St. Thomas the Apostle School
Designing our Future
Middle States Association of Colleges and Schools
2012-2013
Table of Contents
Philosophy/Mission Study………………………………………………………………………3-7
The Community Study…………………………………………………………………………8-23
Student Services, Student Life and Activities………………………………………………..24-44
Art Program Study……………………………………………………………………………45-59
Social Studies Program Study………………………………………………………………..60-75
Science Program Study…………………………….………………………………………..76-88
Religion Program Study…………………………...………………………………………..89-106
Leadership and Organization Study……………………………………………………….107-129
Resources Study………………………………………………………………………...…130-157
Strategic Plan……………………………………………………………………………....158-173
Members of the Philosophy/Mission Study Committee
Steve Mazzitelli……………………………………………………………………..Music Teacher
Ellen Mulvihill……………………………………………...…………………Grade Four Teacher
Christine O’Toole……………………………………………..………………Grade Two Teacher
Sister Cathy Regan…………………………………………………………..Kindergarten Teacher
Christina Teisch…………………………………………………………………………..Principal
Introduction/History
“Charlie, we need a school!” Father Joe Smith declared to Father Charles Murphy on an autumn morning in 1945. Four years later, he received permission from Bishop Thomas Molloy to build a school and complete his dream community for the people of West Hempstead. Ground was broken for the present school building in September 1949, and classes began in the basement of the church in September 1950. 420 pupils and 8 Sisters of Charity of the Blessed Virgin Mary moved into the school building in October. Our first principal, Sister Catherine Marie Walsh, managed to increase the faculty to 17 by the fall of 1953. These dedicated women taught in the school and conducted Religious Education classes for public school children each week.
The 1950’s were years of growth and change for the parish and the school. The priests of the parish were frequent visitors to the classrooms of the school, especially Father Charles Murphy, who taught religion to the older classes.
By 1956, there were 900 students in the school and a lengthy waiting list. Sister Mary Myles Dolan arrived in West Hempstead in the fall of 1956 and served as the principal of the school until June 1962. During her tenure, the new wing was added to the school and dedicated in March of 1958. The school population swelled to1,250.
The decade of the sixties brought about increased interest and involvement on the part of the laity in the activities of both the parish and the school. Sister Mary Angela Busar became the third principal of the school in 1962 and faced major changes that followed the death of Msgr. Smith in November 1966. Msgr. Richard Walsh succeeded in bringing his dedication to the Blessed Mother to the students of St. Thomas School. The first lay School Board was installed in 1969 and the activities of the school were reported in the official parish newspaper “The St. Thomas the Apostle Review.”
In 1971 Sister Mary Angela became the next principal of St. Thomas School. She tackled the problems of declining enrolment, fewer teaching sisters and a growing percentage of lay faculty members. Under her direction, students became involved in individualized instruction and the staff included a guidance counselor and special content teachers for physical education, art and music.
The school celebrated its 25th anniversary in 1975. In 1978 Father William Costello became the third pastor of St. Thomas. The school was a priority to him and it flourished during his years of administration.
In 1980, the fifth principal arrived, Sister Garcia Daly, continuing the tradition of excellence that marked the administrations of her predecessors. By 1985, Sister Mary Casey became the next principal. The school now had a computer program, offered Spanish classes in the upper grades and separated the junior high students from the lower grades.
By June 1990, St. Thomas was experiencing financial difficulties. The new pastor, Msgr. John Martin, was faced with declining contributions as well as enrollment in the school. Despite all his efforts to the contrary, the school downsized and tuition rose to offset the subsidy. Parishioners banded together to strengthen the school’s profile. The Enrollment and Publicity committees were formed to publish the Good News about St. Thomas School and the “Catch the Spirit” campaign began.
By 1995, the enrollment began to rise. New programs were added to include 2,3 and 4 year olds and an all day kindergarten. In June 1996 Msgr. James Lisante was named pastor dedicating himself to the preservation of the school. In May of 1997 St. Thomas School received its first Middle Sates Accreditation. The growing enrollment necessitated the creation of three full day kindergarten classes. In 1998, Mrs. Christina Teisch became the first lay principal. As we ushered in the new century, the school’s 50th anniversary was celebrated with a student population of 481 children. In 2009, Msgr. Francis Maniscalco became pastor of St. Thomas the Apostle Parish and remains here to date.
St. Thomas School has survived many changes in its 60 year history. As we travel through the millennium we are enjoying a strong student population drawing students from numerous neighboring communities as well as West Hempstead. Our graduates fare well as they continue on their spiritual and educational journey. Their constant love and support for the halls they once graced is evident all around us each and every day.
