2024 Middle States Report by Delbarton School

MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS

COMMISSIONS ON ELEMENTARY AND SECONDARY SCHOOLS

EXCELLENCE BY DESIGN

A Report of the Visiting Team for Accreditation by the Middle States Association of Colleges and Schools

Delbarton School

Morristown, New Jersey March 10-13, 2024

INTRODUCTION

The Middle States Association of Colleges and Schools is a non-governmental, nonprofit, peer-administered organization of diverse educational institutions committed to ensuring that students in accredited schools are receiving the highest quality education. For more than 125 years, MSA has provided leadership in educational quality and school improvement for its member schools in the United States and around the world. MSA seeks to ensure that accredited schools are engaged in continuous growth and improvement efforts.

The self-study process provides the framework for formally aligning all the work of the school to ensure that all of its efforts are coordinated and focused on achieving the school’s mission. It is expected that the process will accomplish the following purposes:

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

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

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

To be accredited, the school first must meet the 5 Standards and 23 Key Concepts for Accreditation. Second, the school, through a planning team of representatives from the school’s community of stakeholders, must identify areas of student performance that are the highest priorities for growth and improvement, measurable performance objectives, and a plan for achieving the objectives. Lastly, the school’s foundation documents must be used as the basis for decision-making in creating the plan for growth and improvement. After the self-study, the school goes through a peer-review process by a Visiting Team. The Middle States Visiting Team is a group of professional educators appointed by the Middle States Association to visit the school. The purpose of the Team’s visit is to determine whether the school meets the 5 Standards for Accreditation and has engaged the whole school community to create relevant and achievable objectives for school improvement that align with the mission of the school.

NOTE TO THE READERS OF THIS REPORT

Readers of this report must be aware that the report is written, in part, as the Team's response to the school's self-study. Therefore, if readers need to see the specific information and data to which this Report responds, they should read the applicable section(s) of the Self-Study Document.

Summary of the School

Head of School Fr. Michael Tidd,

O.S.B.

Daniel Szelingowski

Number of Students 644

Grade Levels Evaluated 6-12

Additional Locations/ Branch Campuses visited (if any): N/A

The Visiting Team verifies the following history, culture, accomplishments and challenges outlined in Delbarton’s self-study:

In 1925, the monks of St. Mary’s Abbey, then located in the center of the City of Newark, seeking a suburban setting for a house of studies for young members of the community, purchased approximately four hundred acres of an estate located on the outskirts of Morristown, New Jersey and owned by the Kountze family, including the mansion and farm they had built. In the fall of 1927, the first group of pioneering Benedictine professors and theological students took up permanent residence in what became known as “Old Main” and its surrounding outbuildings, and began monastic and academic life at Delbarton.

Soon, the idea of establishing a secondary school for boys began to germinate in this education-oriented Benedictine community, which had led St. Benedict’s Preparatory School in Newark since 1868. Led by Abbot Patrick M. O’Brien, O.S.B., and pioneering Headmaster, Father Augustine Wirth, O.S.B., Delbarton School opened in 1939 as a school for resident students, with students in the seventh and eighth grades. Eight boys graduated from the eighth grade in the following spring of 1940.

Under the energetic leadership of Father Stephen Findlay, O.S.B., who succeeded Fr Augustine as Headmaster in 1942, high school grades were added (one per year) until 1948, when the first high school commencement of twelve young men took place. Enrollment gradually increased, but the school remained predominantly residential and small, with less than 150 total students through the 1950s.

Despite its small size, Delbarton School gradually expanded its facilities. Father Stephen led the construction of the St. Joseph Gymnasium following the destruction of the Kountze carriage house in the disastrous fire of 1947. The carriage house had served as a gymnasium and dormitory for some 26 boys. In the wake of the fire, Fr Stephen appropriately chose Delbarton School’s motto, Succisa Virescit ("cut down, it grows back stronger"), borrowed from the motto of the often-destroyed Abbey of Monte Cassino in Italy

The opening of Trinity Hall in 1959, the first purpose-built academic building on campus, was another transformative moment in Delbarton's history With widespread suburbanization and the advent of the interstate highway system, the enrollment rapidly rose to over 300, the majority now day students, a harbinger of the School’s future. Father Stephen retired in 1967 after 25 years as Headmaster, but continued as Director of Development. In 1971 the Schmeil-O’Brien Hall dormitory was dedicated, but the tide had been strongly set in favor of day students.

Delbarton’s fourth headmaster, Father Gerard Lair, O.S.B. (1975-1980), initiated major changes in school life. The traditional system of discipline, with demerits and detention, was eliminated in favor of "discipline by conversation," designed to bring about positive changes in boys. The academic prestige of the school grew, and, most significantly, in 1978 the monastic community terminated the residential program. Campus facilities continued to expand in the 1980s and 1990s, with dedications of the Lynch Athletic Center in 1983, the Fr Stephen Findlay Pavilion in 1995, the Fine Arts Center in 2007, the Forty Acres and North Field complexes in 2010 and St. Benedict Hall in 2021. The student body continued to grow to the current level of approximately 640 students. Since its inception, Delbarton has graduated over 4,500 men, many of whom have distinguished themselves in service to nation, church and community.

In March 2006, the monastic community elected former Headmaster Father Giles Hayes, O.S.B. '56 (1980-85, 1995-99) as the tenth Abbot of St. Mary’s Abbey, the first Delbarton alumnus to assume that vital leadership role. In the fall of 2007, Delbarton welcomed Brother Paul Diveny, O.S.B. as its eleventh Headmaster. Brother Paul was the first non-ordained Benedictine to lead Delbarton School. In March 2014, Abbot Giles was succeeded by Father Richard Cronin, O.S.B. as the eleventh Abbot of St. Mary’s Abbey.

After a successful eleven-year tenure as Headmaster, in which Delbarton was strengthened financially, in its facilities, and in the vibrancy of its Benedictine and Catholic school culture and values, Brother Paul retired in June 2018. Father Michael Tidd, O.S.B. was appointed as Delbarton’s twelfth Headmaster by Abbot Richard in November 2018, assuming office in July 2018. Since his appointment in 2018, Fr Michael has helped facilitate the construction of St. Benedict Hall, opening in 2021, and the Pizzo Family Field House, opening in the spring of 2023.

Delbarton has made an effort to enroll a diverse group of young men each year. The school draws from seven counties in New Jersey and a few areas in New York and Pennsylvania. The ability to draw from a large geographic area coupled with a large pool of applicants allows Delbarton to develop a diverse school population.

Delbarton has the personnel and financial resources to respond to the needs of the school and changes within the wider community Changes in staffing and resource requirements can be addressed with minimal impact to the educational program.

With a comprehensive overhaul of employee compensation starting in the 2019-20 school year, it became easier for staff members to predict changes in salary and benefit opportunities. That, combined with the high level of staff satisfaction at Delbarton, means there is minimal turnover year-to-year, which allows for a consistent approach in the direction of the faculty and staff. When leadership positions become available, they are typically filled with an in-house candidate, which allows for a smooth transition in the operation of the school.

The updated salary structure encourages staff members to obtain advanced degrees in order to advance at the school. The school also generously supports staff members in their pursuit of these advanced degrees.

Outside factors may greatly affect the school. Political issues and changes in the social climate will either draw families into Delbarton or dissuade them from attending, most often for perceived differences. The challenge the school faces is to strike a balance with these issues and present an open and honest understanding of school identity. The school leans heavily into their recently updated foundation documents to show the greater community the values that represent Delbarton School.

Delbarton expects to begin a new capital campaign within the next few years and will implement both a recently announced Strategic Plan as well as the Middle States Plan for Growth and Improvement. Additionally, in the summers of 2025 and 2026, the Science Pavilion learning spaces will be renovated and modernized. The next capital campaign will target funds to construct a new Student Life Center housing a gymnasium, pool, cafeteria, and other spaces to support student activities and athletics as well as serve to fortify the school endowment as a means to further support financial access to mission-appropriate applicants.

In recent years, Delbarton has seen a dramatic decline in the number of members of the Monastic Community serving as full-time faculty members. The current governance model of the school is heavily tied to St. Mary’s Abbey (civilly incorporated in New Jersey as The Order of St. Benedict of New Jersey, Inc.), which poses a threat as the population of monks declines and ages.

SELF-STUDY PREPARATION

In this section of its report, the Visiting Team provides observations and recommendations regarding the school’s self-study preparation based on what was seen and heard during the Team’s visit to the school. The school’s Self-Study and Recommendations are broken down into four components: Internal Coordinators, The Planning Team, Leadership and Governance and Implementing a Culture of Change. In the following section, please provide observations and recommendations about each of the components of the school’s Self-Study and Recommendations.

A. Internal Coordinators

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

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

● Oversee planning and preparation for the Visiting Team.

● Prepare for the Mid-Term report.

● Provide the energy, enthusiasm, and expertise to move the process forward.

The Visiting Team observed that:

● Following an internal application process, Headmaster Fr. Michael Tidd strategically appointed two people as Internal Coordinators to support the work of the self-study and the development of objectives and action plans. They are: Mr Daniel Szelingowski, faculty member and grade level moderator and Dr. Jonathan Cote, faculty member and school Registrar.

● From the first zoom meeting through to the Oral Report, the Internal Coordinators made clear the Hallmarks of a Benedictine Education through their decision-making, grace, and hospitality

● The Internal Coordinators were flexible and accommodating to all requests made by the Visiting Team Chair

● Each Internal Coordinator brought significant experience in planning, management and knowledge of student learning. They worked effectively to guide the various subcommittees in the review of self-study data. They maintained records, organized meetings, and prioritized various team activities. The Visiting Team heard many team members comment positively about the focus and energy that the Coordinators brought to the Middle States effort.

● The Internal Coordinators will continue to support the team members designated to assure implementation of the Action Plans. This could include logistical support, communication with stakeholders and ongoing analysis of goal attainment.

● School administration assisted them in their work by providing school time, time away from school to attend training, ample office supply materials, time during faculty meetings, and access to all forms of support requested.

● The Internal Coordinators did an excellent job of completing the self-study with ample time ahead of the MSA visit so that the Visiting Team would have an abundance of time to review the entire document.

● Communications ahead of the visit with the Visiting Team regarding visit logistics were prompt, clear, concise and helpful.

● It appeared to the Visiting Team that Fr. Michael was extremely involved in supporting the Internal Coordinators but also took a back-seat during the process, in order to promote the leadership of Dan and Jon.

● The Internal Coordinators are excited to carry this project through to completion in the years following the team visit.

The Visiting Team recommends:

● Continue to maintain a clear understanding of leadership responsibilities within the implementation teams.

● Put in place a clear plan in order to provide for successors if an Internal Coordinator is lost due to promotion, transfer, or retirement.

● Consider inclusion of the Internal Coordinators in development and execution of Strategic Planning Initiatives as there is inevitable overlap between the work of each stakeholder group.

B. The Planning Team

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

● Develop the vision for the school by creating or reaffirming a statement of mission.

● Develop a set of beliefs to serve as the ethical code for the institution.

● Develop a profile of the knowledge, skills, and qualities the institution expects of its graduates.

● Identify the areas of student performance that are the priorities for growth and improvement.

● Oversee development of the action plans to achieve the performance objectives

● Monitor implementation of the action plans.

● Conduct a periodic review of the progress being made to achieving the objectives.

The protocol requires that the Planning Team includes a varied spectrum of the school's community of stakeholders. Because Middle States’ member institutions are so varied in type and situation, Middle States does not prescribe what groups constitute a school's stakeholders. This is a local decision. However, it is also important for the head of the school and at least one representative of the governing body to serve, when appropriate, on the Planning Team. In this role, the leaders should serve as “equals among equals” by serving on the Team as members with the same authority and influence as all other members of the Team. The

school's leadership and the Planning Team will be expected to provide a rationale for the composition of the Planning Team.

Because the school is committing itself to developing a planning ethic and a culture of continuous improvement, the Planning Team should be institutionalized. The institution must find ways to integrate the work of the Planning Team into the culture and life of the school. In most cases, this will require a concerted effort and the willingness to examine how the institution thinks about institutional growth and improvement and who is responsible to lead it.

The Visiting Team observed that:

● The Planning Team encompassed an impressive variety of stakeholders including the Headmaster, Assistant Headmasters for both Student and Academic Affairs, the Dean of Admissions and Financial Aid, the Director of Athletics, the Director of Diversity and Community Belonging, Faculty, Guidance Counselors, Students, Parents, Alumni, a faculty member and monk of St. Mary’s Abbey (who also serves as a member of the Monastic Board of Trustees), and lay Board of Regents members. The full team met seven times over a two-year period. The self-study was completed by online surveys, the responses of which were consolidated by the Internal Coordinators and presented to the Planning Team. The team functioned by consensus in the development of the Middle States objectives and development of key Action Plan steps. The Visiting Team witnessed a respectful and congenial comportment during conversations with Planning Team members. The only noted conflict during the process was “over the placement of an Oxford comma.”

● The student members of the planning team were selected as 9th and 10th graders, such that they would be able to see the process through to completion. Students were often placed front and center in discussions and were clearly empowered to speak their authentic thoughts and impressions.

● Clear and consistent planning was recognized in the thorough and thoughtful self-report and documentation of evidence.

● The Planning Team was extremely familiar with the culture of the school, the school’s mission, and the Hallmarks of a Benedictine education.

● The Visiting Team observed that the Planning Team was consistent in their efforts and dedicated to carrying out the process of self-investigation

● The Planning Team did not include significant representation from non-teaching staff or from the Monastic Board of Trustees (whose total membership includes 4 monks of the Abbey), the decision-making governing body of the school.

