Cathedral School
Cathedral Unit School
ADVANC-ED
School Improvement Plan
1
Cathedral Unit School
Advanc-Ed
School Improvement Plan
Cathedral Unit School
701 Dr. Martin L. King, Jr. Street
Natchez, MS 39120
Mr. Pat Sanguinetti, Principal 7th – 12th
Ms. Shannon Bland, Principal Pre-K – 6th
Ms. Cathy Cook, Superintendent
2
AdvancED Committees
2013-2015
Standard 1: Purpose and Direction
Martha Adams
Craig Beesley
Jodi Upton
Mark McCann
Chair: Pat Sanguinetti and Karen Foley
Jean Beniot
Weezie Mallory
Jean-Claude Coullerez
JoAnn Waycaster
Paige Iseminger
Melissa Vaughan
Standard 2: Governance and Leadership
Chair: Shannon Bland and Emily Guida
Jennifer Beach
Denise Thibodeaux
Shannon Probst
Joan David
Sissy Dicks
Rachelle Pahanka
Kristie Stewart
Devin Gammill
Heather Burget
Rose Mary Weadock
Amanda Wilson
Standard 3: Teaching and Assessing for Learning
Chair: Jessica Carter and Amy Gamberi
Sue Anderson
James Woodard
Jennifer Haile
Sharon Freeman
Jean Biglane
Cheryl Hunt
Kelly Baroni
Colleen Fury
Ralph Loe
Caroline McDonough
Standard 4: Resources and Support Systems
Chair: Jan Kirkwood and Stephanie Butts
Gayle McGillberry
Andree Gamberi
Brett Hinson
Alvin Shelby
Jamie Gibson
Shannon Rojo
Gabe Cassagne
Jodi Kelley
Luz Guillan-King
Debra Colston
Standard 5: Using Results for Continuous Improvement
Chair: Penny Daggett and Betty Sue Porter
Stephanie Anderson
Sarah Atkins
Brandy Mann
Lashon Brown
Beth Foster
Kirk Graham
Jessica Byrne
Kathy Kossum
Ron Rushing
Allyson Elliot
3
TABLE OF CONTENTS
Part I: Student Profile
Introduction
School Characteristics
Student Demographic Data
Faculty Demographic Data
Student Performance Data
Student & Community Demographics
Analysis of Annual Income & Operating Costs
Cathedral School Development Program
Stakeholder Perspectives on the Quality of Ed.
Part II: Mission and Beliefs
Introduction
Mission Statement
Beliefs
School Beliefs Inventory
Part III: Analysis of Instructional & Organizational Effect.
Introduction
Survey of Instructional and Organizational
Effectiveness
Summary of Strengths & Supporting Evidence
Summary of Limitations & Supporting Evidence
Priorities for Improvement
5
6
6
8
11
14
18
19
20
21
35
36
36
36
37
40
41
41
45
48
49
4
Cathedral Unit School
SCHOOL IMPROVEMENT PLAN
________________
PART I: STUDENT PROFILE
5
INTRODUCTION
This section of our school improvement plan provides an overview of our school
characteristics; student, teacher, and community demographic data; student performance
data; and stakeholder perspectives on the quality of education. Summaries, charts, and
graphic displays of the data within categories are provided for analysis.
SCHOOL CHARACTERISTICS
Cathedral School is a co-educational Roman Catholic school that encompasses pre-school
3-year-olds through 12th grade and operates under the auspices of the Diocese of Jackson.
Cathedral is accredited by AdvancEd, which was formally the Southern Association of
Colleges and Schools (SACS), and by the Mississippi Department of Education. The
School welcomes students of all racial, ethnic, and religious backgrounds. Cathedral
School is dedicated to its mission that the school is a living Christian community where
students are encouraged and supported in reaching the fullness of their potential
spiritually, intellectually, aesthetically, emotionally, socially, and physically.
The history of Cathedral School begins in 1847 when a group of dedicated and
committed members of the Daughters of Charity arrived in Natchez to educate young
girls. On January 30, 1847, the Daughters of Charity opened St. Mary’s Orphan Asylum
which included a free school for girls. The orphanage was located at a house on Rankin
Street behind St. Mary Cathedral (now St. Mary Basilica) and later moved to the corner
of Union and Orleans Streets.
As time passed, the work of the Daughters of Charity expanded in Natchez. In 1867, they
opened a “pay” school, St. Joseph’s School for girls, on Burling Hill on State Street.
In 1860, Bishop William Elder of Natchez started an orphanage for boys in Natchez, and
in 1865 the Brothers of the Sacred Heart assumed the care-taking of this orphanage,
named D’Evereux Hall, and of the boys’ school, Cathedral School. The Brothers worked
in conjunction with the Daughters of Charity to provide Catholic education for the youth
of Natchez. The Brothers of the Sacred Heart ended their educational efforts in Natchez
in 1935 when the boys’ and girls’ schools were joined as Cathedral School under the
direction of the Daughters of Charity.
Because of the need for modern educational facilities, buildings, and expansion following
World War II, a complete complex was constructed on the D’Evereux Hall property in
the 1950’s, which is located on Dr. Martin Luther King, Jr. Street.
Separate elementary and secondary buildings, a gymnasium, and a convent converted to a
library and offices make up the complex. The Daughters of Charity continued to staff the
school with an increasing number of lay teachers and staff through the years. After 157
years of dedicated and loving service to the families of Natchez, the Daughters of Charity
decided to end their presence in the community as of the summer of 2003.
6
A capital campaign titled, A Time For Every Purpose, was initiated in 1995 that raised
over $1.4 million in pledges for projected new construction and maintenance. The new
additions included a multi-purpose gymnasium, a pre-school / kindergarten wing, and
new metal roofing on all existing buildings. Further additions have been made to the
physical plant including the following:












New roofing was placed on Seton Hall (convent).
New roofing was placed over a patio on the lower elementary wing.
Safety fencing was erected to encompass the football/soccer field.
New energy efficient ovens were installed in cafeteria.
A bus with air conditioning was purchased to aid athletics and school outings.
The gymnasium was dedicated to Roy Garcia (athletic director and employee for
36 years).
A new public address system was installed in the high school with call buttons
added for security purposes.
A grant in the amount of $117,000 from the Daughters of Charity was used in
installing computer lines, linking the entire school room to room.
A donation of over 200 computers was received from the U. S. Government.
A new sidewalk linking the elementary and high school buildings was added for
safety.
A memorial plaza with water fountain, statues, and engraved memorial bricks was
constructed between the chapel and the gymnasium via a student council
campaign.
A new surface of regulation hardwood chips was added to the pre-school /
kindergarten playground for safety.
In addition to campus improvements, changes in various areas of the curriculum and
other programs have been initiated including the following:




To answer growing needs in technology maintenance, a computer technology
team, made up of parents, teachers, and trained students, has been established.
An arts program has been added to the curriculum.
Track and Field along with Girls Fast Pitch Softball were added to the sports
opportunities.
Girls’ soccer was added to the existing Soccer program.
In the Spring of 2012, Cathedral launched the second Capital Campaign in the school
history titled, Our Children, Our Tradition, Our Future. This campaign allowed the
school to build a 12,200 square foot building that is housing the sixth through eighth
grade students in what we now call the Middle School Building. This building has eight
classrooms and a Science Lab. It also consisted of renovating the two high school
science labs, renovating two bathrooms in the high school and two bathrooms in the
elementary school and upgrading all of the equipment in the cafeteria kitchen. The final
phase of this campaign is to build a new 8,000 square foot Athletic Facility that is
expected to be completed by August of 2015.
