st. benedict preparatory school strategic plan filest. benedict preparatory school strategic plan...
TRANSCRIPT
St. Benedict Preparatory
School
Strategic Plan
Developed
with
the assistance of:
James Brandt, Regional Advisor
J. Kevin Donovan, Project Manager
James Neils, Consultant
Ted Lobman, Consultant
Victoria Helander-Heiser, Consultant
From
Executive Service Corps of Chicago
Project 6205
October 15, 2011
Table of Contents
Page
Forward ............................................................................................................... 1-2
Acknowledgement .............................................................................................. 2-3
Mission ....................................................................................................................3
Vision .................................................................................................................. 4-5
Key Issues ........................................................................................................... 5-8
Critical Issues .................................................................................................... 8-10
Communications ............................................................................................. 11-14
Board Development ........................................................................................ 15-18
Alumni/Development ...................................................................................... 19-22
Academics ....................................................................................................... 23-29
Finances .......................................................................................................... 30-33
Facilities .......................................................................................................... 34-38
Appendix ........................................................................................................ .39-68
Report on Interviews of parents that continued on for high school .... 39-41
Faculty, parents and stakeholder interviews ....................................... 41-55
Survey Monkey Results ...................................................................... 55-57
Focus Group Survey ........................................................................... 57-62
Diagnostic Report ............................................................................... 63-68
1
Foreword
St. Benedict is a parish preparatory school in a Northwest neighborhood of the
City of Chicago. The school has grades pre-k to 12. The school is 110 years old.
The pre-k through 8 serve members of the parish and surrounding families. The
high school draws students from the entire City of Chicago.
The elementary school and the high school have recently combined. The
composition of the school is: pre-school, kindergarten through fifth grade and
sixth grade through twelfth grade.
Rachel Gemo is Chief Executive Officer and she has four people reporting
directly to her.
Ericka Mickelburg is principal of sixth through twelfth grades.
Nancy Feely is principal of the kindergarten through fifth grade group.
Rachel Waldion is director of the pre-k group.
Joe Accardi is director of recruitment, development and alumni relations.
All of these people are new to their respective positions. Rachel Gemo reports
directly to Father Beaven, the pastor of St. Benedict. There is an advisory board
that will meet four times a year and is still in the development stage. This is a new
model for the Archdiocese of Chicago schools. Previously there were two boards;
an advisory board for grades pre-k to eighth grade and a high school board. The
high school board was a board of limited jurisdiction. The new board is in the
process of setting up by-laws under which the board and its functioning
committees will operate.
In the last decade the neighborhood surrounding St. Benedict has continued to see
―gentrification.‖ This and the decline in the real estate market have caused fewer
parents to move to the suburbs when their children reach school age. This has
resulted in growth in grades pre-k through the eighth grade. During the same
period the enrollment at the high school has declined. At one point at least half the
children attending what was the elementary school went on to the high school at
St. Benedict. In recent years this has declined to where there are five or fewer
students continuing on from eighth grade into grade nine at St. Benedict. This has
resulted in the majority of the students in the high school coming from other areas
of the city.
The general feeling is that pre-k and kindergarten through eighth grades are
profitable and the high school is not. However, that was not the scope of this
study.
2
Congratulations are in order:
We must congratulate the School for winning the ―2011 Catholic Teacher
Innovation in Catholic Education Award.‖ This is given in recognition of
implementing exemplary, innovative programs to improve the teaching and
learning of their students, faculty and staff. St. Benedict is one of only 12 schools
nationally to win this award.
Also, St. Benedict graduates tested into Chicago’s most prestigious schools,
which include Loyola Academy, St. Ignatius College Prep., Gordon Tech and
others.
Enrolment for school years 2010-2011 and 2011-2012 are as follows:
Fall 2010 2011
Grade
Pre-k 195 213
Kindergarten 78 79
1st 49 72
2nd
40 53
3rd
39 40
4th
30 37
5th
32 32
6th
32 31
7th
36 29
8th
21 32
9th
40 57
10th
32 43
11th
48 40
12th
52 47
Total 724 805
Acknowledgments:
Executive Service Corps (ESC) had a five person consultant team acting as
facilitators for the development of this Strategic Plan. This Strategic Plan is the
direct work of many individuals. Leading this group was Rachel Gemo assisted
by Susan Devane and Jennifer Russell. Their fervor and drive has made the
delivery of this document possible. We are grateful and wish to thank all who
contributed to the success of this project.
3
St. Benedict Preparatory School Board Members:
Adrienne Bell, Amy Gaylord, Dan Farris, David Wolke, Iris Hart, Jason Staley,
Jennifer Russell, Jenny Courtad, Jo Marie Yonkus, Mary Jo Hayes, Mary
Mangan, Mike Teolis, Rima Ports, Shannon Archer, Suzanne Devane, Timo
Rehbock, Todd McGovern, and Tony Couty.
St. Benedict Preparatory School Staff and Faculty:
Joe Accardi, Stephanee Balsley, Betty Blazek, Kellina Bruett, Anne Candioto,
Desiree Cyr, Chris Deakins, Frank DeAngelis, Nancy Feely, Julie Fox, Rachel
Gemo, Bill Gorgo, Yvonne Grabe, Jean Hybinette, Deborah Lee, Roy McLean,
Heidi Meyer, Erika Mickleburgh, Carrie Mocarski, Tresa Mueller, Dawn
O'Farrell, Janet Olson, and Paul Piekosz.
St. Benedict Preparatory School Parents and other Stakeholders:
John Lynch, Anne-Marie Peterson, Jennifer Russell, Stephanie Stecz, Gonzalo
Tinejero, and the Rev. Robert Beaven, Pastor St. Benedict Roman Catholic
Church.
Mission Statement:
St. Benedict Preparatory School on the north side of Chicago is a Catholic
Preschool-Grade 12 community that utilizes our unique educational resources to
provide an innovative and rigorous academic program. To achieve this mission,
we:
Excel in educating the whole individual in the Catholic tradition,
Challenge students to develop their God-given talents,
Create a Christian community by sharing our gifts,
Honor the gifts and diversity of the community, and
Serve the Lord and each other in an ever-changing world.
The St. Benedict Preparatory School Graduate:
The St. Benedict Preparatory School Graduate enters post-secondary life well-
rounded and prepared for learning, achievement and service in a 21st century
global society. Honoring the tradition of St. Benedict, our graduates possess the
knowledge, reason, diligence, and perseverance to grow in faith, wisdom and
spirit.
4
Vision Statement:
In order to be an exemplary Catholic school, St. Benedict Preparatory School will be a
place where:
Excel
Students are engaged in a challenging curriculum and achieve academic success.
Students grow through stewardship education, social justice teaching, creative and
expressive arts, academic competitions, leadership training, technology integration,
and community service projects.
Students will be able to communicate effectively in a global and technological
society.
School families actively participate in the education of their children in partnership
with the teachers and administrators.
Faculty and staff promote critical thinking, teamwork and ownership through
compelling and challenging work that builds on the fundamentals.
The Administration ensures that standards of excellence are implemented.
The Parish and school community sustain and support an exceptional faculty and
Administration.
Challenge
Students use 21st century skills to understand, discern and address global issues.
Students practice patience, perseverance and resilience to grow in both areas of
strength and weakness.
Students and Staff use technology to learn, problem solve, communicate and
create.
Families challenge their children to discover and develop their God-given
talents.
Faculty and staff encourage students to be innovative, creative, adaptable and
excellent in all they do.
The Administration and faculty commit to continual analysis and evaluation of
the programming to make curricular decisions based on up-to-date educational
best practices.
The Parish and school community ensure instruction in music, foreign language,
technology and physical education to provide a well-rounded educational
experience.
Create
Students use their gifts and talents for the betterment of the school and broader
community.
Families live out the Gospel values.
5
Faculty and staff witness to the Faith by their words and deeds, and through
prayer and example promote the ongoing formation and spiritual growth of their
students.
Faculty and staff support one another in the professional and catechetical
growth of the staff.
The Administration and faculty will maintain a safe, personal, student-centered
school community where we are able to know each individual student and
family by name.
The Administration and faculty collaborate with our parents, surrounding
Catholic schools and the entire parish community to enhance the experience for
all students.
The Parish and school community support the students in their spiritual, moral
and ethical growth.
Honors
Students learn the importance of and practice being a good neighbor in a global
society.
Students are seekers of justice.
Families of all faith backgrounds welcome others to share the blessing of a
Catholic school.
Faculty and staff are models of respect for the dignity of others.
The Parish and school community make judgments and decisions based on
Catholic values with empathy for others.
Serve
Students are stewards of God’s gifts and creation.
Students create peace in our school and broader community.
Families model involvement in their faith and community.
Faculty and staff prepare students for a life of service in society by integrating
opportunities for service learning with parish ministries and local community
organizations.
The parish and school community will be active participants in their faith life.
Key Issues:
Interviews of Stakeholders (Parents and Staff)
The findings of the twenty-three interviews of parents and staff at St. Benedict
overall seemed to be consistent with the findings of the earlier studies related to
St. Benedicts’ strategic plan by the Executive Service Corps with the Elementary
School in 2006, and the report by the Catholic School Management Inc. in its
6
review of the High School in 2008. We were impressed with the commitment of
almost all the people interviewed.
The following is a summary of the issues found from the interviews.
Administration
Faculty and parents while supportive of Rachel have little understanding of how
the administration functions.
Communication
Communication by the administration is generally rated low by teachers and
parents.
Parents and teachers do not understand and cannot explain the future plan for the
school and in particular the direction set for the high school.
Communication about funding campaigns is not consistent, is poorly organized
and/or is not properly carried out.
Roles and responsibility and expected performance of faculty and staff are not
clearly defined.
Governance
The Role of the new board is not well defined.
The people on the boards currently do not understand their role.
Parents do not understand the role of the board.
There appears to be little communication about and from the board(s) to parents.
Facility usage (space utilization)
The school is encountering difficulty scheduling common use space such as the
cafeteria or gym because of the number of programs.
The schedule of facility use is not up to date or sufficiently managed to alert
teachers and staff of upcoming programs and schedule issues.
The combination of the middle and high school classes in one area has caused
noisy hallways and scheduling issues for special programs and student activities.
Students with special needs
Students with special needs are not being served adequately and the school may
not be in compliance with the students’ IEP’s.
7
Faculty are poorly trained or not trained at all to cope with the students’ special
needs.
The number of students with special needs is increasing.
Faculty does not seem to have access to the IEP or be involved in the writing of
the IEP for their students.
Maintenance and facility management
Numerous people question why the school has failed to address the maintenance
needs of the school.
There is growing resentment regarding the maintenance, timeliness of service and
the lack of updating of the school buildings.
There appears to be no comprehensive planning to address the future needs of the
school.
We tried to interview the business manager who we were told the maintenance
people report to. Our numerous phone calls were not returned.
Faculty/Staff Development
The faculty is generally supportive of the educational mission.
Middle school teachers do like the new computer.
There is a growing issue regarding poor quality teachers that the administration
has not addressed.
Increasing numbers of good teachers feel they are being burdened by having to
cover for poor teachers.
Teacher evaluations are not conducted on a timely basis.
Faculty staff meetings are poorly managed.
Teacher development, particularly at the Middle and High School level, is
considered by staff to be non-existent.
High School
Recruitment of St. Ben’s middle school students to attend St. Ben’s high school is
nearly nonexistent, not focused and conducted in what was characterized as a
half-hearted and not caring way.
Regardless of whether students stayed or go to another school the marketing of
the high school can best be summed up as too little, too late.
Parents repeatedly commented that the School administration, teachers and others
exhibited little interest or efforts to even try to keep the student at St. Bens.