● Various members of the Planning Team will become members of the Implementation Teams.

The Visiting Team recommends:

● The Planning Team should work closely with the Internal Coordinators to monitor the implementation of action plans over the next few years to be sure to be prepared for the Mid-Term Report.

● The Planning Team should reconvene periodically to assess progress towards Action Plan goals.

● The Planning Team should solidify plans for celebration of accomplishments when stated goals are achieved year-over-year.

● The Planning Team should not hesitate to re-evaluate stated goals in the event there is no evidence of forward progress.

● The Planning Team should develop a documented method to replace members of the team who will move on as a result of graduation (students) or retirement, transfer, promotion, or otherwise (faculty, staff, administration, Board).

● The planning team should make an effort to reaffirm their stated objectives in faculty meetings and through community-wide publications and newsletters. As stated by a member of the Delbarton community, “It will seep in if we see it regularly.”

C. Role of the School’s Leadership and Governance

The primary role of the leadership and governing body of the school—those in positions of authority and influence within the school—in the school improvement process is to serve as the “champions” for developing a planning ethic and the growth and improvement process. This critical role for leaders also applies to the heads and governing bodies of larger organizations of which the school may be a part. It is very difficult for an individual school within a larger system to plan strategically for improving student performance without the clear support and assistance of its parent organization. They, too, must “champion the cause.”

Because a major goal of the self-study and accreditation process is to ensure that the school has a vision and a plan to achieve the vision that is accepted and supported by all, leaders must communicate publicly, clearly, and often that:

● the planning process is important for the future of the school and its students; and

● they will provide the leadership, resources, and support needed to make the process and the plan successful.

The Visiting Team observed that:

● Administrators and Members of the Board of Regents were faithful and valuable members of the Planning Team from the very beginning. Their help through all areas of the process as well as their connection to the recently updated Strategic Plan was invaluable.

● It is clear from Visiting Team interviews that the school’s current leadership and governance supports the accreditation process and values the information gained from the self-study.

● The Board of Regents is an advisory board working alongside the Headmaster and has grown in recent years to include a variety of professionals and community members with a myriad of experience. The members of the Board of Regents conveyed enormous enthusiasm and support for Delbarton.

● The Monastic Board of Trustees is a decision-making board working above the Headmaster, although the current Headmaster has a seat on this board following his appointment by Abbot Jonathan. Fr. Michael recuses himself from voting on all school-related matters that come before this Board.

● The Board of Trustees clearly communicate their role is not to meddle in the day-to-day operations of the school but, instead, to support the Headmaster in his work.

● This Visiting Team observed an administrative team that seemed to mesh well together and who regularly communicated with each other.

● The Chair of the Board of Regents in particular demonstrated extreme passion towards the continued improvement of Delbarton and its full program.

● The Leadership & Governance worked very closely with the Internal Coordinators and Planning Team to make the MSA self-study a living and dynamic process of growth.

● The Leadership & Governance of the school has committed the financial means necessary to carry the school towards its goals.

● Fr. Michael requested that he be excused from meetings scheduled during the Visiting Team visit so that open and honest communication among his subordinates was welcomed.

The Visiting Team recommends:

● Consider closely tying the Plan for Growth and Improvement to the Strategic Plan in a more formal way.

● Strongly consider shifting the decision-making authority from the Board of Trustees to the Board of Regents, as they are more closely tied to current trends and to the regular day-to-day operation of the school.

D. Implementing a Culture of Change

A sound planning ethic is critical to achieving the school’s mission, its objectives for growth and improvement in student performance and organizational capacity, and to its capacity to effect the intended growth. While successful planning is reflective of the school’s context and culture, it should be visionary in describing what the school and its stakeholder community want for their students and pragmatic in specifying the steps to reach that goal. A planning ethic means that planning for growth and improvement becomes part of what the school and its community of stakeholders do as much as teaching, and providing programs, resources, services, and activities. A planning ethic requires continuous clarification of the community’s unique Mission, Core Values, Profile of Graduates, and student and organizational performance goals. It requires that the community is action-oriented by developing and implementing long-term, strategic action plans that integrate programs, services, facilities, and support to address the school’s growth objectives.

A planning ethic also requires the school to commit to involving its stakeholders in meaningful ways in the setting of objectives, developing plans to achieve and measure those objectives, and the implementation of those plans.

Therefore, an important element of the planning process is communicating with the school’s staff, students, governing board, and other stakeholders to ensure they are aware of the requirements of the Excellence by Design protocol, the school’s planning process, Foundation Documents, objectives, action plans and, eventually, its accomplishments as it implements its plan. The communication process should include means for obtaining input from the members

2024 Visit Report: Delbarton School

of the school’s stakeholder community and feedback regarding the products of the planning process (i.e., mission, objectives, action plans). Stakeholders cannot support and take ownership in what the school is doing unless they first know about it and are invited to join in the process.

The Visiting Team observed that:

● The Visiting Team determined that there are various plans in place for assessing the implementation of Middle States Action Plans.

● Delbarton’s ability to recruit, train, and support faculty and staff in their commitment to and effectiveness as Benedictine Catholic educators will be assessed through annual review, ongoing professional development and training, and key indicators set to a timeline.

● Creating a climate and culture that fosters student commitment to and practice of academic integrity will be achieved by adding visual aids across campus, surveying community members, enhancing orientation, syllabi, and professional development on the topic, increasing school-wide conversations, and creating a student-owned honor council and honor handbook.

● Each Delbarton student will be able to discover and actualize his unique potential, God-given gifts, and place in community by the school making an overhaul to the current structure to include a grade-level dean positions, a grade-level student council, and associated pastoral and focused care, identifying and removing barriers to student performance through review of enrollment data, and auditing current curricular offerings for student interest, presented identity, and diversity of thought.

● Progress in these key content areas will be reported to the school community with regularity and used as a basis for ongoing review by instructors of course curricula and department initiatives.

● The school has made heavy use of internal and external surveys and has a robust group of faculty and administrators adept at data analysis.

● The school has set semi-annual & annual goals for each Student Performance Objective and Organizational Capacity Goal as a means of staying on top of the implementation and carrying out of their school improvement plans

● Each action plan has a dedicated committee, led by 2 members of the Planning Team and including a greater representation of the school community beyond the Planning Team members only, to help carry out the annual goals.

● The external and internal assessments of measurement are clearly laid out and designated for collecting current baseline data as well as future data.

● The Planning Team will discuss with internal and external stakeholders how to best celebrate accomplishments of individual benchmark indicators of success. Delbarton has regular faculty and staff meetings, at which details can be provided for highlighting these achievements.

● The planners are aware that, as data is gathered on accomplishments and on the tools used to accomplish the tasks, the current set of plans may need to be revised, new tools may need to be investigated, or new plans added.

● The action plans clearly indicate who has been given responsibility for ensuring that the assessments for each objective are administered and the data and information obtained from the assessment are collected, analyzed, and reported.

The Visiting Team recommends:

● The calendar development of future dates for meetings regarding goals should be specially assigned as a job duty within a leadership role, so as to be carried out regardless of Implementation Team leadership.

● The Implementation Teams consider more opportunities for communication and collaboration between academic and non-academic faculty and staff to understand and participate in objective priorities.

● Consider formalizing a process by which results will be reported to various stakeholders routinely and the Implementation Teams may update Action Plans as needed. Stakeholders may include representatives from the Delbarton Alumni Association and Delbarton Parent Organizations.

● Look into a partnership with the Delbarton Marketing and Communications team, who may be able to generate a formalized document or poster that can be used to widely communicate the rationale, outcomes and progress made for the Action Plans.

STANDARDS FOR ACCREDITATION

The Standards for Accreditation provide information and data that portray the school’s capacity to produce the levels of student performance the school and its community of stakeholders desire and expect. This section of the self-study consists of the results of a self-assessment of the school’s adherence to the Middle States Standards for Accreditation Key Concepts and Indicators of Quality.

The 5 Standards for Accreditation and 23 Key Concepts reflect research-based best practices for quality in schools. The Standards also represent the organizational “building blocks” that need to be in place to produce high levels of student performance. The self-assessment leads to identifying the school’s strengths and areas in need of improvement.

The self-assessment of the Standards Key Concepts also provides those responsible for developing the school’s Plan for Growth and Improvement with a good understanding of the current status of the school.

Standards for Accreditation for Schools

● Foundations

● Governance and Organization

● Student Well-Being

● Resources

● Teaching and Learning

● Special Purpose Indicators

Indicators for specific areas not fully addressed in the 5 Standards and may only apply to certain programs or types of schools.

FOUNDATIONS

Standard for Accreditation

Introduction: Every effective school improvement process must begin with a clear definition of its preferred future and the understanding of the means to achieve it. MSA believes that the school’s purpose and direction can best be expressed through three Foundation Documents: a Mission, a set of Core Values, and a Profile of a Graduate.

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

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

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

B. EVIDENCE TO SUPPORT THE TEAM'S ASSESSMENT

Key Concept O2

Samples of publications/digital resources that communicate the Foundation Documents to the school’s community of stakeholders

Key Concept O3 Plan for Growth and Improvement*

* Indicates Required Evidence that the school must provide as part of the self-study process.

A school’s Mission should reflect the deepest desires of the school’s community of stakeholders for what they want the school to become—its future in terms of what it will do for its students. The mission expresses what the adults in the school community commit themselves to doing for the benefit of the students.

A mission statement should describe in broad and visionary terms what the school is striving to become. A mission should be outcome-based, providing clarity regarding the school’s audience (whom it serves), its action (what it commits to doing for its audience), its aim (the purposes for which it exists), and its means (how, in broad terms, it will achieve its purposes).

It is not appropriate for a Visiting Team to determine whether the school’s Mission is the right or wrong mission for the school or a good or bad mission. Nor is it appropriate for the Team to require changes to the Mission.

A Visiting Team will, however, offer an objective perspective regarding whether any elements of the Mission are unclear or seem inconsistent or incomplete. The Team will also try to ascertain whether the school's community of stakeholders support the Mission and are “walking the talk.” It is then for the school to decide if the Team’s comments are legitimate and relevant.

The school's Mission is:

Delbarton School, a Roman Catholic learning community guided by the Benedictine Monks of St. Mary’s Abbey with their lay colleagues, welcomes diverse young men and develops them as brothers and leaders in lifelong service to God and neighbor, challenging them to build character and pursue excellence by educating the whole person in mind, body and spirit.

CORE VALUES

Core Values serve as the foundation of a strong strategic plan. They are the formal expression of a school’s fundamental values and serve as its ethical code. Core Values describe the moral character of a school. In a planning process involving diverse stakeholder groups, they represent the composite of the personal values held by individual planning team members.

Because core values are a matter of faith, not a matter of fact, they express the school’s deepest convictions outlining what members of the school’s community of stakeholders are willing to “go to the mat” defending.

Only members of the school community can identify their deeply held core values. A Visiting Team can, however, offer an objective perspective on what is unclear or seems inconsistent or incomplete in the school’s Core Values. Ultimately, however, it is the school that has to decide if the Team’s comments are legitimate and relevant.

The school's Core Values are:

● That God calls us into this community.

● That community life forges character, integrity, and respect for all.

● That God works with us and through us, inviting us into a deeper relationship with Him.

● That conversation and reflection foster personal growth.

● In selflessly serving our neighbor and honoring the accomplishments of one another

● In the power of love to help us realize our God-given potential.

● In the importance of seeking truth, beauty, goodness, wisdom, and justice.

● In the strength of our Brotherhood.

● In Succisa Virescit: “Once cut down, one will grow back stronger.”

● That here, we belong.

PROFILE OF GRADUATES

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

● What do we expect them to know?

● What do we expect them to be able to do with what they know?

● What qualities or characteristics do we want them to demonstrate?

A Profile of Graduates:

● Describes the students at the point of exit from the institution.

● States the values, achievement, and readiness that each student will manifest upon graduation.

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

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

A Profile of Graduates serves to:

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

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

● Give expression to what the mission means in the operational life of the institution.

● Define an outline or shape each student is expected to grow into regardless of specific courses taken or post-graduation plans.

● Provide a concrete reference point for faculty, staff, and the institution’s community when designing curriculum, instructional experiences, service programs, auxiliary resources, and student and family services.

The school's Profile of Graduates is:

A Delbarton graduate:

He seeks God in an active spiritual life, through personal prayer and participation in the life of his religious community. [Love of God & Neighbor and Prayer & Worship]

Loves Learning

He is passionate about learning for a lifetime. He thinks critically, works diligently, lives with a sense of purpose, and seeks to acquire, create and communicate knowledge and ideas. [Discipline and Work]

Listens with the Ear of His Heart

He honors Christ’s presence in others through active listening, engages in critical self-reflection and acts with integrity and honor in all aspects of his life. [Listening and Obedience]

Demonstrates Humility and Patience

He displays resilience, handles adversity with grace, and demonstrates empathy in his relationships. [Moral & Spiritual Development and Humility]

Lives Honorably in his Community

He honors Christ’s presence in others by upholding the dignity of all people. He serves the common good in his communities, particularly among those in need. [Community & Stability and Hospitality]

Regards Creation as Sacred and Practices Moderation

He stewards Creation and cares for his common home. He uses the resources entrusted to him for the good of others as much as for himself. [Stewardship]

The document: Hallmarks of a Benedictine Education is considered another Foundation document, central as a basis in creating the Profile of a Delbarton Graduate. The corresponding Hallmark of a Benedictine Education is listed at the end of each component of the Profile of a Delbarton graduate.

