St Accreditation SMS June... · Web viewOf all the elementary students attending school in Moscow (public, charter, and private), 10% attend St. Mary’s School. Family Status We

St. Mary’s School Self Study 2007-2009

Who are we?

The city of Moscow is located in northern Idaho, nestled between Moscow Mountain and the beautiful rolling Palouse hills. With a small town friendliness and safety, Moscow is also a great location for higher education, being home to the University of Idaho. Washington State University just across the state line is seven miles to the west.

Moscow is the "Heart of the Arts", with the annual Lionel Hampton Jazz Festival, Rendezvous in the Park, Farmers Market and summer theatre at the University of Idaho. There are several art galleries and a local combined symphony and choral group made up of performers from both Idaho and Washington.

Moscow is also a great place for those who love the outdoors. Camping, mountain biking, skiing, fishing and snowmobiling abound, with some of the best big game and upland game hunting in the world located nearby. The best rapids are found not in Colorado, but right here in Idaho.

After settlers arrived in 1871, the town became known as Hog Heaven and then as Paradise Valley. In 1877, Samuel Neff filed for a postal permit under the name of Moscow because the area reminded him of his hometown of Moscow, Pennsylvania.

In 1875, the city's first store was opened on what is now the main street. Moscow grew with the arrival of the railroad in 1885 and the town became incorporated in 1887. It was later chosen as the site for a land-grant institution, the University of Idaho (1889) as part of a deal to place the capital of Idaho in Boise, Idaho. Idaho achieved statehood in 1890.

Eighteen years later, 1908, three Ursuline nuns from Ohio answered the call by Bishop Glorieux of Idaho to come to Moscow to open a school for the young people of the Palouse.

The school has undergone many changes. The original Ursuline Academy was housed in an old farmhouse in 1908. Many add-ons occurred in the next 50 years to meet the needs of the students. Those who were able to come to the school were educated; those who needed to be boarded, due to distances, were given the space to live, eat, and study for an education. Through World Wars, the Great Depression, epidemics, good times and bad, the Ursuline Sisters and their many co-workers educated hundreds of elementary school students through the years. High school education was added when it was needed. In the late 1940’s, University of Idaho employees expressed the need for quality education and childcare before elementary school. So the Ursuline Sisters established St. Rose’s kindergarten and preschool, which was unheard of at that time. Ursuline Academy continued until the 1950’s when student population was booming and building codes were changing. The Sisters knew they could no longer do their education work on their own auspices so they undertook the aid of St. Mary’s parish. They sold the property for

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the new school for $1000 to the parish in May 1956. Groundbreaking and raising funds for the new school began. By September 1956 students from Grades 1 through 8 moved their books and desks from Ursuline Academy into the newly built St. Mary’s Parish School across the street on North Monroe.

The school continued to flourish and grow but there were a few bumps in the road. There was the promise of a new gym, which did materialize until 2008. Grades 7 and 8 were closed in 1966 after Moscow Junior High/High School switched to a 3-year configuration (grades 7,8,9 for Jr. High). This allowed the school to convert two rooms into a multi-purpose room. Since that time, the multi-purpose room was used for: PE classes, music, assemblies, lunchroom, Mass (on inclement days), parish events (until the parish built a center in 1980).

By 2002 the discussion for a new gym reached a climax when the School Board did initiate a Feasibility Study. Through many ups and downs dealing with the raising of funds, neighbors, city council, diocese, and the architects, the building began in July 2007 and the gym was able to be occupied by the 100th Anniversary on September 14, 2008.

Self-Study WCEA

In 2007, St. Mary’s Elementary School was asked to be a pilot school for the WCEA/WASC Process for School Improvement, which will be the accrediting program for the schools in the Diocese of Boise. The Catholic schools in Idaho previously had been accredited by the State of Idaho. This program ended in 2007 requiring the Catholic schools to look for a new source of accreditation. Although the WASC/WCEA Process for School Improvement was new, St. Mary’s School had previously been working on its School Improvement Process through the state of Idaho during the past several years.

In November 2007, the principal, and vice-principal /second grade teacher went to Boise to meet with the Superintendent of Catholic Schools and Brother William to start the WCEA/WASC process. The first assignments were the mission statement, data collection, beginning surveys, and the adoption of our vision statement. St. Mary's school also chose committees. The committees began working during the winter and spring of 2008 in order to complete the report in a timely manner.

The faculty and staff met in January 2008 and committees were organized to begin collaboration for different areas of the document. Since we are a very small school, committees set their own meetings to work on their different areas. Committees were asked to finish input by mid-May. The two in-depth studies for our WASC self-study were religion and language arts. The report was written during the summer of 2008. Staff met for corrections and other input in the fall of 2008.

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St. Mary’s ElementaryWCEA/WASC 2007-2009

Leadership Team

Father Joseph Schmidt - pastorSister Margaret Johnson, osu – principalPeggy Quesnell – vice-principal/ 2nd grade teacherPam Wimer – vice-principal/3rd grade teacher

WASC Committees

Category A Student/Community Profile

Peggy Quesnell – vice-principal/2nd grade teacherElizabeth McEvoy – 5th grade teacherDiane Payton – secretary

Category B Curriculum and Instruction

Pam Wimer – vice principal/3rd grade teacherRose Helbling – technical specialist, aide, librarianMonique Lillard – parent Beverly Wolff – 1st grade teacher

Category C Support for Student Personnel/Support for Spiritual and Academic Growth and Support for Catholic Identity

Sister Margaret Johnson, osu – principalSandy Otto – classroom aide, and former parentKaren Herrenbruck – 4th grade teacherDonna Plummer – classroom aide, school board member, and parentChristine Lohrmann – 6th grade teacher

Category D Management and Development

Ed Wimer – business managerMary Edwards – parent, school board memberPeggy Quesnell – vice-principal/ 2nd grade teacherPam Wimer – vice-principal/3rd grade teacher

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School Improvement Plan

WASC/WCEA Report Committees

Chapter 1 Student/Community Profile Peggy Quesnell

Elizabeth McEvoy Diane Payton

Chapter 2 Surveys/Progress Reports

Sister Margaret Johnson, osu

Chapter 3 Schoolwide Learning Expectations

Peggy Quesnell Sister Margaret Johnson, osu Pam Wimer

Chapter 4A. Organization for Student Learning Peggy Quesnell, Elizabeth

McEvoy, Diane PaytonB. Curriculum and Instruction Pam Wimer, Rose Helbling,

Monique Lillard, Beverly WolffC. In- Depth Studies Sister Margaret Johnson, osu,

Sandy Otto, Karen Herrenbruck, Donna Plummer, Christine Lohrmann

D. Support for Student Growth Ed Wimer, Mary Edwards, Pam Wimer, Peggy Quesnell

Chapter 5 School Improvement Plan

Sister Margaret Johnson, osu, Peggy Quesnell, Pam Wimer

Chapter 6Implementation of School Improvement Action Plan

St. Mary’s School Teachers, Staff, and School Board

Addenda

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St. Mary’s Elementary Faculty and Staff 2008-2009

Administration

Father Joseph Schmidt PastorSister Margaret Johnson, osu PrincipalPeggy Quesnell Vice-principalPam Wimer Vice-principal

Faculty

Beverly Wolff*/Rachel Elliot** Grade 1Kara Klaveano** Grade 1 Sub/AidePeggy Quesnell Grade 2Pam Wimer Grade 3Karen Herrenbruck Grade 4Elizabeth McEvoy Grade 5Christine Lohrmann*/Katherine Crump** Grade 6Debby Davis PENikki Crathorne Music

Staff

Diane Payton SecretaryJudy Divilbiss* Erin O’Rourke** AideDonna Plummer AideMercedes Frausto Aide/AfterschoolChris Lohrmann AideSandy Otto AideSiri Ward AideRose Helbling Technology Specialist, Librarian, AideBen Bayley Afterschool DirectorScott Olivera CustodianEd Wimer Business Manager

* Denotes former staff as of fall 2008 ** Denotes new staff as of fall 2008

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Chapter 1

A. School Community Profile and Supporting Data

St. Mary’s School is a cornerstone of education in Moscow, Idaho. The Ursuline Sisters founded St. Mary’s School in 1908. Our mission is to educate the whole person. It flows from our Vision Statement that states:

“Imagine your child…

Increasing daily in respectfulness, resourcefulness and responsibility,Focused daily on God’s loving presence,Being guided daily by devoted and professional teachers,Being equipped to excel…and growing daily in confidence.

Imagine your child changing the world!”

St. Mary's/St. Rose's School is the foundation that gives students these gifts so they may become Dream makers and world changers.”

From this vision Statement comes our mission Statement, “ St. Mary’s School exists as a vital part of our St. Mary’s Parish ministry to support families in the total education of their children. We encourage students to grow spiritually, to develop a lifelong love of learning, and to strive to achieve their highest personal and academic potential.”

This mission statement is published in our handbook, and our parents sign an agreement at the beginning of each school year to demonstrate that they understand and support the vision and the mission of our school and its goals and policies.

St. Mary’s School makes a commitment to the students and families to provide a learning environment where each student is given the attention needed to be successful. We have well-trained, professional, accredited teachers, as well as numerous volunteers (including parents, members of the community of Moscow and St. Mary’s Parish) that give their time and talent so that the students can have the needed individual and group instruction to learn more effectively.

We expect our students to work hard, do their best, and challenge themselves. Due to the number of persons involved in our educational program (teachers, aides, volunteers) we have many opportunities for our students to work independently and in small groups. Our staff works hard to ensure that students are accomplished in basic skills and move ahead at their own rate, especially in math, reading, and language arts. (See test scores pages 12, 13)

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Our fine arts program helps our students excel in a variety of areas, including art, drama, band, and vocal music. St. Mary’s School has an outstanding music program. Our band and choir rehearses before school and over 75% of our students participate in these programs. Our choir and/or jazz band, over the past several years (since 1990), regularly take top honors at the Lionel Hampton Jazz Festival (including 2007 and 2008). We do music programs twice a year plus participate in the University of Idaho Homecoming parade and game. Art classes explore art concepts, encourage creativity and expose students to different mediums.

Journalism Club uses the writing and creative talents of the students. Our yearbook is totally student generated, using on-site technological tools. Our previous first grade teacher is on staff for the Northwest Inland Writing Project.

We strive to help our student become independent learners and we focus on developing leadership skills in our students. These skills are developed via student council, which plans activities and programs during the school year, students being our prayer leaders at Mass which helps them become comfortable speaking before audiences of different sizes, and our music program helps students learn, use and cultivate performance skills. We encourage our students to use their specific gifts (which we highlight on birthdays) in working with other students, and have older students buddy with younger students on activities and field trips. We are a school that works together for the support of all.

Student Information

St. Mary’s School has an enrollment of 105 students (2008-2009) in grades 1 through 6. Most of the students are Caucasian but students of Asian, African- American, Chinese, Hispanic and French descent are also enrolled. The majority of our students are Catholic and mostly belong to St. Mary’s Parish or St. Augustine’s Parish. The rest belong to parishes in Pullman, Washington, Potlatch, Idaho and other nearby communities. Since 1995, enrollment remains between 95-115.

Moscow is a community of approximately 20,000 including university students and staff that move into and out of the area. There are 4 public elementary schools, 1 classical Christian school, 1 charter school and two other schools associated with other churches. It is estimated that over 200 families home school in Moscow. The community has always been a strong supporter of education shown by the number of schools in Moscow compared to the size of the community.

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Enrollment by Grade Level for 2007-2008

Grade Male Female Total1 11 12 232 7 3 103 10 8 184 8 7 155 5 9 146 7 11 18

Enrollment by Grade Level for 2008-2009

Grade Male Female Total1 14 9 232 10 13 233 7 5 124 11 8 195 8 7 156 5 8 13

Facts About Moscow, Idaho:

Moscow, Idaho is situated in Latah County and its land area is 6.15 square miles. It is situated 67 miles south of Spokane, Washington (center to center) and 257 miles east of Seattle, Washington. It is considered one of the quad cities, along with Lewiston, Idaho and Clarkston, Washington and Pullman, Washington.

Population in July 2007: 23,223. The last census (2000) had the population at 21,291 residents in the city. There has been a population change of +7.7% since 2000. Population density: 3695 people per square mile

Estimated median household income in 2005: $27,400 (it was $26,884 in 2000)

22.4% of the population is at poverty level (3,878)

Races in Moscow:White Non-Hispanic (91.0%) Hispanic (2.5%) Two or more races (1.8%) American Indian (1.2%) Chinese (1.1%) Other race (1.0%)

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http://www.citytowninfo.com/places/washington/spokane

Black (0.9%) Korean (0.6%) Median age is 24.4 (this is younger than average age in the U.S.).Families (non-single residences) represent 50.1% of the population, giving Moscow a lower than average concentration of families.

Moscow compared to Idaho state average:

Median household income below state average. Median house value above state average. Unemployed percentage above state average. Black race population percentage significantly below state average. Hispanic race population percentage significantly below state average. Median age significantly below state average. Renting percentage above state average. Length of stay since moving in below state average. Number of college students significantly above state average. Percentage of population with a bachelor's degree or higher above state average.

Since 1995 enrollment has fluctuated between 95 and 115 students yearly (1st through 6th grade).

St. Mary’s Five Year Enrollment Trend

Five-Year Enrollment Numbers

2004-2005 1072005-2006 1092006-2007 1042007-2008 972008-2009 105

St. Mary’s School Enrollment mirrors the enrollment of the Moscow School District. Our numbers have maintained around 100 students for the past 5 years. We are looking to increase enrollment and recognition of our school as a top academic resource for education in Moscow. Enrollment does fluctuate and is affected by the economy. Enrollment in Moscow Schools can be quite transient because of the Universities and the families that move in and out of the community. Given our many awards and achievements, we realize that we have a good image in the community but still many people in Moscow do not know we exist. Our goal is to average 25 students per classroom and become more visible to the Moscow community. Of all the elementary students attending school in Moscow (public, charter, and private), 10% attend St. Mary’s School.

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Family Status

We currently have approximately 85 families enrolled at St. Mary’s School. The majority of our parents are college educated, employed both professional and in trade and encompass low middle –middle and upper middle socio-economic status. The majority of families stay the full 6 years at St. Mary’s School and there are children and grandchildren of former students enrolled here.

School Surveys

St. Mary’s gave school surveys for input from:

All students, kindergarten through sixth grade All parents via email as well as offering surveys to each parent at conference time All teachers, kindergarten through sixth grade as well as music, art and physical

education All staff: who are either aides or consistent volunteer or another like the

secretary, student teacher, business manager, librarian, maintenance Pastor

Overall the input from each group regarding their experience of the school, its programs, interactions of the school community members, etc. was very positive in all areas. There was a good to excellent response (numbers wise) per group. Each group gave specifics on how the school could do better.

We were especially pleased to learn of the students’ appreciation for their teachers and what they are gaining as an education. High marks were given by parents regarding their satisfaction with the school in all its aspects as well as their willingness to encourage others (friends, neighbors, co-workers, relatives) to enroll.

In the addenda section to our report, there is a summary per group of surveys received. All submitted surveys will be available to read as Exhibits_________.

Student Performance

In 2005, St. Mary’s School received the No Child Left Behind Blue Ribbon School Award. It had been 16 years since another Idaho school received the award. Before we were able to apply for this award, we had to prove that our school was in the top 10% in math, reading and language arts of all the schools (private, public, charter, and Catholic) in the state of Idaho. Schools can only apply for this award every 3 years. We were awarded this because of our extremely high academic test scores, achievement, and outstanding curriculum in both arts and academics.

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For the past several years, St. Mary's School participated in Idaho Standards Achievement Tests (ISAT) administered through Northwest Evaluation Association (NWEA). Students are tested in mathematics, reading, and language. Students in all Idaho public schools and in all Idaho Diocesan schools took these tests. Our students (grades 2-6) test over the internet. This allows the program to branch each student according to his or her response. Correct answers keep advancing levels; incorrect answers either signal the program to try another question at that level and/or drop down a level. Exact levels are pinpointed. Achievement reports are available within twenty-four hours of testing; thus, quick feedback enables teachers/students to set individual goals and plans. The achievement reports show percentile scores (comparing a student to a large group of students of similar age or grade) and RIT (Rausch Units) scale scores (showing a student’s current achievement level). Based on the RIT score, student needs are identified via a learning continuum provided by NWEA. As an example, a math RIT score in number sense that falls between 151 and 160 what a student needs to do via specific skills. Once these are identified, the teacher sets up lesson plans and strategies to move through these areas quickly so as to spend more constructive time on the next level—the student’s actual instructional level.

In 2007, the state of Idaho changed to a new test vendor but the diocese of Boise chose to stay with the NWEA. Our tests are currently called MAP (Measure of Academic Progress), but these tests are comparable to tests administered in state schools.

In accordance with our motto, “St. Mary's School…a way of life,” student learning becomes quite individualized and a way of being with all students working at their individual level. MAPs tests give growth reports and show areas of deficiencies that can be addressed by the teacher to help student learning. These reports track the students all the time that they are at St. Mary’s School. The MAP tests taken by Catholic schools in the diocese of Boise are the only tests in the western United States that have a continuous test broken down by content to track students year after year.

Students have also participated in state required testing—Direct Writing Assessment (5 th), Direct Math Assessment (4th + 6th), and the National Catholic Education Association requests of all Catholic Schools using Assessment of Catholic Religious Education ACRE (5th). In-house at age appropriate levels, STAR Reading and STAR Math (Renaissance Learning), My Reading Coach (MindPlay), Cross Trainer (Lexia), SRA Reading Laboratories are used, too.

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As mentioned above, a variety of testing is used. Data is used for fine-tuning students’ needs. Following are examples of how this information is used:

MAP—based on RIT scores, teachers refer to learning continuum for goals and objectives at appropriate levels, often grouping students with similar needs.

IRI—administered if needed as a quick reference to refer students for reading intervention.

STAR Math—used to place individuals in the math library most instructional for them. (Accelerated Math libraries grades 1-algebra available on-site)

STAR Reader—develops individualized reading range which students use as a guide to choosing literature (fiction/non-fiction). (Accelerated Reading provides tests of which approximately 4,500 books available on-site)

My Reading Coach—provides detailed phonics, grammar, and comprehension diagnosis and practice in needed areas.

Cross Trainer—provides the teacher with a profile of students’ level of development in visual-spatial skills, recognizing strengths and weaknesses.

SRA Reading Laboratories—places each student at independent reading range from which students proceed independently in reading and grammar.

Classroom Reading Inventory (Silvaroli)—tests basic vocabulary, fluency, and comprehension and is used to develop reading groups in third grade and as a source of measurement for students’ growth.

Classroom tests/projects/portfolios, daily work, and observations allow teachers to gather information about student’s learning on a daily basis. From this almost constant evaluation, teachers and students can make goals and take responsibility for furthering their education.

We continually test and challenge students as individuals, yet build ourselves into community. We each have a place in God’s plan. We have unique gifts and talents, which we develop to share. This adds to a harmonious workplace where learning is both fun and challenging.

St. Mary’s Moscow

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Test Scores Spring 2008

Reading 8th 7th 6th

225.25th

218.54th

214.03rd

203.82nd

187.5Totals

Students Tested 17 14 15 18 10 64

53% Adv. 11 6 11 6 34

Pro 6 7 2 10 25

Basic 0 1 1 0 2

BB 0 0 1 2 3

Math242.4 237.9 224.8 209.2 193.3


78% Adv 15 11 11 13 50

Pro 2 3 4 5 14

Basic 0 0 0 0 0

BB 0 0 0 0 0

Language 227.3 220.7 218.3 206.3 195.3


56% Adv 9 7 12 8 36

Pro 7 5 3 8 23

Basic 0 2 0 0 2

BB 1 0 0 2 3

Proficient and Advanced:Reading 92%Math 100%Language 92%

St. Mary’s Moscow

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Test Scores Spring 2007

Reading 8th 7th 6th 5th 4th 3rd 2nd Totals


62% Adv. 7 12 9 10 13 51

Pro 6 6 4 5 3 23

Basic 1 0 2 0 1 4

BelowBasic

1 1 0 0 1 3

Math


72% Adv 10 14 12 15 8 59

Pro 2 4 2 0 9 17

Basic 3 1 1 0 1 6

BelowBasic

0 0 0 0 0 0

Language


62% Adv 9 10 7 12 13 51

Pro 5 8 7 3 4 27

Basic 0 0 1 0 0 1

BelowBasic

1 1 0 0 1 3


Band and choir meet before school on alternate days. About 70% of the students are involved in these extra-curricular classes. All students (preschool through sixth) have music class twice a week Research indicates that there is a strong correlation between students who take music regularly and their performance in math tests. Given our students’ performance in math and given the percentage of students involved in music we would concur with the research.

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Another side benefit to having so many students involved in a music program before school, many of the students appear to be focused, energized and alert to start the school day!

Staff Information

Staff ProfileName Grade/

Subject Catholic Degree ID

TeachingCredential

Catechist Certified

Rachel Elliot 1 No B.A. Yes WorkingPeggy Quesnell 2, Admin.

TeamYes B.M.