We invite the Middle States Association to review our proposal for re-accreditation.
We have kept our mission statement and beliefs alive and vibrant in the halls of St. Thomas the Apostle School. We value and hold onto our past traditions and move forward to be a school of excellence as we continually incorporate new strategies to “Design Our Future.”
Philosophy
Mission of St. Thomas the Apostle School
St. Thomas the Apostle School has challenged students to be the best they can be under the mission statement of “To Teach, Build Community and To Serve.”
We are an APOSTLE school, dedicated to following and integrating Jesus’ message of peace, hope, and love into our daily lives. Ours is a mission of evolvement to meet the diverse needs of our students, parents, parish and community. As a religious academic institution, we assume a developmental role. Learning is an active, transformational process. Students, teachers, parents, and administrative staff are recognized as individuals of ever-evolving abilities and gifts.
We are APOSTLES. Our mission is a continuous pilgrimage. Our relationship to God and to each other, as expressed in Scripture, Catholic doctrine, and tradition is one of infinite possibilities. We are a school of dedication and endless commitment displayed by its faculty, administration, students and parents on a daily basis.
Within this Christian atmosphere, camaraderie and concern for each other is the thread that binds us together. A focus on basic academic skills, critical and creative thinking, global studies, environmental issues, and appreciation for the diversity among all of us permeates all we undertake.
We operate on the belief that all children have the ability to learn on their level in their own time. We respect their differences of learning and provide them with opportunities to thrive in various modalities. As our students progress through the grade levels, combinations of concrete and abstract operations are utilized. All endeavors are designed to motivate productive thinkers! We capitalize on our students’ strengths and work to remediate their weaknesses.
Our APOSTOLIC mission is carried out in an atmosphere of Beatitude Living. A spiritual perspective is first initiated in the home and then reinforced in the school through the efforts of Christian role models. Spiritual growth is a journey towards God. It is faith-filled action. Our children are APOSTLES, young disciples, taught to practice their religion. These actions have been demonstrated through numerous activities we have accomplished as we assist our neighbors on a local, national and global front.
The philosophy committee comprised of teachers reviewed our previous mission statement to assess its viability to our present school community and population. It was deemed that our apostolic perspective still had validity for our school. We live our mission statement in all we undertake as a school community allowing all to witness our commitment to its core value.
Middle States Accreditation Standards Review
For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.” 4= Strongly Implemented 1= Not Implemented n.a.= Not Applicable
The Middle States Standard on Philosophy/Mission
The Standard: The school has a clearly written and actively implemented statement of philosophy/mission that conveys the general and specific purposes of its educational program, expresses expectations for quality, and serves as the basis for daily operational and instructional decision making as well as long-range planning. Stakeholders give input into the development of the school’s philosophy/mission and understand and accept it. This document is aligned with the community served and is reviewed periodically by stakeholder representatives.
Degree of Implementation
/MSA Indicator
4 3 2 1 na / The school takes steps to ensure that students and their families understand and support the school’s philosophy/mission.4 3 2 1 na / The philosophy/mission is consistent with ethical norms and demonstrates respect for persons of all races, creeds, and cultures.
4 3 2 1 na / The philosophy/mission is free of contradiction, ambiguity, and excessive abstraction.
4 3 2 1 na / The school implements a system to assess its effectiveness in fulfilling its philosophy/mission.
4 3 2 1 na / The school’s philosophy/mission is clearly communicated in its brochures, promotional materials, policy and procedural handbooks, web site, and similar resources.
Degree of Implementation
/MSA Indicator
4 3 2 1 na / The school’s religious identity is articulated clearly in the school’s mission, beliefs and publications.4 3 2 1 na / The school’s religious identity is integrated into its philosophy/mission and its school-wide goals and objectives.
4 3 2 1 na / Symbols and artifacts of the school community’s faith are visible in the school.