OBSERVATIONS

AND RECOMMENDATIONS ON THE SCHOOL’S FOUNDATION DOCUMENTS

The Team’s Observations on the Foundation Documents:

● Students come out of Delbarton completely changed as a result of their practice of the Mission and Core beliefs.

● The Foundation Documents represent a collaborative effort of students, administrators, faculty, parents, alumni, and Board of Regents members.

● All foundation documents were reaffirmed or modified as part of the current Self Study process. The Portrait of a Graduate received the greatest degree of updating.

● There is a continuity of message in all the Foundation Documents that originates from the Hallmarks of a Benedictine education, with particular emphasis on the themes of stewardship, hospitality and community.

● The Foundation Documents are clearly visible on the school’s website for stakeholders and prospective students and parents to see.

● The Mission Statement is clearly visible in all classrooms and is recited by the Faculty at the beginning of each new school year at the first faculty meeting.

● The Foundation Documents are also listed in both the Employee and Student Handbooks.

● Signage and reference to the Benedictine values and beliefs along with the Mission and We Believe statements are prominently displayed in multiple locations throughout the school and campus.

● The Mission statement is part of Article 1 of the Bylaws of Delbarton’s Board of Regents.

The Team’s Recommendations on the Foundation Documents:

● The Foundation Documents should continue to be reviewed regularly to either affirm them or consider any necessary revisions during the next accreditation cycle.

● Continue to publicize and make visible the Mission statement and Core Beliefs to the school community, especially for new students and new hires.

C. THE VISITING TEAM’S OBSERVATIONS AND RECOMMENDATIONS

Observations

In this section, the Team lists: 1) any general observations regarding the degree to which the school meets each Key Concept and its Indicators of Quality, and 2) any areas in which the school exceeds the requirements of this Standard, the Key Concepts, and the Indicators of Quality.

Key Concept F1:

The Foundation Documents are clearly aligned to the school’s preferred future.

● All stakeholders stressed the importance of the Mission Statement in the education and moral and spiritual development of the student.

● Students believe the Foundation documents prepare them for life.

● Faculty believe the Foundation Documents are at the heart of all their teaching.

Key Concept F2:

The Foundation Documents are reflective of the community’s expectations.

● All stakeholders were involved in reviewing the Foundation Documents as part of the function of the Planning Team meetings.

● The We Believe statements and Profile of a Graduate were revised to make clearer to the external community how students are being served and to include more language of belonging.

● The community believes the Profile of a Graduate flows from key concepts of the We Believe and Mission Statements.

● As a result of internalizing the Foundation Documents, all stakeholders believe Delbarton has a strong focus on Community and Brotherhood.

● Hospitality and Conversatio, two Hallmarks of a Benedictine Education are especially practiced and embodied by all the stakeholders in the community.

Key Concept F3:

The Foundation Documents are used as a guide for decision-making.

● Interviews with board members, alumni, the financial officer, administration, students and parents have reinforced for the Visiting Team that all decisions regarding the school are guided by the Mission and We Believe statements leading to the desired outcome as defined by the Profile of Graduates.

● Faculty strongly believe that the Mission, Core Beliefs and Hallmarks of a Benedictine Education are at the root of all their teaching.

● The “Delbarton experience” is a transformative one. Multiple students commented on how their experiences shape not only their academic life but their personal one as well.

● The Strategic Plan for 2023-2031 is based on the Hallmarks of a Benedictine Education.

● Alumni interactions with the students through the Externship program and alumni presence at school events show the students that the Mission continues to act as a moral guidepost well beyond Graduation each year. Students note, “Delbarton is for life.”

Commendations

The Visiting Team commends the school for meeting or exceeding the expectations in the following ways:

● Delbarton students and faculty remarked, on more than one occasion, “We know who we are.” The Visiting Team agrees and joins in celebrating the ethos of Delbarton.

● Every member of the Delbarton community was able to clearly articulate the reason for the school’s existence.

● Students were clear that through the exposure and practice of the Mission and Core Beliefs they are not only being prepared to succeed in high school but also in life.

● Students and staff consistently described the School as a community and Brotherhood.

● Visiting Team members experienced first-hand the Benedictine themes of Hospitality and Community in all their interactions with the Internal Coordinators, the members of the Planning Team, students, parents and staff.

● The Foundation Documents are well publicized on social media, in classrooms, handbooks, and etched into various brick and mortar locations around campus.

● The Hallmarks of a Benedictine Education appear on the School’s website and are prominently displayed in the main corridor of Trinity Hall and Library walls.

Recommendations

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

The Visiting Team recommends:

● Consider highlighting to prospective students and parents how current students believe the Foundation Documents support and enable students to develop into the person they were meant to be and to try new things and challenge themselves.

● Consider utilizing the strong alumni network to showcase to current students how the Mission Statement and We Believe statements remain a basis for all their actions, perhaps through special alumni presentations to students.

Recommended Monitoring Issues

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

No. Requirement of the Key Concept or Indicator Recommended Action

NONE

Recommended Stipulations

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

No. Requirement of the Key Concept or Indicator Recommended Action

NONE

GOVERNANCE AND ORGANIZATION

Standard for Accreditation

Introduction: A school must be clearly organized and effectively led in order to achieve its preferred future. MSA believes that school governance, leadership, faculty, and staff must work together collaboratively and cooperatively with the community to strategically plan for the school’s continuous improvement. Policies and procedures detail roles and responsibilities of governance and leadership as well as the promotion of staff well-being.

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

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

B. EVIDENCE TO SUPPORT THE TEAM'S ASSESSMENT

Key Concept O3

Policies and Procedures evaluating all personnel (leadership, faculty, and staff)*

Performance Evaluation Instruments*

Key Concept O4

Strategic Plans and/or Plan for Growth and Improvement*

Continuity of Education Plan*

Key Concept O5

Policies/Procedures governing students services of the school (admissions, placement of students in appropriate educational levels, transfer of academic credits)*

Policies/Procedures defining appropriate student confidentiality and protection in communication concerning students in social media, website, photographs, newsletters, etc.*

Samples of Communications to stakeholder groups

Key Concept O6

Policies/Procedures addressing student and staff code of conduct and academic integrity (including plagiarism)*

Policies/Procedures ensuring course and materials meet content copyright law and fair use guidelines*

Policies/Procedures ensuring diligence with employees, volunteers, contracted services personnel and service providers are eligible to work with children*

Code of Conduct or equivalent*

Key Concept O7

Policies/Procedures to ensure the school provides a positive work environment, adequate compensation, reasonable workloads, acceptable working conditions and complaints/grievances by members of staff*

* Indicates Required Evidence that the school must provide as part of the self-study process.

C. THE VISITING TEAM’S OBSERVATIONS AND RECOMMENDATIONS

Observations

Key Concept O1:

The school is legally chartered, licensed, and/or authorized by the appropriate civil authorities.

● Based on the provided documentation from the NJ School Directory issued by the New Jersey Department of Education, it is evident that the school is legally chartered, licensed, and/or authorized by the appropriate civil authorities.

● The Board of Regents bylaws were provided, which states the name, address, and operational framework of Delbarton School under The Order of St. Benedict of New Jersey, Inc.

Key Concept O2:

The school has an organizational structure clearly detailing its positions/jobs and corresponding relationships.

● The organizational chart provided in the evidence file is easy to understand and color coded to denote various departments or levels of hierarchy.

● Job descriptions were provided as a part of the employee handbook, clearly outlining specific responsibilities and duties associated with each position.

● The By-Laws of the Board of Regents as well as the Employee Handbook of Delbarton School are adequate for providing written policies and guidelines for the day-to-day operation of the school.

● The Monastic Board of Trustees’ function is outlined in the Board of Regents manual.

● The operational standards for the Monastic Board of Trustees were not provided to the Visiting Team.

● The calendar of all Board of Regents meetings is determined well in advance and posted accordingly

● The size of the Board of Regents and length of term of office are outlined in the Board manual.

● School leaders and staff were seen to encourage high levels of student performance through championing the mission, belief statements, and profile of a graduate outlined across various outlets on and off campus.

Key Concept O3:

The school has a system in place for regularly assessing the effectiveness of governance, leadership, and all personnel.

● Father Michael meets with each of his direct reports yearly for a 30-minute discussion to review their self-reflections, professional goals, and discuss adjustments he may be considering towards common focus.

● All staff members, including administrative, counseling, and other personnel, undergo similar evaluation processes with their supervisors related to their roles and responsibilities.

● Staff and faculty are aware of these evaluation processes, as they are outlined in the Employee Handbook, ensuring transparency and clarity regarding expectations and procedures.

● Students provide end-of-course evaluations.

● If issues arise from student evaluations, there is a structured process in place for addressing them, which includes verbal warnings, written warnings, and performance improvement plans.

● The Board of Regents conducts an annual survey of faculty, parents, and alumni to provide feedback to Fr. Michael. The Board of Regents also annually evaluates Fr. Michael’s performance as Headmaster using this feedback as well as other metrics.

● Formal evaluation documents are filled out for the athletic department and the entire school, focusing on areas for improvement such as floor plan and diversity perspectives, indicating a systematic approach to continuous improvement.

● Faculty members have had input in the creation of the observation process.

● The Administration utilizes a comprehensive Admissions Handbook aligned with the principles outlined by the National Association of Independent Schools in their Principles of Good Practice for Admissions.

Key Concept O4:

The school governance and leadership plan strategically for continuous school improvement.

● The school plans for improvement through administrative meetings, surveys, and retreats, with an emphasis on data-driven decision-making.

● This was evidenced by their preparation of a comprehensive and visually engaging strategic plan presentation for the years 2023-2030.

● The plan identified key issues and strategic goals and objectives, focusing on Delbarton's continued fidelity to its Benedictine mission.

● It addressed various areas of school development, including academics, advancement, Catholic identity, enrollment, finance, governance, student life, community belonging, and diversity.

● The presentation outlines specific objectives aimed at realizing these goals, indicating a thoughtful and proactive approach to driving continuous improvement within the school.

● The Internal Coordinators highlighted the Strategic Plan as a board-level endeavor related to but also detached from the self-study process.

● Members of the Board of Regents and Monastic Board of Trustees clearly and properly articulated their role as long-term champions of the school’s finances and mission without any role to play in the day-to-day operation of the school.

● Many members of the Board of Regents are regularly engaged in the life of the school.

● Most members of the Board of Trustees and monastic community are not regularly engaged in the life of the school.

Key Concept O5:

The governance and leadership are responsible for maintaining clear, open, and appropriate communications with and among stakeholders.

● The Monastic Board of Trustees and/or a majority of the finally professed monks of St. Mary’s Abbey are responsible for approving major decisions related to the operation of Delbarton School.

● The inclusive administrative structure allows for administrators to maintain contact with students and stay informed about classroom dynamics, contributing to a better understanding of the school's environment.

● The Marketing and Communications staff produce mission-aligned, visually-pleasing, and informative platforms where they advertise and push the current events at Delbarton. These platforms also keep the alumni and parents connected to the school.

● Administrators are very accessible to faculty by both formal and informal means of communication. They proudly claimed to have an “open-door” policy

● The school provides support mechanisms such as mentoring programs and professional development opportunities to support growth among staff.

● Internal communication mechanisms exist for faculty and staff updates, including regular emails, departmental meetings, and executive function training sessions like "Tech Tuesday."

● New hires are evaluated based on their alignment with the school's mission and their ability to connect with students. Interviews involve assessing their passion and integration with staff.

● The school utilizes various channels for communication, including digital materials, newsletters, and magazines demonstrating efforts to keep stakeholders informed.

● Surveys conducted regularly to find optimal methods for managing and communicating to enhance functionality

● Conversations with parents and students indicated appreciation for frequent communications from key offices.

● Faculty appreciate the “Monday Morsels” provided by the Learning Specialist sharing best practices and instructional resources to support divergent learning.

Key Concept O6:

School governance and leadership are responsible for safety and are expected to model ethical behavior to promote a safe and orderly environment.

● Under the guidance of Fr. Michael, extensive operational manuals have been formalized and made available, outlining almost every facet of school life.

● The commitment of school leadership and staff to engage with students outside of formal educational settings contributes to a positive school culture centered around ethical behavior and mutual respect.

● The current model in place at Delbarton provides ample opportunities for administratorsas well as faculty and staff - to participate in the academic and extra-curricular lives of the school, enhancing the connections between faculty and students and among faculty and administration.

● Admissions staff discussed confidentiality measures in place regarding the student admissions process, special education, financial aid, and external communications, indicating a commitment to safeguarding sensitive information.

● The school is mindful of brand recognition and perception, indicating a commitment to maintaining a positive image through authentic representation and non-discriminatory language in admissions materials.

● All school employees and vendors are required to go through an extensive background check process as a part of employment or engagement.

● While there was at some time in the past a significant presence of Benedictine monks in and among the faculty of the school, there are currently only 2 monks engaged full-time in day-to-day operations, one of whom is Fr Michael.

Key Concept O7:

School policies and procedures promote a positive work climate for all personnel.

● The school allows a good deal of freedom in how teachers teach as long as it is effective. This fosters a positive work climate by allowing teachers to teach to their strengths and the strengths of their students.

● Teachers feel treated as adults and not micromanaged, enhancing their sense of professionalism and autonomy in their work.

● Faculty members have direct and meaningful input into the observation process and evaluation criteria.

● The inclusive administrative structure, where administrators also serve as teachers, is seen as beneficial for maintaining a connection with the classroom and understanding the needs of both teachers and students.

● Faculty members are provided with training and support that align with the school's mission, ensuring that their work is meaningful and purposeful.

