STA strategic plan (full version) 2014 2019

ST. THOMAS THE APOSTLE SCHOOL

Strategic Plan 2014-2019

25 DOVER ROAD, WEST HARTFORD, CT 06119

Table of Contents

Foreword

2

Mission Formation and Evangelization

3

Leadership and Governance

12

Excellence in Teaching and Learning

19

Operational Vitality

32

Appendix

43

2

Forward In his 1998 encyclical Fides et Ratio, John Paul II described faith and reason as the “two wings” of Catholic thought and the Catholic intellectual tradition. Both are necessary for a genuine search for truth. Without the critical evaluation of reason, our faith can quickly become superstition. Without faith expanding our ability to know what is true, our reason is left stunted and insufficient. And so it is upon these “two wings” that St. Thomas the Apostle School offers its students a Catholic education.

And we are a Catholic elementary school community that is rooted in the tradition of the Sisters of Mercy who founded our school in 1937. As such, we are committed to offering students of all cultures, ethnic backgrounds, and religious traditions a quality Catholic education that recognizes the need for compassion, mercy, and forgiveness in our world today.

As a school community we look to build on our eight decades of educating students within our Catholic and Mercy tradition. To further our mission, we have prepared this Strategic Plan for the years 2014-2019 in accordance with the 20/20 Vision plan presented by the Office of Catholic Schools in the Archdiocese of Hartford. This Strategic Plan represents a well-discussed process of internal and external evaluation. It assesses our strengths and our weaknesses. It tells us where we are and where we need to go. It is our goal and our commitment to follow and implement this Strategic Plan in the next five years. With faith and trust in God, we will continue to educate future generations in mind, body, and spirit.

3

4

Mission Formation and Evangelization The mission statement is the foundation for the schools’ educational programs and strategic planning. St. Thomas the Apostle School must foster a deep understanding of the school’s mission and communicate it to all constituents. We recognize that the enduring understandings to carry over into our schools’ ministerial plans must include the following: The Catholic identity and culture of the school are centered on Christ who is the heart of the mission. Leadership, faculty, and governance teams accept that the Catholic school is a center of evangelization and, therefore, provide opportunities for families to grow in relationship with Jesus Christ.

Present Evidence: Liturgical Celebrations and Prayer ● School wide monthly prayer services include all members of the school family. ● Parents and friends of St. Thomas the Apostle School are invited to the monthly prayer services. ● Visual representations of the themes of our monthly prayer services are displayed on our Prayer Wall in the front hall. ● Participation in mass through songs and responses appropriate for children are learned in school and shared at each mass. ● Grade-appropriate prayers are part of the curriculum. ● Class projects focus on religious themes and incorporate Elements of Catholic Social Teaching. ● Students learn, study, and pray the Rosary. ● Monthly prayers created by the classes sponsoring prayer services are published on the website. ● Students who have participated in their First Reconciliation receive the Sacrament of Reconciliation during Advent and Lent.

The clergy are invited to be actively involved in the life of the Catholic school.

Present Evidence: Clerical Involvement ● Our priest administrator visits our school once a week and engages in conversation with students in their classes. Our priest administrator presides over our liturgical celebrations and other end of the year prayer services.

A unified school culture is created and welcomes a community of diverse backgrounds.

Present Evidence: Welcoming Families ● St. Thomas the Apostle School welcomes families of all faiths and cultures to consider admission. We celebrate their diversity and include all members of our school population in our religious celebrations.

5

Mission Formation and Evangelization Support of and appreciation for the role of laity as called and gifted within the Catholic school community.

Present Evidence: Faculty Formation ● Certified Catholic teachers are hired whenever possible. ● Faculty in-service workshops, retreats, daily morning prayers are an integral part of our school’s professional development plan for faculty and staff ● Continuing education in Catholic theology is offered through University of Dayton for faculty ● Participation in the adult faith formation classes is required for all new faculty members. ● Spiritual reading material is available to faculty and staff through magazines that are distributed in the faculty room.

A Catholic climate contributes to the formation of students as active participants in the parish community and the global society.

Present Evidence: Student life ● Students are instructed in sources from both Scripture and the Christian Tradition. ● Elements of Catholic Social Teaching are infused in all areas of the curriculum. ● Respect, responsibility, and the practice of mercy are emphasized through community service projects. ● To create a school environment which reflects our Catholic identity and mission: ○ Daily school-wide prayers occur morning, afternoon and before eating. ○ Bulletin boards and classroom prayer tables display religious themes. ○ Buddy class activities occur with special themes. ○ STA Herald articles share our spiritual message. ○ Projects include Elements of Catholic Social Teaching. ○ Spiritual articles that represent our religious mission are displayed. ● Teachers encourage students to participate in faith activities, prayers, and religious traditions at home with their families. ● Study of Sunday readings using weekly materials are provided. ● Opportunities for students to offering readings and song during liturgical celebrations are provided.

Present Evidence: Parish Life and Worship ● The Principal’s weekly faith-based words include seasonal family activities, prayers and reflections for the liturgical seasons, in particular Advent and Lent. ● School news is included in a column in the parish Sunday Bulletin. ● The STA Herald is distributed to our parish church and other West Hartford Catholic churches. ● Area parish personnel are invited to school concerts, art shows, science fairs, dinners, athletic events and especially the Christmas Pageant and Catholic Schools Week events.

6

Mission Formation and Evangelization ● Members of the school family participate in particular STA Parish liturgies such as Catholic Schools Month Mass in January and the beginning and end of school year masses.

Present Evidence: Service Activities in the School, Parish and Community ● Family members participation in school and classroom service activities which may include: ○ food drives, clothing drives ○ hat and mitten Christmas collection ○ coin drives ○ prayers and cards for hospitals, homes and shut-ins and service personnel overseas Action Plan: ● Increase off campus community service projects, as funding will allow. ● Expand age-appropriate community outreach programs.

St. Thomas the Apostle School is guided and driven by a clearly communicated mission that is consistent with the Archdiocese’s Purpose and Vision for Catholic School Education.

The leader/leadership team and the local school board ensure that the mission statement includes the commitment to Catholic identity.

Present Evidence: Mission Statement ● St. Thomas the Apostle School is an elementary school community of many faiths, cultures, ethnic and socio-economic backgrounds committed to educational excellence in the Roman Catholic tradition. We recognize parents and guardians as the primary educators of their children. With this in mind, we offer them the opportunity to participate in various aspects of school life. Together we encourage personal responsibility and respect for others as we guide children to become independent members of a global society. As a school committed to the development of the whole child, we are dedicated to helping children realize their fullest potential as independent learners and critical thinkers. Each grade level has age-appropriate, traditional and innovative programs that incorporate a variety of talents and abilities while fostering spiritual and moral growth.

Present Evidence: Philosophy ● St. Thomas the Apostle School is a Christian community where every member can develop a personal relationship with God. Through a Catholic education, we prepare students to understand the words of Jesus and to translate His teachings into responsible actions in their daily lives. We strive to build strong moral character, a deep appreciation of spiritual values and respect for human dignity. We believe that education is a life-long process. Our program of academic excellence combines basic skills and high

7

Mission Formation and Evangelization expectations with age-appropriate curricula, recognizing individual talents and abilities.

We guide students to lead rewarding productive lives in a world that always has been, and always will be, diverse. Ours is a family of teachers and learners where collaboration between home and school assures individual success. We urge family involvement and work to assist parents with the total education of their children. Together we will grow in a commitment of service to God, one another, and the Church.

All constituents know, understand, and advance the mission of the school.

Present Evidence: Parents ● Issue Principal’s letter to parents in weekly emails as well as in monthly STA Herald. ● Invite parents to celebrate monthly liturgical celebrations and prayer services, as well as other after-school community-building activities Action Plan: ● To send home weekly supplements on family prayer and family gatherings, various home-school religious activities and seasonal lessons. ● Support effective means of communication between parents and teachers that does not overburden and distract teachers from their primary focus.

The local school board and the leader/leadership team use the mission statement as the foundation and normative reference for all planning.

Present Evidence: Decision Making ● The mission statement of St. Thomas the Apostle School is noted in the faculty and family handbook. It is reviewed as decisions are being considered especially when programming changes and activities are being evaluated for inclusion.

St. Thomas the Apostle School understands itself to be a center of evangelization and catechesis for teachers, students, and their families.

The leadership team, faculty, and local school board educate the Catholic community to an awareness that Catholic schools are integral to the transmission of the faith and the evangelizing mission of the Church and local parish.

Present Evidence: ● All of the material shared with our school family is posted on our web site. Our Facebook page and Twitter accounts all link back to our web site in the hope that all people will find the specific school information and the faith-filled information helpful. Timely use of the Patch options for community news is also part of our community outreach.

8

Mission Formation and Evangelization Action Plan: ● Continue to explore social media options as the medium evolves. ● Continue to evaluate the presentation of the school website.

The leadership and faculty engage in ongoing formation in faith, the Catholic intellectual tradition, and teachings of the Church in order to advance the mission of the school more effectively.

Present Evidence: ● Certified Catholic teachers are hired whenever possible. ● Faculty in-service workshops, retreats, daily morning prayers are an integral part of our school’s professional development plan for faculty and staff. ● Continuing education in Catholic theology is offered through University of Dayton for faculty. ● Participation in the adult faith formation classes is required for all new faculty members. ● Spiritual reading material is available to faculty and staff through magazines that are distributed in the faculty room.

The leader/leadership team and faculty assist parents and guardians in their role as the primary educators of their children in faith.

Present Evidence: ● The Principal’s weekly faith-based words include seasonal family activities, prayers and reflections for the liturgical seasons, in particular Advent and Lent. ● School news is included in a column in the parish Sunday Bulletin. ● The STA Herald is distributed to our parish church and other West Hartford Catholic churches. ● Area parish personnel are invited to school concerts, art shows, science fairs, dinners, athletic events and especially the Christmas Pageant and Catholic Schools Week events. ● Members of the school family participate in particular STA Parish liturgies such as Catholic Schools Month Mass in January and the beginning and end of school year masses.

Action Plan: ● Parent Retreats will be organized to address the current concerns of parents in the translation of our faith and the best practices for communicating our faith to their children. ● Consideration should be given to virtual retreats as an option for parents who cannot attend retreats in person. ● Send home faith-filled literature that compliments the religious study of their children. ● Use the school web site to provide spiritual information to families.

9

Mission Formation and Evangelization The leader/leadership team provides opportunities for parents to grow in the knowledge and practice of the faith.

Present Evidence: ● Principal’s letter is issued to parents in weekly emails as well as in monthly STA Herald. ● Parents are invited to celebrate monthly liturgical celebrations and prayer services.

Action Plan: ● Parent Retreats will be organized to address the current concerns of parents in the translation of our faith and the best practices for communicating our faith to their children. ● Send home faith-filled literature that compliments the religious study of their children.

St. Thomas the Apostle School provides opportunities for faith formation and action in service of social justice.

Every administrator, faculty, and staff member visibly supports the faith life of the school community.

Present Evidence: Faculty Formation ● Certified Catholic teachers are hired whenever possible. ● Faculty in-service workshops, retreats, daily morning prayers are an integral part of our school’s professional development plan for faculty and staff ● Continuing education in Catholic theology is offered through University of Dayton for faculty ● Participation in the adult faith formation classes is required for all new faculty members. ● Spiritual reading material is available to faculty and staff through magazines which are distributed in the faculty room.

Present Evidence: Parish Life and Worship ● The Principal’s weekly faith-based words include seasonal family activities, prayers and reflections for the liturgical seasons, in particular Advent and Lent. ● School news is included in a column in the parish Sunday Bulletin. ● The STA Herald is distributed to our parish church and other West Hartford Catholic churches. ● Area parish personnel are invited to school concerts, art shows, science fairs, dinners, athletic events and especially the Christmas Pageant and Catholic Schools Week events. ● Members of the school family participate in particular STA Parish liturgies such as Catholic Schools Month Mass in January and the beginning and end of school year masses.

10

Mission Formation and Evangelization Present Evidence: Service Activities in the school, parish and community ● Family members participation in school and classroom service activities which may include: ○ food drives, clothing drives ○ hat and mitten Christmas collection ○ coin drives ○ prayers and cards for hospitals, homes and shut-ins and service personnel overseas Action Plan: ● Increase off campus community service projects, as funding will allow. ● Expand age-appropriate community outreach programs.

Every student is offered timely and regular opportunities to learn about and experience the nature and importance of personal and communal prayer, the Eucharist, liturgy, ageappropriate retreats, and other spiritual experiences.

Present Evidence: Service Activities in the School, Parish and Community ● Students and families participation in school and classroom service activities which may include: ○ food drives, clothing drives ○ hat and mitten Christmas collection ○ coin drives ○ prayers and cards for hospitals, homes and shut-ins and service personnel ○ Prayer sessions that may include the Rosary.

Action Plan: ● Increase off campus community service projects as finances will allow. ● Expand age-appropriate community outreach programs.

Present Evidence: Students’ Daily Engagement ● Students are encouraged to live out St. Thomas the Apostle’s Mercy tradition to be role models of respect, compassion, love and forgiveness to others through the Classroom Ten Commandments that are generated by all classes each September. ● Students participate in all liturgical celebrations as their age and abilities allow. ● Statues, pictures, prayer cards, books and other sacramentals are evident in the classrooms and throughout the school as concrete reminders of our faith. ● Retreats are offered students in Grade 2-5.

11

Mission Formation and Evangelization Every student participates in Christian service programs to promote social justice.

Present Evidence: Students’ Daily Engagement ● Students are encouraged to live out St. Thomas the Apostle’s Mercy tradition to be rolemodels of respect, compassion, love and forgiveness to others through the Classroom Ten Commandments which are generated by all classes each September. ● Students participate in all liturgical celebrations as their age and abilities allow. ● Statues, pictures, prayer cards, books and other sacramentals are evident in the classrooms and throughout the school as concrete reminders of our faith. ● Retreats are offered students in Grade 2-5.

Present Evidence: Service Activities in the School, Parish and Community ● Students and families participation in school and classroom service activities which may include: ○ food drives, clothing drives ○ hat and mitten Christmas collection ○ coin drives ○ prayers and cards for hospitals, homes and shut-ins and service personnel.

Action Plan: ● Increase off campus community service projects as finances will allow. ● Expand age-appropriate community outreach programs.

All adults in the school community are invited to participate in Christian service programs to promote social justice.

Present Evidence: Parish Life and Worship ● The Principal’s weekly faith-based words include seasonal family activities, prayers and reflections for the liturgical seasons, in particular Advent and Lent. ● School news is included in a column in the parish Sunday Bulletin. ● The STA Herald is distributed to our parish church and other West Hartford Catholic churches. ● Area parish personnel are invited to school concerts, art shows, science fairs, dinners, athletic events and especially the Christmas Pageant and Catholic Schools Week events. ● Members of the school family participate in particular STA Parish liturgies such as Catholic Schools Month Mass in January and the beginning and end of school year masses.

Present Evidence: Service Activities in the school, parish and community ● Family members participation in school and classroom service activities which may include: ○ food drives, clothing drives ○ hat and mitten Christmas collection

12

Mission Formation and Evangelization ○ coin drives ○ prayers and cards for hospitals, homes and shut-ins and service personnel.

Action Plan: ● Send home weekly supplements on family seasonal prayer.

13

Leadership and Governance We are mindful of the research on Catholic school leadership and governance that must be incorporated into best practices that will maintain and sustain viability. We recognize that the enduring understandings we carry forward into our ministerial plans must include the following: A general understanding and integration of the themes of the Second Vatican Council (appreciation of scripture, the role of the Holy Spirit, dialogue with non-Christians, deepening of ecumenism, the sense of social justice, the important role for laity, and collegiality) must be the foundation for best practices in leadership and governance.

Present Evidence: Collegial Problem-Solving ● Faculty and staff meet once a week for two hours to discuss and evaluate school issues.

No issue is considered off limits. Prayer begins the meetings and the appreciation of our mission is included the conversations. Decisions are based on the application of the school mission and philosophy in meeting the goal of the discussion. ● The Leadership Team within the school consists of 5 members of the staff; the Principal, Business Manager, Development Coordinator, Coordinator of Admissions and Alumni Relations and the Administrative Assistant. The Team is an inclusive group of people who rely on a cooperative problem-solving approach to accomplish their goals. ● Teachers and staff coordinate with parents to develop age-appropriate community service plans. They include parent helpers, but focus their goals on service to others in an ageappropriate manner. ● Home and School Association membership includes all present families of St. Thomas the Apostle School. The activities coordinated by the group, reflect our mission and philosophy of being inclusive and consistent with our faith-based goals. ● The School Board consists of members of the St. Thomas the Apostle School family who have been elected to serve. Nominations are accepted and candidates share their personal goals for joining the Board. The role of the Board members is to work collaboratively to strengthen the school’s mission and philosophy.

Action Plan: ● Seek and welcome to the Board a qualified person to assume the role as the St. Thomas the Apostle School representative to the Federation of Catholic School Parents. ● Develop committees for the members of the Board to accomplish the goals set forth in this Strategic Plan.

14

Leadership and Governance The collaborative partnership between administration and school board will affect the mission of Catholic education and the success of St. Thomas the Apostle School.

Present Evidence: Collaborative Board ● Comprised of individuals representing a variety of parish/school constituencies, the Board serves to advise the Principal and Parish Administrator on operational policies and procedures. A consultative body, Board functions are delineated by the Office of Catholic Schools and bylaws which are amended as needed. The Board is selfperpetuating, with nominations coordinated by the Membership Committee, candidates approved by the Parish Administrator and voted on by the full Board. In addition to elected members, representative consultants from the Development Office, the Home and School Association and the faculty attend regular meetings to offer individual reports. As a rule, "official" contact with Board members should be made through the Principal's Office. ● Monthly meetings and additional committee meetings insure that issues are not left unresolved and that the progress in the Strategic Plan is not delayed. The School Board’s diverse expertise, will assist the administration’s mission through fact finding and problem solving of ongoing road blocks in the operation of the school.

Action Plan: Committee Driven Board ● After the completion of the Strategic Plan for 2014-2019, the Board must address the Action Plans and form active committees to accomplish the goals.

Data analysis and evidence-based research must inform programming and professional development decisions to shape successful schools.

Present Evidence: ● Student information from accurate assessments drives our professional development.

Funding has been earmarked for increasing skills in teachers’ use of technology, the use of assessment tools, the use of supporting software for struggling students in Math and Reading and in areas where teachers can effect change in student attitudes. Wednesday afternoon professional development time as been set aside each week. Additional professional development time as been dedicated to increased communication with parents through a new reporting software. ● Teacher’s yearly personal growth goals also govern the use of professional development time and funds. Teachers are given funds from the Title IIA funds through West Hartford Public Schools.

15

Leadership and Governance Profiles of graduates should be used to ensure that students are prepared to become productive, virtuous citizens and church leaders who will fashion a more humane and just world.

Present Evidence: ● A thorough evaluation of the growth of the fifth grade students is conducted each summer.

Gaps in achievement are highlighted and discussions with the faculty are generated at the beginning of the school year in an attempt to bridge the gaps. An action plan is developed and monitored for success. ● Conversations with our sister school, St. Timothy Middle School are conducted at the end and beginning of the school year in an effort to ascertain if there are any learning gaps in our graduates.

Action Plan: Expanded Inquiry ● Conduct more thorough survey of graduate success beyond St. Timothy Middle School.

Change is inevitable in a growth model and leaders must be “empathetic and collaborative while being resolute and courageous.” (O’Keefe, Educational Forum, 2012) Present Evidence: Faculty engagement in change ● Opportunities for dialogue and professional development are available to our faculty to bridge gaps in understanding the changes that take place from year to year. Input from the faculty it essential to the success of any change with in our school. Faculty professional goals are one of the driving forces for the use of professional development funds and time.

Leadership teams receive appropriate education and formation to be fully effective.

Present Evidence: Appropriate Educational Requirements Met ● The Principal, Administrative Team and members of the faculty and staff all have the necessary education, experiences and documentation to support their role at the school.

St. Thomas the Apostle School has a governance structure that recognizes, respects, and collaborates with the appropriate and legitimate authorities.

16

Leadership and Governance The school board, in accordance with its constitution and by-laws, maintains a constructive and beneficial relationship with the school leader/leadership team marked by mutual trust, close cooperation, and continuing dialogue.

Present Evidence: Cooperative Relationship is Apparent ● As a consultative body, the school board assists in the development of an ongoing strategic plan to help the leadership translate the school’s mission into action. The Board enjoys an open-door relationship with the school administration where questions, concerns and conversation outside the Boardroom are welcomed.

The school board, representing the diversity of stakeholders, functions according to its approved constitution and by-laws.