7
STUDENT DEMOGRAPHIC DATA
Total School Enrollment
The data indicate that enrollment has increased from 596 students in the 2010-2011
School Year to 674 students for the 2014-2015 School Year. We expect the enrollment
to remain stable over the next few years due to being close to full capacity.
Total Enrollment
Year
Total
Enrollment
10-11
11-12
12-13
13-14
14-15
596
653
681
650
672
13-14
-4.77
14-15
3.27
Percent Increase in Total Enrollment
Year
% Increase
10-11
-2.85
11-12
8.73
12-13
4.11
Gender
The data indicate approximately 51% of the students at Cathedral School presently are
males and 49% of the students are females.
Gender Comparison by % 2010-2015
Year
Female
Male
10-11
50%
50%
11-12
51%
49%
12-13
50%
50%
13-14
49%
51%
14-15
49%
51%
Ethnic Background of the Students
The data indicate that the racial diversity of the student population has remained
relatively consistent. The students are predominantly Caucasian (80%) with the
remaining predominantly African American.
8
Ethnic Background of the Students by Percentage
Race
AfricanAmerican
Asian
Caucasian
Hispanic
Multi-racial
Pacific
Islander
Total
10-11
13.7%
11-12
13.8%
12-13
16.2%
13-14
17.4%
14-15
15%
0.5%
84.5%
1.1%
0.1%
0.1%
1.2%
82.8%
1.6%
0.5%
0.1%
0.7%
80.6%
1.4%
0.3%
0.8%
0.6%
80.4%
1.1%
0.2%
0.3%
1%
78.7%
2%
0.5%
0.5%
100%
100%
100%
100%
100%
Religious Background of Students
Year
11-12
12-13
13-14
14-15
Catholic
333
51%
361
53%
275
45%
242
32%
Non-Catholic
Total
320
653
49%
100%
320
681
47%
100%
336
650
55%
100%
379
674
68%
100%
Average Daily Attendance
The data indicate that average daily attendance remains consistently at 96%.
Average Daily Attendance by Percentage
09-10
96%
10-11
96%
11-12
96%
12-13
95%
13-14
96%
Graduation Requirements
In order to graduate from CHS, a student must complete a minimum of 24 Carnegie
Units. These units must include the following:
Religion
English
Mathematics
Science
Social Studies
4 Units
4 Units
4 Units
4 Units
4 Units
Fine Arts
Comprehensive Health
Business/Technology
Foreign Language
1 Unit
½ Unit
1 Unit
1 Unit
9
The remaining units are electives.
Graduation Data
The data indicate that the graduation rate for CHS has remained consistent. The
graduation rate was 100% for all years listed.
Graduation Rate 2011-2014
Year
No. Seniors
Graduated
Percent
10-11
32
32
100%
11-12
40
40
100%
12-13
37
37
100%
13-14
35
35
100%
14-15
40*
Ethnic Background of Graduates
The data indicate that the graduates of Cathedral High School are predominantly
Caucasian (approximately 85%) with the remaining graduates being mostly African
American.
Ethnic Background of Graduates by Percent
Race
African Am.
Asian
Caucasian
Hispanic
Multi-racial
Totals
3
0
29
0
0
32
10-11
9%
0%
91%
0%
0%
100%
3
2
34
0
1
40
11-12
8%
5%
84%
0%
3%
100%
7
0
30
0
0
37
12-13
19%
0%
81%
0%
0%
100%
4
0
31
0
0
35
13-14
12%
0%
88%
0%
0%
100%
7
0
32
1
0
40
14-15*
18%
0%
79%
3%
0%
100%
Gender
The data indicate that the predominant gender of Cathedral School graduates is females.
Gender of Graduates by Percent
Year
Females
Males
Total
* projected
13
19
32
10-11
41%
59%
100%
17
23
40
11-12
42%
58%
100%
25
12
37
12-13
68%
32%
100%
20
15
35
13-14
57%
43%
100%
22
18
40
14-15
55%
45%
100%
10
Post-High-School Plans
The data indicate that the post high school plans of Cathedral High School graduates are
consistent. One hundred percent of the graduates attend colleges and universities or join
the military the first year out of high school.
Post-High-School Plans by Percent
Year
4 Yr. College
2 Yr. College
Military
09-10
26 / 80%
6 / 20%
10-11
34 / 84%
6 / 16%
11-12
22 / 60%
14 / 38%
1 / 2%
12-13
26 / 74%
8 / 24%
1 / 2%
13-14
29 / 73%
10 / 24%
1 / 3%
FACULTY DEMOGRAPHIC DATA
The faculty demographic data includes part-time and full-time classroom instructors as
well as librarians, but not administrators, counselors, or secretaries.
Ethnic Background of the Faculty
Year
Afr. Am.
Asians
Caucasians
Hispanic
Nat. Am.
10-11
4%
0%
94%
2%
0%
11-12
4%
0%
94%
2%
0%
12-13
4%
0%
94%
2%
0%
13-14
4%
0%
94%
2%
0%
14-15
4%
0%
94%
2%
0%
Religious Background of the Faculty
The data indicate that approximately 57% of the present faculty of Cathedral School are
Catholic and approximately 43% are Non-Catholics.
Percentage of Catholics and Non-Catholics on the Present Faculty
Percentage of Catholic Teachers
57%
Percentage of Non-Catholic Teachers
43%
11
Gender
The date averaged over the last five years indicates that approximately 73% of the present
faculty of Cathedral School are females and 27% are males.
Gender of the Faculty by Percent
Year
Female
Male
10-11
78%
22%
11-12
77%
23%
12-13
79%
21%
13-14
79%
21%
14-15
77%
23%
GENDER OF FACULTY BY PERCENT
90%
80%
Percentage
70%
60%
50%
40%
30%
20%
10%
0%
10-11
Female
Male
11-12
12-13
13-14
14-15
Year
Advanced Degrees
The data indicate that the percent of faculty with advanced degrees has increased from
28% in 10-11 to 39% in the present year.
Year
% Advanced
Degrees
# Faculty/
# with Adv.
Degrees
10-11
28%
11-12
34%
12-13
30%
13-14
31%
14-15
39%
47/13
47/16
47/14
48/15
49/19
12
Average Number of Years In Teaching Experience
The average number of years in teaching experience for the present faculty of Cathedral
School is 16.7 years.
Average Number of Students per Classroom
The data indicate that the class size has fluctuated by only 5% over the past five years.
Fluctuation in Average Number of Students per Classroom
Year
Aver. Number
Per classroom
% Fluctuation
10-11
20
11-12
21
12-13
22
13-14
21
14-15
22
-4.8%
5%
5%
-5%
5%
NUMBER OF STUDENTS
AVERAGE CLASS SIZE BY YEAR
22.5
22
21.5
21
Av. Class Size
20.5
20
19.5
19
10-11
11-12
12-13
13-14
14-15
YEAR
13
STUDENT PERFORMANCE DATA
Student performance data for Cathedral School students were derived from the following
nationally administered assessments: OLSAT, Stanford Achievement Test, PLAN,
ACT, SAT, PSAT, and AP.