● Policy changes are informed by input from faculty and staff, and are developed through department meetings and administrative discussions.

Commendations

The Visiting Team commends the school for meeting or exceeding the expectations in the following ways:

● The Employee and Student Handbooks cover all aspects of leadership and performance in great detail; the Visiting Team has never seen such an impressive array of thorough documentation.

● The first priority of evaluation of every administrator, faculty and staff is to reflect on how each employee fulfills the Mission and helps students embody the qualities of a Delbarton Graduate.

● The energy of the Board of Regents is palpable.

● The marketing and communications materials are extremely well thought-out and impressive.

Recommendations

The Visiting Team recommends:

● The Administration continues to explore alternative dining spaces, alleviating the need for four cafeteria periods, which in turn can facilitate an even more efficient scheduling of classes and activities.

● Conversations with parents and students revealed frustration that some communications were lengthy, repetitive and difficult to read leading to some people not receiving all messaging. Both students and parents commented that the Guidance Newsletters, while extremely comprehensive, might be better delivered in more succinct formats as important messaging was sometimes “buried in the weeds”.

● Faculty reported frustration regarding a lack of clarity on student misconduct responses from the school. School leadership should look into ways to increase communication with faculty without compromising student confidentiality

● Consideration should be given to the creation of a more robust and formalized scheduling committee, which would take into account all school functions and events, as well as major testing dates and school priorities, such that academic times can be safeguarded against repetitive and predictable interruptions.

● The Visiting Team strongly recommends that the previously noted plan regarding governance that has come up in prior accreditation visits and is now outlined in the most recent version of the Strategic Plan be implemented with haste. The decrease in the presence of Benedictine monks in and among the school on a regular basis coupled to the Action Plan identified in the self-study calling for an increase in faith formation among the faculty of Delbarton suggests it is timely that the school become an independent entity from the Abbey. Safeguarding the Benedictine qualities in the faculty will ensure continuity moving forward as the Abbey continues to diminish in numbers. The structure currently in place poses a risk to the future success of the school should irrevocable disaster result in the requirement of a new Headmaster Furthermore, modern school issues demand a regular presence in the life of the school to understand what responses to issues would be most appropriate. The Board, while operating at a distance from the normal business of a school, ought to be capable of advising the Headmaster accordingly, drawing on prominent experience elsewhere. The Visiting Team also suggests that Delbarton prioritize a regular presence of the monks to the degree they are available now and into the future. Recommended Monitoring Issues

No. Requirement of the Key Concept or Indicator Recommended Action

NONE

Recommended Stipulations

No. Requirement of the Key Concept or Indicator Recommended Action

NONE

STUDENT WELL-BEING STANDARD

Standard for Accreditation

Introduction: Effective learning requires a nurturing school community focused on student well-being. MSA believes the school must ensure the physical, mental, and emotional well-being of its students. Student well-being is developed in a school culture that encourages creativity, active engagement, and collaboration with families and the community

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

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

B. EVIDENCE TO SUPPORT THE TEAM'S ASSESSMENT

Policies/procedures/programs to promote awareness, prevention, and responsiveness to issues related to the social and emotional well-being of the students*

Confidentiality Practices/Guidelines*

Procedures for storage and retention of student health records* X

Key Concept W3

Policies/Procedures on Student Life & Student Activities*

Policies on Academic Eligibility

List of Student Activities Offered

Key Concept W4

Student Code of Conduct*

Policies/procedures for Harassment, Intimidation, Bullying, Diversity, Inclusion, and Anti-Racism*

* Indicates Required Evidence that the school must provide as part of the self-study process.

C. THE VISITING TEAM’S OBSERVATIONS AND RECOMMENDATIONS

Observations

Key Concept W1:

The school leadership creates and supports a safe and secure environment for all students.

● Safety procedures are clearly outlined and defined for faculty and staff.

● Panic buttons are installed in every building, and security officers receive regular training including FEMA and Alice courses.

● The school employs 2 full time security officers, and additional part-time officers for special events.

● 55 Security cameras are installed around campus and actively record.

● Visitor licenses are scanned upon entry of the building using Raptor, a program that identifies any person listed on the sexual offender’s registry

● Efforts are made to provide mental health education through classes and resources, including the creation of a mental health club.

● Compliance with state guidelines and critical mapping under Gov Murphy is noted.

● All faculty members are required to undergo food and allergy training through the "Safe Schools" program.

● 19 AEDs which include “stop the bleed” kits, EpiPens and Narcan are available on campus.

● Health services include concussion and heat illness training for all coaches, with collaboration between the nurse and athletic trainer.

● Chain of command for emergencies is in place, with an alarm company providing backup support.

● State guidelines are reviewed and implemented as necessary, with a focus on best practices for student safety.

● Written policies are reviewed and updated regularly, with a focus on streamlining the manual and updating emergency response teams.

● Clear communication protocols are established for school closures and safety notifications.

● Policies regarding child-to-child abuse are established.

● Health and safety topics are covered in gym class and climate surveys are administered with some regularity – the results of which are often shared with the community.

● All buildings are secured using an electronic access system, which requires FABs for entry

● Most doors inside each building require a specific key for entry.

● There are emergency action and evacuation plans prominently displayed in each classroom.

● There are up-to-date records of drills conducted.

● Student drop-off and pick-up was monitored and overseen by campus security and takes place in a safe area.

● In addition to MSA accreditation, Delbarton remains accredited by Praesidium, which specializes in training appropriate boundaries and abusive behavior identification.

Key Concept W2:

Student health and wellness are a main priority of school leadership.

● The school has initiated an optional wellness survey to screen for mental health concerns in students.

● There are also a variety of anonymous reporting devices available for students when they are concerned for peers.

● Safe environment policies and procedures are accredited by an independent risk management and compliance organization (Praesidium).

● The school employs the practice of annual review and retraining with online professional development through ADP to ensure best practices with respect to how to handle/address:

o Bloodborne pathogens

o Bullying, Harassment, and Discrimination

o Child Abuse and Neglect

o Conflict Management

o First Aid

o Diversity and Inclusion

● The school employs a registered nurse, as well as a part-time nurse who is available for one day a week.

● Only the nurse or her substitute can dispense medicine.

● The Nurse has and follows written standing orders and practices patient confidentiality.

● Delbarton uses Magnus as a medical information database; all students have a magnus app on their phone which carries important medical information with them while on school sponsored trips.

● The nurse reports that her station is adequate in size and provides privacy for all patients.

● An electronic record is maintained of visits to the nurse.

● The school employs two athletic trainers to support students involved in athletic activities.

● Sage is a robust food service that provides a variety of options to accommodate the diverse dietary needs and restrictions of the students.

● Sage regularly provides access to nutritional information for all meals they serve.

● The buildings are maintained exceptionally well, all public spaces encountered were clean. Public restrooms were clean and well stocked with soap and all necessary supplies.

● The boys benefit from teachers who know them both inside and outside of the classroom, students have multiple touchpoints from where to seek support.

● An athletic trainer accompanies students to all away athletic functions or the competing schools arrange for joint coverage.

● The governing body and leadership ensure that the school has effective relationships with community organizations that are able to provide appropriate support, advice, and services related to mental and physical health and safety

● The school includes in its educational program and activities opportunities for students to develop knowledge, attitudes, and practices necessary for personal wellness and a healthy lifestyle.

● The school provides proactive and responsive student support services that address students’ emotional and social needs.

● The Mission and Ministry office, the Diversity and Belonging Office, and the Guidance Department all work collaboratively to enhance the cross-cultural and diverse array of student backgrounds and religious observances.

● There is a dedicated member of the Delbarton staff responsible for ensuring all students are accounted for through regular attendance taken at the start of each class. PowerSchool is the system used for attendance.

Key Concept W3:

Student activities and experiences are provided for all students.

● The institution of the activity period with the 2023-2024 academic year opened up greater opportunities for students to engage in activities who were not able to in prior years due to scheduling constraints related to athletics and physical distance from the school.

● Personal growth experiences, such as retreats and community service projects, are valued and celebrated within the school.

● Upperclassmen mentoring younger students through the “Deanery” fosters a supportive environment across grades.

● Service opportunities provided by the Mission and Ministry office are abundant and integrate with the curriculum to ensure that the students have opportunities to experience the social justice issues that are addressed in the classroom.

● A detailed handbook of policies/procedures on student life and student activities was found in the Evidence Folder.

● A list of student activities offered was found in the evidence folder

● Delbarton offers a variety of international trips each summer for students to further their identity as a global citizen.

● All school programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel.

● All students are offered opportunities through experiences to build their skills in handling responsibility, taking initiative, leadership, cooperation, and self-direction.

● Delbarton provides non-discriminatory student experiences that are age- and developmentally appropriate and that supplement and enhance the school’s educational program.

● The team saw that activities are varied, developmentally appropriate, and they enhance the educational program.

● Coaches were seen to be providing appropriate supervision to students.

● Health classes offer opportunities for students to develop knowledge, attitudes, and practices necessary for personal wellness and a healthy lifestyle.

● Students are encouraged to suggest additions or changes to the available student activities and experiences but are required to find a staff member to be their advisor.

● Athletic coaches and club advisors are compensated based on a pay scale outlined in the faculty and staff handbook.

● The school provides ample support for professional development in areas related to clubs and athletics.

● All stakeholders told us that school spirit was remarkable - students show up to attend diversity and arts events as well as home and away athletic contests. Moreover, alumni come back often to support the Green Wave programs.

● There is a very active Boosters program to support student-athletes on their teams.

● A late bus transports students home from after school club and sports activities.

● Coaches told us they make highlight videos to assist getting students into appropriate settings in college.

Key Concept W4:

Policies and procedures promote a fair and positive school climate for students.

● There is a level playing field for students, all students are equally praised for their accomplishments whether they occur in the classroom, on the field, or in an auditorium.

● The “brotherhood” self-regulates this climate with their commitment to supporting, embracing and celebrating the unique perspectives they bring to Delbarton.

● There is a culture of shared stress and support among students, fostering a tight-knit community where students feel they aren’t facing challenges alone.

● The “Deanery” system that connects students across grade levels with students living in the same physical area to promote strong and shared connections and opportunities to engage in activities that may be limited by barriers such as distance and transportation opens opportunities for students.

● Delbarton Boys demonstrated pride for their school at all parts of the team visit.

● Delbarton makes use of Upsavvy to promote digital citizenship.

● The school recognizes and celebrates student accomplishments, contributions and responsibilities.

● Students noted the support they feel no matter what aspect of the Delbarton community where they involve themselves.

● Students were observed to say “thank-you” to teachers and coaches whenever leaving their presence.

● There were multiple meetings during the Visiting Team visit where students attempted to enter the rooms where meetings were being held, indicating to this team a strong connection between students and their mentors.

● The school was seen to actively encourage, on a regular basis, the development of strong character, integrity, and ethical behavior

Commendations

The Visiting Team commends the school for meeting or exceeding the expectations in the following ways:

● When survey results during the self-study period indicated growing concerns for the mental health of Delbarton students, the school responded with the development and implementation of an optional annual survey administered by the Dean of Guidance to students, screening for budding concerns.

● Faculty lead by example and serve as faith shepherds and coaches to their students embracing not only the “mind”, but the “spirit” and “body” as well.

● Faculty demonstrate the epitome of servant leadership in all areas of school life.

● The school providing morning Mass daily in the school chapel fosters the spiritual well-being of students in a consistent manner. Through the glass walls, we observed a full room of students kneeling in prayer

● The school maintains a clean, organized, and open environment. This environment fosters a welcoming atmosphere where students can feel confident in utilizing the facilities. There is an attention to detail, ensuring that everything is in its place and readily accessible, reflecting a profound understanding of the importance of student well-being and the role the environment plays in their overall experience.

● The Praesidium accreditation is duly noted and should increase the confidence of parents when choosing to send their sons to Delbarton.

● Two students reported that they lost a parent while enrolled at Delbarton and they were genuinely moved and supported by the community through these moments.

● The guidance office suite has enabled the counselors to work more seamlessly with each other and the students.

Recommendations

The Visiting Team recommends:

● Each classroom has an Emergency Procedures flip book that includes clear instructions on what to do in various emergency situations. Consider making these flipbooks readily

available in common area rooms as well, such as the Academic Resource Center, the Chapel, and the Library.

● The campus is widely open and largely accessible by the general public, and students have freedom to move outdoors between buildings, raising security concerns that would be tempered with the addition of gates at each of the 3 entrances to campus. Consideration may also be given to the erection of strategic fencing at various locations.

● Explore the integration of more advanced student tracking software to ensure students not in class or who are moving about campus are able to be located in real time in the event of an emergency.

● Continue the pursuit of the development of a performance nutrition club, curriculum, or class. Good nutrition will enable students to perform at their best in all areas of school life on a regular basis.

● Consider elongating the student orientation programming to include a portion of student wholeness. This will allow the school to spend framed time on what resources are available to students and how they may be utilized when a student or the friend of a student is in need of more support.

● Consider overhauling the Guidance office to align more directly with student belonging, wholeness, and success. Parents reported the process in place feels “stale”, students reported a lack of connection to their counselors, and faculty reported a disconnect in communication with the current setup.

Recommended Monitoring Issues

No. Requirement of the Key Concept or Indicator Recommended Action

NONE

Recommended Stipulations

No. Requirement of the Key Concept or Indicator Recommended Action

NONE

RESOURCES

Standard for Accreditation

Introduction: In order for a school to attain its preferred future, it must have sufficient resources. MSA believes those resources include finances, facilities, transportation, food services, and technology.

