Professional Documents
Culture Documents
EXCELLENCE BY DESIGN
A Self-Study for Accreditation by the Middle States
Association
03/28/2017 03/31/2017
Timothy J. Chirdon
Principal
Stefanie Corcoran
INTERNAL COORDINATOR
Page
Description of the School 1
Organization for Self-Study 3
Internal Coordinators 3
The Planning Team 4
Role of the School's Leadership and Governance 6
Implementing a Planning Ethic 7
A Plan for Communication and Awareness 7
A Plan for Periodic Reviews of the Plan for Growth 7
The School's Mission, Beliefs, and Profile of Graduates 8
Mission 8
Beliefs 9
Profile of Graduates 10
Profile of the School 12
The Community 12
School Information 14
Student Performance 23
Profile of Organizational Capacity 38
Introduction 38
Mission Standard 40
Governance and Leadership Standard 44
School Improvement Planning Standard 51
Finances Standard 56
Facilities Standard 62
School Organization and Staff Standard 69
Health and Safety Standard 76
Educational Program Standard 86
Assessment and Evidence of Student Learning Standard 94
Student Services Standard 99
Student Life and Student Activities Standard 110
Information Resources Standard 115
Self-Assessment of Adherence to the Indicators of Quality for 120
Curriculum, Instruction and Assessment
Page
Introduction 121
Curricular Area 11 138
Curricular Area 2 138
Curricular Area 3 141
The Plan for Growth and Improvement 142
Name:
Address:
Name:
Address:
Leadership
A. Internal Coordinators
The Internal Coordinators for the self-study and accreditation process are:
The internal coordinator was chosen based not only on their understanding of the schools
mission and beliefs but also due to their excellent professional demeanor, organization, and
leadership capabilities.
How did the Internal Coordinators fulfill their role and responsibilities?
The internal coordinator fulfilled their role by first transferring the parent, student, and faculty
surveys to Google Forms which were sent out to be completed. The surveys identified
strengths and weaknesses of the school based on the Middle States indicators. The internal
coordinator also reviewed the data comprised by the surveys and shared the results with the
various planning committees. Then, the internal coordinator collaborated with each
committee to develop school performance/organizational objectives and actions plans based
on the survey results. Lastly, the internal coordinator collaborated with the committees to
write the planning document and serves as a liaison between the school and the visiting team.
What kinds of support and assistance were provided to the Internal Coordinators to enable
them to fulfill their responsibilities?
The school administration supported the Internal coordinator by facilitating meetings for the
committees to work on the planning process.
What charge was given to the Planning Team? What authority was it given to oversee,
monitor, and make decisions regarding the schools planning for growth and improvement
in student performance and organizational capacity?
How does the membership of the Team reflect the diversity within the schools community
of stakeholders?
The planning team is comprised of parents, union representatives, teachers, counselors, and
administrators that have experience in their field. The teachers represent each academic
discipline that the school has to offer, with many of them being a coach or activity moderator.
The members of the planning team also intend to be here through the implementation of our
plan for growth. The diversity of our planning team and their familiarity with the school has
offered an accurate assessment with our Self Study and the goals of our action plan.
They were chosen to include stakeholders from every discipline the school had to offer. This
not only reflects our diversity but ensured the school as a whole would be represented. They
were also chosen for their commitment to the school, their professionalism, and tenacity.
All decisions were made in a collaborative way, keeping in mind the strengths and
weaknesses that the surveys offered. The decisions were then shared with the internal
coordinators.
How often did the Planning Team meet? (Provide a list of the Planning Teams meetings and
minutes in the Visiting Teams workroom.)
April: Full day of reviewing committees planning papers based on the 12 standards to
develop objectives
May: Discussed objectives based on surveys that were taken by parents, faculty, and students
August: Started to work on writing objectives
September: Finalized objectives and gathering data for the objectives
October: Completed objectives and put together the planning committee for the action plans
November: Sent in objectives to be reviewed by Middle States. We also started to meet as a
committee to start the actions plans for each objective.
December: Fixed the objectives sent back from Middle States and resent them for the technical
review. We also started working more on the action plans for each objective.
January: Continued working on action plans for the objectives that were sent in for technical
review.
February: Collected evidence for standards and continued to work on the action plans
March: Put finishing touches on self-study document and action plans, reviewed the self-
study, and send it to the evaluating team.
What is the Planning Teams relationship to any other groups in the school, if any,
responsible for planning for growth and improvement in student performance?
Because of the diversity of the Planning committee they are part of every group the school has
to offer. The planning team communicated with faculty in order to gather data and feedback
for the Self Study and action plans.
What is the Planning Teams plan for rotating membership and identifying new members?
What is the plan for training and orienting new members to the work of the Team?
Members will stay part of the process for as long as they can be, updating action plans as we
move throughout the school years. Any new members will be trained alongside veteran
members. This will help keep the process and plans consistent.
The planning team will remain part of the planning process, meeting regularly throughout
the school year to monitor the action plans. They will also collaborate on where the action
plan is improving and if steps need revisited for further improvement.
What role has the schools leadership and governance played in the self-study process and
the planning for growth and improvement in student performance?
Administration has supported the internal coordinator by facilitating meetings with both the
internal coordinator and the planning team. They have also helped to guide the internal
coordinator in the right direction as far as improvements for our continued growth as a school.
How has the leadership provided support for the self-study and accreditation processes?
The leadership helps instill a sense of motivation for the planning team and internal
coordinator that our work, through accreditation, is important to the overall success of the
school. This leadership was also important for guiding the internal coordinator and planning
committee to the necessary information needed for the planning document including
answering any questions we may have had.
If the school is part of a larger system of schools, what role did the leadership and governance
of the system play in the planning process? What kind of support did that leadership and
governance provide for the schools planning efforts?
Serra Catholic is an independent school that operates within the guidelines established by the
Diocese of Pittsburgh.
F. A Plan for Periodic Reviews of the Plan for Growth and Improvement
The objectives will be reviewed at the beginning of the year, the midpoint, and the end of
the year with the Planning Team.
During the beginning of the year we will put in place a schedule to implement our action
plan including setting dates for assessments needed to measure achievement
The planning team will review data that we obtained when measuring our objectives for
each of these review times.
The planning committee will collaborate to see if improvement was made or not and if
the implementation via our action plan needs improved.
The results will then be shared with our faculty, board, and stakeholders via emails,
newsletters, and school website
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?
These statements are the cornerstone the schools long-range planning and day-to-day decision-
making.
A. MISSION
It is the mission of Serra Catholic High School to immerse young men and women in the Catholic,
Franciscan tradition. We seek to form students spiritually, morally, academically and socially to
follow Christs command to Saint Francis to rebuild his Church.
The mission was reviewed at the end of the year last year (2016) by a committee consisting of
our teachers, administrators, and stakeholders. The religion department had a big hand in
fixing the mission based on our schools current status and hopes for future generations. Each
member of the committee made their individual changes to the mission and then came
together to create a final draft. This was then updated online, to the handbook, and other
publications in the school.
How does the school ensure that its community of stakeholders understands and supports its
Mission?
The Philosophy and Mission statement are outlined on the first page of the Serra Catholic
Student Handbook, which each student receives at the beginning of each academic year. Parents
and students sign a form, acknowledging that they have read the handbook. The Philosophy
and Mission are also listed on the website, posted in the classroom, and hung in the lobby.
Excellence by Design Self-Study (2014) Page 8
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What is the date of the most recent revision/adoption of the schools mission? Who approved
the most recent revision/adoption?
August of 2016 the mission was reviewed due to revisions being made at the end of the 2015-
2016 school year. It was reviewed one last time before placing it into the student handbook
for the 2016-2017 school year. The principal, campus ministry director, and head of the
religion department approved the final revisions of the mission.
The mission is formally published to the Serra Catholic Website, student/parent handbook,
the lobby, and each of the classrooms to remind students, faculty, staff, parents, and
stakeholders what we stand for as a school.
B. BELIEFS
The same committee that reviewed and revised the mission statement also reviewed and
revised the Belief statement. This was done as a committee where each individuals made
their changes and then came together to discuss a final draft of the belief statements.
Parents and students are expected to sign the handbook in which the belief statement is
present. We also put strict rules in place that upholds the mission, vision, and beliefs of our
school including treating others with respect, dignity, and as individuals with certain talents
and abilities. Our teachers put high emphasis on a rigorous curriculum where students are
taught the foundations of being a lifelong learner. We also put high emphasis on parent
communication including sending out newsletters, email blasts, and individual phone calls
about students academics or behavior to collaborate with the overall success of our
students. Lastly, we have mass as a school once a month to immerse our students in the
catholic teachings and foster their spiritual and moral growth.
C. PROFILE OF GRADUATES
Individuals in the Serra Catholic High School community volunteered to review the Graduate
Profile. In keeping with the Mission, Philosophy, and Beliefs of the school, the group did not
feel that the Graduate Profile needed to be changed.
The profile of graduates is in the student handbook which every student and parent needs to
sign. The curriculum book includes a rigorous variety of religion classes, some of which are
college in high school level. This proves that we want our students to leave here with a
strong understanding of Christ. With monthly mass, students can experience scriptures and
prayer along with so many required service hours to graduate. With a brand new student
chapel being built this year, we hope to have the opportunity for individual classes to attend
mass and grow in their faith.
The Profile of the School includes information and data that 1) describe the community(ies) the
school serves and in which it exists, 2) help to develop an understanding of the schools Mission,
and 3) and describe the opportunities & challenges the school faces as it seeks to achieve its
Mission.
A. THE COMMUNITY
Provide a description of the community. Describe its history and major characteristics,
including geographic location and socioeconomic and demographic makeup.
Serra Catholic High School is a private, Catholic high school that is located in McKeesport,
Pennsylvania, which is approximately 10 miles outside the city of Pittsburgh. The school was
founded on September 5, 1961, and it has served McKeesport and the surrounding areas for
over 50 years. The student population is comprised primarily of Caucasian/White Catholic
students, and they undergo a rigorous academic program as Serra Catholic High School is a
college-preparatory school. However, classes are leveled to accommodate the students of
different abilities. In terms of socioeconomic status, Serras students are generally from
middle class working families. Additionally, both parents generally work to support the
household in order to afford a Catholic education.
Describe any changes in the community occurring over the last five years that have had an
impact on the school. Indicate any changes that are expected to occur during the next five
years.
Recent economic struggles have affected families in our area. Many families are struggling to
make ends meet and simply cannot afford a Catholic education. Despite the recent downturn,
the school has recently been equipped with chrome books for all students to use in the
classroom and at home for school work. The school is running off Google Chrome and offers
a paperless classroom feature. In addition, 21 of 24 rooms were equipped with digital
presentation devices, in addition to an endowment to secure future tuition assistance of
approximately $219,000. We recently have been able to get a new cafeteria floor and tables,
carpet and tables for the library and business room, new locker rooms for both the girls and
the boys, added office spaces, and lastly the installment of air conditioning for all of the
classrooms. Enrollment has been steady with 355 in 2009 to 348 in 2015. As far as our capital
campaign projects, we have a new LED digital sign that sits at the bottom of the hill at the
intersection of Marshall. This sign not only provides us with marketing but also enhances the
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2014, Middle States Commissions on Elementary and Secondary Schools
schools image. Since we are tucked away in a residential community, the sign serves as a
guidepost for visitors to find our location. Another project that came to fruition is a new Boiler
system that has an 85% efficiency rating and will save our school $8,000 per year. Gymnasium
lighting was also redone by replacing our dated sodium vapor system to LED lights that
provide enhanced lighting that lasts 80,000 hours (10+ years) while also reducing our energy
costs. Cosmetic work was done to the building including taking down outdated wood
paneling and installing dry wall to provide a clean finish to areas such as the main office and
conference room. The latest project that is in production this year is expanding the chapel that
is located inside our school. The new chapel will fit an entire class where students can
celebrate mass and prayer services. The new chapel enhances our mission as a Catholic and
Franciscan school and celebrates our identity by featuring the missions of Junipero Serra.