OLSAT and Stanford Achievement Test
The OLSAT is administered to students in grade 3, 5 & 7. The Stanford Achievement
Test is administered to students in grades 2, 3, 4, 5, 6, 7, and 8. The average percentiles
for each grade are available in the tables below. The national average for all levels is the
50th percentile. (%=Percentile)
OLSAT
2009-2013
National Percentile Scores
Grade
3
5
7
9/09
61%
57%
64%
9/10
67%
66%
64%
9/11
63%
57%
76%
9/12
59%
48%
70%
9/13
59%
59%
67%
Stanford Achievement Test – Complete Battery
2009-2013
National Percentile Scores
Grade
2
3
4
5
6
7
8
9/09
70%
63%
66%
71%
66%
69%
62%
9/10
71%
66%
70%
64%
70%
63%
73%
9/11
66%
65%
69%
69%
65%
62%
58%
9/12
61%
57%
71%
66%
70%
66%
69%
9/13
63%
58%
69%
71%
63%
72%
65%
The average national percentiles for each grade indicate that Cathedral School students
continue to demonstrate above average performance.
We started using SAT10 in the fall of 2006.
14
PLAN
The PLAN is designed to measure skills developed through early high school in four
areas: English, Mathematics, Reading, and Science Reasoning. The PLAN is used to
provide tenth-grade students, parents, counselors, and teachers with information that can
be used to plan and prepare for future academic and career success. The career and
educational planning components of PLAN include the ACT Interest Inventory and
career planning interpretive aids such as the World-of-Work Map and the Course-work
Planner. Composite scores accrued by Cathedral School students as compared with
national composite scores are indicated in the table below.
PLAN Composite Scores
2009-2013
Year
Cathedral
National
09-10
19.9
16.5
10-11
19.6
17.5
11-12
19.3
17.5
12-13
17.7
17.5
13-14
18.5
17.5
The data indicate that Cathedral School students have consistently performed above the
national norms for this assessment.
ACT
The ACT Assessment is a curriculum-based achievement test, not an aptitude test. The
content of the four tests – English, Mathematics, Reading, and Science Reasoning is
based on research that identifies the academic knowledge and skills typically taught in
high school, college-preparatory programs and required for success in the first year of
college and ultimately for college graduation. The majority of Cathedral School students
take the ACT for college admission purposes. Average ACT composite scores for
students at Cathedral as compared with state and national norms are indicated in the table
below. Comparison of Cathedral School
Average Composite ACT Scores with State and National Norms
2009-2013
Year
Cathedral
State
National
09-10
21.5
18.8
21.0
10-11
22.7
18.7
21.1
11-12
20.5
18.7
21.1
12-13
22.0
18.9
20.9
13-14
21.8
19.0
21.1
The Average Composite ACT Score is computed by ACT and is based on the last
composite score each graduating senior achieves in high school. The above comparisons
indicate that Cathedral School students consistently have achieved above both the state
and national averages. However, we have seen a decline in the math scores.
15
PSAT
The PSAT measures verbal reasoning, critical reading, math problem solving and writing
skills. It is administered to all Cathedral School juniors and sophomores taking honors
classes.
Average PSAT Selection Index Percentiles for Juniors and Sophomores
Year
Juniors
Soph.
09-10
54%
62%
10-11
47%
59%
11-12
54%
51%
12-13
49%
42%
13-14
41%
58%
The data indicate that Cathedral School juniors consistently performed in the fortieth to
fiftieth percentiles. The sophomores consistently performed in the fiftieth percentiles.
The drop in the junior class scores can be attributed to all juniors being required to take
the PSAT.
Number of Juniors and Sophomores Taking the PSAT
Year
Juniors
Sophomores
Total
09-10
39
14
53
10-11
48
18
66
11-12
40
22
62
12-13
44
11
55
13-14
49
15
64
The data indicate participation of all juniors and some sophomores in the PSAT program.
Advanced Placement Program (AP)
The College Board’s Advanced Placement Program (AP) enables students to complete
college-level studies while they are still in high school, and to obtain college placement
or credit, or both, on the basis of their performance on rigorous AP Examinations. AP
examinations are offered at Cathedral School in three disciplines: AP Language and
Composition, AP Literature and Composition, and AP Calculus. Students who are
enrolled in AP courses have the option of taking the AP exam at the end of the course.
Most senior AP students do not take the AP exam because they have already received
college credit from ACT scores, SAT scores, or college entrance exams. AP
examinations are reported on a 5-point scale as follows: 5—extremely well qualified,
4—well qualified, 3—qualified, 2—possibly qualified, and 1—no recommendation.
Most colleges/universities award college credit at 3 and above.
16
Average AP Scores
Year
Lang. &
Comp.
Lit. &
Comp.
Calculus
09-10
2.14
10-11
2.25
11-12
2.8
12-13
2.28
13-14
2.4
Average
2.375
2
2.66
3.2
3.14
2.25
2.65
4
3
---
2.67
1
2.67
The data on AP scores indicate that Cathedral School students enrolled in AP preparation
courses and who take the AP examinations score in the average on the 2 to 3 range on the
AP examinations.
College Dual Enrollment Classes
Beginning in the school year 2009 – 2010, Cathedral School and Copiah-Lincoln
Community College began offering College Dual Enrollment classes in College Algebra,
College Elementary Statistics, and English Composition I & II. Beginning in the year
2012 – 2013, Human Anatomy & Physiology was added to the curriculum. The chart
shows the enrollment numbers for each class.
Year
Alg/Stat
Comp
I/II
A&P
09-10
8
18
10-11
5
8
11-12
9
12
12-13
11
9
13-14
14
14
14-15
15
11
20
23
9
17
STUDENT AND COMMUNITY DEMOGRAPHICS
Adams County covers approximately 460 square miles of land with approximately 74.6
people per square mile. Approximately 46% of the total population of Adams County is
Caucasian, 52.8% is African-American, .1% is Native American, .2% is Asian, and .8%
is Hispanic. Natchez is the only municipality in Adams County, where 33,573 people
live with just under 18,000 of those living within the city limits. The average family size
is 2.48 people. Age statistics show 26.8% of its population are under 18; 57.6% are ages
18 – 64; and 15.6 % are 65 years and older. There are more women than men – by 53.7%
to 46.3%. The median income for a Natchez-Adams County family is $25,234. The
median in Mississippi is $31,330.
In Concordia Parish, Natchez’s neighbor to the west across the Mississippi River, the
parish population is 20,019. The average Concordia Parish household is 2.6 people, with
the median income for Concordia Parish being $22,742. Age statistics for Concordia
Parish are similar to Adams County.
Summary of Community and Student Demographics
A study of the demographics of the Adams County area reveals that the population
numbers are following a downward trend. In January of 2003, International Paper Mill,
Adams County’s largest employer, shut down in early summer. This closure meant a loss
of approximately 700 jobs for Adams County. A significant number of Cathedral School
families and students were affected by this. Enrollment has stabilized over the last two
years and we expect it to remain consistent with these numbers.
18
ANALYSIS OF ANNUAL INCOME AND OPERATING COSTS
Tuition Schedule
Tuition and fees are the main source of income for Cathedral School. Tuition and fees
are listed in the chart below. A $330.00 Secondary Supplement is added to the tuition for
seventh through twelfth grade to offset our sports program expenses. Cathedral School
gives out close to $30,000 in tuition assistance each year which is based on need and
must be applied for. Cathedral gives a tuition discount for teacher’s children attending
the school. The average of this amount each year is around $67,000.