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

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

B. EVIDENCE TO SUPPORT THE TEAM'S ASSESSMENT

Health & Safety Inspection Reports*

Policies/Procedures related to facilities and maintenance*

Maintenance and Facilities Plan(s)*

Campus Description

Adequacy of Facilities Chart

Plan of Facilities

Certificate of Occupancy (if available)

Key Concept R3

Technology plan, including but not limited to inventory and replacement schedule*

Policies & Practices regarding technology including but not limited to data protection (GDPR [General Data Protection Regulation] compliance where necessary) and acceptable use*

Technology Inventory

Professional Development Plan (related to technology)

Key Concept R4 Inspection and/or Safety Reports*

Contracts or Agreements with any outside service provider

Policies and/or Procedures related to Transportation and Food Services School Menus and/or Nutritional Information

Staff Certifications

* Indicates Required Evidence that the school must provide as part of the self-study process.

C. THE VISITING TEAM’S OBSERVATIONS AND RECOMMENDATIONS

Observations

Key Concept R1:

Sufficient and stable financial resources are dedicated to attain the expected learning outcomes identified in the Foundation Documents.

● Income and expenditures are in balance.

● The last external audit was reported upon on December 6, 2023 and conducted for the fiscal year ending June 30, 2023.

● The school has responded quickly to any findings and recommendations reported in past audits.

● The school’s business practices follow accepted budgeting and accounting principles.

● The school’s accounting records are maintained in accordance with the GAAP manual.

● The school carries auto, sexual misconduct liability, excess liability, general liability, professional liability, boiler & machinery, crime, earth movement, flood, personal effects of religion, time element, personal contents, and property insurance.

● The school charges $46,725 in tuition with an estimated book fee of $500 incurred by individual families.

● There is an additional fee of $6,000-$7,500 for a voluntary bus service provided by the school.

● Financial resources are sufficient to provide the educational opportunities defined in the school’s mission.

● The Business Office has overhauled their standard operating practices since the hiring of Matt Davis in such a manner that best practices are now strictly followed.

● The addition of Katherine Klawunn as a Human Resource Specialist has dramatically improved the staff representation and efficacy

● Delbarton has made use of ADP for most human resource, certification, and open enrollment, significantly decreasing the reliance on paper and significantly enhancing the employee experience.

● There are written policies and procedures defining and requiring prudent control over the school’s finances and financial operations.

● Oversight and conduct of financial and business operations are entrusted only to those who possess the appropriate qualifications.

● The Chief Financial and Operations Officer is properly bonded.

● Both staff and administration have input in determining budgetary financial priorities.

● Students and parents/guardians are informed of any financial obligations for attending the school.

● The financial health of the school is extremely healthy with a small surplus recorded at the end of each year.

● The school provides adequate financial support for school activities and professional growth.

● The Chief Financial and Operations Officer saw his role as important in improving student performance by efficiently providing students and staff with the tools and the financial security needed for success.

● The school is projected to have long-term financial stability

● There are several major parent fundraisers, including an annual fund, a Gala and a Booster program for athletic teams.

● Led by Craig Paris, the Advancement and Alumni Office is highly functioning, bringing in donations and pledges for donations with regularity.

● There has been a recent focus on planned giving, which will further enhance the long-term security of Delbarton.

● There exists ongoing litigation related to past sexual abuse connected to the Abbey Outside counsel remains a financial responsibility that does not heavily impact the annual operations of Delbarton.

● It is the team's opinion that sufficient and stable financial resources are dedicated to attain the expected learning outcomes identified in the Foundation Documents and that those resources are managed prudently

Key Concept R2:

The facilities are satisfactory or acceptable in quality and quantity to achieve the school’s mission. The facilities are safe, clean, and well-maintained.

● All required Health and Safety Inspections have been conducted and records of the reports are on file.

● Written policies and procedures related to facilities/maintenance are on file.

● Copies of all Certificates of Occupancy are in the evidence folder.

● The facilities director says he has an active role in improving student performance by providing a good environment for learning.

● Both staff and students were involved in the evaluation of the facilities standard.

● We were told that the budget adequately supports the maintenance of the facility along with the purchase of equipment and supplies.

● The Director of Buildings and Grounds has a great deal of input into the facilities budget.

● The school is able to plan for, fund, and schedule regular preventative measures, repairs, replacement, and maintenance of its facilities, equipment, and materials.

● The facility is sufficient and appropriate for all aspects of the school’s educational programs, activities, and services including: Instructional areas/classrooms, administrative offices, Conference rooms, Health Services, Student Activities, Student Services, student belongings, equipment, and official records.

● Facilities, equipment, and materials are regularly and systematically assessed as to their condition as well as their ability to meet school needs.

● The learning environment is appropriate and effective and it supports the school’s goals.

● The school is able to monitor and provide appropriate air quality throughout the facility

● Each classroom is equipped with an air purifier.

● There is adequate lighting throughout the facilities.

● Lighting on exterior grounds and parking lots provides an extremely safe visible distance.

● There is safe drinking water for students, staff, and visitors.

● They are able to provide appropriate and safe temperatures throughout the facilities.

● There are a number of boiler rooms that provide heat for each facility on campus; most run on natural gas.

● Several of the boilers in the older buildings are running near the end of their life cycles but are being kept operational until a new building replaces the current one.

● An adequate schedule defines the proper rotation for daily cleaning and maintenance of the facility.

● All maintenance requests are processed electronically

● The property is approximately 187 acres in size.

● Every area of each facility is handicapped accessible.

● Major renovations and/or additions have been made in the last few years to several of the facilities.

● Hallways are wide, spacious, and adequate for good movement of students.

● Hallways, restrooms, and other common areas were seen to be clean and well maintained.

● Instructional spaces were seen to be spacious and comfortable.

● All entry and exit doors are clearly marked.

● There is adequate parking for staff and students during the school day and for the public for after school and weekend events, although there is a plan to build a 2-story parking deck to alleviate parking pressures.

● Several athletic fields and facilities are on the property and well maintained.

● School offices are well situated and accessible in the school building.

Key Concept R3:

Technology resources (as defined as hardware, software, platforms, policies, and procedures for the use by students and staff) support attainment of expected student outcomes.

● Technology platforms include Schoology (learning management systems), Power school for attendance, student data, Pearson/Savvas (textbooks), Razer’s Edge for advancement office, Naviance (Careers and College Admissions), Upsavvy and Edpuzzle (Digital Citizenship)

● Technical capabilities have greatly improved over the years with strong faculty support.

● Machines in the classroom are repaired as needed; there is a regular inventory of machines with a three-to-four-year replacement policy.

● Technology services believe information is secure and safeguarded by various programs such as Blackbaud’s Financial Edge in the Finance Office and Hudl used by the Athletics department.

● There is an acceptable use policy for Technology written down in both the Employee and Student Handbooks.

● Confidentiality programs are in place for health data.

● Confidentiality programs are in place for financial data.

● Training in use of the various programs is given every year to new hires.

● Tech Tuesdays are opportunities for Technology staff to offer all faculty an chance to ask questions and seek help. Such meetings can be open forum or scheduled topics.

● Members of the Technology department meet weekly to review information resources for relevancy.

● The Technology Department repairs teachers’ laptops but only school-issued Chromebooks for middle school students.

● There is a tech desk in the basement of Trinity Hall to help students but the department’s primary focus is on infrastructure and helping teachers.

● There is a ticketing system with software or machine issues but the Tech department believes their flexibility is key to responding to teachers’ needs.

● There are occasional bandwidth issues - such as when a large number of students are in the same room using the internet at the same time (example: the recent computer-based administration of the SAT) but the Technology Department has the ability to creatively and quickly solve such issues.

● The Technology Department assists in onboarding new students and provides orientation to school technology during the beginning of each new academic year.

● The Technology Department works to support the student experience by supporting the faculty to better support the students.

● Hardwall firewalls and Cisco firewalls filter out adult content from student laptops.

● There is a professional development plan related to technology offered by Technology department specialists on topics like Google Forms and Sheets, Schoology gradebooks through the academic year

● Upsavvy is currently being used in the Digital Citizenship course required annually to seventh graders but the Technology department and teachers feel Edpuzzle is better suited to student’s needs. Edpuzzle will likely be the platform used beginning in the fall of 2024.

● Turnitin.com is used by teachers to detect plagiarism.

● Specialized technology, such as 3D printers, is used in engineering, fine arts and computer science departments

● The Library has a media center available for teachers to use.

● In the Library there are 6500 books and databases, Interlibrary loan program, and online sources like Infobasis, Jstor, NY Times and Wall Street Journal for student use in the Library or at home.

● There is an adequate budget for technology and the Technology Department feels that administration is responsive to their needs.

Key Concept R4:

Transportation and food services are sufficient in quality and quantity to achieve the school’s mission. Transportation Services are safe, clean, and well-maintained. Food Services are well-maintained and based on nutritional standards.

● Zack Tabor has recently been appointed to the position of “Director of Transportation.” Zack has been charged with implementing and overseeing the shift from outsourced transportation services to fully in-house.

● Transportation services are provided by a mix of internally-owned buses and some drivers as well as an outside transportation provider: Student Transportation of America. Plans are in the works to shift the full transportation operating in-house.

● Delbarton owns 6 buses and is in the process of acquiring 6 more.

● A copy of the driver certifications required by the state of New Jersey are in the evidence folder for all bus drivers hired by Delbarton.

● There are inspection reports of the Delbarton-owned buses available in the evidence folder

● Busing is provided for students in the mornings to school and in the afternoons and evenings at 4:15 and 6:00 - accommodating the need for students engaged in after-school programs to have a means of getting home.

● Transportation services currently comply with the requirements of the state. Efforts are being made to ensure this remains the case as transportation shifts internally.

● Written policies are in the process of being developed to ensure the safety of students when being transported to and from school and school events by means provided by the school.

● All transportation personnel of the school or those contracted by the school are authorized and qualified to transport students.

● Students are supervised by Security upon arrival and departure from the school.

● Inspection and safety reports are on file in the main office with any required certificates posted in appropriate locations around each building.

● Sage is the food service provider contracted by Delbarton.

● The Visiting Team observed that the food served was delicious, nutritious, and provided in a large supply such that students could eat as much as they wished.

● There are vending machines available around campus for off hours hunger. Lunch is included in the cost of tuition for all students.

● Food services personnel meet state and federal health and training requirements.

● All food services personnel are authorized and qualified to work with students and must satisfactorily pass a background check before they are permitted to work on campus.

● The kitchen and dining areas are inspected regularly and meet state and county health and safety requirements.

● The food preparation and dining areas were seen to be functional and hygienic.

● Information about the daily menu as well as nutritional values is available on-line on the school’s webpage.

Commendations

The Visiting Team commends the school for meeting or exceeding the expectations in the following ways:

● The work that has been accomplished in the Business Office in recent years is remarkable. The office has streamlined practice and made more transparent the day-to-day costs of running a school. Transparency will allow for the school to promote the “gap” between what it costs for a student to attend Delbarton and what is charged in tuition - which will further enhance philanthropic efforts.

● The Advancement and Alumni Office has accomplished remarkable work in recent years, growing the annual fund, the booster program, driving parent organization support, and adding in planned giving and senior class gifts.

● Facilities across campus are clean and arranged to maximize student learning which is verified by the consistently high scores earned by the Housekeeping and Building and Grounds departments through student, parent and faculty surveys.

● Custodial staff exhibit superior attention to detail and professionalism in their craft.

● The visiting team commends Delbarton for spacious, well-maintained and aesthetic facilities that clearly were designed with boys in mind and duly fulfill mission, philosophy and goals.

● The Technology Department works extremely well together as a team and is dedicated to helping teachers to fulfill their mission of teaching in a variety of methods. They are always very responsive to faculty concerns and suggestions.

● The Technology Department uses creative methods to orient new students through use of Scavenger hunts.

● The Library is clearly staffed by extremely qualified and passionate members of the staff who do a wonderful job with the resources they have. The students feel well-served and repeatedly expressed how amazing the department, the staff, and the space are.

● Delbarton’s decision to internalize transportation marks an exemplary effort. There exist layers of state governance that make this shift more than complicated and yet, Delbarton recognizes that shifting internally will allow the school to better meet the needs of students and their families while also allowing for the regions where students come from more diverse.

Recommendations

The Visiting Team recommends:

● While the Technology Department believes written department manuals are not necessary at this time and might compromise their ability to quickly address technology issues, they are encouraged to develop written manuals in case of sudden and unexpected personnel changes in the department. Having written procedures in place for programs and inventory repair schedules would more quickly familiarize new members of the department.

● As the physical plant and square-footage of Delbarton grow, it will be critically important to grow a facilities staff in kind. There is a need to hire more skilled trade technicians as well as hire technicians with a variety of certifications, especially in boiler operation and maintenance. Trends in today’s market suggest that skilled labor will not serve to lower operational costs, as the market demands high salaries for these employees. Likewise, the systems that operate buildings require more advanced and nuanced understandings of systems as the systems themselves become more complex.

● As Delbarton shifts its transportation services to an internal operation, thought should be given to how Delbarton will maintain this fleet. It may be worth considering building a larger mechanical facility where buses and vehicles may be serviced by a full-time mechanic on Delbarton’s staff.

● Delbarton should track its carbon footprint as the school and its program continue to expand. Any opportunity to serve as good stewards of the environment should be strongly considered, in line with the Hallmarks of a Benedictine education.

● It would be worth benchmarking the Delbarton technology, grounds, facilities, business office and advancement staffs against peer schools to determine where the size of each office sits relative to others.