The curriculum at the high school needs to be stronger to attract more students
from the elementary school.
8
Fund Raising
The School and the Parish lack a focused and coordinated fund raising program.
The School and Parish end up competing for funds rather than enjoying the
benefits of what each uniquely has to offer.
The uncoordinated efforts frustrate donors.
There is a lack of a strategic effort to build/maintain a list of donors that would
support the ―Parish school.‖
Survey of Parents of 8th
Grade Students who Went Elsewhere for High
School
There were16 respondents to the survey. Eight came from Survey Monkey of
2009 and 2010 eighth grade graduates and eight phone surveys of 2011 eighth
grade parents.
In summary, the respondents felt the curriculum at St. Benedict was not as strong
in preparing students for college. Range and quality of courses offered and AP
courses need to improve. With some improvement in the quality of some courses
we do feel St. Benedict can attract more students. As with the stakeholder
interviews it is clear that St. Benedict does not do a good job in recruiting their
own students.
Interviews of Parents of Students Continuing at St. Benedict High School
There were four parents interviewed in person.
With so few interviews it was hard to draw any conclusions. They each had their
reasons. The only factor that was common was that St. Benedicts’ costs were
lower. The interview notes are attached and worth reading.
Critical Issues:
At the retreat, 6 categories of important issues for the school were presented and
the 44 attendees took the Key Issues from the Diagnostic Report and identified
and prioritized them under the appropriate category. Effectively, 8 Critical Issues
came from this process and were handed off to 6 Work Groups made up of board
and staff, each facilitated by a member of the ESC consulting team. These 8
Critical Issues are noted below:
9
Communications
Design and establish a coordinated system of communication to and from all
internal and external constituencies: (constituencies such as students, parents,
alumni, potential donors, neighbors, other schools and others relevant to
recruiting students, raising money, and building a favorable impression,
administrators, teachers, and other staff.
Board
Organize new, combined Board representing pre-k through High School,
communicating to those who need to know, the functions and purpose of the
board.
Alumni
Develop a functioning and active alumni organization.
Academics
Develop a comprehensive plan for supporting students and teachers in the
development and implementation of a more rigorous pre-k through Grade 12
academic program.
Finances/Development
Implement a fund raising program that will meet the short and long-term
needs of St. Benedict Preparatory School.
Finances/Management
Provide financial oversight for St. Benedict’s Preparatory School through a
budgeting/reporting process.
Facilities/Management and Maintenance
Develop a comprehensive facility management and maintenance program for
the campus: 1) to meet Diocesan, City, State and Federal safety and
maintenance guidelines and 2) that meets the schools’ needs as a result of
increased demand for additional classrooms, offices and activity space within
the existing campus facilities.
Facilities/Space Utilization
Develop and maintain an accurate and comprehensive scheduling system,
policies and procedures to: 1) be used by school and parish administrators to
schedule/reserve all classroom and activity space within the school's campus,
and 2) to insure the security and safety of the students, staff and visitors while
on the school’s campus.
10
Work Groups and Strategic Planning Action Plans:
The Work Groups held their initial meetings at the retreat, and then subsequently
as necessary to formulate the specific Action Plans to address these Critical
Issues. These Action Plans follow.
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Communications
Goal #1: Improve Communications, Public Relations Management and Planning
11
Design and establish a coordinated system of communication to and from all internal and external constituencies (students, parents,
alumni, potential donors, neighbors, other schools and others relevant to recruiting students, raising money, and building a favorable
impression, administrators, teachers, and other staff).
Objectives Measurable
Outcome
Resources Required Completion Date Persons Responsible
Compose a team, including Board
IAC and relevant staff, to write a
detailed comprehensive process to
reach all internal and external
constituencies and perform all
communications functions.
Plan to include budget, staffing and
job descriptions, action schedules,
cooperation among all relevant
administrative units, and reviewing
results and revising, as needed.
Identify staff and/or add resources
to implement the plan and
effectively manage all internal
communication and coordinate all
other communication efforts.
Involve them in planning.
Individual or team
identified and
published.
Process
memorialized and
approved by
Institutional
Advancement
Committee.
Followed by
administration and
stakeholders.
Individual or team
Resource(s) to manage
communications
12/11 to compose
team;
6 -12 months to
finish plan; on-
going afterward for
implementing,
review and revision.
CEO, MAO,
Institutional
Advancement
Committee
MAO, Institutional
Advancement
Committee
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Communications
Goal #1: Improve Communications, Public Relations Management and Planning
12
Promote the School’s image
internally and externally to attract
and maintain enrollment, increase
fundraising and volunteering, and
pride.
Identification of
programs and
memorialized plan.
Annual reports to
CEO and board on
effectiveness.
Resource(s) to manage
communications
6 -12 months MAO, Institutional
Advancement
Committee (this is an
identified duty and
responsibility of the
IA committee per the
bylaws)
Leadership promotes importance of
communication and accountability
for it, including cooperation across
units and solicitation of stakeholder
questions and suggestions.
Leadership effort
and stakeholder
perceptions.
Ongoing CEO, MAO, HEADS
OF SCHOOLS,
BOARD
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Communication
Goal #2: Create or Improve Tools and Relationships
13
Objectives Measurable
Outcome
Resources Required Date for
Completion
Person(s) Responsible
to Complete
Make website all-inclusive to
serve all internal and external
constituencies and functions.
Website used and
judged effective for
all constituencies.
IT proficiency 6 – 12 months MAO, IT
Create St. Ben content for
Facebook and Twitter. Invite
parents to join.
Existence of
accounts; Monitoring
web presence;
Updated information.
Proficiency in social
media; current and
accurate list of
families
12 – 24 months Communications
Coordinator
Increase dissemination of high-
quality visuals in school and
community: signage, banners, etc
Visuals judged to be
high quality, well-
placed and achieving
desired effects.
Budget 24 – 36 months Communications
Coordinator
Create e-commerce tool so Spirit
Shop becomes one-stop for
branded products.
Existence of
e-commerce site
IT proficiency 24 months Communications
Coordinator; IT
Integrate student, alumni, parent,
and other communication data
bases. Assure accuracy of content
and monitor use.
One integrated
database containing
data used and judged
favorably
Existing databases
contain accurate
information
12 – 24 months Communications
Coordinator; IT
Develop promotional kit for
traveling and off-site events
Existence of kit. 25 – 36 months Communications
coordinator; MAO
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Communication
Goal #2: Create or Improve Tools and Relationships
14
More frequent, focused, and
personal relations with St. Bens
lower schools, emphasizing HS
classroom and event attendance.
Designate two events
in 2011-12 and 2012-
13 school years for
ES and MS students
to attend HS event
and/or program.
12 – 24 months CEO, MAO,
Communications
Coordinator
Create partnerships with
administrators and teachers in
other schools, including
professional support groups.
Increased contact
with local Catholic
elementary and
middle school
administrators,
parents, and events to
motivate HS
applications.
Dedicated Resource 24 – 36 months Communications
Coordinator;
Institutional
Advancement
Committee; Advisory
Board
Ensure timely and complete
information to key constituents
concerned about board and
management interests and
decisions, notices of events and
results, celebrations of success.
Reviews of
communication
efforts and results.
24 - 36 months Communications
Coordinator; CEO;
Heads of Schools;
Institutional
Advancement
Committee
Establish internal process for
weekly updates to the website,
Facebook and Twitter and
scheduled reviews of other tools
and objectives.
Routine Updates;
Past events removed
Resource(s) to manage
communications
6 months MAO, IT
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Board Development
Goal #1: Effective Communication and Education About The Role and Purpose of the Board
15
Objective Measurable
Outcome
Resources
Required
Date for
Completion
Person(s)
Responsible to
Complete
1. Effective Communication
a. Define clearly the role of the board, board
members, officers and auxiliary members.
A public document
that defines roles
Time
examples
9/2011 Board Chair
b. Determine what needs to be communicated to
the various constituencies.
A list of what needs to
be communicated to
whom
Documents/Text to
publish
Time
Editors
Proofreaders
Media for
communication
10/2011 Vice Chair;
Institutional
Advancement
Committee
c. Set up a schedule/process for communicating
the purpose of the board to various constituencies
using a variety of media (newsletter, handbook,
website)
Written schedule,
process and guidelines
for board
bylaws/handbook
12/2011
Vice Chair;
Institutional
Advancement
Committee
d) Develop a common template for board reports
Written template for
all board members to
use
12/2011 Chair
2. Education/Training Board Members
a. Set up a process and schedule to train new
board members
Written guideline and
schedule for board
training
3/2012 Chair
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Board Development
Goal #1: Effective Communication and Education About The Role and Purpose of the Board
16
b. Set up a process and schedule to train
committee chairs
c. Set up procedures/practices to mentor board
leadership
Written guideline and
schedule for training
comm. chairs
Written guideline and
schedule for board
trainings
3/2012
9/2012
Chair
Chair
d. Promote board member attendance at board
development workshops (expectation to either
attend or present).
Written expectations
and written
role/responsibility for
board officer to
monitor
3/2012 Chair
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Board Development
Goal #2: Establish an effective board with diverse talents and perspectives
17
Objective Measurable Outcome Resources Required Date for
Completion
Person(s)
Responsible to
Complete
1. Board Member Recruiting Guidelines
a) Write clear recruiting guidelines for board
members, officers and auxiliary members.
A public document that
defines recruiting
process
Time
examples
5/2012 Board Officers
b) Determine what needs to be communicated to
the various constituencies.
A list of what needs to
be communicated to
whom
Documents/Text to
publish
Time
Editors
Proofreaders
Media for
communication
5/2012 Vice Chair,
Institutional
Advancement
Committee
c) Set up a schedule/process for communicating the
recruitment process for new board members.
c)Written schedule,
process and guidelines
for board
bylaws/handbook
d)Written template for
all board members to
use
5/2012
Board Officers
2. A Committee of the board that has a relationship
to the academic progress of the school.
a) Research various board committee models from
other schools
a) a written proposal
for a new board
committee, if supported
by research
10/2012
Vice Chair,
Strategic Planning
and Policy
Implementation
Committee
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Board Development
Goal #2: Establish an effective board with diverse talents and perspectives
18
b) Define an academic board committee
responsibilities that best meets the needs of the
school community
Vote on new proposed
committee
1/2013 Vice Chair,
Strategic Planning
and Policy
Implementation
Committee
c) If the new committee is passed, then seek board
committee members with the skill set to perform
said responsibilities
Written expectations
and written
role/responsibility for
board officer to
monitor
3/2013 Chair
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Grow Alumni Association & Fund Development
Goal #1: Effective Fundraising/Development Plan
19
Objective Measurable
Outcome
Resources
Required
Date for Completion Person(s)
Responsible to
Complete
1. Grow current appeal programs
(annual parent appeal, grandparent’s
appeal, ES alumni appeal, HS
alumni appeals/ phonathon, ES
scholarship appeal, HS scholarship
appeal.
$63,000 Annual
Parent Appeal,
$70,000 ES
Annual Fund;
$70,000 HS
Annual Fund
Staff and
Volunteer Time,
printing and
postage expense
June 2012 Mission
Advancement
Team
1. Train staff on Raisers Edge Department can
effectively use
Raisers Edge
Professional
development
expense; staff
time, outside
training
December 2011 Mission
Advancement
Team
2. Coordinate succession of
volunteer Ball & Auction Fundraiser
Chairs and Steering Committee.
Maintain /grow
event
Volunteer and
Staff Time
March 2012 Deb Bukovy
Mission
Advancement
Office
3. Create a calendar of supporting
events that build community at
SBPS (Parent Mixer, HSA events)
Approved calendar Staff Time October 2011 Pastor, CEO,
MA team
4. Establish a major donor program. 1. Past donors
identified.