M.M. +Yes Yes

Pam Wimer 3, Admin. Team

Yes B.A. Yes Yes

Karen Herrenbruck 4 Yes B.S. Yes YesElizabeth McEvoy 5 Yes B.A., In process WorkingKatherine Crump 6 Yes B.A. Yes WorkingDebby Davis PE Yes B.A., B.S. Yes NoNikki Crathorne Music No B.A. Yes NoDiane Payton Administrative

AssistantYes B.S. No No

Rose Helbling Librarian, Aide, Technology

Yes B.S. No No

Sandy Otto Aide No No No NoDonna Plummer Aide Yes L.P.N. No NoKara Klaveano Sub/Aide Yes B.S. No NoSiri Ward Aide No No No NoChris Lohrmann Aide Yes B.A. Yes YesMercedes Frausto Aide/

AfterschoolYes B.S. No No

Erin O’ Rourke Aide No NoBen Bayly Afterschool

DirectorNo In Progress No Yes

Sister Margaret Johnson, osu

Principal Yes M.A. + Yes Yes

Scott Olivera Janitor No No No NoEd Wimer Business

ManagerYes B.S. No No

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Professional Development

Students’ learning is of utmost importance and is continually being monitored. As educators we realize that much of teaching is done by example. If we expect our students to improve and grow, we must also have faculty goals. Educational methods, research, and availability of materials change. We address these challenges in several ways:

Teacher development and love of learning are integral parts of St. Mary's School. Our faculty has a strong commitment to continual growth. As a faculty, we choose an area of focus and choose some among us to lead us and/or to find facilitators. With the University of Idaho (UI) located here, we have qualified personnel and classes held locally to accommodate us. St. Mary’s teachers and staff recently participated in classes from the Northwest Inland Writing Project. In 2000-our faculty identified technology as a focus area. We developed curriculum (1st-6th), tested each teacher for strengths and weaknesses, hired UI instructors, and acquired equipment. In the midst of this, J. A. Albertson Foundation designated grant money to be used for technology. In addition to purchases of equipment we never dreamed would be available to us, college level courses “Teaching With Technology,” and “Intel: Teach to the Future” were made available to all faculty/staff. The students are now guided in electronic portfolios, presentation media, and production. As students move into the Moscow Junior High, they are technologically competent.

Because we are a Catholic School our other focus is Catholic Catechetical Education. “Echoes in Faith” (Benzinger) is a video series that addresses current theology and practices necessary for full participation in our sacramental church. Staff recently finished this series and received certificates acknowledging this.

Improved student writing was the focus of the graduate level course, “Publish…the Prize,” (2005-2006). Northwest Writing Project works in conjunction with UI to offer this three-credit class. Teaching Reading Strategies was taken in 2006-2007. Catechetical certification was completed in the spring of 2007. Plans are in the works for new in-service classes in 2009.

In addition to the school-wide emphases, faculty and staff are encouraged to develop and share one’s gifts/interests. Although small, we are held accountable for continued learning. We routinely share materials and information, thus having many eyes on current issues. An example, in targeting struggling readers one teacher found and implemented Lexia’s computer program, Strategies for Older Students, with such success that it is used now in grades 3-6.

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Professional Organizations

National Catholic Educational Association (NCEA) --all are membersNational Science Teachers Association (NSTA)Association for Supervision and Curriculum Development (ASCD)Leadership Conference of Women Religious (LCWR)Sigma Alpha Iota (Women’s Music Honorary)Phi Kappa Phi (Scholarship Honorary)

Discipline and Classroom Management

Classroom Management

As stated on page 6, “St. Mary’s School exists as a vital part of our St. Mary’s Parish ministry to support families in the total education of their children.” We encourage students to grow spiritually, to develop a lifelong love of learning and to strive to achieve their highest personal and academic potential.” This statement can be found in our Vision and Mission Statements (p. 22).

Our expectations for students are high. The 3R’s (respect, responsibility, and resourcefulness) are the foundation of these expectations. Our staff works hard to ensure that students are accomplished in basic skills, have enough time to practice and improve these skills, and move ahead at their own rate of speed, especially in math and reading. We also expect our students to not be satisfied with the status quo but to work to the best of their ability beyond these expectations. Because of the aides provided for each classroom, students who have a hard time focusing are helped immediately and those that complete tasks early are encouraged to work on other projects and skills.

St. Mary’s School makes a commitment to the students and their families to provide a learning environment where each student is given the needed attention to be as successful as possible. Due to the number of persons (staff, volunteers, and parents) involved in our education program, we are able to have many choices for our students to work independently and in small groups. These groups are based on interest, ability, leadership skills, and cooperative learning. Students are mixed in a variety of interest and ability groups these groups are flexible and change all the time.

As a group, our test scores show students who graduate from our school are in the top 10% of the students tested in Idaho.

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Behavior Discipline Plan Handbook (www.stmarysmoscow.com)

In order to create an appropriate climate for learning, children are expected to comply with the disciplinary policies in effect at the school. Our goal is to provide a productive learning environment while at the same time promoting a positive sense of self-worth, dignity, cooperation, and self-discipline for all. Each teacher is the most effective agent for establishing and maintaining good discipline within his or her classroom. Parents will be notified if serious difficulties in discipline arise.

The philosophy of discipline of St. Mary’s Catholic school is based on the life and teachings of Jesus. These principles are the foundation for Christian learning. St. Mary’s strives to provide an education in a safe, disruption free environment where each person is valued as an individual.

Our behavior plan is founded on the principles of respect and responsibility. This enables our school community to provide students with opportunities to assume the increasing responsibility necessary to make appropriate decisions while still ensuring the security and well being of all. The administrators and staff members are prepared to act as role models so that there is consistency between what is expected and what is practiced. Within St. Mary’s Elementary School community, people will treat each other with respect. This means that everyone in our school is expected to show consideration for the rights, feelings, and property of others, and in turn each student should expect this from fellow students.

Students at St. Mary’s School are expected to act in a way that reflects the strong Christian values that have been taught by their parents as well as reflecting the philosophy of the school. Clearly established rules of conduct for the classroom and the school building help students to know and understand what is expected of them while they are under our care and supervision. Students are also expected to adhere to these rules when off school grounds on buses, field trips or at any extra-curricular event.

When occasions arise in which students do not reflect those high values, teachers will handle those situations appropriately and will communicate with the parents regarding the conduct. If necessary, the Administrative Team will become involved to the extent that the teacher and/or parents believe it will be helpful or that the administration believes it is necessary. Students, parents and participants in or at any extra-curricular event will demonstrate behavior that reflects the strong Christian values of Catholic education. Demonstrations at morning assemblies remind students of correct behavior.

For more detailed information, please see our Handbook, pp. 17-24.

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Facility

St. Mary’s School (formerly Ursuline Academy) began in 1908. Through these 100 years there have been several stages to the school’s development and several facilities.

Originally, the Ursuline Sisters started school in an old farmhouse. As students increased additional facilities we needed. For instance:

1. When boarders needed space to room and board, the Ursulines built additional space for them.

2. When there was a need for high school education, the Ursulines added space for their classes.

3. When there was a need for a gym for drama, music and sports, it was built.4. When parents requested early childhood education and childcare, the Ursulines

opened St. Rose Garden in the late 1940’s.

In the 1950’s, after World War II, there was a population explosion and a vital need for even more space. This was more than the Ursulines could handle on their own. They sold a piece of their property to the St. Mary’s parish and the parish built an eight grade school in 1956. The Sisters kept St. Rose’s Garden as a source of income (they own the convent; it doesn’t belong to the parish). The sisters tore down the old farmhouse, high school buildings and gym and built a new convent in 1962, which contains a pre-school/daycare and kindergarten.

St. Mary’s School has gone through two phases:

1. Grades 7 and 8 were closed in 1967 by the pastor2. Two classrooms were renovated into a multi-purpose room and became the

school’s gym, music room, lunchroom, assembly room, chapel (when the weather is too bad for the students to walk to church), etc. In addition, until 1980, the parish center was the only place the school could use for all its events and projects!

By 2002 a process was initiated to decide if the school needed new facilities (adequate space for PE classes, music, kitchen. It was decided that the school (as well as the local parishes would benefit greatly from additional space. Due to several reasons, construction was not started until July 2007. The gym was finished in September 2008 in time for the school’s 100th anniversary (September 14, 2008). The additional classrooms, kitchen, stage, elevator are framed in to be finished as the money becomes available. There are plans to renovate the current school building including, plumbing, electrical, renovating a classroom to be the library/media room; building an office for the principal (her office will be returned to a bathroom facility) and bringing the kindergarten into the St. Mary’s building.

The school employs one janitor, and volunteers help with extra projects and maintenance. Parish and family support help in these areas. Teachers, students and staff are also

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expected to take care of their rooms, desks and the school. Students are reminded to be “the Good Samaritan” if something needs to be taken care of in our school environment (e.g. picking up trash or putting things away).

Parental Support

St. Mary’s School receives tremendous support from our parents. Teachers are in contact with parents weekly via e-mail, letters, and phone calls to keep them up to date on what is happening in the classroom and school. Parents volunteer regularly in all classrooms and in our library. If a child needs extra help or support, parents are called in for a meeting to set goals and help the student in whatever area is needed. Our students also keep track of their own goals and benchmarks in the classroom and are aware of their own progress.

Formal conferences are usually held twice per year and teachers keep in regular contact with parents. Our fundraisers provide opportunities for our parents and families to get together for a good time and to support the school. Before school starts in August, there is a family barbecue and back to school night. Mid-year, a parent information night is held to be sure parents understand different areas of the curriculum. Parents are also invited to weekly Mass and prayer services and regularly sit with their children.

Family and student needs are addressed and prayed for regularly in the classroom and at assembly when requested.

External Factors

St. Mary’s School was started in Moscow in 1908 by the Ursuline Sisters and celebrated its 100th anniversary of Catholic Education in 2008. We are connected to our parish and community through a variety of service projects. We clean “D” street twice a year, we’ve collected food for the food bank, entered art projects in the fair, have Vandal pen-pals, student teachers and aides from the University of Idaho, high school aides from Moscow High School that come 4 times a week, and parent and parishioner volunteers in our lunch program. We pray for the intentions of the parishioners, families, and the community. And, as mentioned above, St. Mary’s School receives tremendous support from our parents. Our administrative team, composed of our principal and two assistant principals, goes over policies and communicates expectations to the faculty, staff and parents at the beginning of the school year. Goals are set with the students to help them track their own achievement.

St. Mary’s School has a strong and cooperative relationship with the Moscow School District. Our teachers do workshops for public school teachers and we are invited to meetings and to share information with the Moscow Curriculum Director on successes we have had (especially with computer technology that helps students grow in basic

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skills). Since our school only goes to grade 6, our children usually go on in the public school system. The Moscow School District also services our school with Title I services (as needed), Title II-A, Title V-A, gifted and talented, special education and speech, and free and reduced lunches. The Title I teachers from the public school always comment on how much they enjoy working at our school with our children.

St. Mary’s students have a good reputation among public school teachers for their work ethic, study skills, responsibility, and good citizenship. We find that their accomplishments are high and they are good managers of their time and talents. Former St. Mary’s students are nominated regularly for leadership positions among their peers, earn academic awards and participate in many extra-curricular activities (drama, sports, and music to name a few).

We participate in, and sponsor, several programs with the Moscow School District. Some of these are a track and field day for 5th and 6th graders, special swim classes for 4th and 5th graders, Moscow All-City Band (which is directed by our music teacher), fly-fishing classes with the Moscow School District and our school joins with the public schools to participate in the University of Idaho Homecoming Parade and the Lionel Hampton Jazz Festival at the University of Idaho, and the Watershed Festival put on by the Palouse Clearwater Environmental Institute. We are invited to participate in the Science Fair put on by the Moscow School District in March each year. The 6th graders go to a Science Camp in the fall and an environmental day with other Moscow 6th graders in the spring each year. Our PE teacher wrote a grant with a Moscow School District PE teacher and we have co-operative fly-fishing classes during spring semester. We also participated in the Dare Program, which is for all the 5th and 6th graders in Moscow, through 2008.

We connect with other Catholic Schools in our region, which is spread out over a 100-mile radius. Our principal meets regularly with the Catholic School principals and one or two teachers meet with other teachers at their grade level. They go over curriculum and share ideas.

St. Mary’s School evaluates our curriculum in accordance with guidelines set by the Diocese of Boise. The staff sets personal and professional goals. Students set goals for themselves in their classes. As part of the continuous improvement plan that we have followed over the past several years, goals are updated and reviewed for St. Mary’s School.

(Growth goals – synthesized data)

B. Supporting Data

See Exhibits and test scores PP. 13-14

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Chapter 2 – Progress Reports

We do not have progress reports at this time because we are piloting this Accreditation program.

Chapter 3 – Schoolwide Learning Expectations

A. Vision/Mission/Philosophy Statement WCEA 2008

OUR VISION STATMENT




St. Mary’s/St. Rose’s School is the foundation that gives students these gifts so they may become

Dream makers and world changers.

OUR MISSION STATEMENT

The mission of our St. Mary’s Parish Church “is to extend the Kingdom of God through our church community by growing in faith, love and service” (Mission Statement of St. Mary’s Church). We at St. Mary’s Parish Elementary School exist as a vital part of the parish’s ministry to support families in the total education of their children. We encourage students to grow spiritually, to develop a life long love of learning, and to strive to achieve their highest personal and academic potential.

As a school community, there are certain key values that we both hold and desire to entrust to our students. These are:

1. FAITH in the cornerstone of our beliefs 2. RESPECT have for one’s self and others, and for all life 3. RESPONSIBILITY be accountable, dependable and reliable 4. TRUST confident and honest 5. CARING show compassion and kindness towards others

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6. FAMILY care, share and learn together

PHILOSOPHY STATEMENT

In living out the philosophy of St. Mary’s School, the faculty/staff strive to help the students grow in mutual love and respect for themselves, others and God. We teach our students the 3 R’s (respect, responsibility, and resourcefulness) to help them grow into responsible citizens and faith-filled adults.We strive to do this by:

1. Providing daily times of prayer, religious teaching and nurturing of the child’s spirituality

2. Having weekly liturgy and other prayer experiences which are participated in and developed by the teachers and the students

3. Encouraging positive self-imaging4. Providing for a positive, loving Christian environment5. Helping students deal with their feelings6. Fostering respect for the uniqueness of each person7. Providing an outstanding academic program that is enhanced by the fine arts and

physical education.8. Challenging every individual at his/her learning level with opportunity for success9. Encouraging each student to think for himself/herself10. Providing exposure to diversity of people, experiences and concepts11. Creating a trusting atmosphere where students can feel free to take risks and grow

The above was in place before we started the Schoolwide Learning Expectations process.

Schoolwide Learning Expectations (aligned to our philosophy statement)

A. St. Mary’s Student is one who grows:

Spiritually, in a learning environment that develops students understanding and love of Christ, self and others throughout a life-long journey of faith. This is done daily through religion classes, weekly Mass, modeling in the classroom by teachers, aides, and peers, and supported by prayer, respect and concern for others. (Philosophy Statements 1,2,3,4)

Intellectually, with the opportunity for each student to develop his/her full potential as a life-long learner. (Philosophy Statements 7,8,9)

Academically, having the opportunity to strive for academic excellence and the ability to progress ahead and work beyond grade level. (Philosophy Statements 7,8)

Emotionally, being in a God centered environment that promotes respect for God, others, and self. (Philosophy Statements 3,4,10,11)

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Morally, in a Christ centered environment, which uses the principles of the Gospels, supported by classroom teaching, discussion and prayer to enable the formation of conscience. (Philosophy Statements 3,4,5,6,11)

Socially, where students develop personal relationships and the ability to appreciate diverse views, approaches, and cultures. (Philosophy Statements 3,4,5,6,10)

Physically, with opportunities for, and an understanding of, the need for physical well-being. A well-rounded curriculum supports the physical, social and spiritual growth of each child. (Philosophy Statements 3,4,7,11)

Aesthetically, with an understanding of, as well as opportunities and means of expressing, aesthetic creativity via music, band, choir and the arts. (Philosophy Statements 3,6,7,9,10,11)

B. Summary of the Process used to determine Schoolwide Learning Expectations

About 1997, the Diocese of Boise implemented a program for the whole Diocese called RENEW. Each parish met and reflected on goals, prayer, and how the parish wanted to move forward. As part of this the faculty and school board reviewed our vision and mission statement and set goals and expectations for the students at St. Mary’s School. These goals and expectations are reviewed yearly and updated as needed. The vision statement was added in 2008. As part of the accreditation process for the State of Idaho, St. Mary’s school worked on a continuous improvement plan. We are now transitioning to the schoolwide learning expectations format but these ideas and expectations remain consistent.

C. Explanation of how students and parents know the schoolwide learning expectations and are able to recognize when they are meeting one or more of these expectations.

Schoolwide learning expectations are found in our handbook and on our website <www.stmarysmoscow.com>. Classroom teachers visit with parents at the beginning of the year to let them know what is expected from each child. Expectations are modeled and encourage by the teachers in religion lessons, academic lessons and expectations. These expectations are integrated in the curriculum, discipline plan, academic, and religion program. As a Catholic/Christian/Christ Centered School, these expectations are the foundation of the school.

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Chapter 4: Self-Study Findings

A. Organization for Student Learning

1. School Mission and Philosophy

CriterionThe school has established a clear statement of mission and philosophy that reflects a commitment to Catholic identity, thoroughness of instruction, a focus on the needs of the whole person, parents as primary educators, teachers a facilitators of learning, and recognition of the dignity of all members of the school community.

The vision, mission, and philosophy statements of St. Mary's School are aligned with the mission statement of the Diocese of Boise and St. Mary’s Parish in Moscow. The mission and philosophy statements were developed over 20 years ago but are continually reviewed to be sure they still align with our learning expectations. Staff, school board, and the pastor are the primary groups that review the statements regularly. The latest update is our vision statement, which was added in 2008.

The vision, mission and philosophy statements are visible in our handbook and on our website. These statements reflect our commitment to a Catholic education, and to an education, which focuses on the needs of all the members of our school community. We encourage students to “grow spiritually, to develop a life long love of learning, and to strive to achieve their highest personal and academic potential.”

St. Mary’s recognizes that parents are the primary educators of their children and teachers are there to facilitate learning and support our parents. Parents are welcomed in the school and teachers work and collaborate with parents for the benefit of each child. Parents often work as volunteers in a variety of ways (e.g. classroom, lunch room, art, vision screening, and field trip drivers).

The Mission statement of St. Mary’s School calls us to teach to the whole child. We are committed to a multifaceted approach to help students learn. We provide exposure to a diversity of people, experiences and concepts and facilitate religious formation to encourage life long learning.

St. Mary’s School is continually growing, learning and moving forward in faith and curriculum. Our intent is to enable our students, through a challenging curriculum and as a faith community, to reach their full potential as Catholic/Christian individuals.

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2. Governance

CriterionThe school administration (pastor, principal, and administrative team) seeks input/participation from members of the school community, adopts policies which are consistent with the school mission and philosophy, delegates implementation to the professional staff, monitors results, and is committed to sharing the Catholic vision.

The Governance of St. Mary's School is aligned with the Diocese of Boise and St. Mary’s Parish, Moscow, ID. The school staff is involved and provides input about the principal and administrative team each year.

The pastor of St. Mary’s Church is the head of the parish and the local superintendent of the school. He delegates the administration of the school to the principal and administrative team. The pastor hires the principal, reviews and approves school budgets, projects, and school board activities. He is involved in monthly school board meetings, and attends the St. Mary’s School Auction and other fundraisers, has weekly school Masses and also visits the school as his schedule permits. He works to help develop support of the school and a sense of community in the parish. The pastor stated to the principal that, “ This parish school is absolutely key to the life of the parish. If the school did not exist, the parish would be diminished.”

The school board is mainly comprised of parents. Its role is to give advice to the pastor and principal on the school. It has the responsibility of being sure the school is financially solvent. It gives input to the pastor on the performance of the principal and administrative team.

The Superintendent of Catholic Schools (in Boise) along with the pastor and principal work to insure that decisions and policies are made in accordance with diocesan policies. The principal meets regularly with other Catholic School principals in the area for the support of all the Catholic Schools.

The principal keeps the pastor informed of situations where his expertise and guidance are needed. He is also involved in serious student disciplinary matters as well as personnel matters including the hiring of new teachers. The Pastor and principal work to be sure the school is in compliance with all Diocesan policies.

In 2002, the present principal was called by her religious order to assume a leadership role in the Ursuline Sisters. However, several people felt strongly that she remain at the school in some leadership capacity. The reason was due to the start of the capital campaign for the gym/expansion. It was decided to establish an administrative team comprised of three persons with certain “expertise”. In reality it is like a President/Principal model for an elementary school. The team is still in operation.

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The principal’s duties were divided between two teachers of the school that had been on staff for several years. These teachers take care of scheduling, reports, discipline and various activities of the principal as needed. When the principal has to be gone they step in for her. This has been very successful and the staff supports the Team.

The principal and/or administrative team attend all meetings of the School Board, Foundation Board and various other school meetings. Parents may contact the principal or any other member of the team by phone, e-mail or come in for a conference.

The principal and administrative team are responsible to be sure that up-to-date curriculum is adopted, evaluate staff and teachers and help to establish school procedures and programs. Surveys are taken regularly and parent input is requested to help evaluate curriculum and programs.

High Academic Standards are set for students. St. Mary's School was named a Blue Ribbon School 2005 and in that year St. Mary's School 6th grade students were first in the state of Idaho in Reading. You can see by our current test scores (pp.10, 11) that we continue this tradition. In 2008, our 6th grade math scores also again placed us very high in the state. We continually test in the top 25 % and more often in the top 10% of students in the state of Idaho (public, private, charter and parochial). The administrative team, teachers, staff, and the superintendent, as necessary, also review test scores, report cards and any other assessments during the school year,

The principal is committed to the spiritual and professional growth of the staff. Staff completed the series “Echoes of Faith’ for Catechetical Certification in 2007. The principal and staff set a good example by attending Masses and guiding liturgies planned by students and participate in parish ministries. Catholic staff members are regular attendees at Sunday Mass and participate in parish activities. In the past few years, many staff members completed classes taught by the Northwest Inland Writing Project and Albertson’s Intel Teach to the Future.

The administrative team and principal encourage students, staff and parents to participate in school activities, parish programs, school functions and fundraisers (which also help build community). There is a monthly newsletter-promoting student and staff achievements as well as faith connections and messages. Information and news is also published in the Idaho Register (the state Catholic newspaper) and the Parish bulletin. A monthly packet is sent home with a calendar and other important news and information for the month. Parents are asked to sign and return the folder to show that they received it. Information about the school is also put on the website <www.stmarysmoscow.com> and updated regularly. News is also sent home through the DRAGONFLY JOURNAL, and newspaper written and published by the journalism club.