Recommended Monitoring Issues

No. Requirement of the Key Concept or Indicator Recommended Action

NONE

Recommended

Stipulations

No. Requirement of the Key Concept or Indicator Recommended Action

NONE

TEACHING AND LEARNING

Standard for Accreditation

Introduction: Teaching and learning are the core of every school. MSA believes curriculum and instruction and assessment must be linked to the school’s Foundation Documents, be contemporary, reflective of best practices, and supported by appropriate professional development. Student performance must be measured and appropriate student services be provided to ensure all students reach their full potential.

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

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

B. EVIDENCE TO SUPPORT THE TEAM'S ASSESSMENT

Sample Lesson Plans* X

Key Concept T3

Assessment Policies and Procedures*

Examples of Student Performance (Internal and/or External)* X

Example of student transcript* X

Example of student report card*

Examples of assessments

Key Concept T4

Student Services Policies and Procedures*

Sample IEPs or equivalent*

Admissions criteria *

Description of guidance and counseling services available*

Examples of Recruiting and Marketing Materials*

Policies related to student services*

Results of follow-up studies of graduates X

Key Concept T5

Professional Development Plan*

* Indicates Required Evidence that the school must provide as part of the self-study process.

C THE VISITING TEAM’S OBSERVATIONS AND RECOMMENDATIONS

Observations

Key Concept T1:

The educational program is based on appropriate content and written curriculum aligned with generally accepted learning standards.

● There is a clear path of progress in the content areas supporting a natural progression of knowledge from grade 7 through 12.

● The academic departments understand that not all content areas are driven by grade level progressions or have clear scope and sequencing. Rather, focus on progression in math, science, and world languages are driven by student mastery of prerequisite concepts and not specific to grade level.

● Department chairs consistently review the curriculum and address any necessary updates and/or changes to remain relevant or current. For example, while maintaining the 4-year requirement of English studies, the English Department has moved to elective offerings for 12th grade students to offer more choice in literary selections to students.

● Considerations on and adjustments to the schedule as well as scope and sequence charts have been made to ensure increased access to Advancement Placement courses. For example, 9th grade classes are in the process of shifting to heterogenous placement to allow all students to feel capable of achieving the highest levels available to them as they progress through content as opposed to reserved for those in “advanced” levels.

Key Concept T2:

A variety of instructional methods are used to deliver the curriculum and learning settings are developmentally appropriate for students.

● The Academic Resource Center (ARC) is conveniently located next to the Student Commons and is staffed by teachers from different content areas to provide assistance to students who are struggling during the students’ free blocks of time. Overseen by the Learning Specialist, all faculty members take ownership of accessibility for students.

● In classroom observations, multiple modalities were witnessed varying from lecture-based classes in the English and Social Studies departments to hands-on active learning by the students in the Entrepreneurial Studies class. In Math classrooms, students were observed providing support to each other to explain high level concepts.

● A free program, Bridges, is offered to students who are identified during the admissions process to present academic challenges to help assimilate the boys into the Delbarton community and build strong foundations before the academic school year begins.

● 9th grade students identified through the admissions process as academically at-risk are enrolled into a specific semester-long course in their first semester designed to address executive functioning skills and learning strategies.

● Small class sizes contribute to strong faculty-student relationships.

● Practical application of social justice issues is integrated into the curriculum through service projects made available to the students through the Mission and Ministry office.

● Though the self-study revealed a concern that there was a lack of field trips to promote experiential learning, the visiting team noted a significant amount of experiential learning opportunities provided through the Del-Ex program.

● The Learning Specialist develops and shares Academic Accommodation plans for students who qualify for them to ensure equitable access to instruction.

● Flexible classroom furniture was noted in all of the academic spaces providing an opportunity for increased mobility and collaboration in classroom settings.

Key Concept T3:

Assessment of student performance is used to measure individual and aggregate student

progress and the effectiveness of the entire educational program.

● Delbarton students consistently score above national averages in standardized testing.

● The Guidance Department meets with department heads and grade level advisors at the end of each marking period to review individual student progress and intervene as appropriate or warranted.

● Follow up studies on alumni reveal success in post-secondary pursuits confirming the success of the preparation provided through a Delbarton education.

● Annually, 20% or more of seniors are recognized by the National Merit Scholarship Corporation based on performance on the PSAT taken in their junior year

Key Concept T4:

Support services are provided to assist every student in achieving academic success.

● While the students at Delbarton have historically proven to be high achieving, recent trends in education have revealed even high-level students may have learning issues that are supported with differentiation in instruction and a rise in students fitting this profile is reported by faculty. Delbarton is addressing these changes with the recent addition of the Academic Resource Center (ARC)

● The Learning Specialist (LS) develops Academic Accommodation plans for students with demonstrated academic and/or medical needs. When appropriate, the LS confers with other professional staff (i.e. nurse) to ensure a seamless process.

● Delbarton has instituted practices to address concerns related to the growing mental health needs of students in the world today, particularly young men, and how Delbarton can best address the needs as they present themselves:

o Development of the advisory program where a faculty or staff member is assigned to a certain group of students that they follow through grades 9-11 as a trusted adult for students to speak with about their experiences.

o The institution of an optional SEL survey sent to students as a monthly check-in on their mental wellness. Results are received by Dr. D’Urso who meets with students who are flagged through the survey as at risk.

Key Concept T5:

Professional development ensures effective design and implementation of the educational program.

● Teachers express that the school is very supportive of any professional development opportunities that they want to engage in.

● Faculty are encouraged and reimbursed for pursuit of master’s level studies and are compensated accordingly for reaching academic milestones.

● Each school year all faculty and staff participate in mandatory ADP professional development.

● New teachers are provided with an onboarding process that includes an orientation and participation in the International Boys School Colloquium online course focused on single-gender (specifically male) education. During their first year, there are bi-weekly meetings to focus on key touch points such as classroom management, teacher tasks

and routines (attendance taking, grading policies, parent-teacher communication, etc.) and all new teachers are assigned a teacher mentor. In their 2nd and 3rd years, these teachers have administrative meetings each fall/winter/spring to provide ongoing support and development.

● Teachers are provided with in-house professional development opportunities multiple times throughout the year and recent topics have included:

o Diversity, Equity, and Inclusion

o Artificial Intelligence

o Peer led technology tool adoption in the classroom

Next year’s theme will focus on integrating faith into content driven curriculum each simultaneously supporting teacher growth and infusion of the mission and Benedictine values.

Commendations

The Visiting Team commends the school for meeting or exceeding the expectations in the following ways:

● Department chairs are commended for exploring and defining “what excellence is” within their departments.

● Faculty, staff and students all demonstrate a commitment to the growth mindset that is captured by a quote on a stairwell well in Trinity Hall “You can never plateau. You can never stop climbing nor stop improving yourself. There’s always more to learn, another talent to develop. If you think you’ve reached the top, you’re on the way down”. Abbot Giles Hayes, O.S.B. ‘56

● The Guidance Department does an excellent job at preparing students for the process of applying to college and the results demonstrate great success.

● The mission of the school is evident in the passion for and commitment to the beliefs demonstrated by both students and faculty. Department chairs openly shared their appreciation for autonomy in the development of their classrooms and the ways that they infuse Catholic values into the curriculum.

● Faculty members demonstrate a commitment to the development of the whole student: mind, body, and spirit evidenced by their willingness to engage all facets of student growth. Nearly all teaching faculty are engaged in other capacities as a coach or mentor to students.

● Delbarton provides students with the opportunity to enhance their learning outside of the walls of their classrooms through career-based guidance, mentorship, and experience.

Recommendations

The Visiting Team recommends:

● Data suggests an increase in students needing support to reach their potential in the classroom through Academic Accommodation plans, but there is a frustration among teaching staff identifying a desire for targeted professional development on how to incorporate differentiated instruction into their classrooms. The teachers appreciate the “Monday Morsels” shared by the Learning Specialist that provide helpful information, but would like more direction on how to adopt and apply the suggestions.

● Conversations with students and parents reveal that, while the Guidance Department does an excellent job at preparing students and parents for the process of applying to college and the results demonstrate great success, the process seems a bit “stale”. A comment was made that sometimes even in programs that are extremely successful, the way things have always been done may not be the best way to do things now. Parents shared frustrations that moving students through the process with a different counselor each year does not breed a strong relationship between the student and counselor, which would only enhance the college process. Parents with students at other institutions noted how guidance programming has shifted in those schools and, as a result, they recognized where Delbarton, a school that is “nearly perfect”, may have an opportunity to reach even higher standards of excellence. Two specific touch points were continuity with counselors growing and following students through their years rather than a grade level counselor approach, and a more directed focus on the Common Application process of essay writing which has been partnered as a curriculum item shared with the English department in competitor/companion schools.

Recommended Monitoring Issues

No. Requirement of the Key Concept or Indicator Recommended Action

NONE

Recommended

Stipulations

No. Requirement of the Key Concept or Indicator Recommended Action

SPECIAL PURPOSE INDICATORS

Introduction: The indicators below are for specific areas not fully addressed in the 5 Standards for Accreditation and may only apply to certain programs or types of schools.

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

It is the Visiting Team's assessment that the school MEETS the Indicators of Quality for this Special Purpose Area

It is the Visiting Team's assessment that the school DOES NOT MEET the Indicators of Quality for this Special Purpose Area. The evidence that supports this assessment is shown in the Recommended Stipulations shown in Section C, below.

B. EVIDENCE TO SUPPORT THE TEAM'S ASSESSMENT

Data from Observations and Interviews

* Indicates Required Evidence that the school must provide as part of the self-study process.

C. THE VISITING TEAM’S OBSERVATIONS AND RECOMMENDATIONS

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

● School Masses or Prayer Services are run monthly for the whole community.

● There is also an opportunity to attend daily Mass before the beginning of school day in the St. Martin Chapel.

● The Middle School retreat and weekly “Munchkins with a Monk” allow students to get to know more personally a Benedictine Monk and ask questions.

● Students and their families are welcome to attend the 11 AM Sunday Mass at St. Mary’s Abbey

● Seniors act as Campus Ministers to help oversee all Campus Ministry programs and help publicize and encourage students to participate in service activities.

● Outside of the Mission and Ministry office there is a weekly calendar of service and prayer opportunities.

● Daily morning prayer is a variation of Lectio Divina, a Scripture passage or a quote from Rule of St. Benedict is read for students to silently reflect.

● Delbarton provides many opportunities for students to engage in prayer and be exposed to new forms of prayer practice such as Lauds (morning Prayer) for the whole community twice a year and gatherings to pray the Rosary or practice Lectio Divino.

● Well planned and organized retreats that involve faculty and student leaders for each year encourages students to grow in faith with following themes:

Middle Grades: “Be a Monk for a Day”

o 9th grade: “What does it mean to be in a Benedictine school?”

o 10th grade: Romero Center provides service and reflection and allows students to experience what they are learning in their Catholic Social Teachings course.

o 11th grade: KAIROS retreats guided by seniors.

o 12th grade: One day retreat focused on reflecting on next stage of life

● There is “a culture of service” at Delbarton where 100% of students perform service in all grades which allow students to practice charity and hospitality, two hallmarks of a Benedictine Education.

● Retreat and Service opportunities are spaced throughout the year during the school day and on weekends giving the busy students many opportunities to participate.

● The Mission and Ministry office offers programs to prepare students to receive needed sacraments like Baptism, Eucharist and Confirmation.

● The Mission and We Believe statements are the basis of all major decisions by the Board of Regents and the Administration.

● The Mission statement is highlighted in Article 1 of the Bylaws of the Board of Regents as well as in the Employee and Student Handbooks showing the Catholic Identity and religious values are at the heart of all aspects of the School.

● There is a program of Spiritual Direction available to all students.

● Outside of the Mission and Ministry office there is a weekly calendar that advertises service and prayer opportunities.

● All grade level retreats offer opportunities for Reconciliation.

The Visiting Team commends the school for meeting or exceeding the expectations in the following ways:

● The Mission and Ministry program, through their retreats and service programs, allow students to experience what they learned in their Theology courses.

● The Mission and Ministry office works hard to make students of all faiths and backgrounds welcome in their programs.

● The Mission and Ministry program is very diligent about helping students experience many different opportunities to pray and reflect such as Lectio Divina, the Rosary, and Spiritual Direction.

● The KAIROS retreat for juniors is life changing and definitely contributes to helping students fit the Profile of Graduates.

● The strong sense of community and brotherhood reflects Catholic values and allows students to live out the Benedictine practices of charity and hospitality

● Community is born of Benedictine values, and there is a true community in Delbarton that extends beyond just students, staff, and faculty to include the families and alumni. Stated by many people were variations of the same themes:

o “You come to Delbarton not for four years, but for a lifetime”

o “The school accepts and embraces not only the students, but the families”

Recommendations

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

The Visiting Team recommends:

● The Mission and Ministry Team is strongly encouraged to be involved in the planning and implementation of Objectives 1 and 3 of the Action Plan.

● Continue to find opportunities and ways to engage students of different faiths to feel welcome in the Mission and Ministry office.

Recommended Monitoring Issues

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

No. Requirement of the Key Concept or Indicator Recommended Action

Recommended Stipulations

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

No. Requirement of the Key Concept or Indicator Recommended Action

NONE

THE PLAN FOR GROWTH AND IMPROVEMENT

The purpose of the self-study and accreditation process is first and foremost to establish whether the school meets the Standards for Accreditation, the fundamental requirement to be accredited. However, establishing that the school has in place the building blocks for a quality school is largely an exercise of looking backward to see what has been accomplished.