2. Staff contacts
assigned.
3. Initiate
outreach.
Staff Time 2013 Joe Accardi
Mission
Advancement
Office
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Grow Alumni Association & Fund Development
Goal #1: Effective Fundraising/Development Plan
20
5. Establish a foundation/grant
outreach program.
1. Foundations /
grants identified.
2. Applications
for grants
completed.
Staff and
Volunteer Time
1) Spring 2012
2) September 2012
Mission
Advancement
Office /Volunteer
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue : Grow Alumni Association & Fund Development
Goal #2: Effective Alumni Association
21
Objective Measurable Outcome Resources Required Date for
Completion
Person(s) Responsible to
Complete
1. Establish an Alumni Association. 1. Initial members
2. First meeting
Staff Time July 2011 Joe Accardi
Deb Bukovy
Janet Olson
2. Create by-laws for an Alumni Association. Approved by-laws Volunteer Time October 2011 Tony Couty
3. Recruit officers for the Alumni Association
(President, Vice-President, Secretary, and
Treasurer).
Approved officers Volunteer Time October 2011 Tony Couty
4a. Scrub the current alumni database. Scrubbed List Outside vendor October 2011 Pat Woodhouse
Deb Bukovy
4b. Refine the process to collect alumni data
(occupations, emails, etc.)
Process finalized and
enacted
Staff Time January 2012 Pat Woodhouse
Deb Bukovy
Janet Olson
5a. Develop a comprehensive plan for alumni
communication, including electronic media.
Submission of Plan to
Alumni Association
Volunteer and Staff
Time
January 2012 Joe Accardi, Tony Couty,
Kate Schock-Williams
5b. Develop a class representative list (former
class officers).
Class representative list
for each year
Volunteer and Staff
Time
Nov. 2011 Tony Couty
Alumni Association
5c. Establish responsibilities for class
representatives.
Contact reps Volunteer Time Nov. 2011 Tony Couty
Alumni Association
6. Reconnect with specific year reunion groups
(10 year, 20 year, 50 year, etc.).
Establish contacts Volunteer and Staff
Time
2012 Alumni Association, MA
office
7. Determine transition from
I-Modules to a social media tool.
New Alumni site Developer Time,
Volunteer and Staff
Time
July 1, 2012 Joe Accardi (with Scott
Bell)
Deb Bukovy (with Alumni
Association)
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue : Grow Alumni Association & Fund Development
Goal #2: Effective Alumni Association
22
8. Develop a calendar of events to reconnect
alumni at all levels (PreK-12) supporting
established events.
Calendar of Events
Volunteer Time
2012 Tony Couty
Alumni Association
9. Connect with outgoing and current students. Written plan to teach
seniors how to be
alumni.
Volunteer and Staff
Time
May 2012 Janet Olson
Kevin Walsh
Alumni Association
10. Develop and implement an annual young
alumni reconnection program to coincide with the
release of the yearbook (during holiday/college
breaks, Thanksgiving Basketball Tournament.
Set-up event Staff time May 2012 Janet Olson, Julie Fox, and
Alumni Association
11. Develop a plan to connect with former
faculty.
Written plan Staff time Nov. 2012 Pat Woodhouse
Rachel Gemo
12. Develop a plan to highlight accomplishments
of alumni (Hall of Fame Dinner, Outstanding
Alumni Award, etc.).
Written plan Volunteer and Staff
Time
2013 Mission Advancement
Office, Alumni
Association,
13. Develop and implement a scholarship fund
for a graduating senior who will attend a Catholic
university.
Fundraising event/donor
appeal
Volunteer and Staff
Time
2016 Mission Advancement
Office, Alumni Association
14. Establish an alumni endowment fund. Complete charter with
AOC
Volunteer and Staff
Time
2016 Pastor, CEO, Mission
Advancement Office,
Alumni Association
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Continual Academic Improvement
Goal #1: Develop a comprehensive program for supporting teachers in an inclusive environment that serves the whole child.
23
Objective Measurable Outcomes Resources Required Date for Completion Person Responsible
to Complete
1. Develop a student
services department
that coordinates all
inclusion efforts on the
block
1. A defined process for
accessing any necessary
inclusive education services
is created and
communicated to teachers
& parents.
2. Serve 50% of identified
students by end of T2
2011/12; serve 75% of
identified students by end of
2011-12 school year; 100%
of identified students by end
of T1 2012/13.
3. Teachers, parents and/or
students who request
resources are
evaluated/consulted and/or
accommodated within 2
weeks of initial request and
tracked using google doc
instrument.
Ann Kulig, Belle
Center, United
Stand,
Sheila/Lesely-
Gust Foundation,
Title 1 services,
HS Guidance
Office,
Nurse Moore
Outside providers
1. Institute access
process and
communicate it to all
stakeholders by
November 7, 2011
2. SSD serves 50% of
students in need of
service by end of T2 in
2011-12 school year;
75% by end of 2011-
12 school year; 100%
by end of T1 2012-13
school.yr.
3. January 5, 2012
1. Nancy Feely, Erika
Mickelburgh, Ann
Kulig, Rachel
Waldron, Rachel
Gemo,
2. Ann Kulig and
appropriate teachers
3. Ann Kulig
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Continual Academic Improvement
Goal #1: Develop a comprehensive program for supporting teachers in an inclusive environment that serves the whole child.
24
4. A yearly analysis report is
created at the end of each
school year that tracks
services accessed by
students in the preceding
year for purposes of
forecasting upcoming needs
and instituting necessary
resource adjustments.
5. Determine percentage of
students in each grade level
that receive inclusion
services and redesign
admissions process
accordingly.
6. Develop a budget plan for
continued support.
4. Each year by July
15
5. 2/1/12, High School
5/1/12, preK-8
6. January 1, 2012
4. Counseling team
and administrative
team
5. Administrative team
6. Counseling team
and administrative
team
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Continual Academic Improvement
Goal #1: Develop a comprehensive program for supporting teachers in an inclusive environment that serves the whole child.
25
2. Coordinate
professional
development
opportunities that
support teachers and
administration on
effective learning
strategies for all
learners.
1. A matrix of on-the block
parent resources with skill
sets/experience that could be
utilized to support teachers on
implementing effective learning
strategies is created.
2. Learning differentiation
strategies on agenda at all grade
level meetings; this will result
in each grade level identifying
for the admin any necessary
next step action items that need
to be addressed based on the
group’s discussions.
3. Increase in student test
scores.
Inservice time,
Stipends,
Title II funds.
1. January 5, 2012;
updated annually
2. Define exact
numerical goal for
each of next 5 years .
3. Sept. 1, 2012
Board’s Strat Planning
Committee
Unit Leaders
Department Chairs
Nancy Feely
Erika Mickelburgh
Rachel Waldron
3. Expand Summer
Enrichment Camp for
Middle School to
include fine arts option
in addition to academic
enrichment offerings.
1. Review & report on other
school offerings to see what
competitor schools are offering
and/or best practice offerings.
2. Survey parents/students to
determine interests
3. Conduct research to see
what would be attractive to area
Teachers, Space,
Supplies, Curriculum
1. November 7, 2011.
2.Thanksgiving 2011
3. January 5, 2012,
July 2012
AB Strat Planning
Committee
Erika Mickelburgh
Nancy Feely
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Continual Academic Improvement
Goal #1: Develop a comprehensive program for supporting teachers in an inclusive environment that serves the whole child.
26
high schools in obtaining high
school credits
4. Add net-2 course options in
summer 2012; make
adjustments in status quo
offerings based on research
5. 10% Increase in student
achievement on standardized
test scores for enrichment
offerings.
6. 80% parent and student
satisfaction with each offering
based on course evaluations
completed at the end of the
Camp
7. Increased enrollment in SB
HS by enrichment camp
participants. SBPS
4. Summer program
2012
5.Track from 2012-13
school year.
6. Following summer
2012 course offerings
7. Defined percentage
(TBD) go on to SBHS
each year for Years 2
through 5
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Continual Academic Improvement
Goal #1: Develop a comprehensive program for supporting teachers in an inclusive environment that serves the whole child.
27
4. Enhance co-
curricular and extra-
curricular options for
Preschool through
grade 5
1. Survey parents on interests
2. Create matrix of
teacher/parent resources that
would be available to
teach/moderate various options
3. Identify & resolve
scheduling/staffing constraints
& challenges
4. Increase the variety of
programs offered each year and
reassess offering annually
5. Capacity enrollment in 50%
of offerings; minimum of 75%
of capacity enrollment in 50%
of offerings
Teachers, Outside
agencies, Space
1. Thanksgiving 2011
2. January 30, 2012
3. March 15, 2012
4. School Year 2012-
13 and forward: Add
broad cross-section of
programs in response
to student interests:
5. Year 1: 1 extra
program instituted,
Year 2: 2 extra
programs instituted,
etc.
1. AB Strat Planning
Committee
2. Nancy Feely
Rachel Waldron
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Continual Academic Improvement
Goal #2: Develop an innovative and rigorous PK-12 College Preparatory Academic Program
28
Objective Measurable Outcome Resources Required Date for Completion Person Responsible
1.Vertically align the
pre-k 12 curriculum.
1. Define essential
learning outcomes for
each grade and course
based on standards.
2. Publish learner
outcomes for each course
6-12 in curriculum guide
and make available
online.
3. Publish list of grade
level benchmarks for PK-
5.
Time, Professional
Development,
Curriculum Software
1. June 2014
2. June 2012
3. August 2012
Erika Mickelburgh
Nancy Feely
Rachel Waldron
Unit Leaders
Department Heads
2. Create common
authentic performance
assessments
1. Define common
assessments that are
aligned to learner
outcomes.
2. Expand portfolio
system into the high
school program.
Time, Professional
Development,
Curriculum, Software
1. June 2013 (6-12)
2. August 2012
Erika Mickelburgh
Nancy Feely
Rachel Waldron
Unit Leaders
Department Heads
3.Create and use a
secondary school
standards based report
card
1. Define a set of
standards
2. Configure report card
on PowerSchool
Standards documents,
Powerschool technology
and support
1. September 2013
2. June 2014
Erika Mickelburgh,
Department Chairs,
Scott Bell
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Continual Academic Improvement
Goal #2: Develop an innovative and rigorous PK-12 College Preparatory Academic Program
29
4.Develop a secondary
school internship
program that promotes
college readiness and
career planning what
year? Junior/senior?
1.Increase partnerships
with local businesses
2. Create a 6-12 career
exploration/mentor
curriculum
Local businesses,
School Board
connections Suzanne
Stone, Naviance
Software
1. 1st year completed in
June 2012
2. August 2013
Erika Mickelburgh
Suzanne Stone
Tresa Mueller
Rob Potempa
5. Create and define a
specialized graduation
program (pathways) for
6-12.
1. Define scope and
sequence for the
following pathways:
STEM Pathway
Humanities Pathway
Fine Arts Pathway.
2. Clearly articulate
admissions processes that
support pathway
selection.
Graduation
requirements,
Student credit checks.
1. January 2013
2. January 2013
Erika Mickelburgh
Tresa Mueller
Department Chairs
6. Develop a
professional
development program
that supports and
encourages teacher
growth.
1. Redesign teacher
performance program to
include a portfolio option.
August 2013 Rachel Waldron
Nancy Feely
Erika Mickelburgh
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: School Finance
Goal #1: Strategic financial oversight for St. Benedict Preparatory School through budgeting/reporting process.