The principal, administrative team and the financial manager are the financial planners for the school. A budget is prepared yearly, presented to the school board and gone over by the budget committee, school board and the Pastor. It utilizes data to plan for future years. We are currently in the midst of expanding and renovating the school.

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School policy decisions are made by the Pastor and Principal with input from the staff, school board and when appropriate, parent committees. Decisions are made in accordance with the Mission and Philosophy Statements of the school as well as in accordance with Diocesan Policies. The principal works with the staff, students and parents to implement the decisions.

Our School Board, which is advisory, is comprised of parents, parish members, and staff members. Their role is to give advice to the pastor and principal regarding school issues. They are responsible for the finances of the school as well as promoting the school at all levels to the community. Board members serve for a three-year term. New members are chosen yearly, by lot, after praying over the names.

Parents, teachers, staff and students are invited to bring concerns or ideas to the Principal and Administrative Team. Concerns may also be brought to the school board following proper procedure as stated in the handbook.

The staff participates in school activities, fundraisers, and a sense of Christian community is well established. Many classes have prayer walls and help students continually pray for the needs of the community. We are asked by people outside the school to pray for their needs. The staff also meets in the morning before school starts and prays together for the needs of the students as well as each other.

Staff also works to develop good behavior and attitude. Staff works to encourage positive behavior and good manners and this is addressed in both the classroom and morning assembly. Students are able to discuss concerns with staff members and the staff and principal work to create a safe environment where children are not afraid to discuss any concerns or personal needs.

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3. School Leadership

CriterionThe school leadership encourages the cultivation of Catholic values and the spiritual formation of the school community, focuses the energies of the school on achievement of Schoolwide Learning Expectations, empowers the staff, and ensures shared accountability for student learning.

St. Mary's School celebrated its 100th birthday in 2008. As the core of Catholic Education in Moscow for 100 years we have had a lot of experience in the cultivation of Catholic values, spiritual formation, and helping students to grow and become active members of their church and society.

The principal and administrative team support Catholic spiritual formation by promoting the mission and philosophy of the school. Students participate in daily prayer and religion classes, are the prayer leaders at weekly Mass, and meet daily with the entire school to pray for others. Some of the school service projects this year have helped Heifer International, Shoes for Honduras, street cleaning for Earth Day, collecting gloves and mittens and food for needy families and the food bank, praying for the needs of Parish Members and others, Thanksgiving food drive, and praying for the unjustly imprisoned. In 2008, a Hunger Banquet was held on Holy Thursday at the annual Holy Thursday Retreat. First and second graders observed while the rest of the school was divided into 1st, 2nd, and 3rd world countries.

Our goals are to develop in each student a sense of respect, responsibility, and resourcefulness. Our Catholic faith encourages us to grow in faith, trust, and caring for our families and others. We endeavor to prepare our students to be contributing members of society and of their church.

Each grade is responsible for several Masses during the school year. The student council members are the prayer leaders at the beginning and end of the school years as well as for Catholic Schools’ Week. The second grade teacher prepares students for First Reconciliation and First Communion. Classroom teachers teach their own Religion classes and provide students opportunities for daily prayer and discussion.

The Administrative Team works to settle any problems in a timely and just manner. Parents, staff, and students are welcome to discuss concerns with teachers or any Administrative Team member. The Principal and Pastor handle problems concerning teachers. If the problem cannot be solved at the local level, the school will follow diocesan policy to settle grievances.

Because St. Mary's School is a small school, the principal, staff and teachers work together and share many responsibilities. Faculty meetings are held twice monthly on Wednesdays and input from all is encouraged. Alternative meetings (e.g.WASC/WCEA) are held on the opposite Wednesdays during the month. A weekly newsletter is sent out with a prayer message and to keep staff up to date on weekly activities. Teachers are

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comfortable sharing information with each other, suggesting new strategies for teaching and sharing their strengths and talents with each other. For example, our former first grade teacher is a gifted writer and our staff just finished two writing classes with her as our facilitator. Staff meetings work by consensus encouraged by positive, faith-filled attitudes and daily prayer. New staff members, regardless of experience, have a mentor teacher to assist them.

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4. Staff

CriterionThe School Administration and staff are professionally qualified, dedicated to the school’s mission and philosophy and committed to ongoing spiritual and professional development that will promote student learning. In addition, the Administration and staff are prepared to lead by example and work collaboratively to create a community of faith.

The vision, mission and philosophy of St. Mary's School calls us “ to extend the Kingdom of God through our church community by growing in faith, love and service” and to “support families in the total education of their children”(pp. 21-23).

The school administration and staff are dedicated to St. Mary’s School and its philosophy. All teachers are certified and keep their certificates up to date. As part of this, staff members have taken several courses over the past several years that have been offered through the school.

Intel’s Teach to the Future (a class paid for by the Albertson Foundation) brought teachers up to date in technology. Our school is one of the best "wired" schools in Moscow, thanks to the Albertson Foundation and our technology specialist.

During the past several years, our previous first grade teacher was a writing fellow for the Northwest Inland Writing Project and used her expertise for class for the faculty and staff at St. Mary's School.

Faculty and Staff lead by example and work together to create a community of faith. Staff meets each morning to pray together for the intentions of the school, the parish community, and our school members. The Faculty attends weekly Mass with the students and Catholic staff attends church regularly on Sunday. Parents, students and staff, participate in Stations of the Cross, Masses on Holy Days, soup and bread suppers, and First Communion, First Reconciliation and Graduation Mass. Classrooms have prayer walls and pray for the intentions of students, parents, parish members, and our community.

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5. School Environment

CriterionThe Catholic School is responsible for creating and nurturing a safe and healthy learning environment, which fosters community and the achievement of religious and educational goals. This environment is characterized by trust, professionalism, realistic, expectations for each student, and respect for diversity.

The school community of St. Mary’s fosters a safe, healthy and nurturing environment that teaches to the whole child and reflects strong Catholic curriculum. The Diocese of Boise requires all staff members attend a Safe Environment Workshop to ensure this safe atmosphere. Our curriculum reflects the schools vision, mission, and philosophy Statements and helps the students grow in faith and knowledge. Our Catholic identity is visible in weekly liturgies, daily morning prayer, daily classroom prayer and religion classes and service projects for our school, the parish, the poor and the community. The teachers meet each morning before school to prayer for students, community needs and each other’s intentions.

Prayer, teacher, student, and community prayer intentions are celebrated daily. During Advent, we light the advent candles and do a special prayer service each morning, we celebrate each student with the birthday blessing on their birthday, each class takes turns leading Mass each week, and student council leads Masses during the opening and ending of school as well as Catholic Schools’ Week. Parents are encouraged and welcomed to join children at Mass each week and to also ask the school to prayer for their needs and intentions.

St. Mary’s School is a Catholic School; this is the reason for our existence. Our school teaches to the needs of whole child - spiritual, physical, emotional, and academic. Parents and families are involved daily with our students and model good examples of Christian living. Many parents, senior citizens, and supporters volunteer regularly at St. Mary's School in our classrooms, library, lunchroom or anywhere an extra hand is needed or welcomed. The Religion text that is formally used is Loyola’s Finding God but our Catholic/Christian faith permeates the whole day in our school. Whether at recess, during social studies, discussing current events, demonstrating pride in doing our best work or paying attention to how we act in class, with our families, or in public, we are called to be respectful, caring, faith filled persons. We reach out to our community, our parish church, neighbors, and our families. Some examples of this are:

Being the weekly prayer leaders at Mass in our local parish church. Cleaning the street next to our school twice a year. Praying for the soldiers in Iraq and mailing letters and art to them. Doing service projects to help the poor (such as collecting for the food bank,

pennies for UNICEF, or buying a goat for Heifer International). Praying regularly for those in need in our community. Writing and praying regularly for a person jailed unjustly (this is through

Amnesty International).

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Sending weekly pen-pal letters to buddies at the University of Idaho. Trying to listen to our neighbors as we plan for the expansion of our school. Having a buddy program where older students mentor younger students in our

school.

We try to live the Gospel message of Jesus to the best of our ability. Our school is a happy school with principal, faculty and staff that enjoy each other’s company and models Christian behavior (faith, respect and kindness) to our children

Some of the service projects performed by students at St. Mary’s School are:

Collecting money for Heifer International Collecting money during Lent for Catholic Charities. Praying for Intentions of members of our families and members of the Parish. Collecting socks and mittens for the poor during Advent. Cleaning the street on Earth Day and in the fall.

The principal, administrative team, teachers and staff consistently monitor the playground and the needs of students at the school. During recess and lunch, teachers and staff can be found supervising students. The school office is a warm and friendly place thanks to our wonderful secretary. Teachers and staff know all students by name. Each class is buddied another older or younger class. Buddies read, play, do art activities (such as a Thanksgiving Banquet with 2nd and 5th graders) and help younger students at Mass.

St. Mary’s School is a small school that is a close community. We connect with parents and help students excel in many different ways. Goals are set for students in each class and communicated to the parents. Teachers can request special testing from the public schools if necessary. Teachers attend Individual Education Plan Meetings as needed and work with students to be sure anyone needing extra help or enrichment receives it.

Quarterly reports are sent home along with weekly letters to keep parents informed. Weekly folders with children’s work are sent home every Monday and a monthly packet is sent home from the office. Teachers are welcoming, friendly and encourage students to work beyond the minimum. Teachers and staff can be seen attending weekly Masses at St. Mary’s parish on the weekend.

The students and staff recognize students’ strengths in many different ways. Gifts of each student are named on the day of their Birthday Blessing, notes and e-mails to parents are sent home regularly, students and families are recognized in the monthly packet. Students participate in band, choir, science fairs, poetry contests, the student newspaper and yearbook, student elections, art displays and many other projects. Emergency procedures like fire drills and lockdown drills are practiced throughout the year. The office keeps track of the school’s main entrance and visitors are required to sign in. There are staff members monitoring the playground from 7:30 until 5:30 each day when students are outside. Emergency permission slips are on hand in the office and phone numbers are kept in each classroom. Special medical needs are noted for the

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classroom and for field trips. Field trip permission slips are sent out each time for any field trip. Diocesan policy is followed for drivers. Playground rules are reviewed during the year as needed and lunch recess is split by grades to alleviate any overcrowding.

The physical environment of the school is in the midst of a giant upgrade. Starting in 2001, St. Mary’s School has been worked to add a gym and classrooms. Finally, after many struggles with the city council, neighbors, and even the diocese, we were allowed to start in the summer of 2007. The first phase of the building was completed during the summer of 2008 in time for our 100th Birthday Mass September 14th. The first rooms to be completed are a gymnasium and music room (January 2009) and we are looking forward to having the space for storage, which we have not had for years. Our band, music, PE, and lunch have been held in the same two classrooms (with a wall taken out) since the late 1960’s. This changed with our new gym and music room.

Open communication between staff and teachers is obvious. Our faculty all appreciates each other’s gifts and enjoy working together. Weekly letters are sent by e-mail to let teachers know activities and prayers needed during the week. There is a staff meeting every other week. Teachers meet each morning to pray for each other and go over activities for the day. Teachers that are able (and don’t have lunch duty) also eat lunch together.

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6. Reporting Student Progress

CriterionThe Administration and staff regularly reviewed and reported to the school community progress toward accomplishing the Schoolwide Leaning Expectations.

Assessment is an integral part of the education process. A variety of assessment tools are used. As mentioned above, a variety of testing is used. Data is used for fine-tuning students’ needs. Following are examples of how this information is used:

M.A.P. (Measure of Academic Progress - based on RIT scores, teachers refer to learning continuum for goals and objectives at appropriate levels, often grouping students with similar needs. This test is given twice a year.

IRI—used as necessary as a quick reference to refer students for reading intervention.

Star Math—used to place individuals in the math library most instructional for them. (Accelerated Math libraries grades 1-algebra available on-site)

Star Reader—develops individualized reading range which students use as a guide to choosing literature (fiction/non-fiction). (Accelerated Reading provides tests of which approximately 4,500 books available on-site)

My Reading Coach—provides detailed phonics, grammar, and comprehension diagnosis and practice.

Cross Trainer—provides the teacher with a profile of students’ level of development in visual-spatial skills, recognizing strengths and weaknesses. These skills are linked with math and science success, but during research, an apparent added benefit is improved social interactions.



A.C. R. E. – Religious Education Outcomes is given at Grade 5 (requested by the National Catholic Education Association).

Classroom tests/Projects/Portfolios—allow teachers to gather information about student’s learning on a daily basis. From this almost constant evaluation, teachers and students can make goals and take responsibility for furthering their education.

Student results are reported in parent letters home, individual progress reports, weekly folders, and placed in school report card on the website.

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7. School Improvement Process

CriterionThe School Administration facilitates school improvement, a process which:

Is driven by a plan of action that embodies faith formation and quality instruction for all students.

Has school community commitment and involvement. Effectively guides the work of the school. The Administration and instructional staff in cooperation with the school

community demonstrate accountability through the monitoring of the implementation of the School Improvement Action Plan.

A school improvement plan has been in process for several years. The administration works with the faculty and staff for school improvement driven by this action plan.

There are five areas we have said we would constantly improve based on the goals we had established for ourselves. These areas are the main focus of our attention:

Physical plant Integration of technology Curriculum Teacher salaries and equity Marketing.

Physical Plant:

In July 2007, St. Mary’s School started building its new addition. The city of Moscow finally granted the variances that we needed in 2007 for our new classrooms and gymnasium. We have collected almost 2 million in pledges and donations. In September 2008, our new gym was finished and our new music room will be ready to use in January 2009.

Routine maintenance is performed for safety, repairs; plumbing and major electrical work will be done in conjunction with the remodel of our school. An insurance inspection is performed annually.

Integration of Technology:

Based on a needs assessment done a few years ago, we provided a variety of programs to increase technological proficiency and knowledge. Several current teachers, our principal and academic staff passed the Idaho Technology Proficiency Test. As of 2007, Idaho no longer required teachers to pass a state technology test. Besides completing the Albertson’s “Teach to the Future” classes, several teachers have become advanced in their use of technology to enhance the curriculum and expand student’s knowledge.

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We use digital cameras, publish web pages, do power points, use e-mail regularly to communicate with parents, faculty and have the students publish projects, classroom brochures and newsletters. Supervised Internet research is used in the upper elementary classrooms to assist in learning. Our journalism club publishes our annual yearbook electronically.

Curriculum:

When students enter St. Mary's School, they come in with a variety of knowledge and abilities. Our academic programs allow each child to grow at his or her own pace and progress as quickly as they are able. Our core curriculum, reading, language arts and math is supported by excellent materials from Harcourt- Brace (language), Modern Curriculum Press (phonics), Zaner Bloser (spelling), Scott Forsman (math) as well as supplemental support from Accelerated Math and Reader, Write Source, SRA reading laboratories and an extensive collection of trade books within the classrooms and our library. We have programs to improve basic skills such as Lexia’s Phonics (K-3), Strategies for Older Learners (4-6), Cross Trainer, and Mindplay’s Reading Coach. A Title I teacher works with children that need extra practice. Using Accelerated Math and tutors, children are allowed to progress above grade level. We have had children complete two or three Accelerated Math libraries a year. We also have pullout math programs in the upper grades that help children go faster or catch up on a missing skill. Some of our 6th graders make it through the 9th grade Algebra library. Daily Oral Language, Daily Oral Math, Daily Oral Geography are other supplements to our regular texts.

We have experienced teachers who work well together collaboratively and are very flexible and open to new ideas without discarding those ideas that work. Second and Third grade do a weekly Young Astronaut program, and with class buddies we do many combined projects during the academic year.

Homework is an essential part of our curriculum. Reading at home is expected. Each grade requires a certain amount of homework each week appropriate to the child’s skills and abilities. Besides homework, students are expected to complete daily assigned work (whether reading a book or specific assignments) in class and if it is not completed, it may be sent home to finish. We believe that children learn in different ways. Because our vision and mission is to teach to the whole child, we address different modalities. Recognizing this, some teachers attend workshops as available and we have books in our library and teachers lounge addressing this. We use varied teaching styles and tools to support these needs. Hands on projects, practice on computer and individual and class assignments, discussion, games and manipulatives are some of the ways we help improve our children’s knowledge.

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Our Science and Social Studies curriculums provide our students the opportunity to do project-based learning. Some examples over the years have been biomes, a powerpoint on the Revolutionary War and poetry, dioramas of the Oregon Trail for Idaho history, building simple machines, and making bread with ingredients by the Idaho Wheat Commission. Students are invited to participate in the Moscow School District Science Fair. Second and Third Graders work together in teams in a young astronaut program which emphasizes the scientific method, knowledge of space and working together to solve problems. . Textbooks are used in coordination with projects to be sure that Idaho State Standards are met. For the past three years, St. Mary’s School was the recipient of a special science teacher through a grant from the University of Idaho. This science fellow taught classes in 4th, 5th, and 6th grade each year.

For many years our school has a tradition of special enrichment days. Themes for these include; math, art, drama, sports, design, and science. Previously, the school participated in Idaho History Day competitions and Destination Imagination competitions (formerly Odyssey of the Mind).

Spanish and Introduction to Latin are also offered at our school. Second and Third Graders have Latin classes. Spanish classes are offered to Grades 1 and 2 twice a week and a grade will be added each year in the next few years.

Our Fine Arts Programs are outstanding. Our students have music classes twice a week and band is offered to Grades 3 and up three times per week. Our students participate in music concerts/plays twice a year. Choir meets two times per week. Our band and choir students regularly take awards at the Lionel Hampton Jazz Festival. Art classes are taught every other week in each grade.

Upper grades also participate in the Mars Rover program.

Our PE program again teaches to the whole child. Our PE teacher focuses on life skills, good sportsmanship, and ability skills so our children work and play together in a respectful and cooperative way.

Teacher Salaries and Salary Equity:

Our salaries are low compared to the Moscow School District and other Catholic schools in Idaho. The School Board is keenly aware if the situation. Our long-term goal is to increase the principal monies in our school foundation to the point where interest from donations to the school cover 80% of the cost of school (teachers salaries and benefits). We estimate that we would need the endowment to reach 5 million to increase salaries and benefits and a 10 million endowment would cover the 80% goal. Because of our capital campaign, our base for our School Foundation is growing and we are looking to one day having it support salaries. We currently have 1.5 million in the endowment and know we need to continue to work hard to increase it, more.

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Teachers and staff salaries are routinely increased each year. Tuition increases have been kept to a minimum the past few years due to budget constraints in Idaho and now the entire country. Our school board and foundation continue to work on mutual goals and benefits for the teachers. We are frugal and spend wisely for books and supplies thanks to a terrific secretary who shops for the best bargains.

Marketing:

St. Mary’s School has an attractive, easily accessible web page (www. stmarysmoscow. com), which is updated and improved regularly. We continually change information and news items at on a banner that runs at the top of the web page. “St. Mary’s School, a Way of Life” is the special logo that we use. This logo is found on printed material, our school shirts, and advertisements in the Idaho Catholic Register. We also give out license plates to new families with the “St. Mary's School, a Way of Life” logo. Our students write articles for “Students in Print” in the Lewiston Tribune, and letters to the editor appear in the local paper, The Moscow-Pullman Daily News.

Our School Band and Choir perform at several events during the school year, including the Lionel Hampton Jazz Festival, the UI Homecoming Parade. In 2008, our band and choir won all elementary first place divisions at the Lionel Hampton Jazz Festival. Our music groups tour local schools and nursing homes to perform programs. St. Mary’s school is well known around Moscow for its talent and musical accomplishments.

In connection with the University of Idaho, our students win awards for Vandal Leadership from the University of Idaho, have a pen-pal program with the Vandal Athletic Department, and student volunteers come to help and work in our school in various capacities. The University of Idaho regularly places some of their best students in our classes.

We write to soldiers in Iraq and do a fundraiser for Heifer International to buy chickens or a goat for a third world country. St. Mary’s School adopted a section of “D” street to clean for the “Adopt –a-Street” Program in Moscow.

Our second and fourth grade teachers won awards from the local and state VFW award for outstanding teacher of the year and the Vandal Booster Spirit Award for the pen- pal program done by the second and third graders. Our band and choir students were interviewed for the Lionel Hampton Jazz Festival in 2007 and 2008, and there have been several articles in the papers noting our 100th year celebration.

We continue to develop ways to connect with our kindergarten families. Each year, our principal writes a personal letter to each kindergarten family to invite them to attend St. Mary's School. The school board makes a conscious effort to include and make new parents feel welcome. Our principal individually interviews and welcomes all new families to the school. We host an open house in the spring for new prospective families

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and have a back to school night the day before school starts to introduce all parents and students to their new classrooms and teachers.

Areas of Strength for Organization of Student Learning

A pastor who supports the school, encourages parish involvement, and is involved in school activities

The Catholic Identity of the School is supported by the vision, mission, philosophy, and vision statements along with weekly Mass and daily prayer

Highly caring, qualified staff who support the mission, vision, and philosophy statements of the school, each other, and the students

Staff that is committed to professional growth A strong music/fine arts program that students participate in that encourages

community, community support, and we believe, by virtue of participation, students excel in other academic areas

High expectations for students and a staff that works hard to ensure students are accomplished in basic skills, and encourages students to work to the best of their ability beyond expectations

An administrative team, composed of the principal and 2nd and 3rd grade teachers (vice-principals) who split the duties of the principal to allow each person to use their best gifts to support the school

Leaderships skills are taught by students being the prayer leaders at weekly Mass, speaking and performing before audiences of different sizes, buddy programs, and student council

Areas for Growth for Organization of Student Learning

The remaining phases of our facility need to be completed in a timely manner to add classrooms, a science lab, a lunchroom, renovation of the old school, and space and storage –

High academic standards must be maintained for all of our students and professional development classes must be continued to be offered to staff and teachers

Enrollment needs to increase by 5% to 10% as soon as possible Parents need to continue to support the school by positive word of mouth Salaries, benefits must be reviewed and made just

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Category B: Curriculum and Instruction

Criterion B.1: What Students Learn

Our mission statement reads: “As a school we strive to encourage our students to grow spiritually; to develop a lifelong love of learning; to achieve highest personal and academic potential.” As a staff, we teach by example. What we expect and demand of our students, we also expect and demand of ourselves. We are, therefore, reflective and constantly seeking to improve. When students see our willingness to learn and grow, they, in turn, become eager participants. As a school of learners we focus on growth and applaud endeavors.