Present Evidence: Diversity is sought. ● The school board will continue to be diverse in its makeup. While having multiple professional disciplines, the board will continue to support the mission of St Thomas the Apostle through working committees to address the ongoing needs of the school. ● The Office of Catholic School By-Laws for School Boards are reviewed and appreciated in various workshops throughout the school year.

Action Plan: Expand Diverse Make-up of the Board ● Presently, the St. Thomas the Apostle School Board is made up primarily of parents.

While each parent brings a level of expertise to the Board that adds to its strength, a more expansive Board that includes members of various subgroups outside of the school family may offer a broader view of how the school can become stronger in the delivery of services to our students and in raising funds to support our programming. ● Members of the Board should attend relevant workshops and webinars presented by the Office of Catholic Schools.

17

Leadership and Governance The school board, in accordance with its constitutions and by-laws, maintains a relationship with the canonical administrator (Archbishop or his designee, pastor, or sponsoring religious congregation) that is marked by shared responsibility and participatory decision-making that respects the canonical administrator’s legitimate authority.

Present Evidence: Parish Administrator is Engaged. ● The Board enjoys a professional relationship with the St. Thomas the Apostle Parish Administrator. He attends the Board meetings and includes his comments in our discussions. As the leader of our Parish, our priest administrator reviews all current documents including the financial reports of the school. It is evident that the Board’s goal of maintaining a strong vibrant educational institution in the Roman Catholic tradition is shared with our parish administrator.

St. Thomas the Apostle School has a school board that exercises responsible decision making in collaboration with the canonical administrator and the school’s leadership team or the development and oversight of the school’s fidelity to mission, standards of excellence, and operational vitality.

The school board systematizes the policies of the school’s operations to ensure fidelity to mission, continuity, and sustainability through leadership successions.

Present Evidence: Smooth Transition ● There is a system of evaluation to assess the merits of leadership candidates. Given a vacancy in the leadership of the school, the Board, as a consultative body, will work with the Pastor or parish administrator to ensure that the succession process is seamless and adheres to the policies of the Office of Catholic Schools and St Thomas the Apostle School.

The school board engages in formation and ongoing training and self-evaluation for itself and the leadership team to ensure the faithful execution of their respective responsibilities.

Present Evidence: Training Seminars and Evaluations Conducted ● In conjunction with the Office of Catholic Schools, the Board will continue to utilize training seminars and educational opportunities to further the mission of the school and the Board. On an ongoing basis, the Board will continue to evaluate the needs for a diverse make-up of professionals that will allow for proper evaluation of budgetary and mission fulfillment.

18

Leadership and Governance St. Thomas the Apostle School has a qualified school leader/leadership team responsible for realizing and implementing the school’s mission and vision guided by a strategic plan.

The leader/leadership team articulates a clear mission and vision for the school and engages the school community to ensure a school culture that embodies the mission and vision.

Present Evidence: All Are Welcome ● The philosophy of the leadership team is generate and publish all school materials in multiple ways to insure that the message and mission of the school is shared with our school family and those who wish to become a member of our family. The school uses various modes of social media, the school website and weekly emails to keep our families aware of the school’s activities. Family members are invited to volunteer in classrooms when their presence fosters support for the instruction of our students.

Action Plan: ● Continue to evaluate new forms of communication including social media, emails, teacher and student blogs and web-site upgrades.

The leader/leadership team meets national, state, and/or archdiocesan requirements for school leadership preparation and licensing to serve as the faith and instructional leader(s) of the school.

Present Evidence: ● All members of the leadership team have the required education, preparation, experience and licenses required to serve in their positions.

The leader/leadership team works in collaboration with the school board to provide an infrastructure of programs and services that ensures the operational vitality of the school.

Present Evidence: ● The Board works with the school’s Business Manager to review the budget at pivotal times during the school’s financial cycle. Development of the new school budget evolves through discussions with Board members and a review of the needs of the school as outlined in our Strategic Plan. ● The Coordinator of Development attends all Board meetings. During the Annual Fund Campaign, the Board works on the Phon-a-thon, which requires phone calls and followup contacts with donors. Material required for grant writing is collected from the Board as needed. ● The recent safety changes in the school were evaluated by the Board and processed for completion.

19

Leadership and Governance ● With the advice of the Director of Admissions and Alumni Relations, the Board has approved the 20:1 ration in the homerooms for grades K-5. Additionally, when the grade enrollment rises above 20 students, a teaching assistant is made available to that class during instructional time until the student enrollment figure reaches 27. At that time a second homeroom and teacher are made available.

The leader/leadership team establishes and supports networks of collaboration at all levels within the school community to advance excellence.

Present Evidence: ● The Home and School Association is a parent-run group whose goal is to promote friendships between parents, and facilitate communication with the faculty and the School Board, as well as to direct and coordinate parental support through activities, social functions and fund-raising. ● Through the Parent Survey generated by a member of our School Board, suggestions and comments about all facets of school life are reviewed for merit. The results of the survey may lead to changes in policy, a review of issues through focus groups or further consideration at a more advantageous time.

The leader/leadership team, in collaboration with the school board, assumes responsibility for communicating new initiatives and changes to school programs to all constituents.

Present Evidence: ● Minutes of meetings are posted on the website after acceptance at the Board Meetings.

Action Plan: ● Consider social media options for publishing Board information. ● Consider more thorough minutes from the Board Meeting for publication.

20

Excellence in Teaching and Learning Teachers are encouraged to “imagine” various, research-based instructional strategies that support 21st century fluencies that build a foundation of success for all students.

Supporting this effort is the opportunity and responsibility for teachers to integrate Catholic values, beliefs, and teachings, and to synthesize culture, faith, and life. We recognize that the enduring understandings that are carried over into our schools’ ministerial plans must include the following: Catholic identity and Catholic intellectual traditions are infused into every aspect of the curriculum, culture, and practices of the school experience.

Present Evidence: Elements of Catholic Social Teaching ● Each lesson contains an Element of Catholic Social Teaching. They are noted in the lesson plans that are published to the administration. The formal observations of the teachers and staff include a required notation for an Element of Catholic Social Teaching.

This aspect of instruction is a vital part of each teacher’s responsibilities. ● The use of 21st Century Fluencies are integrated with a clear objective being that of Catholic Social Teaching.

Action Plan: ● Continue to strengthen the focus on the effort of including these elements into the daily instructional time in all aspects of the curriculum.

The approved religion curriculum is the basis for instructional planning in all religion classes; students participate in the sacramental life of the Church.

Present Evidence: Approved Curriculum ● The curriculum used by the teaching staff was created by teachers and members of the clergy from the Archdiocese of Hartford under the direction of the Curriculum Coordinator for the Office of Catholic Schools. It was approved by the Archbishop. All supporting materials and instruction is offered to our students by Catholic teachers who have been instructed in their faith through Professional Development and adult faith formation classes organized by the Office of Catholic Schools. ● Religious instruction for the reception of the sacraments is coordinated by the Office of Religious Education for the parish, however all instruction is organized and offered by the Schoolteachers. ● All students, faculty, staff and members of the STA families are welcomed to all prayer service and liturgical celebrations.

21

Excellence in Teaching and Learning Instruction must be standards-based, research driven, and rigorous, so that every student has the opportunities to master the material and achieve.

Present Evidence: Use of Assessment to Drive Instruction ● St. Thomas the Apostle School utilizes the approved Office of Catholic Schools Curriculum that surpasses the Common Code and is based on National Standards.

Teachers create lesson plans and curriculum guides each week to direct their instruction.

The standards based curriculum is supported by approved published materials that assist teachers in the best practice delivery of services. ● Using Iowa Tests and other formal assessments like the DRA2, faculty and staff develop teaching and learning opportunities that address the needs of the individual child.

Instruction for reading and math is offered in a differentiated instructional setting with group lessons large, small and individual. Teaching assistants are available on a scheduled basis for students in the upper and lower school. The school counselor is also available to offer service to students who require more in depth instruction. Our librarian is part of our early literacy program offering reading advice and small group instruction to students in our kindergarten.

Action Plan: ● Expand avenues of providing support for student’s learning both inside and outside of the classroom. ● Continue to evaluate the sub-tests of Iowa Tests for areas of instructional improvement being mindful that the focus may need to change as the needs of the students change.

Fluency of skills is the desired outcome. Strategies that sort and use skills for problem solving, critical thinking, collaboration, and communication must be utilized for students to become college and career ready.

Present Evidence: Student Surpass National Results on IOWA Tests ● Historically, students at St. Thomas the Apostle School surpass student achievement on the local and nationally level. During the year 2012-2013, students in grade 3 surpassed 98% of their peers nationally in Reading, Language Arts and Mathematics. Students in grade 4 surpassed 96% of their peers nationally in Reading, Language Arts and Mathematics. Students in grade 5 surpassed 99% of their peers nationally in Reading, Language Arts and Mathematics.

Action Plan: ● Support the expansion of language arts within the curriculum to keep the student’s communication capabilities ever advancing.

22

Excellence in Teaching and Learning ● Expand and encourage teacher’s employment of varied teaching strategies that and learning activities offering learning opportunities that support the range of student abilities, and teach to multiple intelligences.

Students must be given opportunities to develop a repertoire of information from which to draw and make connections for learning.

Present Evidence: Differentiated Instruction and Flexible Grouping ● Instructional configurations within the classrooms vary offering small group instruction for additional support and/or enrichment opportunities. The groups are flexible enough to be changed with the needs of the students and the time required to master the skills being taught. Technology is integrated into all facets of instruction and serves to support the creativity of each teacher. St. Thomas the Apostle School seeks to maintain a classroom ratio of 20:1. If total enrollment per grade exceeds 20 students, but below 27 students, an instructional aide is recommended to support student learning. When the enrollment figures reach 27 students a second classroom is opened with a second classroom teacher.

Action Plan: ● Perpetuate and foster the excellent environment for learning that has been a driving force for the success of each student.

Vertical planning and consistent professional development on best practices is vital to the effectiveness of teaching.

Present Evidence: Goal Oriented Lesson Plans and Professional Development ● Teachers generate lesson plans and curriculum outlines on a weekly basis. They are adjusted as the needs of the students change. The foundation for the lesson plans rest in the Office of Catholic Schools Curriculum Guides which are based on National Standards and surpass the Common Core. ● The lesson plans are archived and reviewed with the curriculum guides the determine the level and pace of instruction in each area of the curriculum in each grade. These reviews are conducted quarterly. The published curriculum outlines are available for review by faculty members to reduce redundancy and increase the value of instructional time. ● Wednesday afternoon planning time is available for grade partners to work together. This time is used for Professional Development as well. ● Professional development is available to all staff members. Funds are used to achieve the staffs’ personal goals which are drawn from the observations and improvement plans created at the end of each school year.

Action Plan: ● Continue to make professional development available to staff members. ● Look for opportunities for faculty to have common planning time.

23

Excellence in Teaching and Learning Assessment is paramount to ensure understanding and a continuum of learning.

Present Evidence: ● Using Iowa Tests and other formal assessments like the DRA2, faculty and staff develop teaching and learning opportunities that address the needs of the individual child.

Instruction for reading and math is offered in a differentiated instructional setting with group lessons large, small and individual. Teaching assistants are available on a scheduled basis for students in the upper and lower school. The school counselor is also available to offer service to students who require more in depth instruction. Our librarian is part of our early literacy program offering reading advice and small group instruction to students in our kindergarten. ● Formative assessments are conducted on a continual basis. Rubrics are generated with key benchmarks noted where minimum through maximum achievement is noted.

Personal student portfolios are kept to evaluate the growth in Written Expression. As stated in the parent survey, parents feel that their children are being evaluated fairly.

Religious knowledge, attitudes, and practices of the students are included in formative and summative evaluation procedures.

Present Evidence: ● The present Religion Curriculum developed through the Office of Catholic Schools’ Office of Curriculum. Supporting that curriculum are approved published materials and other current supporting documents that illustrate our faith in an age-appropriate manner.

Students are instructed and assessed based the material noted. The assessments are noted in the grade book for each class and are published to parents in grades 4&5 on an ongoing basis and to the parents of other students every five weeks.

Digital learning and technology-enhanced activities contribute to the quality of the school’s instructional programs.

Present Evidence: ● Classroom instruction is supported by SMART Boards, a SMART Board Table, iPads, laptop computers and desk tops. These tools are available to all teachers to support instruction. ● Within the Office of Catholic Schools Curriculum Framework are noted the benchmarks for each grade level. This document is used by the faculty to enhance instruction. ● Professional Development is available to all staff members to enhance the skills is all areas of instruction including technology.

24

Excellence in Teaching and Learning Action Plan: ● Embed the importance of technology in the learning experience in terms of knowledge of, as a methodology, and integration and interdisciplinary utilization. ● Evaluate the merits of isolating key-boarding skills as a distinct skill to be practiced/taught for mastery.

St. Thomas the Apostle School has a qualified president/principal and a leadership team empowered to guide instructional practices and curricular programs and provide opportunities aligned with the mission to enrich the academic program and support the development of student and family life.

Present Evidence: Role of the Principal and Leadership Team ● The Principal is appointed by the Parish Administrator and reports directly to him. He/she is responsible for the day-to-day management of the school; recruits, selects and evaluates faculty/staff and supervises the administration of school programs. In addition, the Principal oversees development initiatives, the financial operations of the school and the maintenance of the physical plant. As the school liaison to the larger parish community, he/she serves as spokesperson for the school and sits as a member of the Parish Council. Assisting the Principal are the School Counselor, the Coordinator of Admissions, the Coordinator of Advancement, the Director of Business, and the Administrative Assistant. (Handbook 2013-2014) ● The School Counselor in a Catholic school understands and reflects the values of Christ as expressed in the Scripture and the Church. The counselor will be required to design individual and group sessions that will benefit the emotional and spiritual health of students in their academic, home and/or social lives. Eliciting assistance from teachers, students, parents and support agencies may be required. In addition, the counselor will be required to participate in the PPT process (Pupil Planning Team) both internally and with the LEA. Close communication with the Principal will be part of this process. ● The Coordinator of Admissions and Alumni is responsible for the school Development Plan and Strategic Plan as it relates to Alumni Relations; in-house and parish communications regarding Admissions; and support of the Coordinator of Development and the Principal. ● The Coordinator of Advancement is responsible for the administration of the School Advancement Plan and is supported by the School Board, the Coordinator of Admissions, the Business Manager, the Administrative Assistant and the Principal. The person in this position has the responsibility for the Annual Fund, Annual Report, Phonothon, Public Relations and the pursuit, writing and implementation of any grant opportunities. ● The Director of Business and Finance is responsible for the development and implementation and monitoring of the school budget. Under the direction of the Principal, the Director of Business and Finance computes, classifies, records and verifies all data in order to maintain the school budget.

25

Excellence in Teaching and Learning ● The Administrative Assistant is responsible for the efficient management of the School Office and functions as receptionist for the building. He/She is responsible to the Principal.

The leader/leadership team takes responsibility for the development and oversight of personnel, including recruitment, professional and spiritual formation, professional growth, community building, and formal assessment of faculty and staff, in compliance with archdiocesan policies and/or religious congregation.

Present Evidence: See Above Action Plan: ● Expand the membership of the leadership to include an assistant principal as the finances and the needs of the school dictate. ● Continue to focus on policies and procedures that have provided the framework for supporting the school mission and the success of the student’s learning environment.

The leader/leadership team directs the development and continuous improvement of curriculum and instruction and utilizes school-wide data to plan for continued and sustained academic excellence and growth.

Present Evidence: Success in Standardized Testing ● Historically, students at St. Thomas the Apostle School surpass student achievement on the local and nationally level. During the year 2012-2013, students in grade 3 surpassed 98% of their peers nationally in Reading, Language Arts and Mathematics. Students in grade 4 surpassed 96% of their peers nationally in Reading, Language Arts and Mathematics. Students in grade 5 surpassed 99% of their peers nationally in Reading, Language Arts and Mathematics.

Action Plan: ● Continually assess and improve ways to challenge the students academically and set a level of high expectations that is appropriate for each student and grade level.

26

Excellence in Teaching and Learning Co-curricular, extracurricular, and service activities provide opportunities outside of the classroom for students to further identify and develop their gifts and talents and to enhance their creative, aesthetic, social/emotional, physical, and spiritual capabilities.

Present Evidence: ● A full range of after school activities are included in the After Care Program that is open until 5:45PM each day. Additionally, students are offered basketball and soccer through our sports and after school clubs. Clubs are St. Thomas the Apostle School are a balance of fun, skills development, wellness development, and academic challenge. The variety of clubs is related to the interest, time and talent of our teachers and other sponsors.

Music, Art and Physical Education are strong and active programs. Music has expanded to include strings, band, choir and general music instruction. Art is offered during school hours and after school as an alternative club for upper grade students. ● Service Projects are an integral part of each class’s yearly activities. Parents and students work together to translate our faith into action. All projects are shared with the school community. It is important that each project is age-appropriate and student-centered.

Action Plan: ● Continually evaluate the merits of each club as they relate to the communication of our mission and the enhancement of the lives of our students and their families. ● Investigate merits of implementing additional sports.

School-wide programs for families provide opportunities for them to partner with school leaders, faculty, and other parents to enhance the educational experiences for the school community.

Present Evidence: ● The Home & School Association is a parent-run group whose goal is to promote friendships between parents, and facilitate communication with the faculty and the School Board, as well as to direct and coordinate parental support through activities, social functions and fund-raising. The HSA meets once each month (the day and time is included in the yearly calendar), and the meetings are open to all parents. ● Parents are invited to become room parents. This effort gives parents a variety of opportunities to help teachers in the classroom. The requests for assistance varies from teacher to teacher and classroom to classroom.

27

Excellence in Teaching and Learning Wellness programs, behavior-management programs, and ancillary services provide the necessary support for students to successfully complete the school program.

Present Evidence: ● A school counselor has become part of the faculty. The key responsibility of this position is to support our students through difficulties that affect their learning whether the difficulties be emotional, psychological or academic. Direct instruction in coping skills is offered by the counselor to each level of our school population. The skills based lessons occur in the homerooms and follow-up lessons occur in a timely manner. ● The behavior management program has been developed by the faculty and is reflective of our mission and the gospel message. It addresses each activity and setting in the school.

The outline of the plan is located in the faculty handbook. Any suggested deviation from the school wide plan is reviewed by the principal and is altered with the assistance and cooperation of the parents, teachers and school counselor. All adjustments are monitored and reviewed as outlined in the Student Action Plan. The classroom teachers file the Action Plan with the administration, counselor and in the student homeroom file to assure consistent application and vigilance. ● A school nurse is provided during the school day.

St. Thomas the Apostle School has a clearly articulated, rigorous college and career-ready academic curriculum aligned with relevant standards, 21st century fluencies, and Gospel values, implemented through instructional best practices, and enhanced by the effective use of technology.

Curriculum and instruction for 21st century learning provide students with the knowledge, understanding, and skills to become creative, reflective, literate, critical, and moral evaluators, problem solvers, decision makers, and socially responsible global citizens.

Present Evidence: Office of Catholic Schools Curriculum ● St. Thomas the Apostle School uses the curriculum designed through the efforts of the Curriculum Coordinator for the Office of Catholic Schools. The curriculum is reviewed in an timely manner and reflects the National Standards and surpasses the Common Core approach to instruction.

Action Plan: ● Continue to support the efforts of the faculty with curriculum support material that address the needs of the students and the requirements of the curriculum standards. ● Maintain a three-year cycle for upgrading the instructional material in the classroom.

28

Excellence in Teaching and Learning The curriculum adheres to appropriate, delineated standards and is vertically aligned to ensure that every student successfully completes a rigorous and coherent sequence of academic courses based on standards and rooted in Catholic values.

Present Evidence: Office of Catholic School Curriculum ● St. Thomas the Apostle School uses the curriculum designed through the efforts of the Curriculum Coordinator for the Office of Catholic Schools. The curriculum is reviewed in an timely manner and reflects the National Standards and surpasses the Common Core approach to instruction.

Action Plan: ● Continue to support the efforts of the faculty with curriculum support material that address the needs of the students and the requirements of the curriculum standards. ● Maintain a three-year cycle for upgrading the instructional material in the classroom.

The faculty and professional support staff meet archdiocesan, state, and/or national requirements for academic preparation and licensing to ensure their capacity to provide effective curriculum and instruction.

Present Evidence: Certifications and Degrees are in Place. ● All members of the faculty and staff are qualified for the position they hold with in the school. They have the required course work and certifications.

Action Plan: ● Continue to support the efforts of staff and faculty members in the pursuit of advanced degrees and/or required certifications with available finances.