30
Objective Measurable
Outcome
Resources
Required
Date for
Completion
Person(s)
Responsible to
Complete
1. Realistic Budget to Meet Mission of the
School Program (pre-k-12)
a. Create a 2012 budget
Realistic budget Completed for
present year
Finance
Committee
members
CEO
Pastor
Business Manager
b. Create a budgeting process and schedule.
Train key stakeholders in the process
Process created 12/31/11 Finance Comm. w/
help as required
c. Create a forecasting template to use
throughout the school year
Fairly accurate
financial forecast to
guide decisions
10/19/11 Finance
Committee
CEO
Parish business
manager
d. Create a monthly budget Monthly budget
available
10/1/12 Finance Comm. w/
help as required
2. Effective Financial Reporting
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: School Finance
Goal #1: Strategic financial oversight for St. Benedict Preparatory School through budgeting/reporting process.
31
a. Create an effective process for recording
income and expenses to ensure effective
reporting
Accurate data in
financial reports
Completed for
present year
Evaluation on-
going
Parish Manager
Bookkeeper
MAO
CEO
Finance
Committee
b. Establish a ―tuition tracker‖ model to ensure
realistic expected income from tuition
Process for
determining realistic
income from tuition
10/15/12 Finance
Committee
CEO
Tuition Officer
c. Establish a development tracker Process for
determining realistic
revenue from
development activity
11/15/11 Development Dir.
& staff
Finance
Committee
d. Establish an enrollment tracker Process for
determining school
enrollment
10/19/11 CEO
Finance
Committee
e. Establish a monthly routine to analyze
financial reports for both accrual and cash bases
Monthly routines
Completed for
present year
Evaluation on-
going
Finance Comm.
Parish Bus. Mgr.
f. Determine effective reporting
format/document for quarterly board meetings
Proper reports to
inform board
2-15-12 Finance Comm.
CEO
Parish Bus. Mgr.
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Long-Range Fiscal Stewardship
Goal #2: The school has a fiscally sound future in anticipation of future growth and related program needs.
32
Objective Measurable
Outcome
Resources
Required
Date for
Completion
Person(s)
Responsible to
Complete
1. FINANCIAL MANAGEMENT
a) Analyze and document duties to be fulfilled to
meet financial needs of the school.
List of job
responsibilities
NA
Completed
CEO
Board Chair
Finance
Committee
b) Allocate above duties, as needed, to Parish
Finance Committee, School Finance Committee,
CEO and others as needed. Determine any duties
unable to be performed.
Completion of RACI
Matrix
Template January
2012
Finance
Committee
members
CEO
Pastor
Business Manager
c) Evaluate staffing needs, and determine and/or
designate a principal financial officer for the
school, if necessary
Implementation of
RACI outcome
NA August
2012
Finance
Committee
CEO
Tuition Officer
d.) Train CEO how to manage financial
resources to the fullest capacity to ensure mission
of the school is fulfilled
Robust financial
management (budgets,
forecasts, etc.)
An accurate
financial forecast to
guide decisions
October
2012
Finance
Committee
CEO
Parish business
manager
2. Establish financial ―best practices‖ to use as a
guideline for decision making
(Financial Rule of the Road)
Financial Rules for
School
a. Prepare suggested ―best practice‖ document
for St. Bens using a variety of sources
Written document to
be used by the school
and the board
Oct. 2012
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Long-Range Fiscal Stewardship
Goal #2: The school has a fiscally sound future in anticipation of future growth and related program needs.
33
b. Review ―best practice‖ guidelines
Best practice
documents from
other sources
Aug. 2012 Parish Manager
Bookkeeper
MAO
CEO
Finance
Committee
c. Create a series of models to assist in planning
such as 1) Open New Class Rooms, 2) When to
raise tuition
Completed model(s) Oct. 2012 Finance Comm.
3. Long-Term Financial Plan Plan to strategically
allocate capital for
growth
Oct. 2013
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Facilities Maintenance
Goal #1 Improve the cleanliness and maintenance of St. Benedict facilities
34
Objective
Measurable
Outcome
Resources
Required
Date for
Completion
Person(s)
Responsible to
Complete
1. Create archival room
a. Identify room for archives
ID room Possible retrofit
Find file cabinets or
shelving
September
2012
Facilities
committee of the
board
b. Identify and begin to follow archival policies
set by the Archdiocese
Annual schedule for
archiving
Archiving duties in
job descriptions
October
2011
Christa O’Keefe
Kathy Moore
Pat Woodhouse
Rachel Waldron
c. Identify files, materials and locations of
stored items which need to been removed and
or shredded
Policy and schedule
for shredding
Consistent placement
and organization of
records
Shredding
appointment
September
2012
Christa O’Keefe
Kathy Moore
Pat Woodhouse
Rachel Waldron
Sister Mary
Marge Lawlor
Daralis Oliver
2. Create cleaning schedules – daily, weekly,
monthly, and annual
a. create cleaning schedule
b. determine who will supervise and enforce
c. determine protocol of non-compliance
Cleaning schedules
created and posted
Nov 2011 Facilities
committee of
board
John Eckhardt
Carla Miller
Father Beaven
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Facilities Maintenance
Goal #1 Improve the cleanliness and maintenance of St. Benedict facilities
35
3. Create maintenance schedules – monthly,
quarterly, annual
a. create cleaning schedule
b. determine who will supervise and enforce
c. determine protocol of non-compliance
Maintenance
schedules created and
posted
May 2012 Facilities
committee of
board
John Eckhardt
Carla Miller
Father Beaven
4. Create a training program for cleaning,
maintenance and safety.
a. determine training program needs – review
videos or online trainings
b. determine who leads/organizes training
c. create schedule for trainings
An established
training program for
all maintenance and
custodial staff
Training Videos
Consultation
January
2012
Facilities
committee of
board
Carla Miller
John Eckhardt
5. Seek three proposals for outsourcing
maintenance and custodial work to determine
most cost effective way of cleaning and
maintaining buildings.
Three proposals/bids
to review
January
2012
Rachel Gemo
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Facilities Scheduling
Goal #2: Improved Scheduling of St. Benedict Facilities
36
Objective Measurable
Outcome
Resources
Required
Date for
Completion
Person(s)
Responsible to
Complete
1. Review low cost, easy to use scheduling
software options
A proposed program
to purchase
Time
Money
2/2012
Heads of Schools
Director of IT
2. Form a formal Master Scheduling committee
that would include the Parish personnel to
establish rules and procedures for scheduling
and use of all facilities at St. Bens
An identified
committee with a
clear purpose. This
will also be set forth
in writing
2/2012 Heads of Schools
Pastor
3. Review facilities contracts from other
schools to build a contract for all third party
users
A contract template 12/2011 Board Members
with legal skills
Business
Manager
Pastor
4. Review physical plant safety procedures
A written proposal of
safety improvements
and a plan for
implementation
9/2011 Paul Piekosz
Facilities
Committee
Pastor
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Facilities Maintenance
Goal #3 A Stewarship ―Attitude‖ Among Constiuencies
37
Objective Measurable
Outcome
Resources Required Date for Completion Person(s)
Responsible to
Complete
1. Create an effective signage
campaign to help promote
stewardship of the facilities
Each room/facility
has a checklist to
instruct all how to
―close‖ a room.
Time
Signs/laminate
July 15, 2012
Facilities
committee
Christa
Paul
2. Create an ―stewardship
education plan‖ for teachers,
students and other ―users‖ of
our campus facilities and
resources
All stakeholders
know how to care
for our facilities
and resources
Time
Paper/copier
Computer/projection
equipment
August 15, 2012 for
teachers
September 15 for students
November 15, 2012 for
parents/parishioners
Facilities
committee
Paul
John E
Pastor
3. Create a ―stewardship
action plan‖ for our
maintenance and custodians
Maintenance and
custodians know
how to
communicate
growing facility
concerns or take
measures to
correct issues
Time
Paper/copier
May 2013 Facilities
Committee
John E
Pete K
Carla
Pastor
4. Educate stakeholders of
facilities ―stewardship‖
needs.
Stakeholders know
facilities ―status‖
of campus and
ways to assist in
both short and long
term needs.
Time
Paper/Copier
August 2014 Facilities
Committee
Pastor
CEO
ST. BENEDICT PREPARATORY SCHOOL
STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016
Critical Issue: Facilities Usage
Goal #4: Improved Usage of St. Benedict Facilities to Maximize Curricular and Extra-Curricular Programs
38
Objective
Measurable Outcome Resources
Required
Date for
Completion
Person(s)
Responsible to
Complete
1 Anticipate future curricular needs to
determine room and space requirements
3-5 year plan for
future needs
10/2011
School Heads
Department
Chairs
2. Identify the current and future facilities
possibilities within the school for
programming needs
A list of proposed
facility use changes
and a suggested
timeline for
implementation.
General ―upgrades‖
suggestions should
also accompany list to
determine additional
costs.
5/2012 School Heads
Department
Chairs
Facilities
Committee
3. Identify where existing office space and
under-utilized offices, storage, unused space
could be improved for offices or other use
A list of proposed
facility use changes
and a suggested
timeline for
implementation.
General ―upgrades‖
suggestions should
also accompany list to
determine additional
costs.
5/2012 School Heads
Department
Chairs
Facilities
Committee
39
Appendix of Research and Other Reports
Summary Interviews of Parents that Continued at St. Ben’s Ted Lobman, ESC St. Benedict High School Team
1. What factors influenced your family’s decision for your eighth grade student to attend
St. Benedict High School?
Caring teachers
Dedicated teachers
Teachers monitor grades
Small class size (2)
Respect for Rachel Gemo
Good curriculum (especially accelerated courses)
Student test scores are rising
Good variety of non-academic activities, including sports
Cost, competition to get in, but decided to stay with closer school
Financially was the most important factor
Close location
Strong school community
―Catholicness‖
Other children attended and we were happy with the outcome.
2. Did you consider other high schools and what did you like and dislike?
St. Ignatius and Latin School due to academics, sports and friends
children go there
St. Pats and Gordon Tech
More sports elsewhere
Other schools have stronger academic reputations (2)
Tuition at other schools is higher (2)
Cost, competition to get in, but decided to stay with closer school
3. How did you arrive at your decision?
Trusted child’s judgment (2)
Both child and parent comfortable
Tuition cost an important factor
Financially was the most important factor
4. Were there any concerns you had about your student attending St. Benedict High School?
My child’s friends went elsewhere
Size of school seems small
Did not have a wrestling team
5. What do you or your student like about the school now that they attend St. Benedict High
School?
The best teachers motivated my child
40
Teachers do not act like authority figures
Teachers willing to help kids
The small school and classroom size
Accelerated courses
Tight-knit school climate and parent community
Safer place than public schools
Child didn’t have to adjust to new social group
Small classes
Good rapport with teachers
6. Are there courses or activities you wished St. Benedict High school offered to their students?
More Science Physics
More multi media
Audio activities
Track and cross country
Not enough computer courses.
7. How do you feel about St. Benedict High School now that your student has been there?
He has adjusted and made new friends seems to be a good fit
Teachers respond to parent concerns
Children seem to be doing well and like the teachers and have made friends and still
contact other friends at other schools.
Small size is worth trading away the wider range of activities elsewhere
High school students seem to be overlooked compared to St. Ben lower schools
High school needs improvement but parents don’t have the money
They are safe in the smaller school and like their classes.
8. How do you feel about the faculty and administration?
Very happy with Principal and CEO
Staff is caring
Academic standards should be raised
More students should be prepared for selective college admission
Maintenance and up-keep are not good or could be better
Feel maintenance and up keep on the facilities are not good
Competitors have a nicer appearance
Responsibility for some things isn’t clear
The school should be promoted better
9. Do you feel the school is meeting your student’s needs for their future life?
Yes, his intention is to go on to college
41
I think so and they realize that they are preparing for college and probably will be
able to get into a good school.