We recognize the uniqueness and giftedness of each person as given by God. Our curriculum strives to maintain a continuum of growth while celebrating our differences. Students are consulted in setting their own realistic goals, may lead parent-teacher conferences, and choose competitions and clubs to join. We insist on respect. We teach them to be resourceful. At every level, the students are held accountable, to be responsible to “be the best they can be.” When we engage in these behaviors, we work cooperatively to strengthen the body of Christ. Learning how to learn and loving the challenge make life an interesting journey.

Our graduating students are welcomed into the public school system. Many times we have heard how well prepared and kind they are. Organized, comprehensive tracking of our graduates is an important tool that is needed to give us guidance as we evaluate our future undertakings.

Criterion B.2: How Students Learn

As part of a small school, our faculty and staff work together. We embrace cooperation and collaboration. Our specialty teachers in music, art, and physical education incorporate what is being taught in the regular classroom. Examples include: physical education class that emphasizes push and pulls of our bodies in relation to science; art that identifies and practices symmetry learned in math classes; musicals that incorporate stories from the Bible and are examples of how values can be lived in today’s world. Students learn that concepts are integrated into other areas of the curriculum, not isolated to a particular subject.

Also, with a low student/teacher ratio, individual needs are addressed. Small groups are used to enhance learning, to foster problem solving, to identify misconceptions and struggles, and to practice needed skills. Often students work individually with a teacher especially in speech, reading, study skills, and in both remedial and advanced math. Students feel that they have adults who are willing to help them be better learners and problem solvers. Student work, though graded, is reflective and supportive. Teachers address strengths and weaknesses and model ways to improve.

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In a technological era, computers are excellent tools to incorporate individual needs/strengths and to objectively monitor growth. Students work at their own level, not wasting time and energy on material that is inappropriate for their level. Computers are used in all classrooms.

Hands-on activities are a must for some children. Classrooms are equipped with math manipulatives, and students use them as they learn and review concepts and as resources. Science equipment is shared between the classrooms, but eventually will be housed and used in a science lab environment. Our school participates with the University of Idaho in a program to get science students into grades 4-6 to model up-to-date science techniques with elementary students and teachers.

As a staff, we identified writing as an area that needs attention. The entire faculty attended two 3-credit University of Idaho classes dealing with current trends in writing. Having incorporated these into our individual classrooms, we now wish to celebrate our writing throughout the whole school by having an afternoon devoted to writing on a choice of 3 topic sentences, then shared and examined by all the teachers. Writing is a form of communication, but one that has been kept somewhat within the classrooms. The faculty recognizes the need to change, to share writing beyond the confines of each classroom.

One other activity that enhances learning is our music program in which all of our students participate. Our band and choir programs (75-80% of our students) meet before school. This early morning music seems to help our students come to class awake, energized, and ready to learn. Research indicates that a correlation exists between students who study music and those who do well in math. (See our test score data on page

Criterion B.2: How Assessment Is Used

Assessment is daily and ongoing. Without knowing the success of what has been presented, one cannot accurately plan the next step. Each teacher uses multiple assessments such as work samples, skills checks, teacher-created tests, norm and criterion-referenced tests, STAR tests and other tests to evaluate and monitor student achievement during the year. We can continually challenge students as individuals. We each have a place in God’s plan. We have unique gifts and talents, which we develop to share. This adds to a harmonious workplace where learning is both fun and challenging.

As mentioned, a variety of testing is used. Data is used for fine-tuning students’ needs. Following are examples of how this information is used:

MAP—based on RIT scores, teachers refer to learning continuum for goals and objectives at appropriate levels, often grouping students with similar needs. MAP tests give continuous feedback throughout a student’s tenure at St. Mary’s.

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STAR Math—used to place individuals in the math library most instructional for them. (Accelerated Math libraries grades 1-algebra available on-site)

STAR Reader—develops individualized reading range which students use as a guide to choosing literature (fiction/non-fiction). (Accelerated Reading provides tests of which approximately 4,500 books available on-site)

My Reading Coach—provides detailed phonics, grammar, and comprehension diagnosis. Afterwards seventy-five percent of the instruction/practice is done via computer program; twenty-five percent practice one-on-one with teacher.

Cross Trainer—provides the teacher with a profile of students’ level of development in visual-spatial skills, recognizing strengths and weaknesses. These skills are linked with math and science success. An added benefit is improved social interactions.



In addition to the above, Title I tutors use a variety of resources to get the most accurate picture available.

Classroom tests/projects/portfolios—allow teachers to gather information about student’s learning on a daily basis. From this almost constant evaluation, teachers and students can make goals and take responsibility for furthering their education

Summary of Category B (General)Curriculum and Instruction

Areas of Strength for Curriculum and Instruction

A rigorous curriculum in which excellence is the expectation, but open to all The high achievement of students on standardized tests as evidenced by receipt of

Blue Ribbon School Award The school’s use of technology to individualize student education in math,

language, reading, science, and problem solving and to objectively assess student needs

The school’s recent expansion that has a gymnasium for improved physical education opportunities and the structure to phase into rooms designated for music, art, science, technology, a stage and kitchen

Personal recognition and blessings of all birthdays and special events in children’s lives at daily whole school assemblies

Multi-level grouping for recesses, enrichment days, and lunches, so that all students know each other and learn to play and learn together

Stable, well-educated faculty Low pupil/teacher ratio with aides in every classroom for a portion of the day

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The participation of teachers and administrators to meet daily for prayer and to collaborate often to ensure the success of all students entrusted to our care and nurturing

Collaboration between art, physical education, music instructors, and classroom teachers to model learning in all areas and to help meet the needs of all students

Community service opportunities to develop Christian service and good citizenship

Leadership development through classroom buddy system, Student Council, and preparation for weekly masses

Extracurricular activities to meet individual interests in award winning band/choir, journalism, science

Up-to-date library that offers variety in reading materials and is accessible throughout school hours

International experiences through hosting of Japanese students Math festival attended by all students grades 4-6 in the spring

Areas of Growth for Curriculum and Instruction

Continued development into new expansion of classrooms enabling efficient use of instruction time (art, science, and music setup before student arrival) and areas for small groups, tutoring, presentations, assemblies

Consistent, organized tracking of St. Mary’s graduates during junior high and high school years, especially in the areas of journalism/writing, music, leadership, and honor rolls

Development of playground based on physical activity and creative play Explanation of programs, goals, and reasoning to parents A simplified scope-and-sequence of each instructional area of the curriculum Foreign language in every classroom Fewer incidents of tardiness and better record keeping School-wide writing assessment

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Language Arts In-Depth


The school provides a challenging, coherent, and relevant curriculum for each student that fulfills the school’s purpose, strengthens Catholic identity, and results in student achievement of the grade level subject area expectations.

Reading and communicating effectively are key components to the success of our students in all areas of the curriculum. School-wide emphasis in reading is evident in the library that in the past 9 years has grown from close to 6,000 books to over 10,000 books. The materials cover a wide spectrum of interests and abilities. Reading ranges are clearly marked which fosters independence in student selections. Students then become responsible and resourceful in the choosing of materials they wish to use for practice, for more in-depth knowledge of a subject, or for the pure enjoyment of reading. Students and staff are encouraged to request book acquisitions. In addition, “birthday books” are a tradition at St. Mary’s School. These books are picked by the birthday person, labeled as a birthday book of that person in that year, presented at school-wide assemblies during the celebration of life on birthdays, and ultimately become library books to be shared by all.

When students enter St. Mary's School, they have a variety of knowledge and abilities. Our academic programs allow each child to grow at his or her own pace and progress as quickly as each is able. Our language arts curriculum is supported by excellent materials from Write Source (language), Modern Curriculum Press (phonics), Zaner Bloser (spelling), as well as supplemental support from Accelerated Reader, SRA reading laboratories, Daily Oral Language, and, as noted above, an extensive collection of trade books within the classrooms and our library. We have computer programs to improve basic skills such as Lexia’s Phonics (K-3), Strategies for Older Learners (4-6), Cross Trainer, and Mindplay’s Reading Coach.

Effective communication is encouraged from the first day of pre-school, and students edit and revise their writing as soon as third grade. To share one’s knowledge and interests empowers people to develop friendships and understanding. Students are encouraged to work collaboratively on classroom projects. They also have the opportunity to join Journalism Club that publishes a school newspaper 5 times a year and a yearbook. We have purchased the necessary programs, a color printer, and a binding machine to do these totally in-house. In addition, students from grades 3-5 also run for office in our Student Council.

Content area literacy is stressed in all areas of the curriculum. Students develop skills in reading and responding to non-fictional materials. Writing coherently enables the writer to organize and share thoughts, knowledge, and observations. The student is therefore, consistently developing his/her potential for learning and strengthening the classroom of learners. Writing essays and putting together Power Point presentations give students

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avenues to develop deeper thinking and to prove extensive knowledge of subject material.

A purposeful language arts curriculum provides students with tools with which to communicate with others. Systematic instruction in spelling, phonics, and Latin enable students to play with words and practice basic rules. Grammar rules are introduced and practiced, but of utmost importance, is the demonstration of these in the daily writing that occurs. Teachers hold students accountable for all prior lessons learned. Students then recognize the importance of presenting their best. Peer editing is an example of our call by Jesus to “serve one another.”

In addition to writing necessary in math, science, social studies, and literature classes, students are encouraged to journal. This often occurs during religion classes. Private prayer journals are encouraged as a deepening response to God’s love. Classes write petitions and short skits as they prepare to be prayer leaders at our weekly mass. When problems arise between children, they are sometimes asked to write about what happened and to incorporate their introspections, thus deepening their commitment to bettering relationships. As Catholics we identify ourselves as “the body of Christ.” Doing our best, continuing to grow, and recognizing that positive relationships strengthen community are elements of our Catholic identity.

The faculty at St. Mary’s School models by reading and writing. We eagerly engage in book sharing and writing with the class. We encourage students and each other to participate in writing competitions. Several of our teachers have been recently published. Yearly our students are winners in a local poetry contest and quite recently a diocesan-wide writing competition. These successes are noted and applauded before our community of learners. Some students also have writing buddies from the University of Idaho athletic departments. They correspond weekly during the season of each particular sport.

While students do share their writing with many, as a staff we have identified the need to have the faculty read selected writings from classrooms other than their own. As the audience grows, so also does the excitement of writing. In addition, teachers get a sense of interests and abilities of upcoming students and can continue to encourage past students.


The professional staff designs and implements a variety of learning and formational experiences, which actively engages students and is consistent with the school’s philosophy and goals.

We believe that everyone is a child of God and that we are called to be community. As a community we must love and encourage each other. The community extends beyond the classroom. Parents participate by being reading buddies with younger children as in the

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reading of books from the We Both Read series that incorporates alternate pages for a parent and child to read. As the child gets older, sharing themes, ideas, and knowledge continues to encourage the child to both read and write. All students at St. Mary’s have buddies from another classroom. Students often buddy read between classes or within their own classrooms during literacy circles. Students also peer edit one another’s writing. Volunteers abound at our school, so students have the opportunity to read and write for high school and college students, parents of current and past students, retired people from the Moscow area. Our principal delights in samples of student writing or letters written to her when she is away. She also eagerly listens to book suggestions from students. Students cannot escape the enthusiasm of reading and writing.

We believe that children learn in different styles and ways. Because our mission is to teach to the whole child, we address the auditory, kinesthetic, and visual modalities. Recognizing this, our teachers attended a workshop on multiple intelligences, which focused on several distinct learning styles. We use varied teaching styles and tools to support these needs. Hands on projects, practice on computer and at desks, discussion, games and manipulatives are some of the ways we help improve our children’s knowledge.

The St. Mary’s School reading curriculum uses a varied, eclectic approach because we believe that all children learn differently and one way does not teach every child. Students in all grades use trade books, SRA/McGraw-Hill Reading Laboratories, backed by several computer programs that engage students in phonics, language arts, and comprehension skills.

Our children are encouraged to read at their Zone of Proximal Development (the readability level range from which students should be selecting books for optimal growth in reading skills without experiencing frustration) and are allowed to move ahead at their own pace. Students also set their own reading goals. In our classrooms, children do both guided group reading and individual reading to improve comprehension. STAR reading tests and Accelerated Reader quizzes help children, teachers and parents track growth in reading. At the sixth grade level, because reading skills are well developed, skills are reviewed but the program focuses more on literature, different genres and styles of writing. Our sixth grade test scores show that we are successful in reading because our children rank high in both the Diocese and Idaho test scores. (See pp.13, 14)

St. Mary's School enhances reading skills through some special reading programs that we purchased with technology funds from our technology budget and from grants we were awarded a few years ago. We use Mindplay’s Reading Coach and Lexia’s Cross Trainer, Phonics Based Instruction for grades K-3, and Strategies for Older Students to improve reading and language skills. These programs are also excellent for ESL students. We update and add to these technology programs yearly.

Our children are offered many chances to read aloud in public. We read weekly at our parish school Mass, lead morning assembly with special readings about saints or the

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season, learn parts for our semi-annual plays, and are asked many times to participate in special events where students read and present material.

Our teachers regularly take classes on new methodology, meet together to discuss strategies and keep current on recent educational practices. We are fortunate to have students from the University of Idaho regularly participate in our education program. They enthusiastically bring new ideas and approaches that enrich us and broaden our perspective as mentor teachers.

With the help of technology and assigned work, chronological and concise practice is also a mainstay of the curriculum. Each grade builds on the skills taught in the previous grade and follows the standards set by the State of Idaho.

Students’ learning is of utmost importance and is continually being monitored. As educators we realize that much of teaching is done by example. If we expect our students to improve and grow, we must also have faculty goals. Educational methods, research, and availability of materials change.

Improved student writing has become the staff’s focus. Together we have taken two graduate level courses, “Publish…the Prize,” (2005-2006) and Dancing With the Pen (2006-2007). The Northwest Inland Writing Project, part of the National Writing Project, and the University of Idaho, sponsored these three credit hour classes. Collaboratively, our faculty is committed to increased daily writing, sharing pieces through out the school development of rubrics with students in intermediate grades.

Criterion B.3: How Assessment is Used

Teacher and student use of assessment is frequent and integrated into the teaching/learning process.

Independent reading and language arts needs are assessed regularly, both casually during regular classroom activities, and more officially with standardized testing throughout the year. These allow teachers and students to set up unique goals and to monitor progress.

Students also participate in state required testing—Direct Writing Assessment (5th), Direct Math Assessment (4th + 6th). National Catholic Education Association requests Religious Education Outcomes (5th). In-house at age appropriate levels, Star Reading (Renaissance Learning), My Reading Coach (MindPlay), Cross Trainer (Lexia), SRA Reading Laboratories, and very occasionally we use the Lexia Comprehensive Reading Test which is a very detailed test (Lexia).

We continually test and challenge students as individuals, yet our ultimate goal is to develop into community, using our gifts to build up the body of Christ. We each have a place in God’s plan. As we grow towards unity, this adds to a harmonious workplace where learning is both fun and challenging

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As mentioned above, a variety of testing is used. Data is used for fine-tuning students’ needs. Following are examples of how this information is used:

ISAT (more recently re-named MAP)—based on RIT scores, teachers refer to learning continuum for goals and objectives at appropriate levels, often grouping students with similar needs.

IRI—used as a quick reference to refer students for reading intervention. Star Reader—develops individualized reading range which students use as a guide

to choosing literature (fiction/non-fiction). (Accelerated Reading provides tests of which approximately 4,500 books available on-site)

My Reading Coach—provides detailed phonics, grammar, and comprehension diagnosis. Afterwards seventy-five percent of the instruction/practice is done via computer program; twenty-five percent practice one-on-one with teacher.

Cross Trainer—provides the teacher with a profile of students’ level of development in visual-spatial skills, recognizing strengths and weaknesses. These skills are linked with math and science success, but during research, an apparent added benefit is improved social interactions.



Classroom tests/Projects/Portfolios—allow teachers to gather information about student’s learning on a daily basis. From this almost constant evaluation, teachers and students can make goals and take responsibility for furthering their education.

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St. Mary’s MoscowMAP Test Scores 2008

Reading 8th 7th 6th

225.25th

218.54th

214.03rd

203.82nd

187.5Totals


53% Adv. 11 6 11 6 34

Pro 6 7 2 10 25

Basic 0 1 1 0 2

BB 0 0 1 2 3

Math242.4 237.9 224.8 209.2 193.3


78% Adv 15 11 11 13 50

Pro 2 3 4 5 14

Basic 0 0 0 0 0

BB 0 0 0 0 0

Language 227.3 220.7 218.3 206.3 195.3


56% Adv 9 7 12 8 36

Pro 7 5 3 8 23

Basic 0 2 0 0 2

BB 1 0 0 2 3


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Areas of Strength in the Reading and Language Arts Curriculum

Students tested and placed in the top 5 Idaho schools in both Reading and Language Arts

A significant percentage of independent readers by Grade 2 Unique goals and ZPD’s in place for reading at own level Large selection of books in classroom and school libraries Writing between buddies and in every classroom Computer programs that place students in areas in most need of practice

Areas For Growth in the Reading and Language Arts Curriculum

Improved student writing at all levels and in all areas of the curriculum Topic/day picked during which all students write and teachers review at least two

other grades besides their own Rubrics and accountability developed for quick grading at each of three levels—

emergent, early, fluent

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Category B: Curriculum and Instruction

Religion In-Depth


The school provides a challenging, coherent, and relevant curriculum for each student that fulfills the school’s mission and philosophy, strengthens Catholic identity, and results in student achievement of the Religion curriculum expectations.

Our goal at St. Mary’s School is to lead each student to a God-centered life—the awareness that we are all God’s children. We are loved by our Creator. Embracing that knowledge, we are responsible to love God in all we think, say, and do. We teach to the needs of the whole child—physical, emotional, academic, and spiritual. Each day begins with a celebration of our relationship with God as the entire school population joins in prayer at morning assembly. Oral Catholic tradition occurs then, as well, as we hear about and participate in the seasons and celebrations of the church. For example, during Advent the student council has lead us in the daily lighting of the Advent wreath, the readings and reflections, and the singing of Oh Come, Oh Come, Emmanuel.

St. Mary’s religion curriculum incorporates Finding God (Loyola Press) for grades Kindergarten through 6th grade, but our Catholic/Christian faith permeates the whole day. We are called to be respectful, caring, faith-filled people, whatever the circumstance, wherever we are. Parents, families, faculty, staff, the many volunteers, and the students model our Christian heritage. Sacred objects are visible throughout the school as constant reminders of our faith.

In addition to the adopted textbook series, grades 3-6 supplement with Living Faith for Kids, which include daily Catholic devotions based on the day’s readings. Preschool through second grade subscribe to a weekly magazine, Promise (Pflaum). Student agendas used in intermediate grades are Catholic. They include quotes, feast days, and doctrine. Bible stories, biographies of saints, abundant Christian literature, music and videos are used routinely. St. Mary’s School has renowned Christmas and spring concerts/plays that center on living God’s word in today’s world. During these public events, the children joyfully share their faith.

As well as learning church tradition and doctrine, students at St. Mary’s learn to pray as a way of life. They bring their special intentions to prayer walls. Short Heart Room meditations are enjoyed. Students participate in Christian songs while waiting for others. School-wide prayer services, such as the remembrance of 9-11, crowning of Mary, and Thanksgiving, are held throughout the year. Birthday blessings are given on each person in the school. An awareness to do one’s best for God as an act of prayer is encouraged. We encourage private prayer journals and written promises. We have a Holy Thursday

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retreat day. Several times a year each class is given the responsibility of being prayer leaders at weekly masses.

We practice spiritual and corporal works of mercy as we grow in social awareness and participate in social justice. Instructing, advising, consoling, comforting, forgiving, and bearing wrongs patiently are done daily as we learn to live in community, as the needs for discipline and forgiveness occur, and as we reach out to the larger community of Moscow by being good stewards of the earth with street cleaning.

We feed the hungry when we collect food for our local food bank and when we collect money to buy animals through Heifer International and Cross International for third world families.

We shelter the homeless when we pray for University of Idaho students who build houses in Mexico during spring break and when we attend their fund raising events.

We clothe the naked when we collect, clean, and ship shoes to Honduras, gather hats, mittens, and warm socks for local children.

We visit the sick and imprisoned when we pray for and write letters to a political prisoner assigned to us through Amnesty International and when we write cards to people who are sick and dying, when we crochet and knit squares for blankets to be used by the Red Cross.

We bury the dead when we attend an occasional funeral, when we write cards to the families we know, and when we pray for the dead.

We give drink to the thirsty when we collect money and send it to Save the Children for cleaner, fresher water. We model Christian living and try to live the Gospel message of Jesus.

Our teachers are faith-filled and attend church regularly. All faculty and staff are teachers of religion by bringing faith to all we do. As mentioned above, our music and live concert performances are Bible-based and include all students from pre-school through sixth. One of the most admired art projects has been the enlargement and reproduction of saint pictures. We join together each morning for prayer circle. We keep current of new curriculum and methodologies by subscribing to and reading several Catholic magazines and newspapers. All teachers meet diocesan religious education certification requirements. Currently the faculty is in the process of viewing Echoes of Faith (Resources of Christian Living) together and discussing ways in which we address the different issues.

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The professional staff designs and implements a variety of learning and formational experiences which actively engage students and are consistent with the school’s mission and philosophy.