In the next five years, we hope to see an increase in financial stability for the families in our
community. We also hope for higher enrollment that will become the result of this increased
stability. We wish to create a stronger alumni base where alumni can become more active and
supportive to their alma mater. As far as the school is concerned, we hope to introduce more
technology into the administrative offices and classrooms in order to innovate our daily duties
and classroom lessons. We also hope to fulfill some of our strategic planning including the
finishing of our student chapel. Lastly, we hope to secure more funds to increase our future
tuition assistance needs.
Describe the major challenges currently faced by the communitysocial, economic, political.
The city of McKeesport has been in a state of economic recovery ever since the steel mills
closed in the mid-1980's. Several of the school districts in and around McKeesport have been
identified as "failing" by the Pennsylvania Department of Education. This designation
qualifies eligible students from these districts access to tuition assistance through
Pennsylvania's Opportunity Scholarship Tax Credit program. Serra Catholic works hard to
secure funding to this program, as well as the Educational Improvement Tax Credit, which
has been in existence since 2000. The Diocese of Pittsburgh has been extremely supportive of
Serra by providing significant assistance to the school's EITC and OSTC eligible
students. Unfortunately, delays in the passing of the state's budget has caused a decrease in
these funds in the past two years.
Program/Facility
Renzie Park-sports and annual Walk-a-Thon
McKeesport High school-Intersection
Other schools invite the students to their musicals
Rostraver Ice/Bethel Park Blade runners hockey games
South Allegheny swimming and wrestling
Local feeder (elementary) schools Junior Achievement
Local feeder (elementary) schools Jazz Band concerts
Westinghouse Science Honor Institute Gateway High School
B. SCHOOL INFORMATION
Provide a brief history of the school. Include key milestones and developments in the life of
the school.
It all began quite humbly in Holy Trinity Parish School in McKeesport when Serra High School came into being on
September 5, 1961 with an enrollment of 89 freshmen. Groundbreaking and laying of the cornerstone for the present
building occurred on April 13, 1962, with Bishop of Pittsburgh John J. Wright presiding. The first senior class of 96 boys
graduated on June 7, 1965
Apostle to California Franciscan friar Junipero Serra, who founded the 22 celebrated mission churches along the West
coast, became the spiritual patron of Serra Catholic when the Diocese of Pittsburgh awarded operation of the new high
school to Franciscan O.F.M.s in exchange for the Saint Peter Church which they administered in the Uptown area of
Pittsburgh.
A wise old friar once said, as the Headmaster goes, so goes the school, and first to hold the noble post was Fr. Luke
Ciampi who set everything in motion. He initiated the sports program with football, basketball, baseball, track and
wrestling. Extracurriculars like Spanish, French, German, forensics, Third Order and vocation clubs, the Brownfriars drama
troupe, and Marian Night were also his doing. Thanks to Fr. Luke, the bronze statue of Junipero was erected in front of
the school on April 16, 1964.
Our second Headmaster, Fr. Alexis Anania, introduced team teaching in junior and senior English classes and wore
many, many hats: athletic director, development director, golf and track coach, bus driver and notary public. A master
carpenter, Father built the altar on which all masses for the student body are offered in the auditorium. He also formed the
Service Organization of Serra (SOS) club a spirit of volunteerism and cooperation in the Serra community.
The scholarly Fr. Simeon DiStefano became our third Headmaster and assumed leadership during a tumultuous
time. St. Peter High School and Divine Redeemer Academy closed their doors in 1970 and joined with Mon-Yough girls
school in downtown McKeesport. In spite of this venture, enrollment continued to drop not only at Mon-Yough but at Serra
as well. As a solution, Fr. Simeon proposed a merger between the two and the result was phenomenal: one hundred of
the students from Mon-Yough were girls and Serra became coeducational in 1972! To celebrate the new institution, Fr.
Simeon introduced a six day rotating modular schedule and finalized the schools noble coat of arms.
By 1976, however, enrollment was again in decline when Fr. Kieran Monahan took over as our fourth Headmaster. He
promulgated his vision of Serra as a place where people cared about people. This caring and sharing attitude was quickly
embraced by area parents and the kids started coming back. Fr. Kieran was forced to place extra lockers in both the
downstairs back hallway and the space under the stairwells. He also found it necessary to set up portable classrooms
behind the school. By the end of the Kieran decade, enrollment at Serra had reached a high water mark of 620
students. Serra won two regional and 15 sectional athletic championships during Fr. Kierans time and in the last year of
his term, 1986, Pope John Paul II declared Junipero Serra venerable.
Our fifth Headmaster, Fr. Ronald Gliatta, had plans for the school that spanned great distances. He proposed an east
meets west connection with the only other high school in the US named after our patron: Junipero Serra High School in
Ungraded
Postsecondary
TOTALS 193 164 171 179 180 176 181 176
Our enrollment has been steady with an increase in number of transfer students from public
schools. Most our students are predominantly from feeder schools.
2Record using FTE. For example, if a staff member works one of five days, he/she would be considered 0.2.
Excellence by Design Self-Study (2014) Page 18
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Describe significant trends in size of the staff that have had or may have an impact on the
education program, provision of student services, personnel, facilities or finances.
In the past twelve years, the school has gone through two significant transitionary periods, primarily
driven by its financial status. From 2004 2007, the school was only staffed administratively by a
Principal and a Dean of Students. The Dean of Students was also charged with the coordination of
the schools Studies Office and Admissions Office. The school also had a Development Director
during that period, but that individual did not have a support staff. The school was understaffed
during this time because of debt that had accrued from 2000 to 2003. By 2007, the debt was retired
and money was available in the operational budget to begin to add staff. In the three years that
followed, the school was able to add an Assistant Principal, a Studies Office Coordinator, an
Admissions Director, and a Development Assistant. The teaching staff also increased during this
time; several part time positions were increased to full time positions.
Enrollment was on a steady incline until the financial downturn in 2009. The school was able to
sustain its operation with only making two constrictions of part time teaching positions. In 2012, the
school suffered a significant setback when it lost its substantial diocesan subsidy and enrollment
declined slightly. Two veteran faculty members retired and various school personnel picked up the
pieces in order to maintain the same level of program offerings without replacing two retirees.
From 2013 to 2016, the school has had unprecedented success in terms of its quality of program,
fiscal operation, and financial stability. Enrollment increased to 360 and financial support from the
diocese returned in the form of tuition assistance through the states EITC and OSTC
programs. That has proven to be a tremendous support to the school. Tuition collection rates have
also increased in the past three years and development income has been on the rise. All of these
factors combined have allowed the school to increase staff, provide capital improvements, and while
allotting substantial funding to its savings account at the Catholic Institute.
Recent transitions have occurred in the cafeteria and classrooms with the addition of two food
personnel and a new chemistry teacher. Staff mentoring and collaboration has been beneficial
in helping these transitions.
Masters
Associates Bachelors
Bachelors Masters Degree
or No Degree Doctorate
Degree Degree plus
Degree plus hours
hours
Administrative Staff
Women 2 1
Men 2
Instructional Staff
Women 7 6
Men 5 6
Student Services Staff
Women 1
Men 1 1
Describe significant trends in the academic preparation of the staff that have had or may have
an impact on the education program, provision of student services, personnel, facilities or
finances.
There has been an increase in staff members holding degrees above their bachelor degrees
which provides the school with an increase in professional credentials and subject matter
expertise.
Describe significant trends in the professional certification of the staff that have had or may
have an impact on the education program, provision of student services, personnel, facilities
or finances.
All of the staff members have the appropriate certification for their area of content that they
teach.
With the addition of a Chinese language arts class, we have had the opportunity to hire a
Chinese teacher through the Cambridge Institute. A new Chinese Teacher is placed with us
every year and stays with a host family.
Indicate the percentage of each category below of staff turnover in the year indicated.
Describe significant trends in staff turnover that have had or may have an impact on the
education program, provision of student services, personnel, facilities or finances.
With a number of teachers retiring we had increased new hires in the past three years. Pairing
these new hires with experienced teachers as mentors has helped with the consistency of our
policies, teaching methods, learning theories, and organizational structures.
This 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
schools community of stakeholders, valued by the schools professional staff, and/or required
by the state or federal governments.
3 Insert the names of the appropriate terms used to designate levels of performance by your state.
4 Insert the names of the appropriate terms used to designate the levels of school performance by your state.
Excellence by Design Self-Study (2014) Page 23
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Schools Performance on This Assessment: Based on Percentile Rank
5 Insert the names of the appropriate standards for each assessment (e.g., percentile, etc.)
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PSAT/NMSQT 11th grade
Organization School
Organization ID 392495
Test Takers 90
Mean Total Score 1018
# Met both benchmarks 37
% met both benchmarks 41%
ERW 67
ERW 74%
ERW 5
ERW 6%
ERW 18
ERW 20%
Math 41
Math 46%
Math 17
Math 19%
Math 32
Math 36%
# Met No Benchmark 19
% Met No Benchmark 21%
Organization School
Organization ID 392495
Test Takers 93
# Met both benchmarks 27
% met both benchmarks 29%
Met ERW 63
% Met ERW 68%
Met Math 5
% Met Math 6%
Met None 18
% Met None 20%
Total Score 320-590 0
600-790 5
800-990 60
1000-1190 24
1200-1390 1
1400-1520 0
Mean Score 918
Section Scores Evidence-Based Reading 469
and Writing
Math 449
Test Scores Writing and Language 23
Math 22
Cross-Test Scores Analysis in Science 24
Analysis in 24
History/Social Studies
Subscores Command of Evidence 8
Words in Context 8
Expression of Ideas 8
Standard English 8
Conventions
Heart of Algebra 7
Problem Solving and 8
Data Analysis
Passport to Advanced 7
Math
A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of
obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing
college courses.
English Composition: 18 on ACT English Test
College Algebra: 22 on ACT Mathematics Test
Social Science: 22 on ACT Reading Test
Biology: 23 on ACT Science Test
6 Insert the names of the appropriate standards for each assessment (e.g., percentile, etc.)
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2014, Middle States Commissions on Elementary and Secondary Schools
Average ACT Mathematics Score by Course Sequence
Benchmark School State
Alg , Geo, Tric, Calc 24.6 24.8
Alg , Geo, Trig, Other 18.3 21.6
Alg , Geo, Trig 15.8 19.7
Alg , Geo 0 17.2
Less than 3 years 0 17.5
7 Insert the names of the appropriate standards for each assessment (e.g., percentile, etc.)
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Provide a description of proposed improvements and/or corrective actions that need to be
taken for students performing below standard. Include a description of actions that have
been initiated or are formally planned.
Based on the data given, our students performed at or above standard which does not warrant
any proposed improvements or corrective actions. We do hope however that we will have a
25% increase in PSAT scores from sophomore to junior year by year 2022.