Yes. I’m happy about the way the school is preparing her children for life.
Not sure; I’m concerned that my son has not seen the college counselor yet
Faculty, parents and stakeholder Interviews
1. Please tell me your background and how you relate to the school (work, education,
family, connection to school).
2. Tell me what you see as the overall strengths of St. Benedict Preparatory Schools from
pre-school through grade 12.
Strong sense of community 8 respondents
There is a strong sense of community although that feeling is not necessarily as strong
with students today as when I went to school here. Community is beginning to recognize
what schools have to offer, and they are choosing to ―stay and pay.‖
Additionally, the school community is very strong and welcoming which helps to retain
families from preschool to elementary school.
Reputation of pre-school is that the school is the best of all schools in the area. This is
attracting parents who can pay full tuition.
Small class sizes 6 respondents
Small class sizes enable good community; students know each other and every student
can be a leader in something. St. Benedict has a good program considering its size.
We use to have a motto ―Size is our strength‖. The small size of the school leads to a
more personalized approach to catholic education.
The curriculum and class size are additional strengths of the elementary school.
Small class size makes it great to teach and assist students.
Dedicated teachers 3 respondents
There is a core group (of teachers) who are committed to Ms. Gemo’s goals. Not every
teachers is, but enough of us are so that we have a great camaraderie which strengthens
our teaching teams.
Progressive elementary school program 2 respondents
Young teachers are obsessed with bringing in different instructional styles. We have
instituted many of Ms. Gemo’s initiatives (i.e. returned music to the curriculum, added 20
new course offerings, went to a trimester, lengthened school day, developed integrated
technology, etc.)
Staff commitment 10 respondents
CEO Rachel Gemo is very good and very dedicated. Rachel has a good team of
principals and teachers.
Good staff development, high energy level by staff and curriculum makes school on top
of many parents considering a pre-school.
42
Staff has bought into Ms. Gemo’s plan for the future
Academics or curriculum 5 respondents
Performance measures and objectives which are easy to teach to new teachers
Good staff development, high energy level by staff and curriculum makes school on top
of many parents considering a pre-school.
Learning environment in the school 4 respondents
It is a safe environment where students could focus on studies. We were not concerned
about what would happen at school.
The high school provided good religious and well-rounded education, experienced
diversity, developed close friends and seems to have been well prepared for self-selected
small college
Atmosphere among students is good
Technology and programs 4 respondents
There are some real benefits which St. Bens has over other schools, particularly in the
lower grades. Their use of technology for instruction and student use is one example.
Teachers are dedicated and technology is improving.
Activities and programs 3 respondents
The high school provided child with lots of activities
The school has tried to provide a variety of programs, including for students who parents
work
3. How about weaknesses or areas of challenge for the school? 2 respondents
Disconnected teachers with little or no allegiance to the school
Some teachers have no school spirit or loyalty to the school
The high school faculty is not totally committed to the high school or the students, and
the kids can feel this.
Teachers underpaid and overworked 1 respondent
Teachers feel underpaid and overworked and some have conveyed that to the children
Lack of financial support from parish 3 respondents
The parish doesn’t support the school financially so emphasis is heavily on finances
rather than academics.
School and parish doing a poor job with fund raising with no consistency in the effort.
No financial/marketing goals set 1 respondent
The school financial goals are not set high enough to bring in sufficient money so it feels
like we’re always playing catch-up
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Limited high school curriculum 1 respondent
Basically the high school only offers a core program, and art and music programs have
been virtually eliminated.
Changing economic demographics of student body 1 respondent
Demographics of the schools are changing, and we are experiencing a flux of low-income
students. Not sure how the schools can support them all. That change is felt mostly at the
high school level.
Parents of elementary students speak poorly of high school 1 respondent
Elementary parents seem happy with the lower grade programs but they do not send their
children to St. Benedict High School and even speak negatively about the high school.
Maintenance of buildings is very poor, creating unsafe environment 7 respondents
Custodians do not do their jobs. Recently a mother carrying her baby fell on the ice, and
we were totally to blame. Maintenance people had not cleared sidewalks. Students and
parents actually volunteer to assist the maintenance staff, and we have eight full-time
maintenance employees.
One teacher only has one window in her classroom that will open. The administration has
known this for years. This room gets almost uninhabitable when it’s hot outside. There
are also broken tiles and desks.
Maintenance of the buildings. The same people that maintain the church do the cleaning
and maintenance of the school. They have not done a good job in maintaining the school.
They don’t have the technical expertise to handle the equipment in the school. Repairs
are not done on a timely basis. Parents have had to come into the school to do basic
cleaning.
Staff is demoralized over condition of building 1 respondent
Special education and enrollment 1 respondent
Special needs students have increased in number in recent years but there are not enough
resources to give them what they need. Teachers aren’t trained, for example, in
differentiated instruction. St. Benedict is not honoring IEP’s some students received in a
previous public school
Partnership with DePaul is one-sided and no vouchers 1 respondent
We talk about our partnership with DePaul but it is a very one-sided partnership. St.
Benedict teachers were promised (tuition) vouchers for the pre-service work we do with
the college students, but they were taken away from us so no professional development
opportunities are available to us through the university. It’s frustrating that we get
nothing in return for working with the DePaul students.
Lack of Curriculum planning and consistency 1 respondent
Nothing is consistent among teachers in the same grade level. This also prevents us from
scaffolding curriculum so there is no consistency in instruction as students move up a
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grade. I have tried to do this on my own, but things got very heated between me and the
teachers I reached out to.
Communication by administration is poor and untimely 6 respondents
The administration sometimes sends key information to teachers late, after the fact or not
at all.
Teachers know nothing about the budget and how money is spent and why.
Unanswered complaints about maintenance are not explained.
What will happen next year is uncertain and not planned as yet.
Communication about how the school and administration should function is poor and the
most critical issue.
There is insufficient information about daily affairs as to who handles what and who staff
should go to when immediate supervisor is not available.
Student classroom and school behavior management is poor 1 respondent
Teachers met with Ms. Mekelburgh about the hallway noise but the problem has not
abated.
Break time among teachers is not equal 1 respondent
Professional development is minimal and inadequate 1 respondent
The professional development at the school is minimal and inadequate. Teachers do not
get good data from the administration on student performance and standards. Teachers
informally talk about some issues but not systematically. Some teachers have not been
trained to deliver new curriculum. With respect to planning, there is almost no attention
to expectations for what students know and can do as they move to middle and high
school.
No alumni relations program established 1 respondent
Alumni are an untapped resource. No consistent person or usable data or website exists
for alumni relations. Teachers can’t access alums to speak in classes or display photos of
successful alums. This impedes fundraising not to have communication with alumni,
most of whom have fond memories of St. Benedict.
External communication and publicity 2 respondents
The Identity of the school keeps changing. When changes are made they don’t change
logos, signs, stationary and other elements that set the identity of the school.
School Administration function 1 respondent
Systems for administration of paper work are not up to date
Finances 6 respondents
School does not have good financial records or a detailed budget with a view of the
future. Some people could not or did not pay $9,000 tuition and school wrote off losses.
45
Changes in administrative structure 5 respondents
Changes in the administrative structure caused board members to leave and has created
some bad feelings and increased work on remaining members.
There are some communication issues because of the changes which have occurred in the
past two years.
New administrators are all young and all are in graduate school at this time. Therefore,
Ms.Gemo has to spend a great deal of time doing aspects of their jobs and hers. Rachel
can’t delegate much to them. Ms. Gemo also has the history of the organization that she
has not had time to share.
Staff retention 1 respondent
Technology use by high school staff 1 respondents
H. S. teachers are unprepared to implement in their lessons and programs on-line and
some unwilling to change.
There is push back from high school teachers regarding using technology as much as is
being used in lower grades where it is fully integrated.
Role of the pastor in running the school 5 respondents
Not sure what the role of the pastor is or should be
Maintenance people report to the priest but the school is poorly maintained
Students/parents never see pastor in the school or in the classrooms.
The control of the maintenance staff is under the parish business manager.
Board(s) and role 4 respondents
Is unclear regarding the roles of the Board(s) and how they all function together. Has
heard some things in the past were not handled as well as could be but each school is
trying to resolve its issues.
Students 3 respondents
Students are somewhat unsure of how they fit in to the new model of K-6 and 6-12 as it is
implemented.
8th
graders feel like they are still in the middle. They graduate and are still in the same
system and same place.
4. Are there some important trends or critical issues – such as demographic, economic,
environmental issues, etc.) that you feel St. Benedict’s needs to monitor and adapt to
moving forward and in planning for the future?
Continue with melding of two schools 1 respondent
Critical that the two schools meld together in order for both schools to survive. The wall
has to come down. This year’s restructuring is a good move toward that. Students and
teachers move between buildings. More sharing is taking place.
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Improved business procedures needed 3 respondents
We need a grant writer. We may consider ourselves as moving forward but we also need
to be forward thinking. And not just in technology. There is money out there and people
who can help us shape our ideas. We do very little innovative planning.
Ms. Gemo and pastor need to share vision of school’s direction 1 respondent
The pastor and Ms. Gemo must share ideas and a vision of where the schools are heading.
We want to expand the high school but where will we put all of these added students?
Originally, it took the St. Benedict community nine years to decide to open the high
school. Fundraising for our planned expansion needs to start now.
Need for stronger teacher assessment program 2 respondents
Teacher accountability needs to be strengthened. Too many of our teachers slide under
the radar. We do no data assessment of student performance. We don’t have tenure or a
teacher union so it should be easier to move out teachers who do not do their job. This
year we began a more formalized teacher assessment but I did not receive my rubric until
second semester. It didn’t do me much good half way through the school year!
Better communication between teachers and administration 1 respondent
Stronger attention to academic achievement 1 respondent
Enrollment issues at elementary level 7 respondents
Trend is to see more students in the lower grades.
Figuring out what will happen next year with enrollment of the preschool and elementary
school is critical because it affects how space for classrooms and staff are allocated. If
the trend continues it will force the school to make choices it has never had to make.
Space and its use 7 respondents
Space is becoming an issue after adding one first grade and second grade classes last year
and no drop off expected this year.
Where is the space to accommodate future growth?
Student diversity 2 respondents
School is getting more students with LD issues; don’t have the staff or recourses to
accommodate their needs. Trends in the junior and senior classes too many at risk
students. Staff has little to no training or much assistance for dealing with the special
education students who are in classrooms. Does not feel the combining of the middle
school and the HS are good. The HS has lost its identity.
There is a difference between the freshman sophomore and junior, senior classes. Junior
and seniors seem to have more at risk students. At risk involves academics, single parent
household and gang influence.
More parents who want more 4 respondents
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There are more parents with a sense of entitlement and that every student deserves an
award or equal chance is affecting programs and activities.
Moving to the suburbs, if not would keep kids in the school but not high school. Want
more challenging high school to prepare students for Big Ten, Ivy League or other ―big
name‖ school.
Parents of applicants and enrolled students are increasingly demanding improvement of
St. Benedict’s academic standards. The income of some families in the neighborhood is
rising and they have higher expectations of the schools.
Need for stronger Catholic identity 1 respondent
More people staying in neighborhood 4 respondents
People staying and keeping children in school longer. If the trend continues it will force
the school to make choices it has never had to make, defining who the school is for and
its role in the parish. What will happen at the upper levels is also unclear.
Effect of housing values causing people to stay in city and keep students in St. Bens.
Staff retention 2 respondents
Lack of manpower… concerned with the demands that are put on administrators and
staff… worry about burnout.
Worries about training existing teachers, adding quality staff (includes teachers),
maintaining good staff.