Our school community at St. Mary’s surrounds itself with examples of our faith. We have crucifixes, prayers, Biblical verses, sacred pictures, and blessed palms displayed in hallways, offices, and classrooms. We hear songs and music that radiate God’s love. We touch rosary beads, or on special occasions, we are the rosary beads, as we honor Mary during the month of May. We feel the healing hands of Reconciliation. We smell the lit candles during Advent. We taste His body during the weekly celebrations of Eucharist.

Students are actively involved in developing their relationship with God. We encourage individual responses in writing, meditation, and art. Students and staff join together in dialogues and responses to Bible passages and literature. We share faith experiences during discussions and music. The St. Mary’s School community takes part in campaigns to fight hunger and injustices.

Our philosophy is that all students must be actively engaged in the learning process, so our teachers use many teaching strategies. Examples are large and small group instruction, cooperative learning, role-playing and student developed skits, art responses, stories and discussions. We, students and staff alike, are collaborating, journeying with God, building God’s kingdom on earth. Although we have an adopted textbook series, to meet the needs of all the students, teachers use many supplemental materials. Videos, music incorporating movement, skits and drama activities, classroom prayer services and meditations, art, and literature are examples of activities that focus on Christian principles and living. Religion is not limited to the assigned instruction period. God’s love permeates the study and excitement of science. One’s responsibility to community is God-centered as we study social studies and reading. The gift of life is celebrated as we tone our bodies in P.E. and make healthy choices. Great questions are available for teachers and parents through our health magazine, The Great Body Shop. Moral problem-solving and conflict management is Christ centered. Christ’s message of love, courage, and faith is evident in all that we do. This belief leads directly to the celebration of everyone’s uniqueness and the responsibility of using our gifts wisely. Naturally then, our students collaborate as students, as prayer leaders, as playmates.

We, at St. Mary’s, are especially lucky to have the Ursuline sisters in our midst. Currently, one of sisters is the principal of our school. She shares her faith, takes time to visit and play with the students. Two other Ursuline sisters are retired, and they live across the street and visit our classrooms, attend Mass with us, and are living examples of God’s grace. Pastors from St. Mary’s Catholic Church and St. Augustine’s Catholic Church celebrate weekly masses for us. They have student participation during their homilies, thus involving the students in the message of the Gospel and in the daily living

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of the message. The pastor also blesses our classrooms each fall, knows the children by name, and visits the classrooms throughout the school year. We are blessed with a variety of parishioners who volunteer in and for our school, giving of their time, talents, and money.

Criterion B.3: How Assessment is Used

Teacher and student use of assessment is frequent and integrated into the teaching/learning process. Assessment data is the basis for:

Measurement of each student’s progress in achieving the grade level subject area expectations;

Regular evaluation and improvement of curriculum and instruction; Allocation of resources

Assessment is often informal in the primary grades. K-W-L (what children know, what they want to know, what they have learned) charts are excellent visuals for children and teachers alike. Also, comparing one’s daily actions to Biblical stories or to the teachings of Jesus encourages students to develop their lives in accordance with Christian beliefs. Acknowledging and celebrating the active participation in group prayers or appropriate responses and stature in Mass are ways to assess what has been taught.

As students mature, more formal evaluations occur. Examples of these are written tests on the Beatitudes, Ten Commandments, sacraments, and church season. They also involve essays on Catholic education, art responses to doctrine, skits and poetry developed to teach younger students the meaning of Gospel passages. Students are required to read biographies of saints and take Accelerated Reader (AR) tests and give reports. Often older students are called on during the oral tradition sessions of morning assembly to pass on the faith to younger members of the school. Examples of this are explaining the components of Lenten obligations or serving as prayer leaders during Advent.

Also, teachers at all levels have supplemental materials that encourage student involvement, whether worksheets, prayer journals, or artistic responses to classroom topics. Fifth graders participate in ACRE (Assessment of Catechesis Religious Education) tests. Documentation of strengths and weaknesses is shared with the faculty in order to develop better accountability.

However, the staff at St. Mary’s believes that the true assessment is the climate of the school. We look at relationships, discipline problems (or lack of), display of virtues, concrete examples of The Golden Rule, willingness to serve others, even branching out to serve our worldwide brothers and sisters. We are the current participants in a timeless glorification of God. We, regardless of age, are the living examples of a church that has existed for 2000 years. Our excitement and willingness to “be the best we can be” fulfills the mission and philosophy of the school. However, as members of St. Mary’s School, we may be myopic in the assessment of this climate. We sometimes hear unsolicited

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reactions from visitors to our school, but those, by their very nature, are positive and upbeat. A more objective approach is to develop a rubric of expected behavior, then have an appointed committee evaluate the climate over a series of days.

Our parish and school board are very supportive of our school. Within reason, they are quick to allocate money for materials that deepen the spiritual journeys of students and teachers. We have identified four areas that we wish to develop more fully. One is the acquisition of more Big Books for whole group religion and virtue study in younger grades. We also plan to acquire Accelerated Reading tests for more saint books. More formal memorization of traditional prayers is necessary, and finally, an emphasis and accountability on appropriate mass deportment.

Criterion B.4: Faith Experience

The school community places high priority on frequent prayer and liturgical experiences, which are developmentally and liturgically appropriate and meaningful. Spiritual formation and support of the religious mission of the school are a priority.

Our school is a joy-filled school. We try to live the Gospel message of Jesus to the best of our abilities. Our principal, faculty and staff enjoy one another’s company. Together we try to model Christian behavior, in particular faith, respect, and kindness, to our students and to their parents.

The spiritual formation of our school community is of highest priority. We begin each day with the entire student body present for a morning assembly that stresses prayer, singing, and oral tradition of our beliefs. Each classroom has time allocated for prayer experiences at least 3 times a day. Religion is taught daily. All classes take turns in being prayer leaders at our weekly masses. The process involves deep study of the scripture passages for the week and an overview of the Biblical history as applicable. Students choose songs that correspond to the focus of the mass, write the Prayers of the Faithful, and introduce the mass. They also prepare a response to the readings and/or focus that is shared during the time of the homily. The entire class participates in some way whetheras choir, lectors, gift bearers, or in the response. The preparation and execution as prayer leaders is developmentally and liturgically appropriate.

As a Catholic community, we participate in Catholic rites, devotions, and traditions. We often have pet blessings on the feast of St. Francis. Our band plays and we march behind it on our way to Mass on All Saints’ Day singing Oh, When the Saints. We celebrate St. Nicholas’ Day by putting shoes out in the hall for a treat. We light the candles on the Advent Wreath. We bring roses to celebrate Our Lady of Guadalupe/Immaculate Conception. We crown Mary in May. Often we pray a living rosary during May. We have a retreat and Seder meal (adapted) on Holy Thursday. We attend “Mass on the Grass” at the end of the school year as each class is blessed with holy water and advanced to the next year of school. We are a school steeped in Catholic liturgy and tradition.

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Our school community is keenly aware of our less fortunate brothers and sisters. As mentioned in B.1, we are actively involved in the spiritual and corporal works of mercy as we are developmentally capable. We are acutely aware that we are Christ’s hands and voices in this world. Holy Ground is a song we sing routinely. The verses reinforce our duty to be the lips and hands of Jesus, and to treat the entire earth as a holy place. As a part of the Holy Thursday retreat of 2008, our school community participated in a hunger banquet during which 5% sat at a table laden with food, 20% in chairs with a bit of food, and the rest of us within a very tightly cordoned area with a small bit of rice. This represented the world’s division of property and goods based on the lottery of our place of birth. Teachers developed and then presented historical and geographical background and reflection for the people in attendance. It served as a good visual as to the responsibilities that come with wealth.

Our parish priest, our principal, our teachers, staff, and parents take an active role in supporting the Catholic teachings. Our music, P.E., and art teachers creatively incorporate religious history and spiritual responses. All members of our school are encouraged to attend reconciliation services and Sunday Masses and when developmentally ready many become altar servers. All children in the school are connected with another class in the buddy system. Older children are asked to mentor younger ones in reading, social skills, attendance at Mass. Children in the intermediate grades and their families serve at receptions for First Communion and First Reconciliation, and for graduation from sixth grade. Our boys are invited to join Cub Scouts and Boy Scouts sponsored by our parish and work with the Knights of Columbus during various events. All of these activities reflect the dedication to the St. Mary’s mission statement.

Areas of Strength in the Religion Curriculum

Catholic traditions/weekly student-led Masses Priority of daily prayer/diversity of prayer Service to others Spiritual component in all areas of the curriculum Discipline based on Christian beliefs and values Modeling of God’s importance in lives of staff Concerts and plays based on scripture

Areas for Growth in the Religion Curriculum

Bible stories/virtue stories in Big Book format Accelerated Reading tests for wider variety of saint biographies Formal memorization of traditional prayers Appropriate deportment at Mass Rubric developed and implemented for measurement of Christian climate

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Category C: Support for Student Personal, Spiritual and Academic Growth

Criterion C.1:

Within the school’s community of faith, students are connected to a system of support services, activities, and opportunities to assist them in meeting the challenges of the curricular/co-curricular program in order to achieve the school wide learning expectations.

Students are definitely connected to a system of support services. St. Mary’s School has been in existence for 100+ years as a Catholic School. The Bishops of the USA stated: “Catholic schools afford the fullest and best opportunity to realize the fourfold purpose of Christian education, namely to provide an atmosphere in which:

The Gospel message is proclaimed, Community in Christ is experienced, Service to our sisters and brothers is the norm, and Thanksgiving and worship of our God is cultivated.”

(page 2 of In Support of Catholic Elementary and Secondary Schools, written 1990)

At St. Mary's School students experience all four above areas. The strong, central factor in our school is Jesus Christ and we believe Jesus is the glue that helps give our students what they need for their life. God is the reason we exist. All our activities: whether personal, spiritual or academic, are based on helping each student grow as a person deeply loved by God in our school community.

Our school has about 170 students from preschool to 6th grade. Grades 1 through 6 are in a building that is 12,000 square feet. We have a staff that knows each child by name. Most of the students know each other by name.

For more than 30 years, a buddy system has been in place that connects students cross grades. This has helped develop in the older buddy a sense of responsibility, leadership and a challenge to be good role model. For the younger buddy, it has provided a person they can not only look up to but know that s/he really cares about them personally, especially on the playground. When students are seniors in high school, they are invited to the school for a special luncheon. During this visit, they give advice to the present sixth graders as they leave to attend Moscow’s Junior and Senior high schools.

In the recent past (7+ years) we have connected new families with returning families (similar to the buddy system of students). Upper grade teachers connect their students and families to the families of the younger buddies for back to school night.

St. Mary’s has a good working relationship with the local Moscow School District. The majority of students enter this system at seventh grade level. We utilize services (Chapter 1, Special Education, etc.) that are available for all students. The Moscow School District

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Curriculum Director keeps us informed of workshops and activities in which St. Mary’s teachers can participate.

We have a small community-based school system, which helps keep a student from falling through the cracks. We are aware of each other’s idiosyncrasies and we are willing to work with and are committed to helping each grow as much as possible. Each person is valued. When there are needs, we pray for and with one another. When there are successes, we praise God for all. If we fail, we do ask forgiveness of God and one another. In 2008, we celebrated 100 years of J.O.Y. The students understand that to have true joy one needs to keep one’s focus in right perspective:Jesus, Others and Yourself.

We believe students are connected to the activities of the school. Our school community, administrators, board, faculty and staff, continually ask, “Why is this important to do?” as we make policy and schoolwide rules and decisions. “What benefit will it be to or for the students?” We encourage the why questions from our students too. Rules, policies, traditions, etc. can be taken for granted and perhaps the reason for them is no longer valid.

All the activities we do connect our students to the community of faith. As we are a Catholic school we focus on helping our students grow in their awareness of God in their lives and of their responsibility to be active Christians leaders:

Each day, helping each student grow in his/her prayer life with God. As a school community our students/parents see us as a staff, praying together before school assembly. At school assembly we pray a personal blessing on each member of the school community, celebrating birthdays that day as well as praying for the needs of the families and community members. We have prayer walls in many of our classrooms because we have people who ask the school community to pray for them and their needs.

Each week, we come together for Mass. Each grade takes a turn being the prayer leaders for the school community Mass. This helps develop the sense of being a religious leader with peers as well as the confidence to pray and demonstrates one’s faith to the larger community. From the youngest to the oldest, these weekly experiences have been very positive. Our pastoral priests are excellent and we are blessed to have them.

Each year, we have our two music concerts with a biblical theme. The focus is on getting out God’s message of love, compassion, and forgiveness. The concerts are ways for all to hear God’s message again and again. Children have a great way of proclaiming God’s message to adults. Our students do this while hearing the message powerfully within. Attendance for these concerts draws people from well beyond the school community.

Each year, the school focuses on a theme that helps bring God’s message to all. This theme is carried out via bulletin boards, activities, lessons, etc. Students, staff, and

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families are challenged to respond to others by supporting service activities. The focus of our school and student council is service.

As Christians, we are called to serve. Students become aware of others needs, not just their own.

We have various projects that we do yearly as well as responding to needs that come before our community. A few of these are (have been):

Connecting grades 3 and 5 of our school with another Catholic school in San Francisco where a little girl in third grade was dying and her brother in grade 5 was really struggling. We reached out via prayer and letters.

Raising funds to help victims of disasters (ex. Katrina). Raising funds to buy animals through Heifer International for Third World

country families. Giving up of one of recess times during Lent (fifth graders) knitting squares for

blankets for Red Cross victims. Adopting a prisoner of conscience by grades 1 and 6 -whom they write to and for

whom they pray. Collecting over 932 pair of shoes for people in Honduras by student council. Praying and writing to priest or seminarian in our diocese. This project was done

in all the Catholic schools in Idaho (2006-2008). Having a retreat on Holy Thursday. There are activities (cross grades) focused on

the meaning of Holy Week/Easter. These activities center around prayer (individually and communally) as well projects that will help Easter more meaningful. One activity that has been a tradition from the beginning (1996) is a Seder meal connecting the events of the Passover with the Last Supper of the Lord. In 2008, an adaptation of a hunger banquet was held in which the students had the opportunity to feel and learn first hand what it means to belong to first world, second world, or third/fourth world country. Not only was this a good activity in learning how most people in our world live, but also in raising awareness of world hunger.

Activities are age appropriate and geared to preparing all students to develop their skills and gifts for life. It is our intent to cultivate a culture and climate within the school community of hospitality and welcome for all: guests, parents, staff and students. In this climate there is a sense of high expectations for each one to do his/her best and to choose to do the right thing for the right reasons. Students are encouraged to ask questions respectfully; to be engaged in and responsible for their learning and choices. We try to help each student see that no matter what happens at school, it can be a real learning experience now and for life.

We have many indicators of expectations being met at St. Mary’s School. Some indicators include: Items that have been lost are left in the area and not stolen by students (these include auction items and raffle items); in fact, often students recognize one another’s things and bring it to him/her.

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A birthday blessing is given by the whole student body to each student and staff member on birthdays. Individual gifts are recognized at that time and told to all, and gifts are given by the principal. A special book is chosen by the student or staff member to read and is placed in the library with his/her name in it.

Each summer, teachers write to the students they will have in the fall to welcome them into their classroom.

Sixth graders, as part of the Serviam Graduation Award, list the gifts of each of the other sixth graders, which are read at graduation.

We are a small school, but our students are blessed with many opportunities to assist them educationally. Three key areas that St. Mary’s School offers are:

Music instruction for all grades, preschool through 6th, twice a week with two concerts yearly. These concerts are wonderful productions based on a theme from the Bible. They provide another opportunity for students to shine.

Band (before school) is offered for students of Grade 3 -6 three times a week. Choir is offered before school twice a week for Grades 1- 6. About 75% of the students are involved in the band/choir classes.

There are even more benefits than that of having an outstanding music program. Some key benefits for the students are that:

It helps develop student’s pride and positive self-perception, It promotes motor development, coordination and dexterity, It encourages teamwork, fosters creativity, discipline, and commitment and

promotes the use of higher-order thinking skills as well as thinking/listening skills.

Another benefit is that it builds character and personality by teaching students to be responsible to the whole group for the part each one does in the plays, band concerts, etc. Our test scores would affirm these added benefits too. The ramifications for life are truly phenomenal for our students. (pp. 13-14)

In spite of having limited space our students have done extremely well in the field of physical education. They have learned how to have a respect for and to make choices for a healthy body. In yearly competition with all fifth and sixth grades of Moscow, St. Mary’s routinely takes first, second or third place at the Track Field Events held at the Kibbie Dome. In addition, it is not uncommon that the sports teams at the Junior High and High School have 25% to 60% of their teams comprised of St. Mary’s alums.

St. Mary’s art program is not just for young artists. While we want to encourage and support the budding artist, our emphasis is on developing graphic communication skills in every student. In our society, the strongest and most compelling messages are often expressed using some form of art (pictures, advertisements, movies, cartoons, as well as more traditional paintings, sculpture and drawings). Developing good visual communication skills is as valuable as learning to read, write, listen and speak. Our

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students graduate from St. Mary’s with the ability to interpret obvious and implied messages in the images they see, and with the ability to communicate their ideas in strong, effective visual forms. Younger students learn the basics of art—learning to see and manipulate shape and line. As students progress through the program, they are exposed to various media and build on the basic skills. They understand more of the intricacies of visual expression, and compose works that convey their ideas, both realistically and in abstract terms.

The software programs that we have invested in are excellent tools for students’ learning. All the students who have worked with these tools have made very good (in some cases, outstanding) advancement academically. (pp. 12, 13, 14)

In 2007 many Catholic Schools in Idaho held a local Math Festival. The schools first held a local contest, and then the local winners from each Catholic School of northern Idaho went to a regional competition. St. Mary’s students (individually) took first, second and third place in every category except one. And our three teams took first place their divisions (except those geared at grades seven and eight)!

Other opportunities to assist students learning and skills are:

Pleiades Poetry – students from our school often win or place each year. Local Spelling Bee – our top winner from our school is sent to Idaho’s regional

contest yearly. Enrichment Days - are held throughout the year: specialists come and share with

the students across the grades their expertise in art, math, drama, design, sports and science.

Journalism Club-open to grades 4-6 has been in existence for over 12 years (since 1995). Students not only learn the skills of good writing, editing, interviewing, organizing and meeting deadlines; they also learned how to utilize well the technological tools such as, digital camera, word processing software in creating both the Journal and Yearbook. Students are adept at typing, saving, setting-up the dimensions of the paper, etc. They know are very capable. The quality of the newspaper shows it. They have learned the skills and tools that are necessary to work independently. The Dragonfly Journal and Yearbook now reflect student produced work rather than teacher’s.” Also, a local paper, The Lewiston Tribune sponsors Students In Print yearly. Schools throughout the region submit articles for their school’s page. Our Journalism Club creates a page for all to enjoy under the title of Students in Print.

Student Council - since 1995 our active Student Council has helped develop and enhance leadership skills within our students, especially at grades 4 through 6.

Foreign Language - experiences are offered at various grade levels. We have been able to offer Spanish at the primary levels and plan to increase a grade each year over the next few years. Second graders also receive Latin instruction. For the past six plus years our sixth graders and their families have received and hosted Japanese students. This cultural experience has meant very much for both schools and our students.

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St. Mary’s gives all students the opportunity to develop skills, talents, gifts that they themselves may not realize they have. We have chosen not to have a gifted and talented program per se. Schools with this type of program pull out students and must have the students qualify via a test, IQ or another criterion, such as:

Possessing special talents. Extreme intelligence. Leadership skills. Creativity, or potential for performing at a remarkable high level.

In our music and PE programs we experience some students that are innately gifted and they are challenged accordingly. Other students, who might not be identified as gifted or talented, are involved in programs that help nurture and call forth their gifts. The same is true in the classrooms with the various projects/academics we promote. Many of the same activities that are offered in the Moscow School District’s gifted and talented programs are offered to all our students.

Criterion C. 2: Parent/Community Involvement

Develop an accurate and succinct narrative reflecting the discussion and analysis that result from addressing the following criterion question. Does the school administration employ a wide range of strategies to ensure that parental and community involvement is integral to the school’s support system for students?

Before a student is accepted into our school, there is an application process as well as an interview with the principal. Expectations are explained regarding faith and values lived and involvement within the school system. During this interview there are many opportunities to ask and discuss vital questions dealing with faith. If the person(s) is not active in one’s faith, s/he is asked why this is happening. As part of their enrollment, parents are expected to become involved. There is no limit to their participation; they are not only expected, but very much encouraged to use their skills and gifts to help the school community.

The pastor told the principal that the school is vital to the life of the parish. "St. Mary's School is very important and integral to the life and mission of our parish. I see many good things happen in the parish because of the school. Not only does it provide an excellent education for many of our children, it also gives them good solid religious formation. The school is a way that many families are brought together into a community within the parish and they tend to be involved also in the life of the whole parish. I have experienced instances where the School has been instrumental in bringing inactive Catholics back to the Church and also helping some who are not Catholic to find a home in our Church. The School definitely adds to the life and energy of our parish."

The parents can be involved on many levels. To name just a few:

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School board Committees, such as marketing, expansion of the school, the 100th reunion Sharing skills with students in the classroom Listening to students read Helping develop enrichment days Helping with fundraisers Working with student council Driving for field trips Assisting the music director at yearly concerts and the Lionel Hampton Jazz

Festival Helping with school repairs Helping with the hot lunch program

Our parents and volunteers are wonderful in how they help with the school and students. Such involvement allows for ownership in the school’s mission, modeling service to their children, sharing values and supporting one another. In the parish, families, staff, and students are encouraged to help with ministries of the church; lector, music minister, sacristan, serving and hospitality.

Often the school has been the instrumental in having the adults return to being involved in the faith life of the parish. The pastor has told the principal that the school is vital to the life of the parish. As he has said, “It is not the center of the parish, but it truly helpful to the life of the parish. The parish would be poorer if it were not here.”