Catholic and Non-Catholic Tuition and Fee Schedules
Year
10-11
4700.00
11-12
4900.00
12-13
5000.00
13-14
5100.00
14-15
5350.00
13-14
2.0%
14-15
4.9%
TUITION & FEE
SCHEDULES 2010-2015
$5,400.00
$5,100.00
$4,800.00
$4,500.00
$4,200.00
$3,900.00
$3,600.00
$0.00
10-11
11-12
12-13
13-14
14-15
YEAR
Percent Increase in Tuition and Fees
Year
Percent
10-11
3.9%
11-12
4.3%
12-13
2.1%
Annual Expenditure and Cost per Student
Year
Annual Expense
Per Student
10-11
3,566,372
5,983
11-12
3,951,138
6,050
12-13
4,093,206
6,011
13-14
3,984,140
6,129
14-15 Projected
4,111,214
6,118
19
CATHEDRAL SCHOOL DEVELOPMENT PROGRAM
The Cathedral School Development program began in 1990. The mission of the program
is the attract donors who support the establishment of a firm, long-range financial
foundation for the operation and improvement of Cathedral School. Donors are solicited
in the following ways: Annual Appeal, memorial and honor gift program, endowment
giving, charitable trusts, scholarships and insurance policy contributions. Donors have a
choice as to how they want to designate their funds.
Cathedral School Trust Fund
Cathedral School Teacher Endowment Trust Fund
Burns-Grady Trust Fund
-All gifts are placed in an endowment fund managed by the Diocesan Catholic
Foundation in Jackson
-Only the interest is used, not the principal
-Interest earned is used to support both teacher salaries and to keep tuition
affordable
Annual Appeal Results for the past 5 Years
Year
TOTAL
09-10
64,136
10-11
66,800
11-12
64,237
12-13
53,180
13-14
28,180
Cathedral School Trust Funds Fiscal Year-End Balance
Year
Balance
6/30/09
1,003,264
6/30/10
1,095,326
6/30/11
1,119,204
6/30/12
1,149,203
6/30/13
1,169,009
20
STAKEHOLDER PERSPECTIVES ON THE QUALITY OF
EDUCATION
The following surveys were completed in the spring of 2013 as a part of the AdvancEd/SACS Accreditation Visit.
As part of the Profile component of this study, various groups of the school community
were surveyed as to their perception of the quality of education at Cathedral School.
The following components of the school community were surveyed: students, teachers,
parents and community. Formal surveys and reports are from Advanc-Ed. Twelve
additional questions from our diocese were added to the original survey. The results of
this evaluation were shared with the faculty, parents, and students using charts and graphs
that indicated most favorable and least favorable responses.
All survey questions had the following response categories:
Response Category
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Point Value
5
4
3
2
1
STUDENT
The elementary student survey included 5 sections and 20 items. The section titles
and score summary follow:
Section
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvements
______Average Score
2.94
2.76
2.82
2.89
2.74
The bar graph below shows the most favorable and least favorable responses for the
elementary and middle/high school student surveys.
21
ELEMENTARY STUDENT SURVEY QUESTIONS THAT RECEIVED THE
MOST FAVORABLE RESPONSES
1. In my school my teachers want me to do my best work. (3.0)
2. My school has computers to help me learn. (2.99)
3. In my school my principal and teachers want every student to learn. (2.97)
4. My principals and teachers help me to be ready for the next grade. (2.97)
5. My teachers tell me how I should behave and do my work. (2.95)
Elementary Elementary Survey
(Most Favorable Response)
3
3
2.99
2.98
Average
2.96
Responses
2.94
2.97
2.97
2.95
2.92
Questions
ELEMENTARAY STUDENT SURVEY QUESTIONS THAT RECEIVED THE
LEAST FAVORABLE RESPONSES
1. My principal and teacher as me what I think about school. (2.18)
2. My teachers ask my family to come to school activities. (2.57)
3. In my school I am treated fairly. (2.60)
4. In my school students treat adults with respect. (2.67)
5. My teachers always help me when I need help. (2.74)
22
Elementary School Survey
(Least Favorable Response)
3
2.5
2
Average
1.5
Responses
1
0.5
0
2.57
2.6
2.67
2.74
2.18
Questions
The middle/high school student survey included 5 sections and 33 items. The section
titles and score summary follow:
Section
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvements
______Average Score
3.78
3.48
3.71
3.45
3.46
MIDDLE/HIGH SCHOOL STUDENT SURVEY QUESTIONS THAT RECEIVED
THE MOST FAVORABLE RESPONSES
1.
In my School, a high quality education is offered. (4.27)
2.
In my school, the principal and teachers have high expectations of me. (4.06)
3. All of my teachers us tests, projects, presentations, and portfolios to check my
understanding of what was taught. (4.05)
4. My school provides me with challenging curriculum and learning experiences.
(4.03)
5. My school prepares me for success in the next school year. (4.01)
23
Middle/High School Survery
(Most Favorable Responses)
4.3
4.27
4.2
Average 4.1
Responses 4
4.06
4.05
4.03
4.01
3.9
3.8
Questions
MIDDLE/HIGH STUDENT SURVEY QUESTIONS THAT RECEIVED THE
LEAST FAVORABLE RESPONSES
1. In my school, students respect the property of others. (2.65)
2. All of my teachers change their teaching to meet my learning needs. (2.76)
3. My school considers students’ opinions when planning ways to improve the
school. (2.76)
4. In my school, students help each other even if they are not friends. (2.78)
5. In my school, students treat adults with respect. (3.07)
Middle/High School Survey
(Least Favorable Responses)
3.2
3.07
3
Average
2.8
Responses
2.6
2.65
2.76
2.76
2.78
2.4
Questions
24
STAFF
The teacher survey included five parts and fifty three items. The chart shows the
section titles and average scores.
Section
Purpose and Direction
Governance and Leadership
Teaching and Assessing Learning
Resources and Support Systems
Using Results for Continuous Improvement
Average Score
5
5
4
4
4
The bar graph below shows the most favorable responses and the least favorable
responses for the teacher survey.
STAFF SURVEY QUESTIONS THAT RECEIVED THE
MOST FAVORABLE RESPONSES
1. Our school’s purpose statement is clearly focused on student success. (4.57)
2. Our school’s purpose statement is supported by the policies and practices adopted by
the school board or governing body (4.35)
3. Our school leaders expect staff member to hold all students to high academic
standards. (4.32)
4. Our school maintains facilities that contribute to a safe environment. (4.32)
5. Our school provides a plan of information resources to support student learning.
(4.31)
Staff Survey (Most Favorable Responses)
4.6
4.57
4.5
Average 4.4
Responses 4.3
4.35
4.32
4.32
4.31
4.2
4.1
Questions
25
STAFF SURVEY QUESTIONS THAT RECEIVED THE
LEAST FAVORABLE RESPONSES
1.
In our school, a formal process is in place to support new staff member in their
professional practice. (3.15)
2. All teachers in our school personalize instructional strategies and interventions to
address individual learning needs of students. (3.68)
3. All teachers in our school monitor and adjust curriculum, instruction, and assessment
based on data from student assessment and examination of professional practice.
(3.68)
4. Our school has a systematic process for collecting, analyzing, and using data. (3.72)
5. All teachers in our school provide students with specific and timely feedback about
their learning. (3.76)
Staff Survey
(Least Favorable Responses)
3.8
3.68
3.6
Average 3.4
Responses 3.2
3.68
3.72
3.7
3.15
3
2.8
Questions
26
PARENTS
The parent survey included five sections and thirty-five items. The section titles and
score summary follow:
Section
Purpose and Direction
Governance and Leadership
Resources and Support Systems
Using Results for Continuous Improvement
Average Score
4.26
4.02
4.16
4.12
The bar graph below shows the five most favorable responses and five least favorable
responses from the parents.