Board involvement 3 respondents
There is not enough board and staff involvement.
As more families are held captive in the city by the declining real estate market, St. Ben’s
will need to consider how it will adapt to growing enrollments.
New board will need to develop a comprehensive plan for the future.
H.S. student discipline or issues 2 respondents
Discipline of students is affected by two things, reluctance of the school to remove
students who consistently adversely impact other students or classroom and growing
numbers of helicopter parents
5. How do you feel about the school’s facilities? How about the programs and services
offered – educational, extracurricular, family-oriented, spiritual, etc.? Can you provide
some examples of ones that are very successful, and perhaps some that are not meeting
your expectations?
Technology at the high school level is lacking 1 respondent
Technology at the elementary level seems OK, but it is lacking at the high school. We
need more laptops, but also need wireless capability, access to smart boards, and
enhanced AV applications.
School needs more physed activity, especially for HS 1 respondent
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Only one semester of physical education and one semester of health are offered at the
high school level. With obesity among children being so high, the school is remiss in not
offering more physical activity for high school age students.
Does good job with religious education 1 respondent
We recognize religion on a worldwide basis and not just Catholic theology.
Needs greater participation of older students in retreats 1 respondent
Part of poor attendance at retreats is result of school spirit issue.
Mechanicals of building need revamping 1 respondent
Electricals are OK thanks to a parishioner. Heating – in all buildings – is covered by one
aging plant. The roof needs work and brick needs tuck-pointing. Windows in the older
building are original – dating from the 1920’s – and need replacement.
Many St. Benedict families are not ―church-goers;‖ need development of Catholic Identity
program 1 respondent
Program could help us make a better connection with non-church-attending parents.
Religion has taken a back seat because our focus is on literacy and math development.
High school students need a stronger connection with their religion.
Facility usage is not good; parish needs to spend money on school improvement and not
bell tower and social center enhancements 1 respondent
Parish has decided to spend money on the bell tower and social center but this contributes
nothing to school improvement.
Parent group series very good; need more of these offerings 1 respondent
Fortunately we have a strong home/school committee who does this. School doesn’t
provide this kind of outreach to parents.
Maintenance needs improvement 1 respondent
School buildings are not maintained well. Bathrooms are old and very dirty. It is
embarrassing when parents go into the bathrooms and see what their children must use
every day.
Extra curricular programs are good 4 respondents
Guitar, Boy and Girl scouts, arts and science projects
Good diversity of athletic programs 4 respondents
Special opportunities available 2 respondents
For students who can afford it. High school currently has students in Beijing on class trip
Activities due to two working parents 2 respondents
Challenges for use of space 5 respondents
The challenge for the administrators is to coordinate individual programs and the totality
of all the programs into a single schedule.
We could use our space better.
Facility maintenance issues 6 respondents
Maintenance and custodial services are very poor and some instances create a liability for
the school.
Maintenance of the facilities is poor. Bathrooms are often dirty. It takes forever to get
anything fixed.
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5. How would you assess the effectiveness of the St. Benedict Board? How about its
relationship with staff and administration? What do you consider when you evaluate the
performance/success of St. Benedict Preparatory Schools as an educational institution?
Administration ignores Board’s bylaws/duties/responsibilities 1 respondent
Board does not understand faculty instructional goals 1 respondent
The Boards need to better understand faculty goals so everyone can buy into them.
Academic programs are good because test scores continue to rise and students seem
prepared to move to the next level of education. I believe my daughter received an
adequate education at St. Benedict High School but the scope of her studies was limited. I
have always been a hands-on Mom so I made sure she was prepared for college by hiring
tutors and enrolling her in enrichment programs to be sure she could compete.
Board development is critical since schools have combined 1 respondent
As the combined board begins its duties, Board development will be critical to its
eventual success. Right now we do not provide any orientation for Board members nor do
we offer any Board mentoring. We need to help the new Board be successful.
No orientation/mentoring is provided to board members 1 respondent
Teachers do not know who is on the board 1 respondent
I teach here and have no idea who is on the boards. I don’t know whether they are elected
or appointed. I think the elementary board members are a bit more active than the high
school people, but I really don’t know much about any of them.
Board members are not problem solvers 1 respondent
The elementary board has bought into Ms. Gemo’s mission. They are her cheerleaders.
The high school board is not as good. The president is OK but the others are weak. They
make little or no effort in interacting between meetings or looking at high school issues in
depth.
Role of board 7 respondents
Ms. Gemo greatly values the board and thinks it is important that she has a group of
engaged parents she can turn to for advice and strategic leadership.
Have no idea how they work with Rachel and what they should be doing. Assumes they
have a policy role while administration deals with curriculum.
Appears to be effective but have many challenges.
Unsure how effective they are but seem committed to working with Rachel and other
administrators to improve the school.
Has become board of ―specific jurisdiction;‖ needs to broaden its influence
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Board needs to be stronger influence in school community; only advisory at this point
Fund Raising 4 respondents
High school board did fundraising for the general campaign.
General campaign is for the church and school.
Board structure 5 respondents
Is not sure about combining the two boards and feels the HS will lose in that proposition.
High school use to have more say in the operation of the high school. Not quite sure how
one board will function.
New structure in place; need to establish a new governance model
Communication about board’s role 7 respondents
Role of the board in the process needs to be better communicated. Information must tell
parents and teachers how the process works between board, administration, teachers and
parents. Roles and expectations are not well understood.
Big school supporters have walked away because no one is listened to by administration
and pastor.
Evaluating success 7 respondents
Feels the elementary board is good. Does not know much about the HS board. Is unsure
how the new board structure works.
Elementary board committees are not well used
High school board, at times is not very effective, does not have a succession plan.
Does not feel board is as effective as it could be. Feel there is a lot of potential with
parent involvement that is not realized.
Would not know a board person if they met in the hallway or at a school activity.
For a parent they also want to know the child is happy, liking school and demonstrates
they are learning as well as likes the teachers. Parents want to trust the teacher has high
energy is organized and cares about each child.
Need more leaders to carry the work needed to be completed
6. How would you assess the staff of St. Benedict’s school? Do you (or they) have
sufficient resources and talent to meet the needs of the school community? Are there any
areas of concern in terms of staff issues that you feel need to be addressed?
Schools do not have sufficient resources 4 respondents
Science and language labs need upgrading 1 respondent
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Teachers need to be required to pursue a master’s degree 1 respondent
Teacher staff development needs to improve 1 respondent
Faculty uses resources with great skill and success 1 respondent
Teaching teams need to expand 1 respondent
It is not made clear how important teaching teams are to the educational mission of St.
Benedict.
It is important that we keep trying to get teachers to buy into them. St. Benedict sets no
standards regarding student progress.
Not all new teachers ―buy into‖ our educational mission 1 respondent
Classroom management needs significant improvement 1 respondent
Classroom management, at the high school level, needs immediate improvement. We
have to monitor halls better. Many teachers simply ignore school’s request to monitor
halls and hold students accountable for their actions.
We have no consistent message regarding student behavior 1 respondent
Right now we express an off and on message. Students are not held accountable for their
behavior in a consistent manner.
Articulation between grade levels is weak 1 respondent
Relationship between pastor and teachers is problematic 1 respondent
The Christmas compensation bonus is not helpful. The pastor awards a Christmas bonus
of $50 but after taxes are removed, the amount seems trivial, if not insulting. Teachers
spend a lot of their own money on their classrooms. On top of that the pastor sends a
message literally saying, ―…take it or leave it…. You should just be glad your teaching
here.‖ This attitude takes a toll on teacher morale. In previous years teachers accepted
low pay and long hours because they felt supported by the administration but not this
year. Teachers seem to believe that the board and administration are devoting all
marginal resources to the high school on the false assumption that the elementary school
is good and not in need. Teachers feel like hired help rather than professionals. Several
teachers are either looking for new jobs or have said they will unless conditions improve.
Elementary school staff excellent 2 respondents
Staff in the elementary school (especially the primary grades) is outstanding! They are a
talented and energetic group of educators who go above and beyond expectations.
Believes they are grossly underpaid for the amount of work which they do to support the
students/school.
Teacher retention 3 respondents
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Biggest challenge is the money, as it eventually becomes an issue for every teacher as
experience increases.
Not familiar with high school staff 3 respondents
Communication about structure 1 respondent
Dedicated and want to stay but are challenged by the uncertainty of the new structure,
lack of effective and timely communication and curriculum software issues has taken its
toll.
Technology issues 3 respondents
Middle school software is not running properly and apparently there is no one really
addressing the issue.
Staff is good 4 respondents
Size of staff 1 respondent
The staff is small… feel they could accomplish more with more support. Meeting
schedules are not maintained… when they do meet, meetings are longer than they should
be to handle all the issues that have come up.
Improve teacher evaluation 2 respondents
Need mentor/master teacher program 1 respondent
Not versed in teaching catechism 1 respondent
7. Looking forward, what is your view of the five most important strategic issues for St.
Benedict Preparatory Schools to address?
Outside funding 1 respondent
Enrollment growth 3 respondents
Expansion of curriculum 1 respondent
More cohesive school spirit 1 respondent
―Buy in‖ from outside constituents 1 respondent
Professional development for teachers 3 respondents
Maintenance of building 2 respondents
Maintenance of accurate financial records 2 respondents
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Plan for facility expansion and update 4 respondents
Pastor to take more responsible role toward school 2 respondents
Enhanced marketing effort 2 respondents
Better communication between teachers and administration 1 respondent
Enhanced academic standards 3 respondent
Establishment of a more meaningful purpose for Board 1 respondent
Maintaining class size 1 respondent
Space use 4 respondents
Increase high school enrollment 1 respondent
Increase high school extra/co-curriculars 1 respondent
Building community at upper levels 1 respondent
Improve tech in all classrooms/admin 5 respondents
Engaged staff/curriculum 1 respondent
Limit students with special needs 2 respondents
Teacher retention/salaries 4 respondents
Resolving financial issues 3 respondents
Attract full paying students 1 respondent
Improve all communications 5 respondents
Need good working board 1 respondent
Working strategic plan 3 respondents
Defining school’s role/competition 5 respondents
Will new system maintain advantages 1 respondent
Provide assistant to Rachel 2 respondents
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Better co-ordination with archdiocese 1 respondent
8. What do you see as major risks or impediments to tackling these strategic issues
(e.g., finances, staff, facilities, church support)?
Not enough outside financial support 6 respondents
Without a buy in and financial support from outside, all of the schools’ initiatives will go
no where. This has happened in the past. We talk about change, plan programs, but
nothing ever comes of our efforts.
No follow through by administration on recommendations 1 respondent
from faculty and parents
Loss of good teachers due to low pay 1 respondent
We need to be aware of the quality of our faculty. We lose good teachers due to low pay.
Weak direction and support from pastor 4 respondents
We need a business plan, and the pastor needs to network more with other schools and
businesses and serve as an advocate for the schools.
Finances 5 respondents
Get parents/parish to buy into the program in working for the school and financial
support
Coordination of fund raising with parish 2 respondents
They are not part of the parish and do not know how well the church and others support
the school.
New board and how it will function 1 respondent
Roles, responsibilities, communication and facilities are all facing issues that need to be
resolved in the short term and somehow with long range planning.
Improve communication
Need to get finances in order and determine how boards will combine and then
communicate to the staff and parents and the church
Roles, responsibilities, communication and facilities are all facing issues that need to be
resolved in the short term and somehow with long range planning
Continuity of school leadership 1 respondent
Improve facilities 3 respondents
Plan for growth of facilities and develop an effect maintenance program.