Classroom instruction is designed to engage and motivate all students, addressing the diverse needs and capabilities of each student and accommodating students with special needs as fully as possible.

Present Evidence: ● Yearly observations and goal setting is in place. A rubric of best practices is used to evaluate teachers formally, twice a year. The process involves three hours of conversation, observation and assessment. ● Through professional development, setting personal professional goals as reflected in the observations, classroom instruction is designed to motivate and engage students by strengthening their weaknesses and teaching to their strengths. ● The needs of the students are addressed through frequent formative assessments, summative assessments, standardized tests and when necessary formal testing through the services provided by the West Hartford Public Schools. Teachers and administrators work with parents to evaluate the needs of students with the assistance of West Hartford

29

Excellence in Teaching and Learning Public Schools. From the recommendations from a private school plan generated through the PPT Process, adjustments may be made in a student’s academic program with additional academic support as well as other services provided. ● St. Thomas the Apostle School does not have the same support services available to public school students therefore, parents with students with special needs may need to utilize insurance money or the monetary stipend offered by the public school for additional services like speech therapy, occupational therapy, tutoring and counseling.

Faculty collaborate in professional learning communities to develop, implement, and continuously improve the effectiveness of the curriculum and instruction to achieve high levels of student achievement.

Present Evidence: Professional Development Time and Leaning Communities ● Wednesday afternoons from 2:00PM to 4:00PM are set aside for professional development and professional learning communities. The topics of the workshops are dictated by the goals set by the teachers, the needs of the students and the funds available.

Faculty members also share their expertise in areas of curriculum enhancement as it relates to technology.

Action Plan: ● Continue to evaluate the needs of the teachers and students and adjust the use of the professional development plan according.

Faculty and staff engage in high quality professional development, including religious formation and are accountable for implementation that supports student learning.

Present Evidence: ● Professional development time and funding is available to faculty and staff. Funds and time are given for attendance in various workshops when the workshops complement the needs of the teacher as outlined in their personal professional goals for the year. ● Adult faith formation classes are required for all new teachers and are recommended for all staff and faculty. The tuition is covered by the school. The process is monitored by the Office of Catholic Schools with the assistance of the principal.

30

Excellence in Teaching and Learning St. Thomas the Apostle School provides a rigorous academic program for religious studies and catechists in the Catholic faith, set within a total academic curriculum that integrates faith, culture, diversity, and respect for life.

Religion classes are an integral part of the academic program in the assignment of teachers, amount of class time, and the selection of texts and other curricular materials.

Present Evidence: ● Instruction in Religion is incorporated in the school day each day for 60 minutes. This is coupled with liturgical celebrations, choir and service projects. ● The curriculum used by the teaching staff was created by teachers and members of the clergy from the Archdiocese of Hartford under the direction of the Curriculum Coordinator for the Office of Catholic Schools. It was approved by the Archbishop. All supporting materials and instruction is offered to our students by Catholic teachers who have been instructed in their faith through Professional Development and adult faith formation classes organized by the Office of Catholic Schools. ● Religious instruction for the reception of the sacraments is coordinated by the Office of Religious Education for the parish, however all instruction is organized and offered by the Schoolteachers. ● All students, faculty, staff and members of the STA families are welcomed to all prayer service and liturgical celebrations.

Action Plan: ● Expand opportunities to assist students and families in the growth of their faith and understanding of the Catholic religion. ● Evaluate the texts in a three year cycle.

Faculty who teach religion meet archdiocesan requirements for academic and catechetical preparation and certification to provide an effective religion curriculum and instruction.

Present Evidence: ● Adult faith formation classes are required for all new teachers and are recommended for all staff and faculty. The tuition is covered by the school. The process is monitored by the Office of Catholic Schools with the assistance of the principal. ● Retreats are developed twice each school year for faculty members to re-energize their faith. ● Literature is available in faculty room to assist teachers in their faith formation. ● Daily prayers with the faculty occur each morning.

Action Plan: ● Continue to expand the offerings for retreats and workshops with a religious theme.

31

Excellence in Teaching and Learning Religious education curriculum and instruction meets the religious education requirements and standards of the Archdiocese.

Present Evidence: ● Adult faith formation classes are required for all new teachers and are recommended for all staff and faculty. The tuition is covered by the school. The process is monitored by the Office of Catholic Schools with the assistance of the principal. ● Retreats are developed twice each school year for faculty members to re-energize their faith. ● Literature is available in faculty room to assist teachers in their faith formation. ● Daily prayers with the faculty occur each morning. ● The curriculum for student instruction is created through the efforts of the Office of Catholic Schools and is approved by the Archbishop.

Action Plan: ● Continue to monitor the Office of Catholic Schools requirements and adjust new requirements as the finances and needs of the students dictate.

St. Thomas the Apostle School uses school-wide assessment methods and practices to document students learning and program effectiveness, to make student performances transparent, and to inform the continuous review of curriculum and the improvement of instructional practices.

Faculty use a variety of curriculum-based assessments aligned with learning outcomes and instructional practices to assess student learning, including formative, summative, authentic performance, and student self-assessment.

Present Evidence: Variety of Assessment Tools ● Teachers use as variety of assessment tools to drive instruction. One set of assessment tools is available through the commercially produced material. Teachers provide more personal opportunities for students to show their understanding of concepts being explored through reports, hands-on projects with rubric requirements, and technology.

Daily observation with a supportive rubric outlining mastery parameters is also used.

Action Plan: ● Continue to evaluate assessment tools that target the way individual students learn.

32

Excellence in Teaching and Learning School-wide and individual student data, generated by a variety of tools, are used to monitor, review, and evaluate the curriculum and co-curricular programs; to plan for continued and sustained student growth; and to monitor and assess faculty performance.

Present Evidence: Iowa Tests and CogAt Tests ●

Diocesan guidelines require the following corporate testing programs to be administered: In the fall term, 2nd grade Cognitive Abilities Test (CogAT) and during the spring term, Iowa Test of Basic Skills (ITBS) for Grades 3 through 5 and the Cognitive Abilities Test for Grade 5. Teachers use the results of these tests to adjust their instruction to teach to the student’s strengths and strengthening their weaknesses. The testing results are evaluated each year by the administration to assist teachers in adjusting their instruction for their students. The results of the specific testing results are shared with the individual parents and the general results are shared with the school population as a whole.

Action Plan: ● Continue to evaluate the testing results sharing the strengths and the challenges of instruction. ● Make adjustments in the approach to instruction to address the areas of weakness.

Criteria used to evaluate student work and the reporting mechanisms are valid, consistent, transparent, and justly administered.

Present Evidence: EduConnect Report System for Parents, Progress Reports, Grade Books, Lesson Plans, and Parent Conferences ● A system of reporting grades and keeping parents aware of the material being taught is available on a continual basis through the school website and the Parent Portal. Progress reports are available to parents with students in the 4th and 5th grade on a daily basis.

Curriculum outlines change for each class each week. Parents have a clear idea of what is being taught during a given week. Parents are welcomed to visit with teachers whenever they wish. Teachers communicate through phone and written notes.

Action Plan: Continually evaluate parent communication through e-mail, text, or other school messengers. ● Continue to use data to inform enrollment changes, and its effect on class size. ●

33

Operational Vitality Successful Catholic schools in the Archdiocese of Hartford that exhibit vitality and viability have common critical elements that include clarity of roles and responsibilities, collaboration, and active involvement in long-range strategic planning with supporting operational plans.

We recognize the following enduring understandings that must be integrated and propagated in all schools: Well-defined roles and responsibilities of leadership and governance and other vital constituencies of a school are critical components for maintaining operational vitality.

Present Evidence: Role of the Principal and Leadership Team ● The Principal is appointed by the Parish Administrator and reports directly to him. He/she is responsible for the day-to-day management of the school; recruits, selects and evaluates faculty/staff and supervises the administration of school programs. In addition, the Principal oversees development initiatives, the financial operations of the school and the maintenance of the physical plant. As the school liaison to the larger parish community, he/she serves as spokesperson for the school and sits as a member of the Parish Council. Assisting the Principal are the School Counselor, the Coordinator of Admissions, the Coordinator of Advancement, the Director of Business, and the Administrative Assistant. (Handbook 2013-2014) ● The School Counselor in a Catholic school understands and reflects the values of Christ as expressed in the Scripture and the Church. The counselor will be required to design individual and group sessions that will benefit the emotional and spiritual health of students in their academic, home and/or social lives. Eliciting assistance from teachers, students, parents and support agencies may be required. In addition, the counselor will be required to participate in the PPT process (Pupil Planning Team) both internally and with the LEA. Close communication with the Principal will be part of this process. ● The Director of Admissions and Alumni is responsible for the school Development Plan and Strategic Plan as it relates to Alumni Relations; in-house and parish communications regarding Admissions; and support of the Coordinator of Development and the Principal. ● The Coordinator of Advancement is responsible for the administration of the School Advancement Plan and is supported by the School Board, the Coordinator of Admissions, the Business Manager, the Administrative Assistant and the Principal. The person in this position has the responsibility for the Annual Fund, Annual Report, Phonothon, Public Relations and the pursuit, writing and implementation of any grant opportunities. ● The Director of Business and Finance is responsible for the development and implementation and monitoring of the school budget. Under the direction of the Principal, the Director of Business and Finance computes, classifies, records and verifies all data in order to maintain the school budget. ● The Administrative Assistant is responsible for the efficient management of the School Office and functions as receptionist for the building. He/She is responsible to the Principal.

Action Plan

34

Operational Vitality

● Maintain the present configuration and level of expertise in the Leadership Team. ● As finances allow and needs of the school evolve, consider adding an assistant principal.

There is no success without collaboration, shared responsibility, and shared leadership that drives long-range forecasting.

Present Evidence: Collegial Problem-Solving ● Faculty and staff meet once a week for two hours to discuss and evaluate school issues.

No issue is considered off limits. Prayer begins the meetings and the appreciation of our mission is included the conversations. Decisions are based on the application of the school mission and philosophy in meeting the goal of the discussion. ● The Leadership Team within the school consists of 5 members of the staff; the Principal, Business Manager, Development Coordinator, Coordinator of Admissions and Alumni Relations and the Administrative Assistant. The Team is an inclusive group of people who rely on a cooperative problem-solving approach to accomplish their goals. ● Teachers and staff coordinate with parents to develop age-appropriate community service plans. They include parent helpers, but focus their goals on service to others in an ageappropriate manner. ● Home and School Association membership includes all present families of St. Thomas the Apostle School. The activities coordinated by the group, reflect our mission and philosophy of being inclusive and consistent with our faith-based goals. ● The School Board consists of members of the St. Thomas the Apostle School family who have been elected to serve. Nominations are accepted and candidates share their personal goals for joining the Board. The role of the Board members is to work collaboratively to strengthen the school’s mission and philosophy.

Action Plan: ● Seek and welcome to the Board a qualified person to assume the role as the St. Thomas the Apostle School representative to the Federation of Catholic School Parents. ● Develop committees for the members of the Board to accomplish the goals set forth in this Strategic Plan.

35

Operational Vitality A well-developed strategic plan is necessary for identifying new financial resources, improving and ensuring safe facilities, and enhancing technology and academic programs.

Present Evidence: ● Under the direction of the school board, a strategic plan is written every five years.

Counsel is sought from all of the school’s constituencies. The strategic plan is reviewed semi-annually in September and June. The goal of the September review is to set the goals for the School Board and its committees for the following year.

The goal of the June review is to evaluate the success of the Board’s goals in accomplishing elements of the Strategic Plan. A complete revision of the Strategic Plan is required and completed every five years. ● The development of the Strategic plan includes an analysis of the success of the previous strategic plan and evaluations of current needs within the school.

Action Plan: ● Recommendations for facilities upgrade: ○ Install lockable outlets outside on each side of the building ○ Improve back hallway near the After Care Program ○ Increase the washing and waxing of gym and cafeteria floors during school year ○ Update faucets in all bathrooms to press top single stream ○ Upgrade exterior faucets ○ Improve interior door push bar mechanism ○ Drainage around building ○ Front brow needs re-pointing and structural strengthening ○ Improve exterior doors and locks ○ Upgrade classroom doors ○ Wash exterior windows ● Maintain contemporary Wish Lists: ○ To continue to publicize the Wish List allows for successful promotion scholarship funds and certain restricted gifts. ● Continue to seek granting opportunities: ○ We are not eligible to apply to the Hoffman Foundation or the John G. Martin Foundation for 2 years, from 2012. Currently, all grant writing and research is done out of the Development Office. For the 2013-2014 year, all grant requests are being directed toward the improvement of safety measures. ● Strengthen Major Donor Campaign ○ Grow the group of donors by making personal visits ○ Further exploring the giving capacity of our current parents

36

Operational Vitality ○ Solicit referrals of family foundations and other giving organizations ○ Consider hosting a major donor reception.

■ Constituencies in community with giving potential: ● Matching gift program ● Grandparent Giving ● Employee Giving Campaign

Operational planning encompasses facets of enrollment, finances, marketing, communication, technology, and student life.

Present Evidence: Well-Developed Plans in Place ● Student recruitment and retention. ○ Open Houses for Prospective families take place three times each year. ○ Individual tours are provided to prospective families on an as needed basis ● A preliminary budget is completed, followed by a final yearly budget, using the Office of Catholic Schools software. Daily financial information is entered into QuickBooks, the school’s accounting software program. This financial information generates the data for use in the yearly budget. On a monthly basis, the accounting firm of Massa and Company examines the school’s reconciled bank statements comparing the totals to those generated in QuickBooks. This practice eliminates possible discrepancies from month to month.

As a second check on the financial integrity of the school, the accounting firm of Adams Samartino generates a comprehensive “Compilation Report.” This report compares the current data to the previous year’s finances, identifying any trends that could negatively impact the financial stability of the school. A third financial indicator generated for the Office of Catholic Schools is monthly cash based “Cash Flow Reports.” This report examines the ability of the school to pay its bills on a monthly basis. Financial vigilance is critical to the overall success of the school. ● The school is promoted through our website, Facebook, Twitter, West Hartford Patch, Windsor Patch, West Hartford News, the Catholic Transcript. We also advertise in local parish bulletins that do not have an affiliated school ● Current Host Family Program connects current families with incoming families ○ We host a new family orientation dinner at the start of school each year ● Outreach ○ Database enhancement through the use of Little Green Light management system. ○ Send spiritual bouquets to members of the school community when a family member passes away. ○ Extended members of the school family are invited to attend school events

37

Operational Vitality ○ A congratulatory note is sent to a member of the school family for milestones and achievements, such as making the honor roll, etc. ● Extra-curricular programs have been significantly expanded and now include faculty advisers. These programs service the interests and talents of our present school population.

Action Plan: ● Consider incentives for Pre-K Families to continue at STA for elementary school years ○ Money into an escrow account to be received at later date. ○ Slightly lower tuition for families that continue onto Kindergarten. ○ Continue to compare competing schools with STA. ● Advertising and Public Relations ○ Consider having a presence at local fairs, i.e. Celebrate West Hartford. ○ Students represent the school in uniforms at local events. ○ More aggressively promote school events in local media through press releases. ○ Encourage office staff to collect data from prospective families to school. ○ Consider the effectiveness of the exit interview. ○ Continue to update all published materials, both hard and digital copies. ○ Continue to explore social media opportunities.

■ Produce a streaming video about the value of an STA education ■ Consider having classroom blogs with link back to website. ○ Consider sending STA Herald digitally instead of in paper form. ● Communication ■ Continue to finds ways to reach out to alumni through Facebook, Twitter and other social media, and in cooperation with alumni parents.

■ Consider a “Career Day” event that would provide an opportunity for alumni to visit during the school day.

Appropriate professional development is critical to effectively carry out strategic and operational plans.

Present Evidence: Well-Developed Plans in Place ● Wednesday afternoon planning time is available for grade partners to work together. This time is used for Professional Development as well. ● Professional development is available to all staff members. Funds are used to achieve the staffs’ personal goals that are drawn from the observations and improvement plans created at the end of each school year.

38

Operational Vitality Action Plan: ● Continue to make professional development available to staff members. ● Look for opportunities for faculty to have common planning time.

The Archdiocesan Purpose and Vision Statement for Catholic Schools and the school’s mission are the basis upon which a comprehensive strategic plan is designed with focus on continuous improvement.

Present Evidence: Well-Developed Plans in Place ● The School Board began to revise the strategic plan in the 2012- 2013 school year. Using the outline of 20/20 Vision: An Eye On Our Future and the elements contained within the new St. Thomas the Apostle School strategic plan 2014-2019, balance the mission and vision of our school with the purpose and vision statement for Catholic schools in the Archdiocese of Hartford. Action plans for improving the social, spiritual, scholastic and service to our school family are included in the new strategic plan.

Action Plan: ● The cycle of evaluation of the school’s current strategic plan should continue semiannually.

St. Thomas the Apostle School collaboratively, with the school board and leadership team, generates a strategic plan encompassing all aspects of school operations.

The local school board, in consultation with the Office of Catholic Schools and/or sponsoring religious congregation, takes corrective action in a timely manner in the event of a deviation from the plan.

Present Evidence: ● The school board annually reviews actions taken by the school leadership in relationship to the current strategic plan and assesses progress on the stated future action plans.

Annually, the school board, in collaboration with the school leadership and in consultation with the priest administrator from the Parish, identifies any needs or desired future actions that are not addressed by the current strategic plan and determines if any corrective actions, additions or deviations to the strategic plan should be taken and/or are appropriate.

39

Operational Vitality Action Plan: Committee Driven Board ● After the completion of the Strategic Plan for 2014-2019, the Board must address the Action Plans and form active committees to accomplish the goals.

St. Thomas the Apostle School collaboratively, with the local school board and leadership team, develops a comprehensive financial plan and ensures that it is implemented using current and effective business practices as a means of providing good stewardship of resources.

The St. Thomas the Apostle School Board and leadership team publishes and disseminates a financial report on the status of the school on an annual basis.

Present Evidence: Annual Financial Reporting ● A preliminary budget is completed, followed by a final yearly budget, using the Office of Catholic Schools software. Daily financial information is entered into QuickBooks, the school’s accounting software program. This financial information generates the data for use in the yearly budget. On a monthly basis, the accounting firm of Massa and Company examines the school’s reconciled bank statements comparing the totals to those generated in QuickBooks. This practice eliminates possible discrepancies from month to month. As a second check on the financial integrity of the school, the accounting firm of Adams Samartino generates a comprehensive “Compilation Report.” This report compares the current data to the previous year’s finances, identifying any trends that could negatively impact the financial stability of the school. A third financial indicator generated for the Office of Catholic Schools is monthly cash based “Cash Flow Reports.” This report examines the ability of the school to pay its bills on a monthly basis. Financial vigilance is critical to the overall success of the school. ● The leadership team reports to the extended school community on an annual basis through the Town Meetings with the parish (October) and the publication of our Report of Annual Giving (November). The report is shared both electronically and in hard copy form.

St. Thomas the Apostle School’s facilities, equipment, and technology management plan includes objectives to support the delivery of the educational program of the school and its accessibility for all students.

Present Evidence: Vigilant Maintenance Plan ● On a yearly basis, the school facility is evaluated by the fire marshal, a representative by Catholic Mutual Insurance, the Office of Catholic Schools representative for Asbestos

40

Operational Vitality Abatement, the heating contractor, the security system and a safety equipment inspector for fire extinguishers. ● The leadership team, including the maintenance worker, critically evaluates the facility and campus for issues of concern. ● The business manager/technology coordinator evaluates the needs of the staff and students regarding access to technology. ● The leadership team and teaching staff evaluates the tools of technology for educational needs of our students and faculty.

Action Plan: ● Develop a calendar for data collection regarding the needs of the facility. ● Planned facility upgrades include: ○ Solve the problem of banging pipes when the heat rises through the building ○ Seal all air leaks in the windows and doors ○ Air-conditioning in office ○ Air-conditioning in multi-purpose learning center. ○ Upgrade the raised beds ○ Add sink in the Art Room with cabinet ○ Increase the outlets in hallway closets for cart storage ○ Floor waxing more often ○ Floor washing more often ○ Install a tent over the school garden

St. Thomas the Apostle School’s purchasing and physical and technological improvements are aligned with the mission, strategic plan, and curricular goals, and consistent with good stewardship.

Present Evidence: ● Refer to school history in the appendix.

Action Plan: ● The Leadership team, collaboratively with the School Board will evaluate the new strategic plan on a semi-annual basis and consider necessary changes in the goals and action plans to better support the vision and mission of St. Thomas the Apostle School.

St. Thomas the Apostle School engages the broad support of the entire Catholic community in an institutional advancement program that is driven by a compelling mission.

