EXCELLENCE BY DESIGN · 2018. 4. 25. · Excellence by Design leads the school to establish...

MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS COMMISSIONS ON ELEMENTARY AND SECONDARY SCHOOLS

EXCELLENCE BY DESIGN

A Report of the Visiting Team for Accreditation

by the Middle States Association of Colleges and Schools

Cardinal Spellman High School

Bronx, NY

November 6-9, 2017

Mr. Daniel O’Keefe

PRESIDENT AND PRINCIPAL

Rev. Msgr. Robert H. Aucoin

CHAIR OF THE VISITING TEAM

3624 Market Street | 2 West | Philadelphia, PA 19104 Telephone: 267.284.5000 | FAX: 215.662.0957 | [email protected] | www.msa-cess.org

TABLE OF CONTENTS

Page

Introduction 1

Organization for Growth and Improvement 3

Internal Coordinators 4

The Planning Team 5

Role of the School's Leadership and Governance 6

The Plan for Institutionalizing a Planning Ethic 7

The Plan for Communication and Awareness 9

The Plan for Periodic Reviews 10

Profile of the School 12

Profile of Student Performance 14

The School's Foundation Documents 16

Mission 16

Beliefs 17

Profile of Graduates 19

Profile of Organizational Capacity 23

Mission Standard 24

Governance and Leadership Standard 27

School Improvement Planning Standard 30

Finances Standard 33

Facilities Standard 36

School Organization and Staff Standard 39

Health and Safety Standard 42

Educational Program Standard 45

Assessment and Evidence of Student Learning Standard 48

Student Services Standard 51

Student Life and Student Activities Standard 55

Information Resources Standard 58

Plan for Growth and Improvement 61

Student Performance & Organizational Capacity Objectives and Action Plans 61

Accreditation Recommendation 73

Next Steps 75

Summary and Closure 76

Visiting Team Roster 80

1

INTRODUCTION The Middle States Association of Colleges and Schools is a non-governmental, nonprofit, peer-administered organization of diverse educational institutions committed to ensuring that students in accredited schools are receiving the highest quality education. Additionally, the Association seeks to ensure that accredited schools are engaged in continuous growth and improvement efforts through effective leadership, a comprehensive program of self-study, evaluation by peer educators external to the school, meeting the requirements for accreditation, exemplary programs, and supportive services. For more than 125 years, the Association has provided leadership in educational quality and school improvement for its member schools in the United States and around the world.

The school that is the subject of this report selected the Excellence by Design (ExBD) self-study and accreditation protocol. ExBD is an accreditation protocol that uses strategic planning as a vehicle for growth and improvement in student performance and in the school’s capacity to effect that growth. The protocol, developed by the Middle States Association Commissions on Elementary and Secondary Schools (MSA-CESS), links various planning and school growth and improvement efforts. Excellence by Design leads the school to establish objectives for improving student performance and organizational capacity based on its vision of a preferred future for its students. Therefore, Excellence by Design is a future-oriented and visionary process. In addition, the protocol provides for a continuous review of programs and services and of the results of student performance. It also allows diverse constituent groups to participate in charting the future of the institution. The purpose of Excellence by Design is to provide a framework and process to guide the school’s efforts to achieve excellence in student performance and to achieve accreditation by the Middle States Association. Excellence by Design also provides the framework for formally aligning all the work of the school to ensure that all of its efforts are coordinated and focused on achieving the school’s mission. It is expected that this framework will accomplish the following purposes:

● Development of a sense of community and common purpose among the school’s students and staff, and its community of stakeholders.

● A Plan for Growth and Improvement in student performance and the school’s capacity to produce the levels of student performance expected by the school and its community of stakeholders.

● Greater cooperation between all of the school’s stakeholders in identifying and implementing practices that have been demonstrated to lead to excellence in student performance and the organization’s capacity to produce the desired levels of student performance.

Most importantly, this framework intends to develop in the school community of stakeholders an understanding that the school is part of a larger community of learners and that this community has agreed upon, supports, and accepts responsibility for assisting the school in achieving its Mission, Profile of Graduates, and Plan for Growth and Improvement in student performance and organizational capacity. This learning community understands that, by working together to articulate and align its efforts, it can achieve higher levels of excellence in student performance.

2 Fall 2017 Team Report: Cardinal Spellman HS, NY

To be accredited through the Excellence by Design protocol, the school first must meet the 12 Middle States Association Standards for Accreditation. Second, the school, through a planning team of representatives from the school’s community of stakeholders, must identify areas of student performance that are the highest priorities for growth and improvement, measurable performance objectives, and a plan for achieving the objectives. The plan must also include the school’s mission and the beliefs or core values that guide its decision making. The Middle States Visiting Team is a group of professional educators appointed by the Middle States Association to visit the school. The purpose of the Team’s visit is threefold. First, the Team determines whether the school meets the 12 Standards for Accreditation. Second, the Team determines if the school meets the requirements for a planning ethic and planning processes of the Excellence by Design protocol. Third, the Team reviews the content of the school’s Plan for Growth and Improvement in student performance to determine the validity and clarity of the Plan together with the level of commitment to implementing the Plan and achieving its objectives expressed by the school’s community of stakeholders. NOTE TO THE READERS OF THIS REPORT Readers of this report must be aware that the report is written, in part, as the Team's response to the school's self-study. Therefore, if readers need to see the specific information and data to which this Report responds, they should read the applicable section(s) of the Self-Study Document.


ORGANIZATION FOR GROWTH AND IMPROVEMENT

A sound planning ethic and planning process are every bit as critical to achieving a school's goals for growth in student performance and the school's capacity to effect that growth as is a plan rich in content. An effective planning ethic and process address the essential question: “Does the school have the capacity, the will, and the systematic structures required to implement its plan and achieve its goals?” A fine plan full of great activities is only as strong as the ability and willingness of the school and its stakeholders to implement it. While successful planning is reflective of an organization’s context and culture, it should be visionary in describing what an organization wants to become and pragmatic in specifying the steps to reach that goal. Successful planning for growth and change has been described as a delicate balance between brave steps forward and reassuring steps to the side; between the recognition of the need for growth and a celebration of what already exists that is good, steady, and/or certain; between the bold, frequently scary, visions of future possibilities and the comfort with past and present successes. When an institution seeks accreditation using the Excellence by Design protocol, it must commit to working toward establishing and maintaining a planning ethic within the school. A planning ethic means that planning for growth and improvement becomes part of what the school and its stakeholders do as much as providing programs, teaching, resources, services, and activities. A planning ethic requires continuous clarification of the school's unique mission, beliefs, profile of graduates, and student performance objectives. It requires that all of its processes are vision-driven. And it requires that the school is action-oriented by developing long-term strategic action plans that integrate programs, services, facilities, and support to address the school's growth needs. In the Excellence by Design protocol, the school also makes a commitment to continuous growth and improvement. The school and its stakeholders should demonstrate that they are never satisfied with the status quo in terms of student performance, but are striving constantly to improve that performance. The setting and striving to achieve challenging growth goals should become a dynamic process in which the school develops the flexibility to revise and modify its plans to achieve its goals based on the results received from implementing those plans. As part of the accreditation process, the school should review the results of its efforts at least annually and willingly open its processes and results to review by its peers in the Middle States Association. It is also essential for the school to commit to involving its stakeholders in meaningful ways in the setting of goals, developing plans to achieve and measure those goals, and the implementation of those plans. In a planning culture, the school strives to develop broad ownership of the planning process and the Plan for Growth and Improvement by the entire community by ensuring broad based knowledge and understanding of and support for the goals and the plans to achieve them. In this section of its report, the Visiting Team provides observations and recommendations regarding the school’s Organization for Growth and Improvement based on what was seen and heard during the Team’s visit to the school.


LEADERSHIP FOR GROWTH AND IMPROVEMENT

The primary role of the leadership and governing body of the school—those in positions of authority and influence within the school—in the school improvement process is to serve as the “champions” for developing a planning ethic and the growth and improvement process. Strategic planning experts have long held that champions are extremely important to the success of planning for growth and improvement in any organization. Because a major goal of the self-study and accreditation process is to ensure that the school has a vision and a plan to achieve the vision that is accepted and supported by all, leaders must communicate publicly, clearly, and often that:

● the planning process is important for the future of the school and its students; and ● they will provide the leadership, resources, and support needed to make the process and the

plan successful. This critical role for leaders also applies to the heads and governing bodies of larger organizations of which the school may be a part. It is very difficult for an individual school within a larger system to plan strategically for improving student performance without the clear support and assistance of it parent organization. They, too, must “champion the cause.” It is also important for the head of the school and at least one representative of the governing body to serve, when appropriate, on the Planning Team. However, in this role, the leaders should serve as “equals among equals” by serving on the Team as members with the same authority and influence as all other members of the Team. This is often a difficult role to take, because education organizations are typically organized as hierarchies, and the leaders are often expected to make the decisions in a “top down” manner. However, if the goal is to identify a mission and plan to achieve it that is “owned” by all the stakeholders of the school, the mission and plan must be developed through a grass roots level—bottom up, rather than top down.

A. Internal Coordinators

A required component of the protocol is the appointment of a team of Internal Coordinators. The primary functions of the Internal Coordinators are to:

● Coordinate the school’s planning process and development of a plan for growth in student performance.

● Oversee planning and preparation for the Visiting Team. ● Prepare for the Mid-Term report. ● Provide the energy, enthusiasm, and expertise to move the process forward.

The Visiting Team observed that:

The Internal Coordinators evaluated surveys of stakeholders, held an open forum during

department meetings, and engaged in conversations with current students.


The Internal Coordinators made the Visiting Team’s stay welcoming.

The Internal Coordinators gained experience in Middle States through Middle States sponsored

workshops and serving on Middle States Committees.

The Internal Coordinators were teachers, coaches, administrators and deans of the school. They

relied upon the chairs of their respective department to gather information about ideas for

school improvement and, in turn, used the department chairs to disseminate information about

the objectives.

The Internal Coordinators were asked where they see the school in five years. All members

commented that they want the science and math Regents grades and SAT scores to increase.

The Action Plan Team will track this five-year plan through quantitative analysis of Regents and

SAT assessments.

The Dean of Students commented on the staff’s commitment to implement the Action Plan. As

an example, a member of the math staff would conduct Saturday SAT Review sessions.

The Visiting Team recommends:

The school should remember that the Action Plan places additional responsibilities on teachers

to increase the amount of time that they are available.

Small, periodic, in-house professional development opportunities could be added as a useful tool

in implementing the Action Plan.

B. The Planning Team

A major commitment the school makes when seeking accreditation is to include a varied spectrum of the school's stakeholders in the process of continually defining a preferred vision, in developing the means to get closer to that vision, and in implementing the action plans developed by these stakeholders. In summary, it is expected that the Planning Team will be given the authority, resources, and support to:

● Develop the vision for the school by creating or reaffirming a statement of mission. ● Develop a set of beliefs to serve as the ethical code for the institution. ● Develop a profile of the knowledge, skills, and qualities the institution expects of its graduates. ● Identify the areas of student performance that are the priorities for growth and improvement. ● Oversee development of the action plans to achieve the performance objectives ● Monitor implementation of the action plans. ● Conduct a periodic review of the progress being made to achieving the objectives.

The protocol requires that the Planning Team includes a varied spectrum of the school's community of stakeholders. Because Middle States’ member institutions are so varied in type and situation, Middle States does not prescribe what groups constitute a school's stakeholders. This is a local decision.


However, the school's leadership and the Planning Team will be expected to provide a rationale for the composition of the Planning Team. Because the school is committing itself to developing a planning ethic and a culture of continuous improvement, the Planning Team should be institutionalized. The institution must find ways to integrate the work of the Planning Team into the culture of the school and the work of the school. In most cases, this will require a concerted effort and the opening to examination of how the institution thinks about institutional growth and improvement and who is responsible to lead it. The Visiting Team observed that:

Membership on the Planning Team included faculty, students, administrators. This grouping

reflected the diversity of the stakeholders of the Spellman community.

The Planning Team commented that they functioned well together with a drive towards

improving Cardinal Spellman.

The Planning Team did not have a prepared answer when questioned on how they will monitor

the objectives in the future. One member commented that the objectives would be touched

upon informally in the monthly departmental meetings and plenary meetings.

The Self Study states: “Planning Team will function as the coordinators for seeing the Middle

States process to completion after the visit from the Visiting Team. The team members will be in

charge of making sure that the objectives are continually being reached.”