Members of the Community Study Committee
Joan Barrett……………………………………………………….………….Grade Three Teacher
Carol Harvey……………………………….…………………….Grade Seven and Eight Teacher
Ginny Miller……………………………………………………………..…….Grade One Teacher
Christina Teisch……………………………………………………………………..……Principal
4.1.1The Student Population (Student Population and Projections Data Chart)
Grade/ Level / Years Ago / This Year / Years Ahead5 / 4 / 3 / 2 / 1 / 1 / 2 / 3 / 4 / 5
Infant 0 – 2 Years Old / 10 / 11 / 10 / 9 / 7 / 12 / 8 / 10 / 9 / 10 / 10
PK – 3 Years Old / 20 / 21 / 19 / 20 / 18 / 19 / 19 / 20 / 19 / 19 / 19
PK – 4 Years Old / 87 / 81 / 58 / 37 / 36 / 38 / 40 / 38 / 39 / 38 / 40
K / 44 / 39 / 40 / 36 / 34 / 36 / 37 / 38 / 36 / 37 / 37
1 / 40 / 50 / 41 / 45 / 42 / 40 / 44 / 43 / 43 / 42 / 41
2 / 44 / 34 / 49 / 37 / 46 / 39 / 43 / 39 / 42 / 39 / 44
3 / 48 / 39 / 34 / 51 / 39 / 45 / 47 / 41 / 40 / 39 / 42
4 / 46 / 52 / 40 / 35 / 53 / 40 / 42 / 41 / 44 / 46 / 48
5 / 43 / 47 / 51 / 41 / 35 / 51 / 47 / 39 / 45 / 47 / 49
6 / 40 / 43 / 48 / 52 / 37 / 35 / 36 / 38 / 42 / 46 / 47
7 / 51 / 50 / 44 / 47 / 50 / 34 / 38 / 40 / 41 / 45 / 46
8 / 44 / 48 / 51 / 41 / 48 / 51 / 51 / 49 / 45 / 49 / 50
Total / 517 / 515 / 485 / 451 / 445 / 440 / 452 / 436 / 445 / 457 / 473
Analyze and comment on the implications of enrollment trends and projections.
The implication of the above data in regard to our enrollment trends requires us to emphasize our pre-school program to increase our numbers. This being the area of greatest decline it has implications on our total school’s growth. Grades one through eight are consistent in their growth.
4.4 Subgroups
4.4.1Trends and Projections of Subgroups
Subgroups / Years Ago / This Year / Years Ahead5 / 4 / 3 / 2 / 1 / 1 / 2 / 3 / 4 / 5
Catholic / 437 / 441 / 416 / 392 / 378 / 363 / 389 / 367 / 374 / 382 / 396
Non-Catholic / 80 / 74 / 69 / 59 / 67 / 77 / 63 / 69 / 71 / 75 / 77
In-district / 206 / 199 / 191 / 197 / 182 / 189 / 190 / 192 / 195 / 196 / 190
Out of district / 207 / 205 / 212 / 185 / 202 / 201 / 204 / 202 / 206 / 201 / 200
Analyze and comment on the implications of the trends and projections of subgroups.
The sub-groups of Catholic and non-Catholic indicate an upward trend of the percentage of non-Catholics at St. Thomas School. This increase indicates that our apostolic mission is being successfully carried out through our openness to children of all faiths.
By continuing to increase our non-Catholic population, it will be possible to take advantages of opportunities to carry out our ministry of evangelization in the Church.We draw from a number of areas outside of our district totaling 12 towns. We have a steady population enrolling at our school from these towns which keeps our enrollment strong.
4.5.2 Student Departures (Student Departures Projections Data Chart)
Reasons for Departure / Years Ago / This Year / Years Ahead5 / 4 / 3 / 2 / 1 / 1 / 2 / 3 / 4 / 5
Financial / 2 / 4 / 4 / 2 / 3 / 5 / 3 / 4 / 3 / 2 / 4
Moved / 14 / 5 / 6 / 5 / 5 / 4 / 5 / 4 / 5 / 5 / 6
Chose Another School / 6 / 9 / 4 / 6 / 10 / 11 / 8 / 7 / 5 / 6 / 6
Special Needs / 5 / 5 / 5 / 2 / 1 / 5 / 4 / 5 / 4 / 3 / 4
Analyze the implications of trends and projections of student departures.
The number of students who left STS choosing another school is the greatest area of concern. At the middle school level, students have chosen to attend Kellenberg Memorial Middle School. A small percentage of students who can’t be serviced at STS require special services at another location.
4.5Stability of Student Population
Grade / Percentage Years in School1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11+
Infant
PK – 3 / 100
PK – 4 / 15 / 75
PK – 5 / 5 / 15 / 75
K / 56 / 23 / 21
1 / 21 / 22 / 21 / 37
2 / 4 / 9 / 19 / 28 / 40
3 / 4 / 4 / 4 / 25 / 20 / 42
4 / 7 / 5 / 5 / 8 / 2 / 2 / 27
5 / 2 / 6 / 5 / 2 / 8 / 22 / 20 / 35
6 / 17 / 17 / 17 / 4 / 4 / 6 / 6 / 3 / 26
7 / 6 / 3 / 3 / 3 / 3 / 4 / 6 / 8 / 50 / 14
8 / 4 / 8 / 8 / 4 / 8 / 0 / 2 / 6 / 1 / 4 / 55
4.6.2Analyze and comment on the implications of the stability of the student population.