41

Operational Vitality The communications/marketing plan requires the school leader/leadership team and staff to insure the implementation of contemporary, multiple information technologies to reach targeted audiences and to establish reliable and secure databases and accountability to stakeholders.

Present Evidence: Well-Developed Plans in Place ● The school is promoted through our website, Facebook, Twitter, West Hartford Patch, Windsor Patch, West Hartford News, the Catholic Transcript. We also advertise in local parish bulletins that do not have an affiliated school ● Current Host Family Program connects current families with incoming families ○ We host a new family orientation dinner at the start of school each year ● Outreach ○ Database enhancement through the use of Little Green Light management system. ○ Send spiritual bouquets to members of the school community when a family member passes away. ○ Extended members of the school family are invited to attend school events. ○ A congratulatory note is sent to a member of the school family for milestones and achievements, such as making the honor roll, etc.

Action Plan: ● Advertising and Public Relations ○ Consider having a presence at local fairs, i.e. Celebrate West Hartford. ○ Students represent the school in uniforms at local events. ○ More aggressively promote school events in local media through press releases. ○ Encourage office staff to collect data from prospective families to school. ○ Consider the effectiveness of the exit interview. ○ Continue to update all published materials, both hard and digital copies. ○ Continue to explore social media opportunities.

■ Produce a streaming video about the value of an STA education.

■ Consider having classroom blogs with link back to website. ○ Consider sending STA Herald digitally instead of in paper form. ● Communication ■ Continue to finds ways to reach out to alumni through Facebook, Twitter and other social media, and in cooperation with alumni parents.

■ Consider a “Career Day” event that would provide an opportunity for alumni to visit during the school day.

42

Operational Vitality The enrollment management plan requires the local school board to review and the school leader/leadership team to supervise annual and continuous measurement and analysis of both enrollment and retention patterns and take proactive actions when necessary.

President Evidence: Annual Review � The school board has a standing agenda item to review enrollment targets and budget projections with the school leadership on an annual basis. Actual enrollment figures are monitored as new and returning student contracts are submitted from spring through summer, and total enrollment figures are reported to the school board at the beginning of the school year. Regular dialogue between the school leadership and each student’s family provides for visibility into retention patterns, and exit interviews conducted when students graduate or when they decide to prematurely leave St. Thomas the Apostle allow the school leadership and the Board to take actions when necessary to maintain and improve retention rates.

The development plan includes strategies to identify, grow, and maintain significant funding prospects.

Present Evidence: Development Plan â—? The Coordinator of Development and the Principal of the School review the Advancement efforts and income received weekly as well as on an annual basis.

Annually, major gift donors are identified ($500 plus). An in-depth exploration of individual giving potential is explored, in an effort to assess how to increase individual giving potential. Employee giving, the United Way Giving Campaign as well as corporate giving campaigns have resulted in a substantial increase to our overall income.

In many situations, gifts are matched at 100%, thus doubling their value. Matching gift information is published on our website and in published materials. Additionally, the Coordinator of Development pursues grant opportunities from private foundations and, in some cases, public funding.

St. Thomas the Apostle School operates in accordance with the published human resource management policies of the Archdiocese of Hartford and/or sponsoring religious congregation.

43

Operational Vitality Human resource policies delineate standards for all position descriptions, hiring practices, compensation, and benefits, as well as standards for professional development, accountability, succession planning, and retirement.

Present Evidence: ● St. Thomas the Apostle School supports in action and policy the human resources standards for hiring, compensation, benefits, as well as standards for professional development, accountability, succession planning and retirement. (See Handbook of Policies and Procedures for Catholic Schools for the Archdiocese of Hartford, available on the website of the Office of Catholic Schools, Archdiocese of Hartford.)

Human resource management observes appropriate and effective best practices.

Present Evidence: ● St. Thomas the Apostle School supports in action and policy the human resources standards for hiring, compensation, benefits, as well as standards for professional development, accountability, succession planning and retirement. (See Handbook of Policies and Procedures for Catholic Schools for the Archdiocese of Hartford, available on the website of the Office of Catholic Schools, Archdiocese of Hartford.)

Human resource management includes the provision of professional development opportunities for all positions in the school.

Present Evidence: Professional Development ● Wednesday afternoon planning time is available for grade partners to work together. This time is used for Professional Development as well. ● Professional development is available to all staff members. Funds are used to achieve the staffs’ personal goals that are drawn from the observations and improvement plans created at the end of each school year.

Action Plan: ● Continue to make professional development available to staff members. ● Look for opportunities for faculty to have common planning time.

44

APPENDIX Index

St. Thomas the Apostle School Overview STA Executive Summary Mission Statement Philosophy History of STA Statement of Roles

44 49 49 50 59

Strategic Planning Sections Assessment of Catholic Education Action Plan for Quality Catholic Education Catholic Identity External Elements Advancement Report Physical Plant & Facilities

SWOT Analysis

61 64 66 70 77 81

84

Parent Survey St. Thomas Survey Questions St. Thomas Satisfaction Survey Results 2013

86 94

APPENDIX

St. Thomas the Apostle School Overview St. Thomas the Apostle School 2014-2019 Strategic Plan

Executive Summary

Structure St. Thomas the Apostle School is a Pre-K through Grade Five elementary school. The organization of the programs is divided into three levels, the Early Childhood Program (Pre-K and K), the Lower School (Grades One and Grade Two) and the Upper School (Grade Three through Grade Five).

Early Childhood The Early Childhood Program sees each child as a unique individual. We provide a diverse, positive, nurturing environment that addresses the different learning styles as well as fostering responsibility and growth in all areas. Based upon Roman Catholic Doctrine and principles, we strive to meet the needs of a diverse and changing population.

The primary goal of the cognitive program is to develop math, language, science, and religion concepts and skills through a center based hands-on, multi-sensory approach, based upon the Pre-Kindergarten Curriculum Guide and The Connecticut Framework Pre-School Curricular Goals and Benchmarks.

Through projects and activities the children will be exposed to concepts that will develop an awareness and understanding of mathematical concepts, thus strengthening basic math skills as well as providing the children with opportunities to organize and express their understanding of common properties, attributes, and functions.

Children will develop their receptive and expressive language, so that they can effectively communicate, convey, and interpret meaning as well as build vocabulary. They will show independent interest in literacy and language activities and will use different writing materials as a means to represent their thoughts, feelings and ideas.

46

APPENDIX Through interactive, center based science activities the children will learn age-appropriate scientific concepts such as: the life process of plants and animals, health and safety, seasonal patterns, weather, observing changes, and critical thinking.

The Religion Program is designed for the child to experience a personal relationship with God through prayer and concrete experiences of nature, plants, animals, and people as gifts from a loving God. Socially, living in a large complex and diverse world it is important for the children to develop skills and concepts that will help them in becoming independent members of a global society. This in mind, we nurture interpersonal skills necessary for interacting effectively with adults and peers as well as fostering interpersonal skills necessary for achieving personal autonomy.

Finally, we help them develop the necessary skills that will enable them to demonstrate effective functioning individuality or as a member of a group. The physical developmental goal is for the children to demonstrate age-appropriate control, balance, strength, and coordination in largemotor tasks and to demonstrate strength, control, and eye-hand coordination when engaged in small-motor tasks and activities.

Lower School The Lower School is child-centered and assists each child in becoming an independent member of an interdependent community. As we strive to develop a sense of responsibility and concern for others, basic skills are integrated with a variety of special programs.

Upper School The goal of the Upper School Program is to strengthen and expand the solid academic and spiritual foundation fostered in Lower School. Independence is encouraged, as is individual responsibility and a commitment to others. Problem solving, creative thinking skills and advanced skill development in Math, Reading and Science are the hallmarks of Upper School.

Spirituality, Scholarship, Service, Social Our educational program is dedicated to the development of the whole child. It recognizes the scholastic, social/emotional, spiritual needs of our students and actively addresses all aspects of our students’ development.

While our school is a community of many faiths, St. Thomas the Apostle School is committed to educating children in the Roman Catholic tradition. The gospel values of our Lord, Jesus Christ are at the root of all that we do. Tenets of the Elements of Catholic Social Teaching are incorporated in each lesson that is taught.

47

APPENDIX

We are a diverse school community; our students come from many faiths, socio-economic levels and cultures. We believe this diversity is our strength – and we celebrate it actively. We encourage each student to discover their unique talents and gifts and to use them in service to the personal community, school community and global community.

Throughout the day, students are involved in a variety of educational experiences that further the development of the whole child. The major academic subjects include: mathematics, religion, language arts, science and social studies. Teaching methodologies for these subjects invite each child to “engage” in the learning process, with active discussion, experiential writing exercises, and hands-on learning activities. Technology is actively integrated in the school’s academic curriculum, in all of these subjects. In addition to the core academic subjects, we offer classes in physical education, art, music and world language (Spanish) to further address the developmental needs and interests of our students.

Through this comprehensive educational platform, students are exposed to a broad range of learning, and encouraged to explore interests and develop talents in a variety of activities and subjects. After school clubs including Art, Math, Golf, Basketball, Cheerleading, Skiing, Engineering, and Social Studies attempt to expand the skills and interests of our students throughout the school year. The variety of activities is a reflection of the interests of our students and their families.

As an educational faith community rooted in Christian values, Saint Thomas the Apostle School provides a stable, nurturing, caring environment which fosters responsibility, accountability, selfdiscipline, and mutual respect. Acknowledging that parents are the primary educators of the child, we strive to support families who want the Christian values that they instill at home to be fortified at school. We recognize that students bring many different life issues into the classroom.

St. Thomas the Apostle School is a place where parents, teachers and students form a community that works together in charity and service.

We believe that students are unique individuals with special gifts, talents, and abilities bestowed

by God. We believe that the school’s responsibility is to encourage each student to discover and achieve his or her potential, within the framework of Christian spiritual truths and values, and to use those talents in service to the community.

We believe that our environment of mutual respect, loving discipline, patience, and a structured learning environment facilitates learning. By fostering active participation of each student in the learning process, we believe that our students come to appreciate their unique contributions to our community and are encouraged to reach their fullest potential.

48

APPENDIX

We strive to give all students a solid foundation and a sense of self-esteem so that they can continue to develop spiritually, morally and academically. Students are encouraged to recognize personal accountability and responsibility to themselves and each other in both living and learning. We recognize achievement, improvement, and positive behavior with positive reinforcement.

In keeping with our commitment to educational excellence in the Roman Catholic tradition, we will continue to strengthen our programming and during the next five years, seek to achieve the goals set down in this Strategic Plan.

What Makes Us Different?

Religious values and a strong, child-centered curriculum are at the heart of a St. Thomas the Apostle School education. Our small class sizes permit individual and small group instruction, which allows each child to be fully engaged in the learning process. Hands-on activities, writing exercises, active discussions and the use of technology in every area of the curriculum provide a variety of educational experiences that address the development of the whole child: mind, body and spirit.

Spirituality ● The elements of Catholic Social Teaching are incorporated into the lessons planned by our faculty. ● School-wide monthly prayer services are held, with each grade taking a turn leading our community in prayers and songs. ● A Prayer Wall in the front hall of the school celebrates liturgical themes throughout the year.

Scholarship ● Rigorous academics in five major subject areas: language arts, math, religion, science and social studies. Technology is infused into every area of the curriculum. Each classroom houses four i3 Dell desktop computers and a SMART board connected to a 2012 Lenovo Think Pad laptop. ● Weekly “specials” for grades K- 5 include: art, library, music, physical education and Spanish. Pre-K students enjoy weekly gym and library classes. Students also have weekly science lab beginning in grade 2; fifth-grade students have science lab five days each week. ● Multi-Purpose Learning Lab equipped with 45 iPad 2s, 50 laptops, a SMART Board and new flexible workstations.

49

APPENDIX ● Differentiated learning in each classroom providing both enrichment and tutorial programs for all grades Service ● Community service projects organized by each grade allow students to put their faith into action by reaching out to others in need throughout our local and global community. ● Organic vegetable garden gives each student an opportunity to plant, tend to and harvest vegetables throughout the growing season.

Social ● Instrumental music lessons are offered beginning in grade 1. Students in grades 3, 4, and 5 can join our band program. Students in grades 4-5 participate in Liturgical choir. ● Vibrant after school clubs and activities include: art club, basketball for grades 3, 4 and 5, book clubs, cheerleading, engineering clubs, golf, Odyssey of the Mind, Boy Scouts and Girl Scouts. ● Through the efforts of parent volunteers and the Advancement Office a number of child friendly, community building activities are arranged at least monthly throughout the school year. From picnics to Bazaars, dances to bowling nights, the families of STA have the opportunity to gather together strengthening their ties to one another and to our school.

50

APPENDIX

Mission Statement St. Thomas the Apostle is a Pre-K through Grade 5 Roman Catholic elementary school which embraces many faiths, cultures and ethnic backgrounds. We foster academic growth, personal responsibility and respect for others as we guide children to become compassionate and active citizens in a global society.

Philosophy

St. Thomas the Apostle School puts faith in action to help the whole-child grow academically, spiritually, and socially. As a Catholic school, we guide students to understand Gospel values and demonstrate them in their relationships and service to others. We emphasize respect and fairness for all, caring for God’s creation, and living and working together for a just society.

We instill an appreciation for learning. Each grade-level has rigorous, age-appropriate standards established by the Archdiocese of Hartford. Instruction is differentiated to address the range of learning styles in each classroom community. Traditional and innovative lessons integrate technology, literature, and manipulatives to promote student engagement and growth.

We are called to live as family and community. All members of St. Thomas the Apostle are encouraged to participate in service to school, Church, and one another. Parents, teachers, and staff work together to help all students discover their unique talents and gifts.

51

APPENDIX

History of St. Thomas the Apostle School Rich in a heritage of educational excellence in the Roman Catholic tradition, St. Thomas the Apostle School marked its 75th anniversary as a Catholic elementary school in 2012. Called to teach as Jesus did, we strive to be unique in our mission, contemporary in our approach to education and oriented toward Christian service. As a living, active community of faith, St. Thomas the Apostle School continues to meet the challenges and opportunities presented by our environment, creating programs and curricula which respond to the specific needs of the community.

In 1937, staffed by the Sisters of Mercy, St. Thomas the Apostle School was founded. Only Grades One, Two and Three were offered initially, but the community of faith grew rapidly. In June 1943, forty students were included in the first graduating class. Father Arthur J. Murphy, a future pastor, was a member of that first graduating class.

By 1948, the school had expanded to eight grades, when seven Ursuline Sisters of Tildonk arrived in West Hartford to assume teaching responsibilities. Six years later, in 1955, two new wings were constructed housing six new classrooms and a gymnasium. By 1961, the school had expanded again so that each grade level had two homerooms.

Recognizing the role of parents as the primary educators of our students, a Home and School Association was organized in 1965. Over the years, HSA members have assisted as librarians, media center volunteers, mini-course leaders and room parents. The Home and School Association has been and continues to be, very active in fundraising and facility maintenance. In 1975, the Home and School Association built and equipped two rooms to house our new Kindergarten program.

The Sisters of St. Joseph of Chambery assumed responsibility for administration of St. Thomas the Apostle School in 1981. Declining enrollment led to a contraction of class offerings during the 1980’s.

The Second Vatican Council precipitated fundamental change in the operation of Catholic schools. In 1987, a school development campaign was initiated to address the school’s longterm financial viability In 1988, a School Board including lay representatives from the parish community was formed to advise the school in areas of budget, development, mission, planning, and policy.

52

APPENDIX Catholic education in West Hartford was restructured in 1988. St. Thomas the Apostle School opened as an elementary school, supporting Kindergarten through Grade Five. Students in grades six through eight were enrolled in St. Timothy Middle School.

Embracing its new mission of early childhood education, St. Thomas the Apostle School added a preschool program for three- and four-year-old children in 1990. In 1992, a before and after school child care program was added for grades K- 5, in response to the changing needs of our families.

In 1993, St. Thomas the Apostle School affirmed the Second Vatican Council’s Theology of Church and the unique role of each baptized person in the Church and its ministries by appointing a lay administrator. Significant curricula and plant improvements occurred over the next few years, including the construction of a new computer lab 1994 and the refurbishing of the gymnasium 1995. Also in 1995, the Pre-Kindergarten program was expanded.

Our religious and academic instruction continued to strengthen as the school marched toward the new millennium, with upgrades in curriculum materials and staffing. Curriculum upgrades in Math, Language Arts, and Religion were added in 1999. Building repairs also took place that year, including work on the gutters, roof, front and side walkways.

2000- 2001 Math and Science upgrades and technology improvements with the purchase of an LCD and mobile computer took place, along with office renovations, Pre-Kindergarten restructuring and painting throughout the building. The Home and School Association began the Fr. Arthur Murphy Golf Tournament in the fall of 2000. This successful fundraiser continued through 2011.

VCRs and TVs were donated to classrooms and the After-Care Program. New Reading and Science Kits were purchased. The newspaper, A Time for Kids, was added to the Social Studies program for Grades Three and Four. Students participated in a re-enactment of La Posada as part of the World Language curriculum during our holiday season.

Outreach Programs included breakfast foods to Mercy House and toiletries to the House of Bread in early 2001. The spring brought new window screens and a gift of Science Books for the upper grades. The summer refurbishing projects included painting, continued restoration of the PreKindergarten and the nurse’s office. Purchases of new Music books, Connecticut History textbooks and a change in the location of the Writing-to-Read Lab strengthened our programming in 2001.

53

APPENDIX

2002-2003 ● ● ● ● ● ● ● ● ●

●

Improvements include: The nurse’s office received new furniture and equipment.

The After-Care staff was expanded to accommodate sixty students.

A custodian was hired for school upkeep.

DSL cable was implemented into the main office suite.

The school’s website was upgraded to include current materials and reviewed for changes monthly Carpet was replaced on the main floor and the stairwells were painted.

The Science Lab was relocated across from the library and the Computer Lab, including the Writing-to-Read Lab, was positioned next to the library to create a Media Center.

Twenty-five new IBM computers and printers replaced the hardware in the Computer Lab. Through a generous donation, all student desks and chairs in grades one through five were replaced and new science materials and textbooks were purchased for the lower school.

The Pflaum Gospel Series was expanded to the entire school community, made possible through donations and grant funding.

A substantial grant allowed teachers and staff to participate in workshops through out the school year obtaining the necessary continuing education units (CEUs) to maintain their certifications.

Four staff members obtained educational grants from the Office of Catholic Schools to continue their learning through the summer. Our staff was further strengthened by the return of a fulltime librarian and extended time for our musical instruction.

Student services for counseling and instruction took a new direction. A school counselor was brought on staff to service students and the Director of Student Services replaced the Assistant Principal’s position. The new position was designed to provide direct instruction to students whose academic functioning falls below grade level. Enrichment services will also be provided.

The enrichment services included classroom programs for the lower school and the Odyssey of the Mind Program for the Upper School.

The Development Office re-evaluated its approach to Public Relations, expressions of gratitude to our major donors, Student Recruitment and Alumni Relations. A Thanks-For-Giving night was held in November where participants were treated to refreshments and a presentation of some of the highlights of the school. A second reception was held in the spring for school volunteers.

54

APPENDIX The Student Recruitment Committee assisted in the updating of the parent information packet.

Pre-K parents were invited to a special Open House designed to answer all their questions about the transition to Kindergarten.

The Alumni Relations Committee sent graduation cards to the entire alumnus who graduated from middle school and high school. Grade Five, our newest alums were treated to a more formal and fun farewell at Class Night. After a visual presentation featuring their years at St. Thomas the Apostle School, students received a yearbook and contributed to a time capsule, to be opened together at their five-year reunion.

It also became necessary for the school administration to upgrade the Crisis Plan to include offsite arrangements should the students and staff need to evacuate the facility. Food and water were purchased. Duplicate emergency materials were stored in the off-site facility. Evacuation plans were developed and practiced. Re-evaluation and updating will be necessary at the start of each school year.

2003-2004 ● Support for the curriculum was expanded into the Social Studies, Science and Language Arts material. The Social Studies Series was changed for both the upper and lower schools. The Science Series was changed for the upper school only. Language Arts support was already in place in the reading programs, so the addition of a new LA Series was delayed for a year. Supporting the LA Series, all students were issued daily organizers to help with assignments and project. ● Building on the religion curriculum, the faculty evaluated the textbooks and the supplementary material. At the conclusion, we replaced the religion series and purchased bibles for the fifth grade. ● The schedule of time for the computer lab was evaluated. The need for younger students to use the lab as a way to become familiar with the hardware and the fingering of the keyboard was considered. Time and balance of the needs of all students were reflected in the new schedule. ● The Development Office, with the help of a parent-driven committee, initiated a project to construct a new playground on the campus. The project included a redesign of the parking lot to make way for the new playground in a mulched area; creation of a school garden in the old playground area; and a Memorial Walkway physically linking the school with the church. Fundraising and grant-writing began during the school year.