C. Role of the School’s Leadership and Governance

It is a school's formal leaders—those in positions of authority and influence within the school—who should serve as the primary “champions” for the planning process and the Plan for Growth and Improvement. Strategic planning experts have long held that champions are extremely important to the success of planning. Because a goal of the self-study and accreditation process is to develop a vision and a plan to achieve it that is accepted and supported by the entire community of the school, the school's leaders and governing body must communicate clearly and often that this process is important for the future of the school and its students, and that they will provide the leadership, resources, and support needed to make the process and the plan successful. The Visiting Team observed that:

The School’s Leadership stated that they played a pivotal role in the self-study process and in the

planning for growth and improvement in student performance. They, as supervisors and

mentors, will help to steer the Action Plan Team whenever needed.

Cardinal Spellman’s Leadership stated a commitment to support the Plan for Growth and

Improvement. Here are some examples:

o The school’s leadership will work collaboratively with department chairs to implement


the plan.

o An effort will be made to reach out to college representatives and invite them to

Spellman’s campus.

o To improve attendance for extra help, times of the extra help sessions are rotated.

o The leadership commented on the use of the notification capabilities of Google

Classroom to communicate the Action Plan with students.

o The governance team reached out to local schools that have achieved mastery in math

Regents in order to ascertain the best practices currently in use.


Many of the Professional Development opportunities are offered off-campus and outside the

school day. Offering more in-school professional development and opportunities to share

practices among members of the same department will help fulfill the objectives.

The Visiting Team suggests self-directed Professional Development in the following areas:

o Google Classroom, their Learning Management System.

o Science teachers were given Professional Development while on the visit.

o Using a Flipped Classroom Strategy

o Common Core Geometry for all math teachers

Cardinal Spellman teachers may wish to observe teachers who have achieved mastery and be

observed by these teachers.

D. The Plan for Institutionalizing a Planning Ethic

A sound-planning ethic is critical to achieving the school’s mission, its objectives for growth and improvement in student performance and organizational capacity, and to its capacity to effect the intended growth. An effective planning ethic addresses the essential question: “Does the school and its community of stakeholders have the capacity, the will, and the systematic structures and processes required to develop and implement its plan and achieve its objectives?” A fine plan full of great activities is only as strong as the ability and willingness of the school and its stakeholders to implement it. While successful planning is reflective of the school’s context and culture, it should be visionary in describing what the school and its stakeholder community want for their students and pragmatic in specifying the steps to reach that goal. Successful planning for growth and improvement has been described as a delicate balance between brave steps forward and reassuring steps to the side; between the recognition of the need for growth and a celebration of what already exists that is good, steady, and/or certain; between the bold, frequently scary, visions of future possibilities and the comfort with past and present successes.


When a school seeks accreditation using the Excellence by Design protocol, it must commit to working toward establishing and sustaining a planning ethic within the school. A planning ethic means that planning for growth and improvement becomes part of what the school and its community of stakeholders do as much as teaching, and providing programs, resources, services, and activities. A planning ethic requires continuous clarification of the community’s unique mission, beliefs, Profile of Graduates, and student and organizational performance goals. It requires that all of its processes are vision-driven. And it requires that the community is action-oriented by developing and implementing long-term, strategic action plans that integrate programs, services, facilities, and support to address the school’s growth objectives. In the Excellence by Design protocol, the school also makes a commitment to continuous growth and improvement. The school and its stakeholders should demonstrate that they are never satisfied with the status quo in terms of how their students perform but are striving constantly to improve the levels of performance. The setting of and striving to achieve challenging growth objectives should become a dynamic process in which the school develops the flexibility to revise and modify its plans to achieve its objectives based on the results received from implementing those plans. As part of the accreditation process, the school must review the results of its efforts periodically and open its processes and results willingly to review by its peers in the Middle States Association. A planning ethic also requires the school to commit to involving its stakeholders in meaningful ways in the setting of objectives, developing plans to achieve and measure those objectives, and the implementation of those plans. In a planning culture, the school strives to develop broad ownership of both the planning process and the Plan for Growth and Improvement by the entire community by ensuring broad based knowledge and understanding of and support for the objectives and the plans to achieve them. A planning ethic that provides significant roles for the stakeholders of the school also has the effect of sharing among the stakeholders responsibility for the success of any planning for growth and improvement. Excellence by Design builds such roles and responsibilities into the self-study and planning processes. Therefore, if implemented faithfully, Excellence by Design can provide the school with the vehicle it needs to build sustainability into its planning for growth and improvement, because ownership of and responsibility for the success of the planning process and the plan for growth and improvement no longer rest with one person (the head of the school) but with all of the school’s stakeholders. The Visiting Team observed that:

The Planning Team has published the Action Plan on their website and emailed the report to their stakeholders.

Many teachers commented on the concerted effort of weaving in SAT based questions, vocabulary and Regents based questions into their class assessment. The school purchased software to make this possible.

The school leadership will review with the faculty and staff progress on the Action Plan during department meetings.

The Self Study states that Cardinal Spellman will compile data to continually review if their


methods are best for meeting their objectives.

The leadership team has made strides to pay stipends to faculty who provide extra help to the

students.

Faculty did mention a lack of involvement as stakeholders in completing the Action Plan and felt

that some of their suggestions were not given due consideration.


The Action Plan lacks smaller milestones inside the larger plan. Creating milestones can allow

the Planning Team to adjust the plan as needed.

E. The Plan for Communication and Awareness

An important factor in increasing the likelihood that a school will achieve the goals it has set in its Plan for Growth and Improvement is to ensure broad ownership of the planning process and the Plan for Growth and Improvement across the entire school and its stakeholder community. This is accomplished by ensuring broad based knowledge and understanding of and support for the school’s performance objectives and the plans to achieve them. Therefore, an important element of the planning process is communicating with the school’s staff, students, governing board, and other stakeholders to ensure they are aware of the requirements of the Excellence by Design protocol, the school’s planning process, Mission, objectives, action plans and, eventually, its accomplishments as it implements its plan. The communication process should include means for obtaining from the members of the school’s stakeholder community input and feedback regarding the products of the planning process (i.e., mission, objectives, action plans). Stakeholders cannot support and take ownership in what the school is doing unless they first know about it and are invited to join in the process. The primary purpose of communication is to develop a critical mass within the school’s community of stakeholders with knowledge about, understanding of, and support for the planning process and the Plan for Growth and Improvement in student learning and the organization’s capacity to produce learning at the level expected. The Visiting Team observed that:

The school has published the Self-Study and Plan for Growth and Improvement on their website. References to the Self-Study and Plan for Growth and Improvement appear in printed literature.

Spellman will send emails and newsletters to their stakeholders to keep them abreast of the progress and accomplishments.

Leadership will hold meetings to update the stakeholders on the school’s progress in meeting the stated goals.



The school should consider publishing the Visiting Team’s Final Report so that stakeholders can

review the study and see the possible implications for the direction of Spellman.

As milestone are met, the school could publish them on the school’s website and social media.

F. The Plan for Periodic Reviews of the Plan for Growth and Improvement

In order to institutionalize a planning ethic, continuous growth and improvement in student and organizational performance must become a way of life within the school. It must be an ongoing, dynamic, and “evergreen” process. It is expected and required that the Plan for Growth and Improvement that is developed and presented for accreditation will be implemented faithfully over the length of the accreditation term. Consequently, it should be anticipated, and it should be expected that implementing the activities of the action plans and gathering the results of the assessments used to measure the student and organizational performance objectives will indicate there is a need to revise the action plans regularly based on what is working and what is not. Therefore, the Excellence by Design protocol includes the requirement that the school conducts formal reviews of the action plans and the progress being made toward achieving the performance objectives and that reviews are conducted periodically but, as a minimum, at least once annually. The Visiting Team observed that:

During midterm assessments, the school will review SAT exams, and final assessments for each year from 2017-2018 through 2023-2024 to ascertain the progress made in achieving their stated objectives.

With this data, the Planning Team will meet with all faculty members and staff that are associated with the specific Action Plans to make sure they are on track for reaching their stated goals.

If the school is not showing progress, they will reevaluate their Action Plan and make necessary changes.

THE VISITING TEAM’S RECOMMENDED MONITORING ISSUES

Recommended Monitoring Issues

In this section, the Team lists any aspects of the school's organization and processes for implementing its Plan for Growth and Improvement that require ongoing monitoring. Monitoring Issues refer to requirements that are not completely absent but that are met only partially and are


either in need of completion or improvement. Monitoring issues must be addressed satisfactorily by the mid-term of the school’s accreditation.

Requirement of the Protocol Recommended Action

NONE


THE PROFILE OF THE SCHOOL

The Profile of the School describes the school and the context in which the school exists and does its work. It presents a portrait of the school’s community(ies) and the “distinctive personality” and the unique characteristics of the school. The Profile presents contextual information that establishes a “developmental snapshot” of where the school is in its efforts to achieve its Mission and to ensure the highest levels of student performance. The Profile of the School includes information and data that describe the school and the context in which the school exists. The Profile also helps the school and its community of stakeholders understand the school’s Mission, and describes the opportunities for and challenges to the school as it seeks to achieve its Mission. The Profile includes descriptions of the:

● Community, its schools, and its traditions; ● History of the school; ● Social and economic characteristics of the community, its constituencies, and its schools; ● Climate for teaching and learning in the school; ● Number and qualifications of the professional and support staffs; and ● Number and characteristics of the student population

The data and information contained in the Profile of the School are not evaluated by the Visiting Team. Instead, the Profile serves two purposes:

● To ensure that the members of the Planning Team have a common knowledge base about the history and current status of the school in those areas on which the accreditation of the school will focus; and

● To “introduce” members of the Visiting Team to the school, and as such, the Profile provides one of the lenses through which Team members will view and evaluate the school. Thus, the Profile section should provide sufficient information about the school and its students’ performance to build and enhance Team members’ awareness and understanding of the total milieu in which the school exists and operates.

Readers of this report are advised to read it in conjunction with the Self-Study Document prepared by the school. The Self-Study Document provides the information and data the Visiting Team uses as the starting point for its evaluation of the school. Therefore, not all of the details included in the Self-Study Document are repeated in the Team's report.

Head of School Cardinal Spellman High School

Internal Coordinator(s) Kyle T. O’Donnell

Mila Bello

Stephen Roesner

John Schoenberg

Colin Smith

Number of Students 1363


Grade Levels Evaluated 9 – 12

Additional Locations/ Branch

Campuses visited (if any):

THE VISITING TEAM’S OBSERVATIONS AND RECOMMENDATIONS – PROFILE OF THE SCHOOL

Observations In this section, the Visiting Team shares any general observations and/or areas of strength regarding the school’s Profile of the School and how the Profile defines the school and its priorities for improving student performance.

Since its inception in 1959, Cardinal Spellman has offered students the possibility of reaching

their full academic, spiritual, and personal potential.

With its current facilities and staff, the school could accommodate approximately 1400 students.

Recent closings of Catholic grammar schools have removed some of the primary sources of

students for Cardinal Spellman High School.

Cardinal Spellman now reaches out to a larger area to find potential students.

Recommendations In this section, the Visiting Team lists any recommendations how the school can capitalize on or respond to the Profile of the School to improve its efforts to achieve its Mission and to achieve its Plan for Growth and Improvement. Recommendations are suggestions and ideas of the Visiting Team, but the school is not required to accept or act on them.

The school’s view book states: “We strive to make our program available to all qualified students

through scholarships and financial aid.” Cardinal Spellman High School should continue to

explore methods to assist in providing various forms of aid so that more students could

participate in the Spellman experience.

The school should continue to make its foundation documents the basis and framework for all

school promotions.


PROFILE OF STUDENT PERFORMANCE The Profile of Student Performance includes the following information and data that describe the levels of student performance on assessments that are most respected by the members of the school’s community of stakeholders, valued by the school’s professional staff, and/or required by the state or federal governments. The Profile includes:

● Data for standardized academic assessments. ● Data for school-based academic assessments. ● Data for achievement indicators such as graduation rate, college rigorous courses, college

acceptance, etc. ● Data for citizenship measures such as attendance, promptness, discipline, etc. ● Data for state academic assessments, if applicable.

Collecting and tracking data that describe how well the school’s students are performing in the areas that are normally used by the school’s community of stakeholders to determine if the school is accomplishing its mission is important for the following reasons:

● The school needs these data to determine if it is making progress toward achieving its mission; ● The school needs these data to determine if its graduates are meeting the expectations

expressed in the school’s Profile of Graduates; ● The school needs these data to help it determine in which areas of student performance there

are the largest gaps between what is expected and how student are performing and, therefore, what the focus of the school’s Plan for Growth and Improvement should be.