Curricular
Grade Level(s) Evaluation of Most
Name of Assessment Area(s)
Administered Recent Results
Assessed
S NI U
9th and 10th Reading X
IOWA 9th and 10th Vocabulary X
Written
9th and 10th X
Expression
9th and 10th Math X
9th and 10th Computation X
Curricular
Grade Level(s) Evaluation of Most
Name of Assessment Area(s)
Administered Recent Results
Assessed
S NI U
Critical
11th and 12th X
SAT Reading
11th and 12th Mathematics X
11th and 12th Writing X
Curricular
Grade Level(s) Evaluation of Most
Name of Assessment Area(s)
Administered Recent Results
Assessed
S NI U
10th and 11th ERW X
PSAT 10th and 11th Math X
Percentage Retained in
Grade Level
Grade
9 96.67%
10 91.75 %
11 93.81%
List the colleges, universities, and/or post-secondary schools where graduates of the last two
graduating classes were accepted for matriculation most frequently.
C.4.a. Attendance:
C.4.b. Tardiness:
8 The school may change this standard to meet the generally accepted standard for the school.
Excellence by Design Self-Study (2014) Page 36
2014, Middle States Commissions on Elementary and Secondary Schools
C.4.c. Suspensions from School:
C.4.d. Expulsions:
A. By Standards Surveys
B. By a Committee
Not applicable in this section. See The Schools Mission, Beliefs, and Profile of
Graduates
The Standard: The school has a mission that conveys clearly and concisely the schools vision
of a preferred future for the schools students and its expectations for student learning. The
mission is consistent with ethical norms and demonstrates respect for persons of all races,
creeds, and cultures. The mission serves as the basis for daily operational and instructional
decision-making as well as strategic planning. It is developed using a process that considers
input by appropriate stakeholders of the school and is aligned with the needs of the
community(ies) the school serves.
Source of
Comments
Comments
Administrators These comments are part of the teachers responses
Governing Body These responses are part of the parent responses
Need more artifacts in the lobby.
I believe our school has communicated all of the above on a consistent
basis.
I think the schools faith is clearly displayed throughout the halls and
classrooms.
Teachers
All teachers should recognize that the responsibility of the Catholic
school teacher is to first evangelize, and then teach. Therefore, access
to the sacraments and opportunities for conversion are paramount to
educational opportunities.
We have not reviewed the mission since the last Middle States review.
Support Staff These comments are part of the teachers responses
Not all students reflect the schools religion.
Serra is a really good, faith based school.
Serra Catholic establishes our mission and our faith on a daily basis
Students and exceeds expectations of making sure we as Catholics do what we
need to do.
Serra does great at fulfilling its ministry to everyone.
Serra is good.
9 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school system
such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-based
schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that address
unique characteristics of and expectations for schools whose mission and educational program are defined wholly
or in part by their particular faith.
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Source of
Comments
Comments
The faculty at Serra exceeds to meet all of my expectations of a
Catholic student.
Serras a nice school.
Serra is a great school.
Its a wonderful place.
Theres been a few incidences that my children have come home and
told me about. Specifically, about how some of the kids are treating
Parents each other. Some of this good happens in front of teachers also.
Sometimes things are done about it. Sometimes things are not done
about it.
The mission statement doesnt clearly dictate that it is a Catholic
school.
Community These were part of parent, faculty, governing body, and
Stakeholders administrator comments.
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
The stakeholder comments have clearly identified that our schools faith is clearly displayed
and establishes our mission and faith on a daily basis.
Serra fulfills its ministry and ensures that our students exceed all of our expectations as
Catholic students.
Communication of the philosophy and mission are done on a consistent basis
List the schools significant areas in need of improvement in meeting the Philosophy/Mission
Standard.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Philosophy/Mission that should be included in the action plan
in the Plan for Growth and Improvement.
The philosophy and mission will need to be reviewed before any type of strategic planning
takes place or new policies are created. This includes any action plans that are to be made in
light of this reaccreditation.
Evidence School
The schools philosophy/mission 1A
Samples of publications that communicate the mission/philosophy to the
1B
schools community of stakeholders
Marketing, recruitment, and admissions materials 1C
Address of the schools website 1D
Policies related to the philosophy/mission 1E
The Standard: The school is chartered, licensed, or authorized by the appropriate civil
authority(ies) and is in compliance with all applicable statutes, ordinances, and regulations of
all civil authorities of the jurisdiction(s) in which the school operates. There are no legal or
proprietary ambiguities in the ownership and control of or responsibility for the school.
The schools governing body and leadership act ethically and consistently to ensure an
atmosphere of mutual respect, purposeful effort, and a productive environment for teaching
and learning while demonstrating adherence to the schools mission. The governing body and
leadership maintain timely and open communication with the schools community of
stakeholders. The governing body and leadership provide the vision that drives strategic
planning and day-to-day operations. They ensure the integrity, effectiveness, and reputation of
the school by establishing policies, providing necessary resources, and ensuring the quality of
the schools educational program.
Indicators of Quality for all schools not part of a larger system of schools,
diocese, or archdiocese
Indicators of Quality for schools that are part of a larger system of schools,
diocese, or archdiocese
Indicator of Quality for schools that deliver all or part of their educational
program by a distance modality
10The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school such
as a Diocesan/Archdiocesan or a similar school of schools. The Faith-Based Indicators allow faith-based schools, if
they desire, to include in their self-study and accreditation process Indicators of Quality that address unique
characteristics of and expectations for schools whose mission and educational program are defined wholly or in
part by their particular faith.
Excellence by Design Self-Study (2014) Page 48
2014, Middle States Commissions on Elementary and Secondary Schools
Stakeholders comments to support the ratings:
Source of
Comments
Comments
Administrators These responses are part of the teachers responses
Governing Body These responses are part of the parents responses
School exceeds expectations
Teachers
Unaware of system to evaluate administration (2.74)
Support Staff These responses are part of the teachers responses
The faculty of this school are wonderful and are great leaders for my
education
The staff at this school are excellent
I feel proud to be a part of this school because of its religious identify
Leaders are sometimes preoccupied
Our principal and staff are so nice and welcoming to all students and
parents, especially to new families
Every teacher here is very faithful and they have very positive
Students
interactions with the students
They are always there when you need them
Theyre cool people
Serras faculty does a fantastic job at communicating and helping
students
Theyre good people
Everyone is such a great Catholic. They always carry a positive
attitude towards the students
Parents Great
Community These are part of the teacher, governing body, support staff, parent,
Stakeholders and student responses.
x Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
List the schools significant strengths in meeting the Governance and Leadership Standard.
The schools leadership cultures an atmosphere of mutual respect and purposeful effort on
behalf of the students and their learning, along with maintaining positive relationships with
parents, students, and the community.
The religious identity of the school is of top priority to the administration.
List the schools significant areas in need of improvement in meeting the Governance and
Leadership Standard.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Governance and Leadership that should be included in the
action plan in the Plan for Growth and Improvement.
Teachers need to made aware of any system in place to evaluate administrators job
performance.
Evidence School
Job descriptions for the head of the institution and other key administrative
2A
personnel
Appraisal tool and/or description of the process used to appraise the
2B
performance of the head of the institution
Chart of lines of authority/responsibilities 2C
Policies related to governance and leadership 2D
For independent, non-public, and proprietary institutions only
Names, addresses, and organizational position of the institutions owners 2E
Names, address, affiliation of the members of the board of governance 2F
SCHOOL PLANS
Year Last
Quality/Effectiveness
Type of Plan Yes/No Reviewed/
of Plan
Updated
X Satisfactory
Strategic Plan/Long-Range X January 2016 Needs Improvement
Plan Unsatisfactory
X Satisfactory
Financial Plan X April 2016 Needs Improvement
Unsatisfactory
X Satisfactory
Facilities Plan X June 2016 Needs Improvement
Unsatisfactory
X Satisfactory
Technology Plan X August 2016 Needs Improvement
Unsatisfactory
X Satisfactory
Professional Development
X July 2016 Needs Improvement
Plan
Unsatisfactory
X Satisfactory
Staffing Plan X March 2016 Needs Improvement
Unsatisfactory
X Satisfactory
Institutional Advancement
X August 2016 Needs Improvement
and Development Plan
Unsatisfactory
X Satisfactory
Curriculum Review/Revision
X January 2016 Needs Improvement
Plan
Unsatisfactory
Satisfactory
X Needs Improvement
Student Enrollment Plan X March 2016 Unsatisfactory
Needs Improvement
Unsatisfactory
The Standard: The school plans strategically and continuously to grow and improve its
students performance and the schools capacity to produce the levels of student performance
desired and expected by its community of stakeholders. The schools strategic plan is aligned
with and supports achievement of its mission. The school uses a collaborative process to develop
and implement its strategic plan for growth and improvement and ensures that the plan
includes professional development activities the staff needs to implement the plan and achieve
its goals.
11The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school such
as a Diocesan/Archdiocesan or a similar school of schools. The Faith-Based Indicators allow faith-based schools, if
they desire, to include in their self-study and accreditation process Indicators of Quality that address unique
characteristics of and expectations for schools whose mission and educational program are defined wholly or in
part by their particular faith.
Excellence by Design Self-Study (2014) Page 53
2014, Middle States Commissions on Elementary and Secondary Schools
Stakeholders comments to support the ratings:
Source of
Comments
Comments
Administrators These responses are part of the teachers responses
Teachers Sometimes, sacraments / or liturgies /prayer services are not given priority
Support Staff These responses are part of the teachers responses
Sometimes they will upgrade things without our consent and not talk to us
on what to improve
I don't know if Serra has plans or goals
I feel that we could be more informed.
Students Serra does a great job at pushing [in a reasonable] and encouraging
students to learn
They will help with your education no matter what
A/C etc
It's challenging
I feel like things I would like to have input on are not shared with the
parental community just because we're unable to make the extra financial
donation to it... Whether that's the reason, I'm not sure. Maybe there are
board meetings we could be invited to?
Parents
I've never gotten information on either of these things
I am not aware of any pending or future improvements, could possibly be
my fault
I don't recall the school inviting parents for this.
Community These responses are part of the teacher, governing body, and parent
Stakeholders responses
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
List the schools significant strengths in meeting the School Improvement Planning
Standard.
Significant strengths include developing, monitoring, and revising a strategic plan and
obtaining governing body approval of said plan.
List the schools significant areas in need of improvement in meeting the School
Improvement Planning Standard.
Areas for improvement include better communication with parents and students regarding
facility upgrades and providing parents with some forum for discussing proposed
upgrades.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to School Improvement Planning that should be included in the
action plan in the Plan for Growth and Improvement.
Evidence School
Strategic and/or long-range plan 3A
Development/institutional advancement plan 3B
Enrollment plan 3C
FINANCIAL RESOURCES:
Adequacy of Coverage
Needs Not
TYPE OF INSURANCE Satisfactory Unsatisfactory
Improvement Applicable
General Liability X
Workers Compensation
and/or Long Term X
Disability
Director & Officers X
Liability and/or
Educators Legal
Liability
Property Insurance X
Indicate any anticipated major capital expenditures within the next three years.
Chapel Renovations: $450,000
The financial viability and stability of a school is a primary requirement for accreditation by the
Middle States Association.
Therefore, if the school is not able to provide the results of a full external audit completed within
the last 18 months, the head of the school and the head of the governing body (if applicable)
must assure, by their electronic signatures below, that the financial information and data
reported in this Self-Study Report are true and accurate.
I give my assurance that the financial information and data in this Self-Study Report are true
and accurate.