55

APPENDIX

2004-2005 ● The successful completion of the installation of the new Playground took place during two phases throughout this school year. ● New instructional material was purchased for the Pre-K. ● Access and use of the computer lab was becoming taxing. We sought a connection with outside sources for computer hardware that would be installed in the classrooms. The question remained as to whether internet access would be possible. ● The Development Office went through a personnel change. In addition to the one full time employee, a part-time employee for admissions and alumni relations was hired. The full time position became fully responsible for the Annual Fund and Advancement efforts.

The office furniture and phone lines were changed to accommodate the needs of the office and the new staff members. ● The school resumed the publication of an alumni newsletter, newly named The Alumni Herald, a semi-annual publication to alumni and friends of the school. ● The school hired a host for its new website. With the support of the parish, the school acquired two laptop labs with a total of 50 computers for the fourth and fifth grade. The laptop labs added a wireless internet component to the Upper School. Teachers were issued e-mail addresses to be used after a Policy Manual is written. ● Evaluation of the electrical needs of the school took place and an engineer assessed the needs of the entire parish campus. The report from the engineer was expected in the next school year. ● Language Arts materials were purchased for the fourth and fifth grades due to the heavy emphasis on grammar and writing. The lower grades continued to use the supplementary material offered through the reading series.

2005-2006 ● Expanded computer use for word processing and the use of installed software were made possible with a donation from the Tunxis Community College. This influx of equipment allowed us to install four computers in every homeroom and set up future wireless capability. ● The review and re-draft of the Mission Statement and the Philosophy of the school was begun in preparation for the complete re-evaluation of our school and its programs for the NEASC re-accreditation. The faculty was divided into subgroups and began the process of complying with the requirements of the NEASC Reevaluation document. The Chairperson of the committees and the process was the Director of Student Services. The full document was completed and ready for submission in time for the visit in April of 2007.

56

APPENDIX ● The second phase of the Memorial Walkway was completed. ● Bathroom stalls were installed in the boys’ bathrooms with the expectation that improvements to the girls’ bathrooms would occur the following year. ● The Pre-Kindergarten Program was divided into two cooperative programs; Pre-K 3 and Pre-K 4. Supplies, furniture, teachers and teaching assistants were hired and acquired to accommodate for the needs of the students. Consideration was immediately given for a new bathroom in that space. Looking forward, a division in the CCD Room was considered to allow for the installation of a bathroom in the Pre-K 3 suite. ● The school initiated a Grandparents’ Day celebration welcoming grandparents’ of all students to the school for a morning visit which included began with the May Crowning prayer service, followed by light refreshments in the school gym and a visit to their grandchild(ren)’s homerooms. This event has continued annually and is one of our most well-attended events each year. ● The Principal’s Breakfast was added to the Prayer Services on the First Friday of each month. Parents were encouraged to arrive with their students at 8:00 and join other parents in the school hall for coffee and bagels.

2006-2007 ● New lockers were installed outside Pre-K suites. ● Cubbies were constructed in the fourth and fifth grade classes to be used as lockers for students. ● New stalls were put in the girls’ bathrooms. ● A doorway between the kindergarten rooms was constructed to allow for more even traffic flow, sharing of materials and more learning center opportunities. ● The electrical upgrade completed during the summer included: ○ New lighting throughout the building ○ Upgraded heating system ○ Internet accessibility throughout the building ○ New safety outlets in all areas ○ New phone system and intercom ○ New clocks ○ Bathroom and an expanded suite for the Pre-K 3 ● Liturgical Music became a weekly part of the fourth and fifth grade religion program. ● A new book club became part of the enrichment program. ● The first off campus community service project began at the Gengras Center at St. Joseph’s College in West Hartford.

57

APPENDIX ● NEASC Re-accreditation document was completed and the school was re-accredited with recommendations. ● The admissions office hosted a kindergarten breakfast for prospective families.

2007-2008 ● A new math series was purchased for all classes that included an on-line component. ● On-line plan books were added to the teachers’ responsibilities. ● Teachers became involved in year-long math and writing workshops to increase their awareness of the new standards in both of these areas. ● Classroom computers were hard-wired for internet accessibility. ● New radiator covers were installed in the gym. ● A Parish Capital Campaign was launched. The funds were slated to complete the upgrades as outlined by the engineer. Pledges and full payment options were accepted.

2008-2009 ● The school’s website was re-launched allowing for parent communication to transition to online communication, saving the school thousands of dollars in paper costs. This change also positively impacted communication with prospective parents who, increasingly, conduct their school searches online. ● A new reading series that included an on-line component was purchased for all grades. ● A technology coordinator was hired to offer assistance to teachers and students. ● Teachers continued their involvement in the writing and math workshops for a second year. ● The school was awarded a grant to upgrade the Science Lab with new furniture, SMART Board and supplies. ● New wall mats were installed in the gym. ● A summer camp, available to all enrolled students at the school, was initiated and led by several of the school’s teachers. Three sessions with curriculum-based and recreational activities offered throughout. ● New water fountains were installed throughout the building. ● Leaks in the roof were patched. ● Repair of the seepage in the floor in the cafeteria and the Pre-K3 classroom were completed. ● Four new basketball backboards were installed in the gym. ● Fire doors were repaired.

58

APPENDIX ● The school hosted a “Kids’ Fair” celebrating Art, Science and Technology in the classroom. The gym was transformed into a gallery to display students’ projects completed throughout the year.

2009- 2010 ● Three additional SMART Boards were installed in classrooms. ● As the teachers and staff increased their fluency in technology, the position of in-house technology coordinator was eliminated. ● The school out-sourced website maintenance weekly updates to a website manager. ● New carpeting was installed in the center office. ● A reunion was held for the Class of 2003 in October. The Class attended 10:30 Mass at St. Thomas the Apostle Church together and then came over for bagels and coffee, and a tour of the school. Their class Time Capsule was opened and presented as well.

2010- 2011 ● SMART Boards were installed in most of the remaining classrooms, continuing a three year plan to bring these tech-tools to every room in the building. ● A new social studies series with online components was purchased for all grades. ● A reunion was held for the Class of 2004 in October, with a similar format as the reunion held the year before for the class of ’03.

2011- 2012 ● A major school campaign, “Raise the Roof,” was executed in the fall of 2011 to replace the roof of the building. A large fundraising event, grant awards and contributions from donors helped the school exceed its goal of $210,000. The roof, insulation and gutters were all replaced over the summer. In addition, repairs from the leaks in the ceilings of the gym and library were completed. Both rooms were painted. ● The school received a $200,000 grant from an anonymous donor through the Office of Catholic Schools. The money went toward tuition assistance for school families in need; professional development for teachers; and the purchase of forty-eight new desktop computers in the classrooms; the purchase of new color printers for each homeroom and the computer lab. In addition, forty-eight iPads were purchased for student and teacher use. ● Through a donation from the John G. Martin Foundation, the science lab received some renovations, including new tables and stools, and a dry sink.

59

APPENDIX ● The computer lab was renovated with new flooring, tables and chairs. A SMART Board was installed in the room. The lab was re-named The Multi-purpose Learning Center, aptly reflecting the flexibility of the renovated space. ● In response to the popularity of the Pre-K program, the Pre-K4 classroom expanded to include the former Religious Education office, which was moved to the After Care room.

New flooring was installed in the Pre-K4 classroom, a SMART Board was installed and the bathroom received some minor renovations. ● With donations from a memorial fund in memory of Nicole Freda ‘09, the library began a transition to an automated check-out system. ● A reunion was held for the Class of ’05, with very small attendance. A re-evaluation of the timing of the reunion was considered. ● The school’s annual Kids’ Fair was expanded to incorporate the seven elements of Catholic Social Teaching into various class and individual projects in art, technology and science. ● The fourth and fifth grade religion curriculum was expanded to include an annual retreat held at the parish center. ● The job description of the school Counselor was shifted from pastoral ministry to a certified school counselor for elementary aged children. The new role provides students with accessibility to counseling three days each week. ● Extra-curricular activities after school were expanded to include an art club, a book club, engineering club and zumba lessons. ● Due to a significant number of winter storms, the school calendar needed to be altered.

2012- 2013 ● A grant from the WholeKids Foundation allowed for the expansion of the science and garden curriculum to include tutorials and experiments for all grades led by Auer Farms.

Additionally, green- house windows were installed in the library to extend the growing season for the garden program. ● The school’s first Walk-A-Thon took place immediately following the Opening of Schools Mass in September. The school-wide fundraiser contributed toward the purchase of additional software for the new iPads, which were purchased over the summer. ● A parent portal was established to allow parents to access information related to current school population only, including the current student directory and crisis plan. ● With funds donated to the school by an anonymous donor, the school office was repainted and re-carpeted. Additionally, new filing cabinets and some new furniture was purchased for the office. ● Annual retreats for students was expanded to include grades 3, 4 and 5. Also, a new parent retreat was added.

60

APPENDIX ● A SMART Board and a SMART Table were installed in the PreK4 classroom for use by students and teachers. ● The crisis plan and security measures were re-evaluated with the assistance of security experts. ● A large spring fundraising event contributed to the purchase of a new security system that included seven cameras viewable from the school office, as well as new non-penetrable exterior doors for the building. Installation was planned for summer, 2013.

2013- 2014 ● Installation of new security system and non-penetrable exterior doors was completed in the fall. ● The front hall and third floor hall were painted and new linoleum flooring was installed. ● The second annual Walk-A-Thon took place after the Opening of School Mass and raised ---- toward the purchase of new interior doors. The new doors have smaller glass openings to reduce visibility from the hallways into classrooms, meeting the recommendations received from several security experts. ● A SMART Board was installed in the music room. ● The school transitioned from an Access driven database to Educonnect, a cloud-based system that includes access from fourth and fifth grade parents to academic reports for their child. Parents will access through the parent portal.

A Statement of Roles The Archdiocesan Office of Catholic Schools The Office of Catholic Schools, headquartered at St. Thomas Seminary in Bloomfield, serves as the central administration for the elementary and secondary schools in the Archdiocese of Hartford. Administered by the Superintendent of Schools who is responsible to both the Archdiocesan School Board and the Archbishop, the Office serves to develop curricula and policies that govern the operation of parish schools. In addition, the OCS serves as the clearinghouse for selection of faculty, professional growth and development. While it is customary for representatives of the Office to visit the school on occasion, faculty and staff contact with the Office should be coordinated through the Principal.

61

APPENDIX Parish Administrator The Parish Administrator of St Thomas the Apostle Church serves as canonical administrator of the School as Priest Director. He oversees the spiritual development of the community and supervises the administration of the entire Parish organization. Responsible to the Superintendent of Schools and the Archbishop, he is assisted by members of both the Board and the Parish Council as well as by the Principal.

Principal The Principal is appointed by the Pastor and reports directly to him. He/she is responsible for the day-to-day management of the school; recruits, selects and evaluates faculty/staff and supervises the administration of school programs. In addition, the Principal oversees development initiatives, the financial operations of the school and the maintenance of the physical plant. As the school liaison to the larger parish community, he/she serves as spokesperson for the school and sits as a member of the Parish Council. Assisting the Principal are the Director of Student Services, the Coordinator of Admissions, the Coordinator of Development, the Director of Business, and the Administrative Secretary.

School Board Comprised of individuals representing a variety of parish/school constituencies, the Board serves to advise the Principal and Priest Director on operational policies and procedures.

A consultative body, Board functions are delineated by the OCS and by-laws, which are amended as needed. The Board is self-perpetuating, with nominations coordinated by the Membership Committee, candidates approved by the Pastor and voted on by the full Board. In addition to elected members, representative consultants from the Development Office, the HSA and the faculty attend regular meetings to offer individual reports. As a rule, "official" contact with Board members should be made via the faculty representative through the Principal's Office

Study Groups and Faculty Committees The continuing education of faculty and staff is of critical importance in the education of young children. To that end, the structure of committees and study groups at STA is intended to facilitate that work. Committee work (membership to be determined) will be coordinated by the Principal and relates to both ongoing efforts, and "ad hoc" goals. All faculty members are required to serve on at least one committee and attend required study group meetings as designated.

62

APPENDIX

Assessment of Quality Catholic Education St. Thomas the Apostle School is a Pre-K through Grade Five elementary school. The organization of the programs is divided into three levels, the Early Childhood (Pre-K three and four), the Lower School (Grades Kindergarten-Two), and the Upper School (Grade Three through Grade Five).

Early Childhood The Early Childhood Program sees each child as a unique individual. We provide a diverse, positive, nurturing environment that addresses the different learning styles as well as fostering responsibility and growth in all areas. Based upon Roman Catholic Doctrine and principles, we strive to meet the needs of a diverse and changing population.

The primary goal of the cognitive program is to develop math, language, science, and religion concepts and skills through a center based hands-on, multi-sensory approach, based upon the Pre-Kindergarten Curriculum Guide and The Connecticut Framework Pre-School Curricular Goals and Benchmarks.

Through projects and activities the children will be exposed to concepts that will develop an awareness and understanding of mathematical concepts, thus strengthening basic math skills as well as providing the children with opportunities to organize and express their understanding of common properties, attributes, and functions.

Children will develop their receptive and expressive language, so that they can effectively communicate, convey, and interpret meaning as well as build vocabulary. They will show independent interest in literacy and language activities and will use different writing materials as a means to represent their thoughts, feelings and ideas.

Through interactive, center based science activities the children will learn age-appropriate scientific concepts such as: the life process of plants and animals, health and safety, seasonal patterns, weather, observing changes, and critical thinking.

The religion program is designed for the child to experience a personal relationship with God through prayer and concrete experiences of nature, plants, animals, and people as gifts from a loving God. Socially, living in a large complex and diverse world it is important for the children to develop skills and concepts that will help them in becoming independent members of a global society. This in mind, we nurture interpersonal skills necessary for interacting effectively with adults and peers as well as fostering interpersonal skills necessary for achieving personal autonomy.

Finally, we help them develop the necessary skills that will enable them to demonstrate effective functioning individuality or as a member of a group. The physical developmental goal is for the children to demonstrate age-appropriate control, balance, strength, and coordination in large-motor tasks and to demonstrate strength, control, and eye-hand coordination when engaged in fine and gross motor tasks and activities. Important components of the Lower School program include: â—?

Catholic social teachings.

â—?

Emotional development so that through interactions with others, young learners develop in both social and intellectual ways.

63

APPENDIX

●

Physical Education classes to encourage wellness and team efforts.

●

Developmentally appropriate curriculum, activities and learning opportunities.

●

Differentiated instruction to facilitate and enhance learning opportunities.

●

Culturally responsive pedagogy and learner-centered context whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement.

Lower School (Kindergarten through Grade Two): The program in the Lower School is child-centered and assists each child in becoming an independent member of an interdependent community. As we strive to develop a sense of responsibility and concern for others, basic skills are integrated with a variety of special programs.

Important components of the Lower School program include: ●

Classroom-based prayer and Religion classes to deepen an understanding of Christ, the Church, the sacraments and Catholic social teachings.

●

Community Service includes class organized out-reach programs designed on an age appropriate level focusing on the needs of others.

●

Diocesan-wide curricula adapted to meet the needs of our children and faculty.

●

Educationally based field trips to enhance the curriculum.

●

Physical Education classes to encourage wellness and team efforts.

●

Art, Vocal and Instrumental Music (instruction begins in Kindergarten) classes to increase awareness and proficiency.

●

World Language classes (Grades K-2).

●

Computer and Library instruction to foster a sense of literacy and a love of reading.

●

Differentiated instruction to facilitate and enhance learning opportunities.

●

Integrating technology in the curriculum.

●

Opportunities to build and strengthen technological, and analytical, and oral and written communication skills.

●

Developing math skills that foster curiosity, confidence and persistence through a handson, differentiated learning and developmental approach that connects classroom application to “real world” application.

64

APPENDIX

Upper School (Grade 3 through Grade Five): The goal of the Upper School Program is to strengthen and expand the solid academic and spiritual foundation fostered in Lower School. Independence is encouraged, as is individual responsibility and a commitment to others. Problem solving, creative thinking skills and advanced skill development in Math, Reading and Science are the hallmarks of Upper School. The following initiatives are part of the Upper School Program: ●

Religious instruction and prayer continues to be strengthened through a variety of methods including Catholic social teachings.

●

Age appropriate and student oriented community service.

●

Liturgical presentations and a liturgical choir.

●

Extended Science and Health curricula including a lab experience.

●

Physical Education classes with a focus on wellness, skill development and sportsmanship.

●

Intramural sport and school spirit (a basketball team and a cheerleading squad for grades 4 and 5).

●

Art, Vocal Music, and optional Instrumental/String lessons to encourage the expression of different talents and abilities.

●

World Language classes to increase cross-cultural understanding.

●

Computer technology program including SMART boards and IPads.

●

Opportunities to build and strengthen technological, and analytical, and oral and written communication skills.

●

Differentiated instruction to facilitate and enhance learning opportunities.

Academic Assessment In order to monitor student successes and needs, informal assessment and testing are conducted across both divisions throughout the year. In addition, diocesan guidelines require the following corporate testing programs to be administered: In the fall term, 2nd grade Cognitive Abilities Test (COGAT) and during the spring term, Iowa Test of Basic Skills (ITBS) for Grades 3 through 5 and Cognitive Abilities Test for Grade 5.

65

APPENDIX

Strategic Plan 2013-2017 Quality Catholic Education Action Plan In keeping with our commitment to educational excellence, we plan to strengthen the curriculum, learning opportunities and pedagogy in the following areas: Goal 1: Continue creating a safe, supportive and Christian learning environment that maintains Archdiocesan standards of academic as well as social expectations with an emphasis on elements of Catholic Social Teaching.

Goal 2: Build and create an educational atmosphere where educators have more opportunities to enhance classroom instruction, and incorporating skills necessary for 21st century learning and beyond.

Goal 3: Create a year-long learning atmosphere that is conducive to additional enrichment opportunities where students can reinforce, apply, and comprehend new learning.

Class-Wide Action Steps ○ Evaluate the merits of keyboarding instruction for all students. ○ Implement virtual grade book for 4th and 5th graders.

School-Wide Action Steps ○ Commit necessary space and time for teachers for common planning time by grade level. ○ Align curriculum, instruction and assessments. ○ Expand team teaching in same grade levels ○ Provide planning time for interdisciplinary instruction for students ○ Align curriculum to standards and instructional/supplemental resources ○ Create social and civic expectations that align with Catholic Social Teachings. ○ Review and revise safety criteria in school, as well as outside of school. ○ Continue financial support for world language (K-5) ○ Continue financial support for the visual arts ○ Continue financial support for fine arts (i.e. vocal, instrumental) ○ Expand communications with partner schools via technology Continue the following school-wide extra-curricular activities: ○ Social Action Youth Group ○ Drama (Christmas and Spring) ○ Expanded enrichment opportunities for after-school programs ○ Kid’s Fair (includes Science Fair, Art Fair, Technology) ○ Continue to expand novel studies that demonstrate an appreciation for Catholic Social Teaching in the upper school.

Administrative Action Steps: 66

APPENDIX Continue to pursue grants and donations in the are of technology.

Continue to update the web-site with curriculum information.

Continue to provide funds for relevant professional development.

Continually evaluate parent communication through e-mail, text,or other school messengers. ○ Continue to use data to to inform enrolment changes, and its effect on class size. ○ Investigate merits of implementing sports, as well as summer programs.

○ ○ ○ ○

Desired Outcomes: The desired outcomes for our school in planning Quality Catholic Education is to have a school environment where all students thrive. It is important that this begins with a safe and supportive environment where all students learn, and understand how to be flexible learners. The learning process is essential in having students and teachers be prepared for the next century in teaching and learning, and creating students who are innovative thinkers who can relate to their changing world. Through enrichment activities, and additional extra-curricular activities students will have more opportunities to be life-long learners, in a complex world.

67

APPENDIX

Assessment of Catholic Identity Introduction Catherine McAuley, the founder of the Sisters of Mercy, learned compassion by studying the life of Jesus and imitating the example set down by her parents. She used her personal resources to minister to people in her home, in hospitals, and in prisons. Her tenderness brought healing, courage, and hope. She motivated that same compassion in others. McAuley organized a group of secular women who devoted their time to performing both the Spiritual and Corporal Works of Mercy. These women saw Christ in those they served and their love for the least of their sisters and brothers was given without measure in manner both gracious and tender—a practice noted in the Sisters of Mercy Constitution which states, “Mercy regards simply the need of the other: it lifts up and supports; it gives without measure; it is always gracious and tender.”