THE VISITING TEAM'S OBSERVATIONS AND RECOMMENDATIONS – PROFILE OF STUDENT PERFORMANCE

Observations In this section, the Visiting Team shares any general observations and/or areas of strength regarding the school’s Profile of Student Performance and how the profile defines the school and its priorities for improving student performance.

The Visiting team has noticed that students SAT scores in both math and science have declined.

The school wisely used this data to generate its first student objective.

Thirty-nine percent of Chemistry scores fell in the lower half of the Regents. The school’s self-

study acknowledges the learning gap and has developed a remediation plan.

The Visiting Team noticed a sharp decline in Geometry Regents scores in the 2015-2016 and

2016-2017 school years. The reasons offered for this decline are as followed:

o A change to a common core curriculum by New York State.

o A new model adopted by the school in student placement.


o Students mentioned an issue with pacing in some classes.

The Visiting Team also noticed reduced performance on Earth Science Regents exams. Cardinal

Spellman recognizes the trend and has initiated a remediation plan.

Cardinal Spellman’s students performed well on the English Regents exams. The largest number

of students reached mastery level on this assessment.

Student performance on the Living Environment Regents and Physics Regents is the strongest

within the science department.

The mastery level on the United States History Regents exam outpaces the Global Studies exam

by twenty-three percent. Cardinal Spellman did not note the discrepancy in achievement

between these two Regents level Social Studies exams.

Cardinal Spellman students performed well on Biology and Spanish Language/Culture AP Exam.

All other subjects saw averages below a three.

Recommendations In this section, the Visiting Team lists any recommendations how the school can capitalize on or respond to the Profile of Student Performance to improve its efforts to achieve its Mission and to achieve its Plan for Growth and Improvement. Recommendations are suggestions and ideas of the Visiting Team, but the school is not required to accept or act on them.

The school might consider implementing the school’s curriculum-mapping plan.

The protocols for student placement in areas of math and science might require some revision.

The visiting team hopes that the SAT English scores can match the mastery level achieved on the

English Regents.


THE SCHOOL’S FOUNDATION DOCUMENTS: MISSION, BELIEFS, AND PROFILE OF GRADUATES

The foundation for an effective plan for improving student performance and the organization's capacity to achieve the levels of performance desired and expected is established by the school's Mission, Beliefs, and Profile of Graduates. These foundational documents answer the following questions:

● What is our vision for a better future for the children of our school? ● What beliefs or core values will guide our journey? ● What will our students have to know, be able to do, and to demonstrate for us to achieve our

mission?

A. MISSION A school’s Mission should reflect the deepest desires of the school’s community of stakeholders for what they want the school to become—its future in terms of what it will do for its students. The mission expresses what the adults in the school community commit themselves to doing for the benefit of the students. A mission statement should describe in broad and visionary terms what the school is striving to become. A mission should be outcome-based, providing clarity regarding the school’s audience (whom it serves), its action (what it commits to doing for its audience), its aim (the purposes for which it exists), and its means (how, in broad terms, it will achieve its purposes). It is not appropriate for a Visiting Team to determine whether the school’s Mission is the right or wrong mission for the school or a good or bad mission. Nor is it appropriate for the Team to require changes to the Mission. A Visiting Team will, however, offer an objective perspective regarding whether any elements of the Mission are unclear or seem inconsistent or incomplete. The Team will also try to ascertain whether the school's community of stakeholders support the Mission and are “walking the talk.” It is then for the school to decide if the Team’s comments are legitimate and relevant. It is in this spirit that the following observations on the school’s mission. The school's Mission is:

Cardinal Spellman High School is the premier, independent, co-educational, college preparatory,

Catholic high school in the New York Metropolitan area. Our mission is to promote a culture of

aspiration that encourages superior academic performance, leadership, and service. We strive to

make our program available to all qualified students. We emphasize personal development and we

foster a commitment to others that empowers our diverse student population to become leaders

who make a difference in our community, nation, and world.


What is the aim or purpose of the school as stated in the Mission?

Cardinal Spellman High School identifies itself as a college preparatory, Catholic high school.

The school desires to promote an atmosphere in which each student faces a challenge to achieve

superior academic success.

Cardinal Spellman High School motivates students to develop personally so that they can, in turn,

assist others and demonstrate leadership beyond the school.

What are the means the school will use to accomplish its Mission?

Relying on the fundamental nature of the Catholic school, Cardinal Spellman High School

promotes leadership and service among the students.

The school promotes itself among qualified students and assists them in every way possible to

become successful at school and beyond.

The school views academic success as a pathway for students to achieve even more than they

thought possible.

To what extent do the school’s stakeholders know, understand, and support the school’s Mission?

The Mission Statement is publicized in various publications, on the school’s website, and in

various locations in the building.

B. BELIEFS Statements of belief serve as the foundation of a strong strategic plan. They are the formal expression of a school’s fundamental values and serve as its ethical code. Beliefs describe the moral character of a school. In a planning process involving diverse stakeholder groups, they represent the composite of the personal values held by individual planning team members. Because beliefs are a matter of faith, not a matter of fact, they express the school’s overriding convictions, its inviolate commitments. They outline what members of the school’s community of stakeholders are willing to “go to the mat” defending. Because beliefs identify the “line in the sand,” they can be used as a lens through which to examine the worthiness of the school’s potential decisions or future actions. Only members of the school community can identify their deeply held beliefs. A Visiting Team can, however, offer an objective perspective on what is unclear or seems inconsistent or incomplete in the school’s Beliefs. Ultimately, however, it is the school that has to decide if the Team’s comments are


legitimate and relevant. It is in this spirit that the following observations on the school’s Beliefs are made. The school's Beliefs are:

Every human person has dignity, which transcends ethnic, cultural, religious, and socio-economic

differences and unifies us as members of God’s family. The source of this inalienable value is the love

of God, who has made us in His image by endowing us with an intellect and will, so that we may

freely respond to His love and reach our destiny, eternal union with Him in Heaven.

A Catholic school shares in the mission of the Church: to evangelize, that is, to lead each person into

deeper knowledge of and intimacy with Christ, who leads us to the love of the Trinity.

A Catholic school is a community in which each person, through the love and respect of others,

experiences their own tremendous dignity in a real and concrete way. Aware of his or her own value,

a person becomes better able to then recognize and respond to the dignity of others and to live up

to the great nobility of their vocation to love.

A Catholic school is a place of encounter with the Person of Christ in the love of community and in

the sacraments of the Church. Christ is the unseen Teacher, ever present to us, and hence our school

embraces his teachings, as a matter of faith, as communicated through the Magisterium of the

Catholic Church and defined in the Deposit of Faith. A Catholic school helps students to deepen their

understanding and knowledge of the faith and to appreciate the riches and reasonableness of the

doctrines of the Church.

A Catholic school forms young people in an integral vision of reality. All academic disciplines study

truth and develop in young people an appreciation for the beauty of creation and order of the

universe, which leads to the discovery of the Truth. Rather than a fragmented view of the world, a

Catholic school helps students see all of reality as an integral whole in which every good is connected

and ultimately ordered to the highest Good.

A Catholic school forms the whole person in his or her spiritual, intellectual, moral, social, physical,

and emotional dimensions. It is not merely preparation for college or a career, it is a formation in

virtue and character which teaches and trains young people to exercise their freedom for its true

purpose which is to love. It is thus preparation for a fully human life lived maturely and responsibly

in, and for, community; it is preparation for a life lived for others through one’s vocation in family

life, society, and service to those in need; ultimately, it is preparation for Heaven.

A Catholic school supports parents who bear the primary responsibility for the education of their

children.


A Catholic school adheres to the academic standards set by the archdiocese, state, and nation, but

holds as its highest and truest measure the Perfect Man, Jesus Christ.

To what degree do the school’s Beliefs meet the criteria of the Excellence by Design protocol? If they do not meet the criteria, explain why.

The Belief Statements articulate well the nature of a Catholic school.

The Belief Statements touch upon the vital aspects that should find a home in every Catholic

school.

The Visiting Team noted that the statements seem to be generic to any Catholic school rather

than specific to Cardinal Spellman High School.

How well do the school’s Beliefs represent what the Team heard from the school’s stakeholders?

From the various meetings, interviews, and conversations with stakeholders, the Visiting Team

perceived the school’s adherence to these Belief Statements.

The school’s leadership hopes to promote these beliefs in their various publications and in the

messages, direct and indirect, given to students.

To what extent do the school’s stakeholders know, understand, and support the school’s Beliefs of core values?

The stakeholders could probably not recite the Belief Statements. However, they know that

Cardinal Spellman High School inherently promotes these beliefs, certainly in the daily

atmosphere of the school, as well as in the school’s external image.

C. PROFILE OF GRADUATES The Profile of Graduates provides the answer to the following question: When our students have completed our entire educational program and have had the benefit of the services and activities provided by the institution and its community:

● What do we expect them to know? ● What do we expect them to be able to do with what they know? ● What qualities or characteristics do we want them to demonstrate?

A Profile of Graduates:

● Describes the students at the point of exit from the institution. ● States the values, achievement, and readiness that each student will manifest upon graduation.


● Should be considered both as a Bill of Rights and set of corresponding responsibilities for students, faculty, staff, administration, and the institution’s community.

● Defines the outcomes each and every student will attain if the mission is operative and appropriately translated into programs and services.

A Profile of Graduates serves to:

● Translate the identity, vision, and values expressed in the beliefs and mission into statements that describe student outcomes.

● Translate and transform concepts from the ideal and global to specific expression in the development of a student in the institution.

● Give expression to what the mission means in the operational life of the institution. ● Define an outline or shape each student is expected to grow into regardless of specific courses

taken or post-graduation plans. ● Provide a concrete reference point for faculty, staff, and the institution’s community when

designing curriculum, instructional experiences, service programs, auxiliary resources, and student and family services.

The school's Profile of Graduates is:

Upon graduation, through the guidance of faculty, staff and administration, graduates of Cardinal Spellman High School will be able to: 1.) Apply what they have learned at Cardinal Spellman High School to everyday life situations in how they

use math and science as tools to solve challenges presented to them use languages, other than English, to advance in a diverse world use their knowledge of social studies to aid them in becoming global citizens use their appreciation of the fine arts to broaden their horizons and make them culturally

aware men and women use their knowledge of our faith to be upstanding leaders in their communities use their knowledge learned in physical education that good physical health promotes a

productive lifestyle use their skills in technology to help them become more organized and professional in their

everyday lives 2.) Become Leaders In their Community by the way they

use the lessons learned at Cardinal Spellman to create and foster a set of positive morals by which to live

use the Catholic faith to help them live their lives as disciples of Jesus Christ use the friendships and bonds forged by the Spellman community as a model for their home

community use the lessons learned on the fields of athletics and the clubs and activities they join to help

them excel through any adversities they might encounter utilize the lessons learned from the diverse population of Cardinal Spellman as a way to work

collaboratively with others


use the discipline instilled at Cardinal Spellman to stay on a path to personal success

To what degree does the Profile of Graduates express:

● What the school expects its graduates to know? ● What the school expects its graduates to do with what they know? ● What qualities or characteristics the school expects its graduates to demonstrate?

The Profile of Graduates ties together the academic and personal growth statements found in

the Mission Statement and in the Belief Statements.

The school clearly expects its graduates to take the Cardinal Spellman experience with them as

they continue to develop their roles in the community.

The Profile of Graduates likewise integrates and articulates in a practical manner the school’s

Catholic nature such that the school’s Mission and its Belief Statements combine in developing

each student at Cardinal Spellman High School.

To what extent do the school’s stakeholders know, understand, and support the school’s Profile of Graduates?

Stakeholders know that the school expects high levels of achievement among the students. The

Profile of Graduates spells out the manner of that achievement. The stakeholders know that

more is expected from them. Perhaps a greater dissemination of this Profile will help them

articulate more clearly the school’s expectations.

THE VISITING TEAM’S RECOMMENDATIONS—FOUNDATION DOCUMENTS: MISSION, BELIEFS, AND PROFILE OF GRADUATES

Recommendations In this section, the Team lists any recommendations to the school regarding how it can improve its Mission, Beliefs, and/or Profile of Graduates. Recommendations are suggestions and ideas of the Visiting Team, but the school is not required to accept or act on them.

The Visiting Team hopes that the school will not hesitate to publish and promote its Mission,

Belief Statements, and Profile of Graduates as the core values and raison d’être of Cardinal

Spellman High School.

