Archdiocese of Kansas City in Kansas School Evaluation Form
ARCHDIOCESE OF KANSAS CITY IN KANSAS
SCHOOL PLANNING
SCHOOL EVALUATION FORM
DUE: APRIL 11, 2014
Please use the pages that follow to prayerfully evaluate your school usingthese five Criteria:
Joyfully Catholic;
Diligently Achieving;
Intentionally Self Giving;
Prudently Managed;
Forwardly Thinking.
Name of your school: Christ the King SchoolCity: Topeka
Table of Contents
SCHOOL EVALUATION FORM
Joyfully Catholic
Prayerful Reflection—Joyfully Catholic
Criterion 1 Personnel
Criterion 2 Curriculum
Criterion 3 Environment
Criterion 4 Community
Diligently Achieving
Prayerful Reflection—Diligently Achieving
Criterion 5 Instructional Planning
Criterion 6 Assessment
Criterion 7 Implementation
Criterion 8 Frequency & Scheduling
Criterion 9 Data Analysis & Intervention
Intentionally Self-Giving
Prayerful Reflection—Intentionally Self-Giving
Criterion 10 Planning
Criterion 11 Implementation
Criterion 12 Reflection
Prudently Managed
Prayerful Reflection—Prudently Managed
Criterion 13 Budget – Procedures, Comprehensive, Balanced
Criterion 14 Financial Reporting – Aligned to Strategic Plan
Criterion 15 Enrollment Management
Criterion 16 Recruitment
Forwardly Thinking
Prayerful Reflection—Forwardly Thinking
Criterion 17 Strategic Planning: Mission / Vision
Criterion 18 Strategic Planning: Goals, Objectives and Action Steps
Criterion 19 Strategic Planning: Fund Development
ARCHDIOCESE OF KANSAS CITY IN KANSAS
School Evaluation of Criteria for Planning
Joyfully Catholic
- Personnel
- Curriculum
- Environment
- Community
Personnel – teachers who embrace the faith; who are happy about being Catholic; who want to learn more about the faith and also to deepen his/her relationship with Christ; who are active in their parishes; who are beautiful witnesses of the faith to their students and the entire school community, and who can help their students develop a closer relationship with Jesus.
Curriculum – what is taught to students reflects a Catholic worldview, grounded in the moral theology and social justice teachings of the Church; the contributions of Doctors of the Church and other Church scholars are presented, in age-appropriate ways, to students; Catholic sources and resources are used as instructional material.
Environment – how we treat one another and how we act in and out of school is a positive witness to the Gospel; we embrace Virtuous Behavior Formation because it is how Jesus would guide us; our school buildings and classrooms display Gospel-centered art and other visuals.
Community – all members of our school communities are committed to the same matters as identified in personnel above for teachers.
Prayerful Reflection—Joyfully Catholic
We are on a faith journey as we begin to plan how we will reflect the mission of Jesus Christ in the future. Each school is an expression of the mission and ministry of Jesus.
Begin the session by inviting each person to bless him or herself, making the Sign of the Cross with the Holy Water at the table.
“Everything we do must be through, with and in Jesus Christ. Nothing could be more personal than one’s faith. Nevertheless, our journey to the kingdom must be in communion with one another – as the Body of Christ, the Church - with Christ as our Head. It is in the Church that we are baptized and become members of the body of Christ, the People of God. It is in the church that we hear God’s word proclaimed and fleshed-out for our personal reflection and transformation. It is in the Church that Christ sanctifies us in the grace of the Sacraments, especially the Eucharist, which nourishes us for this journey to heavenly glory.” Catholic schools are considered to be one of the primary ministries of the Church and, as such, should be places where Christ's presence is felt and His Church is honored.
Pray the Lord’s Prayer.
JOYFULLY CATHOLIC
The JoyfullyCatholic Identity of the School Criteria can be viewed usingfour major topics: Personnel; Curriculum; Environment and Community.
Please prayerfully study, reflect, and evaluate the extent to which each criterion is currently evident (actually practiced) within your school. Use the following evaluative markers:
AE - Always evident - SE - Sometimes evident - NE - Not evident - U - Unable to respond
Extent of Actual-Practice
AESENEU
Criterion 1 Personnel
AEThe teachers are joyful/excited about their Catholic faith.
AEThe teachers are actively and positively participating in personal, parish and school faith formation and activities.
SEStudents know the teachers’ faith “stories.”
AEStudents and families consider the teachers to be models of Catholicity.
Criterion 2 Curriculum
AETeachers regularly and intentionally plan to include faith into classroom instruction.
AETeachers spontaneously make connections during instruction to the Catholic faith.
SEExtra-curricular events/activities reflect and teach Gospel values.
AEAll disciplines integrate Gospel values, including moral and social justice issues.
Criterion 3 Environment
AEThe environment is rich with Catholic icons.
AEFaith infused student work is displayed.
SEPrayer centers are located in the school building and in every classroom.
AEPosted materials are tied to the faith.
AEVirtuous Behavior Formation is actively implemented.