As a Catholic school rooted in this Mercy tradition, we are called on as educators to look at our students and determine their needs—their intellectual needs, as well as those of a more social, physical, and spiritual nature. We are further called to live out our commitment to this Mercy tradition through our personal example to our students and encourage them to do likewise.

Overview Our identity as a Catholic school rooted in the Mercy tradition is embodied in four central aspects of our school life.

Liturgy The Eucharist is “the source and summit” of our Catholic faith. Throughout the school year students regularly have an opportunity to celebrate the Eucharist as a school community of faith.

In addition, students attend monthly liturgical celebrations in which groups of classes organize and present a prayer service. These services are offered to the entire school-body and parents who are able to attend. The theme of these services then becomes the theme of various “carryover” activities which take place throughout the rest of the month.

Religious Education As a Catholic school in the Mercy tradition, our Religion Program is focused on the Corporal Works of Mercy: feeding the hungry, giving drink to the thirsty, clothing the naked, and visiting the sick. Our Religion classes incorporate the Blest Are We curriculum series in which students are instructed in understanding scripture, the meaning of prayer, and the foundations of a Christian life. In addition, there is a “Liturgical Music” component of our Religion and Music curriculum.

68

APPENDIX

Community As Catholic school in the Mercy tradition, community is very important. We seek to build a community with our students and families not only during the school day, but through afterschool events such as family-dances, movie-nights, our Trunk-Or-Treat party, Catholic Schools Sunday Mass, and various parent socials.

Service As a way to allow students to live out their faith, each homeroom class develops and maintains a Community Service Project which keeps our Mercy tradition in focus. For instance, during the school year 2012-2013, the projects ranged from collecting gently used clothing and food to creating artwork for children on extended stays at the local children’s hospital. Students collected money during Lent to purchase netting for a medical facility in Uganda. Recycling is an ongoing effort for our fourth grade classes and the harvest from our organic garden is shared with local shelters.

Action Plans for Continued Strong Catholic Identity This portion of the Strategic Plan outlines more specifically the methods that the St. Thomas the Apostle School community—teachers, parents, students and parish—will implement as we continue to embody our Catholic identity and Mercy tradition.

Our plan to maintain and strengthen our Catholic identity requires concentration in seven areas: Student Instruction, Liturgical Celebrations and Prayer, Faculty Formation, Parish Life and Worship, Service Activities, Students, and Parents.

Student Instruction ● To instruct students in sources from both Scripture and the Christian Tradition. ● Incorporate the Elements of Catholic Social Teaching in all areas of the curriculum ● To emphasize respect, responsibility, and the practice of mercy ● To create a school environment which reflects our Catholic identity and mission: ○ Daily school-wide prayers morning and afternoon ○ Bulletin boards with religious themes ○ Hands-on classroom and buddy class activities ○ STA Herald articles 69

APPENDIX ○ Other audio-visual materials including lives of the saints and other role models ○ Highly visible spiritual articles that represent our religious mission and our diverse population ● To encourage students to participate in faith activities, prayers, and religious traditions at home with their families ● Study of Sunday readings using weekly materials provided ● Provide opportunities for students to offering readings and during liturgical celebrations

Liturgical Celebrations and Prayer ● To conduct school wide prayer services ● Develop methods of including all members of the school family in all prayer services ● Produce a visual representations of the themes of our monthly prayer services and display them on our Prayer Wall ● To encourage participation in Mass through songs and responses appropriate for children and learned in school ● To learn grade-appropriate prayers ● To conduct a variety of class projects focused on religious themes

Faculty Formation ● To hire certified Catholic teachers ● To participate in faculty in-service workshops, retreats, daily morning prayers with faculty and staff ● To offer continuing education in Catholic theology for faculty ● Encourage participation in the adult faith formation classes ● To make quality spiritual reading material available to faculty and staff

Parish Life and Worship ● To send each family the Principal’s weekly faith-based words of wisdom which include seasonal family activities, prayers and reflections for the liturgical seasons, in particular Advent and Lent ● To include school news column in parish Sunday bulletin ● Distribute the STA Herald in our parish church and other West Hartford Catholic churches ● To extend to the parish invitations to school concerts, art shows, science fairs, dinners, athletic events and especially the Christmas Pageant and Catholic Schools Week events ● To seek to participate in particular STA Parish liturgies, such as the Catholic Schools Sunday Mass 70

APPENDIX

Service Activities in the school, parish and community ● To encourage family participation in school and classroom service activities including: ○ food drives, clothing drives ○ hat and mitten Christmas collection ○ coin drives ○ prayers and cards for hospitals, homes and shut-ins and service personnel overseas ● Increase off campus community service projects ● Expand homeroom community outreach programs

Students ● To encourage students to live out our Mercy tradition as role-models of respect, compassion, love and forgiveness ● To pray and play together ● Participate in all liturgical celebrations as the age and abilities allow ● To provide statues, pictures, prayer cards, books and other sacramentals as concrete reminders of their faith ● To continue to offer retreats to Grade 2-5 Parents ● To send home weekly supplements on family prayer and family gatherings, various home-school religious activities and seasonal lessons ● Issue Principal’s letter to parents in weekly emails as well as in monthly STA Herald ● Invite parents to celebrate monthly liturgical celebrations and prayer services, as well as other after-school community-building activities

71

APPENDIX

Assessment of External Elements Several external elements act upon St. Thomas the Apostle School. This report examines the impact from: a. Area public schools b. Saint Timothy Middle School c. Area Catholic schools d. Magnet Schools e. The Parish f. The Catholic Church g. Publicity Each of these external elements presents opportunities for St. Thomas the Apostle School.

Area Public Schools Several towns are served by St. Thomas the Apostle School. Examining the public school systems in these towns may help us understand why families select STA over their local public school.

2012-2013

St. Thomas

W. Hartford

Hartford

Bloomfield

Windsor

Kindergarten class size

20*

19.6

18.6

17.0

14.5

Grade 2 class size

25

20.2

18.6

17.7

18.1

Grade 5 class size

25

22.1

19.3

16.8

18.9

Average Yrs Experience

10.25

12.9

14.0

13.0

14.9

Expenditures per pupil

$6,766

$8,842

$12,098

$11,561

$10,088

72

APPENDIX CMT Test – (% at goal)

70%**

71.4%

19.8%

50.7%

58.8%

* - St. Thomas the Apostle Kindergarten has two faculty members for the 25 children. ** - St. Thomas the Apostle test scores reflect the national Iowa Test scores from March 2007.

On “core” subjects, STA 4th graders scored better than 70%of the nation’s 4th graders.

The above chart outlines just a few metrics used to measure the quality of a public school system.

Less than 60% of fourth graders in Hartford, Bloomfield or Windsor meet the Connecticut Mastery goal set by the state. Given the low scores, parents from these communities may seek alternatives for their children’s educations, including St. Thomas the Apostle School. West Hartford scores are much better. Families from West Hartford do not select St. Thomas the Apostle School on the basis of academics alone.

The West Hartford Public School System enjoys an excellent academic reputation. The elementary schools are neighborhood schools creating a cohesive community environment where staff, faculty and families come together socially as well as academically. There have been extensive enhancements to the extra-curricular activities to the public schools including beforeschool athletic programs and increased emphasis on Music and Arts.

However, the West Hartford school system is experiencing growing pains. The town has been building and expanding existing school buildings in an effort to create more classroom space. A town committee recently recommended the purchase of the Kingswood-Oxford Middle School complex on Prospect Street, however many remain skeptical that a third middle school will be enough to accommodate the growing population. Our ties with St. Timothy Middle School, especially preferred admission status, may attract West Hartford families seeking an alternative to crowded middle schools.

Saint Timothy Middle School St. Brigid School in West Hartford, St. Gabriel School in Windsor and St. Mary’s in Simsbury provide services through Grade 8. For many families, this continuity is important. Additionally, more grade levels mean that all children in a family can attend the same school rather than have middle school-aged children in a different school. Maintaining continuity with Saint Timothy Middle School is a way to overcome this obstacle.

Following an archdiocesan recommendation in 1989, the pastors of Saint Timothy and St. Thomas the Apostle parishes agreed to form a West Hartford regional Catholic school system.

Under this arrangement, St. Thomas the Apostle School became the elementary school (PreK-5) and Saint Timothy Middle School became the middle school serving Grades 6-8. Parishioners of

73

APPENDIX both parishes are considered “parishioners” at each of the schools, allowing for reduced tuition and granted priority admission.

The vision of a West Hartford regional Catholic school system has not been fully realized.

Better communication between the schools is required to build a cohesive school system. The relationship also needs to be fostered through community partnerships at both schools.

Area Catholic Schools Numerous studies show that parents place their children in Catholic schools for three reasons: a) the superior academic achievement of Catholic school students, b) the secure and disciplined learning environments, and c) an appreciation of morals and values which includes religious awareness. St. Thomas the Apostle School’s high scores on national standardized tests indicate the superior academic achievement that is the result of a secure, disciplined environment.

Furthermore, St. Thomas the Apostle School continues to provide education founded in the Catholic tradition. The school’s caring environment supports families’ interests for a valuebased learning environment by enforcing Christian virtues.

Families of the Greater Hartford area have the choice of several Catholic Schools: St. Thomas the Apostle, St. Brigid, and St. Gabriel. Examining these other schools may help us understand why families select STA. St. Thomas

St. Brigid

St. Gabriel

Grades served

PK-5

PK-8

K-8

Kindergarten class size

20*

25

30

Grade 5 class size

25

25

25

Number of classes/grade

2

1

1

Catholic tuition

$3,700

$3,565**

$3,580

Aftercare cost/year

$3,500

$3,300

$2,400

74

APPENDIX * - St. Thomas the Apostle Kindergarten has two faculty members for the 20 children. ** - St. Brigid tuition for Kindergarten is $3,600

Magnet Schools A potential new impact on St. Thomas the Apostle School is the formation and expansion of magnet schools in the area. There have been many magnet schools in the Hartford area.

As such, these families may be interested in a Catholic school education. This may be particularly true due to the continued stress on the West Hartford Public Schools diminishing capacity to handle the growing school population.

The Parish St. Thomas the Apostle School is an integral component of the parish’s life, with 22% of the school’s current students being parishioners. Approximately 23% (55/238 children) of the eligible parish student population chooses to attend St. Thomas the Apostle School. However, there is limited involvement by parishioners as evidenced by low parishioner attendance at school social and fundraising events.

The school enjoys the support of our Pastor, Father Moran as well as Archbishop Henry J. Mansell. However, a change in either the Pastor or the Archbishop could change the philosophy of parish-school support. For example, the newly appointed Cardinal in New York requires that parish schools become self-sufficient or close. Requiring parish schools to become more selfsufficient has become the norm whenever there is a change of parish administration.

The Catholic Church St. Thomas the Apostle School was developed in the Catholic tradition. That tradition encourages us to live our lives with personal responsibility and respect for others, as discovered through the Gospel. Many families seek a value-based learning environment that supports the virtues taught at home. While the Church is our binding force, currently there is a negative perception of the Roman Catholic Church. The Church is seen as male dominated, hierarchical and cash-conscious. These negative perceptions have recently been reinforced through the media. As a result, some Catholics have distanced themselves from the Church. The implication for St. Thomas the Apostle is two-fold: reduced interest in Catholic education and reduced financial support.

75

APPENDIX

Action Plans to Address External Elements In response to these external forces, the following actions should be considered (although some have already been taken): 1. Increase parishioner involvement in school social and fundraising activities. a. Encourage parishioners to attend or volunteer at school activities through the use of the bulletins and website. b. Have students participate in religious activities with the CCD program. c. Continue to distribute the STA Herald on a monthly basis at Mass. d. Have students participate in outreach activities including cleaning the church after Sunday Masses (rearranging the missalettes, remove extra papers, clean floor). e. Share the successes of the school efforts in the church bulletins and local press.

2. Work toward financial self-sufficiency through tuition increases, increasing Development efforts, and creative financing. a. Encourage and strengthen the grant writing abilities of the Development Office and the school board. b. Develop/maintain a more effective mailing system for our annual fund and other alumni communications.

3. Curriculum improvements a. Director of Student Services should include expanded tutorial and enrichment programs at the school. b. Support should continue to allow students/teachers to develop new programming in classroom settings and in the Media Center. c. Media Center has been made available to the younger students by substituting the original Writing to Read lab for more advanced writing/editing opportunities in the new lab. d. The advancements in the use of the internet have strengthened the curriculum.

Continued responsible use of the internet is encouraged.

76

APPENDIX

4. Communicate the academic excellence of our students through parent meetings, media coverage of academic events (such as the Spelling Bee) and in our newsletters and on our web site. a. Continue to conduct more informative, larger parent meetings in conjunction with the Home & School b. Provide open forums for families to gather information on the school and more global issues.

5. Communicate the excellence of our faculty by celebrating the years of experience and certifications a. Accomplishments of our staff will continue to be highlighted in the STA Herald, family handbook and the broader media.

6. Faculty will continue to be encouraged to further their education through additional inservice opportunities. a. Make grant money available to staff members that will allow non-certified teachers to pursue certification and allow certified teachers to maintain their certifications. b. Staff members are encouraged to use the in-service workshop funded through the Town of West Hartford and regional educational centers. c. Encourage faculty to apply for grant money to pay for continuing education including full certificate or degree programs. d. Continue to provide full classroom coverage if the continuing education classes overlap with staff’s responsibilities at school. e. Utilize the Office of Catholic Schools’ technology workshops where teachers can improve their skills and enhance their ability to communicate these skills to their students.

7. Continue to build a cooperative relationship with Saint Timothy Middle School to realize a regional Catholic school system. In particular, admission standards should be clarified and properly communicated, calendar planning should be coordinated and exchange opportunities (like the Christmas Party) should continue. ● ● ● ● ●

Having an additional Field Day on Sunday Coffee/Donuts sponsored by STA at Church - monthly Kids participate in uniform for readings Police cruiser event?

Communication - Teacher-parent email - how to get the parent to read email - get the kids to prompt parents - more special events announcements ● Signage - enhanced Kid prompting - scavenger hunt - expanding Patches 77

APPENDIX ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

More socials for - meet and greet - how to bring in and keep them entrenched St. Patrick - news bulletins. - expand Catholic Schools - strong Prinicipal Prayer service at church - invite community Kids choir performing at Mass Extra Money for Gym equipment Increase gym to 2x’s per week Spanish earlier is a strength Outside partnership with martial arts Early gym class - extra Spelling Bee Geography club Odyssey of the Mind Service projects in school uniforms Partner with Local Real Estate - relocating families into WH area New Parent student packet - communication Booth at Celebrate West Hartford Celebrate Avon Providing suggested donations - Alumni Facebook page Legacy giving Direct Giving on the website Under Website - teacher Bio highlights Mrs. DiSanto video Virtual tour of school Train parent ambassador - open house - open home concept Partnering with groups that cater to younger families - Mom’s and More, etc. teacher retention - teacher fund - Christmas and Year-end - gifts - on-going training (Professional development) Partner with youth event (such as Little League), sponsor/host Baptism baskets Uniforms for Pre-K is good marketing Nurture relationship with St. Joseph’s Town Hall meeting - similar to prayer service - showcase of students “Cool Schools” Language enrichment - camps - potential grant, etc.

78

APPENDIX

Development Plan- Development Income Our Development Plan is divided into four distinct areas: Development Income, Students Recruitment & Retention, Public Relations and Alumni Relations.

I. Development Income Each year, the Development income necessary to fund the overall strategic plan is determined by the Principal, the Business Manager, the Pastor and the Coordinator if Development. For illustration purpose, the total development income goal this year (2012-2013) was $75,000.00, which consists of funds raised through the Annual Fund drive as well as through the Home and School Association (HSA).

In addition to the Annual Fund goal, the school also receives restricted monies and if necessary, capital project gifts. These amounts raised depend solely on needs of the school. st th 1. Annual Fund runs from July 1 –June 30 annually and is under the leadership of the Coordinator of Advancement. There are typically 4 direct asks per year to the following constituencies: Current parents, alumni parents, grandparents, and friends and parishioners of St. Thomas the Apostle Church. The schedule of mailings is as follows: a. Report of Annual Giving/Christmas Card ask. This typically mails in mid-

November and is mailed to all who have supported St. Thomas the Apostle School within the past 3 years as well as to all current STA families b. A follow up appeal is mailed in the end of January c. Our annual phonathon takes place in April. The calling typically takes place over

2 consecutive evenings; school board members call. All of the pledge reminders are sent from the Office of Advancement the day after the call was made. d. In May, a final appeal to those who have not yet responded to the Annual Fund is

mailed.

All gifts are entered into the school data base upon receipt. A thank you note is sent the day the gift is received as well. All notes are hand signed by Mrs. DiSanto.

The annual fund typically raises between $40,000 -$48,000 Constituencies in community with giving potential: ● Matching gift program ● Grandparent Giving 79

APPENDIX ●

Employee Giving Campaign

2. Events

In addition to the several HSA events throughout the year, 12 in total, the Office of Advancement also hosts one major event annually. For 11 consecutive years, this event was the Rev. Arthur Murphy Golf Classic. Due to challenging economic times and a demographic shift within our school family, we stopped the golf tournament in 2010.

In 2011, we hosted the “RAISE THE ROOF WINE TASTING”, which yielded over $30,000 for the replacement of our school roof.

In September, 2012 our major event was the “STA SETS THE PACE WALK A THON”, which raised $16,000 for improvements to our technology department. Due to the great success and relative ease of this event, it is on the calendar for September 2013. The cause will be determined.

Scheduled for May 4, 2013 is “YOUR SAFEST BET IS ON STA”, a fund raiser at the home of current STA parents. All proceeds will go toward security upgrades for the school. Our goal was $30,000 and we exceeded.

3. Major Donor Campaign

A major donor is anyone who contributes more than $500 to the STA Annual Fund.

Over the past two years, our number of major donors has doubled. The current count is 27 major donors.

Each major donor receives special recognition throughout the year; a personalized Thanksgiving letter, a Christmas Novena mass card, an invitation to the St. Patrick’s Day Breakfast held at the Convention Center and special recognition in our Report of Annual Giving.

We need to grow this group of donors by making personal visits, further exploring the giving capacity of our current parents and by getting referrals of family foundation and other giving organizations ● Questions to consider: Should we host a major donor reception? Should we give end of gift gifts to major donors?

●

4. Grant Writing

Continue to seek granting opportunities for which we are eligible. We are not eligible to apply to the Hoffman Foundation or the John G. Martin Foundation for 2 years, from 2012. At the current time, all grant writing and research is done out of the Advancement Office. For the year 2013-2014, all grant requests are being directed toward the improvement of safety measures.

80

APPENDIX

5. Wish List

Continue to post our Wish List items on the website and throughout the school. The publicizing of our Wish List has been successful at promoting scholarship funds and certain restricted gifts.

II. Student Recruitment and Retention

Purpose: To retain and attract qualified students.

1. Open Houses a. Open house for new families occurs three times a year: October, January and March b. West Hartford Library Pre school night c. Tours are readily available on an as needed basis 2. Advertise on Facebook, West Hartford Patch, Simsbury Patch, Windsor Patch, West

3.

4.

5.

6.

7.

Hartford News and the Catholic Transcript and WJMJ RADIO. We also advertise at local parishes that do not have a school affiliated with them Incentives/questions to consider for Pre-K Families to continue on at STA for elementary school years a. Money into an escrow account to be received at later date? b. Slightly lower tuition for families that continue on to Kindergarten? c. What does STA offer that Magnet Schools do not?

Current HOST FAMILY PROGRAM a. Connect current families with incoming families b. We host a new family orientation dinner at the start of school each year Other forms of advertising STA a. Are booths effective at fairs? b. Kids in uniforms at local events (is that bad to use our kids that way!!) c. Offer more incentives for current families to recruit new families (more volunteer hours, cash reward?)

Is the exit interview effective with families that leave?

Miscellaneous a. Update all published materials for application packets b. Review intake process of prospective callers for STA Office Staff

III. Public Relations

Purpose: To disseminate information in a useful manner.

1. STA Herald

81

APPENDIX a. Useful more for information of events that have passed and the success of the

event b. Who gets this? Might it be useful to have one mailing random people within the community? Bloomfield? Hartford? This goes to all STA parents and major donors c. Set up a email list to receive Herald on a monthly basis 2. Other forms of media a. Facebook for announcement of upcoming events or a shared photo gallery b. Local newspapers/radio/tv for weekly Press Releases c. Update brochures periodically d. List Open Houses and events in local parish bulletins 3. School website a. Organization? Could it be better? b. To whom is the website reaching? Should there be more communication for each grade level on the parent portal? c. Continue with Principals weekly letter to families d. Produce a streaming video about WHY I LOVE STA

IV. Alumni Relations 1. Database Enhancement a. In May of 2012 we contracted with a new database management system,

Little Green Light. We transferred all of the alumni and donor records. This system will help with overall record keeping and updates on addresses and business. It will also serve as a helpful note taking system for donor notes.