PARENT SURVEY QUESTIONS THAT RECEIVED THE
MOST FAVORABLE RESPONSES
1. Our school’s purpose statement is clearly focused on student success. (4.46)
2. Our school has high expectations for students in all classes. (4.32)
3. Our school has established goals and a plan for improving student learning. (4.31)
4. Our school provides a safe learning environment. (4.28)
5. Our school provides an adequate supply of learning resources that are current and in
good condition. (4.25)
Parent Survey
(Most Favorable Responses)
4.5
4.4
Average
4.3
Responses
4.2
4.46
4.32
4.31
4.28
4.25
4.1
Questions
27
PARENT SURVEY QUESTIONS THAT RECEIVED THE
LEAST FAVORABLE RESPONSES
1. All of my child’s teachers meet his/her learning needs by individualizing instruction.
(3.65)
2. Our school’s governing body does not interfere with the operation or leadership of
our school. (3.87)
3. My child has access to support services based upon his/her needs. (3.88)
4. Our school provides excellent support services (e.g., counseling, and/or career
planning). (3.88)
5. All of my child’s teachers work as a team to help my child learn. (3.91)
Parent Survey
(Least Favorable Response)
4
3.9
3.8
Average
Responses 3.7
3.6
3.5
3.87
3.88
3.88
3.91
3.65
Questions
28
COMMUNITY
The community survey included six section and fifty-five items. The score summary
follows:
Section
School Program Awareness
Responsiveness to the Community
Quality of the Instructional Program
Support for Student Learning
School Climate/Environment for Learning
Resource Management
Average Score
3.79
3.99
4.22
3.93
4.08
3.85
The bar graph show the six most favorable and five least favorable responses from the
community.
COMMUNITY SURVEY QUESTION THAT RECEIVED THE
MOST FAVORABLE RESPONSES
1. I understand the mission of the school in our community. (4.42)
2. The goals of the school are consistent with local values held by the community.
3.
4.
5.
6.
(4.37)
School sports and extracurricular programs are important features in our
community. (4.52)
Our school’s programs help students to understand their moral and ethical
responsibilities. (4.39)
I am satisfied with our school. (4.33)
The amount of money spent to support the schools in our community is worth the
investment. (4.33)
Community Survey
(Most Favorable Responses)
4.55
4.52
4.5
4.45 4.42
Average
4.39
4.4
4.37
Responses 4.35
4.33 4.33
4.3
4.25
4.2
Questions
29
COMMUNITY SURVEY QUESTIONS THAT RECEIVED THE
LEAST FAVORABLE RESPONSES
1.
I know fairly well what the school’s curriculum covers. (3.54)
2. I wish I were better informed about our school. (3.23)
3. The views of the community are seriously considered when school decisions are
made. (3.54)
4. The teaching and administrative staff reflect the ratio of ethnic diversity in the
community. (3.41)
5. There is not a significant problem with substance abuse among the students of our
school. (3.48)
Community Survey
(Least Favorable Responses)
3.6
3.5
3.4
Average
3.3
Responses
3.2
3.1
3
3.54
3.54
3.41
3.48
3.23
Questions
T
30
CATHOLIC IDENTITY
The Catholic Identity survey included five sections and seventeen items. The section
titles and score summary follow:
Section
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Average Score
4.26
4.14
4.02
4.16
4.12
The bar graph below shows the five most favorable responses and five least favorable
responses from the parents.
CATHOLIC IDENTITY SURVEY QUESTIONS THAT RECEIVED THE
MOST FAVORABLE RESPONSES
1. Symbols of the Catholic faith are displayed throughout our school. (4.77)
2. Our school is a community that prays together. (4.68)
3. Our school makes Jesus and the teachings of the Catholic Church known to all
students. (4.640
4. In addition to academics and faith formation, our school offers experiences in the
arts, athletics, and other extracurricular and service opportunities that contribute
to the education of the whole child. (4.57)
5. Administrators in our school understand, accept, and model the teachings of the
Catholic Church. (4.49)
Catholic Identity Survey
(Most Favorable Responses)
4.8
4.7
Average 4.6
Responses 4.5
4.4
4.3
4.77
4.68
4.64
4.57
4.49
Questions
31
CATHOLIC IDENTITY SURVEY QUESTIONS THAT RECEIVED THE
LEAST FAVORABLE RESPONSES
1.
Our school helps parents/guardians fulfill their role as the primary teachers of the
faith to their children. (4.0)
2. The learning environment in our school fosters self-discipline so that students can
become more independent learners. (4.09)
3. Everyone connected with our school works together, respecting each other’s gifts,
for the sake of building a strong, faith-filled leaning community. (4.09)
4. Our school does everything it can to eliminate obstacles that hinder or exclude
students from receiving a Catholic education. (4.13)
5. The teachers in our school understand, promote, demonstrate and teach Catholic
values and beliefs. (4.23)
Catholic Identity Survey
(Least Favorable Responses)
4.3
4.2
Average 4.1
Responses 4
3.9
3.8
4.23
4.09
4.09
4.13
4
Questions
32
SUMMARY OF THE STAKEHOLDERS REPORT
The administration and faculty were in agreement with the areas rated low in the various
surveys. The areas of particular concern included:




Career/Vocational instruction
More student input on school improvement
New staff provided more support
More individualized instruction based on needs
The administration and faculty were encouraged by the areas rated high in the various
surveys. These areas included:




Parents feel welcome and are involved
Safe and orderly learning environment
High expectations for student learning
Educational program is of high quality
All groups surveyed were allowed to make additional written comments. Following are
some of the suggestions:



Keyboarding instruction in lower elementary
Current events class in Middle School
Sixth grade would like more activities with Middle School
Twelve additional questions (See Below) entitled Catholic School Identity Part B were
included in the survey for each group. These questions were designed to measure our
effectiveness in teaching and modeling basic Catholic attitudes and values. Responses
from teachers, parents and the community members were in the range of 4 (agree) and 5
(strongly agree.) Student responses ranged between 3.38 and 3.85. Because our Catholic
Identity is essential to the mission of our school, we would like to see this area addressed
in the Action Plan, specifically social justice and service learning.
Cathedral School is committed to respond to these areas of concern and will attempt to
address those areas in our Action Plan.
QUESTIONS FOR CATHOLIC SCHOOL IDENTITY—PART B
1. Persons within the school are treated with dignity and respect.
2. Gospel Values are discussed with students.
3. The religious mission of the school is clear.
4. The religious dimension of the school is recognized, emphasized and valued.
33
5. Religious education is balanced in doctrine, scripture, prayer and faith
experience.
6. There is a commitment to quality faith formation experiences for students.
7. Service work is rooted in Gospel values and is it communicated as such to
students.
8. There is reflection on service work as part of learning for students.
9. Students actively participate in liturgy and prayer opportunities.
10. Various prayer forms (scripture, song, traditional and spontaneous) are used and
taught.
11. Social justice teaching and action are an integral part of the school.
12. Students are taught to think critically about social issues and challenged to live
socially responsible lives.
34
Cathedral Unit School
SCHOOL IMPROVEMENT PLAN
________________
PART II: MISSION AND BELIEFS
35
INTRODUCTION
In accordance with the guidelines set forth by the NSSE Comprehensive Guide, the
Mission and Beliefs Committee has completed its task. In a series of meetings held from
February through April, the committee reflected upon current mission statement.