Printed Name of the Head of the Governing Body: Deacon Timothy Noca
The Standard: The school has financial resources that are sufficient to provide its students with
the educational program defined in the schools mission and strategic plan. Financial resources
are stable, and indications are they will continue to be stable for the foreseeable future. The
school uses business practices that are ethical and follow accepted budgeting and accounting
principles. The practices promote confidence in the schools ability to manage its fiscal and
material resources in a responsible manner. The school dedicates its financial resources to
implementing its educational program, services, activities, and operations.
12The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school system
such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-based
schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that address
unique characteristics of and expectations for schools whose mission and educational program are defined wholly
or in part by their particular faith.
Excellence by Design Self-Study (2014) Page 59
2014, Middle States Commissions on Elementary and Secondary Schools
Stakeholders comments to support the ratings:
Source of
Comments
Comments
Administrators These responses are part of the teachers responses
It would be better if money was budgeted so that students did not
have to pay for retreats that are required of them
Teachers As you can see from the fact that I left most of this section blank, I do
not know anything about the finances or the procedures of the
finances of the school
Support Staff These responses are part of the teachers responses
The tuition is quite expensive
They inform us about everything
This school has sensationally helped me and my brother with
financial needs. I always feel very blessed that we have had this help.
Students
I was unaware of the parking fee.
This school is great with managing money.
The school handles money well.
Tuition is expensive, but doable.
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
Serra Catholic believes that the school is great with managing their money.
Students have expressed appreciation for all of the financial aid that they receive in order to
attend Serra Catholic.
Students also feel that they are always well informed about financial matters.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Finances that should be included in the action plan in the Plan
for Growth and Improvement.
Since the release of these surveys, the cost of retreats has since been rectified by the school
making it part of their budget and their overall responsibility.
Serra Catholic already hosts several fundraising functions that support tuition assistance for
our students. The money we receive is depending on the number of people that come and
the economic status of those that help in its support.
Evidence School
Current operating budget (for main campus and each branch campus) 4A
Certified external audit letter conducted within the last two years (for main
4B
campus and each branch)
Schedule of student tuition and fees (for non-public and proprietary institutions) 4C
Evidence that the institution has no contingent liabilities or on-going litigations
4D
that potentially could affect the institutions ability to continue operation
List of grants and other funding sources obtained in the last calendar year 4E
Publications provided to students outlining students financial obligations 4F
Summary of the institutions insurance coverage (for main campus and each
4G
branch)
Policies related to finances, financial aid, and refunds 4H
Instruction: In the table below, list the schools physical facilities, including buildings and
grounds.
Needs Not
Facility Satisfactory Unsatisfactory
Improvement Applicable
Furnishings X
Provisions for the Disabled X
Variety of Instructional
X
Spaces
Laboratories X
Counseling/Guidance
X
Space(s)
Health Services Space(s) X
Library/Learning Media
X
Center
Administrative and Support
X
Spaces
Offices and Planning Spaces
X
for the Faculty
Heating, Ventilation, Air
X
Conditioning
Electrical, Water, and
X
Sanitation Systems
Energy Conservation
X
System
Security System X
Storage Spaces X
Parking Spaces X
Athletic Fields X
Indoor Athletic Space(s) X
Cafeteria/Dining Space(s) X
Auditorium/Theater X
Dormitories X
Chapel X
Maintenance & Cleaning X
We are currently working to replace the Chemistry lab in the next 1-2 years; Bio and Physics
labs were both renovated in the past 5 years.
X Satisfactory
Maintenance 1 Needs Improvement
Unsatisfactory
Satisfactory
Clothing N/A Needs Improvement
Unsatisfactory
X Satisfactory
Grounds 1 (part time) Needs Improvement
Unsatisfactory
X Satisfactory
Other: Cleaning Crew 3 (part time) Needs Improvement
Unsatisfactory
The Standard: The school provides facilities that are safe, clean, and well maintained and that
are appropriate and adequate to achieve the schools mission. The facilities provide a physical
environment that supports delivery of the schools educational program, services, and activities,
and the ability of students to achieve the levels of learning and performance expected of them.
The facilities are inspected regularly for effective operation and are in compliance with all
applicable health and safety codes of the civil jurisdiction(s) within which the school is located.
Source of
Comments
Comments
Administrators These responses are part of the teachers responses
Governing Body These responses are part of the teachers responses
Music rehearsal space and security of existing musical rehearsal space
needs to be improved
Teachers
There is a need for adequate space for the arts program including the
visual arts, music, band, and the production of the musical.
Support Staff These responses are part of the teachers responses
The bathrooms arent clean and a lot of stuff in them is broken
Students The school needs to get an elevator for special needs and injured
students
The use of the cafeteria for study hall is absurd. I call this my sons
recess. It is a Chromebook-chatting-free-for-all.
The school is dark and dingy, the parking lots and driveway are
poorly lit, the school and grounds are not very clean, equipment is
stored in stairwells, the field and track is in very poor condition.
Parents
There is a lack of air conditioners or fans in classrooms. All of this
reflects poorly on the school and the image it sends to students,
parents, guests, and the community.
It would be better if money was budgeted so that students did not
have to pay for retreats that are required of them.
Community These comments are part of the administrators, governing body,
Stakeholders teachers, staff, students, and parents.
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
Since the release of these surveys, we have addressed the issue revolving around the
classrooms being too hot during the beginning and ending months of school. This caused a
negative learning environment for our students. We have since installed air conditioning in
all of the classrooms to rectify this situation.
List the schools significant areas in need of improvement in meeting the Facilities Standard.
Serra Catholic is in need of adequate space for musical programs as well as the visual arts.
The hallways, stairwells, and parking lots require better lighting.
The bathrooms are not always clean and an elevator is required for disabled or injured
students.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Facilities that should be included in the action plan in the Plan
for Growth and Improvement.
Even though facilities are not part of our objectives, we always strive to make our school the
best it can be through needed updates. The results of this survey will therefore go towards
our strategic plan versus our action plan. This includes a major renovation of space that is
required to upgrade spaces for the arts. The lighting will also be part of this plan in order to
produce better lighting in areas such as the driveway, stairwells, and hallways. An elevator
has been on our list for the past couple years, but we have insufficient funds at this time to
purchase one. We are hoping to get a grant in order to make this come to fruition. Lastly,
the bathrooms are due to students actions versus the actions of the school. Through a better
pass system, and less time spent outside of the classroom, the cleanliness of the bathroom
should improve.
Evidence School
Floor plan of facilities 5A
Long-range facilities plan 5B
Maintenance/repair schedules 5C
Plans for any facilities improvements 5D
Policies related to facilities 5E
Not applicable in this section. See School Information in the Profile of the School.
The Standard: The schools organization facilitates achievement of its purposes and core values
as expressed in its mission and successful implementation of its educational program, services,
and activities. Members of the administrative, instructional, and support staffs are qualified,
competent, and sufficient in number to provide a high quality educational experience as defined
by the schools mission. Staff members possess the qualifications required by the civil authority
in which the institution operates to administer and teach the program(s) to which they are
assigned. Staff members are evaluated regularly based on clear expectations for performance
and are provided with professional development experiences that address areas in which staff
members need to grow and/or improve. The schools leaders and staff demonstrate collegial and
collaborative relationships.
Indicator of Quality for schools that provide all or part of their educational
program by a distance modality
13The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school system
such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-based
schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that address
unique characteristics of and expectations for schools whose mission and educational program are defined wholly
or in part by their particular faith.
Excellence by Design Self-Study (2014) Page 72
2014, Middle States Commissions on Elementary and Secondary Schools
Indicators of Quality for All Pennsylvania Public Schools, Private Schools and
Their Contractors Employees Who Work in Direct Contact with Children, and
Student Teacher Candidates.
Source of
Comments
Comments
Administrators These responses are part of the teachers responses
Teachers Every position needs to have a written list of their job assignment
Support Staff These responses are part of the teachers responses
Too much focus on dress code, takes away from education
Mostly every teacher pushes us into becoming a better student. Some
teachers, however, I feel do not meet that requirement.
Our religion is promoted greatly. Prayer services and masses are held
regularly
Students
The school and staff are very organized and create a good learning
environment
I love my school!!!
The teachers all help us with our education and prepare us for college.
They make sure that we are well prepared for life and adulthood.
Community These comments were part of the administration, teachers, staff, and
Stakeholders students.
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
List the schools significant strengths in meeting the School Organization and Staff Standard.
The school retains a safe environment coordinator to ensure clearances are up to date for every
employee and volunteer.
The same person ensures that no person has contact with students until the diocesan requirements
are met.
List the schools significant areas in need of improvement in meeting the School
Organization and Staff Standard.
The safe environment documents are currently separated as per diocesan request, volunteers on
site, employees in the central office.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to School Organization and Staff that should be included in the
action plan in the Plan for Growth and Improvement.
For the necessary documents to be accessible by both parties, they should be received and
maintained electronically via the existing electronic database. This would negate an antiquated
system and reduce paper waste.
Evidence School
Organizational chart for the school and school system 6A
Floor plan of facilities 6B
Salary schedules and descriptions of benefits packages for teachers, specialists,
6C
and support staff
Contracts (e.g. union, collective bargaining agreements) 6D
Results of any climate survey 6E
Instruments used for evaluating the performance of the staff 6F
Effectiveness of
Type of Emergency/Crisis Plan
Plans
S NI U
Lockdown/Outside Threat X
Building Evacuation to Friary X
Lockdown/Inside Threat X
Severe Weather X
Reverse Evacuation X
Fire Drill X
Bomb threat procedures exist; however, staff training currently needs to be improved. A
training plan will be discussed at the next safety meeting. A bus evacuation drill procedure
has been developed and implemented at the end of the 15-16 school year. This needs to be
implemented annually.
Frequency
Type of Inspection Results of Inspections
S NI U
Semi-Monthly
Fire Alarm System Monthly
Annually X
Semi-Monthly
Food Services Monthly X
Annually X
Semi-Monthly
Elevator(s) Monthly N/A
Annually
Semi-Monthly
Internal Communications System Monthly X
Annually
S NI U
Semi-Monthly N/A
Technology Arts/Industrial Arts
Monthly
Equipment
Annually
Semi-Monthly X
Athletic Equipment Monthly
Annually
Semi-Monthly
Playground Equipment Monthly
Annually X
Semi-Monthly
Water Supply Monthly
Annually X
Semi-Monthly
Swimming Pool Water Monthly N/A
Annually
Semi-Monthly
Other: Laboratory Safety Equipment Monthly
Annually X
Semi-Monthly
Monthly
Other: Asbestos
As
Annually
needed
Fitness trail equipment has not been inspected since its installation in April 2012. We are
considering what the inspection requirements are for this equipment. The water supply is on
the annual maintenance list to be checked yearly but better documentation of this inspection
needs to be in place.
Semi-Monthly
School Nurse
Vision Monthly
Grades 9-12
X Annually
Semi-Monthly
School Nurse
Hearing Monthly
Grade 11
X Annually
Semi-Monthly
Dental ------- Monthly
Annually
Semi-Monthly
Private PCP or School Doctor
Physical Monthly
Grade 11
X Annually
Semi-Monthly
Tuberculosis --------- Monthly
Annually
Semi-Monthly
School Nurse Monthly
Other: Height and Weight
Grade 9-12
X Annually
Semi-Monthly
Other: Monthly
Annually
The nurse is not present full time but we do have a trained EMT and athletic trainer as part of
our faculty if needed for emergencies. The school is not aware of any dangerous equipment
it has that would require a panic button. The chemistry lab has a teacher shut off valve for
the gas in case of any emergency.