2. Communication a. Alumni receive the Alumni Herald twice a year. They also connect with us on FACEBOOK or through our website. We have made a concerted effort to post events, community service projects and STA happenings on FACEBOOK and have re connected with many alumni and alumni parents 3. Alumni Programs a. We ask select alumni to join us on Career Day to share their experiences with

our students. We also have invited select alumni to come and speak at the 5th grade promotion ceremony 4. Outreach a. when an alum is mentioned in the paper, makes honor roll or is highlighted for some success, we reach out to the via a note card, congratulating their successes 5. Send spiritual bouquets when a family member of alum passes away.

82

APPENDIX 6. Alumni are invited to our parent auction evening as well as our Christmas Bazaar

Action Plan for St. Thomas the Apostle School Building Improvements Strategic Plan 2014-2018 Rating

Electrical Outlets in the hallways Lockable outlets outside on each side of the building Update security system Light sensitive lighting at all exits except the front Update fire alarm system Update sound system and lighting in the gym and stage Increase the outlets in hallway closets for cart storage

Rating

Painting Offices All hallways Radiators in classrooms and hallways

Rating

Furniture Replace the chairs in classrooms grades 1-4 File cabinets in office the increase capacity and visual appeal Metal shelving for After Care hallway

Rating

Flooring Replace carpet in office Remove carpet in hallways Increase the washing and waxing of gym and cafeteria floors during school year.

Professionally tape the basketball key in the gym Improve back hallway

Rating

Plumbing Update faucets in all bathrooms to press top single stream Upgrade exterior faucets Add sink in the Art Room with cabinet

83

APPENDIX

Rating

Heating Solve the problem of banging pipes when the heat rises through the building Seal all air leaks in the windows and doors Air-conditioning in office Air-conditioning in MPLC

Rating

Design Improvements Sand/stain and varnish all interior wooden doors Put door on the development office closet Add serviceable shelving to the principal’s office Improve interior door push bar mechanism

Rating

Exterior Structure/Upgrades Drainage around building Front brow needs re-pointing and structural strengthening Steam clean the sign in the front of the building above the front door Tent the garden Upgrade the raised beds Improve exterior door locks

Rating

Maintenance Considerations: Floor waxing more often Floor washing more often

Rating for the severity of need: Urgent Important Optional

U I O

Rating for time of year to accomplish: Summer School Vacation Anytime

S SV A

84

APPENDIX

Rating for timing: One year Three years Five years

1 3 5

Rating for responsibility: Parish P School S Parish/School P/S

85

APPENDIX

St. Thomas the Apostle Strategic Planning 2014-2019

SWOT Analysis Internal Strengths 1.

2.

3.

4.

5.

6.

7.

8.

small class size use of positive discipline diverse student body well-run facility supportive pastor integration of family values Catholic-Christian-Faith-based education Student centered service projects - civic responsibility 9. Geographic Location - West Hartford 10. Integration of Technology 11. Risk-taking faculty - positive 12. Technology training provided for teachers 13. Welcoming environment 14. Arts, Music, Language capabilities 15. Professional Development for teachers 16. Website 17. Full time Admissions Coordinator 18. Full time Advancement Coordinator 19. In house Business Manager 20. Strong HSA members 21. Over 25 family/STA community building gatherings per year 22. Curriculum from Office of Catholic Schools vs. Common Core

Internal Weaknesses

1. Vintage (OLD) building 2. Not enough opportunities for families to get to know each other 3. Low salary pay for teachers 4. Need for greater awareness of school being a constituent element of the parish 5. Physical - restricted property size - rooms, extracurricular 6. Retaining children after Pre-K 7. Location - West Hartford Public Schools proximity 8. Need for part time assistant principal 9. Lack of staff diversity 10. Communication

86

APPENDIX

External Opportunities

External Threats

1. Geographic Location - West Hartford Safe, convenient, accessible 2. Expense for daycare vs our Pre-K program 3. Entry/Exit Interview data - Environment vs. Full-Day -- Marketing perspective 4. Proximity to weak school systems 5. Association with Renbrook-type school fairs 6. Reaching out to Non-Catholics 7. School becoming independent of the parish 8. Day Care - little - infant to 3yr 9. Homeschool population 10. Catholic Education vs Public education 11. Population changes 12. Safe environment 13. Relationship with St. Timothy Middle School 14. Curriculum from Office of Catholic Schools vs. Common Core 15. Recruitment of Staff

Strengths:

1. West Hartford - possibility of Free-Pre-K within West Hartford 2. Change enrollment criteria of Pre-K - 5th grade in West Hartford schools - midflight 3. Over-dependence of enrollment/financial output of Pre-K program 4. Perception of Catholic Education - other Catholic schools declining enrollment 5. Magnet Schools, Open Choice 6. Relationship with St. Timothy Middle School

Opportunities:

What advantages does STA have?

What does STA do better than anyone else?

What unique or lowest-cost resources can STA draw upon from our community?

What do parents see as strengths?

What does faculty see as strengths?

Weaknesses: What could we improve?

What should we avoid?

What does enrollment predict for the next few years?

What factors cause a decline in enrollment?

Changes in social patterns, population profiles, lifestyle changes, and so on.

Could any of the weaknesses threaten STA?

What good opportunities can you spot?

What interesting trends are you aware of?

Changes in technology and markets on both a broad and narrow scale.

Changes in government policy related to your field.

Local events.

Threats What obstacles do you face?

What are other schools doing?

What is changing?

Is changing technology threatening the way the school functions?

Is there debt?

87

APPENDIX

Parent Survey

88

APPENDIX

89

APPENDIX

90

APPENDIX

91

APPENDIX

92

APPENDIX

93

APPENDIX

94

APPENDIX

95

APPENDIX St. Thomas the Apostle School

Parent Satisfaction Survey Results June 2013 Introduction Since 2007, the traditional qualitative (open ended) parent satisfaction results were greatly expanded to also include a more quantitative approach to measuring and managing satisfaction.

Unlike most instructor evaluation instruments which introduce question order bias by moving questioning from the specific to the general, the approach taken was similar to a customary commercial customer satisfaction study which moves from the general to the specific. Such an approach allows not only measuring levels of satisfaction, but also leads to a determination of the factors most related to satisfaction. The more qualitative open ended items were retained from the previous approach.

Respondents The 84 responses received this year represent an enormous increase over what was achieved in the past. Literally every relationship is now statistically significant.

The survey addressed six different areas of life at St. Thomas. The first section addressed overall satisfaction with St. Thomas. This was followed by administrative issues, effectiveness at delivering course content, teaching policies and strategies, support services, and finally extracurricular activities.

Overall Satisfaction While customer satisfaction surveys generally result in distributions of responses that are positively skewed, overall satisfaction for St. Thomas is very high. The 84 responses averaged a score of 9.0 (out of ten). The good news is that people appear to be very satisfied. The bad news is that the result keeps a very high bar for continued future survey results.

Table 1: Overall Satisfaction Measures Question #

Label

Ave. Score

1

Overall very satisfied

9.0

2

Good Educational Value

9.2

3

Recommend to others

9.3

96

APPENDIX Parents also agreed that St. Thomas represents a good educational value and they would certainly recommend St. Thomas to others. These two measures are also indicative of overall satisfaction but are slightly different dimensions. You might be very satisfied with your Rolls Royce, but may not perceive it as a particularly good value. That is not the case with St. Thomas.

Recommending to others is the closest measure we have to repurchase behavior and is indicative of parents’ commitment to continuing at St. Thomas.

Administrative Issues The survey addressed 28 separate issues that the administration at St. Thomas is responsible for.

Table two shows the average scores on these items.

Table 2: Satisfaction with Administrative Issues Question #

Label

Average Score

4

Excellent policies and procedures

8.9

5

Excellent Learning Environment

9.1

6

Excellent Employees

9.1

7

Embraces Roman Catholic Education Tradition

9.4

9

Excellent Environment for Learning

9.2

22

Principle and Teachers witness faith

8.8

23

Students/Staff pray and attend Mass

9.4

24

School Community Fosters Family Role

9.4

25

School engages students in service to others

9.2

26

School Emphasizes dignity of all

9.4

27

Family Life Program

8.9

48

Class size is appropriate

9.2

97

APPENDIX 49

Respect for Diversity

9.3

50

Adequate Security

8.3

51

Discourage Cheating

9.3

52

Rules apply to everyone

9.0

53

No substance abuse issues

9.7

54

Safe and orderly environment

9.3

55

Safety traveling to and from school

8.8

56

No problems with bullies

8.0

58

Parents opinions considered

8.6

59

Quality of Student Activities

8.8

60

Parent Involvement Opportunities

9.3

61

Communicate to parents with technology

9.2

62

Communication of Rules

9.2

63

Parents Feel Welcomed

9.3

64

Effective use of Finances

8.9

65

Building Clean and well maintained

9.2

All of the scores are exceptionally strong except four. The strongest score was for no substance abuse issues (9.7). items tied for second with scores of 9.4. they included that the school embraces the Roman Catholic education tradition, that the students and staff pray together and that the school school community fosters the family role.

98

APPENDIX The lowest score (8.0) was associated with the issue of bullies at school and is the lowest scoring satisfaction item on the survey. While such a score still indicates agreement with the item, it is not at the level of agreement indicated on other items. This might indicate that it is a spot or intermittent issue. An examination of responses on question 56 indicates that a small number (2) of responses disagreed strongly that no bully problem exists. Apparently there are two students who have been bullied.

The only other lower than typical scores were associated with communicating with the adequacy of security (8.3). This may be at least in part a function of the attention school security has received in the state since a recent school shooting at Sandy Hook Elementary School.

Obviously everything should be done to maintain security and to insure parents things are secure.

Course Content Issues One overall question regarding the overall quality of education was asked. A second question regarding the practicality of the education addressed the relationship between their everyday lives and what students were learning was also asked. Sixteen specific content areas were also measured.

Table 3: Satisfaction with Academic Content Overall Question #

Label

Average Score

28

High Quality Education

9.2

30

Applies to Everyday Lives

8.9

Question #

Label

Average Score

12

Language Arts

9.0

13

Math

8.7

14

Science

8.5

15

Social Studies

8.6

Content Area

99

APPENDIX 16

Roman Catholic Religion

9.4

17

Art

8.6

18

Music

8.4

19

Physical Education

8.2

20

Health

8.1

21

Nutrition

7.5

29

Technology

8.5

These results indicate a very high level of satisfaction with the Roman Catholic Religion content area. While all content areas received scores indicating a high level of satisfaction, Nutrition (7.5), Health (8.1) and Physical Education (8.2) were the weakest.

Teaching Policies and Strategies A total of twelve items addressed teaching policies and strategies and again the results are all very strong but do show some potential for improvement. Out of class help offered was the lowest score (8.1), and while it indicates high satisfaction it does show room for improvement.

Table 4: Teaching Policies and Strategies Question #

Label

Average Score

31

Variety of Teaching Strategies

8.6

32

Students are Challenged

8.8

33

Reasonable and Appropriate Homework

8.5

34

Project High Expectations

8.9

35

In Class Help Offered

8.4

100

APPENDIX 36

Out of Class help Offered

8.1

37

Learning for Range of Student Abilities

8.4

38

Recognizes All Types of Achievements

8.3

39

Fair Grading

8.8

40

Clear Progress Reports

8.7

41

Teacher-Parent Communication Procedures

8.1

47

Fair Treatment

9.0

Support Services Five items addressed support services offered at St. Thomas. This section received scores that reflect a high level of satisfaction.

Table 5: Support Services Satisfaction Question #

Label

Average Score

42

Student Access to learning Resources

8.8

43

Physical Plant

8.3

44

Books

8.7

45

Up To Date Technology

8.8

46

Counseling

8.3

The item regarding available counseling scored the lowest (8.3) here, and it seems to be a question wording issue more than anything else. As currently worded, the question seems to be interpreted as whether the respondent’s child makes use of the service rather than simply an issue of “yes this is an available service.”

101

APPENDIX

Extracurricular Activities Eight items on the questionnaire dealt with extracurricular activities. One dealt with an overall rating of school activities, one dealt overall but specifically with extracurricular activities (in case there was confusion over whether they were curricular or extracurricular), two dealt with fund raising and four dealt with the sports teams.

Table 6: Extracurricular Activities Overall Activities Question #

Label

Average Score

59

Student Activities

8.8

66

Extracurricular Activities

8.5

Question #

Label

Average Score

67

Fewer fund raisers –Raise tuition

3.8

68

I’ll help with fund raisers

7.2

Question #

Label

Average Score

67

Coaches are positive role models

8.4

68

Practice didn’t interfere with learning

8.7

69

Convenience of event location

8.7

Fund Raising

Sports Teams

102

APPENDIX 70

Program organization

8.2

Overall satisfaction with extracurricular activities is high. Several respondents did not answer the questions regarding the sports teams, but those that did seemed a bit more satisfied with extracurricular activities in general.

The community does not want to see tuition raised in favor of more fund raisers. In general parents agreed that they would be willing to participate in more fund raising.

Correlation Analysis While knowing that we scored higher or lower on any particular attribute is indeed important, it provides little guidance with respect to where to focus our activities to improve overall satisfaction. Certainly attention paid to any lower scoring attribute is advisable, but if that attribute does not correlate at all with overall satisfaction, then improving the score on that attribute will most likely have no effect on satisfaction.

Correlation analysis answers the question of how well any attribute correlates to overall satisfaction and is an important step in constructing improvement quotients, so that activities can be directed towards ones that will have the greatest effect on improving overall satisfaction.

Table 7 contains the twenty attributes that correlated most strongly with overall satisfaction.

In general, correlations range from 1 (perfectly correlated or if A then B always) to negative one (perfect negative correlation or if not A then B always). A zero correlations indicates no relationship whatsoever between two measures.

Table 7: Attributes with the Highest Impact on Overall Satisfaction Rank

Question #

Label

Correlation

1

8

Content Area - Language Arts

.92

1

5

Administrative - Excellent Learning Environment

.92

3

4

Administrative – Policies and Procedures

.91

4

5

Teaching – Students are Challenged

.90

4

32

Teaching – High Expectations

.90

6

39

Teaching – Fair Grading

.88

103

APPENDIX 6

31

Teaching – Variety of Teaching Strategies

.88

6

47

Teaching – Teachers treat Child Fairly

.88

9

64

Administrative – Effective Use of Finances

.87

10

6

Administrative – Employees are Excellent

.85

10

37

Teaching – Range of Ability Learning Opportunity

.85

12

49

Administrative – Respect For Diversity

.84

13

9

Content Area - Math

.83

13

54

Administrative – Safe and Orderly Environment

.83

15

40

Teaching – Clear Progress Reports

.82

15

65

Administrative – Clean/Well Maintained

.82

17

63

Administrative – Parents Feel Welcomed

.81

18

29

Content Area - Technology

.80

19

30

Content Overall – Applies to Everyday Lives

.79

19

61

Administrative – Communicate Technologically

.79

19

35

Teaching – Extra Help In Class

.79

19

38

Teaching - Recognizes All Types of Achievements

.79

The data seems to indicate that Language Arts, excellent learning environment, and excellent policies and procedures are the largest drivers of satisfaction. Notably, a considerable number of items are very strongly related overall to satisfaction.

None of the moral or spiritual type content areas made the top twenty list here. It points to an interesting paradox in customer satisfaction research. That is, that drivers of product selection 104

APPENDIX and drivers of product satisfaction can be very different issues. For example, when shopping for a car, you might only consider a car that is black. Once you own the car, the fact that it is black no longer has any capacity for product satisfaction. You won’t ever say, “I really like this car because it is black,” because you would only consider black cars. Some attributes are base attributes. Sometimes referred to as ante attributes, because they are sort of like the ante in a poker game. In other words, they don’t show up as anything special, but without them, you’re not even in the game.

Finally, the most troubling items discovered in the analysis of raw score means became far less troubling after the correlation analysis. The bullies issue has little if any impact on parent satisfaction (correlation = .39). This is likely because it has impacted a small number of individuals.

Improvement Quotients By combining the raw score means with the correlation results, it is possible to focus efforts on areas that will do the most to improve parent satisfaction results next year. improve satisfaction.

Table 8 shows the top 20 areas of focus that would yield the greatest improvement in overall satisfaction.

Table 8: Top Ranked Improvement Quotients Rank Question #

Label

Improvement Quotient

1

37

Teaching - Learning for Range of Student Abilities

1.18

2

36

Teaching – Extra help Outside of Class Content

1.13

3

31

Teaching – Variety of Strategies

1.05

4

38

Teaching - Recognizes All Types of Achievements

1.04

5

32

Teaching – Students are Challenged

1.01

6

43

Administrative – Physical Plant

1.00

7

29

Content Area – Technology

.99

8

35

Teaching – Extra help Inside Class

.98

105

APPENDIX 9

39

Teaching – Fair Grading

.94

10

4

Administrative – Policies and Procedures

.91

10

12

Content Area – Language Arts

.91

10

14

Content Area – Science

.91

13

13

Content Area – Math

.89

13

41

Teaching – Communication with Teachers

.89

15

40

Teaching – Clear Progress Reports

.87

16

34

Teaching – High Expectations

.86

17

64

Administrative – Effective Use of Finances

.85

18

15

Content Area – Social Studies

.83

19

58

Administrative – Parent Opinions Considered

.82

20

12

Administrative – Excellent Employees

.81

Improvement Quotient’s are ratio numbers and can be directly compared. They are also based on making the audience completely satisfied with a particular attribute. For example, making people completely satisfied with music instruction would have roughly four times the impact on overall satisfaction than making them completely satisfied that we have up to date technology.

This should not be in any way interpreted as an indictment of our science or our language arts instruction. It is merely an acknowledgement that they play an enormous role in driving overall satisfaction and that they have some room to improve. Indeed, attribute satisfaction is not just reflective of performance on that attribute but it also depends on the target audience understanding that performance.

Conclusions Overall, this is a very strong showing and is extremely good news for St. Thomas the Apostle School. Parent satisfaction as reflected by these responses from the survey is indeed very high.

106

APPENDIX The bar is certainly been set high for next year, but the results have provided a blueprint for clearing it.

There are two areas that need to be added to next years’ survey. The content area for foreign language was left out as were any questions regarding lunch and food service.

Responses to Open Ended Items 73. Overall What Do You Like Best Feels like a community. Great people. Principal is on top of everything and she does a great job with dealing with ongoing issues We love the family-oriented aspects of the school. STA is a warm community of staff, parents, teachers and students.

Overall welcoming environment, clear expectations, sound education The leadership of Colleen DiSanto and the warm feeling I get every time I am in the school. great children and families.

The teachers and the philosophy of the school.

Our school reinforces what we teach our children in our home. It is a place of love and compassion and service to others.

It is a loving and safe environment for my child to learn!

We have met some wonderful families with a common interest - the best for our children.

The feeling of a family away from home.

The education is top notch as well as teaching compassion for others.

STA is academically rigorous while still maintaining a warm and loving environment for my child.

Mrs. Hannon is my favorite thing! She has been wonderful for my daughter. Not only has Mrs. Hannon done an excellent job at teaching her academics. She has taught my child about respect, friendship, religion and how to be a good person. She is in my opinion, your greatest asset.

I think the overall environment at STA is second to none. The administration and teachers are top notch.

107

APPENDIX I like the feeling I get that the school is being run properly. That it has a stable foundation and is being managed correctly.

My childs improvement in reading and writing.

The academic rigor, the daily reinforcement of God, the sense of community.

The community, teachers and leadership from principal. A wonderful learning environment.

The staff makes the children feel like they are among family.

Small Class Size and Family Environment.

The education is great and the kids are learning in a safe and warm environment The strong sense of community. The quality of the teaching and resources. The proactive leadership. The progressive curriculum. The encouragement of family involvement. The kind and familial atmosphere. hard to say It's family oriented, like a home away from a home, and its great academic system.

Teachers, employees, academic and religious education programs.

Catholic education, family feel, student discipline Mrs disanto We love the school. No real issues. Teachers are excellent. Mrs DiSanto is simply the best!!!!

I like the overall atmosphere of acceptance.

I love the StA family and the good job that the teachers are doing with the children to make sure they remain engaged and challenge.

Small, structured, nurturing, better education than public school The principal is a great leader and role model for students and faculty.

The school is adequately challenging and rigorous for the grade levels it serves. At the same time, it is a warm and embracing atmosphere for both the students and the parents.