The committee sent the School Beliefs Inventory to stakeholders—teachers, parents,
support staff, former graduates, business and civic leaders, representatives of community
service agencies, and the pastoral staff—for evaluation and ranking.
The Mission and Beliefs Committee asked that the optional section of the School Beliefs
Inventory be used to further clarify Cathedral’s Mission and Beliefs as a Catholic school.
The committee tabulated the results.
Initial drafts of the Mission and Beliefs Statement were distributed to the entire staff.
Feedback was collected by the Mission and Beliefs Committee and modifications were
made on the suggestions received.
Finally, the committee weighed these results against the text of Cathedral’s current
mission statement, mission statements of other Catholic schools throughout the diocese,
and mission statements of Catholic schools throughout the country.
The Mission and Beliefs Committee recommends in the light of its careful study that the
following mission statement stand.
MISSION STATEMENT
Our mission as a Catholic School is to develop, encourage, and support the spiritual,
intellectual, aesthetic, emotional, social, and physical growth of each member of our
school community.
BELIEFS
Our mission statement is realized through a faculty who will nurture in the students the
following:
- basic Christian attitudes, values, and personal relationships with Christ are shared by
Teachers, Administrators, Parents and the Community (#18, 63%)
- academic skills necessary for independence in contemporary society have been nurtured
by applying learning in meaningful contexts (#5, 68%)
- a willingness to adapt to change by providing students special services and resources
according to their abilities (#13, 70%)
36
- an openness to progressive techniques through a variety of instructional approaches to
learning (#6, 68%)
- inquiring minds and critical thinking skills in a safe and physically comfortable
environment (#15, 69%)
- self-esteem enhanced by positive relationships and mutual respect among and between
students and staff (#14, 82%)
- development of each individual’s unique physical, social, emotional, and intellectual
needs (#11, 86%)
- confidence and self-directed, life-long learning through a commitment to continuous
improvement by solving problems and producing quality work (#20 & 4, 75%)
SCHOOL BELIEFS INVENTORY
On scale of 1 to 5 (5 = Strongly
Agree, 4 = Agree, 3 = Neutral,
2 = Disagree, 1 = Strongly
Disagree) record your opinion
adjacent to each of the
statements listed below.
5
Parents (%)
4
3
2
1
5
Teachers (%)
4
3
2 1
1. Student learning is the
chief priority for the
school.
2. Students’ learning
needs should be the
primary focus of all
decisions impacting the
work of the school.
3. All students can learn.
4. Students need to not
only demonstrate their
understanding of essential
knowledge and skills, but
also need to be actively
involved in solving
problems and producing
quality work.
64
28
6
2
0
50
39
8
3 0
90
0
10
0
53
43
0
4
0
57
32
8
3 0
70
20
10
48
52
0
0
0
47
42
6
6 0
40
40
73
23
5
0
0
82
15
3
0 0
70
5. Students need to apply
their learning in
meaningful contexts.
6. Students learn in
different ways and should
be provided with a variety
of instructional
approaches to support
their learning.
65
33
2
0
0
69
28
0
3 0
73
21
2
2
2
62
30
3
5 0
5
Community (%)
4
3
2
1
Combined Results (%)
5
4
3
2
1
0
68
22
8
2
0
0
0
60
32
6
2
0
10
10
0
45
45
5
5
0
30
0
0
0
75
22
2
0
0
70
30
0
0
0
68
30
1
1
0
70
20
0
10
0
68
24
2
6
1
37
7. Students learn best
when they are actively
engaged in the learning
process.
8. Challenging
expectations increase
individual student
performance.
9. Students learn best
when they have
appropriate opportunities
for success.
10. Curriculum and
instructional practices
should incorporate a
variety of learning
activities to accommodate
differences in learning
styles.
11. Each student is a
valued individual with
unique physical, social,
emotional, and
intellectual needs.
12. Assessments of
student learning should
provide students with a
variety of opportunities to
demonstrate their
achievement of the
expectations for learning.
13. Exceptional students
(e.g. special education,
limited English
proficiency, talented and
gifted, etc.) require
special services and
resources.
14. A student’s selfesteem is enhanced by
positive relationships and
mutual respect among and
between students and
staff.
15. A safe and physically
comfortable environment
promotes student
learning.
16. Students learn to
make appropriate
decisions given a
supportive and
challenging learning
environment.
67
21
6
6
0
54
41
3
3 0
50
30
20
0
0
57
30
10
3
0
50
45
5
0
0
39
56
6
0 0
50
50
0
0
0
46
50
3
0
0
49
40
11
0
0
46
49
3
3 0
70
10
20
0
0
55
33
11
1
0
55
38
5
2
0
65
26
6
3 0
70
20
0
10
0
63
28
4
5
0
81
19
0
0
0
86
14
0
0 0
90
0
0
10
0
86
11
0
3
0
52
39
9
0
0
46
46
6
3 0
40
50
0
10
0
46
45
5
4
0
56
33
10
0
0
64
31
6
0 0
90
0
0
10
0
70
21
5
3
0
80
20
0
0
0
74
26
0
0 0
90
0
10
0
0
82
15
3
0
0
71
24
4
0
0
55
39
3
3 0
80
20
0
0
0
69
28
2
1
0
50
48
2
0
0
36
53
8
3 0
60
30
10
0
0
49
44
7
1
0
38
17. Cultural diversity can
increase students’
understanding of different
peoples and cultures.
18 .Teachers,
administrators, parents,
and the community share
the responsibility for
advancing the school’s
mission.
19. Schools need to
function as a learning
organization and promote
opportunities for all those
who have a stake in the
success of the school to
work together as a
community of learners.
20. The commitment to
continuous improvement
is imperative if our school
is going to enable students
to become confident, selfdirected, lifelong learners.
38
53
6
2
0
46
46
6
3 0
60
30
0
10
0
48
43
4
5
0
55
43
2
0
0
75
22
3
0 0
60
30
10
0
0
63
32
5
0
0
50
50
45
5
0
0
65
35
0 0
0
90
0
0
10
0
68
27
2
3
70
28
2
0
0
74
20
6
0 0
80
10
10
0
0
75
19
6
0
0
39
Cathedral Unit School
SCHOOL IMPROVEMENT PLAN
________________
PART III: ANALYSIS OF INSTRUCTIONAL AND
ORGANIZATIONAL EFFECTIVENESS
40
INTRODUCTION
The Survey of Instructional and Organizational Effectiveness consists of two parts.
 Part A consists of 12 questions that pertain to Quality Instructional Systems.
 Part B consists of 12 questions that pertain to Quality Organizational Systems.
Based on the findings of the Survey of Instruction and Organization
Effectiveness, we have determined that Cathedral is performing at the fully functioning
and operational level for all Indicators, except Section1 - Curriculum with a score of
2.91, just slightly below the score of a 3. All of the other sections scored between 3.4 –
3.47 on a scale of 1-4.