As stated in the Mission Statement, the school sees itself as a premier institution. The school

should always remember that this status is rooted in the Belief Statements and expressed in the


Profile of Graduates.

The school may wish to give consideration to reworking the Belief Statement in terms of Cardinal

Spellman High School rather than just another Catholic school.

Because it has defined itself well in these documents, the school may wish to consider publishing

them also in the student and faculty handbooks.

Recommended Monitoring Issues In this section, the Team lists any requirements for the Mission, Beliefs, and/or Profile of Graduates that require monitoring. Monitoring issues refer to elements of Mission, Beliefs, and Profile of Graduates required by the protocol that are not completely absent but are met only partially and are either in need of completion or improvement. Monitoring issues must be corrected by mid-term in the school’s accreditation.

Requirement of the Protocol Action Recommended

NONE

Recommended Stipulations In this section, the Team lists requirements for the foundational documents (Mission, Beliefs, and Profile of Graduates) that are entirely absent and, therefore, the school does not meet. Such requirements must be added as a stipulation to the school’s accreditation.


NONE


THE PROFILE OF ORGANIZATIONAL CAPACITY The Profile of Organizational Capacity provides information and data that portray the school’s capacity to produce the levels of student performance the school and its community of stakeholders desire and expect. The Profile consists of the results of a self-assessment of the school’s adherence to the Middle States Standards for Accreditation. The twelve Standards for Accreditation reflect research-based best practices for quality in schools. The Standards also represent the organizational “building blocks” that need to be in place to produce high levels of student performance. The self-assessment leads to identifying the school’s strengths and areas in need of improvement. The Profile also provides those responsible for developing the school’s Plan for Growth and Improvement with a good understanding of the current status of the school.

Standards for Accreditation for Schools

● Standard 1: Mission ● Standard 2: Governance and Leadership ● Standard 3: School Improvement Planning ● Standard 4: Finances ● Standard 5: Facilities ● Standard 6: School Organization and Staff ● Standard 7: Health and Safety ● Standard 8: Educational Program ● Standard 9: Assessment and Evidence of Student Learning ● Standard 10: Student Services ● Standard 11: Student Life and Student Activities ● Standard 12: Information Resources


MISSION STANDARD FOR ACCREDITATION

The Standard: The school has a clearly written and actively implemented statement of mission that conveys the general and specific purposes of its educational program, expresses expectations for quality, and serves as the basis for daily operational and instructional decision making as well as long-range planning. Stakeholders give input into the development of the school’s mission and understand and accept it. This document is aligned with the community served and is reviewed periodically by stakeholder representatives.

A. THE VISITING TEAM'S ASSESSMENT OF THE SCHOOL'S ADHERENCE TO THIS

STANDARD FOR ACCREDITATION

X It is the Visiting Team's assessment that the school MEETS this Standard for Accreditation.

It is the Visiting Team's assessment that the school DOES NOT MEET this Standard for Accreditation. The evidence that supports this assessment is shown in the Recommended Stipulations shown in Section C, below.

B. EVIDENCE TO SUPPORT THE TEAM'S ASSESSMENT

Evidence Visiting Team

Data from Observations and Interviews X

The school’s Mission X

Samples of publications that communicate the mission to the school’s

community of stakeholders X

Marketing, recruitment, and admissions materials X

Address of the school’s website X

Policies related to the Mission X

C. THE VISITING TEAM’S OBSERVATIONS AND RECOMMENDATIONS

Observations


In this section, the Team lists 1) any general observations regarding the degree to which the school meets this Standard and/or its Indicators of Quality and 2) any areas in which the school exceeds the requirements of this Standard and/or its Indicators of Quality. The Visiting Team observed that:

● Cardinal Spellman High School has given careful consideration to the formulation of its Mission Statement.

● The Mission Statement does not define how Cardinal Spellman High School will implement its Catholic nature. However, the Belief Statements and Profile of Graduates are essential statements to help the reader comprehend the school’s understanding of its Catholic purpose.

Recommendations In this section, the Team lists any recommendations to the school regarding how it can improve the degree to which it meets the requirements of this Standard and/or its Indicators of Quality. Recommendations are suggestions by the Team, but the school is not required to accept or act on them. The Visiting Team recommends:

● The school’s foundation documents clearly define the school’s purpose. The school should consider publishing this information in as many areas as possible especially in promotional material and the student and faculty handbooks.

Recommended Monitoring Issues In this section, the Team lists any requirements of this Standard and/or its Indicators of Quality that require ongoing monitoring. Monitoring Issues refer to requirements that are not completely absent but that are met only partially and are either in need of completion or improvement. Monitoring issues must be addressed satisfactorily by the mid-term of the school’s term of accreditation.

No. Requirement of the Standard or Indicator Recommended Action

NONE

Recommended Stipulations In this section, the Team lists any requirement(s) of this Standard and/or it Indicators of Quality the school does not meet and, therefore, must be added as a stipulation to the school’s accreditation.



NONE


GOVERNANCE AND LEADERSHIP STANDARD FOR ACCREDITATION The Standard: The school is chartered, licensed, or authorized by a state, nation, or authority that operates in the public interest. The governance and leadership ensure the integrity, effectiveness, and reputation of the school through the establishment of policy, provision of resources, and assurance of a quality educational program. The governance and leadership act ethically and consistently to assure an atmosphere of mutual respect and purposeful effort on behalf of students and their learning. School leaders foster a productive environment for teaching and learning, timely and open communication with stakeholders, and the vision necessary for day-to-day operations and long-term planning.

A. THE VISITING TEAM'S ASSESSMENT OF THE SCHOOL'S ADHERENCE TO THIS STANDARD FOR ACCREDITATION






Job descriptions for the head of the institution and other key administrative

personnel X

Appraisal tool and/or description of the process used to appraise the

performance of the head of the institution X

Chart of lines of authority/responsibilities X

Policies related to governance and leadership X

For independent, non-public, and proprietary institutions only

Names, addresses, and organizational position of the institution’s owners X

Names, address, affiliation of the members of the board of governance X



Observations In this section, the Team lists 1) any general observations regarding the degree to which the school meets this Standard and/or its Indicators of Quality and 2) any areas in which the school exceeds the requirements of this Standard and/or its Indicators of Quality. The Visiting Team observed that:

● The President/Principal of the school communicates clearly and confidently the mission of Cardinal Spellman High School.

● The administration executes well-defined roles to ensure adequate supervision of the school. ● The Spellman Board members, many of whom are alumni, enthusiastically support their school

with time, talent and treasure. ● The Board of Trustees expressed their confidence in the Principal by appointing him to the

position of President/Principal when the school’s presidential search did not find a more-suited candidate. There is no written evidence of his evaluation.

● The job descriptions and individual commitments to the mission help ensure a strong administrative team.

● The administration understands its constituents and communicates effectively with them. One example is use of e-mail rather than text as a considerable number of families will go through as many as 10 cell numbers in four years.

The Visiting Team determined that the school exceeds the expectations of this Standard in the following ways:

● The President/Principal models exceptional commitment to those whom he serves through actions such as his 100-mile run and leading the “Pray 100” and other events.

● The President/Principal recruits exceptional personnel talent in order to help the school achieve programmatic goals.



● The school may wish to explore the possibility of distinct positions for a President and a Principal in order to allow greater focus on the President’s recruitment and fund-raising tasks and the Principal’s academic responsibilities to the school.

● The school should institute annual assessments for members of the administration. These assessments should assist the administrators in their professional growth.

● The school should consider an annual review of job descriptions in the Faculty Handbook in order to clarify expectations and lead to greater accountability in the following year.



2.8

Uses a clearly defined performance appraisal

system for the head of the school. The

appraisal is conducted with the knowledge

and participation of the head of the school.

Develop a method to evaluate

administrators annually.

Maintain a record of personal

accomplishments.

Develop a plan for administrative

professional development.



NONE


SCHOOL IMPROVEMENT PLANNING STANDARD FOR ACCREDITATION

The Standard: The school uses a collaborative process to develop and implement a written strategic or long-range plan to improve its educational program and services. Plans are aligned with the school’s mission and its operational plans, and are focused on continuous improvement of student performance, staff professional and organizational growth.







Strategic and/or long-range plan X

Development/institutional advancement plan X

Enrollment plan X

Policies related to school improvement planning X

Parent Involvement Plan X

Technology Plan X


Observations



● Cardinal Spellman interacted with many different groups of stakeholders in developing their improvement plan. All stakeholders’ opinions were considered when developing the school improvement plan. The Planning Team shared with the Visiting Team the surveys, interviews, and meetings held for different groups of stakeholders.

● Cardinal Spellman has developed a Strategic Plan to promote the School’s growth. Along with this Strategic Plan they have also updated financial, facilities, technology, professional development, and institutional advancement plans.

● Cardinal Spellman recognizes important areas of the school that need future improvement. ● The governing body and leadership of the school have ensured a priority for planning activities

for the spiritual life of the school and community such as the Emmaus retreat programs for juniors and seniors. In addition, school assemblies emphasize religious tolerance. Cardinal Spellman emphasizes a holistic view for students assisting them to connect with the Catholic faith in multiple ways.

● Cardinal Spellman has duly considered the school’s time, energy, and resources in planning initiative and in developing action plans. The stakeholders recognize the need for improvement, and they want the school to grow.


● In a desire to see marked improvement in student performance, each student now has a school-provided Chromebook programmed specifically for the students’ academic and extracurricular needs.


● The Admissions and Recruitment Long Range Plans have not been updated since January 2014. The School may wish to review these plans prior to their scheduled review in 2018.



In this section, the Team lists any requirements of this Standard and/or its Indicators of Quality that require ongoing monitoring. Monitoring Issues refer to requirements that are not completely absent but that are met only partially and are either in need of completion or improvement. Monitoring issues must be addressed satisfactorily by the mid-term of the school’s term of accreditation.


NONE



NONE


FINANCES STANDARD FOR ACCREDITATION The Standard: Financial resources are sufficient to provide the educational opportunities defined in the school’s philosophy/mission. The business practices of the school are ethical. These practices promote confidence in the school’s ability to manage fiscal and material resources in a responsible manner and follow prescribed budgeting and accounting principles. The majority of resources raised for school purposes is dedicated to the school’s operations.


x It is the Visiting Team's assessment that the school MEETS this Standard for Accreditation.




Data from Observations and Interviews x

Current operating budget (for main campus and each branch campus) x

Certified external audit letter conducted within the last two years (for main

campus and each branch) x

Student tuition and fee schedule (if applicable) x

Long-range financial plan

Schedule of student tuition and fees (for non-public and proprietary institutions) x

Evidence that the institution has no contingent liabilities or ongoing litigations

that potentially could affect the institution’s ability to continue operation x

List of grants and other funding sources obtained in the last calendar year x

Publications provided to students outlining students’ financial obligations x

Summary of the institution’s insurance coverage (for main campus and each x


branch)

Policies related to finances, financial aid, and refunds x



● Members of the Business Office Staff have appropriate education and experience for the positions they hold.

● There are no apparent outstanding legal issues facing the school. ● The Comptroller has an extensive background with the school and with Catholic education. She

understands the mission of the school and how that mission affects spending. ● The President/Principal and Comptroller are responsible for all purchasing. ● Typical spending occurs with a specific request. The President/Principal decides whether the

purchase will take place. Most respondents state that the school always provides for what faculty members ask.

The Team's observations regarding areas in which the school exceeds the requirements of this Standard and its Indicators of Quality. The Visiting Team determined that the school exceeds the expectations of this Standard in the following ways:

● The President/Principal seems able to support most, if not all, faculty requests for purchases of supplies, technology or professional development.



● The school should consider developing a long-range financial plan which would include a vision of where the school hopes to be and what it hopes to achieve in the coming years.

● A plan for financing and scheduling professional development would help assure the school’s growth.

● The school has made bold progress in technology. The Visiting Team hopes that the school will continue to maintain and improve its commitment to technology.

● The school may wish to create a list of all capital assets in order to plan for their updating and improvement.



x NONE



x NONE


FACILITIES STANDARD FOR ACCREDITATION The Standard: School facilities are safe, clean, and well maintained. The physical environment supports delivery of the educational program/services as well as optimal student development and achievement. Facilities are appropriate and adequate to implement the philosophy/mission of the school. They are regularly inspected for effective operation and meet all applicable laws including health and safety code requirements.


x It is the Visiting Team's assessment that the school MEETS this Standard for Accreditation.