The Standard: The school provides a safe, orderly, and healthy environment for teaching and
learning that meets the health and safety requirements of the civil jurisdiction(s) in which the
school operates. The school has and implements policies and/or procedural guidelines to ensure
the health and safety of students, the staff, and visitors to the school. The school has and
implements plans for responding to emergencies and crises.
Source of
Comments
Comments
Administrators These responses are part of the teachers responses
Governing Body These responses are part of the teachers responses
Our school recently formed a safety committee that will work to create a
uniform set of procedures for drills and other safety situations.
Nurse is not here enough.
I think we could improve our efforts to maintain accuracy in students'
"where-a bouts" at all times, not only for legal purposes but for safety as
well, not only by providing accurate study hall rosters, but also with the
Teachers enforcement of rules related to hall passes and student accountability.
We do not do much with emotional programs. Also, the back doors are
open often.
Our teachers need to do a better job of signing passes so they know where
their students are at all times. We also need a better way of providing
water since our water fountains are usually not working or not cleaned
well
Support Staff These responses are part of the teachers responses
It's most likely safe, but the water tastes like junk
The water fountains are all broken
they meet my needs
I feel like we could have a nurse on staff more.
There is only a nurse during school 1-2 days a week.
My school has to share a school nurse so on days she isn't here, we have
no nurse for those who become sick.
The water fountains are very old.
Water is horrible
Students
Do we even have a school nurse?
Healthier lunch options
The school takes many health and safety precautions.
The school is very clean and is very safe
I would be nice to have a health class this semester.
Our school has no plans to deal with some accidents and illnesses that Im
aware of. The nurse is here for like 3 hours a day sometimes
The water has film
The school nurse is sometimes not at school.
Security needs to be improved, the students are lack about letting others
Parents into the building and this can cause problems. We've been lucky so far but
this is a risk that should be addressed.
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
The school has a safety committee that meets regularly to address safety concerns with the
administration.
The school has certified emergency services personnel in the building on typical school days who
often serve as liaisons to public emergency services that may need to be rendered.
The school has a newly installed water filtration system.
List the schools significant areas in need of improvement in meeting the Health and Safety
Standard.
Since the release of these surveys we have since gotten a filtered water station. Based on the
feedback from this year, our goal is to install more throughout the school as part of our
strategic plan in order to address the water issue.
The school needs to address accountability of students.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Health and Safety that should be included in the action plan in
the Plan for Growth and Improvement.
The school needs to unify discipline with regards to students in the hallways as well as teacher/coach
accountability on open and propped doors.
The school needs to continue to install filtration systems on water fountains.
Evidence School
Emergency and crisis plans 7A
Records of most recent health and safety inspections 7B
Record of emergency drills 7C
Emergency Procedures section of Faculty Handbook 7D
Curriculum Area 9 10 11 12
English/Language Arts 120 120 120 120
Math 120 120 120 120
Science 120 120 120 120
Social Studies 120 120 120 120
The Arts 120 0-120 0-120 0-120
Other Languages 120 120 0-120 0-120
Health/P.E. 30 60 30 30
Technology 0 0 0-120 0-120
Catechesis 120 120 120 120
Business 0 0 120 0-120
990 The instructional hours are reported for one academic year
450 The instructional hours are reported for one academic semester
The school has begun the process of streamlining its curriculum. In the past the curriculum
was developed by individual academic departments. The new curriculum that we are
currently designing will lead to an integrated curriculum that functions in the same manner.
Describe the school's policy/procedure for ensuring that the curriculum areas in the school's
educational program are aligned vertically and horizontally.
Since this process has just begun at the beginning of this school year, tools and functions to
ensure that the educational program are aligned vertically and horizontally will be
implemented at a later date.
Describe the school's policy/procedure for developing, reviewing, and revising curriculum
guides for the curriculum areas in the school's educational program.
The school employs an independent firm called the Tri-State Curriculum Development. The
organization is associated with the University of Pittsburgh. This organization provides
training to teachers as well as administrators.
Describe how and in which curriculum areas students receive instruction for developing
critical thinking, reasoning, problem-solving, and study skills.
Critical thinking, reasoning, problem-solving, and study skills are developed through-out the
curriculum. We have created and utilize a special program called High School Strategies that
help students to learn study skills while making the transition into High School.
Describe how and in which curriculum areas students receive instruction in the effective uses
of technology for learning and opportunities to apply that knowledge.
Students receive effective technology uses within the math curriculum. Four semesters of
electives in computer programming can be taken by students during their Junior and Senior
years.
The catechetics curriculum, which was developed through a collaboration with other schools
in the Diocese of Pittsburgh, focuses on Christian fellowship, working with others and
individual responsibility. Also, the other disciplines are encouraged to promote self-reliance
as well as working together collaboratively. We as a school feel that every class incorporates
social skills through group work. During group work, students are required to work
constructively in a group, accepting individual and group responsibilities. At the same time,
students are expected to work diligently and respectfully with one another regardless of any
diversity that may be present. We at Serra Catholic feel that the more we incorporate group
work into our classes, the more prepared our students will be socially in order to work
through problems in their future careers.
Describe the school's policy/procedure for selecting, evaluating, and reviewing instructional
materials for the curriculum areas in the school's educational program.
The school continues to develop its curriculum and will determine the instructional materials
that will be used at a later date. Each academic department, in conjunction with the
administration, is asked to provide a list of needs, ie. supplies and/or books for the coming
school year. The administration determines the needs and purchases materials/books through
the Commonwealth.
Describe the school's policy/procedure for identifying and addressing different student
learning styles for the curriculum areas in the school's educational program.
Unit plans will be evaluated to ensure that a varying style of teaching techniques are being
deployed. This will address the varying amounts of different learning styles.
Describe the school's policy/procedure for identifying students with special needs (gifted,
ESL, special education, etc.) and how the curriculum areas are modified for these students.
Local districts as well as the local Intermediate Unit are utilized for testing students who may
be identified as ESL, gifted or special education. Accommodations are made where
appropriate and only when it is documented that the accommodation will benefit the student.
These accommodations will only be deployed when valid testing states that these
accommodations are appropriate and worthwhile.
Excellence by Design Self-Study (2014) Page 88
2014, Middle States Commissions on Elementary and Secondary Schools
B. Self-Assessment of Adherence to the Indicators of Quality
The Standard: The schools educational program consists of carefully planned and well-
executed programs of study that are based on appropriate content and learning standards,
instructional methods, and assessments of student learning that reflect current research and best
practices in learning and teaching. The educational program is aligned with the schools mission,
approved by the governing body, and sufficiently financed and supported. The educational
program is designed so that all students can achieve at the levels desired by the schools
community of stakeholders.
Indicators of Quality for schools that deliver all or part of their educational
program by a distance modality
14The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school system
such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-based
schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that address
unique characteristics of and expectations for schools whose mission and educational program are defined wholly
or in part by their particular faith.
Excellence by Design Self-Study (2014) Page 91
2014, Middle States Commissions on Elementary and Secondary Schools
Indicator of Quality 1 2 3 4 N/A
Makes religious education for students a priority in scheduling,
8.58 X
budgeting, and planning.
Is a central concern of all of the schools leaders, faculty members,
8.59 X
and staff.
8.60 Is age and developmentally appropriate. X
Includes health education that is consistent with the religious
8.61 X
beliefs and values of the sponsoring faith-community.
Includes opportunities for students to apply their learning beyond
8.62 the classroom (e.g., community service projects, internships, job X
shadowing).
Provides regular faith-based experiences that foster the religious
8.63 X
formation of the students.
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
List the schools significant strengths in meeting the Educational Program Standard.
List the schools significant areas in need of improvement in meeting the Educational
Program Standard.
An in-service could be provided to teach how the faith can be taught in every classroom by
every teacher.
An emphasis is placed on math and science which sometimes makes other classes seem
inferior.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Educational Program that should be included in the action plan
in the Plan for Growth and Improvement.
To maintain our challenging and rigorous curriculum, our goal is to have a pass rate of 80%
of students successfully completing our college in high school classes with a final grade of a B or
better.
Our next goal is to have a decrease in failure rate for all classes in which students are enrolled by 5%
Lastly, we hope that our math curriculum will result in an average student improvement on the
math section of the PSAT from sophomore to junior year by 25%.
Evidence School
Program of studies or other overview of the components of the educational
8A
program
Scope and sequence charts 8B
Written curriculum guides for each component of the educational program 8C
Master schedule 8D
Policies related to educational program 8E
Not applicable in this section. See Academic Performance Data in the Profile of
the School.
The Standard: The school has a program for assessing student learning and performance that is
consistent with the schools mission. The program is based on current research and best practices
and is aligned with the schools educational and instructional programs. The assessment
program systematically collects and rigorously analyzes quantifiable and observable evidence
of student learning and performance and growth using multiple, valid, and reliable assessments
that are respected by the schools community of stakeholders. The school expects all students to
learn and demonstrate the knowledge, skills, and habits of mind required in the educational
program. Students are learning and performing at the levels expected, or the school has and is
implementing a plan to raise learning and performance to the expected levels.
Indicators of Quality for schools that deliver all or part of their educational
program by a distance modality
Source of
Comments
Comments
Governing Body These responses are part of the teachers responses
I think that at some points my classes move very slowly.
My teachers are very concerned about my performance and go to
Students
great lengths to help me reach my highest potential
The learning environment at this school is very well
A few of my sons teachers do not contact me when my son doesnt
Parents turn in his homework or his grade is lower than a C
There is little feedback
Community These comments are part of the students and parents.
Stakeholders
15The use of the Faith-Based Indicators for this and the other Standards for Accreditation by faith-based schools is
voluntary and not required, unless their use is directed by the head of a parent school system such as a
Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-based schools, if they
desire, to include in their self-study and accreditation process Indicators of Quality that address unique
characteristics of and expectations for schools whose mission and educational program are defined wholly or in
part by their particular faith.
Excellence by Design Self-Study (2014) Page 96
2014, Middle States Commissions on Elementary and Secondary Schools
C. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
List the schools significant strengths in meeting the Assessment and Evidence of Student
Learning Standard.
The faculty at Serra are concerned about the performance of their students and go to great
lengths to help them reach their highest potential.
Serra catholic offers a learning environment that fosters success.
Serra Catholic offers an online gradebook that helps students and parents be informed about
all grades and missing assignments.
List the schools significant areas in need of improvement in meeting the Assessment and
Evidence of Student Learning Standard.
Some parents mentioned not being told when their child was missing assignments or failed
to communicate feedback on assessments.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Assessment and Evidence of Student Learning that should be
included in the action plan in the Plan for Growth and Improvement.
To maintain our challenging and rigorous curriculum, our goal is to have a pass rate of 80%
of students successfully completing our college in high school classes with a final grade of a
B or better.
Our next goal is to have a decrease in failure rate for all classes in which students are
enrolled by 5%
Lastly, we hope that our math curriculum will result in an average student improvement on
the math section of the PSAT from sophomore to junior year by 25%.
We will also ensure that teachers are held accountable for updating their grades to the online
portal to communicate better with parents.
Evidence School
Example of student transcript 9A
Example student report card 9B
Reports of the results of assessments administered to students 9C
Policies related to assessment of student learning 9D
All of the services that we provide are satisfactory. No action plan is required at this time.