The Excellence by Design protocol is based upon the principles and concepts of strategic planning. Therefore, the protocol requires the school to be forward thinking, not focusing so much on the past and past accomplishments but, instead, focusing on the future—what does the school have to do differently or do better to further its mission and to ensure that all of its students are able to achieve the knowledge, skills, and characteristics the school has defined in its Profile of Graduates.

Therefore, the culminating activity of the self-study and accreditation process is the developing of a Plan for Growth and Improvement in Student Performance and Organizational Capacity.

Developing a Plan for Growth and Improvement involves:

● Establishing a vision for the school by creating or reaffirming a statement of mission.

● Identifying a set of beliefs that will serve as the school’s ethical code.

● Developing a profile of the knowledge, skills, and qualities the school expects of its graduates.

● Identifying the areas of student performance that are the priorities for growth and improvement.

● Developing action plans to achieve the performance objectives.

● Monitoring implementation of the action plans.

● Conducting periodic reviews of the progress being made toward achievement of its objectives.

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

● A Mission

● Beliefs

● A Profile of Graduates

● Three, four, or five objectives measurable student performance/organizational capacity objectives; at least two must be focused on growing and improving student performance

● One or more assessments for each objective

● Baseline data for at least one assessment for each objective

● Technical approval of the objectives

● Comprehensive action plans to achieve the objectives

● A plan for regular monitoring and review of the Plan (at least once annually)

A. STUDENT PERFORMANCE/ORGANIZATIONAL CAPACITY OBJECTIVES AND ACTION PLANS

The centerpiece of the school's Plan for Growth and Improvement is formed by the three, four, or five areas of measurable objectives the school has identified as being the highest priorities

for growth and improvement if the school is to move closer to achieving its Mission. At least two of the objectives must focus on areas of student performance that have been determined to be priorities for growth and improvement. The remaining one, two, or three objectives may be either student performance objectives and/or objectives focused on growing and improving the school's organizational capacity to produce the levels of student performance desired and expected by the school's community of stakeholders. Space is provided below to evaluate the maximum number of objectives. This limited number of objectives is suggested so the school can focus on the most critical aspects of student performance without diverting its energies in too many directions.

To identify these priority areas, the Planning Team asked itself:

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

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

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

Specifying clear and measurable student performance objectives identifies the school's commitment to achieve specific end results and thus, is tied directly to accountability The objectives must be written in such a way that they outline growth in student performance for the next seven years and represent a major focus for growth and improvement in student performance in the school. The objectives should be consistent with the mission and should extend and define the aim portion of the Mission in more specific detail. Objectives explicate in measurable terms the key end results that the school seeks to realize from its Mission, as expressed in its Profile of Graduates. Not only should the objectives be related to the school's Mission, but where there is also a district or system plan, the objectives should be linked to one or more of the district’s or system’s objectives.

The term “student performance” is intended to be defined in the broadest possible terms. The objectives submitted for accreditation may be focused on any of the outcomes expected of students as stated in the Profile of Graduates.

Action plans describe the methods the school will use to accomplish its Mission and its performance/capacity objectives. Action plans provide detailed descriptions of the specific actions required to achieve desired results outlined in the student performance improvement and organizational capacity objectives. This is the “doing” part of the plan. Action plans can and should include multiple activities that will engage the school in improvement activities for the next seven years. Action plans should be specific and tell in detail how the school will accomplish its objectives. Action plans should relate directly to the objectives, but they also should be related to the mission.

The Visiting Team examined the action plan(s) for the performance/capacity objectives in the school’s Plan for Growth and Improvement according to the criteria for effective action plans.

Prior to the Team Visit, the school’s objectives were reviewed by their MSA Accreditation Liaison as to whether or not the objectives met the technical requirements of the self-study

The Team was provided with a copy of the school’s approved Technical Review X YES NO

Objective #1:

This is a student performance objective

X This is an organizational capacity objective

A Objective

By the year 2031, Delbarton School will have policies and practices to recruit, train, and support faculty and staff to deepen their commitment and effectiveness as Benedictine Catholic educators, as measured by:

● In the year-end faculty and staff survey conducted in Spring 2022, 84% of the respondents indicated that they Agree/Strongly Agree that they feel they are a valued member of the Delbarton School community. Our goal is a 3.5% increase, with an annual growth rate of 0.5%, in the number of respondents who Agree/Strongly Agree that they feel they are a valued member of the Delbarton School community by 2031.

● Utilizing the National Catholic Educational Association (NCEA) Adult Faith Assessment Survey to gather baseline data on faculty/staff’s faith practice, attitudes towards the faith, and interest in professional development opportunities. Once baseline data is established in year one, we aim to show positive growth in faith practice, attitudes, and interest.

YES NO

Is the objective:

Closely associated with the exit outcomes for students as expressed in the Profile of Graduates, graduation requirements, and/or performance expectations for the school’s students?

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

Does the objective:

Include baseline data, and are they logically organized and presented in an easily understood format?

Enjoy the support of the school’s stakeholders as one of the highest priorities for growth and improvement in student performance?

Does the school:

Have sufficient energy and resources to support the implementation of the action plans and the achievement of the objectives?

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

Is the objective reasonable and achievable?

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

● While no areas were evaluated as “No”, the Visiting Team finds the Action Plan related to staff development & formation objective to be comprehensive and achievable and timely due to reduced Monastic presence. The Visiting Team recognizes that various implementation steps are currently in place.

B. Action Plan

In the table below, evaluate the degree to which this action plan meets the criteria for an effective action plan.

Does this action plan: YES NO

Outline the action steps to be taken in year one of the accreditation term?

Demonstrate discipline and reasonableness by taking into account the school’s resources such as time, energy, personnel, etc.?

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

● N/A

Objective #2:

X This is a student performance objective This is an organizational capacity objective

A. Objective

By the year 2031, Delbarton School will have created a climate and culture that fosters student commitment to and practice of the highest standards of academic integrity, as measured by:

● A review of Honor Code Violations (HCV) from 2018-2023 revealed a 5-year average of 27 HCV per year. Our goal is a 25% reduction, with an annual reduction rate of 3.5%, in the 5-year average number of HCV by 2031.

● In 2016, 7.77% of students surveyed in grades 9-12 indicated they Agree/Strongly Agree with the statement that “Cheating is a serious problem at Delbarton”. Our goal is a 3.5% reduction, with an annual reduction rate of 0.5%, in the number of students who Agree/Strongly Agree with the statement that “Cheating is a serious problem at Delbarton” on the McCabe Academic Integrity Survey by 2031.

Is the objective:

Closely associated with the exit outcomes for students as expressed in the Profile of Graduates, graduation requirements, and/or performance expectations for the school’s students?

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

Does the objective:

Include baseline data, and are they logically organized and presented in an easily understood format?

Enjoy the support of the school’s stakeholders as one of the highest priorities for growth and improvement in student performance?

Does the school:

Have sufficient energy and resources to support the implementation of the action plans and the achievement of the objectives?

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

Is the objective reasonable and achievable?

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

● N/A

B. Action Plan

In the table below, evaluate the degree to which this action plan meets the criteria for an effective action plan.

Does this action plan:

Outline the action steps to be taken in year one of the accreditation term? X

Demonstrate discipline and reasonableness by taking into account the school’s resources such as time, energy, personnel, etc.? X

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

● N/A

Objective #3:

X This is a student performance objective

This is an organizational capacity objective

A. Objective

By the year 2031, Delbarton School will have better empowered each student to discover and actualize his unique potential, God-given gifts, and place in our community, as measured by:

● In 2021, 80% of respondents indicated that they Agree/Strongly Agree that they feel like they belong at Delbarton School in the Community Belonging Survey Our goal is a 7% increase, with an annual growth rate of 1%, in the number of students who Agree/Strongly Agree that they feel like they belong at Delbarton School from the Community Belonging Survey by 2031.

● In the combined results of the undergraduate parent survey conducted in fall 2023 and the senior parent exit survey conducted in spring 2023, 86% of the respondents indicated that they Agree/Strongly Agree that there is at least one adult at Delbarton School who knows their son well. Our goal is a 3.5% increase, with an annual growth rate of 0.5%, in the number of respondents who Agree/Strongly Agree that they feel that there is at least one adult at Delbarton School who knows their son well by 2031.

Is the objective:

Closely associated with the exit outcomes for students as expressed in the Profile of Graduates, graduation requirements, and/or performance expectations for the school’s students?

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

Does the objective:

Include baseline data, and are they logically organized and presented in an easily understood format?

Enjoy the support of the school’s stakeholders as one of the highest priorities for growth and improvement in student performance?

Does the school:

Have sufficient energy and resources to support the implementation of the action plans and the achievement of the objectives?

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

Is the objective reasonable and achievable?

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

● N/A

B. Action Plan

In the table below, evaluate the degree to which this action plan meets the criteria for an effective action plan.

Does this action plan:

Outline the action steps to be taken in year one of the accreditation term?

Demonstrate discipline and reasonableness by taking into account the school’s resources such as time, energy, personnel, etc.?

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

● N/A

2024 Visit Report: Delbarton School

B THE VISITING TEAM’S OBSERVATIONS

AND RECOMMENDATIONS

The Requirements of the Protocol for the Plan for Growth and Improvement

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

Requirement of the Protocol

Three, four, or five objectives measurable student performance/organizational capacity objectives; at least two must be focused on growing and improving student performance.

● One or more assessments for each objective

● Baseline data for at least one assessment for each objective

● Technical approval of the objectives

Action plans for each objective that meet the requirements of the protocol

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

Observations

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

● All three objectives of the Action Plan reaffirm the School’s Mission and Core Beliefs and will further ensure the end result as described in the Profile of the Graduate.

● Students recognize and support a need to enhance the enforcement of an Academic Honor Code and further that it would serve to reinforce their Benedictine hallmark of obedience.

● The visiting team acknowledges the growing concern for not only the well-being and health of the aging monastic community but further the effect that its declining numbers have on the long-range sustainability of the current governance model operating under the auspices of the Abbey The team recognizes the importance of authoritative decision making in schools having a deep understanding of the shared experience of the school community and the academic framework to make decisions that are in the best interest of the students.

Recommendations

In this section, the Team lists any recommendations to the school regarding how it can improve the degree to which it meets the requirements of the protocol for the Plan for Growth and Improvement. Recommendations are suggestions by the Team, but the school is not required to accept or act on them.

The Visiting Team recommends:

● Maintaining constant and consistent messaging to embed these goals into the school culture. Celebrate outcomes to boost morale and reinforce the importance of initiatives. Sustain momentum through regular reviews and engagement with the school community.

● Continue student participation in the growth and improvement process cultivating an intentional community dedicated to continuous improvement and excellence.

● Students reflected an understanding that they bear the responsibility for governing adherence to the honor code through the brotherhood. One young man said “There is a difference between not cheating because you don’t want to get caught and not cheating because you are a part of a community that expects more,” which received affirming nods from his peers. Younger students articulated that it is made clear by the older students who they look up to that cheating is not “worth it”. Faculty are encouraged to empower the students to develop a student led Honor Code Board to review and remediate Honor Code Violations to further monitor and sustain Academic Integrity

● Multiple opportunities to promote student flourishing are identified in the Action Plans for Objective 3, and the school should frequently monitor progress alongside changing climates with at Delbarton and the world to ensure an understanding of the challenges faced by students and adapt to address their needs

Recommended Monitoring Issues

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

Requirement of the Protocol Action Recommended

NONE

Recommended Stipulations

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

Requirement of the Protocol

ACCREDITATION RECOMMENDATION

After its visit to the school, and after considering the evidence seen and heard during the visit, the Middle States Visiting Team is charged with making a recommendation to the Middle States Commission(s) regarding the accreditation action the Commission(s) should take.

Based on the evidence presented by the school in its Self-Study Document and supporting documentation, and based on the evidence seen and heard by members of the Team from the school’s community of stakeholders, the Team recommends to the Middle States Commission(s) that it take the following accreditation action:

ACCREDITATION

An “Accredited” institution is an educational organization that meets all MSA Standards for Accreditation, adheres to applicable MSA policies, and meets the requirements of the self-study protocol used. The institution agrees to adhere to the requirements for maintenance of accreditation, and there are no outstanding issues related to the Standards or requirements of the protocol that would require monitoring or onsite visits beyond the normal expected events required by the protocol utilized.

NEXT STEPS

As Delbarton School proceeds with the implementation of its Plan for Growth and Improvement, there are a number of “next steps” the school will be expected to take in order to maintain accredited status. These include the following:

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

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

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

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

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

● Complete a Mid-Term Report.

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

● Prepare for Reaccreditation.

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

Delbarton School

SUMMARY AND CLOSURE

Good afternoon. I am Gregory Guldin, chair of the Middle States Validation Team to Delbarton School. I am pleased to see so many members of the adult community present to hear the preliminary observations and thoughts of the Middle States Validation Team to your school. Although we were only here for a few days, I and the other members of the team feel that we have had a full and rich experience of your school. We appreciate the gracious and, most importantly, hospitable reception we have received and the openness with which you have shared some of your deepest concerns and greatest desires.

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

Neither I nor my team members will be able to entertain any questions or enter into any discussion following this oral report. You will have the opportunity to ask questions about our findings after you have received and reviewed the written report.

I cannot proceed any further without telling you how much I appreciated the help and correction I received from the other members of this team and for the service they rendered to you and to the Middle States Association: Megan Sullivan, Kathy McCarthy, and Keara DeMaio. They are an outstanding group of educators who care deeply about their calling and I am highly honored to have been able to work with them. If you have never taken the opportunity to serve on a Validation team you may not be aware that team members and team chairs are volunteers who have given of their own professional and personal time to provide this service to you. The team members have worked diligently day and night to be as thorough as possible in the short time we had to look at the documentation and to speak with you in order to come to a clear understanding of what this community is.