Data from Observations and Interviews x

Floor plan of facilities x

Long-range facilities plan

Maintenance/repair schedules x

Plans for any facilities improvements x

Policies related to facilities x


Observations In this section, the Team lists 1) any general observations regarding the degree to which the school meets this Standard and/or its Indicators of Quality and 2) any areas in which the school exceeds the requirements of this Standard and/or its Indicators of Quality.



● This very large school building (440,000 square feet) boasts facilities that are generally well-kept and functioning at acceptable levels. Its maintenance and cleanliness testify that the community takes great pride in the school.

● The original windows in the building are still in place. ● The Director of Maintenance has considerable experience with the school. ● Security and supervision are always present while students are on campus. ● There is an expectation that the Archdiocese of New York will be replacing the boilers in the

spring. ● New LED lighting provides ample lighting in hallways and around the school. ● Bleachers for the turf fields provides very limited seating.


● The school uses space creatively to incorporate student and faculty maintained garden which generates produce for summer fund-raising sales.

● A number of beautiful marble facades welcome students and guests at major gathering areas. ● Three murals decorate the third floor and provide students with the opportunity to share the

story of Cardinal Spellman High School. ● The school maintains a beautiful quad as a senior area which captures the essence of New York

City parks. ● Nine members of the Maintenance Staff include the Director (with boiler license) and three

workers during the day, four cleaning staff members and one weekend staffer. ● LED lighting in the gymnasium creates an exceptionally bright environment for physical education

and interscholastic athletic programs.


● One of the handrails in the 1st floor stairwell, southeast corner requires attention. ● The school may wish to develop a cost-benefit analysis on changing aging windows throughout

the school. ● The school may wish to repair some of the seating in the large auditorium. ● The turf fields and track provide an outstanding facility for the athletic and other programs.

Since the turf fields are starting to show signs of aging, the school will need plan for their replacement.


● The school could consider increasing the amount of available bleacher seating at the fields. ● The current Long-term Plan was developed for the years 2013-2018. When the school develops a

new Long-Term Plan, all interested parties should be engaged in formulating this plan including the Head of Maintenance.



5.2 Includes in its budget the resources needed

for facilities, equipment, and materials to

support its educational program, services,

and activities.

The school could develop written

facilities maintenance and improvement

document.

5.4 Plans for, funds, and schedules regular

preventative measures, repairs, and

maintenance of its facilities, equipment, and

materials.

Develop long-term plan in order to

ensure funds are available when needed.



NONE


SCHOOL ORGANIZATION AND STAFF STANDARD FOR ACCREDITATION

The Standard: The school’s organizational structure and climate facilitate achievement of its core values as expressed in the philosophy/mission. The school culture supports successful implementation of age- and developmentally appropriate educational programs and services. Roles, responsibilities, expectations, and reporting relationships are clearly defined. Administrative, instructional, and support staff are qualified, competent, and sufficient in number to effectively provide quality educational experiences. The school regularly conducts staff performance appraisals and offers professional development opportunities informed by its philosophy/mission. Relationships among the staff and leadership are collegial and collaborative.







Organizational chart for the school and school system X

List of members of the professional and support staffs X

Salary schedules and descriptions of benefits packages for teachers, specialists,

and support staff X

Contracts (e.g. union, collective bargaining agreements) X

Results of any climate survey X

Instruments used for evaluating the performance of the staff X

Professional development plan X


Policies related to school climate and organization X

Professional Resume of School Leaders X

Faculty Handbook and Policies X



● Cardinal Spellman’s administration, faculty, and staff show a commitment and dedication to the school displayed through extra time spent at school beyond required allotted time set by the school’s handbook.

● Cardinal Spellman has a well-designed organization chart. ● Cardinal Spellman publishes, with annual updates, and implements written policies and

procedures contained in the faculty handbook. ● The governing body and leadership of Cardinal Spellman ensure the day-to-day operation of the

school with guidelines for classroom procedures in the faculty and student handbooks. ● Cardinal Spellman evaluates faculty performance with an established evaluation process. Non-

tenured teachers are evaluated multiple times a year by both department chairs and administration and more experienced teachers are evaluated yearly.

● The staff and students feel safe in the school. There are three security officers on staff. Stakeholders have reported that there is always someone in the building. Students also reported that the deans ensure the safety of all students. Stakeholders report, “the faculty stresses a safe, Christian, loving, educational environment.”

● Cardinal Spellman provides formal and informal opportunities for the spiritual development of the faculty and staff. The Catholic Values Committee organizes a day every year for faculty.

● The Visiting Team noted that the school does not assign a mentor teacher for first year teachers. The Archdiocese of New York does require and provide child protection training for new teachers.

Recommendations In this section, the Team lists any recommendations to the school regarding how it can improve the degree to which it meets the requirements of this Standard and/or its Indicators of Quality. Recommendations are suggestions by the Team, but the school is not required to accept or act on them.



● With input from faculty, the school could design professional development programs for the continued improvement of faculty and staff.

● The school’s organizational chart calls for the separation of the President and Principal roles within the school. The school should clarify if there should be one person in the position of President and Principal or if there should be two separate positions for two individuals.



6.10

Orienting and mentoring of new staff

members.

The school should create and implement

a teacher mentoring program to help

new teachers acclimate to the school

and aid the teacher throughout the

school year with any issues or concerns.

This mentoring program should also

address the role and responsibilities of

the teacher in a Catholic school.



NONE


HEALTH AND SAFETY STANDARD FOR ACCREDITATION The Standard: A safe, orderly, and healthy environment for teaching and learning is provided. The school adheres to local, state, and federal government health and safety requirements. Health, safety, preventive/emergency procedures, and crisis management policies are clearly written, well documented, implemented, and updated regularly.







Emergency and crisis plans X

Records of most recent health and safety inspections X

Record of emergency drills X

Emergency Procedures section of Faculty Handbook X


Observations In this section, the Team lists 1) any general observations regarding the degree to which the school meets this Standard and/or its Indicators of Quality and 2) any areas in which the school exceeds the requirements of this Standard and/or its Indicators of Quality.



● The school follows the policies of the Archdiocese of New York’s School Emergencies: A Resource Guide. This document addresses all of the following:

● CPR/First Aid ● Serious Injury ● Emergency Announcements ● Bus/Transportation Accident ● Hostage Crisis, Fatality ● Alcohol and Drugs ● Fighting, Missing Child ● Intruders, Child Abuse ● Violent Situations ● Fire, ● Suicide (attempted /suspected) ● Bomb Threat Weapons ● HAZMAT ● Weather and Emergency Contact.

● Cardinal Spellman has at least one security guard in the school while any student is present. Students and Administrators have remarked that the guard will even escort a child to the 5 Line Subway.

● The school’s Student/Parent Handbook spells out school’s Mission, Academic Polices, Financial Statement, Student Life and Conduct and an Internet Safety Policy.

● The school has Emergency and Crisis Plans. Annually, the school drills on external and internal threats. The nurse documented the practice of crisis drills held during the school day.

● The school documented Fire Drill Schedule with times and comments. ● Cardinal Spellman documented its Asbestos Report in 2016, Boiler Inspection, FDNY Permits, and

a Fire Alarm Maintenance Log. ● Students and visitors are given ID Badges to manage effectively access to the school. Visitors

must ring a bell before entering the main door and report to the Dean of Students for further vetting.

● Three staff members routinely circulate the hallways to maintain safety and order. ● The Visiting Team’s meeting facility was next to the school’s workout facility, which bustled with

students using gym material, thus students developing a healthy life-style. ● A student commented on the Theology curriculum touching upon the social issues of

reproductive rights and self-respect. Thus, Cardinal Spellman implements programs related to the students’ social and emotional well-being.

● Cardinal Spellman uses the students’ planner to track the whereabouts of students at all times. Students have to be signed into and out of service departments such as the nurse or guidance.

● Cardinal Spellman provides appropriate health care during the day. The nurse keeps medications for students with special needs and distributes the medicine as prescribed by a health care professional.

● The nurse provides up-to-date information to the teachers via an email. ● Cardinal Spellman implemented a minimum of 40 hours of community service for graduation.

The requirement allows students to connect the religious and service values of a Catholic


Education.


The Visiting Team did not observe any provisions for medical coverage during games or during after school practices. The Visiting Team hopes that some form of coverage is provided.



NONE



NONE


EDUCATIONAL PROGRAM STANDARD FOR ACCREDITATION The Standard: An effective educational program for a school consists of both carefully planned and well executed curriculum programs and solid instructional pedagogy. Also fundamental to a successful educational program are the means to assess student performance and growth as well as programmatic evaluation. Thus, curriculum, instruction, and assessment are often considered to be the “heart” of any school since these three components have such an impact on the total school experience of students. The curriculum outlines what students should know and be able to do. Instruction identifies effective ways for teachers to ensure student learning takes place. Assessment indicates at what level students are able to demonstrate knowledge, skills, and attitudes.

A. THE VISITING TEAM'S ASSESSMENT OF THE SCHOOL'S ADHERENCE TO THIS

STANDARD FOR ACCREDITATION






Program of studies or other overview of the components of the educational

program X

Scope and sequence charts X

Written curriculum guides for each component of the educational program X

Master schedule X

Policies related to educational program X


Observations



● Cardinal Spellman has clear curriculum guides for each department made available to students and parents on the school website. These guides inform and help students and parents select their classes for each year. This guide is updated annually and revised by the Academic Council.

● The school administration promotes students’ critical thinking and study skills throughout the curriculum. The high course expectations and the availability of teachers to meet with struggling students attest to the desire for all to succeed. The school holds study and tutor sessions before and after school as well as during lunch periods.

● To further promote excellence, the school has increased the passing grade from 65 to 70. Stakeholders believe that the change has increased the academic rigor of the school.

● The school’s Theology program defines clearly the objectives for the faith development and community service programs. The requirement of 10 completed service hours per year is documented. Students have reported their joy from giving back to the community. The school offers special incentives, awards, and recognitions for students who exceed the expectations of the service requirements.

● Cardinal Spellman prepares students for a successful transition to postsecondary education through junior and senior year preparation programs which include time creating and implementing student Naviance accounts and the common application. Students and parents meet with the guidance department to confer about the college admission process.

● The team observed that administration had changed several grades at the end of the 2016-2017 school year when the failing grade was increased from a 65 to 70. Administration acknowledges that they reviewed and changed some student sometimes without the consultation or knowledge of the classroom teacher. These changes in grades were made after reviewing the special needs of the students.


● Cardinal Spellman has dedicated the time to review the indicators of quality for curriculum, instruction, and assessment for each curricular area of the school.

● Cardinal Spellman has dedicated the time to create and implement curriculum mapping.

Recommendations In this section, the Team lists any recommendations to the school regarding how it can improve the degree to which it meets the requirements of this Standard and/or its Indicators of Quality. Recommendations are suggestions by the Team, but the school is not required to accept or act on them.



● The school may wish to recognize and respond to the lack of adequate preparation for participation in the school’s math program.

● The school needs to address the need to increase reading comprehension across all subject areas.



NONE



NONE


ASSESSMENT AND EVIDENCE OF STUDENT LEARNING STANDARD FOR ACCREDITATION

The Standard: The school systematically collects and rigorously analyzes quantifiable and observable evidence of individual learning and growth from multiple valid and reliable sources. Evidence of student learning is used to evaluate and improve curriculum effectiveness, instructional practices, professional development, and support services. Progress in student learning and performance is expected and is accurately, clearly, and systematically reported to the school community.







Example of student transcript X

Example student report card X

Reports of the results of assessments administered to students X

Policies related to assessment of student learning X




● Cardinal Spellman High School effectively utilizes 21st century technology tools in its educational program.

● Through the use of Teacher Logic, Home Logic, and SIRS students and parents have the capability to stay attuned to the expectations of each course as well as their individual progress.

● The recent change in the passing grade from 65 to 70 gives evidence of a school community seeking academic rigor and valuing student performance. A stakeholder commented: “raising the passing grade from 65 to 70 is helping students to achieve more and not to be content with doing the minimum.”

● Cardinal Spellman High School provides parents and students with a report card/assessment quarterly which not only indicates student performance, but also their cumulative GPA, Regents exam scores, absences, and tardiness.

● Cardinal Spellman High School uses several vehicles of communication to keep parents in touch with the happenings of the school: website, mail, email, and whatever digital tool may be available.


● The school has fully embraced the world of technology as a necessary and complementary tool in the teaching-learning process.


Communication with families regarding students’ progress in learning and performance should continue to be regular, productive, and meaningful especially through the school’s guidance and college counseling department.