Describe the guidance and counseling services for students provided by the school (include
guidance counseling- personal, academic, college, and career-, substance abuse counselors,
social workers, etc).
We have a full-time school counselor and a part time counselor employed by the Allegheny
Intermediate Unit. Our full-time counselor handles college preparation while both counselors
assist students with their personal, social, academic, college, and career needs. External
resources may be referred if needs arise beyond the parameters of the counselor.
Describe the Child Study Team services provided for students identified as having special
needs (includes self-contained programs, resource centers, in-class support, therapies
including psychological, speech, physical, and occupational).
We have a Student Assistance Program Team (SAP) for all grade levels, where a specially
trained CORE group of teachers serve. These teachers have been especially trained through
the Allegheny Intermediate Unite to create and maintain a safe school environment for
students, and to provide critical assistance in identifying students who may be at risk with
issues ranging from academics, to social/emotional behavior needs and concerns, to substance
abuse or various addictions. The purpose of the SAP TEAM and PROGRAM, is to identify
such students and recommend that they receive the professional help they need to overcome
such concerns. The SAP TEAM does not diagnose nor treat. We only identify and refer the
student to determine if there is a need to seek professional help and support.
There is a Saint Anthonys program that is offered but not provided through Serra Catholic.
The High School program encompasses grades 9-12 and focuses on inclusion, social skills,
and the students transition to vocational development which is tailored to each student in its
speed and direction. Resource Rooms are staffed by a certified special education teacher, job
coaches, and paraprofessional aides. Special services such as Behavioral Health, and Motor
Skills are provided every week. On average, 33% of the day is spent in vocational training,
33% inclusion, and 33% in Resource Room.
Serra Catholic offers reading support provided through the Allegheny Intermediate Unit.
Describe the transportation services for students provided by the school. If transportation is
not provided by the school, describe how students travel to and from school.
Serra Catholic has 2 school busses that we lease and 3 mini vans that we own. 1 bus
transports 24 students to and from school from Murrysville/Plum. 1 bus transports 28
students to and from school from Munhall. 1 van transports 7 students to and from school
from Clairton and the Mon Valley. The other 2 vans are for any other school transportation
that we may need such as field trips. We also transport the Sport Teams, Cheerleaders, and
Band to their games and competitions. Lastly, we transport outside charters.
Incoming Orientation
1) During the month of June, families meet with the Admission Director. Families should
have signed up at Freshmen Registration however, an email will be sent to all enrolled
families reminding them of the availability of the meeting. Families will receive a
reminder email about a week in advance. The meeting of 3-4 families lasts
approximately 45 minutes. Expectations of high school are discussed with students as
well as dress code and general policies and procedures. Families will meet privately
for about 5 minutes with the Admissions Director to discuss the final schedule and to
share any pertinent information that could impact the students academic and social
achievements. This is not a mandatory meeting however; attendance is about 80%.
Transfer Orientation
1)The new student and his/her family meet with the Admission Director to complete
enrollment paperwork. At that time the dress code and general policies and procedures
are reviewed.
2) If a student begins classes after the start of school, the Admissions Director will walk
him/her through the schedule and introduce teachers. He/She will then be paired with a
student who has the same schedule for the first day or two of classes-just till the student
feels comfortable.
3) The School Counselor will check in with the student within the first couple weeks of
school to make sure the transition is going well.
General opportunities to tour the school are available during the following annual events:
1. Fall Open House in October- This is an evening for prospective families to allow
them to gather information. The administration, faculty, parents and students are
available to answer questions, discuss extracurricular offers and provide tours.
2. Spring Meet the Students Night in March- An evening for incoming students to
spend time with current students and think about their place in our clubs, activities
and sports. Parents attend mini workshops on topics including financial aid, school
counseling and technology in the classroom.
The Placement Test, for incoming freshmen, is offered in early December. Families receive a
copy of the placement test and a letter explaining the results as well as an initial level
recommendation. Families are asked to mail the first semester report card when they receive
it. For students who apply after the first placement test there is one offered in early March.
Families receive scores with an explanation as well an initial level recommendation.
Financial aid and scholarship information is available on our website and is also emailed to
families in January. Both incoming freshmen and transfer students are encouraged and
reminded to apply prior to the March/April deadlines. Financial Aid award letters go out in
midlate May.
In February, the sending elementary schools are sent a form and asked to make a level
recommendation for all their students enrolled at Serra. They are also asked to share any
information (growth plan, IEP etc.) that would be helpful in getting to know the student better.
Incoming Freshmen registration is held in April. After final review of the third quarter report
card, school recommendation and initial level recommendation the Assistant Principal, School
Counselor and Admission Director determine final level placement. The incoming student
and parent(s) are encouraged to attend registration to complete course selection and
enrollment paperwork. Families have the opportunity to sign up for a June meeting with the
Admissions Director. Meetings are available both during the day and on four evenings to
accommodate families schedules.
At the end of May, school records are requested and reviewed by the Admission Director.
The Standard: The school provides student services that are effective, appropriate, and that
support student learning and achieving the schools mission. The services are well-planned and
well-delivered, and they are an integral part of and contribute to the schools educational
program. Services are delivered by qualified personnel, sufficiently financed, evaluated
periodically for their effectiveness. Services comply with any requirements of the civil
authorities of the jurisdiction(s) in which the school is located.
Indicators of Quality for schools that deliver all or part of their educational
program by a distance modality
Source of
Comments
Comments
Administrators These responses are part of the teachers responses
Teachers I have never seen nutritional information
Support Staff These responses are part of the teachers responses
The cafeteria food isnt the best and the portions tend to be extremely
small
I dont normally eat the cafeteria food but my friends dont like it that
much
Students
The food here is nasty
The tables are always dirty and need to be cleaned
Wish the food tasted better
I do not think we are educated about possible occupations
16The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school system
such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-based
schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that address
unique characteristics of and expectations for schools whose mission and educational program are defined wholly
or in part by their particular faith.
Excellence by Design Self-Study (2014) Page 108
2014, Middle States Commissions on Elementary and Secondary Schools
Source of
Comments
Comments
I had to ride two different buses every day for the first 3 years that I
was here. The food is the same all the time and is not very healthy.
The amount of food received is not enough for the price.
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
List the schools significant strengths in meeting the Student Services Standard.
The school has qualified personnel for student services, provides appropriate resources for orienting
students to the school, and incorporates faith into the services provided to the students. In addition,
employees of the school work collaboratively to provide adequate services to the students.
List the schools significant areas in need of improvement in meeting the Student Services
Standard.
Although the employees work collaboratively with one another, better communication between
separate parties is needed.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Student Services that should be included in the action plan in
the Plan for Growth and Improvement.
In an effort to enhance the students academic experience, we will be focusing on attendance issues
in our action plan. The school personnel, including leadership, faculty, counselors, special education
teachers, and child study team members will work together to ensure an improvement in attendance.
Evidence School
Admissions criteria (if applicable 10A
Description of guidance and counseling services available 10B
Policies related to student services 10C
Adequacy and
Number of
Available for Quality of the
Type of Student Activity Students
Activity
Participating
Boys Girls S NI U
Football 32 32 X
Volleyball 20 20 X
Golf 12 2 14 X
Soccer 17 15 32 X
Cheerleading 20 20 X
Basketball 28 18 46 X
Hockey 15 15 X
Baseball 22 22 X
Softball 15 15 X
Track and Field 35 20 55 X
The Standard: The school provides non-discriminatory student activities that are age- and
developmentally appropriate and that supplement and enhance the schools educational
program. A balance of academic, social, co- or extra-curricular and service activities is
maintained. Student activities are designed to foster intellectual, cultural, and social growth and
physical health and wellness. Activities provide opportunities for student leadership and social
interaction, encourage development of student interests, and, when appropriate, family
involvement. Activities are adequately financed, periodically reviewed for their effectiveness,
and appropriate for the schools mission.
Indicator of Quality for schools that deliver all or part of their educational
program by a distance modality
Source of
Comments
Comments
Administrators These responses were part of the teacher responses
For 11.11, I am not sure that ALL activities have faith formation
Teachers
opportunities.
Support Staff These responses were part of the teacher responses
Students I have one teacher who I do not get along with
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
List the schools significant strengths in meeting the Student Life and Student Activities
Standard.
The school offers a variety of clubs, activities, and sports in which the students can participate.
These extracurricular activities provide opportunities for faith formation.
List the schools significant areas in need of improvement in meeting the Student Life and
Student Activities Standard.
While the extracurricular activities are beneficial to the students, more communication between
moderators and the schools leadership is needed.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Student Life and Student Activities that should be included in
the action plan in the Plan for Growth and Improvement.
Part of our action plan is to create a more communicative relationship between moderators and the
schools leadership concerning attendance. In an effort to be consistently encouraging school
attendance, club moderators and coaches will be made aware of attendance policies and are
encouraged to enforce those policies.
Evidence School
Samples of student publicationse.g., yearbook, student newspaper, literary
11A
magazine
Budget for all athletic activities 11B
Budget for all non-athletic activities 11C
Policies on academic eligibility 11D
Policies related to student life and student activities 11E
Storage for Information Resources, Technology, Facility for Electronic Production, and
Technology staff are areas for improvement. The schools former A/V storage room is
currently used for technology staff. Space is limited and is being reconfigured. The school
will have in place an A/V recording lab (thanks to a grant from the diocese). The Friary
building may be the best place for this currently under review by school administration.
The Standard: The schools information resources are appropriate and adequate in scope,
quantity, and quality to facilitate achieving the schools mission and delivery of its educational
program. The resources are accessible to all students and the staff for use in learning and
teaching and to broaden and extend their knowledge and skills. Appropriate instruction is
offered to the students and the staff on the appropriate, ethical, and most effective uses of the
information resources. Information resources are current and functional.
Source of
Comments
Comments
Governing Body These responses were part of the parent responses
Students The internet never works and the printers never work
The Chromebooks are a great tool but also a huge distraction. I can
see that they are being used constantly during the school day, WHILE
in class, for chatting, much of which is not appropriate. I wish that
teachers would not allow this.
Parents Computers are still running on Windows XP
They could be more instructional technology courses (programming,
office/business, networking, etc. offered)
Child doesnt know not to print homework/papers at home from
Chromebook.
Community These comments are part of the parent and students.
Stakeholders
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):
List the schools significant strengths in meeting the Information Resources Standard.
Classrooms are equipped with computers and interactive whiteboards, and school administration has
current software for record-keeping needs. Students have textbooks and Chromebooks to enhance
their learning experience.
List the schools significant areas in need of improvement in meeting the Information
Resources Standard.
Facilities for storage of technology and information resources as well as offices for technology and
information resources staff are in need of improvement. Due to the small size of the school, rooms
have not yet been converted to accommodate these needs.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Information Resources that should be included in the action
plan in the Plan for Growth and Improvement.
Even though our facilities are not part of our action plan or objectives, we are putting
technology storage into our strategic plan for the future. We are hoping to utilize our friary
in order to store these resources which includes developing an auxiliary library.
Evidence School
The information resources and technology plan(s) 12A
Budget for information resources and technology 12B
Information skills curriculum 12C
Policies related to information resources and technology 12D
The overall purpose of this self-assessment is to identify any aspects of the schools curriculum,
instructional pedagogy, and assessment practices that need to be developed or improved to
increase the likelihood that the school will be able to achieve the goals it set for growing and
improving student performance. Areas identified for development and/or improvement should
be included in the action plans for the measurable student performance and organizational
capacity goals that are the heart of the Plan for Growth and Improvement.