Space and allocation 1 respondent
55
Space issue because of increased enrollment at lower grade levels; way space is allocated
for programs; competing use of space by various activities by the various schools
Enrollment 1 respondent
Parents don’t see the school as a total school. Pre-k to 12
Being able to compete academically 3 respondents
Teacher retention/turnover 2 respondents
Tuition affordable 1 respondent
Changing perception of high school 1 respondent
10. Are there any other issues we haven’t covered that you would like to see addressed in the
Strategic Planning process?
Principal must be given freedom to do the job she was hired to do 1 respondent
Feels the HS is losing its identity 1 respondent
Declining/uncoordinated contributions 2 respondents
Combining the middle with high school 1 respondent
Long range planning 1 respondent
Update communication/technology 1 respondent
Plan cannot depend on the archdiocese 1 respondent
Need to ease the tension among Board, parents, and faculty regarding how much the schools
should change 1 respondent
Survey Monkey Summary
1. What is the name of the high school your child will be attending in the fall?
The decision on selecting a high school is very individual. Three high schools had two
former St. Benedict students attending.
2. Who made the selection decision regarding the high school your child will be attending?
In the selection process the student played a significant role in the decision process. There
is an opportunity to influence students while they are at St Benedicts.
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3. What gender is your child who recently graduated from St. Benedict Elementary School?
There were nine male and seven female respondents.
Athletic programs offered: 31% of respondents said athletic programs offered at the high
school selected were a major factor in their decision of where to go to high school.
AP courses offered: 31% did say it was influential but in very few instances was it the
major factor in the decision. Overall they rated St. Benedict lower.
Catholic identity: Did not seem to be a major factor in the decision process. For those that
rated it as a factor St. Benedict was the same or slightly lower.
College placement record of graduating seniors: 25% rated this as most important, 50%
rated it as a major factor in their decision. In each incident St. Benedict was lower. An
interesting side note, only two respondents listed top tier schools for college. Some listed
second tier with many colleges below that. There may be an opportunity to show that St.
Benedict has been successful in getting students into those schools.
College Prep curriculum is strong: 50% rated this as very important. 19% rated as being a
major influence. St. Benedict came out, except for one instance, slightly lower overall.
Co-curricular offered (quality and/or breadth): Does not seem to be a factor.
College curriculum partnership: Is not a factor in the decision.
Commuting distance from your home: Does not seem to be a factor.
Extracurricular programs (quality and/or breadth): Some respondents did mention it but
not a serious factor.
Family member attended selected school: Did apply in some cases. One did mention older
sister did attend St. Benedict and was not happy with the results.
Friends of my child are attending the selected school: Not a factor considering out of three
years of graduates three schools have tow student from St. Benedict.
Faculty quality 31% rated it as a major factor, 31% saying it played a role in the decision.
They viewed St. Benedict faculty as not as good.
New or different school environment (we wanted a change): 19% rated it as important,
with 19% saying it was a factor.
Quality of administration: It was a factor for some respondents, however, St Benedict
didn’t come out that much lower.
Range and quality of courses offered: It was important to 25% of the cases most of that
coming from phone interviews who could give unlimited 1s. Overall it made a difference
in 44% of the cases.
Ranking of the high school selected: 31% felt this was important with 13% feeling it was
part of the decision. St. Benedict came out lower when rated by the respondents.
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Reputation of high school selected: 19% of respondents felt it was important, 19% felt it
was a factor in the decision. Of the respondents the rated St. Benedict lower.
Single Gender: Was not a major factor in the decision.
Size of School: To a few people it was a major factor. To others it didn’t seem to matter.
Standardized test scores at selected school: Did factor in on some decisions. They
generally felt St Benedict did not do as well.
Student aid or scholarship offered: Was not significant in the process.
Student/Teacher Ratio: It was perceived as close between St. Benedict and the other
schools.
4. Please rank how satisfied you were with your child’s St. Benedict Elementary School
experience, with 1 being very disappointed and 10 being very pleased.
Everyone was very pleased with the K through 8 educations at St. Benedict’s.
It is unfortunate that we used Survey Monkey, with such a small universe. The survey of 09
and 10 eighth grade graduates should have been done by phone. After the phone interviews of
the current eighth grade parents, I do feel we have some viable information.
College Prep curriculum is strong, College placement record of graduating seniors and
Ranking of the high school selected are the major reason why eighth grade graduates are
choosing to go elsewhere. In a sense they all say the same thing. If combined together, it is
evident that St. Benedict high school needs to improve in those areas. I think it would be a
mistake to say it is just a matter of perception. Range and quality of courses offered and AP
courses offered indicate St. Benedict needs to improve in those areas.
In most cases where athletics are involved there is not much St. Benedict can do. In one case
there was a possibility, if the coach had been more involved, the student might have chosen to
continue on at St. Benedict.
I picked up comments directly from Survey Monkey and phone interviews I did not correct
Spelling and English. I think St. Benedict can put together a program to do a better job of
recruiting 6th
through 8th
grade students.
SUMMARY FINDINGS FROM ST. BENEDICT PREPARATORY SCHOOL (SBPS) SIXTH
GRADE PARENT FOCUS GROUP DISCUSSIONS
MAY 25, 2011
As part of the Consulting Agreement between St. Benedict Preparatory School and the Executive
Service Corps of Chicago (ESC) to develop a Strategic Plan, Step Two called for ESC to conduct
Focus Groups.
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FOCUS GROUP OBJECTIVES
The objective of the Focus Groups was to assess the opinions of St. Benedict Preparatory School
parents just beginning the high school selection process for their sixth grade students to better
understand the emotional driver issues related to selecting a high school:
1. What do participants consider key issues to consider during the high school selection
process;
2. What are the general views of the high school options available to them and to what
extent these options meet their needs;
3. What are the participants’ opinions on St. Benedict High School (SBHS) – what they
―know‖ about the school; its strengths and weaknesses; whether it is an option they
are considering for their child; and
4. Brainstorming the options SBPS should consider to strengthen its high school
programs and its ability to draw students from within the current pre-k through
middle school community, as well as the larger Chicago community.
Note: This Summary includes comments from the interactive conversation during the
Focus Groups as well as notes made in the Handbooks used by the participants during
the discussion.
BACKGROUND
FOCUS GROUP COMPOSITION
Parents of sixth grade at SBPS
Total of 15 participants
PARTICIPANTS REFLECTION OF THEIR CHILDREN’S ACADEMIC ABILITY
Wide range of academic abilities from academically gifted to academically
challenged.
Most parents believed their children ―easily masters most/all sixth grade subject
matter‖ or ―is able to make the honor roll but has to work hard to achieve that
distinction.‖
HOW CHILDREN’S ACADEMIC ABILITY WILL IMPACT ON HIGH SCHOOL OPTIONS
Most parents believed their children are ―likely to be accepted at any school he/she
applies to and will do well‖ or ―don’t expect that my child will be able to test into the
area’s most academically elite public or private high schools but will do well at a
good school.‖
1. KEY ISSUES IN HIGH SCHOOL SELECTION PROCESS
PARENTS HAVE A WIDE RANGE OF EXPECTATIONS FOR THEIR CHILDREN THAT A HIGH SCHOOL
SHOULD ADDRESS. GENERALLY, A HIGH SCHOOL SHOULD:
Be academically challenging within a nurturing environment
Have a wide variety of courses—including advanced placement and honors classes
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Provide access to a variety of athletic and extra-curricular experiences, and provide a
setting where students can develop lasting friendships
Instill a sense of community/purpose
2. GENERAL OPINIONS OF HIGH SCHOOL OPTIONS
HIGH SCHOOL OPTIONS
Parents do not see SBHS as a high school option for their children.
Most likely options are: St. Ignatius, Loyola.
Other options: Whitney Young, Peyton, St. Patrick’s, Lane, and Northside College
Prep.
General characteristics of above schools
St. Ignatius: is a big school, offers good courses, college prep, provides a Catholic
option
Loyola and St. Pats: are good schools, all boys and have good sports
North Shore is academically challenging.
Payton: math and science. Language classes and still have smaller classes
Lane: has 25 advanced placement classes; its big and has lots of classes
3. OPINIONS ON ST. BENEDICT’S HIGH SCHOOL
PERCEPTION OF SBHS
Perceived as a small, mediocre, non-challenging school with limited class and extra-
curricular options.
PERCEIVED SBHC “FAIR MARKET VALUE”
The perceived ―fair market value‖ (tuition) for SBHS—as it performs TODAY—is
between $7,000 and $9,000—although it could stretch to $11,000.
IF ―improvements were made in the next three to five years‖—parents would
generally be comfortable paying up to $13,000.
As a ―benchmark‖, tuition for St. Ignatius and Loyola—the two high schools most
mentioned as schools parents would most like their children to attend and ranked
highly—are between $13,000 and $15,000.
WHAT PARENTS “KNOW” ABOUT SBHS
Small/Personalized—only ~170 students
Dreary
Limited number of options (academics, athletics)
Higher percentage of disadvantaged students that go to high school compared with
middle school
SBHS an afterthought
Getting better—but will it survive? Won’t improve enough by the time my 6th
grader
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is ready for high school.
Don’t want to be a ―guinea pig‖
SB is NOT differentiated; no distinction
SBHC STRENGTHS
Student-Teacher ratio good
Miss Gemo—she can turn around
school but will take 4-5 years
Catholic school on north side
Northwestern affiliation for
enrichment classes
Small and intimate (personal;
comfort; familiarity)
Location and proximity
Tied to church and local
community
Teacher’s caring for students
Price
Recognition that school wants to
be more committed to
improvement
SBHC WEAKNESSES
Size (may not be able to relate to
large colleges0
Lack of diversity/lack of white
population
College choices not impressive
for past graduates (focus on 2
year colleges)
Not enough AP/honors classes
Lack of inter-mural sports
Up graduation requirements
I don’t think about SB’s high
school
Change of scenery (have been at
SB for a long time—since grade
school
Lack of value
Small, limited in activities and
academics
No identity—What does the
Archdiocese want it to be?
Perception: no/little student
motivation; no/lack of energy
Lack of financial resources and
limited physical plant might limit
investments in future programs
Stagnant
Lack of active
marketing/recruiting
What is the high school to be?
What will it offer? (Identity)
Need children’s input (e.g., ask
―What high school do I want to
attend? Why?)
No/Little interaction between
middle school and high school
Strong competition
Lack of high school activities;
limited options and funding
limits.
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CATHOLIC IDENTITY
HOW IMPORTANT IT IS THAT THE HIGH SCHOOL MAINTAINS A STRONG CATHOLIC
IDENTITY?
There was a general sentiment that SBHS retain its Catholic identity and this identity was an
important factor. There was, however, an issue raised about where one should get a Catholic
education.
Very important to have Catholic identity (values; discipline…)
Need to be educated as Catholic in formative years (many students in other schools
can’t articulate ―what it means to be Catholic).‖
It is important that Catholic teaching (classes) should be an integral part of the
educational experience.
SBHC should reinforce the ―Catholic identity‖ (values, discipline, etc).
An issue was raised: Where should one get a Catholic education?—grammar school?
middle school? high school? college?
4. BRAINSTORMING OPTIONS TO STRENGTHEN HS PROGRAMS
THERE WERE A NUMBER OF IDEAS ABOUT WHAT THE SCHOOL SHOULD/COULD DO TO ATTRACT
CURRENT SB MIDDLE SCHOOL PARENTS AND OTHER SIXTH GRADE PEER PARENTS TO ENROLL
THEIR CHILDREN IN THE HIGH SCHOOL.
Market to younger SB kids---start with grammar school (4TH
grade for example) and
have them make a commitment to high school.