For the faith life of the students, parents are encouraged to be active in their faith too. The students, when they are the prayer leaders at Mass weekly, invite their parents and family to attend and many do. Many parents attend Mass weekly, even when their child’s class is not leading prayer.

The principal, in conjunction with the parish religious education director, is involved with instructing the parents of both the school and religious education program for the sacraments of Reconciliation and Eucharist. Parents are told they need to set an example if they want their children involved in the church.

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Summary of Category C: Using your written narrative for each of these two criteria, now synthesize your findings by creating a starred summary list of what you have identified in these areas as:

Areas of Strength for Student Personal, Spiritual and Academic Growth:

The spirituality that is felt, lived, and experienced by us as faculty and staff, the students, parents, and visitors.

The reality that students here are safe-emotionally, academically as well as physically. They are free to take risks and know that they will be respected and loved.

From the depth of our spirituality we have Jesus Christ, who gathers us together as individuals and as a community. We, as a faculty and staff, gather daily to pray for our students and their families, as a student body to remember one another in prayer and celebrate the birthdays and special occasions among us, and weekly as a school community at Mass led in prayer by a different class each week.

Our school is not only blessed with having a faculty and staff that is professional in every aspect, but also are individuals who give of themselves over and above what is required to give each student compassionate care and concern.

We welcome many persons who give of their time and talent, from the parents to many volunteers from the parish, Moscow community, and the University of Idaho. Their response is one of being welcomed, wanted and needed. Our doors are always open and it shows.

We have a phenomenal music program and because of the understanding the students have of music generally, our performances are outstanding. Our jazz and instrumental bands are definitely atypical for an elementary school. Their performance level is much higher than the students’ chronological years warrant.

The proof or a tangible demonstration is in the students’ own words of how successful we are in providing support for our students personally, spiritually and academically. The sixth grade graduates from last year (Class of 2008—100th

graduating class) were asked to write what they had “learned” and/or “experienced while being a student at St. Mary’s. (See exhibit_____)

Finally, we expect our students to do well in all ways, especially academically, behaviorally, and spiritually. We expect member of the school community (students and staff) to live by the 3 R’s, which means each one will respectful, responsible, and resourceful.

Areas for Growth for Student Personal, Spiritual and Academic Growth:

Have a good counselor to work with students individually, in small groups and classes and with their parents.

Having workshops and discussion times for parents to connect with each other in areas such as parenting, deepening one’s faith, etc.

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Category D: Resource Management and Development

Criterion D.1: Resources

The resources available to the school are sufficient to sustain the school program, reflect sound financial practices and responsible stewardship, and are effectively used to carry out the school mission, philosophy, and schoolwide learning expectations.

The resources available to the school are sufficient to sustain the school program at St. Mary’s School. The administration in conjunction with the business manager consistently develops a budget that is presented to and approved by the school board at the March meeting. It is based on enrollment from which we ascertain the projected tuition money. From detailed past records we are able to project the expected income from our three fundraisers. We also accrue interest from savings and have consistent gift giving. Our parish subsidizes us financially, and members often volunteer in our school.

In 1956, when the present school was built, the community recognized a need for a gymnasium. Several years ago, the need to also expand our facilities and to update the current building became vividly apparent. A capital campaign was initiated to gather funds. The project is proceeding in three phases that include many capital improvements. Phase I, the gymnasium, was completed in September of 2008. Our business manager maintains all business transactions appropriately. The running record gives up-to-the-minute accounting of all financial aspects. Books are balanced monthly, and the budget is presented to the school board quarterly. As a further precaution, the person writing the checks does not sign them. All financial records are stored according to diocesan policy. Per diocesan recommendation, in the event of an emergency, the school has savings (verified in April, 2008) to cover obligations for a minimum of four months without any incoming money.

Staff and faculty are involved in allocating money. All school supplies requested by the teachers are provided for the students. Each classroom also has a budget based on the number of students. Adoption of new textbooks is in line with state recommendations. In keeping with our school vision, mission, and philosophy, we have an emphasis on individualized learning for which many computer programs are in use and updated appropriately. Money is available for families who need financial help in giving their children a Catholic education.

Faculty and staff members see their work as a ministry to the children and to the church. The salaries are well below the public school system. Increasing salaries continues to be a goal. As our St. Mary’s School Foundation increases, the yearly support has also increased. We hope that this will eventually give us the potential to give our faculty and staff salaries that are more consistent with our peers.

Our school receives Title I funding and participates in the Federal Lunch Program.

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After the completion of the three phases of the expansion, we will develop a facilities management report and check list. As mentioned above, our school finance records are up-to-date. We have a very detailed parent handbook that is available on the St. Mary’s School homepage found at www.stmarysmoscow.com/.

Criterion D.2: Resource PlanningThe administration executes responsible resource planning for the future.

In accordance with our diocesan vision, St. Mary’s School exists as a Catholic educational institute to support parents in the education of their children. Yearly, surveys are sent to parents (electronically and/or paper) to discover each family’s perception of the strengths and weaknesses of the school, to get ideas for long-range needs, and to update parent handbook. We have also developed yearly informational meetings that go beyond open houses. For example one year, we showcased the main computer programs used in our school. We presented a flow chart of use and expectation for each grade level, the philosophy behind the use of each program, and then parents experimented with some of the programs on-site.

More formally, our school has a school board that meets monthly. The parish and the school send liaisons to keep all entities connected. Our parish pastor oversees the school and is present at board meetings. The school board’s energies have most recently been centered on the expansion and updating process of the school. The board also has a marketing committee with the ever-present goal of increasing enrollment. Generally speaking, throughout the years, St. Mary’s class sizes mirror what is happening in the Moscow School District. The marketing committee has most recently worked to make our school more visible to newcomers. They set up a summer display at the Chamber of Commerce, developed and displayed a billboard, and are overseeing the expansion of our website.

This past year, the marketing committee focused on the 100th year celebration of St. Mary’s School. Some of the items include a barbecue, birthday cake for school children, an insert in the local paper sponsored by local businesses and class reunions in the summer.

With our small school population, even in testing situations, data is not disaggregated by social or special needs groups to analyze patterns. We are non-discriminatory in our admission policies. We are here to support all parents in the education of their children. We view each child as gifted and work to enrich his/her life to the fullest. Parents fully understand that St. Mary’s is a Catholic institution and that their children will be taught Catholic traditions and be expected to participate in school-wide religious expressions of faith.

In 1980, a group of interested individuals had the foresight to set up the St. Mary’s School Foundation that is separate from the school. Donations and money from a yearly phone-a-thon are invested and up to 5% of the earnings are given to the school yearly. In

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this way, one’s donations keep on giving. This assures, barring the financial collapse of the country, a consistent income to the school. The school is able to keep tuition costs low while providing an excellent education. A goal is to have the money from the foundation ultimately support the salaries in a fashion more in line with local institutions.

At this time, our parish pastor, our principal, and members of the capital campaign committee continue to work towards obtaining funds to complete all phases of the expansion.

Areas of Strength for Resource Management and Development

Over $1.5 million in St. Mary’s School Foundation Establishment and upkeep of small computer labs in all classrooms Active pastor, school board, and principal, business manager Commitment to fine arts, music, physical education programs Three major fundraisers which keep tuition tolerable

Areas for Growth for Resource Management and Developmen t

Tuition assistance program must continue to increase Analyze fundraisers for productivity and involvement Pricing of Christmas trees at higher rate to sell at market value Contacting people who have made pledges to capital campaign, but who have not

fulfilled obligations Cards thanking people for donations and help that are more personal Increase contact-base to include more alumni, parishioners, and other interested

persons Increase salaries to be more just and equitable

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Synthesized Summary of Self-Findings

Over all Areas of Strength

A pastor who supports the school, encourages parish involvement, and is involved in school activities

The Catholic Identity of the School is supported by the mission, philosophy, and vision statements along with weekly Mass and daily prayer to support each other

Highly caring, qualified staff who support the mission, vision, and philosophy statements of the school, each other, and the students

Extracurricular activities to meet individual interests in award winning band/choir, journalism, science -A strong music/fine arts program that students participate in that encourages community, community support, and by virtue of participation, students excel in other academic areas

High expectations for students and a staff that works hard to ensure students are accomplished in basic skills, and encourages students to work to the best of their ability beyond expectations, a rigorous curriculum in which excellence is the expectation, but open to all -Students tested and placed in the top 5 Idaho schools in both Reading and Language Arts-The high achievement of students on standardized tests as evidenced by receipt of Blue Ribbon School Award

An Administrative Team whose members split the duties of the principal to allow each person to use her best gifts to support the school

Leaderships skills enforced as students participate as the prayer leaders at weekly Mass, speaking and performing in plays, parades, events, buddy programs, and student council

The school’s use of technology to individualize student education in math, language, reading, science, and problem solving and to objectively assess student needs

The school’s recent expansion that has a gymnasium for improved Physical Education opportunities and the structure to phase into rooms designated for music, art, science, technology, a stage and kitchen

Personal recognition and blessings of all birthdays and special events in children’s lives at daily whole school assemblies

Multi-level grouping for recesses, enrichment days, and lunches, so that all students know each other and learn to play and learn together

Low pupil/teacher ratio with aides in every classroom for a portion of the day The participation of teachers and administrators to meet daily for prayer and to

collaborate often to ensure the success of all students entrusted to our care and nurturing

Community service opportunities to develop Christian service and good citizenship

Up-to-date library that offers variety in reading materials and is accessible throughout school hours and a large selection of books in both the library and classrooms

International experiences through hosting of Japanese students

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Math festival attended by all students grades 4-6 in the spring Spiritual component in all areas of the curriculum and discipline based on

Christian beliefs, values, and service to others Modeling of God’s importance in lives of staff $1.5 million in St. Mary’s School Foundation

Overall Areas for Growth

The timely completion of our new facility to add classrooms, a science lab, a lunch room, space and storage- this will enable more efficient use of instruction time (art, science and music setup before student arrival) and areas for small groups, tutoring presentations and assemblies.

Continue to improve socialization skills and respect for God, others, and self Increase tuition assistance program, fund raising commitments and contact people

who have made pledges to capital campaign, but who have not fulfilled obligations

Improve formal memorization of traditional prayers and increase service by upper grades as part of goal of Serviam by the Ursuline Sisters

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Chapter 5: School Improvement Action Plan

1. Target Goal: The timely completion of our new facility to add classrooms, a science lab, a lunch room, space and storage

Rationale:

This will enable more efficient use of instruction time (art, science and music setup before student arrival) and add areas for small groups, tutoring presentations and assemblies. It will also aid in scheduling because at this time every group uses our old assembly room (PE, Music, lunch, assemblies, morning assembly and prayer, vision testing, and teachers for special activities).

Schoolwide Learning Expectations Addressed:

Intellectual Development Physical Development Environment and Surroundings

Strategies forImplementation of Target 1 Goal

Person(s)Responsible

Timeline ResourcesRequired

AssessmentMethod

Collection of money pledged to Capital Campaign

Principal and the Capital Campaign Committee

2010 Funding Money pledged will be collected

Completion of Phases 2 and 3 of the new expansion

Project Manager, Building Contractor and contracted workers

2011 Funding, The building will be completed

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2. Target Goal: Continue to Improve socialization skills and respect for God, others and self (this includes social skills on the playground and respect for others by arriving at school on time and ready to learn)

Rationale: With our high academic expectations, we also expect students to be responsible, respectful of others, and reliable.


Social Development Academic Excellence Environment and surroundings

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Strategies for Implementation of Target Goal 2

Person(s) Responsible

Timeline Resource Required Assessment Method

Implement a schoolwide computer program to track attendance and tardiness

Technical Specialist, Bookkeeper, Secretary

Fall 2010 Develop a computer program, connect to the school network, and a short teacher training workshop

Complete records on the new computer program

Get a bell system working that gives us a starting time that isn’t dependent on a person ringing the bell

St. Mary’s Expansion project manager, principal, and local electricians

2011 Money and upgrade of the old addition and the completion of the new addition to the school

The bells will ring on time

Meet with students and parents at Open House to explain the importance of being on time

Principal and the Administrative Team

Fall -2008 None There are fewer tardies each year and parents connect with the school about absences

By the time a student finishes a year at St. Mary’s, they will be able to recognize their place in a community by their behavior on the playground and in the school Fifth and Sixth grade buddies will meet with their first and second grade buddies once a month to teach them how to play team sports and games fairly.

Principal, teachers, aides, students

Fall –2009 and continuously

An understanding of the motto Respect, Responsibility, Resourcefulness

In Lines:Line up quickly and respectfully when the bell rings

Act respectful in lines by: Keeping hands to self Standing quietly Leaving enough roomFacing forward

Use good manners when speaking to adults or students

In Games:Speak respectfully to teammates and other players,

Be a good sport when not winning, not complain about what team you are on

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3. Target Goal: Increase tuition assistance, fund raising commitments and contact people who have made pledges to the capital campaign but have not fulfilled their obligations

Rationale: St. Mary’s Parish, tuition, fundraising, and scholarship donations support our school. We have a 1.5 million fund in our endowment and are working to have a higher amount to support our teachers who are paid at a lower rate than public school teachers. With our new expansion, we also need to be sure funds are in place to support the infrastructure and help maintain the excellence of the school.


Environment and surroundings

Strategies for Implementation of Target 3

Person(s) responsible

Timeline Resource Required

Assessment Method

Increase Salaries and Benefits

St. Mary’s School Board

Money Salaries will increase and become more aligned to local district and Catholic Schools

Increase fund raising committments


Money and time spent by School Board

Money will be collected

Oversee the completion of the expansion (getting and expanding pledges)


Money and time spent by School Board

Money will be collected

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4. Target Goal: Improve formal memorization of traditional prayers and increase service by the upper grades as part of the goal of Serviam by the Ursuline Sisters

Rationale: Our school works hard on its Catholic identity and service but we feel that many children lack the knowledge of traditional Catholic prayers that used to be taught at home. Others also know Ursuline Schools for service and although we do this, we would like to increase these practices.


Spiritual Development Moral Development Social Development Emotional Development

Strategies for Implementation of Target Goal 5


Timeline Resources Required

Assessment Method

Choose one Catholic prayer each month and say it at Assembly and in the classrooms

Administrative Team and teachers

School year 2008-2009- continuous

Time, practice and leader of prayers

Students will be able to recite the prayer at the end of the month without help

Serviam by upper graders

Teachers of grades 5 and 6

School year 2008-2009 and years to follow

Time and whatever is necessary to do the projects chosen

New Service projects will be developed and added to the curriculum

Meeting with Sister Margaret and upper grade teachers to develop a plan for service

Principal and teachers of grades 5 and 6

Fall 2009 Time A plan is completed and printed for the upper grades

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Chapter 6: Implementation of School Improvement Action Plan

After completing our self-study, we chose four target goals that we believe would help us continue to grow, improve, and ensure our continued achievement and success. The target goals will be used as a guideline, providing us with a realistic timeline for this action plan.

This plan will be communicated yearly to all stakeholders via the St. Mary’s School website and be reviewed at both staff and school board meetings. Reports will be submitted to the Superintendent of Catholic Schools, the school board, staff, and parents.

The self study has given our community the opportunity to work together, learn more about our school, and help us set goals to improve student learning. We also hope to focus and grow in our Catholic educational environment. We recognize that St. Mary’s School is a vital part of our St. Mary’s Parish ministry and we recognize that we have a gift to give to our students. Our vision statement states,




St. Mary's/St. Rose's School is the foundation that gives students these gifts so they may become

Dream makers and world changers.”

We will continue to celebrate and help our students grow in this vision.

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Addenda Regarding the WCEA Surveys

In the fall and early winter of 2008, surveys were distributed to the Pastor of St. Mary’s Church, the Teachers of St. Mary’s School, the Staff of St. Mary’s School, the Parents of St. Mary’s School students, and the Students of St. Mary’s School.

Clergy Survey

Moscow, Idaho has two Catholic churches. At our school’s parish, St. Mary’s, there is only one priest. At the student center at the University of Idaho, there is one pastoral minister, retired. This priest, when he has time, will celebrate Mass with students.

For the purpose of our accreditation, the pastor of St. Mary’s, who is primarily responsible for the school, was asked to fill out the clergy survey. The one used is one that is recommended by WCEA.

The form in its entirety is included in the addendum as well as on display in Exhibit __________.

Summary: The present pastor has served Moscow’s parish since 1992. He has a good understanding of the school and its impact on both the parish and larger community. He was very positive in all aspects of the school. Three important responses are:

The school is a very important outreach for our parish. It offers good religious formation, helps form community, and is an evangelizing tool.”

He sees that the school’s greatest strengths are a strong community of students, teachers and parents, excellent academics, good religious and moral character training.

The school’s greatest areas for improvement are to increase enrollment, complete the expansion phases, always growing to be better in all phases.

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Teacher Surveys

Out of a possible ten teachers (kindergarten through grade six, music, art and physical education) we had eight responses. They range from one to thirty years of service to St. Mary’s.

Their form was the same as for the staff. It dealt with their experience at St. Mary’s, the people they work with, the administration team and the school community as a whole. There were six open ended questions dealing with school environment, discipline, staff development, school’s reputation, and what was the best thing about our school as well as what are the realistic improvements needed.

The following are the written comments/responses by the eight teachers:

In the first two areas, “My Experience at St. Mary’s” and “I work with people who” received a majority of high ratings (4 / 5). One person had a “3” marked for two categories and one person had a “3” marked for “recognized for the work that I do” but this same person wrote: “I don’t really expect to be ‘recognized’ for what I do—it’s what I’m supposed to do!

There was a comment made under each section by one person. The comment was:

I love being a part of St. Mary’s. I know I belong here and I feel such a part of the others and the atmosphere be everyone around me: students, teachers, staff, parents, and others in the church. It is more difficult to see the Catholic priority among such young students, but I know it’s there everywhere else. From day one, I felt as though I have been one of the team for years. All are so open to anything I offer and make me feel important

Under the next category listed, “My administrative team” a majority of markings were 4/5. The following comments were made under this section:

“Sometimes there is a break down in communication and there are times when the principal makes decisions that affect teachers and classes without us being aware or consulted.”

More time in Physical Ed The ‘team’ facilitates all of these [categories listed] and staff can make us of that

to the extent they choose. I have so much to learn about our school, teaching the Idaho standards, and the

Catholic faith within St. Mary’s. I think I am doing well enough for my first year and look forward to growing in these areas in the future.

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Under the category, “In our school” the lowest marking was a “4”. There was one comment under this section:

We are honest and realistic about the success of our students—they all have the opportunity to do well and succeed but ultimately the parents have to be involved in that—there is a direct correlation between their commitment to what we do and supporting us and how well their child does at St. Mary’s.

For the “open ended” comments, the following are all the responses as written by the eight teachers.

Overall our school environment is: Joyful Welcoming God centered and students are happy, excited to learn Helpful and have lots of projects going Inviting Caring and mentally, emotionally, physically and spiritually stimulating

atmosphere and community, positive Challenging/healthy spiritually, academically Great! Safe “Christian values and moral beliefs” Considerate of others Academically superior to public education Doing good things with much ‘less’ (people and $) A large family that takes care of each other. The students watch out for each

other and the teachers/staff know each other on a personal level.

Discipline/ Student behavior in our school is:

Mostly very kind Students who are patient and willing to help with real sense of JOY It is appropriate and proper behavior is expected at school as well as away from

school It is good but we could always improve, managed very well Most students hold teachers, administration, staff, volunteers and students in high

regard. Good—problems are addressed and dealt with on an individual basis Great! Above average Students are corrected consistently and when necessary and we follow through on

those issues

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Handled on an individual basis per student and teachers have the freedom to have their own system. I appreciate the freedom to handle situations for individual needs, but I would really like to have a more unified approach throughout the school. This way all students understand the expectations with every adult and we can be consistent with them.

Staff Development is:

Adequate Usually adequate When we do something all together I think it’s powerful. We learn from each

other and commit to change and/or things already in place This year I have not seen/recognized a lot of this. When I was placed with my

class I also received a mentor teacher who has helped me immensely Good—staff is always involved in something that is enriching our school Good! Adequate—I would like to see the school provide or facilitate the ‘religion’ hours

we are supposed to do each year with speakers, read and discuss meetings, etc. A little lacking. I believe it is because the accreditation is taking so much of our

time. I think we usually have more opportunities and I really miss the extra learning/classes. I am often looking for more ideas and fresh input from others.

The school’s reputation is:

Extremely good Excellent In good standing with the community. Very good. Excellent Great! Good—it always strikes me as a remarkable testament that non-Catholics want to

leave their kids in a Catholic school because they want the better education and environment for them.

Amazing. Everywhere I go, whomever I meet, someone knows all about St. Mary’s and has some kind of connection with it. I never realized how much of our community was involved with the school. It astounds me. The great reputation even travels to towns farther away like Lewiston and Grangeville.

The best thing about our school is:

Acknowledgment of God

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The people who work here and the support of parents and staff Our faith Our sense of community Our academic standards and our loving environment. Each student is treated and loved as the individual he/she is. Because of this,

teachers and staff can/will make sure each student is challenged to his/her potential.

The total package We enjoy our students Kids are held to higher expectations, they learn to be self-reliant and are ‘called-

out’ when they don’t do what they are supposed to rather than ignored/over-looked because it’s easier to just let it go. We expect them to be responsible for things.

Develop life-long skills at an earlier age As mentioned earlier, we are like a family that takes care of one another. The

students are close and know each other quiet well. We are small enough as a school to be able to do that, but still many great opportunities are available when we want or need them.

The following “realistic improvements” would make our school even better:

As people see and speak of needs, we collaboratively, usually very quickly, to work on them. So, right now, nothing! Although improved salaries would be nice.

Finishing the remodel. Higher pay for the staff. Improved benefits and retirement. Building. We need a better sense of time for extra activities so we don’t feel so rushed all

the time. Add 7th and 8th grades Finish the construction project Adding one more day of PE a week Language class Daily PE I would like to see a more unified approach to a behavior management/discipline

system with the freedom to adjust as necessary. I would also like to have more opportunities for learning development and to be able to have more advice in the classroom from another teacher. Perhaps I need to just ask more of my mentor teacher.

