years. These changes could include, but are not limited to: adoption of a new
textbook series, staff development in the area, review of the school’s resources to support the
area, review of the school’s philosophy and goals for the area, review of the content taught in
each grades, implementation of one or more best practices school-wide.
Mathematics (Current Year: Purchased Pre-Algebra textbooks for 7th
grade.)
Last Year Purchased 8th grade Algebra Textbooks
2 Years Ago Purchased Saxon textbooks and manipulatives for grades K-8
Subject Area
3 Years Ago
4 Years Ago
5 Years Ago
Subject Area
English
Last Year Purchased Voyages in English textbooks and materials grades 1-5.
2 Years Ago Purchased Voyages in English textbooks and materials grades 6-8
3 Years Ago
4 Years Ago
5 Years Ago
Subject Area
Reading – Language Arts
Last Year
2 Years Ago Purchased Middle School Spelling and Vocabulary: Houghton Mifflin
3 Years Ago
4 Years Ago
5 Years Ago Introduced Reading series: Harcourt Grades K-5
Spelling and Phonics imbedded in reading series
Subject Area
Science
Last Year Revised eighth grade tests to reflect Bloom’s Taxonomy
2 Years Ago
3 Years Ago Purchased Middle School textbooks
4 Years Ago Purchased textbooks and manipulatives grades K-5
5 Years Ago
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Subject Area
Religion
Last Year Purchased new textbooks from RCL for grades K-8;
Purchased Family Life series 2010 edition for grades 4-8
2 Years Ago Changed Confirmation service hours’ requirements to involve a variety of
areas of service: school, church, community
3 Years Ago
4 Years Ago
5 Years Ago
Subject Area
Virtue Based Restorative Discipline
Last Year Trained teachers, parent team members and principal in VBRD; began
implementation of Circle Meetings, family Circles.
2 Years Ago
3 Years Ago
4 Years Ago
5 Years Ago
Subject Area
Social Studies
Last Year
2 Years Ago
3 Years Ago
4 Years Ago
5 Years Ago Purchased textbooks for grades 6 – World History; 7-8 – American
History
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School Improvement Action Plan
School: St. Theodore School
Year of Plan: 2014
Choose One:
Catholic Identity
Academic Issues
Institutional Issues
Improvement Goal: The school community will continue to implement VBRD.
Activities/Strategies
1. Increase the
opportunities for the
Sacrament of
Reconciliation
2. Plan cross curricular
activities that deepen
the awareness of the
dignity and worth of
each individual during
prayer circles, which
incorporates virtues.
3. Implement cross
curricular activities that
deepen the awareness
of the dignity and worth
of each individual
Responsible Party
Principal, Faculty
and Pastor
Start
Fall,
2014
Complete
On-going
Evidence of Implementation
Schedule of Sacramental opportunities
Principal and faculty
Fall,
2014
On-going
Faculty meeting minutes
Principal and faculty
Spring,
2015
On-going
Lesson plans
during prayer circles,
which incorporates
virtues.
4. Plan opportunities to
increase family
involvement and
participation in VBRD
5. Review and evaluate
the effectiveness of the
VBRD program
6 Make changes based
on the review and
evaluation of the
program.
VBRD Team and
faculty
Spring,
2014
On-going
VBRD Team and
faculty
On-going On-going
VBRD Team minutes and survey
VBRD Team and
faculty
Yearly
Log the changes made in the program.
On-going
VBRD Team minutes
How will you assess the achievement of the Improvement Goal? Successful implementation of the goal will be
determined through increased participation in VBRD activities by students, teachers, and families.
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School Improvement Action Plan
School: St. Theodore School
Year of Plan: 2014
Choose One:
Catholic Identity
Academic Issues
Institutional Issues
Improvement Goal: Write a curriculum guide with benchmarks that align with the Common Core State
Standards and Catholic school benchmarks in order to set higher academic standards for students in all core
areas of instruction.
Activities/Strategies
Responsible Party
1. Contact the Catholic Principal
Education Center and
other resources for
professional
development
Start
Spring,
2014
Complete
Spring, 2014
43
Evidence of Implementation
Timeline for professional development
will be determined.
2. Professional
Development
Principal and faculty
Late
summer,
2014
Spring,
2015
On-going
Documentation of attendance
3. Develop and
implement curriculum
goals for English,
Language Arts (ELA)
Principal and faculty
Fall, 2017
Curriculum guide/benchmarks for ELA
Lesson plan documentation
Principal assessment.
4. Develop and
implement curriculum
goals for Math
5. Develop and
implement curriculum
goals for Science
Principal and faculty
Fall,
2016
Spring 2018
Principal and faculty
Fall,
2017
Spring, 2018
6. Develop and
Principal and faculty
implement curriculum
goals for Social Studies
Fall,
2018
Spring, 2019
Curriculum guide/benchmarks for Math
Lesson plan documentation
Principal assessment.
Curriculum guide/benchmarks for
Science
Lesson plan documentation
Principal assessment.
Curriculum guide/benchmarks for
Social Studies
Lesson plan documentation
Principal assessment.
How will you assess the achievement of the Improvement Goal? Completion of a curriculum guide based on the
benchmarks and Common Core Standards.
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School Improvement Action Plan
School: St. Theodore School
Year of Plan: 2014
45
Choose One:
Catholic Identity
Academic Issues
Institutional Issues
Improvement Goal: Student learning will be improved through teacher assessment of standardized test scores
and adjustments in instructional methodology to meet the needs of students.
Activities/Strategies
Responsible Party
Start
Complete
Evidence of Implementation
1 Provide professional Principal and
On-going
Log of professional development
development for
Faculty
Fall, 2014
activities.
analyzing standardized
test scores.
2. Analyze the ITBS
Principal and
Fall, 2015
Each
List of subject area scores under the
scores and identify one Faculty
subsequent
50%ile for individuals and grade
key area of weakness.
Fall
levels.
3. Develop a school
Principal and
Fall/Winter, Spring, 2016 Identified area of weakness.
wide plan to address
Faculty
2015
the area of weakness.
4. Provide professional
development
opportunities to
enhance instructional
strategies in the
targeted area.
5. Planning and
Implementation of
strategies in the
targeted area.
6.Evaluation of the
strategies and selection
Principal and
Faculty
Fall/Winter, On-going
2015 school
year
Certificate of completion
Teachers share information and
strategies at faculty meetings.
Teachers
Spring,
2016
On-going
Principal and faculty
Winter,
2017
On-going
Lesson plans
Log of opportunities for teachers to
collaborate for the targeted area of
weakness.
Faculty Meeting Minutes
Review of ITBS scores after each
46
of another instructional
area.
strategy is completed.
How will you assess the achievement of the Improvement Goal? Comparison of the initial ITBS scores with post
implementation scores and classroom assessment.
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