NONE



NONE


STUDENT SERVICES STANDARD FOR ACCREDITATION The Standard: The school implements written policies and procedures, in partnership with families and the community, that provide all students with, or refer them to, services that are age- and developmentally appropriate to optimize opportunities for life-long success. Student services are systematic and integral to the educational program. They are provided by qualified personnel, sufficiently financed, periodically evaluated, and philosophy/mission appropriate.







Guidance and counseling plan X

Examples of student schedules X

Results of follow-up studies of graduates X

Policies related to student services, including guidance and counseling,

admissions, transportation, food services, and special education X

Admissions criteria (if applicable) X


Observations



● Cardinal Spellman has promoted students’ career awareness through a career night during which graduates come back to discuss various careers. After a panel of keynote speakers, students attend a fair in the school gymnasium in which they are free to explore tables focused on different careers.

● The Guidance Department addresses students’ emotional, academic and social needs by meeting with each student twice a year and by keeping an open-door policy.

● The Guidance Department documents each meeting. ● Student information is communicated to families through emails, telephone and, when needed,

in face-to-face meetings. In addition to these media of communication, there are two parent nights: one in the fall and one in the spring.

● There are two fall meetings. The one for freshman and sophomore parents orients them back to school; the one for junior and senior parents presents and discusses the college admission process.

● The spring meeting for junior parents explains Naviance, the college placement software. ● As expressed in the mission statement and through conversations with students, the school

emphasizes educating the entire person: mind, body and soul. ● The document entitled Studies of Graduates states: “although we do not have a formal study of

graduates, our Alumni and Advancement Office tracks graduates as long as they provide us with updated personal information.”

● In the Action Plan, Cardinal Spellman has addressed the need to improve in the math and science Regents grades and the SAT scores. After implementing quantitative analyses of their past New York State assessments and SAT scores, the school has planned to provide more extra help and curricular revisions to rectify deficiencies.

● Regarding transportation, the Student Handbook explains the distribution of Metro Cards and restates that New York City ordinances and school conduct are to be followed.

● Even though sometimes their emotional or social needs may not be fully addressed, students expressed that they could confide in their teachers because of the special relationship between them and the teachers.

● Cardinal Spellman has a three-day orientation which allows students to familiarize themselves with the school.

● The cafeteria provides good food choices to the students that varied from pizza and burgers to salads and fruit smoothies.

● Special services, especially IEP and 504 Plans, are provided by resource personnel. Guidance provides IEP information folders for teachers and administrators. The teachers make accommodations for extra time on midterms, finals and Regent exams.

● Cardinal Spellman High School added a social worker who comes every Wednesday. The social worker implements for Spellman’s stakeholders the Archdiocesan Drug Abuse Prevention Program (ADAPP) and Special Education Teacher Support Services (SETSS).

● The school uses the TACHS Exam and elementary school records to determine admission to


Cardinal Spellman High School. However, In the self-assessment, a teacher commented “while we have high expectations when enrolling students and placing them in courses. I do not feel the students are being properly assessed before being placed and accepted.”

● The Student Handbook clearly publishes: ● the mission of the school ● the nature and extent of the educational program a ● services available ● tuition and fees ● school policies ● expectations for satisfactory student performance


● The Visiting Team noted Ann’s Lunchbox. Funded by donations from stakeholders and other benefactors, the program provides lunch for students who need extra assistance. The program provides for 90 to 125 students a day.


● Since alumni can be a powerful resource for self-reflection on what has been taught to past students and what is being taught currently, the school could actively grow its connection with alumni through email and other social media outlets.

● Based on student comments, the school should consider more than two mandatory guidance appointments a year so that counselors can address students’ emotional, social and academic needs.

● Cardinal Spellman’s parents are diverse and might not be familiar with the finance and application processes of college admissions. Students commented on their parents’ unfamiliarity with the college admissions process. The school could augment more specialized informational activities to allay their confusion.

● Teachers have voiced a need to “bring back non-regents classes.” They commented on the difficulty meeting the needs of all students in the current class structure.





NONE



NONE


STUDENT LIFE AND STUDENT ACTIVITIES STANDARD FOR ACCREDITATION

The Standard: A healthy atmosphere exists for all students. At all levels, non-discriminatory, appropriate student activities that supplement classroom experiences or community life are provided. An appropriate student activities program fosters a positive intellectual, cultural, and social climate, promotes growth in student leadership and social interaction skills, and encourages students’ special interests.







Samples of student publications—e.g., yearbook, student newspaper, literary

magazine X

Budget for all athletic activities X

Budget for all non-athletic activities X

Policies on academic eligibility X

Policies related to student life and student activities X

For boarding schools

Description of

● Programs to develop healthy relationships with adults ● Plan for continuous and responsible supervision by responsible adults

Descriptions of


● Provisions for student privacy ● Recreational programs ● Provisions for religious practice



● Cardinal Spellman High School provides students an environment which fosters the natural talents and abilities of its students as well as providing students the opportunity to participate in multiple student activities.

● A dedicated group of faculty, staff, and coaches bolster the Spellman experience and are to be applauded for their time and dedication given to the school and the students.

● When asked if they felt they were compensated adequately for the time and expertise for moderating and/or coaching, one stakeholder simply replied, “We don’t do it for the money, we do it because we love the kids and believe in Spellman.”

● This sentiment is likewise valued by the students. One student shared, “Everyone deserves to be in an environment like Spellman that allows you to ‘choose’ what you are going to do with your life.”

● Students who wish to propose a club or activity not currently available at Cardinal Spellman High School may engage in the process with the Assistant Principal who constantly evaluates and updates club offerings.

● While student involvement in clubs and activities is below average in some cases, the current school year has focused on the recruitment and retention of student members. This process has been aided by the September activities fair and the use of Google Classroom.

● The reinstitution of the marching band has already proven itself to be beneficial both to students and the community.



● As a way of engaging more students in clubs and activities, the school could seek ways to have a quasi-activities fair at other times within the school year. A “jump-in” activities fair may be an opportunity for students who did not join in September to participate in a club or activity after he or she has better understood its purpose, requirements, etc.

● In celebrating and upholding the Catholic identity and mission of Cardinal Spellman High School, there ought to be a laser sharp focus on ensuring that all publications, including student publications (e.g., yearbook, newspaper, etc.) clearly demonstrate to the reader that the school is an educational ministry of the Catholic Church.



NONE

Recommended Stipulations

In this section, the Team lists any requirement(s) of this Standard and/or it Indicators of Quality the school does not meet and, therefore, must be added as a stipulation to the school’s accreditation.


NONE


INFORMATION RESOURCES STANDARD FOR ACCREDITATION The Standard: Information resources, materials, and technology are accessible and of adequate scope, quantity, and quality to facilitate the school’s pursuit of its total educational program. These resources encourage all students and staff to broaden and extend their knowledge and skills. Access to appropriate information resources and technology is provided for students and staff. Appropriate instruction is offered to develop student and staff inquiry, research, and information literacy skills. Information technology equipment is functional and well maintained.







The information resources and technology plan(s) X

Budget for information resources and technology X

Information skills curriculum X

Inventory of information resources X

Inventory of information technology equipment X

Policies related to information resources and technology X


Observations



● Focusing on real world education by offering transferable skills to enhance student performance lies at the heart of Cardinal Spellman High School’s information resources and technology plan.

● The addition of a designated Information Resources staff member in 2016-17 has blossomed into a 1:1 chrome book initiative as well as the use of Google Apps for Education.

● The administration has supported these efforts, budgeting for technology and in-servicing teachers appropriately to integrate new technology into their lessons.

● The dedicated library staff provides students with important research tools. ● All freshmen receive an orientation from the librarian introducing them to the available

resources. ● With the recent mandate for students to write a research paper in Social Studies classes, teachers

have more frequently accompanied their students to the library. The librarian acquaints the students with the appropriate online databases that will support their current assignment.


● The rapid growth of the technology plan and its implementation have born excellent fruit for all stakeholders. The Visiting Team applauds the efforts of all involved in rolling out the Chromebook and Google Classroom initiatives which have aided classroom instruction, assessment design, and involvement in clubs and activities.


Because stakeholders have experienced lags in WIFI accessibility, an addition to the current

Information Technology plan could include upgrading WIFI access within the school in order to

provide uninterrupted use for all stakeholders.





NONE



NONE


THE PLAN FOR GROWTH AND IMPROVEMENT The purpose of the self-study and accreditation process is first and foremost to establish whether the school meets the Standards for Accreditation, the fundamental requirement to be accredited. However, establishing that the school has in place the building blocks for a quality school is largely an exercise of looking backward to see what has been accomplished. The Excellence by Design protocol is based in the principles and concepts of strategic planning. Therefore, the protocol requires the school to be forward thinking, not focusing so much on the past and past accomplishments but, instead, focusing on the future—what does the school have to do differently or do better to further its mission and to ensure that all of its students are able to achieve the knowledge, skills, and characteristics the school has defined in its Profile of Graduates. Therefore, the culminating activity of the self-study and accreditation process is the developing of a Plan for Growth and Improvement in Student Performance. Developing a Plan for Growth and Improvement involves:

● Establishing a vision for the school by creating or reaffirming a statement of mission. ● Identifying a set of beliefs that will serve as the school’s ethical code. ● Developing a profile of the knowledge, skills, and qualities the school expects of its graduates. ● Identifying the areas of student performance that are the priorities for growth and

improvement. ● Developing action plans to achieve the performance objectives. ● Monitoring implementation of the action plans. ● Conducting periodic reviews of the progress being made toward achievement of its objectives.

Following are the required components of the Plan for Growth and Improvement:

● A Mission ● Beliefs ● A Profile of Graduates ● Three, four, or five objectives measurable student performance/organizational capacity

objectives; at least two must be focused on growing and improving student performance ● One or more assessments for each objective ● Baseline data for at least one assessment for each objective ● Technical approval of the objectives ● Comprehensive action plans to achieve the objectives ● A plan for regular monitoring and review of the Plan (at least once annually)

A. STUDENT PERFORMANCE/ORGANIZATIONAL CAPACITY OBJECTIVES AND ACTION PLANS


The centerpiece of the school's Plan for Growth and Improvement is formed by the three, four, or five areas of measurable objectives the school has identified as being the highest priorities for growth and improvement if the school is to move closer to achieving its Mission. At least two of the objectives must focus on areas of student performance that have been determined to be priorities for growth and improvement. The remaining one, two, or three objectives may be either student performance objectives and/or objectives focused on growing and improving the school's organizational capacity to produce the levels of student performance desired and expected by the school's community of stakeholders. Space is provided below to evaluate the maximum number of objectives. This limited number of objectives is suggested so the school can focus on the most critical aspects of student performance without diverting its energies in too many directions. To identify these priority areas, the Planning Team asked itself:

● What are the gaps between what we say in our Profile of Graduates regarding what we want our graduates to know, be able to do, and/or what qualities we want them to demonstrate and our students’ actual performance in those areas?

● Which of these gaps constitute the highest priorities for narrowing if we are to move closer over the next seven years to achieving our mission?

● Are there area of our organization's capacity the must be improved in order to improve our students' performance to the levels we desire and expect

Specifying clear and measurable student performance objectives identifies the school's commitment to achieve specific end results and thus, is tied directly to accountability. The objectives must be written in such a way that they outline growth in student performance for the next seven years and represent a major focus for growth and improvement in student performance in the school. The objectives should be consistent with the mission and should extend and define the aim portion of the Mission in more specific detail. Objectives explicate in measurable terms the key end results that the school seeks to realize from its Mission, as expressed in its Profile of Graduates. Not only should the objectives be related to the school's Mission, but where there is also a district or system plan, the objectives should be linked to one or more of the district’s or system’s objectives. The term “student performance” is intended to be defined in the broadest possible terms. The objectives submitted for accreditation may be focused on any of the outcomes expected of students as stated in the Profile of Graduates. Action plans describe the methods the school will use to accomplish its Mission and its performance/capacity objectives. Action plans provide detailed descriptions of the specific actions required to achieve desired results outlined in the student performance improvement and organizational capacity objectives. This is the “doing” part of the plan. Action plans can and should include multiple activities that will engage the school in improvement activities for the next seven years. Action plans should be specific and tell in detail how the school will accomplish its objectives. Action plans should relate directly to the objectives, but they also should be related to the mission. The Visiting Team examined the action plan(s) for the performance/capacity objectives in the school’s Plan for Growth and Improvement according to the criteria for effective action plans.