The following requirements ask the school system to provide a self-assessment of expectations
for quality for curriculum, instruction, and assessment in this component of the school's
educational program. The information and data requested in this section are not for evaluation
purposes. Instead, the information and data will assist the system in making the determination
whether it meets the Standard and its Indicators of Quality.
Grade Level: Enter the grade level(s) at which each course/program in this curricular
component is taught.
Course Title: List the course/program titles or topics taught (e.g. Language Arts, English IV,
writing, journalism).
Hours per Indicate the number of hours of instructional time devoted to each program/
Semester/Year: course per semester/year.
Hours per
Grade Level(s) Course Title
Semester/Year
9 0111-8 Revelation: Jesus Christ in Scripture 60
9 0112-8 Who Is Jesus Christ? 60
10 0121-8 The Paschal Mystery: The Mission of Jesus Christ 60
10 0122-8 The Church: Jesus Christs Mission Continues 60
11 0131-8 Sacraments: Privileged Encounters with Jesus Christ 60
11 0132-8 Life in Christ 60
12 0141-8 Catholic Social Teaching: Disciples of Jesus Christ in Society 60
12 0142-8 Vocations: Sacraments at the Service of Communion 60
12 0145-7 Mercy and Justice * 60
12 0146-7 Philosophy * 60
9 0213 3-Literature 1 60
9 0214 3-Grammar, Speech & Essay Essentials 60
9 0215 5-Literature 1 60
9 0216 5-Grammar, Speech & Essay Essentials 60
10 0223 3-American Literature 60
10 0224 3-Novel 60
10 0225 5-American Literature 60
10 0226 5-Novel 60
11 0233 3-Early British Literature 60
900 The instructional hours are reported for one academic year
450 The instructional hours are reported for one academic semester
2. Describe any gaps or omissions in the sequences of courses taught in this component of
the educational program. Provide a description of proposed improvements and/or
corrective actions that need to be taken. Include a description of actions that have been
initiated or are formally planned.
Organization School
Organization ID 392495
Test Takers 90
Mean Total Score 1018
# Met both benchmarks 37
% met both benchmarks 41%
ERW 67
ERW 74%
ERW 5
ERW 6%
ERW 18
ERW 20%
Math 41
Math 46%
Math 17
Math 19%
Math 32
Math 36%
# Met No Benchmark 19
% Met No Benchmark 21%
Organization School
Organization ID 392495
Test Takers 93
# Met both benchmarks 27
% met both benchmarks 29%
Met ERW 63
% Met ERW 68%
Met Math 5
% Met Math 6%
Met None 18
% Met None 20%
Total Score 320-590 0
600-790 5
800-990 60
1000-1190 24
1200-1390 1
1400-1520 0
Mean Score 918
Section Scores Evidence-Based Reading 469
and Writing
Math 449
Test Scores Writing and Language 23
Math 22
Cross-Test Scores Analysis in Science 24
Analysis in 24
History/Social Studies
Subscores Command of Evidence 8
Words in Context 8
Expression of Ideas 8
Standard English 8
Conventions
Heart of Algebra 7
Problem Solving and 8
Data Analysis
Passport to Advanced 7
Math
A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of
obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing
college courses.
English Composition: 18 on ACT English Test
College Algebra: 22 on ACT Mathematics Test
Social Science: 22 on ACT Reading Test
Biology: 23 on ACT Science Test
Curricular
Grade Level(s) Level of Student
Name of Assessment Area(s)
Administered Performance
Assessed
S NI U
Critical
11th and 12th X
SAT Reading
11th and 12th Mathematics X
11th and 12th Writing X
Curricular
Grade Level(s) Level of Student
Name of Assessment Area(s)
Administered Performance
Assessed
S NI U
10th and 11th ERW X
PSAT 10th and 11th Math X
Curricular
Grade Level(s) Level of Student
Name of Assessment Area(s)
Administered Performance
Assessed
S NI U
11th and 12th English X
ACT 11th and 12th Mathematics X
11th and 12th Reading X
11th and 12th Science X
Students performed satisfactory for all assessments so no corrective actions need to be taken
at this time.
The Indicators of Quality for Curriculum, Instruction and Assessment identify the types of
evidence that, when taken together, indicate whether the school meets the expectations for
quality in its educational program.
Indicators for school systems that deliver all or part of their educational
program by a distance modality
Since not all teachers have a written curriculum, the assessments are not aligned
Assessments are adapted to student's pacing/performance level.
As a department, we have outlined a variety of assessments for each set of courses for a given level. We are
consistent with homework quiz assessments, and unit exams in an effort to maintain consistency for our students.
We continue to discuss as a group how we assess, as well as our results so as to determine if and how changes
should be made.
Assessments follow directly with the notes and practice provided to the students.
Tests, quizzes, research projects all are used.
Some examples are paper tests, speaking exercises (foreign language), and project activities.
This is evident in the three levels of instruction.
Tests, quizzes, projects and oral questions have been used to assess the students.
It's hard to assess students against local, state, and national standards based on our individual test scores. This is
because they are not the same tests that are used nationally.
We usually exceed normal standards.
Individual and cohorts - yes; outside groups I do not have information on.
Students are not compared to students from local state and national groups as often.
Teachers may have to adapt their teaching practices to meet the needs of the students.
Students have constant access to their grades via online dashboard and instruction is adapted with regard to entry
level placement and students with special needs.
Students are very much involved in their own learning.
Students can look from week to week to see how they are progressing or not progressing.
Progress is reported daily in the online gradebook.
Paper and digital grade books are used.
Students reflect on their leaning from week to week by writing math journals.
Through transparent online grade book and mid-point check feedback.
Yes. Portals Plus gives quick feedback.
Each week the students are assessed with homework and a homework quiz, which they receive feedback on.
Parents do not get as much feedback as the students.
Next Steps:
Yes No
Has the school identified three, four, or five objectives for
1 X
accreditation purposes?
Comments:
Yes No
Do at least two of the objectives focus on growing and improving
2 X
areas of student performance as expressed in the schools Mission?
Comments:
By the year 2022, Serra Catholic students will promote behavior that fosters a safe and orderly learning
environment as measured by the following:
An increase of at least 3% improvement in attendance by the year 2022.
o Baseline data: Attendance records from 2014-2016
Students absent more than 15 Days
9th 10th 11th 12th Total
2014-2015 7 9 9 14 39
2015-2016 10 16 11 13 50
Average 8.5 12.5 10 13.5 44.5
GOAL 2022 6 9 7 9 31
A 30% decrease in the number of students who were late to school 10 or more days in an
academic year by the year 2022.
o Baseline: Attendance Record from 2014-2015 and 2015-2016
Students with more than 10 Tardies (30% decrease)
9th 10th 11th 12th Average
2014-2015 9 14 22 30 75
2015-2016 12 14 21 21 68
Average 10.5 14 21.5 25.5 71.5
GOAL 2022 7 10 15 18 50
2014-2015 40 68 27 23 158
2015-2016 54 45 36 10 145
Yes No
Is the objective stated as a desired end result in student
performance? (What do we expect our students to know? What do
1 X
we expect them to do with what they know? And/or What qualities
or characteristics do we want them to demonstrate?)
Comments:
Yes No
Yes No
Does the objective relate to culminating expectations for students at
3 X
or near the end of their experiences in the school?
Comments:
Yes No
Is the objective related to improvement in an area of academics?
(Note: If none of the student performance objectives relate to
4 X
academics, the school needs to be prepared to explain why
academics are not a priority for growth over the next seven years.
Comments: While the objective does not focus on an area of academics, an orderly
environment would have a positive effect on all academics.
Yes No
Is the realization of the objective stated as seven years from the year
5 X
of the teams visit?
Comments:
Yes No
Has the school identified multiple forms of assessment to measure
7 X
accomplishment of this objective when appropriate and available?
Comments:
Yes No
Is the objective measured by both external and internal assessments
8 X
when appropriate and available?
Comments: External measures would not be appropriate for this objective.
Objective is accepted.
While this objective is not related to an area of academics, it is clearly rooted in your Mission
to nurture students in spiritual, moral, academic and social growth
By the year 2022, Serra Catholic High School will demonstrate improved academic proficiency as
measured by:
a. Increase in the average student improvement on the math section of the PSAT from sophomore
to junior year by 25%.
a. There will be a pass rate of 80% of students successfully completing our college in high school
classes with a final grade of a B or better.
a. No baseline data has been calculated thus far for grades
i. Base line data will begin for the year 2016-2017
CHS 2016-
Enrollment 17
7-Mercy &
Justice 0145
7-Philosophy 0150
7-Tragedy 0247
7-Creative
Writing 0248
7-Creative
Writing 0248
7-Government 0344
7- US History 0345
7-Sociology 0381
7-Sociology 0381
7-Psychology 0382
7-Psychology 0382
b. There will be a decrease in failure rate for all classes in which students are enrolled by 5%
a. Baseline data: Failure rates for the 2014-2016 school year.
i. This data is the percentage of students failing at least one class for the year based
on total enrollment
Yes No
Is the objective stated as a desired result in student performance?
(What do we expect our students to know? What do we expect them
1 X
to do with what they know? And/or What qualities or
characteristics do we want them to demonstrate?)
Comments:
Yes No
Is the objective related to improvement in an area of academics?
(Note: If none of the student performance objectives relate to
4 academics, the school needs to be prepared to explain why X
academics are not a priority for growth over the next seven years.
Comments: While not addressing ONE area, the objective addresses academic
performance.
Yes No
Is the realization of the objective stated as seven years from the year
5 X
of the teams visit?
Comments:
Yes No
Has the school identified how it will measure progress toward the objective over
the next five years, i.e.:
1) Have measures been identified to determine achievement of X
the objective?
2) Are baseline data included for each assessment? (MSA
6 requires that at least one measure has baseline data in place X
by the time the team arrives.)
3) Is the baseline year in which the data for each assessment
X
were collected included?
4) Are challenging and appropriate seven-year performance
targets set for each assessment used to measure achievement X
of the objective?
Comments:
Yes No
Is the objective measured by both external and internal assessments
8 X
when appropriate and available?
Comments:
Objective is accepted.
One of your belief statements recognizes the unique talents and abilities of each student.
This objective effectively models that value as it addresses both the success rate in College in
High School and failure rates in all courses. Action plans could include identifying those
disciplines that are most in need of attention and focusing on them for improvement.
To improve the quality and structure of the educational program, Serra Catholic High
School will have a written curriculum in place for each academic department by the year
2022.
This objective will be measured by department over the next six years.
A. Religion Department
Baseline Year: 2016-17
100% of courses have established a written curriculum.
B. English Department
Baseline Year: 2016-17
0% of courses have established a written curriculum.
D. Mathematics Department
Baseline Year: 2016-17
100% of courses have established a written curriculum.
E. Science Department
Baseline Year: 2016-17
0% of courses have established a written curriculum.
Yes No
Is the objective stated as a desired end result in organizational
capacity? (What does the school system have to do better or
1 X
differently in its programs, services, activities, and/or operations to
produce the levels of student performance desired?)
Comments:
Yes No
Is the realization of the objective stated as seven years from the year
3 X
of the teams visit?
Comments:
Yes No
Has the school identified how it will measure progress toward the objective over
the next seven years, i.e.:
1) Have measures been identified to determine achievement of X
the objective?