One teacher wrote the following on the back of her finished survey, “I don’t know how to phrase this but somehow we see our ‘Catholicness’ at the core of the school but in reality it has much larger rings and layers that grow out of that—we have non-Catholics who want the moral/ethical/Christian values lived and developed in their children and a place

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where they are expected to behave and treat one another with respect because there is no other ‘mode’ for that. Public education can’t use the ‘handbook’ that we use! Tied into all of that, people want the world to be a better/fairer place and so see benefit of their kids learning early on to be cognizant of ‘helping others’ and then actually doing it. We tend to tailor our service projects to require the kids to actually do something—not just bring money from home. We also require ‘service’ from our parents—a commitment to participate—kicking and screaming if necessary—in fund-raising activities to help the school.

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Staff Surveys

Out of possible twelve staff persons we received eight responses: three aides and five from the “other” category respond. They ranged from four months to nine years in service at St. Mary’s.

Staff is defined as aide with students or consistent volunteer or other such roles as secretary, student teacher, business manager, librarian, After School personnel and maintenance.

Their form was the same as the teacher’s. It dealt with their experience at St. Mary’s, the people they work with, the administration team and the school community as a whole. There were six open ended questions dealing with school environment, discipline, staff development, school’s reputation, the best thing about our school as well as what are the realistic improvements needed. The complete responses are listed below.

The following responses were about “Experience at St. Mary’s and the people they work with”. The ratings (4 / 5) were high in every category with the exception of one person who responded with a “3” for the following statements:

“I am intrinsically rewarded for doing my job well.”“My administrative team allows me to be an effective instructional leader and is helping me develop my potential.

We received the following comments under the categories.

Statement: It is evident that the Catholic faith is clearly a priority among all at school.”Comment: “ There are a few who are not Catholic, but are Christian and I feel that the foundational ideas are clearly a priority to all.”

Statement: Quality work is expected of all students.Comment: “I put the 4 in this area simply because I feel the rushed feeling of our culture is creeping into the school and sometimes due to the time restraints we settle for less, even though our expectations are high.

Statement: This area asked for comments about the administrative team.Comment: “ This school has been a great place for me to begin my teaching career. The help of staff and administration has exceeded my expectations.”

For the “open ended” comments, the following are all the responses as written by the eight staff persons.

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Overall our school environment is:

Welcoming Great. A good healthy, safe environment for both students and staff Friendly Enjoyable Positive Loving Encouraging Energetic A learning community with high expectations for students in all areas

Discipline/ Student behaviors in our school is:

Good Consistent and dealt with immediately Clear expectations are given and geared to individual needs of each student Strict and consistent Students are well aware of the boundaries and consequences are immediate when

needed to correct a behavior Well addressed. We don’t have the fear of being taken to court simply because we

addressed a situation fairly and from a “God perspective”. If it is a particularly troubled child the staff is informed of the “plan” and everyone is on the same page

On the whole very good Above average for this grade level

Staff development is: Unique Encouraged and welcomed and on-going Above average I’m not quite sure what to say here. Nothing is really jumping at me. Have not participated in this part yet

The school’s reputation is:

Excellent Wonderful Outstanding and wonderful because students are challenged to become persons

who are respectful to others and live by religious values as well A positive place where children can learn in a good Catholic environment

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Friendly High success rate and community oriented Held in high regard by most of the community Good—the school is known for producing students that are academic achievers

The best thing about our school is:

The commitment of the teachers to their students and to working with each other in the development of the school

Principal, Staff The reputation for outstanding achievement in math, language, arts (music and

band) and Christ comes first Its size and traditions We can teach from a God perspective and the love God has for the children is

poured out through our staff Everyone is treated like family here The sense of pride and community that the people involved with the school show

and display

The following realistic improvements would make our school even better:

Finish off the rest of the construction Better pay for the teachers More aides to help the teachers in their classrooms Increased enrollment Continuing to involve parents with school activities and in the classrooms Having kindergarten at St. Mary’s since by doing this most of our kindergarten

students will attend St. Mary’s in the future More special extracurricular opportunities for students (Spanish club, chess club,

etc.) None specific at this time It would be nice if there could be more money for support staff. Our staff works

very hard and seldom complains, but it would be nice if the teachers didn’t have to double up on quite so many tasks and the secretary had more time to just do secretarial duties, for example.

New technology, as warranted, such as white boards, projection systems for displaying (and creating) power point presentations. The addition of a computer lab would allow for all-class instruction (in the new addition?).

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Parent Survey

St. Mary’s School decided on an adaptation of the WCEA survey for parents. The format we used started with two questions (A and B) that would give us information on how satisfied our parents were with our school as well as knowing if our parents would recommend our school to their friends and relatives.

Then we asked parents to give us their evaluation/input on all areas of the school program (Question C). Questions D through H were open ended questions dealing with the school’s effectiveness, parent concerns and input on the school’s 3 R’s.

The survey was distributed to all parents via their email addresses. However, we also had paper copies available for all parents at the parent teacher conferences too so there would be the possibility of anonymity. We received 61 responses from parents out of a possible 152 for a 40% return from St. Mary’s parents, grades one through six.

We sent out surveys to parents in St. Rose’s, preschool and kindergarten. We received a few responses, but for the purposes of this document we did not include them in this summary. We do have their responses at Exhibit _________________.

In the addendum in this report there are responses by St. Mary’s parents, grades one through six to questions A through H. Some responses are verbatim (D, F, G and H); others are in summary form (A, B, C and E). All 61 returned written surveys are found as Exhibit _______.

Questions I and J dealt with the parents’ response to school finances.

Question A. On a scale of “0 (no) to 10 (definitely), I am satisfied with St. Mary’s for my child.

Of the 61 responses---no response was below a “7”.7 = 18 = 118.5 = 19 = 2010 = 28

Total = 61 responses

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Question B. On a scale of “0 (no) to 10 (definitely), I would recommend St. Mary’s to my friends.

Of the 61 responses—no response was below an “8”.8 = 109 = 810 = 43

Total = 61 responses

Top reasons given in both questions had many similar responses. Some, which were repeated most often, were the following:

Quality of the academics programs including art and music; challenging work/curriculum

Religion...faith is live in school’s daily life…values are lived; enforce same beliefs we hold as parents

Culture of respect, mutual kindness and inclusion Good discipline policies Childcare is provided Children are known by name “All step outside of their roles as classroom teachers to ‘life lesson teachers.’” Buddies in another class that the students can go to for help Learning and social environment is far healthier than public schools. Happy children who don’t have to fear bullying Physical space Different areas of the curriculum complement each other There is real family atmosphere…there is a structured and loving/wholesome

environment; safe/non-violent environment; constructive, positive and nurturing environment

Teachers/staff are passionate, intelligent, patient and kind Kids are held to high standards and are helped to achieve them Ratio of teachers to students Flexibility to child’s needs Excellent supervision Friendships Wonderful support of parents and community Communication between home and school Expectations of respect School administration Everyone is important and special Students learn to read, write, think, be respectful, responsible, reliable at all levels

of education Expectations of the parents Great value (since tuition is low) New gym

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C. From your perspective, check the following areas in which St. Mary’s School does best; religious instruction, formation of the child: spiritually, intellectually, physically, academically, socially and emotionally, communication between home and school, providing adequate information about the finances of the school/tuition/fundraising efforts, discipline, or materials (textbooks, technological tools, etc.) for learning.

Parents integrated their comments with A and B in area C. The positives that were mentioned most often dealt with:

The formation of the child: spiritually, intellectually, physically, academically, socially and emotionally. Many parents spoke how much they appreciated this area.

Communication between home and school (including teachers/office) is great Children are in a safe and supportive environment; growing in self-confidence Appreciative that continuous responsibility and kindness is required of all. Many wrote about the atmosphere/environment of the school, which exhibits

inclusion of all, and respect is expected for all. One parent said: “which I have personally never seen in a group of children before.” Another statement that exemplified this inclusion was “All are treated as equal members of the school. Our child is not Catholic and she feels 100% included and part of the whole community.”

Concerns expressed in this area were:

On occasion discipline seems inconsistent; at times punishment does not seem to fit the offence.

Communication has been better with some teachers than with others.

What would you like the Visiting Team to know?

NOTE: the following are all the written responses given by parents.

1. How hard the staff works above and the job descriptions—incredible generosity with their time and expertise

2. Great school—great kids—great staff3. That St. Mary’s School has a dedicated staff and a strong sense of community.4. Parental involvement is not just a phrase; it is really meant here. The teachers here

are not just teachers, this is not just a job; it is a quest for education, a mission so to speak.

5. St. Mary’s is a wonderful school built upon people who truly care for the best interest of their students, parents and community as a whole.

6. Without this school’s support and help, my family would probably be struggling in so many ways. They helped us find a stable environment that provides love and

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security and to help our faith be reaffirmed. I’m truly grateful and proud that my girls are here.

7. We love this school, the teachers, etc. We truly feel that our community reaps the benefit from having a school of this caliber in our community.

8. St. Mary’s has a wonderful, holistic approach at the same time challenging the students academically.

9. I believe this is the best Elementary School in town and I have told all my clients. 10. That we have moved twice in the last three years, so our daughter has attended 1st

grade, 2nd grade and now 3rd grade in three different communities and schools. St. Mary’s is the best environment of the three, although all three were good. Just would offer our perspective.

11. That the teachers and students work together to create and share a nurturing environment; that the parents are very happy with the learning and character building emphasis; that students are held accountable for their performances.

12. I have been a parent here for 7 years and I know that on the whole St. Mary’s is doing an excellent job of forming children academically, spiritually and as leader.

13. What wonderful teachers and programs that St. Mary’s has.14. Please note the standardized academic scores for our kids. One class (fifth graders

last year?) scored highest in the state of Idaho in Math, from the pool of all public and private schools. This is not a random event—all St. Mary’s test scores are extremely high, usually in the top 10 or 20 percent of the state. This is especially meaningful considering that there is no academic bar for admission.

15. This is a great place to raise and teach a child. They work with us to help us raise our children to be loving, caring, inquisitive and respectful members of society.

16. We are very happy with all aspects of the school. 17. How hard the teachers work and care for their students in each class.18. How well respected St. Mary’s Schools is in the community. 19. How important it is to us to keep God in our school, our home and our children. I

do not look forward to them going to a school without the Pledge of Allegiance, prayer and reminders of what God has done for them.

20. Students are very happy to be a part of this school.21. I would like the visiting team to know that I feel very lucky to have my children

attending such a fine school. We drive 120 miles a day so that they can attend St. Mary’s—and we’re not Catholic! We really believe in the educational program that the St. Mary’s teachers and staff have created, and to think that a school of such high quality is here “down the street” from us! We feel blessed.

22. If this school had more resources, nothing could ever stop it from being the best grade school in the nation.

23. We love St. Mary’s—best elementary school around24. Although salaries are lower we have outstanding teaching staff who are very

invested in the development of the children. 25. What do they need to know? This is a great school. I am very happy and honored

to have my daughter attend. 26. Everything. It’s all good.27. How happy we are we chose St. Mary’s School. That it has helped aid our

children into becoming.

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28. I would not choose to send my child to any other elementary school in Moscow.29. As parents, our daughter’s education, spiritual growth and overall well-being and

development are our top priorities. The public school system in Moscow is very good However, we make sacrifices (financial & otherwise) so she can attend St. Mary’s because we believe that it will provide the best experience and help us raise an intelligent, happy, responsible, God loving child. We are not members of the Catholic Church, so when we started looking into options for our child, St. Mary’s was just one of many on the list. We learned more about St. Mary’s through our neighbors (and good friends) whose oldest child enrolled before our daughter was of school age. We observed the family-like atmosphere, the student accountability and the numerous activities that he was involved in and were sold. After four years at St. Mary’s, our daughter is happy and progressing nicely with her academics. St. Mary’s has definitely delivered on the “total package” school experience we were looking for. St. Mary’s just feels right for our family and we believe we made the right choice without reservations.

30. Individual tests for children; spiritually, intellectually, physically, academically, socially and emotionally—formation of the child.

31. St. Mary’s is a Blue Ribbon School. Our faculty, staff, school board and church leadership work hand-in-hand for the benefit of our students and their families. Parents are always included and involved in plans to make education even better at St. Mary’s.

32. It is important to convey the unique mission and vision of the school within the larger community context of Moscow and the region.

33. School parents all know and care about each other; we are all treated like family.34. St. Mary’s provides for our children of God via religion, education, and social

awareness.35. That I am very happy with the education and guidance my kids are receiving.

D. From my experience, I would say that the school does a very good job in helping the students live the 3 R’s of being:

Respectful Resourceful Responsible

55 parents responded “Yes”

NOTE: Many of the written comments reiterated the positive qualities of the school. A few comments we wish to highlight are the following:

1. St. Mary’s School has been a tremendous partner in helping us raise our daughter. We believe the school effectively reinforces our values, providing continuity in our children’s’ development.

2. I’ve already discussed the respectful attribute. It’s notable that the kids are held accountable for their own homework, and are encouraged to do so with extra (or less) recess time. This incentive works quite well for my daughter. Sometimes it

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seems she isn’t responsible with much else, but she completes her homework now on her own initiative! Now if I could just this to work for my tenth grader.

3. I have observed other schools at same grade levels and there is a huge difference. Our children are far more respectful than others their age.

4. The children are taught from day one, that their “creed” is “Respectful, Resourceful, Responsible,” they even see it on the walls above the chalkboards. I think the teachers do a good job incorporating this into daily classroom life.

5. The children are not presented with those 3 abstract concepts, they live the experience of the 3 R constantly, everyday—and they bring it out of the school i.e. family/community life!

6. Child is mindful of respectable behavior she observes in the classroom and comments on this.

7. The Buddy System is one of the neatest ways to help students do all 3. I find the students who don’t practice the 3 R’s are few and most of the parents know who they are.

8. Responsibility for own actions could be taught better. I am thinking mostly of bullying issues but there has been an improvement at each grade level in this area from kindergarten to 1st and then from 1st to second.

9. My girls surprise me with what they learn and when they take responsibility for their actions. Even if I make a mistake they remind me of how I should have acted and remind me of God’s love and forgiveness.

10. It’s a constant and pervasive theme.11. Discipline, encouragement and consistency are the key components.

5 parents responded “Somewhat”.

There were two written comments given. These were:

1. Well there’s always room for improvement. My child is not responsible yet. Of course this is the parent’s responsibility, but if it is a character trait that is being reinforced at school, then I have seen maturity in this area but ask for more reinforcement (re. drill on taking responsibility of homework).

2. Students being mean to other students.

No parent responded with a “No”. However, there was one parent who did not give any responses to page 2 of the questionnaire—items D through J. It appears that this person did not realize there was another page to which they were being asked to respond.

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E. St. Mary’s School is most effective in:

NOTE: many of the things parents wrote to question “F” were reiterations dealing with faith/spirituality; discipline, academics/learning and social development. A few we found “unique” in how a parent expressed our school’s effectiveness were the following:

1. Raising money for different activities.2. Reaching out to all families and requiring participation in fundraisers is a

wonderful way to feel part of the school community. 3. Making education fun. The students love it! Also teaching, diverse/complicated

subjects to age appropriate kids. Expectations of the children. 4. Making our children very well-rounded, inquisitive and helpful (thinking of

others—putting others first).5. Creating a center of learning excellence on a shoestring budget. Graduating well-

rounded, moral, stable kids into junior high, with an academic edge. 6. Nurturing relationships between teachers and students, which foster quality

education. In our experience, our daughters have been excited to attend school nearly every day at St. Rose’s Kindergarten or at St. Mary’s elementary. They also enjoy participating in Friday Mass with Fr. Joe, especially when it’s their class’ turn to be prayer leaders!

7. “Leading the way to excellence”8. Passing on Catholic values and traditions.9. Teaching kids to have a good heart.

G. Ways the school could be even more effective are:

NOTE: Due to the nature of questions G and H we have decided to list the written response of each parent who responded to the questions.

1. After school programs or Sunday school2. Not sure. Perhaps marketing to increase enrollment in order to lower tuition &

increase teachers’ pay.3. Adding more academic competition especially for the older grades. 4. Sport activities or after school activities.5. Offering additional foreign languages would be great. Another Christian school in

our community teaches Latin, beginning in grade 3. It’s such a benefit fro students, especially if they pursue a career in any life science.

6. We need a better PA system for Sr. Margaret!!!7. I need to spend some time at school in the classroom setting/lunch/recess in order

to answer this question.8. OK—so this isn’t practical, but as a thought experiment, it made me wonder—so

suspend disbelief for a little story...As I was watching a group of the St. Mary’s kids at a birthday party, I noticed that the kids were playing games for tickets. At the end of the party, the tickets could be redeemed for many toys and prizes. One of the kids came up to the parents at the table with a ticket in her hand, saying,

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“Hey, I found this ticket on the ground, and it says it’s worth 100 tickets”. Indeed, on the back of the ticket was written “100 tickets”. The kid who brought it up was genuinely concerned that someone had lost this valuable trophy, and wanted it returned. When no owner was immediately evident, the kid said “hey, we should give it to the birthday girl; after all, it’s her birthday.” As it turned out, one of the adults remembered that another child had reported this missing 100-ticket, and quickly the ticket and owner were reunited. This made me swell with pride for these kids. The kid who returned the ticket wasn’t mine, but I realized that all of the children are morally pointed properly. I’m sure some of them would make the wrong decision some of the time, and pocket the ticket, but from what I see the vast majority of the time the correct decision would be made. The thought experiment part is: what if all American kids were brought up socialized in this way? What would our country be like in 20 years? and then, why couldn’t all the kids in our country be socialized in a school like St. Mary’s? is it really impossible or too expensive? So my answer to question G is: I wish we could reach more kids, even just a few here in the Moscow area with higher enrollment. But as a vision, wouldn’t it powerfully remake our society for the better if we could scale to the masses of America.

9. Just the teachers continuing their education and looking for new ways to help students.

10. The after school program is good and a great place to park children. The student to teacher ratio is too high though. I would rather pay more and have my child receive personal tutoring, during this time. As the lesson plans get more difficult and students sometimes stubborn at learning from a parent, the addition of after school tutors would be great (it could be an formalized system of older students tutoring younger children.).

11. Provide a 7th and 8th grade. Consider school uniforms.12. This is a hard question for me to answer, because I feel like the teachers and staff

work very hard to continually improve and strengthen their curriculum. I can’t think of anything at the moment that I feel needs improvement.

13. Have each child’s parent sit in one day in their child’s class for the entire day. So the parent would know what goes on in that class.

14. Comprehensive view of financial planning and fundraising for 1st year families new to the school.

15. Teachers continuing their education—looking for new ways to help students. 16. I would like to see a greater emphasis on what goes on in the building; having

better curriculum in some subjects (history, religion and sex ed.)17. Go through Grade 9.18. Parent-teacher communication19. More consequences for discipline issues. Not physically discipline, just more than

a ‘talking to’. The problem kids are always the same and it interferes with the other kids in class and their classroom experience.

20. Possibly teach a short learning exercise on bullying at each grade level in the classroom.

21. Uniforms. More than elementary school.

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22. I’m pleased with all that the school does. I think they are effective in all they do and set out to accomplish.

23. Fostering expectations of academic excellence.24. Space—the new gym is welcome and long over due—the grounds are coming

along nicely. Still needs play structures erected. 25. None come to mind. We need a playground/equipment for kids to burn off

energy. 26. Listening to parents input more. Have made suggestions before and not listened

to. 27. Have consistent classroom aide. 28. Discipline. (grade 4 parent)29. Focus more on what God wants from us. (parent in grades 1 and 3)30. Make the spring car wash in several areas an annual event. Full family

participation as a good way to end the school year. 31. I am relatively new to the school (so take this with a grain of salt) but it seems to

me that St. Mary’s is ideally situated to take advantage of more experiential learning opportunities through field trips, long term projects, etc.

The following are areas of concern.

32. A parent wrote a concern which is on display and is labeled with a * for Visiting Team’s input.

33. The numerous fundraising requirements burn out families. I don’t know that there is a solution for this concern when the school has such limited financial resources and has to rely on the participation of its families in its fundraising activities and on the community for financial support

NOTE: This respondent is willing to pay 20% more in tuition.

34. Why does the school need as many teachers’ aides as it currently has?35. The well being of my child. 36. In the past some of our experiences with student teachers or help staff has been

less than optimal, for various reasons. I’m not sure how the student teacher program is administered, but more direct supervision by the classroom teacher, principal or U of I faculty should be considered.

37. Student/part time teachers of faith and education38. I believe my child should be pushed harder (is in second grade—parent answered

“somewhat” under question. The response was # 1.) She does not know what level of effort is normal. If the baseline is being set now, then an increase in work may be problematic. I would like a ton of homework sent home every weekend. My child always wants to complete work assigned by her teacher, but is less concerned about performing work assigned by her parent.

39. Maintaining and expanding enrollment. 40. My only area of concern is for the teachers and staff. I wonder sometimes if the

community appreciates them enough. I also worry that with such low salaries if St. Mary’s is going to be able to continue to attract and keep excellent teachers.

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41. The lack of more involved projects in the higher grades. Things such as extended time projects and writing projects, teaching more of proper grammar and punctuation.

42. The teachers will not have the “monies” available that they would need for material that would help them teach the children in their class.

43. Playground supervision.44. I have none. What a great feeling.45. I would like my daughter to do more athletically—more PE?46. More consequences for discipline issues. Not physically discipline, just more than

a ‘talking to’. The problem kids are always the same and it interferes with the other kids in class and their classroom experience. I love this school. My complaints are very minimal.

47. Bullying.48. I have no concerns. St. Mary’s has always been where I wanted my girls to attend

and I have no complaints. We are happy and blessed to be a part of a great school. 49. Need more foreign language—Spanish, especially, and maybe Latin. It’s terrible

not to expose children to language ed. from native speakers. 50. Some students who are seen to be a regular disruption to the class. Although I

would like to help every child it is a private school and if a student continues to distract the others, the student should be removed before there are significant problems for the “good” kids.