Technical Review

The Team was provided with a copy of the school’s approved

Technical Review. X YES NO

A.1. Objective #1:

X This is a student performance objective

This is an organizational capacity objective

By the year 2024, the percentage of CSHS students will show greater overall comprehension of 21st Century learning skills as measured by:

1. A 1% increase per year in passing rate of Geometry Regents Exam 2. A 1% increase per year in average Geometry Final Grades 3. A 1% increase per year in passing rate of Earth Science Regents Exam 4. A 1% increase per year in average Earth Science Final Grades 5. A 5% increase per year in the attendance rate of Regents Prep sessions

YES NO

Is the objective:

Closely associated with the exit outcomes for students as expressed in the

Profile of Graduates, graduation requirements, and/or performance

expectations for the school’s students?

X

Reflective of the school’s Mission, and supportive of the strategic plan of the

larger organization? X

Does the objective:

Include baseline data, and are they logically organized and presented in an

easily understood format? X

Enjoy the support of the school’s stakeholders as one of the highest priorities

for growth and improvement in student performance? X

Does the school:


Have sufficient energy and resources to support the implementation of the

action plans and the achievement of the objectives? X

Have an effective and efficient way to gather data to assess the progress of the

objective? X

Is the objective reasonable and achievable? X

What recommendations can the Team offer to the school for any areas evaluated No and/or to improve the clarity and focus of this objective?

● The school may wish to obtain greater support from science and mathematics departments members who not only demonstrate a great knowledge of the subject matter but demonstrate understanding of their students as they implement technology in their classes. Those math and science faculty members were observed to be strong, 21st Century educators, whose classes were engaging, challenging and goal-oriented.

● The school should identify specific academic years in which goals will be accomplished, 2017-2018, etc.

● The school may consider partnering or visiting with a school that is achieving higher Regents examination scores in these subject areas. Such visits may help faculty members in their relentless pursuit to provide the best possible educational experience for their students.

A.2. Action Plan for Objective #1: In the table below, evaluate the degree to which this action plan meets the criteria for an effective action plan.

Does this action plan: YES NO

Include strategies/action steps that are comprehensive in scope? X

Include a logical sequence of strategies and/or action steps? X

Outline clearly and in detail the action steps to be taken in the first two to

three years of the plan? X

Include enough activities to ensure that the objective will be achieved? X

Address as many aspects of the institution’s programs, activities, and services

as appropriate? X

Address aspects of the Middle States Standards for Accreditation identified as

weak in the institution’s self-assessment of how well it meets the Standards? X


Identify the resources required to implement the action steps? X

Identify the persons/groups responsible for implementing each action step? X

Vary the groups/individuals responsible so that the burden for implementation

does not fall on just one or two individuals? X

Include clear indicators of success for each action step so the institution knows

what action steps have been implemented and with what result? X

Establish reasonable timelines for implementing the action steps? X

Demonstrate discipline and reasonableness by spreading action steps

throughout the entire life of the plan so as not to overwhelm the time, energy,

and resources available for implementing a plan?

X

What recommendations can the Team offer to the school for any areas evaluated “No” to improve the clarity and focus of this action plan?

● The school may wish to increase activities, especially in the first few years. ● The school could:

● Build initial portions of curriculum into end of previous school year in order to increase teaching time.

● Provide for appropriate placement of students in math and science courses to assist student performance on standardized tests and to stabilize student-retention levels.

● Solicit faculty input regarding placement of students and involve them more in what courses should be offered.

● Assess potential need for learning specialists who can aid students with learning differences and 504 plans.

● Continue with additional tutoring time which meets at a variety of times throughout the week in order to serve a population with many responsibilities and commitments.

● Utilize professional development resources to encourage departmental and subject meetings to drive consistent improvement.

● Continue utilizing time during final exam periods as professional development time for key department members.

● The Visiting Team assumed that the increase of students passing exams and earning passing grades would take place annually.

● For example, assuming a baseline of 34% of 350 test takers in Year 1, to increase to 35% in Year 2, 36% in year 3, continuing to 41% of students passing in Year 7.

# STUDENTS 350

# PASSING 119

YEAR ENDING 2017

350 123 2018

350 126 2019

350 130 2020


350 133 2021

350 137 2022

350 140 2023

350 144 2024

● Another possible interpretation, increase from 34% of 350 to 35% of 350 in year 1 and maintain that 35% for the next 6 years.

● Consider adjusting course loads or supervision responsibilities throughout the year to respect the needs and capacities of the educators when adding meeting times.

● Continue excellent work in the classroom utilizing technology. Department members in science and math were observed as highly proficient in their use of interactive whiteboards and projectors, document cameras, Chromebooks and were able to utilize those tools and others with fluidity throughout their lessons.

A.3. Objective #2:

X This is a student performance objective

This is an organizational capacity objective

By the year 2024, CSHS students will improve their analytical thinking skills in math and English which will increase their acceptance to Tier I and II colleges as demonstrated by:

1. A 1% increase on the average on the CSHS Junior level Math Midterm Exams 2. A 1% increase per year in the number of students who meet or exceed that test’s benchmark

for the SAT Math 3. A 1% increase on the average on the CSHS Junior level Math Final Grades 4. A 1% increase on the average on the CSHS Junior level Math Midterm Exams English Midterm

Exams 5. A 1% increase per year in the number of students who meet or exceed that test’s benchmark

for the SAT English 6. A 1% increase on the average on the CSHS Junior level English Final Grades 7. A 1% increase in applications to Tier I and Tier II schools each year 8. A 1% increase in acceptance to Tier I and Tier II schools each year

A 1% increase in the number of students attending Tier I and II college presentations at CSHS

YES NO

Is the objective:

Closely associated with the exit outcomes for students as expressed in the X






Does the objective:





Does the school:




objective? X


A.4. Action Plan for Objective #2:








as appropriate? X














X

A.5. Objective #3:

This is a student performance objective

X This is an organizational capacity objective

By the year 2024, the CSHS community will foster a greater level of school pride which will aid in the intellectual, cultural, and social growth of each member in the school community as demonstrated by:

1. A 2% increase per year in the number of students participating in clubs and activities 2. A 2% increase per year in the number of Spellman community members (all stakeholders)

attending sporting events 3. A 2% increase in the number of Spellman community members (all stakeholders) attending

special club events (Gospel Fest, School Play, Int’l Culture Day, etc.) A 5% increase per year in the number of clubs/athletic teams that attend a morning mass which is specifically

celebrating the intention of that group.

YES NO

Is the objective:

Closely associated with the exit outcomes for students as expressed in the



X




Does the objective:





Does the school:




objective? X


What recommendations can the Team offer to the school for any areas evaluated No and/or to improve the clarity and focus of this objective?

● The Visiting Team finds that some members of the Cardinal Spellman High School community are well versed in the objective and its accompanying Action Plan. The Visiting Team recommends that all the stakeholders of Cardinal Spellman High School understand the importance of the objective and collaborate to achieve the desired outcomes.

A.6. Action Plan for Objective #3:









as appropriate? X













X

What recommendations can the Team offer to the school for any areas evaluated “No” to improve the clarity and focus of this action plan?

● In working toward ensuring that students at Cardinal Spellman High School become more involved in school clubs and activities, the Visiting Team recommends the implementation of a formal process by which club and activity offerings are evaluated regularly.

● Student input in this process will prove to be most beneficial as clubs and activities are added based upon what will animate students to be contributing members of the Cardinal Spellman High School community and life beyond high school.

● The Visiting Team recommends that the Action Plan completion dates be spelled out more clearly with actual dates as opposed to using “September 2017 – June 2024” so that accountability and immediacy will be highlighted in accomplishing this objective.

● In conversations with stakeholders, the Visiting Team heard expressed the belief that school spirit was alive and well at Cardinal Spellman High School. However, the objective, based on actual data, reveals less participation in school activities. Therefore, the Visiting Team recommends continuing with this action plan so that school spirit can thrive at Cardinal Spellman High School.

B. THE VISITING TEAM’S OBSERVATIONS AND RECOMMENDATIONS In this section, the Team reports its observation and recommendations regarding the degree to which the school's Plan for Growth and Improvement meets the requirements of the protocol.


The Requirements of the Protocol for the Plan for Growth and Improvement In this section, the Visiting Team reports whether the school's Plan for Growth and Improvement meets the requirements of the protocol.

Requirement of the Protocol Met Not Met

Three, four, or five objectives measurable student

performance/organizational capacity objectives; at least two must be

focused on growing and improving student performance.

X

● One or more assessments for each objective X

● Baseline data for at least one assessment for each objective X

● Technical approval of the objectives X

Comprehensive action plans for each objective X

Plan for regular monitoring and review of the Plan (at least once annually) X

Observations In this section, the Team lists 1) any general observations regarding the degree to which the school meets the requirements of the protocol for the Plan for Growth and Improvement (objectives and action plans) and 2) any areas in which the school exceeds the requirements of the requirements of the protocol.

● The objectives and action plans are centered on assisting students to excel academically and in community involvement. The Visiting Team applauds these areas of concentration as Cardinal Spellman High School continues to value the education of the whole person.

● Objective 1 will require more attention. The Visiting Team observed that it does not have a high level of support from key stakeholders at this time.

● The Visiting Team noted through interviews and observations that a representative number of students understood and were supportive of the objectives and their accompanying action plans.

● When discussing objective 2, students were particularly passionate about its focus and importance especially as it connects to their future plans and educational endeavors.

Recommendations In this section, the Team lists any recommendations to the school regarding how it can improve the degree to which it meets the requirements of the protocol for the Plan for Growth and


Improvement. Recommendations are suggestions by the Team, but the school is not required to accept or act on them. The Visiting Team recommends:

● The Visiting Team recommends that an annual report be published to the Cardinal Spellman Community so that the findings associated with these objectives are shared widely with the result that all stakeholders can monitor and celebrate the progress being made.

● Appropriate and meaningful professional development opportunities for faculty and staff should be seen as essential in assisting key stakeholders to strategize and collaborate in order to bring about the desired results.

● The Visiting Team recommends that in working collectively to realize these objectives and in carrying out the action plans, the process will be a catalyst towards a more communal approach to goal setting and decision making.

Recommended Monitoring Issues In this section, the Team lists any requirements of the protocol for the Plan for Growth and Improvement—Student Performance Objectives and Action Plans—that require monitoring. Monitoring issues refer to elements of Student Performance Objectives and Action Plans required by the protocol that are not completely absent but are met only partially and are either in need of completion or improvement. Monitoring issues must be corrected by mid-term in the school’s accreditation.


NONE

Recommended Stipulations In this section, the Team lists any requirements for the Plan for Growth and Improvement—Student Performance Objectives and Action Plans—that are absent and, therefore, must be added as a stipulation to the school’s accreditation.


NONE


ACCREDITATION RECOMMENDATION After its visit to the school, and after considering the evidence seen and heard during the visit, the Middle States Visiting Team is charged with making a recommendation to the Middle States Commission(s) regarding the accreditation action the Commission(s) should take. Based on the evidence presented by the school in its Self-Study Document and supporting documentation, and based on the evidence seen and heard by members of the Team from the school’s community of stakeholders, the Team recommends to the Middle States Commission(s) that it take the following accreditation action:

ACCREDITATION An “Accredited” institution is an educational organization that meets all MSA Standards for

Accreditation, adheres to applicable MSA policies, and meets the requirements of the self-study

protocol used. The institution agrees to adhere to the requirements for maintenance of

accreditation, and there are no outstanding issues related to the Standards or requirements of the

protocol that would require monitoring or onsite visits beyond the normal expected events required

by the protocol utilized.


Indicator No.

Requirement of the Standard Recommended Action

2.8

Uses a clearly defined performance appraisal system for the head of the school. The appraisal is conducted with the knowledge and participation of the head of the school.

Develop a method to evaluate

administrators annually.

Maintain a record of personal

accomplishments.

Develop plan for administrative

professional development.

5.2

Includes in its budget the resources needed for facilities, equipment, and materials to support its educational program, services, and activities.

The school could develop written

facilities maintenance and improvement

document.

5.4

Plans for, funds, and schedules regular preventative measures, repairs, and maintenance of its facilities, equipment, and materials.

Develop long-term plan in order to

ensure funds are available when

needed.

6.10

Orienting and mentoring of new staff members.

The school should create and implement

a teacher mentoring program to help

new teachers acclimate to the school


and aid the teacher throughout the

school year with any issues or concerns.

This mentoring program should also

address the role and responsibilities of

the teacher in a Catholic school.

Recommended Stipulations

Indicator No.