Incentivize current middle school parents to attend SBHS (for example, get grammar
school price for high school) because they may be the ―guinea pigs‖
Focus on academics. SBHS needs a focus or niche—an elite, boutique high school.
Needs to be a student’s 1ST
or 2ND
choice
Reach out to 10 Catholic grammar schools for SBHS—lots turned away from St.
Ignatius and Loyola
Make SB a St. Ignatius N or Loyola S; partner/affiliate with St Ignatius or Loyola—
or even DePaul
Offer scholarships to SB middle school students
Introduce baccalaureate programs to differentiate SBHS
Provide more AP/honors classes
Change name & develop an identity to differentiate SBHS (for example, St. Ben’s
College Prep)
Have a different entry level exam (current standards low?)
Develop and communicate a Mission statement and develop 5 year plan; What will be
my return on investment? (i.e., What will my child get for the $ I spend?). What will
be the core courses offered?
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Define our brand identity and then roll-out a measurable implementation plan that
shows significant progress
Introduce the high school and its students into activities on a regular basis—set them
up as leaders (mentors)—give the students a celebrity status among the kids and
parents. Exposure to the great things that are happening
PARENTS WERE ASKED TO IDENTIFY THE ONE THING THAT NEEDS TO BE DONE NEXT YEAR FOR THEM
TO CONSIDER ST. BEN’S HIGH SCHOOL MORE FAVORABLY AS AN OPTION FOR YOUR SIXTH GRADER.
Market to kids in grammar school 4TH
graders (focus on) and educate parents
Add 20 AP classes
Start to get university/high school affiliation or change name
Reduce tuition to incentivize 6TH
graders to go to SBHC
Increase appeal to students by communicating ―what is the school’s direction in
student terms
Set definitive goals and communicate
Demonstrate academic achievement
Determine what SBHS wants to be and how to distinguish itself from competition
Give middle school students and parents idea of what’s happening in high school
Define identity and get rid of scheduling SNAFUs—If school can’t fix these
transition problems, will not be successful in tackling bigger issues
Teach more catholic religion classes
Keep parents informed as to what’s happening in high school.
Recommendations
It is important that this information be discussed at the SBPS Retreat scheduled for
Saturday, June 4, 2011, and that Work Groups be assigned the task of analysis for
input to the Strategic Plan. There are several obvious short and long range issues that
stand out:
Short Range
o Need for communication with students, parents and the community about
SBHS.
o Repair the class scheduling issues
o Concentrate on Catholic identity
Long Range
o Answer the demands for advanced academic offerings and achievement
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DIAGNOSTIC REPORT
St. Benedict Preparatory School
EXECUTIVE SUMMARY
Overview of Strategic Planning Project
St. Benedict is a parish preparatory school in a Northwest neighborhood of Chicago. The
school has grades pre-k to 12. The school is approximately 110 years old. The pre-k and
grades 1 through 8 serve members of the parish and surrounding families. The high school
draws students from the entire city of Chicago. In recent years the number of neighborhood
students attending the high school has declined.
In the last decade the neighborhood has experienced ―gentrification‖. This and the decline
in the real estate market have resulted in growth in the pre-k though 8 section of the school.
Fewer parents are moving to the suburbs when their children enter school.
Executive Service Corps of Chicago assisted St. Benedict Elementary School I developing
a strategic plan in 2006.
Mission Statement St. Benedict Preparatory School on the north side of Chicago is a Catholic Preschool-Grade
12 community that utilizes our unique educational resources to provide an innovative and
rigorous academic program. To achieve this mission, we
Excel in educating the whole individual in the Catholic tradition
Challenge students to develop their God-given talents
Create a Christian community by sharing our gifts
Honor the gifts and diversity of the community, and
Serve the Lord and each other in an ever-changing world.
The St. Benedict Preparatory School Graduate
The St. Benedict Preparatory School Graduate enters post-secondary life well-rounded and
prepared for learning, achievement and service in a 21st century global society. Honoring the
tradition of St. Benedict, our graduates possess the knowledge, reason, diligence, and
perseverance to grow in faith, wisdom and spirit.
.
Vision Statement In order to be an exemplary Catholic school, Saint Benedict Preparatory School will be a place
where
Excel
Students are engaged in challenging curriculum and achieve academic success.
Students grow through stewardship education, social justice teaching, creative and
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expressive arts, academic competitions, leadership training, technology integration, and
community service projects.
Students will be able to communicate effectively in a global and technological society.
School families actively participate in the education of their children in partnership with the
teachers and administrators
Faculty and staff will promote critical thinking, teamwork and ownership through compelling
and challenging work that builds on the fundamentals.
The administration ensures that standards of excellence are implemented
The parish and school community will sustain and support an exceptional faculty and
Administration
Challenge
Students use 21st century skills to understand, discern and address global issues.
Students practice patience, perseverance and resilience to grow in both areas of strength
and weakness
Students and staff use technology to learn, problem solve, communicate and create
Families challenge their children to discover and develop their God-given talents
Faculty and staff encourage students to be innovative, creative, adaptable and excellent
in all they do
The administration and faculty commit to continual analysis and evaluation of the
programming to make curricular decisions based on up-to-date educational best
practices
The parish and school community ensure instruction in music, foreign language,
technology and physical education as to provide a well-rounded educational experience.
Create
Students use their gifts and talents for the betterment of the school and broader
community
Families live out the Gospel values
Faculty and staff witness to the Faith by their words and deeds, and through prayer and
example promote the ongoing formation and spiritual growth of their students.
Faculty and staff support one another in the professional and catechetical growth of the
staff.
The administration and faculty will maintain a safe, personal, student-centered school
community where we are able to know each individual student and family by name.
The administration and faculty collaborate with our parents, surrounding Catholic
schools and entire parish community to enhance the experience for all students.
The parish and school community support the students in their spiritual, moral and
ethical growth.
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Honor
Students learn the importance of and practice being a good neighbor in a global society
Students are seekers of justice
Families of all faith backgrounds welcome others to share the blessing of a Catholic
school
Faculty and staff are models of respect for the dignity of others
The parish and school community make judgments and decisions based on Catholic
values with empathy for others
Serve
Students are stewards of God’s gifts and creation
Students create peace in our school and broader community
Families model involvement in their faith and community
Faculty and staff prepare students for a life of service in society by integrating
opportunities for service learning with parish ministries and local community
organizations
The parish and school community will be active participants in their faith life
ESC’s work with St. Benedict Preparatory School will have three objectives:
1) Building upon St. Benedict’s core values, ESC will work with St. Benedict to develop
a strategic plan for the next three to five years. This work will include:
A) St. Benedict own vision of what it wants to become as an education
institution
B) The identification of the critical issues that need to be addressed by the St.
Benedict board and staff that will allow this vision to be implemented
successfully
C) A guide for implementation to attain these objectives
2) ESC will seek to have broad involvement of St. Benedict’s board and staff in the
design of this plan so as to insure a high probability of acceptance and implementation.
3) ESC will work with St. Benedict’s board members and staff to provide an ongoing
process by which St. Benedict can both measure its progress in implementing the plan
and in updating it.
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Project Plan Time Line:
We will meet with Rachel Gemo, Father Beaven and Suzanne Devane on Wednesday May 4th
.
The following week we will meet with the entire strategic planning committee. Depending on
how much gets done at that meeting, we may need to meet the week of the 23rd
. The retreat
will be on Saturday June 4th
. If the committees can finish up their goals and objectives by June
30th
, we can deliver the final plan by July 15th
.
Methodology:
ESC conducted interview of stakeholders. St. Benedict sent out letters to get parents of eighth
grade graduates of 2009 and 2010 parents whose students went elsewhere for high school to
take a survey on Survey Monkey. ESC did a phone survey of eighth parents whose students
have indicated they will attend another school for high school. Esc interviewed parents who
students chose to go to St. Benedict high schools.
Key Issues:
Interviews of Stakeholders
The findings of the twenty-three interviews of parents and staff at St. Benedict overall seemed
to be consistent with the findings of the earlier studies of St. Benedict strategic plan by the
Executive Service Corps’ with the Elementary School in 2006 and the report by the Catholic
School Management Inc., in its review of the High School in 2008. We were impressed with
the commitment of almost all the people interviewed
The following is a summary of the issues found from the interviews.
Administration
Faculty and parents while supportive of Rachel but have little understanding of how the
administration functions.
Communication
Communication by the administration is generally rated low by teachers and parents.
Parents and teachers do not understand and cannot explain the future plan for the school
and in particular the direction set for the high school.
Communication about funding campaigns is not consistent, poorly organized and/or are
not properly carried out.
Roles and responsibility and expected performance of faculty and staff are not clearly
defined.
Governance
The Role of the new board is not well defined.
The people on the boards currently do not understand their role.
Parents do not understand the role of the board.
There appears to be little communication about and from the board(s) to parents.
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Facility usage (Space Utilization)
The school is encountering difficulty scheduling common use space such as the
cafeteria or gym because of the number of programs.
The schedule of facility use is not up to date or sufficiently managed to alert teachers
and staff of upcoming programs and schedule issues.
The combination of the middle and high school classes in one area has caused noisy
hallways and scheduling issues for special programs and student activities.
Students with special needs
Students with special needs are not being served adequately and the school may not be
in compliance with the students IEP’s
Faculty are poorly trained or not trained at all to cope with the student’s special needs.
The number of students with special needs is increasing.
Faculty does not seem to have access to the IEP or be involved in the writing of the IEP
for their students.
Maintenance and facility management
Numerous people question the why the school has failed to address the maintenances
needs of the school.
There is growing resentment regarding the maintenance, timeliness of service and the
lack of updating of the school buildings.
There appears to be no comprehensive planning to address the future needs of the
school.
We tried to interview the business manager who we were told the maintenance people
report to. Our numerous phone calls were not returned.
Faculty/Staff Development
The faculty is generally supportive of the educational mission.
Middle school teachers do like the new computer.
There is a growing issue regarding poor quality teachers that the administration has not
addressed.
Increasing number of good teachers feel they are being burdened by having to cover for
poor teachers.
Teacher evaluations are not conducted on a timely basis.
Faculty staff meetings are poorly managed.
Teacher development, particularly at the Middle and High School level, is considered
by staff to be non-existent.
High School
Recruitment of St. Ben’s middle school students to attend St. Ben’s high school is
nearly nonexistent, not focused and conducted in what was characterized as half-
hearted and not caring way.
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Regardless of whether students stayed or go to another school the marketing of the high
school can best be summed up as too little, too late.
Parents repeatedly commented that the School administration, teachers and others
exhibited little interest or efforts to even try to keep the student at St. Bens.
The curriculum at the high school need to be stronger to attract more students from the
elementary school
Fund Raising
The School and the Parish lack a focused and coordinated fund raising program.
The School and Parish end up competing for funds rather than enjoying the benefits of
what each uniquely has to offer.
The uncoordinated efforts frustrate donors.
There is a lack of a strategic effort to build/maintain a list of donors that would support
the ―Parish school‖.
Survey of Parents who Went Elsewhere for High School
There were16 respondents to the survey. Eight came from Survey Monkey of 2009 and 2010
eighth grade graduates and eight phone surveys of 2011 eighth grade parents.
In summary the respondents felt the curriculum at St. Benedict was not as strong in preparing
students for college. Range and quality of courses offered and AP courses needs to improve.
With some improvement in the quality of the some course we do feel St. Benedict can attract
more students. As with the stakeholder interviews it is clear that St. Benedict’s does not do a
good job in recruiting their own students.
Interviews of Parents of Students continuing at St. Benedict high school
There were four in person parents interviewed.
With so few interviews it hard to draw any conclusions. They each had their reason the only
factor that was common was that St. Benedict’s cost were lower. Would recommend you read.