51. Character development is lacking. (Grade 1 parent)52. Classroom aide. 53. The school has not adequately taken care of the bullying problem. (Grade 2

parent)54. Making sure the kids aren’t bullied. (Grade 2 parent)55. Student teachers that have definite student/teacher issues should not be allowed to

continue to teach in any school—inadequate teachers should be exposed—not sent on to other schools.

56. I would hope that the 7th and 8th grade gets funding in the near future!

Then the Parent Survey had two questions (I and J) regarding questions about tuition/finances. The two questions were:

I. Would you be willing to pay a higher tuition IF you knew that 80% (or higher) of the increase would go to increase salaries? ___________YES____________NOIf you answered yes, how much more would you be willing to pay a year? ____________

J. When it comes to funding the school through tuition and fundraising my family prefers

(check one): Philosophy A -Tuition and fees more closely reflecting the actual cost to educate a child, therefore reducing the need for, and amount of, fundraisers and

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fundraising—and my involvement in the same. (for example, school year 2008-2009 the actual cost per child is $5500), OR Philosophy B-Tuition and fees are significantly less than the actual cost to educate a child, therefore requiring more fundraisers and fundraising---and my involvement in the same (which is what we do now). OR Philosophy C-Through a concept of stewardship, our family would be willing to tithe 8 to 10% (or more) of our income to the church. We realize that if all parishioners chose the concept of stewardship/tithing, the parish school would probably cost nothing.

The following are responses to questions I and J. Two parents did not respond (one of those put no response at all on the second side of the parent survey. Several parents responded to the I category and then responded to one of the categories in J. This is the reason why the numbers are higher than 61 responses.

Comments:

Fundraising is a commitment of our family time but is a significant reduction on financial demands---and gets the rest of the community involved and aware of St. Mary’s

Our present tuition/fundraising mix appears to be successful. Slight increases are fine, however I myself am just a social worker and I want to

be able to afford it. Not sure with the economy --- an increase would be hard though well deserved

39 parents responded “yes”

Note: Several parents said yes and checked Philosophy A, too, which means they are willing to pay full price.

Those who answered “yes” they would be willing to pay:

$250 $1010 (or was it 10%?) Nothing given though said “yes” (5 were in this category) $500 5% $1000 4% 10% to 20% $300 $50 $1000 $300 $500 $500 per student 20%

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10% more Enough to pay the actual cost Not sure--maybe $300 25% 10% Too complex a problem to simply pick a number. $300 $1000 Not sure, affordability is important, but so is salaries 20% 10% More or less 10% 2X This is a tough one, just charge me. Perhaps a gradual increase each year 5 or

10% Perhaps the answer is in the question. If a family wants to pay the full tuition of

what it really costs to send their children to St. Mary’s then they should be afforded that choice. At the same time a family wants to send their children to St. Mary’s but may not be able to afford all of the tuition, then they should have the option of working at fundraisers for the school to fulfill what they can not afford. Just because we could pay for full tuition does not mean that I will no longer involve myself with school activities. I enjoy participating too much, and I think that it is important to set that example of volunteerism to my children. It comes back to the school motto of “Respectful, Resourceful, Responsible.” If as a parent I am not willing to live by it, then no matter how much the teachers and staff work on it the children will never learn it. Personally, my children would never be made aware of the fact that their education is “fully” paid, I would still make them volunteer and help needed, but it would be nice to not have to make “quotas,” or “goals,” etc. they could just “do their thing” and be happy doing it. We work very hard on financial responsibility in our home. That is something I feel is lacking in all schools curriculum. Not only do children need to learn how to balance a checkbook, and pay bills on time, but also they need to save some back for the future and to give to others. This year my children will be using their own money to buy a gift from the Heifer Project. This little exercise teaches them about the world, makes them feel good to help someone they don’t know, and the value of the dollar and hard work. There may come a day when my children will not have the financial advantages they have today, and I want them to be prepared to deal with that (God Forbid!) should that happen. They will know how to work, the value (or lack of value) of what they are purchasing, and the difference between wanting and needing something. A St. Mary’s education is the best education in our area, and I don’t mind paying for it, be that with a check or hard work. Although, writing the check is easier, and affords me more time in our busy lives, I understand that keeping St. Mary’s affordable for everyone also requires hard work too. I think that it is important that all parents/families appreciate the cost of keeping St. Mary’s an excellent school. I think that it is a shame that the teachers

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at St. Mary’s receive the lowest salaries in our area. It is really embarrassing to me that they bear the brunt of the cost of a St. Mary’s education. I think that parents and families need to step up to the plate and “even up the playing field,” and pay the teachers what they are worth. So far I think that St. Mary’s has been lucky to retain excellent teachers, but I do not see that as a sustainable trend. I think we need to be more Responsible and give the teachers more Respect, use some Resourcefulness to solve the problem to bring their salaries in line. In short, I think the tuition should be brought up in order to pay our teachers what they are worth, then ask the parents how they would like to pay for it, and give them options to complete the task.

14 parents responded with “no”

Comments:

I couldn’t afford to We would really like to pay more—but just can’t. Would love the increase but am unable to financially pay more. Would love increased salaries for staff but right now we are financially unable to

increase.

F. When it comes to funding the school through tuition and fundraising my family prefers

Fifteen parents said, “yes” to Philosophy A. “Tuition and fees more closely reflecting the actual cost to educate a child, therefore reducing the need for, and amount of, fundraisers and fundraising---and my involvement in the same. (for example, school year 2008-2009 the actual cost per child is $5500).”

Comments:

I am convinced that St. Mary’s is the best K-6 school in town. Please add 7th and 8th grades. My child has experienced rapid growth in the past two years. Thank you.

Need to have vouchers—property taxes to homeowners since we already pay school taxes—this allows for more enrollment, which equals money.

Thirty-seven parents said to stay with what is now in place, Philosophy B. “Tuition and fees are significantly less than the actual cost to educate a child, therefore requiring more fundraisers and fundraising—and my involvement in the same (which is what we do now).”

Comments:

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I believe the fundraising activities actually have a bonding affect among the school families. Without that families would not know one another as much as they do.

Philosophy B teaches students to represent their school in front of community members—not an easy experience, but very valuable. Fundraisers also contribute to parents being closely involved in the school community—we are also learning about the larger community and hot to graciously take no for an answer.

Although it is not always convenient or easy to undertake the fundraising challenges, it gets us and the community involved and keeps us all aware of St. Mary’s place in the Moscow community. And we end up meeting new people and having interesting experiences and we find how generous and kind most people really are.

This is confusing—are you referring to the cost to educate a child for the 7 elementary years, or per year? I would not be in favor of adding more fundraisers to what we already have. And if tuition increased dramatically, I feel many families would choose other educational options for their elementary students.

“B” works better for having the school more inclusive without fundraising to defray cost some families wouldn’t be able to send their children to St. Mary’s even though I HATE fundraising. (smiley face followed)

I don’t know what the teachers’ current salaries are, so it’s hard for me to make a call on supporting a higher tuition. We’re struggling to make tuition work now, but we’d be willing to do more if necessary. I like participating in the fundraisers (tree sale, auction, etc.) except for the fact that we’re so busy right now. Perhaps when things settle down I’ll be able to participate more, but we decided it would make our lives easier if we just opted out of the fundraisers this year. One thing I have a hard time with is asking other people for money (i.e. jog-a-thon). Our families are not currently in a position to help out with such things so we’re pretty much on our own. All of our friends either have kids in St. Mary’s or have their own kids to worry about so we’re not going to ask them. Also, the live auction appears to be a high roller affair and the silent auction seemed to have way too much low-end stuff that nobody bid on. I was able to participate a little but ended up losing money on the item I purchased for the silent auction and ended up paying more out of pocket than the buy-out would have cost me. It’s all for a good cause, and I’m not complaining. I just wonder has anyone thought of putting on a more blue-collar accessible event in addition to the auction. A lost wages night perhaps? Something that the middle-class bracket folks could spend the whole evening spending a couple of hundred $$$on without feeling like we spent a couple hundred dollars. Just a thought. As I stated above, I am currently not in the position to chair a committee to explore this further, so until I am, my input is purely food for thought and I’ll continue to participate in and have a good time at the annual auction. (smiley face followed)

I would like to see tuition raised enough to be able to reduce the number of fundraisers, but not to eliminate them all. Fundraisers like the annual jog-a-thon that require families to solicit money from family, friends and neighbors each year are troublesome because we have to ask the same people to provide cash to our school. Offering the opportunity to “buy out” is a good option, but does not

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eliminate pressure on the child to solicit pledges. Fundraisers that actually provide a product to the donor are preferable. The tree sale and the auction are great. I do not at all mind participating in fundraising events, but do not want to burden my extended family, friends and neighbors every year with requests for cash donations.

I like the way it’s set up now. Parents can “buy out” if they wish while other parents can opt to hold down tuition through “sweat equity”.

To increase cost of tuition would inadvertently decrease enrollment, as families are finding it hard to pay increased tuitions for all academic institutions at grade school thru college levels. Other private schools are finding their enrollments decreasing as they increase their tuitions.

I think B is a good balance—gives people more options and I think the fundraising brings the parents together and therefore are more involved.

One person put “B” and #1 choice; then “C” and #2 and “A” as #3. Then the parent said, I’d like the school to be affordable to all Catholic families in the parish. The current scheme—fundraising or buy out—is nice and flexible. Those with less time and more $$ can buy out, others can give time and effort. I’d like the parish to pay more, but there are other legit claims on parish $$ so I say, keep the process as is.

Not based on parents’ salary, any income can come. We like to see the child have some responsibility/understand the cost.

Current philosophy encourages involvement and promotes responsibility through expense/ownership. Nothing that is free is truly appreciated.

I would support a combination of A and B. I also like C but because of limited finances I cannot give more money at this

time.

Seven parents chose Philosophy C: “Through a concept of stewardship, our family would be willing to tithe 8 to 10% (or more) of our income to the church. We realize that if all parishioners chose the concept of stewardship/tithing, the parish school would probably cost nothing.” (Note: Philosophy C was not on the original survey that some parents responded to via email. So this number may not accurately reflect 100% of the parents who responded.)

Comments:

Philosophy B is a good one too. We would be unable to afford Philosophy A. Thank you.

Philosophy C is interesting...we attend Mass at a different parish. How would it affect non-Catholics?

C would be ideal but I’m very happy with B. Being a part of the fundraising helps me feel like I’m a part of the school and it shows my girls that I support them and love spending time with them.

C would be great if it worked. We tithe most of our money to other places (Food for the Poor, CRS) so how would this work?

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Student Surveys

We had all students (St. Rose’s Kindergarten through St. Mary’s Sixth Graders) give individual responses regarding their school’s experience.

Kindergarten through third grade had one form in which they gave input regarding how they felt about school. They were asked to respond to four questions dealing with how they feel about their school experience, what would they like to be different in school, which subject do they like the best and what else they wanted to tell us. In order to get the fullest responses possible we had buddies do the administration of the surveys, kindergarten through second graders. We believed third graders were capable of doing the surveys themselves.

Fourth graders through sixth graders had a different form, which comprised of open-ended type questions. These dealt with their experiences of the school, teachers, school environment, principal, pastor, Mass, school work, importance of subjects they are studying as well as what each student wanted to tell the Visiting Team about their school.

Each student’s response is on display as Exhibit _______________.

Summary of responses for Kindergartners through Sixth Graders:

Kindergartners: was very positive about their school experience. They love math and reading very much as well as their friends. They know they are cared for and respected by their teacher and principal. Some would like their teacher to give more extra help.

First Graders: began to have a more spread of experiences regarding their school experience. Many expressed positive experience about the many activities they are able to do, like one who said “Art, because you get to explore your imagination.” More neutrals were noted, but overall the category mostly marked was the positive agreement column.

Second Graders: were similar to first graders in their spread of marking different categories. Many second graders named activities like Catholic Schools’ Week, going to Mass, Halloween as being special about school, which shows their ability of remembering their experiences from one year to the next.

Third Graders: The negatives third graders marked dealt with the individual students viewing themselves as being able to be better students, better behaved, etc. Many third graders mentioned that they loved reading, math and writing. They love the gym.

Fourth Graders: This class, as well as fifth and sixth graders, was given open-ended questions to give their feedback. They gave many responses on how to make the school better. Many realized that they had to make personal choices to make this happen. Quite a few of the students had consensus when it came to the principal giving them more recess and vacation days as well as adding a playground and allowing them to wear tank tops,

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etc. Homework is okay and for most, just right. Mass for the majority is special and fun. As for their teacher, they think she is the best. When it comes to the Visiting Team the students want to tell them that their school is the best; it is great; “that we all try our best and all think we are equal”, “that we donate to the poor and enjoy it”, “St. Mary’s School is fun and we always have things going on. I like being a student here.” “That it is probably the best Blue Ribbon school ever. And I have been to lots of different schools.”

Fifth Graders: they named as very special many of the traditional events that are held yearly as well as activities like helping people in other countries, playing in the jazz band. Fifth graders were very positive in their response to their teachers, though many would like even more extra help from them. For the majority homework is about right. Many realized that personally it would be good to be more inclusive and give more of themselves by thinking of others. They have many positive suggestions in making the school environment better. Their suggestions ran the gambit of getting more money for other countries to cleaning up their school environment to playing with each better on the school grounds. As regards the principal and pastor, they would like them to interact more with the students both in the classroom and outside activities. Mass for them is great, feels good and more interesting than Sunday Mass. As regards what they want the Visiting Team, fifth graders were across the board from to having too much work to “I want them to know that St. Mary’s I awesome, the rules make sense and the teachers and staff are really nice.”

Sixth Graders: this is the oldest class in the school. They named as special activities things that the whole school community does: plays, fundraisers for persons in need, Mass, Catholic Schools Week, etc. The teachers received kudos from the students for helping, encouraging, complimenting them in their school successes, learning from them and helping the students understand the subject material. Majority of the students believe that the schoolwork is just right, though they would want more extra help. Personally they have grown in awareness of helping peers more both in assistance with class work and being good role models, especially to the younger students. They realize that to have a better community it is what they do as individuals that will help make this happen. As with the fifth graders, they would like the principal and pastor to give their time by joining the students for recess and lunch activities. However, one student did say of the principal that all is “fine nothing is bad enough to ask her. Responses to Mass were varied, though many were varied. From “I mean its fun to read and to see what fun thing a class has cooked up, but I already go Sundays” as well as “a good way to reach God and connect with him and listen to scriptures/singing from the choir” to “a refreshing time to get ready for the day.” Regarding subjects there was no consensus but all had their favorites as well as those of why do we have to learn this one! For the Visiting Team the following best summed up the sixth graders desire: “I want them to know that 6th graders are setting examples and I want them to know we’re a great school.”

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Addendum June 2009Target Goal 1: Increase the financial base of the school

This goal will include:a. The completion of our new facility (classrooms, stage/lunchroom, space,

kitchen) as well as renovation of present facilities (plumbing, electricity, etc.) and which will include the addition of a kindergarten class.

b. Increase the Foundation basec. Increase salaries to 80% of the Moscow School District

Rationale:The items we have identified need finances to accomplish them. The school must find ways of enlarging its financial base to effectively meet present as well as future needs.

School-wide Learning Expectations Addressed: Physical Development Environment and Surroundings

Strategies forImplementation of Target Goal 1



Assessment Method

Continued collection of outstanding pledges from Phase I of the Capital Campaign

Principal and Business Manager

March 2009 to November 2009

Time/ manpower hours

That we are within 1% of obtaining all pledges made

Inviting those who have finished their pledges to extend them as well as inviting new persons to make a pledge to complete the Capital Campaign—total needed one million or less

School BoardPastorPrincipal PastorParish CouncilBusiness manager

May 2009 through May 2010

Publicizing the information to the parish

Contacting individuals who have not made pledges

Part II pledge campaign finished in 2010

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Target Goal 1 continued…Strategies forImplementation of Target Goal 1



Assessment Method

Systematically apply for grants from Foundations that meet our goal for expansion needs and increasing of scholarship funds

Pat ClydeSister Margaret

Began in February 2009,ongoing

FoundationSearch.com

Grants are obtained

The Foundation will continuing exploring new and varied ways to increase its financial base by increasing number of givers, persons remembering the Foundation in their will, charitable trusts information, etc.

Tim Baszler, Chair of the Foundation and other members of Foundation Board with needed expertise

February 2009, on-going Charitable trusts,Wills,Planned giving, etc. Accurate information received and disseminated

Additional money added to the St. Mary’s SchoolFoundation

School Board initiates “The Great Teachers Fund” with present parents in school

School Board members

April 2009 and will conclude the first year in August 2009. This will be repeated each school year.

Time to talk with each family to contribute to the Great Teachers’ Fund, a tax deductible donation

Every family has responded via a pledge card

Expand contributors to “The Great Teachers Fund” beyond school parents

School Board members

Fall 2009 Time to talk to new contributors to the Great Teachers’ Fund, a tax deductable donation

Increase the amount in “The Great Teacher’s Fund.”

Income from “The Great Teachers Fund” will be part of the operating budget of the school

School Board and Business Manager

An income line will be added to the operating budget, beginning with 2010-2011 financial budget

Money received from donors

Teachers salaries will increase to align more with Diocese guidelines

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Target Goal 2: Increase articulation of curriculum standards

This goal will include:

Rationale:Teachers and students are aware of what standards are being taught.

School-wide Learning Expectations Addressed: Intellectual Development

The Visiting Committee acknowledges the use of State curriculum standards in the computer assessment programs to both assess and guide student learning. Curriculum standards are also included in the textbooks used by the school. There is no question that curriculum standards are being covered. The Visiting Committee recommends an increased articulation of curriculum standards that would make them more explicit in teachers’ lessons and would help focus instruction. In addition, curriculum articulation would provide an opportunity to collaborate more as a staff to ensure that all standards are being met across grade levels. Articulating standards would also help focus student assessment. Additional teacher collaboration on standards articulation will allow for increased connection between the standards and the instruction, assignment or assessment. The school may wish to delay development of this target area until the Diocese begins implementation of the new Curriculum Standards.



Timeline Resources Required Assessment Method

Curriculum standards taught per grade level are clearly stated in lesson planning and articulated to students

Classroom teachers

September 2009 On going

Curriculum standards developed by the Diocese of Boise

TBA*

Assessment will be based on the curriculum standards

Classroom teachers

Ongoing Curriculum standards developed by the Diocese of Boise

TBA*

Articulation of a system-wide curriculum by the Catholic Diocese of Boise

Dan Makley, Superintendent of Catholic Schools, Boise

Fall 2009 till completed

TBA*

* The Diocese of Boise is currently (2009) developing curriculum standards for Idaho Catholic Schools.

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Target Goal 3: Development, articulation, implementation and publicizing of SLE’s for St. Mary’s School

This goal will include:

Rationale:That all are aware of what can be expected of students as they graduate from St. Mary’s School. This is important for the students themselves in order for them to take responsibility for their own learning.

School-wide Learning Expectations Addressed: Intellectual Development

SLEs, along with the mission and philosophy, define the school’s purpose. St. Mary’s SLEs are a translation of their former Goals and Objectives as found in their Handbook and shared with parents at the beginning of the year. They are not, however, well known to the school community (staff, students, parents) as School-wide Learning Expectations. The school is encouraged to make these better known, as SLEs, to begin the process of revising the SLEs into a measurable format including more non-staff shareholders into this process, and to start developing rubrics for measuring the SLEs.



Timeline Resources Required Assessment Method

Begin to develop measurable, tangible, identifiable, characteristics for a graduate from St. Mary’s School (SLE’s)

PrincipalFaculty

June 2009 teachers will begin to articulate the measurable ways to identify a SMS graduate

Time (staff meetings) and informal meetings)

Pastor, Teachers, Staff, School Board, and parents

Begin to develop increased awareness of the school’s articulated SLE’s

PrincipalFaculty

Ongoing TimePastor, Teachers, Staff, School Board, and students

Those who are Stakeholders in SMS will recognize school’s SLE’s

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Target Goal 4: Continue to improve socialization skills and respect for God, others and self (this includes social skills on the playground and respect for others by arriving at school on time and ready to learn)

Rationale: With our high academic expectations, we also expect students to be responsible, respectful of others, and reliable.

School-wide Learning Expectations Addressed: Social Development Academic Excellence Environment and surroundings

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Timeline

Resources Required Assessment Method

Implement a school-wide computer program to track attendance and tardiness

Technical Specialist, Bookkeeper, Secretary

Fall 2010 Develop a computer program, connect to the school network, and a short teacher training workshop

Complete records on the new computer program

Get a bell system working that gives us a starting time that isn’t dependent on a person ringing the bell

St. Mary’s Expansion project manager, principal, and local electricians

2011 Money and upgrade of the old addition and the completion of the new addition to the school

The bells will ring on time

Meet with students and parents at Open House to explain the importance of being on time

Principal and the Administrative Team

Fall -2008

None There are fewer tardies each year and parents connect with the school about absences

By the time a student finishes a year at St. Mary’s, they will be able to recognize their place in a community by their behavior on the playground and in the school.

Fifth and Sixth grade buddies will meet with their first and second grade buddies once a month to teach them how to play team sports and games fairly.

Principal, teachers, aides, students

Fall –2009 and continuously

An understanding of the motto Respect, Responsibility, Resourcefulness

In Lines:Line up quickly and respectfully when the bell rings

Act respectful in lines by: Keeping hands to self Standing quietly Leaving enough roomFacing forward

Use good manners when speaking to adults or students

In Games:Speak respectfully to teammates and other players,

Be a good sport when not winning, not complain about what team you are on

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Documents

St Accreditation SMS June... · Web viewOf all the elementary students attending school in Moscow (public, charter, and private), 10% attend St. Mary’s School. Family Status We