Strong relationships are maintained in a school whereby a steady population follows throughout the life of the school’s years. We show a consistent enrollment of students from pre-school through grade 8 with some transient experiences.
4.7Achievement of Student
Name of achievement assessment / Grade levels administered / Areas assessed / Frequency of assessmentIOWAS / Grades 2-7 / ELA/Math / Once a year
Cogats / Grade 1 / ELA/Math / Once a year
4.7.1.1 Analyze and comment on the implications of the student achievement measures.
Our students total battery core score averages in the 85 percentile. The Reading total averages in the 85%; Language 87% and Math 81%. These scores reflect the dedicated work by our staff and teachers combined with a positive home support system.
4.7.1.2Describe the frequency of assessing student achievement using standardized measures in the school.
The administration of standardized testing occurs once a year in the fall for grades 2-7 and in the spring for grade 1. This enables us to examine the students’ profile by December and incorporate teaching strategies in the classroom that support the results.
4.7.1.3Describe how standardized achievement test results are reported and
explained to students, parents and the community.
At our December report card sessions, teachers distribute the results of the IOWAS testing program to the parents. An explanation of the testing protocol and curriculum areas tested occursat these conferences. The child’s areas of strength and challenges are reviewed. These results are not made public to the community.
4.7.1.4Describe how achievement tests are used to improve educational programs.
The various areas tested are examined by the teachers with the principal at staff meetings. Here each area is compared to the total school’s results. If a constant pattern emerges of deficiency, the teachers discuss what specific instructional strategies need to be infused into the classroom to assist in the children’s success in this area.
4.8Family Information
Family involvement is important to all students and schools. Research clearly documents that schools that are successful make every effort to involve families in the school and especially in the day-to-day education of the students. Although this is certainly difficult, it must continue to be a high priority in our schools.
Educational Background of Parents/Guardians
Educational Background of Parents/Guardian /Father/Male Guardian
/Mother/Female Guardian
Percent with partial high school attendance, but did not graduate / 15% / 20%Percent who are high school graduates / 10% / 10%
Percent with some formal education beyond high school, but without a degree / 20% / 15%
Percent with some college education, but without a degree / 20% / 15%
Percent with Bachelor’s degrees / 20% / 20%
Percent with advanced degrees / 15% / 20%
Other / 0% / 0%
100% / 100%
Occupational Background of Parents/Guardian
Occupational Background of Parent/Guardian / Father/Male Guardian / Mother/Female GuardianClerical / 5% / 10%
Educational / 10% / 15%
Managerial / 10% / 5%
Medical/Healthcare / 10% / 25%
Military / 1% / 0%
Professional / 20% / 15%
Self-Employed / 15% / 5%
Service Occupations / 10% / 5%
Technology-Related / 15% / 10%
Stay-at-home Parent / 2% / 5%
Unemployed / 2% / 5%
100% / 100%
Residence Situations of Students
Resident Situations of Students /Percentage
Percent of students living with both parents / 65%Percent of students living with one parent / 25%
Percent of students living with relative (s) / 5%
Percent of students living with guardian (s) / 5%
Percent of students living in foster care or institutional residence / 0%
4.8.1Analyze and describe (or list) the support services the school provides for families.
If required, the school psychologist can provide services for our school families. In addition he can provide outside resource facilities for them.
4.8.2Analyze and describe (or list) the various programs or activities through which the parents relate to the school and the school relates to the parents.
Parents relate to the school through various programs. Many grades provide forums for parents to participate in the educational process such as parents as reading partners in kindergarten, grade two’s star student of the week, assisting at social events such as holiday parties and dances. In addition parents are involved in field days, student appreciation days, and classroom celebrations.
4.9Supporting Institutions
4.9.1List the institutions, i.e., hospitals, health centers, libraries, service clubs, corporations, etc. that work with the school in the service of students. Describe what each does with the school.
Our local libraries assist our students by coordinating with our teachers. This coordination supports the novel selections for students working on many grade level projects and assignments. In addition, summer reading selections are discussed to ensure the availability of these books.
Our local fire department provides our students with fire safety programs.
4.9.2In what community events do students, faculty or school administrators regularly participate? Describe what this participation entails.
Our students participate in their local community events such as parish run service programs. Students in grades 6-7-8 participate in the Youth Group providing service to local senior citizens. Students also partake in Boy Scouts and Girl Scouts troops.
4.9.3Analyze and describe how the school provides information to the public and to supporting institutions.