ADVANC-ED
Survey of Instructional and Organization Effectiveness
Number of Respondents: 50
SUMMARY REPORT
Part A: INDICATORS OF QUALITY INSTRUCTIONAL SYSTEMS
Indicators
Section 3- Assessment
Section 2- Instruction
Section 1- Curriculum
2.8
2.85
2.9
2.95
3
3.05
3.1
41
PART B: INDICATORS OF QUALITY ORGANIZATIONAL SYSTEMS
Indicators
Section 4: Improvement
Section3: Community
Section 2: Leadership
Section 1: Agenda
2.9
3
3.1
3.2
3.3
3.4
3.5
The four areas that received the highest scores were in the following areas:




Indicator 14 – SHARE VISION, BELIEFS, and MISSION: The school
develops a shared vision, beliefs and mission that define a compelling purpose
and direction for the school. (3.50)
Indicator 21 – FOSTERS COMMUNITY BUILDING: The school fosters
community-building conditions and working relationships within the school.
(3.48)
Indicator 22- EXTENDS THE SCHOOL COMMUNITY: The school extends
the school community through collaborative networks of support for student
learning. (3.46)
Indicator 20 – PROVIDES SKILLFUL STEWARDSHIP: The school
provides skillful stewardship by ensuring management of organization, operations
and resources of the school for a safe, efficient mad effective learning
environment. (3.25)
Our strengths are in areas of community building, educational agenda, and leadership for
school improvement.
42
The four areas that received the lowest scores were in the following areas:




Indicator 2 – ENSURES EFFECTIVE IMPLEMENTATION AND
ARTICULATION OF THE CURRICULUM: The curriculum implementation
plan ensures the alignment of teaching strategies and learning activities,
instructional support and resources, and assessment of student leaning with the
curriculum. (2.80)
Indicator 3 – EVALUATES AND RENEWS CURRICULUM: There is a
systematic process in place for monitoring, evaluation, and renewing the
curriculum that reflects a commitment to continuous improvement. (2.93)
Indicator 5 – EMPLOYS A DATA-DRIVEN INSTRUCTIONAL
DECISION-MAKING: The instructional and assessment functions of the
teaching process are integrated to support data-driven instructional decision
making. (2.93)
Indicator 18 – EMPLOYS EFFECTIVE DECISION MAKING: The school
employs effective decision making that is data-driven, research-based, and
collaborative. (2.95)
The weaknesses we need to address for improvement include curriculum and assessment
alignment.
ADVANC-ED
Survey of Instructional and Organizational Effectiveness
Total Number of Respondents: 56
Part A: Indicators of Quality Instructional Systems
(Composite Score – 3.01)
Indicators - Curriculum
12 Questions
Number of
Average
Items
1. Develops A Quality Curriculum
2. Ensures Effective Implementation and Articulation of
the Curriculum
3. Evaluates and Renews Curriculum
Totals
3.00
2.80
2.93
3
2.91
Indicators - Instructional Design
4. Aligns Instruction with the Goals and Expectations for
Student Learning
5. Employs Data-Driven Instructional Decision-Making
6. Actively Engages Student in their Learning
7. Expands Instructional Support for Student Learning
3.00
2.93
3.18
3.07
Totals
4
3.04
43
Indicators - Assessments
8. Clearly Defines the Expectations for Student
Learning to be Assessed
9. Establishes the Purpose of the Assessment
10. Selects the Appropriate Method of Assessment
11. Collects A Comprehensive and Representative Sample
of Student Achievement
12. Develops Fair Assessment and Avoids Bias and
Distortion
Total
3.09
3.07
3.07
3.00
3.20
5
Part B: Indicators of Quality Organizational Systems
(Composite Score – 3.26)
Indicator – Educational Agenda: Vision, Mission,
Beliefs, and Goals
12 Questions
13. Facilitates a Collaborative Process
14. Shared Vision, Beliefs, and Mission
15. Measurable Goals
Total
3.09
3.18
3.50
3.23
3
3.31
Indicator – Leadership for School Improvement
16.
17.
18.
19.
20.
Promotes Quality Instruction
Develops School-Wide Plans for Improvement
Employs effective Decision Making
Monitors Progress
Provides Skillful Stewardship
Total
3.18
3.21
2.95
3.11
3.25
5
3.15
Community - Building
21. Fosters Community- Building
22. Extends the School Community
Total
3.48
3.46
2
3.47
Culture of Continuous Improvement and Learning
23. Commitment to Professional Development
24. Supports Productive Change and Improvement
Total
3.07
3.13
2
3.10
44
SUMMARY OF STRENGTHS AND SUPPORTING EVIDENCE
Areas of Strengths
Evidence
Facilitates a collaborative process to
develop a shared vision
The school adopted a process to access
its vision, beliefs, and mission
statements. A large sampling of
stakeholders was surveyed.
Representatives from different faculty
areas worked together to summarize
information collected.
Information was shared with
stakeholders regarding the development
of beliefs, missions, and goals.
Develops and communicates a shared
vision, beliefs, and missions
The Mission Statement reflects a strong
commitment to student learning.
A portion of the inventory to determine
beliefs and mission was devoted to
clarifying our beliefs as a Catholic
school.
The Mission Statement is posted on the
website and in the handbook.
We communicate our beliefs and
mission to stakeholders through the
schools’ website, home-school meetings,
newsletters, teacher conferences, and
during Catholic Schools Week.
Promotes quality instruction and an
academic learning climate
The school acknowledges teachers’
accomplishments through newsletters,
alumni mailings, church bulletins, and
Home School Association.
School employees show an interest in
assuring that students achieve their
45
potential and show concern for those
students in need.
Promotes quality instruction and an
academic learning climate (con’t)
Teachers expand on what is learned in
the classroom by allowing their classes
to participate in field trips. (Opera
Festival, Renaissance Faire, Art
Exhibits, Literary Festival, Little Theatre
Plays, Natchez History Tours, etc.)
Resource classes are available to provide
additional support to students in the
elementary through high school levels.
Develops school-wide plans for
improvement
Employs effective decision making
Monitors progress in improving student
achievement and instructional
effectiveness
Cathedral School is committed to
continuous improvement. This is
evident in our commitment to the school
improvement process and through the
curriculum mapping that has been
implemented.
The school employs stakeholders when
collecting and analyzing data for the
purpose of problem solving and problem
identification.
The elementary and middle schools
monitor performance of students using
the results of the Stanford Achievement
Test.
Teachers are provided Stanford results
through a Professional Development
Meeting annually, and given tips on how
to incorporate findings into classroom
instruction.
Stakeholders were surveyed to gather
their opinions on the quality of
instructional effectiveness. The results
were analyzed, compared, and included
in the School Improvement Plan.
46
Provides skillful stewardship
The school recognizes students’ academic
achievement through award programs, honor
societies, newsletters, and various media.
The school maintains a safe environment
that encourages academic achievement.
The school provides opportunities for
students to be involved with community
service. For example, the Pink Wave
Project, the Angel Tree collections, stewpot
donations, student clubs, Relay for Life,
nursing home visits, service hours for high
school, blood drives, etc.
The community is invited to participate in
school activities such as Fall Festival,
Grandparents’ Day, class presentations,
Open House, school programs, Mass, etc.
Students are encouraged to pray throughout
the day in each class, at mealtime, and to
begin activities and meetings.
Middle and high school students benefit
from retreats.
The school posts emergency plans for fire,
tornadoes, and other disaster in each
classroom and other high traffic areas.
Policies regarding grading, academics,
attendance, and discipline are published in
the student handbook.
47
SUMMARY OF LIMITATIONS AND SUPPORTING EVIDENCE
Areas in Need of Improvement
Evidence
Develops a quality curriculum
More emphasis needs to be placed on
challenging all students to excel in their
learning.
Curriculum needs to focus more on
educating gifted students and students with
special needs, as well as, the average
achieving student.
There are no programs in the elementary
school for the gifted students.