By choosing the Excellence by Design protocol, you have made several commitments.

● You committed to focusing on the end results—improved staff formation, academic integrity and student flourishing—as the primary priorities for your efforts.

● You committed to operating from a vision of where you want and need to go fueled by your mission and beliefs as the unifying force for change.

● You committed to including a varied spectrum of stakeholders in the process of refining your vision, in developing the paths to get closer to that vision, and in implementing action plans developed by these stakeholders.

● You have committed to a process where your progress will be continuously reviewed.

● You have agreed to participate in a peer review and external validation process by accepting us into your midst.

Prominently – and perhaps providently displayed in the staircase we traveled many times these past few days, Abbot Giles Hayes is quoted as saying, “You can never plateau. You can never stop climbing nor stop improving yourself. There’s always more to learn, another talent to develop. If you think you’ve reached the top, you are on the way down.” The Team believes that this is the Delbarton way of doing things.

Your planning team embraced the process and was diligent in its efforts. A team member –and a student no less – referred to stewardship as the Benedictine hallmark that resonated with him and others the most – and I believe he was forthcoming and correct. We were led to believe that your planning team worked in a manner ensuring Delbarton would end up better at the conclusion of this process than the school was when you began. Buy-in to this full process is good since it implies “I will do it.” This team believes that stewardship is better since it says “I will not let it fail.” We were told that everyone’s voice was heard. One of your planners said her time was well spent since she was able to work alongside members of the entire community thinking deeply about Delbarton’s mission. Another responded to the question, “what does Delbarton do best?” with the answer, “We embrace who we are,” accompanied by communal head-nodding. And yet another reported one of the tensest moments during the many meetings was in regards to the proper placement of an oxford comma – and he is still unsure where one should go.

This Visiting Team believes that long before our visit, internal planning became a regular occurrence here. For effective planning to take place, there needs to be a group of stakeholders who monitor and evaluate the success of the plans on a continuing basis, a group who oversees the plan and is the keeper of the flame. We urge your team of gatekeepers to stick with the process in the months and years to come and we strongly urge them to continue to involve all stakeholders in developing short- and long-range goals for the school so that there is a sense of stewardship by those who will be responsible for implementing the plans. We found that the Internal Coordinators, Jonathan Cote and Dan Szelingowski, performed their duties flawlessly They demonstrated that they had the skills and gifts necessary to move this large undertaking forward – professionally, humbly, and acting in a way that elevated the voice of the group they were serving.

To paraphrase a personally inspiring figure of mine, Winston Churchill, “Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen.” You have been courageous in listening to the entire Delbarton community; now have the courage to put that feedback to work for you.

A realization of the ongoing nature of the work of planning is needed to ensure effective change takes place. We urge you to consistently and diligently gather and analyze data on your progress. The showing of positive outcomes is often a key factor in maintaining momentum and support for the work. And negative outcomes should result in an examination of the process steps in an effort to find any disconnects. You have developed a good set of objectives and action plans but don’t be afraid to modify them when necessary We encourage you to take a moment to pause and gather collectively in celebration and acknowledgement of your achievements along the way.

Our first assignment was to ensure that your school meets the Middle States Standards for Accreditation. This resulted in hours of pouring over documents and meeting with representatives of all school stakeholders. I think I may speak for the rest of the team when I say that pouring over documents was, at best, time-consuming and, at worst, tedious but that each of us thoroughly enjoyed the time we spent with you in interviews, by popping into your classrooms, and through participation in your daily life for the past 3 days. The 6 MSA Standards represent the organizational “building blocks” that need to be in place to produce high levels of student performance – they are research based and are the core of the

framework that MSA provides through its protocols. A school is required to maintain consistent adherence to these standards. Stacks of documents indicate that Delbarton understands the standards but, in many ways, we observed the operating standards function here heavily through developed muscle memory Of course, we know there is a team of dedicated people who ensure Delbarton functions like clockwork and we thank them emphatically for their dedication and service. Instead of simply meeting the standards, however, Delbarton aims to exceed them. Meeting all of you in person confirmed for us that if Delbarton were to fall short somewhere, you would do everything possible to make it better. Indeed Succisa Virescit: “Once cut down, one will grow back stronger.”

It has been our desire to serve as your critical friends; to look and listen as colleagues. What we have to say is offered in the spirit of stewardship: our desire to leave you in a better position to achieve your goals than before we arrived. It appears to us that you already know the value of critical friends because we have seen that you already share best practices and are willing to learn from and alongside each other. No matter the work to be done here, every member of the Delbarton community has clearly communicated to us that there is no place they would rather be.

Ages ago, team visits concentrated almost solely on the standards; but over the years we, as professionals, came to realize that while a snapshot of where a school is, at a given point in time, is important; charting a course for improvement is even more so. We also found that leadership and initiative can come from anywhere in the building. Therefore, the latest protocols ask to see all stakeholders involved in defining what the school is; its mission, what it believes, and what should be the end result, the profile of a graduate.

Your mission statement puts, as it should, students first. Here you plan to give them the tools to lead productive and fulfilling lives by challenging them to build their character, forging the whole person in mind, body, and spirit and dedicating themselves to lifelong service to God and neighbor. Admiral William McRaven wrote in Make Your Bed “Life is a struggle and the potential for failure is ever present, but those who live in fear of failure, or hardship, or embarrassment will never achieve their potential. Without pushing your limits, without occasionally sliding down the rope headfirst, without daring greatly, you will never know what is truly possible in your life.” While many avoid challenges since they fear the possibility of failure, Delbarton Boys, through the guidance of the Brotherhood and its shepherds – the faculty, see only the potential a challenge presents and use it as a step towards becoming self-actualized.

Belief statements perform a critical foundational role in a strong strategic plan. They are the formal expression of a school’s fundamental values and serve as its ethical code. Beliefs describe the school’s moral character In a planning process involving diverse stakeholder groups, they represent the composite of the personal values held by individual planning team members. Your set of beliefs is fitting, honors your past, frames the future, and is an excellent fit with your mission statement. This team observed that the Delbarton faculty and staff not only promote the belief statements, but they model them daily in front of the boys in many ways; servant leadership came to the forefront of our minds.

Your profile of a graduate is well written and is a good fit with your mission and beliefs – all of which remain buttressed and fed by the hallmarks of a Benedictine education. Here you

demonstrate not only where your use of the best instructional techniques but also your caring will have paid off. Other schools may refer generally to the number of facts a graduate should be expected to carry around in their head but you put emphasis on teaching boys to be well-rounded men who are prepared for life. He recognizes not only his duty to himself but also his duty to others. By the time the visiting team finished our preliminary campus tour with Colin, Timothy, Joe, Abdiel and Gavin, we felt we had seen your profile embodied in the flesh. We are thrilled to see that Delbarton delivers on its promise to graduate young men who are humble, patient, spiritual and caring.

The Excellence by Design protocol requires schools to have three, four, or five measurable student performance/organizational capacity objectives. Your Planning Team has developed three objectives that meet all Middle States criteria for EbD objectives.

We appreciate the hours all of you spent in determining what needs to be accomplished if your students are to grow in mind, body and spirit and leave Delbarton prepared, not just for college, but, again, for life. We encourage your planners to be dogged in implementing the plans and be flexible in making any modifications that may, if the data indicates it, appear to be necessary Record the data dutifully and examine it the same way

This report is expected to include three to five areas where the team might suggest, or concur with you, that there is room for improvement. This was difficult since you do so many things well yet we must offer these for your consideration.

Delbarton has time and again put students first and it is therefore no surprise that student flourishing is a growth objective. We agree it should be. Critical elements of student flourishing include defining diversity at Delbarton and continuing to promote diversity of thought, eliminating barriers to all students wishing for rigorous courses of study and providing plans and support to help them achieve excellence, leaning hard into what it means for a young man to be known, challenged and loved at Delbarton in all aspects of life, and grounding his education in an understanding of and appreciation for faith development.

We agree that there is a need to recruit, train, and support both faculty and staff and deepen their commitment to and effectiveness as Benedictine Catholic educators. The very ethos of Delbarton is founded in and grounded by the hallmarks of a Benedictine education. The number of monks active in the life of the school has reached a critically low number Reinforcing the foundations of Delbarton as well as securing its future identity rely on a commitment from the lay community to begin service as keepers and promoters of the Benedictine hallmarks in a more meaningful way than ever before.

An additional consideration that this team discussed extensively pertained to the current governance structure in place given the decline in the monastic presence in the day-to-day life of the school. An element of the strategic plan calls for ongoing conversations to restart regarding a modernized structure that would allow the school to swiftly respond to current and future challenges. School leadership and fiduciaries, who by nature must be intimately involved in long-term strategic planning as well as understand the flow of a 21-st century independent school and its pinch points, require mobility and empowerment in order to properly respond to what schools face. In accordance with best practices modeled by other independent Catholic schools and in the spirit of safe-guarding the Benedictine identity and the

ethos that has made Delbarton what it is and will continue to be, we strongly recommend that the school become an independent entity so that fiduciary and decision-making responsibilities can be transferred to the Board of Regents and school leadership, noting the critical importance of ongoing monastic presence.

This report is also expected to mention three to five positives. This was an even more difficult task because there are so very many to choose from.

We limited ourselves to:

You have developed a genuine Brotherhood. Your scholars speak not of fellow classmates but of brothers. When a Boy is struggling, the community reaches out and asks “How are you?” rather than standing idly by.

Delbarton is for life. In each and every meeting, we heard from stakeholders at various points in their lives how much the Delbarton family and ethos remain central. This is bolstered more by the intentional way that you all plant and sow seeds now that will blossom later.

You understand that boys are relational learners and the fabric that knits Delbarton together is woven through relationships – certainly those between students but made stronger by those between students and their mentors.

You offer a wealth of extracurricular opportunities – both athletic and otherwise – and provide both the path and the means for more to be added when dedicated interest prevails.

Your food service provides appetizing and nutritious meals every day – albeit I understand the menu may no longer include General Tso’s chicken – and the staff share in the pride for Delbarton.

Every part of your campus is extremely clean and tidy and is designed with boys in mind.

“Thank-you” takes on a deeper meaning here – it means “We are in this together.”

The Hallmarks of a Benedictine education are seen, heard, and felt here; a remarkable testament to the faculty and staff who have dedicated their lives to serving the Delbarton community and doing so with grace and fortitude.

And yes, for those of you who were counting, I know that was more than five but my team and I could not help ourselves.

It is the Validation Team’s opinion that the school presently meets all six of the Commission on Secondary Schools’ standards and that the school currently has established the conditions under which its objectives can be achieved. We found extremely well-maintained facilities and a well-maintained campus, an exemplary staff and dedicated faculty, a Board that provides sufficient resources to support the school program, and a broad array of educational programs and student activities.

Fall 2024 Visit Report: Delbarton School

We note your dedication to improving instruction, inclusion, and honor as the ways to prepare your boys for the challenges of the world they will enter We also note that you are tirelessly working to produce self-disciplined students who take service very seriously and have developed the habits of body, mind, and spirit to embrace failure as a means towards self-improvement. We commend you for your constant efforts to nurture and inspire. Again, you will just say that it’s simply the Delbarton way of doing things but you impressed this team with your tireless efforts to create a better future for the Boys in your care. You are indeed a remarkable school with a genuine love that connects the boys and their families on campus now as well as those that came before and will undoubtedly embrace those families yet to come.

As a Validation Team we are asked to make an accreditation recommendation to the Commission on Secondary Schools at the conclusion of our visit. Our team has unanimously concluded that:

● The school has clearly defined appropriate objectives.

● The school has established conditions under which they can be achieved.

● The school is working toward achieving the objectives now

● The school should be able to continue to do so for the foreseeable future.

We will be pleased to recommend continued accreditation for Delbarton School.

Your Validation Team is uniquely yours. Megan, Kathy, Keara and I came together for this one time and, sadly for me, the four of us will never work together as a team again. I have been delighted to work with bright and enthusiastic people who brought insight, laughter, and dedication to this very important task. I also want you to know that your Internal Coordinators have earned my undying gratitude and, I trust, yours as well for all their efforts to make this event happen. Personally, I don’t know how Jon and Dan will manage without my three, four, or even more daily emails, questions, or last-minute schedule tweaks – many of which came through google comments made later at night than I would care to admit – but, I am sure they will be glad to find out. I commend your Head of School, Fr. Michael, for the wise choices he made throughout this process and in the years prior to our visit. His caring involvement with the students, willingness to empower others to lead and the voices of others to be heard, and his passion for the school are all beyond commendable. He looks for staff members who are going to prioritize and be representative of the students and any staff member should be proud to think that they have been chosen to work here not only on account of their exceptional teaching skills but also for their ability to understand and care for the boys in their charge.

So, as we close, I would like to leave you with the following Rule of Saint Benedict: “Listen carefully… and incline the ear of your heart.” Keep listening and keep learning.

I thank the entire Delbarton community for their generosity and limitless sacrifice to provide the world with resilient young men of strong mind, body and spirit inclined to put the needs of others before the needs of their own. The world needs what you are doing.

Thank you for this opportunity to serve you. My team and I wish you Godspeed… and a reminder that “here, you belong.”

VISITING TEAM ROSTER

Role Name

Chair of the Team

Team Member

Mr. Gregory M. Guldin

School/Organization

St. Andrew’s School (DE)

Mrs. Megan Sullivan Pope John Paul II High School

Mrs. Kathleen McCarthy Iona Preparatory School

Mrs. Keara DeMaio

St. John the Apostle School