AEMeetings and school activities include prayer.
AEThe school's physical environment (bulletin boards, displays, decorations) promotes an understanding of Catholic terminology and practice.
AEReligious art is evident throughout the school.
Criterion 4 Community
AEFamilies and school staff actively and joyfully participate in the liturgy and parish activities, especially faith formation activities.
AEAll constituents are positive ambassadors for the school and promote a community of faith, welcoming and support.
Summary
The best ways we foster beingJoyfullyCatholicin our Schoolare...
The entire student body attends all school masses. 97% of the staff is Catholic. Staff attends Faculty Faith Formation classes. Every school activity begins with a prayer. Our curriculum is infused with Catholic values. Priests and seminarian teach portions of the theology curriculum in the classrooms.
Our School would be stronger in the area of Joyfully Catholic if we...
We do a great job teaching Catholic formation and the value of service to others but need to improve how they articulate their personal relationship with Jesus Christ.
ARCHDIOCESE OF KANSAS CITY IN KANSAS
School Evaluation of Criteria for Planning
Diligently Achieving
- Instructional Planning
- Assessment
- Implementation
- Frequency& Scheduling
- Data Analysis & Intervention
Simply put, our students are achieving to their fullest God-given potential. We want our students to achieve; we are called to develop the talents God gave us. To do this, our schools should be implementing the Multi-Tier System of Support and Virtuous Behavior Formation with fidelity and fully implementing differentiated instruction.
Prayerful Reflection—Diligently Achieving
We are on a faith journey as we begin to plan how we will reflect the mission of Jesus Christ in education and formation. Each school is an expression of the mission and ministry of Jesus through its education and formation programs and activities, as well as its evangelization efforts. Begin the session by inviting each person to bless him or herself, making the Sign of the Cross with the Holy Water at the table.
We gather in the name of Christ. We remember his life, death and resurrection and his sending the Spirit to be with us until the end of time.
Diligently achieving is an essential component of school ministries. Jesus, particularly in Luke’s Gospel, is the teacher par excellence. Listen as the Gospel is proclaimed:
"Again, it will be like a man going on a journey, who called his servants and entrusted his property to them. To one he gave five talents of money, to another two talents, and to another one talent, each according to his ability. Then he went on his journey. The man who had received the five talents went at once and put his money to work and gained five more. So also, the one with the two talents gained two more. But the man who had received the one talent went off, dug a hole in the ground and hid his master's money. "After a long time the master of those servants returned and settled accounts with them. The man who had received the five talents brought the other five. 'Master,' he said, 'you entrusted me with five talents. See, I have gained five more.' "His master replied, 'Well done, good and faithful servant! You have been faithful with a few things; I will put you in charge of many things. Come and share your master's happiness!' "The man with the two talents also came. 'Master,' he said, 'you entrusted me with two talents; see, I have gained two more.' "His master replied, 'Well done, good and faithful servant! You have been faithful with a few things; I will put you in charge of many things. Come and share your master's happiness!' "Then the man who had received the one talent came. 'Master,' he said, 'I knew that you are a hard man, harvesting where you have not sown and gathering where you have not scattered seed. So I was afraid and went out and hid your talent in the ground. See, here is what belongs to you.' "His master replied, 'You wicked, lazy servant! So you knew that I harvest where I have not sown and gather where I have not scattered seed? Well then, you should have put my money on deposit with the bankers, so that when I returned I would have received it back with interest." 'Take the talent from him and give it to the one who has the ten talents. For everyone who has will be given more, and he will have an abundance. Whoever does not have, even what he has will be taken from him. And throw that worthless servant outside, into the darkness, where there will be weeping and gnashing of teeth.'
Pray the Glory Be.
DILIGENTLY ACHIEVING
The Diligently Achieving School Criteria can be viewed through the categories of Instructional Planning; Assessment; Implementation; Frequency& Scheduling; Data Analysis & Intervention.
Please prayerfully study, reflect, and evaluate the extent to which each criterion is currently evident (actually practiced) within your school. Use the following evaluative markers:
AE - Always evident - SE - Sometimes evident - NE - Not evident - U - Unable to respond
Extent of Actual-Practice
AESENEU
Criterion 5 Instructional Planning
SEInstructional planning is based on student data.
AEInstructional planning is based on the Archdiocesan curriculum.
AEInstructional planning incorporates appropriate current and new technologies.
Criterion 6 Assessment
Uses a variety of student assessment data.
SETeachers use frequent formative assessment in the classroom.
AETeachers use curriculum-based measures.
SETeachers use different learning styles data and skill specific assessments to monitor student readinessand progress.
Criterion 7 Implementation
The school implements a variety of differentiated instructional strategies.
SEAll teachers routinely implement a variety of differentiated instructional strategies based on student data.
SEAll teachers routinely implement tiered activities.
SEAll teachers routinely implement curriculum compacting.
AEAll teachers routinely implement flexible grouping.
AEAll teachers routinely implement anchor activities.