The curriculum in the elementary and
middle school needs to focus more on
helping students develop higher order
thinking skills.
Ensures effective implementation and
articulation of curriculum
There needs to be better Alignment of
teaching strategies among grade levels.
Surveys indicate that students do not see a
relationship between what they are studying
and their everyday lives. Students do not
feel the school is adequately
preparing/educating students for
careers/vocations.
Expands instructional support for student
learning
Cathedral needs more opportunities for
students who need additional assistance.
48
PRIORITIES FOR IMPROVEMENT
Cathedral School’s instructional programs and organizational practices are for the most
part in good standing. However, there are certain areas that need improvement. The areas in
need of improvement include the following:
- stronger alignment of our curriculum with our educational goals, policies and
procedures to ensure that all students excel in their learning
- stronger alignment of instructional support for student learning with our goals for
student learning
- building and strengthening the culture of continuous improvement and learning for
more effective management of our organizational system
* To build on the school’s strengths
- build on the school’s management of the organization, operations, and resources of the
school for a safe, efficient, and effective learning environment by strengthening our discipline
plan, and dismissal procedures
- build on the school’s educational agenda by examining current policies and procedures
and revising those areas that are not well aligned with our vision, beliefs, and mission
- build on the school’s ability to promote quality instruction and fully address the learning
needs of all students by clarifying our educational goals with staff, students, parents, and other
members of the community
* To address limitations and areas in need of improvement
- focus on designing the curriculum to reflect the school’s goal of nurturing in all students
a commitment to continuous improvement and lifelong learning
- focus on increasing the amount of resources and instructional support that are necessary
for implementing and articulating the curriculum and for supporting student learning
- focus on coordination of the curriculum to ensure that it reflects a meaningful
sequence and is congruent with the goals and expectations for student learning
49
Cathedral Unit School
SCHOOL IMPROVEMENT PLAN
________________
PART V: ACTION PLAN
50
INTRODUCTION
During the past school year Cathedral School has developed an action plan that
addresses two target areas for student improvement: Expanding and Integrating
Knowledge, and Thinking and Reasoning Skills. The plan identifies and addresses the
need to develop a quality curriculum, improve professional development, expand
instructional support for student learning, and provide technology as an instructional tool
for learning.
Committee members worked cooperatively with administrators, staff, students,
parents, and community members to ensure that plans were consistent with the school’s
profile, mission and beliefs, desired results for student learning, and analysis of
instructional and organizational effectiveness. Following an initial review by committee
members, copies of the plan were provided for the faculty and staff for their review and
comment. The committee studied the suggestions and final revisions were completed.
Each action plan is outlined on the following pages. In addition to specifying
action steps for each plan, a time line, estimated resources needed to implement plan,
personnel responsible for coordinating action steps, and assessment of plan are included.
51
Action 1
Goal for Student Learning: Expanding and Integrating Knowledge
Goal Statement: Administrators and faculty will establish a comprehensive and cohesive curriculum in
grades pre-K through 12 that reflects not only vertical and horizontal alignment but also content and
context alignment in collaborative with the Diocesan ACE (University of Notre Dame).
Belief Statement: Academic skills necessary for independence in contemporary society are nurtured.
Mission Statement: Cathedral’s mission is to develop, encourage, and support the spiritual, intellectual,
aesthetic, emotional, social, and physical growth of each member of our school community.
Action Step
Time Line
Resources Required
Personnel
Assessment
Curriculum mapping
will be utilized in
all grades and all
subject areas.
2012-2016
Mapping workshops
Mississippi Subject Area Frameworks
National Standards
Standardized Tests Objectives
Certified Faculty
Completion of
curriculum maps;
observation of classroom
practices to determine
implementation and
effectiveness
Time will be provided
during the week for
staff members to
collaborate on curriculum.
2012-2016
Planning time; grade level/
subject area meetings/Diocesan
level meetings
Certified Faculty
Professional Development
Schedule
Teacher Schedules
52
Action 2
Goal for Student Learning: Expanding and Integrating Knowledge
Goal Statement: Professional development of teachers will be expanded to include opportunities for growth
based on individual teacher needs.
Belief Statement: A commitment to continuous improvement through self-directed, life-long learning is
nurtured in students and modeled by faculty and staff.
Mission Statement: Cathedral’s mission is to develop, encourage, and support the spiritual, intellectual,
aesthetic, emotional, social, and physical growth of each member of our school community.
Action Step
Time Line
Resources Required
Personnel
Assessment
Professional development
area will be established,
and faculty will become
acquainted with its
offerings.
2012-2016
Professional resources
Faculty & Staff
Establishment of
Professional Development
Library
Faculty and staff members
will be encouraged to
attend professional
workshops and
conferences.
2012-2016
Release time for staff;
funding
Faculty & Staff
Documentation of
attendance; staff
evaluation of programs;
observation of classroom
Practices.
53
Action Step
Time Line
Resources Required
Personnel
Assessment
Professional development
in the area of Catholic
Identity will focus on
strategies for implementing
themes of social justice and
service learning.
2012-2016
Release time for staff;
funding
Catholic Identity Staff
meetings
Faculty & Staff
Documentation of
attendance; staff
evaluation of programs;
observation of classroom
practices; follow-up
Survey.
54
Action 3
Goal for Student Learning: Thinking and Reasoning Skills
Goal Statement: Students will use expanded instructional support and technology efficiently and effectively
to create and communicate knowledge.
Belief Statement: Academic skills necessary for independence in contemporary society are nurtured.
Mission Statement: Cathedral’s mission is to develop, encourage, and support the spiritual, intellectual,
aesthetic, emotional, social, and physical growth of each member of our school community.
Action Step
Time Line
Resources Required
Personnel
Assessment
Computers with Internet
access will be available
to faculty and staff.
2012-2016
Additional computers
IT Director
Internet available
in classrooms and
elementary and high
school library
Up-grade to a fiber optical
Internet with 50 Mbs
2014
Completed Summer 2014
Accelerated Reader will
be upgraded and converted
to Windows platform.
2013 (completed)
IT Director; librarian
AR program operates
from main server
housed in Seton Hall
Computers
55
Action 4
Goal for Student Learning: Thinking and Reasoning Skills
Goal Statement: Students will improve problem solving and application skills.
Belief Statement: An openness to progressive techniques through a variety of instructional approaches is
nurtured.
Mission Statement: Cathedral’s mission is to develop, encourage, and support the spiritual, intellectual,
aesthetic, emotional, social, and physical growth of each member of our school community.
Action Step
Time Line
Resources Required
Personnel
Assessment
Workshops in integrating
use of technology in the
classroom will be provided
for teachers and staff.
2012-2016
Experienced instructors; additional
technology
School administrators/
IT Director
Workshop participation
Sign-in sheets
Students will utilize
research materials both
printed and electronic.
2012-2016
Class time; research and reference
skills course taught for application
in classroom projects
Librarian; library assistant
IT Director
Strategies applied in
class assignments
Lesson Plans
Student Assessment
Technology will be fully
incorporated into class
instruction to assist students
in achieving knowledge and
skills.
2012-2016
Additional technology for media
presentations
Faculty
Media presentations
by students and teachers
Performance Assessment
56
Action Step
Time Line
Resources Required
Personnel
Assessment
Students will see a
connection between units
of study and the world of
work.
2012-2016
Review of lesson plans
Actual, real-life scenarios
for students
Administrators; faculty
Observing teachers link
unit objectives to world
of work
Lesson Plans
57