2) Are baseline data included for each measure? (MSA requires
4 that at least one measure has baseline data in place by the X
time the team arrives.)
3) Is a baseline year in which the data sets for each assessment
X
were collected included?
4) Are challenging and appropriate seven-year performance
targets set for each assessment used to measure achievement X
of the objective?
Comments:
Yes No
Has the school identified multiple forms of assessment to measure
5 X
accomplishment of this objective when appropriate and available?
Comments:
Yes No
Is the objective measured by both external and internal assessments
6 X
when appropriate and available?
Comments:
By the year 2022, Serra Catholic students will demonstrate behavior that fosters a safe and
orderly learning environment as measured by the following:
Show an increase of at least 3% improvement from the previous years attendance
data
A 30% decrease in the number of students who were late to school 10 or more days in
an academic year
A 20% decrease in the number of major disciplinary infractions as identified in our
discipline records from 2014 -2016.
Describe the evidence that led the school to determine that the area of student performance
on which this objective is focused as a priority for growth and improvement.
Based on the attendance/tardy reports from the previous years data, we felt that our students were
taking advantage of the attendance/tardy policy that we have in place. There were several students
that were above the allotted amount of absences and tardies that are allowed based on our school
policy. We also felt that our discipline could be better based on the disciplinary reports from the
previous years. With discipline having a direct correlation with academics, we felt that we should
include it in this objective as well.
Who participated in developing the action plan for Student Performance Objective #1?
17For example, student, teacher, parent, administrator, central office staff, governing body, community member,
etc.
Excellence by Design Self-Study (2014) Page 155
2014, Middle States Commissions on Elementary and Secondary Schools
Objective One: By the year 2022, Serra Catholic students will demonstrate behavior that fosters a safe and orderly learning environment as
measured by the following:
Show an increase of at least 3% improvement from the previous years attendance data
A 30% decrease in the number of students who were late to school 10 or more days in an academic year.
Strategy: Identify and develop specific interventions for students with egregious attendance offenses through the implementation of the
Truancy Reduction Program. We also wish to develop partnerships with parents/guardians, coaches, teachers, and activity moderators to
support attendance in school.
Activity Responsibility Timeline Resources Indicators of Success Status
Identify students at risk for attendance issues SAP team Beginning of the Attendance records List of students at risk August
from previous years data school year from previous year given to main office 2017
(within first week) and Dean of Students
Weekly attendance reports will be printed out Dean of Every Friday Attendance reports Highlighted students Every
to alert the Dean of Students for students who Students that are to be called Friday
are approaching excessive absences during the down to Dean of year long
school year. Students and warned
about their attendance
or given discipline
Letters get sent out automatically after Dean of Dependent on Computer and Email responses from Year long
unexcused absence (every day) Students attendance Rediker software parents indicating
attendance offenses
Letters get sent out automatically after three Dean of Dependent on Computer and Parent recognition and Year long
unexcused absences to warn parents and students Students attendance Rediker software support in getting their
of demerits and detentions. child here on time
Hold regular (monthly meetings) with teachers Faculty and Monthly Computer Completed forms from Year long
and the AIU counselor to discuss any students Administration Google Form faculty and advisor
that may be of concern with tardy/attendance Rediker Software sheets indicating
Form will be sent out to the faculty to list any attendance
students of concern
Attendance and tardiness will also be
included in our quarterly advisor meetings
with students
Develop detailed explanation of Administration By the beginning of Computer Administrations increased Year long
expectations of responsibility for all the 2017 school Contract attention to professionalism
duties of a teacher year Teacher on teacher evaluations.
evaluation Observable uniformity of
Walk through discipline and instruction
checklist during administrative walk
through.
Need more accountability and Administration Before the start of Computer Detailed list of expectations Beginning of
communication between the the school year Contract and responsibilities for August 2017
administration and faculty teachers including time
(separation of powers) spent in the classroom and
Need detailed explanation of during coverages
expectations/ responsibility
o Homeroom teachers
o Cafeteria moderators
o Classroom teacher
What major findings for strengths and areas in need of improvement learned from the self-study were incorporated into this action
plan?
Our areas of strength include our commitment to our mission by ensuring our students follow the Catholic teachings that give them good morals
and character. Our area of improvement is being consistent with all the rules and policies that govern this mission. Tardiness and Absenteeism
are part of these policies that must be monitored more closely.
By the year 2022, Serra Catholic High School will demonstrate improved academic
proficiency as measured by:
An increase in the average student improvement on the math section of the PSAT
from sophomore to junior year by 25%
There will be a pass rate of 80% of students successfully completing our college in
high school classes with a final grade of a B (80%) or better based on the college
grading scale.
There will be a decrease in failure rate for all classes in which students are enrolled by
5%.
Describe the evidence that led the school to determine that the area of student performance
on which this objective is focused as a priority for growth and improvement.
With our school being a college preparatory school, we offer a rigorous and challenging curriculum
that gets students ready for college and beyond. Because of this, some students have a difficult time
performing at the level we believe they are capable of. In 2014-2015 we had nine failures and in
2015-2016 we had 13. This means that we need to be more consistent with monitoring students
grades and offering them more help before they start to fail. We also intend to keep our standards
high by increasing our PSAT scores and having a higher pass rate for our college in high school
classes.
Who participated in developing the action plan for Student Performance Objective #1?
18For example, student, teacher, parent, administrator, central office staff, governing body, community member,
etc.
Excellence by Design Self-Study (2014) Page 161
2014, Middle States Commissions on Elementary and Secondary Schools
Objective Two: By the year 2022, Serra Catholic High School will demonstrate improved academic proficiency as measured by:
Strategy: Increase in the average student improvement on the math section of the PSAT from sophomore to junior year by 25%.
Activity Responsibility Timeline Resources Indicators of Success Status
The math department will Math department Beginning of the Math curriculum Increase in math grades Year long
provide tutoring during year across the board for all
their lunch periods to grades along with fewer
deepen math skills learned math deficiencies
in class
Khan Academy will be Math department Beginning of the Math curriculum An increase in math grades, Year Long
utilized to help students year especially at the lower
practice the fundamentals level, for all grades. There
of math and build on that will also be fewer math
knowledge through senior deficiencies and an
year. Khan academy also increase in PSAT/SAT
has a test prep section that scores due to the test prep
helps to prepare students
for the PSAT and SAT.
Objective Two: By the year 2022, Serra Catholic High School will demonstrate improved academic proficiency as measured by:
Strategy: There will be a decrease in failure rate for all classes in which students are enrolled by 5%
Activity Responsibility Timeline Resources Indicators of Success Status
Academic reports will be Dean of Students/ Weekly starting Rediker Assessing more students at Year long
printed out weekly to AIU counselor/ at beginning of Computer risk which will create
identify at risk students School Counselor the school year increased grades and lower
deficiencies
At risk students will be SAP team Monthly starting Referal forms Interventions for students at Year long
discussed in SAP to see if at the beginning Academic risk due to learning
they need to be referred of the school year reports disabilities, mental health,
problems at home, or
drug/alcohol abuse
Objective Two: By the year 2022, Serra Catholic High School improved academic proficiency as measured by:
Strategy: There will be a pass rate of 80% of students successfully completing our college in high school classes with a final grade of
a B (80%) or better based on the college grading scale.
Activity Responsibility Timeline Resources Indicators of Success Status
Academic reports will be printed out Studies Office Start at the Computer Less deficiencies and Year long
every two weeks to review college in beginning of the Rediker higher grades for
high school grades across the board. school year College in students enrolled in these
high school classes
rosters
A separate column in the deficiency Studies Office Start at the Computer Less deficiencies on the Year long
spreadsheet will be made specifically Faculty beginning of the Online overall list over the
for college in high school classes to school year Gradebook course of the year. This
ensure these grades are being College in will mean higher overall
reached. high school grades.
rosters
Stricter standards will be made for College in high Before the Computer More eligible students January of
admission into college in high school school teachers course Course that can meet that every year
classes. Prerequisites will need to be Administration curriculum book curriculum standard. Increase of before course
made for each college in high school is sent out (By book teacher recommendation curriculum
class to ensure student success. January 2022). Class for enrollment. book goes
Syllabus out.
Provide reading and study skills Faculty At the start of Classroom Comradery between Year long
support for college in high school Moderators the school year rosters students along with
courses along with providing space based on student higher grades in each
for peer study groups. performance. course.
Our strengths from the self-study conclude that the curriculum is a central concern of all the schools
leaders, faculty members, and staff. This means that we genuinely care about the success of our
students. Our area of improvement is to maintain those high standards and concern for our students
by monitoring their grades more consistently. By printing out their grades weekly we have a better
chance at saving a student before they start failing a class. This is also helpful in recognizing if any
problems are occurring with the student such as problems at home or in school. By intervening
early, we have an increased chance at helping our students succeed.
To improve the quality and structure of the educational program, Serra Catholic High School will
have a written curriculum in place for each academic department by the year 2022.
Strategy: Teachers will be trained on how to effectively write a syllabus and curriculum for
each component of our educational programs. They will also collaborate within their
department (and cross curricular if applicable) to put this curriculum in place per the schools
timeline.
Describe the evidence that led the school to determine that the area of student performance
on which this objective is focused as a priority for growth and improvement.
With our school having a fairly high rate of turnover in recent years, it became increasingly apparent
that our academic program could be more enhanced and aligned if a written curriculum was in
place. Academic departments and individual instructors were expected to design their own
curriculum that would exceed state standards. This approach however lacked consistency because
of the great onus placed on each individual.
19For example, student, teacher, parent, administrator, central office staff, governing body, community member,
etc.
Excellence by Design Self-Study (2014) Page 165
2014, Middle States Commissions on Elementary and Secondary Schools
Objective Three: To improve the quality and structure of the educational program, Serra Catholic High School will have a written curriculum
in place for each academic department by the year 2022.
Strategy: Teachers will be trained on how to effectively write a syllabus and curriculum for each component of our educational
programs. They will also collaborate within their department (and cross curricular if applicable) in order to put this curriculum in
place according to the schools timeline.
Activity Responsibility Timeline Resources Indicators of Success Status
Professional Development with Administration One day: TPS Utilizing the templates Year long with an
University of Pittsburgh and faculty Beginning of the curriculum provided by the established
consultant about syllabus and school year writing guide consultant, teachers will curriculum in effect
curriculum writing Computers effectively produce syllabi starting in August
and curricula in 2017. This
accordance with the state curriculum will be
and Diocesan standards. reviewed every
year.
Department meetings will be Faculty One day Computer Completed scope and Year long
scheduled to set up scope and School sequence for each
sequence for the classes Calendar department.
offered from freshmen to Due dates established
senior year. A tentative by department based on
timeline for curricula goals will the timeline that was
also be determined. created.
Professional Development days Administration Year long Computer Progress and completion Year long
will be scheduled into the and faculty TPS of the documents along
school year to design curriculum with meeting department
curriculum writing writing guide goals in terms of the
timeline.
Have cross curricular Faculty Year long as Computer
departments meet to go over needed Curricula
curriculum overlap (English rough drafts
with Social Studies and Science State/Diocesan
with Math). standards
Our strength is having a faculty that is dedicated to the success of their students by teaching them a rigorous curriculum. We also have a
very friendly faculty that collaborate together well in order to achieve school goals. Our area of need is that we do not have a written
curriculum, only plans made by each individual teacher. We need to work together by department in order to have a written curriculum for
each of the courses that we offer to ensure that they are scaffolded between each grade and in consideration of academic level.