108

APPENDIX Miss Mentus the relationships teachers have with all the students close family atmosphere classroom size,overall education, religious teaching, structure of school, feel of school community STA is a small community of educators that supports all of the students and takes the time to know each of the students.

Structured program.

I love the school community. I enjoy walking in the doors to drop off my son and everyone is friendly and for the most part people know one another.

The dedicated staff and faculty family oriented teachers Teachers and staff are encouraging and focused on the chilfren The learning atmosphere is excellent. The teachers have been very good to our children thus far.

Order; structure, discipline, class size, safety The Learning environment is exactly what my child needs.

The environment and feeling of community The community of family and knowing my child feels safe.

I like that the school seeks to provide a good foundation starting with the Pre K classes.

The atmosphere is warm and inviting...very conducive to learning.

Pros for sta are class size, knowledgeable teachers, quality education, reasonable expectations of students, after care program STA provides a welcoming environment and an excellent education for my children.

109

APPENDIX We like the "family atmosphere that STA gives to us as a family." We like the catholic the values and traditions that our taught to our son.

Great job overall, would highly recommend the school to others. curriculum small class sizes education provided The size, welcoming community and supportive learning. * Small class size/school size allows children and families to form relationships easily.

The core values that are instilled in the students in all aspects of their lives.

I love the community at STA, and class size. Wonderful leadership, and great parents.

The way everyone knows everybody The small class sizes and the community environment for learning. The home-school connection is wonderful We appreciate the opportunity for prayer during the day and the focus on educating the whole child.

The nurturing environment, the caring attitude of everyone in the school community and the commitment to excellence in all aspects of the child.

I like that STA community is a safe and nurturing place for my child. There is a sense of community among the parents and it doesn't feel overcrowded. The staff and teachers are great!

I like the values instilled at STA and the close-knit community feeling A great organization It is a very welcoming school. School families, teachers and staff are all very kind. The balance between the education and extra curricular activities provides a wonderful school environment.

The teachers/staff, the friends we have made, the sense of community, the curriculum & Mrs. DiSanto.

Quality of holistic education and valuing the child as a whole person.

Loving environment, strong leadership.

110

APPENDIX Sense of community, the administrations willingness to make thoughtful change each year Honestly the leadership is outstanding, the support is superb and I have nothing negative to say. My husband and I have been thrilled with our experience. My children are in the best possible place, with the best role models I could conceive of.

Sound education, small class size, Catholic values Structure, learning environment.

The energetic, dedicated teachers and staff, the extremely intelligent, articulate principal who is always willing to think outside the box. I like that my child is known by everyone and valued for her individual talents and abilities. small class size.

Curriculum Its dedication to education.

Principal Teachers are very caring and supportive.

Great community and great staff There are so many factors that contribute to why my family is proud to be a part of St. Thomas the Apostle School community, it is difficult to narrow it down to one particular aspect that sets the school apart. STA has strong, loving and oh so effective leadership in Principle DiSanto, it is translated to all faculty and staff. St. Thomas really does an excellent job of meeting the child where they are and bringing out the best in each student.

My student is engaged, looks forward to going to school, and is happy- this would not be, if it weren't for the excellent faculty and staff at STA!

74. What Do You Like Least?

Too rigid with homework. Actually, too much homework in 5th grade in particular. The kids need to have more fun kinds of learning. Like the play they put on for grand parents day in Ms. Morse's class- they actually acted out scenes from the revolutionary war and it sticks when you do hands on learning.

The constant fundraising that is done. It is evident that STA needs money to operate. Any and all fundraising efforts should therefore be dedicate solely to STA's needs. While we appreciate that there are many others in need in our community (i.e. the hungry, homeless, etc.), any money that is raised should take care of STA first. It is very difficult to keep asking families for money, especially since there are many families at STA that have students on

111

APPENDIX scholarship and/or live on tight budgets so they can send children to STA. Communication to new families Communication about trips, projects etc. is not as timely as I'd like it to be.

N/A Nothing I wish we had more of a relationship with our parish and our priest. I believe he could have a postive effect on our students.

The snack policy. My child is picky & I would prefer to bring in a snack instead.

I do not feel the teachers are flexible enough in teaching children with different learning styles. I do not feel the teachers are given the freedom to make decisions in their instruction.

Parking lot.

The communication between teachers and parents could be improved.

The quality of the lunch menu from a nutritional pov.

The Thursday email is difficult to read and overall not very user friendly.

I think in some circumstances STA could do a better job at communicating information about upcoming events at the school. This certainly does not pertain to all events, as the Thursday email is very useful.

If I had to find something, it would be that we do not have a field for the children. Don't think there is any solution to that!

Policies on jewelry. the processed food served for the hot lunches The art program doesn't seem to be up to date, or challenging. I also would like to see improved security measures.

The cost Complaints from my son about being bullied on the bus and at school.

112

APPENDIX School gym and lack of fields.

Nothing. the principal They don't give out enough homework N/a n/a It does not include 6,7,8th grades Sometimes the grounds could be cleaner The science class for 5 th grade seems too frequent I love STA some teachers might need to retire in order to better service the children. more in the art program Small amount of sports teams.

I don't like that lunch is not provided to the students. In other words, it should be incorporated into the tuition so that parents do not have to contend with providing the money to the students every morning and the worrying that the child will have the adequate amount of money and proper food selections.

Colleen Whitty Disanto no summer programming tuition gym program.Dress down days "if" your child attends a function. What if they can't attend, and are upset they can't dress down?

We have had only a positive experience.

Class size

113

APPENDIX There is nothing I dislike Iack of fields for playing sports/recess Nothing live the school I would like more correspondence between parents and teachers, via email, if possible. It is sometimes difficult to touch base with a teacher before/after school. Sometimes, I feel like I am not up to date on the current events. I would prefer email blasts instead of regularly checking the website (as I don't always remember to do so).

Drop-off, staff turn-over, novice teachers My only complaint would be that my child often says she feels like she does not have enough time to eat her lunch.

That teachers do not have direct email, it would make it much easier for communication. The staff at aftercare program is wonderful.

More help could be offered to those students who fall behind.

The fact that the after care school dues are not prorated. We lost a few days during the winter and had to pay the same fee. I have no problem paying the fee as is for tuition BUT not after care.

The lack of diversity among teachers. Need more male and minority applicants.

Cons are number of students in each grade, lack of play space for recess and aftercare, wld like more focus on physical education.

The communication from the school to students isn't always great and I feel that could be improved upon. There are some things that are important and a note home to the parents could be helpful.

Communication- I think it should be stated clearer or more about the website and thursday emails. I am ot sure how many parents are reading this information on the website or even going on it.I know that is today's technology but some things are still good in writing. I think the new design for pick up for the pre schoolers was a great decision and parking seems to be working the problems out.

My daughter si so PROUD of her school, which matetrs alot. cost increase in tuition Parents not involved with the classroom activities. No email to teachers/

114

APPENDIX * Too few organized opportunities for parents to meet with teachers to discuss child's successes and growth opportunities. * Decisions surrounding fundraising/events are made by small group of parents compared to the size of the overall parent community. If unable to attend HSA meetings, little is known about upcoming events until the date approaches. This is especially true for new families who have not participated in these events before.

HSA meeting times are not convenient for most working parents.

Finding a convenient way for parents and teachers to communicate regarding homework, daily activities, etc.

Parking uniform cost The parking lot has become very dangerous for us as a family. Cars are coming through too fast- and with three kids in tow, I am always afraid to enter the lot to get back to our parked car.

We wish the outdoor space was grassy to allow for more freedom at recess.

There is not much not to like. My family has been associated with the school for approximately eight months (son in PK3) and our experience has been great!

The parking can sometimes be a problem. I understand parents of PreK students have to enter with their child, but if your child is old enough and able to walk into the school and find his/her classroom then allow them to do that without parking and getting out of the car.

I do not like that you can not communicate with the teachers over email, etc. (especially when I have younger children with me at pick up and drop off and it makes it hard to talk to the teacher) This is the only school I have been to where each teacher does not have their own email address. I find it very difficult to assess or discuss concerns I have and I do not feel the teacher is open to discussing it outside of conferences.

The drive from bloomfield, Lack of team sports (The only organized team sport is basketball). Extra curricular activities are not open to the students in the younger grades.

The parking lot during pick up & drop off! n/a No teacher emails, weak foreign language program. parents that don't follow the simple rules when driving in and out of parking lot, and those that don't respect and follow new security rules meant to protect all of our children.

115

APPENDIX I have no complaints.

Lack of nutrition in hot lunches.

N/A Some of the fundraising events seem not as inclusive as they could be. Not everyone is interested in things like the Kentucky Derby or in a fancy dance. inadequate space for children to play.

Parent/teacher communication needs to be better and not just passed over....

The interior of the building is dark and depressing.

Sports and gym Parking is ridiculous!

Nothing While there is always room for improvement, at this time while taking the survey I cannot think of a particular item for consideration. While the cost has increased for the 2013-2014 school year it is still a fantastic value.

The tuition is pricey- wish there were more financial aid opportunities for families.

75. What Suggestions would you like to offer to improve the school?

What suggestions would like to offer to improve our school?

Open-Ended Response Need more on-hands training in the classroom. Students learn better by touching, feeling and seeing.

Increase tuition slightly, reduce the number of fundraising activities.

Instead of more fundraisers, improve quality and scope of current ones Please do your best to keep in mind the lives of full time working parents. Sometimes I feel that events organized by the HSA does not take into account how full time working parents can participate in them.

116

APPENDIX More homework for kindergarten students. Greater emphasis on math.

Nothing None Allow more flexibility for the teachers to teach outside of the box.

More organized parking lot drop off and pick up.

Organize website/Thursday e-mail better, so parents can click on just one link..not multiple. For ex, send out an enewsletter that is the same template as the website. I would also suggest the room parents send out the teacher's weekly/monthly newsletter to parents rather than just posting on the website. There is so much going on on the website that it would be nice to do that separately.

Have a school menu that is more organic or that uses locally grown produce.

If we are going to offer basketball for the kids - there should be more than one hour of practice per week. One hour a week just doesn't seem to be enough time to be effective. revamp the hot lunch program, providing more fresh vegtables and whole grains.

School safety is a priority.

Offer a wider choice of languages. Offer more after school activities as an alternative to aftercare. Add additional extracurricular activities i.e. guitar lessons, soccer, lacrosse, volleyball. get a new principal I don't have any suggestions.

Nothing Include a middle school to continue the excellent education and standard set by this school None really None More hands-on learning

117

APPENDIX None. The school has fully met our expectations. summer program more readily available financial aid gym program improving :introduce soccer, basketball, other sports that may impact the kids Security issues are being addressed.

Reducing class sizes, esp for younger children The art room needs a sink for cleaning up art supplies (paints, brushes, etc.) need to find ways to get more families involved Na See above comments.

Perhaps a longer day 8-3; Teachers should have email acces Need more organized sports, Improve outdoor basketball hoops, paint hopscotch/ 4 square on pavement for kids, enroll cert. phys Ed instructor (if possible). Kids need a release from studies daily Making communication better from the school to the parents.

I would like to see better communication with our teachers and parents. I do not think the appropriate place for communication is the parking lot during pick up time. I would like to see parent/teacher conference in the spring to discuss how the year is going and if the child is meeting the requirements to pass to the next grade rather than reading a report card and guessing the child is doing ok. It would be nice to have the teachers to have email or a daily/weekly log to communicate with the parents. I think the rules need to be followed for every child in the classroom, not just for the ones that are struggling with behavior issues. If you are going to recognize a child with a "hip hip hooray" for a student having a great behavior day then you should recognize every child in the classroom, the children who are good almost every day are getting left behind for good behavior, what is that showing them? That you do not get rewarding for being good. I don't think these types "of recognition" should be used at all if you are not going to recognized every child in the class room. I think you have to do something for all the children or do nothing at all. If you are going to have class room rules it should apply to all the children as well not just the ones that you have discussed with those parents, example, so many warnings and then you lose free choice, make that a class room rule without talking to parents. We are trusting the teachers to teach our child to do

118

APPENDIX the right thing and to learn how to be respectful and to do make the right choices.

This survey shoud have fewer questions. Answer options should not be 1-10, rather strongly disagree, disagree, neutral, strongly agree and strongly agree. Some of these questions do not apply to all grades.

For school dances, consider separating smaller and older children -- perhaps making use of the bottom floor and gym. The gym becomes a smaller space when the entire student body (plus parents) are togeher and moving around. Additionally, older and younger children listend to different music and react differently to music. For parents of younger children, this creates an unenjoyable environment because the entire time is spent ensuring that little ones are not pushed or trampled.

Communication is an issue, some things are not as clear as they should be.

It would be helpful for PreK families to be more involved in classroom activities and events.

We are thrilled the school is focusing upon security of all students and faculty.

Nothing at the moment.

Maybe some better parking/dropping off rules. I know you can't change the parking lot size, but maybe some more orderly rules with dropping off or pick up.

Give each teacher an email account.

Utilize parks, fields or St Thomas Seminary for creating an athletic program for STA. Definitely expand: PK- 8.

More nutritious snacks.

- Make the music program more robust by having the children do a play every year. - I'd like to be able to communicate with my child's teacher via email. - Increased use of technology and STEM curriculum Parent information night prior to 5th grade health discussion allowing parents to see film shown to children. This will give parents an idea of what the kids are being taught and a frame of reference for reinforcement.

I would love to see the children learn how to type correctly so that they were better equipped to write their reports. physical education more than once a week, additional outdoor time added to the current recess time, Need more after school programs and need improved school lunches!!!

Stop following the West Hartford public school schedule and set your school apart from the rest. Extend the school day to 4:00pm and lengthen the school year by doing away with the winter break. The only way our children will be able to truly compete in today's global economic landscape will be for them to 'set themselves apart from the

119

APPENDIX rest.' And the only way they will be able to achieve that goal will be though expanded educational programs.

More interactive lessons, real life speakers and experiments No complaints In keeping with the recent need for increased safety measures in and around the school, would it be possible for the town to implement a acrosswalk from the parking lot across the street to the school's main entrance?

Hopefully the Derby fundraiser will help with the improvements needed to make the school safer.

76. Is there anything else you would like to comment on about St. Thomas?

Great school overall!

Thank you for everything that you do for our family. we are most grateful!

Wonderful!

Thank you for caring so deeply about our children.

N/A If I didn't live WH I could be keeping my children there.. I'm going to miss it...

Mrs. DiSanto is a wonderful leader, who pours her heart into the school. She is a great gift.

No Children should not be punished by not receiving their report card if the parents owe $. It does not help the situation and makes the children feel badly.

Thank you mrs. DiSanto.

As a former early childhood educator, STA is top notch. These formative years are the most critical to help children achieve success in the future and STA does an excellent job in all aspects of school life. The students of STA are going to have the necessary skills to achieve great success....both academically and spiritually.

I would not and have not hesitated to recommend to STA to other friends and family.

I would like to Thank you all for the awesome job you do for our kids! It takes special people to do that work -

120

APPENDIX Thanks!

Thanks to faculty and staff for all the dedication and hard work A great experience for our children- we are very happy here!

Keep up the great work!! We love the school and staff!!

Very well run school.

We love STA!! Thank you to Mrs. DiSanto, the wonderful teachers and staff!! teachers need to use email Nope it's been a great school to all my children.

No I will always contribute to this school- as long as it keeps the philosophies and qualities instilled by mrs disamto I would not be sending my children to school if I was dissatisfied. Overall very pleased. Occasionally I feel that there is a bit too much homework and/ or busy work. I have a choice and have chosen STA for an overall excellent education in a safe controlled environment I am thankful for STA I don't like it when there is no Aftercare when school has to close unexpectedly due to snow storm. It is an inconvenience for parents to leave work and pick up the kids early especially when you have a workday with lots of meetings schedules. If school has early dismissal Aftercare should still operate The school provides a challenging and supportive learning environment. We are very pleased.

This year was our first year at St. Thomas and our family has been well received by all members of the staff that we have encountered. Mrs. DiSanto is a hands-on Head of School and she is quick to find a solution to any problem she is presented with. Her demeanor is always pleasant, but sufficiently stern when she needs to be. This especially true in her dealings with the students. Mrs. Klingman has always been a doll to deal with and provides a response to any of our questions, either in person or by email. She understands the worries of concern parents and does everything possible to keep parents informed as to the well-being of your individual children. It is our opinion that everyone is doing a great job and we are particularly pleased with Mrs. DiSantos and Mrs. Klingman.

When you feel well received, you are more inclined to participate in all the different opportunities to raise funds for the school and to give as well. Thank you from our family.

We are very pleased with St. Thomas.

121

APPENDIX Mrs DiSanto is doing a wonderful job!

No. We love STA Love it!

Amazing staff attentive.. my child loves being there STA has been a wonderful place of learning, support, and faith for our children. We are very happy with our decision and commitment to sending our children to the school.

Not at this time I am very satisfied with ST. Thomas.

I wish there was more opportunity for the preschool students to participate in some of the after school activities.

The survey should have had a n/a choice for some of the questions that did not apply to families. We have loved our prek 3 experience though and look forward to another year in PreK 4 Great School!

Newly surfaced information on bullying among students, problems on the school bus.

We are very pleased with the school academics. Thank you We have been attending STA for the past few years and are very impressed with the education that our children have received. Se feel that it has been top notch education for them. The environment is also very warm and accepting and that cannot always be found or felt inside schools. Keep up the good work!

I think healthier options in the cafeteria would be nice. Apple slices, granola bars, or yogurt could be healthier options to add. Cookies, brownies, chips and ice cream for lunch are not always needed. survey too long and too many choices We have an amazing front office staff.

STA is a wonderful school!

St Thomas has been great for my child and would recommend the school to anybody

122

APPENDIX We love STA! We are a new family and have been so impressed with the commitment to learning, Catholic intellectual traditions and level of academic rigor. We had no idea it would be so great! We are also happy with the community as a whole. The teachers, staff and other families really made our transition to STA wonderful. You really are doing a great job. We look forward to the years to come. Our family was previously part of another faith-based learning environment where we felt excluded a lot and were not welcomed as much as we would have liked to have been- our first week at STA surprised us in a good way- we felt the warmth of others and immediately felt like we were a part of this community. We kept saying to ourselves "everyone is so nice" and it continues to be true- EVERONE IS SO NICE!!! We are happy to be part of the STA family and look forward to many more years ahead.

We've been very happy - can't believe it's our last year Great place to send a child to learn. Not only is scholarship important but the whole person is catered to. This model is superior to others around.

Overall STA is a great school. The parents I've met are nice, the staff is welcoming and I like that my child is being provided a good Catholic education in a good school.

When changes were made to the teachers (esp PreK teachers) at STA this year, there was no communication aside from a letter from the PreK 3 teacher saying she was the teacher a week before school. I went to STA for Mrs. Hannon and when I got the letter and she was no longer the teacher, I was extremely upset. we are very glad that we found you We are extremely happy with STA, and only wished it went to 8th grade!

LOVE the cheerful atmosphere, but the hallways are dark. Maybe painting the halls similar to the new entry way.

Also color in the classrooms might look more up to date.

Only that I can't thank you enough for incredible environment you have cultivated and shared with not only the students, but the families of those that attend. I look forward to seeing everyone again next year.

We fell absolutely privileged to have our child here! no Would like additional time with Mrs. Fitzgerald to help my child!

Ms. Blanchard, Ms. Klingman and Ms. Halloran represent Saint Thomas the Apostle school extremely well; and Ms. DiSanto is the person who truly makes STA an educational powerhouse. Though she has proven herself to be one to deliver some very sassy comments from time-to-time :-), I believe it is that fiery, inner spirit that inspires teachers and students to raise the level of their game, so to speak. With regard to question #21, I do not find the school’s lunches (i.e. those prepared by the cafeteria staff) to be all that healthy. Also, with regard to question #41, I feel that parents should have the ability to communicate with the teachers (within reason) electronically (i.e. through e-mail) and outside the school day. I have had certain questions go unanswered because of my inability to communicate with my daughter’s teacher directly. I understand that the school may not wish to have its teachers

123

APPENDIX burdened by such communications; however, given that the teachers play such a integral role in the development of our children, I believe that we should have access to them (again, within reason) — especially given that we are the ones who support their salaries (i.e. we are the paying customers). Sincerely, P.S. This questionnaire, in my humble opinion, requires a few modifications. Some of the questions were repeated (possibly purposefully ?), and the answer sections do not allow for selections where answers are not known (e.g. N/A or Not Known). Also, question #65 shows “Strongly Agree” to be represented as a 6 rather than a 10 (?).

Keep up the good work , No Keep up the great work! It is truly appreciated.

124