Requirement of the Standard Recommended Action

None


NEXT STEPS As Cardinal Spellman High School proceeds with the implementation of its Plan for Growth and Improvement, there are a number of “next steps” the school will be expected to take in order to maintain accredited status. These include the following: ● Maintain Adherence to the Middle States Standards for Accreditation.

The twelve Standards for Accreditation reflect research-based best practices for quality in schools. The Standards also represent the organizational “building blocks” that need to be in place to produce high levels of student performance. An accredited school is required to maintain its adherence to the Standards for Accreditation throughout its term of accreditation.

● Implement the Plan for Growth and Improvement.

When the Middle States Association grants accreditation to a school using the Excellence by Design protocol, it does so with the understanding that the school will make a good faith effort to implement the Plan for Growth and Improvement that served as one of the bases for accreditation.

● Submit an Annual Profile and Nominations to Serve on Visiting Team.

As a requirement to maintain its accreditation, the school is required to submit an Annual Profile in which it either confirms or revises basic data about the school. A second requirement is that the school nominates members of its staff to serve on Visiting Teams to other schools.

● Conduct Periodic Reviews of the Plan for Growth and Improvement

While Middle States does not “collect” evidence of the school’s annual review, the school is expected to conduct periodic reviews of its Plan. The purpose of the periodic reviews is to ensure that progress is being made in implementing the Plan, to update and revise the Plan as needed, and to pause to celebrate successes. The school should keep records of what transpired during each review such as meeting agendas, minutes, documented changes to the Plan, and summaries of results of the assessments being used to measure progress toward achieving the objectives. Documentation will be required for the Mid-Term Report and by the next Visiting Team.

● Complete a Mid-Term Report

At the beginning of the third year in the accreditation term, the school will be required to submit a Mid-Term Report in which it will provide evidence of its implementing its Plan for Growth and Improvement and of progress being made toward achieving its objectives. The Report will be reviewed by the Middle States staff, which may determine that an on-site visit should be conducted to examine any areas of concern.

● Prepare for Reaccreditation

At the beginning of the sixth year of the school’s accreditation term, begin a new self-study in preparation for the visit of the next Visiting Team. It should be noted, however, that if the school has implemented a planning ethic and the Excellence by Design school improvement process has been ongoing as expected, and preparing for the next team visit should be an extension of work already underway.


SUMMARY AND CLOSURE

Cardinal Spellman High School ORAL REPORT

November 9, 2017

The other members of the Team and I are grateful for your coming here this afternoon. We have shared for a few days what you are privileged to experience on a daily basis. We appreciate all that you have done for us during these days. We have been most comfortable here in school with you as well as in the housing accommodations that you have provided for us.

This oral report is a brief summary of the major points that will likely be included in the written report, which will follow in approximately six to eight weeks.

At the conclusion of this oral report, the practice of the Visiting Team is that we will leave your school. We do not entertain any questions or enter into any discussion. You will have the opportunity to ask questions about our findings after you have received and reviewed the final written report.

At the outset, I want to recognize and thank publicly the other members of our Team for their service to you and to the Middle States Association. These outstanding volunteer educators have given their own professional and personal time to provide this service to you. We were strangers to one another before coming together here on Monday. They have worked hard to conduct as thoroughly as possible a review of your school and your self-study. Their professionalism and expertise allowed us to coalesce as a team quickly and to work in service to your school. We thank them for their service to your school.

Because accreditation is a voluntary activity, we are here because you invited us. You asked us to study the work that you are doing and your plans for the future. Therefore, as outlined in my opening presentation on Monday, we came here with several purposes.

We were charged with ensuring that Cardinal Spellman High School meets the twelve Middle States Standards for Accreditation. In addition to meeting the standards, the protocol you chose - Excellence by Design - requires you to have a system of continuous planning for school improvement and to conduct a review of your academic departments. You chose to develop two goals to affect the lives of the student and one goal to improve the overall atmosphere of the school. In addition, you had to develop action plans to achieve those three goals. After the team leaves, you are expected to implement your improvement plan over the next years and make a good faith effort to achieve these goals.

The final written report will recognize your many outstanding accomplishments over the years. Likewise, as your critical friends, we have identified some areas for improvement. I would like to highlight a few items that will likely be in the written report.

Cardinal Spellman High School has a distinguished history in which all of you should take justifiable pride as you move towards the future. The school’s traditions from its foundations have shaped your mission statement, your beliefs, and your profile of graduates. Each day students, staff, teachers, and administration are given the unique opportunity to make that charism come alive in your interactions, your words, and your community. We encourage you to take every opportunity to speak, to write, to communicate and to live that Catholic heritage on which you were established and which now must sustain the school’s future. Without this clear, articulated statement of that Catholic heritage and Catholic future, the school would become just another private school.

The history of Cardinal Spellman High School dates back to 1959. Your documented Belief


Statements state well the nature of the Catholic school. As you know, the student bodies of the early years of the school and those of the current era differ. Thus, both the method of delivering Catholic education and the audience for Catholic education differ. The essentials of Catholic education have not changed. The audience has changed. Thus, the delivery of Catholic education must adapt. The early participants at Cardinal Spellman High School were mainly faith-based families seeking an education rooted in Catholic tradition. It seems that today’s audience may be considered more consumer-based families looking for a good education that happens to be Catholic. The majority students of the 1960’s and 70’s came with faith and academic backgrounds. Today’s students do not come with the same backgrounds.

We engaged in two different meetings with students. One group of students we chose; the school administration chose the other group. The students clearly spoke of their love for the school. They articulated in their own words the content of the school’s Mission, Beliefs Statements, and Profile of Graduates. They did not hesitate to express their agreement with the proposed student and school objectives. Likewise, they expressed their deep appreciation for their teachers and the school’s administration. Without reservation, they acknowledged the strong academic, spiritual, and personal formation that they have received at Cardinal Spellman.

The written surveys completed several months ago reveal an overall belief that Cardinal Spellman is meeting the twelve standards of Middle States. In fact, the parents’ surveys reveal a slightly greater support for the school than do the surveys of the staff and students.

You have established three ambitious goals that you wish to achieve over the next seven years. The achievement of the two student goals will certainly assist the school’s college-preparatory mission. However, the action plans to achieve these goals cannot be totally compartmentalized. An overall school awareness of and participation in achieving these goals and action plans will help emphasize their importance. These goals focus on individual departments, but are the responsibility of the whole school.

The school’s academic strength is found in strong academic departments, such as those at Cardinal Spellman High School. However, academic departments can become a weakness if each department stands as a silo, rich in itself but unaware of the surroundings. The Visiting Team hopes that the school will develop well-coordinated methods of visible inter-departmental collaboration so that the individual strengths of each department may lead to a greater corporate strength for the school as a whole. Thus, the effective implementation of the two student objectives will depend on strong commitment on the part of all.

The Self-Study rightly recognized the need for professional development for the faculty. The school could consider a formal professional development program especially to implement successfully the proposed objectives.

Certainly, increasing visible participation in school activities will give greater expression of the school’s mission and increase school spirit. The Visiting Team sensed that individuals of all ages recognize a deep respect for and interest in the school. This goal will hopefully build on this individual interest into a broader corporate interest. You have likewise integrated this goal into the school’s Catholic identify by linking the spiritual growth of the students with the school’s activities, thereby recognizing the celebration of the Eucharist as the core of all that we do.

The Visiting Team noted Cardinal Spellman High School’s unique activities and programs. Anne’s Lunch Box program responds to the personal needs of students who want to be part of the Spellman community but who may not have all of the resources needed to participate fully. The Gospel Choir certainly allows students a wonderful opportunity to share their talent, to evangelize those who listen, and to provide a wonderful image of the school. The revitalization of the marching


band will further expand Spellman’s presence in the community and give students another avenue to share their talent. We likewise noted that the students’ dress code is closely observed such that students take pride in their personal appearance and in displaying their various awards, recognitions and club memberships.

The Visiting Team could not help but notice the care given to the students and their needs. Classrooms were clearly places of learning with obvious mutual respect between the teachers and students. We likewise noted the obvious respect given by all to the well-maintained facilities themselves.

As a school, you have bravely moved forward into the digital age adopting Google Classroom as the platform for the academic programs as well as a tool for the extracurricular activities. Your forward thinking indicates your desire to partner with available resources to help you fulfill the school’s mission as well as your proposed objectives.

We heard comments concerning the preparation for college, about academic challenge, about the great dedication of the faculty and their willingness to help students succeed. Without hesitation students voiced their appreciation for their teachers who challenge them to succeed and provide the tools for success.

School planning means change. Improvement means that what is now happening must change into something different. In a school, planning will force the administration and faculty to make changes especially in themselves because the planning process has revealed that something current must morph into something different.

You have wisely chosen to bring about change in certain academic areas. The Visiting Team hopes that the school will continue to develop a rigorous plan which includes monitoring and measuring the effective attainment of these objectives.

Parents have witnessed their children become transformed at Cardinal Spellman High School. They believe that Cardinal Spellman fosters collaboration among students by which students foster the success of one another. Parents told us that they feel safe at Cardinal Spellman as do their children. They recognize also that the faculty and administration willingly assist their children in achieving success and maturity.

Although the Visiting Team was not able to meet formally with the Board of Trustees, we know that they are committed to foster the school’s improvement.

As a school community, you have reviewed the twelve standards of Middle States to ascertain your compliance with these standards. We hope that this review has helped you to recognize your excellent institution. Perhaps, too, your study of your compliance with the twelve standards has helped you to appreciate even more the treasure known known as Cardinal Spellman High School.

In reviewing the twelve standards you have discovered some areas in need of improvement. Your own recommendations for improvements contained in the self-study provide us with direction for what will be contained in the final report.

Likewise, your participation in an intensive self-study of the twelve standards has hopefully revealed to you many areas of strength that may not have been apparent prior to the study. Our written report will contain more commendations for you to ponder and, perhaps, to celebrate.

Our overall impression is that Cardinal Spellman High School should be rightly proud of its past accomplishments as it looks forward to its future growth and improvement.

Now, let me move to the accreditation decision we will make to the Commission on Elementary and Secondary Schools.

As I stated earlier, part of the decision regarding whether to recommend re-accreditation of Cardinal Spellman High School is based on your meeting the 12 standards for accreditation that


address every aspect of the programs, services, and resources you provide for your students. They also address the school’s capacity to provide an appropriate education. In order to meet the standard, a school is not necessarily required to meet each of the indicators of quality, but rather you must be taking all possible steps to assure the achievement of those indicators.

Therefore, we have concluded that Cardinal Spellman High School meets all 12 of the standards for accreditation.

The second factor we must consider in making our accreditation recommendation is whether Cardinal Spellman High School meets the requirements of the Excellence by Design protocol.

With regard to these requirements, we found that Cardinal Spellman High School has a school improvement plan focused on improving student performance and action plans to achieve the objectives. We believe, however, that the school should actively engage the whole faculty in assuring the implementation of the proposed objectives. As a Visiting Team, we sensed that many were not as familiar with the self-study as were a few. We hope that all stakeholders will embrace the findings of the self-study as well as the findings that will be in our Final Report.

Therefore, this Visiting Team will recommend to the Middle States Commissions on Elementary and Secondary Schools that Cardinal Spellman High School be re-accredited.

Now that you have participated in the self-study process, we hope that you will take this time between now and the publishing of our final report to engage yourselves fully with the full self-study. This engagement begins by reading and understanding the self-study. The next step will be to read our final report which should be made available to all of you when it is finalized.

Many thanks go to the Internal Coordinators for their hard work in preparing your school for our visit, for organizing our visit, and for being so accommodating and responsive to our requests and needs. We extend our gratitude also to all who have helped in this effort.

The people who constitute Cardinal Spellman High School have confirmed the belief that Catholic education can thrive and improve with the good will and perseverance of all. You have a great school. You are now tasked with the responsibility of moving forward to achieve even greater success. We wish you all success as you live in your spiritual, your real, and your virtual worlds. God bless all of you. Thank you and goodbye.


VISITING TEAM ROSTER

Role Name School/Organization

Chair of the Team Rev. Msgr. Robert H. Aucoin

Team Member Mr. Andrew Corcoran Chaminade High School

Team Member Father John E. Donia Bishop Shanahan High School

Team Member Mr. Joseh Haemmerle Bergen Catholic High School

Team Member Ms. Sarah Pressman Monsignor Bonner and

Archbishop Prendergast

Catholic High School

EXCELLENCE BY DESIGN · 2018. 4. 25. · Excellence by Design leads the school to establish...

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