SEAll teachers routinely implement problem-based learning.
Criterion 8 Frequency & Scheduling
SEA Master schedule reflects all grades have Tier II and Tier III in reading.
SEA Master schedule reflects all grades have Tier II and Tier III in Math.
AETier I (Core instruction) in Reading is scheduled uninterrupted daily.
SETier I in Math is scheduled uninterrupted daily.
SETier II Reading support is scheduled daily.
SETier II Math support is scheduled daily.
SETier III Reading support is scheduled 30 minutes daily.
SETier III Math support is scheduled 30 minutes daily.
SETier I students are progressed monitored monthly for placement decisions.
SETier II students are progressed monitored biweekly regarding placement decisions.
SETier III students are progressed monitored weekly regarding placement decisions.
Criterion 9 Data Analysis & Intervention
AEInterventions are research based and matched to specific skills.
AESchool uses a universal screener plus progress monitoring data to determine Tier instruction and support.
AEDifferentiated Instruction is used regularly during Tier I instruction.
AEStudent growth is measured by multiple assessments (e.g. Iowa Test of Basic Skills (ITBS), Kansas Assessments, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Missouri Assessment Program (MAP), Kansas English Language Proficiency Assessment (KELPA), EasyCurriculum-Based Measurement Solutions (CBM).
SEStudent data is reviewed and used to change instruction monthly.
Summary
The most effective methods we use to assess our students are...
DIBELS, Running records, teacher observation, Bader, Iowa Test of Basic Skills, State Assessments, FormativeUnit: Chapter Tests
The most effective instructional strategies implemented at our school are...
MTSS, differentiated instruction, Kagan methods, peer tutoring, small groups
The best aspect about our instructional planning is …
Collaboration time with teaching partners, grade levels and whole staff collaboration time
ARCHDIOCESE OF KANSAS CITY IN KANSAS
School Evaluation of Criteria for Planning
Intentionally Self-Giving
- Planning
- Implementation
- Reflection
- Frequency
“The Church’s social doctrine is an integral part of her evangelizing ministry.”
(Compendium of the Social Doctrine of the Church, no. 66)
“The Church's social doctrine ‘is itself a valid instrument of evangelizationand is born of the always new meeting of the Gospel message and social life. Understood in this way, this social doctrine is a distinctive way for the Church to carry out her ministry of the Word and her prophetic role. ‘In effect, to teach and to spread her social doctrine pertains to the Church's evangelizing mission and is an essential part of the Christian message, since this doctrine points out the direct consequences of that message in the life of society and situates daily work and struggles for outreach in the context of bearing witness to Christ the Savior’.”
(Compendium of the Social Doctrine of the Church, no. 67)
Part of the stewardship activity of the schoolreflects the need to encourage the faithful to work for outreach based on Catholic Moral and Social Teachings. This includes offering direct service to those in need, working for respect life, attempting to eliminate the causes of poverty and living by the values of the Gospel.
Our charity toward others is rooted in an individual, age-appropriate, discernment process that asks students to reflect on their God-given talents and how He is asking them to use them to serve Him and others in fulfillment of the Gospel.
Prayerful Reflection—Intentionally Self-Giving
Begin the session by inviting each person to bless him or herself, making the Sign of the Cross with the Holy Water at the table.
We gather in the name of Christ. We remember his life, death and resurrection and his sending the Spirit to be with us until the end of time.
Serving God involves serving one’s neighbor. As we begin to evaluate how we reflect the Gospel mandate to serve, let us listen to the Word of God:
“Then the king will say to those on his right, 'Come, you who are blessed by my Father. Inherit the kingdom prepared for you from the foundation of the world. For I was hungry and you gave me food, I was thirsty and you gave me drink, a stranger and you welcomed me, naked and you clothed me, ill and you cared for me, in prison and you visited me.'
Then the righteous will answer him and say, ‘Lord, when did we see you hungry and feed you, or thirsty and give you drink?’ When did we see you a stranger and welcome you, or naked and clothe you?” And the king will say to them in reply, ‘Amen, I say to you, whatever you did for one of these least brothers of mine, you did for me.’” (Matthew 25:34-38; 40)
“Stewardship is about a change of heart. It is a way of life and the work of a lifetime. The Church refers to the four pillars of stewardship: hospitality, prayer, formation and service. The most successful evangelization taking place today is in parishes, which have worked long and hard to help people understand the true concept of stewardship and giftedness, and which provide an atmosphere where everyone feels welcome and needed. Stewardship is about time, talent, and treasure.”
Pray the Prayer of St. Francis.
INTENTIONALLY SELF-GIVING
Life of service is based on one’s Baptismal call to participate in God’s life as a disciple of Jesus Christ. Our charity towards others is rooted in an individual, age-appropriate, discernment process that asks students to reflect on their God-given talents and how God is asking them to use them to serve God and others in fulfillment of the Gospel.
Please prayerfully study, reflect, and evaluate the extent to which each criterion is currently evident (actuallypracticed) within your school. Use the following evaluative markers: