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Dreams are Free Catholic School at Bishop Nevins Academy
Florida Catholic Conference
School Improvement Plan
2010 – 2011
Area 1: School Profile
2009 - 2010
Dawn Gordon, Registrar (Committee Chair)
Sandra Caliendo, Resource Coordinator
Caroline Cornelius, Elementary Level 4 Teacher
Debbie Hancock, Administrative Assistant
Katherine Lynn, Middle School Level 1 Teacher
Melissa McGrath, Elementary Level 3 Teacher
Kelly McWilliams, Middle School Level 2 Teacher
Laura Paolercio, CPA / bookkeeper
2010 - 2011
Mary Aksentis, Principal
Marylou Ferraro, Art Teacher
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The History of Dreams are Free Catholic School
at Bishop Nevins Academy
Sarasota, Florida
Initiated in the fall of 1994 by Sister Marlene Weidenborner, OSF,
Superintendent of Schools, the Diocese of Venice in Florida, and the vision
of Sister Gilchrist Cottrill, CE, a school based program dedicated to
students with special learning needs and their families, was implemented in
all the schools in the Diocese of Venice . The program was called Dreams
are Free, and offered learning strategies to teachers, students and parents
through a combination of medical and educational services at all the schools.
When used in the regular classroom, these services benefited all students and
strengthened all family structures by forming alliances among students,
teachers and parents. Stresses related to school failure which resulted in
family instability were lessened. By striving to meet the learning needs of all
students in an atmosphere of cultural diversity, promoting awareness of
social responsibility was key. The Dreams Are Free program was very
successful in the Catholic schools of the Diocese of Venice.
In an effort to serve those students who needed additional services
in a stable, more nurturing environment with smaller class sizes and
more individualized instruction, the Dreams Are Free Institute was
created.
Bishop John J. Nevins, D.D., broke ground for the Dreams Are
Free Institute on May 25, 2000. The new facility was still under
construction, when the school began accepting students in 2001 under
the direction of Sister Gilchrist Cottrill, CE. This was the first special
purpose Catholic school for students with learning disabilities in the
Diocese of Venice.
Due to delays in construction of the new facility, Reverend Fausto
Stampiglia, Pastor, welcomed the Dreams Are Free Institute
community to his parish, St. Martha, where classes were held in the
Religious Education building during the 2001-2002 school year. The
new facility was completed in 2002 on a 19 acre site at the corner of
Fruitville and McIntosh roads.
The facility was to be the first domed school in the state of F1orida. In
the event of a weather emergency the domes have been designated as
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hurricane proof buildings, withstanding sustained winds of 168 mph. In
2008 the Diocese of Venice and the Red Cross signed an agreement making
the domes part of the county hurricane shelter system.
In 2002, the Dreams Are Free Institute began the school year in the new
location. The school shares the grounds with the St. Martha Catholic School
on the new campus called Bishop Nevins Academy. The Dreams Are Free
Institute occupies one dome. Currently, the schools physically share the
cafeteria and outdoor space and have developed a symbiotic relationship of
sharing resources including personnel expertise while working together to
provide the best learning environment for all our students.
In 2002 a second Dreams Are Free School, Father Anglim Academy at
Dreams Are Free opened at the southern end of the Diocese of Venice on
the campus of St. Francis Xavier School and Church in downtown Ft Myers.
During the 2004-2005 school year a rebuilding and re-evaluation year, the
name of the school was changed to the Dreams Are Free School at Bishop
Nevins Academy.
The Dreams Are Free School is not part of a parish and does not have
a pastor affiliated with administration. The administration guidance comes
directly from the Education Department of the Diocese of Venice in Florida.
Since the founding of the school in 2001 by Sister Gilchrist Cottril, SND,
Director, there have been changes in administration as follows:
2002 - 2003 David Ursal, Principal – Sr. Gilchrist Cottrill, CE, Director
2003 - 2004 Maryann Lehmann, Principal – Sr. Gilchrist Cottrill, CE,
Director
2004 - 2005 Dorothy Novak, Interim Principal
2005 - 2006 Dorothy Novak, Interim Principal
2006 - 2007 Stewart Downes, Principal
2007 - 2008 Stewart Downes, Principal
2008 - 2009 Dr. Judy Dickinson, Director
2009 - 2010 Dr. Judy Dickinson, Director
2010 - 2011 Mary Aksentis, Principal
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Executive Summary:
The Dreams Are Free Program was the vision of Sister Gilchrist Cottrill,
CE and was a school-based program that started in fall of 1994 and offered
learning strategies for teachers, students, and parents in classrooms
throughout the Diocese of Venice.
In an effort to serve students who needed additional services in a more
nurturing environment with smaller class sizes, the Dreams Are Free
Institute was created and began accepting students in 2001. When Bishop
Nevins Academy was completed in 2002, both St .Martha Catholic School
and Dreams Are Free School began sharing the facility. Dreams Are Free
Catholic School occupies one dome (F-Dome) in the facility and shares the
media center, cafeteria, chapel, and St. Anne Hall with St. Martha School.
The Dreams Are Free Catholic School is not part of a parish and does not
have a pastor affiliated with administration. The close relationship with St.
Martha School and parish has enabled Dreams Are Free School to have a
priest from St. Martha’s Parish to conduct the chapel liturgy on three Fridays
of the month. On the first Friday of every month, St. Martha School and
Dreams Are Free School come together and participate in the liturgy service
in St. Anne Hall with the pastor of St. Martha Church, Father Fausto
Stampiglia.
Dreams Are Free Catholic School has had five previous Principals or
directors since it began in 2001. The current Principal, Mary Aksentis, began
as the administrator on August 2010.
The Principal, Mrs. Aksentis, met with the staff during the pre-planning
of the 2010-2011 school year. The school had just received new Science and
Social Studies textbooks during the summer break. In staff meetings, it was
determined that the faculty believed the math program, Math Steps, which
was five-years old, needed to be replaced. There were also concerns about
the lack of curriculum for spelling and language arts. Staff discussed their
belief that there needed to be a greater emphasis on prayer and an
established community time.
The Principal began the year by establishing a pattern of greeting the
students every morning at the dome doors. Immediately following
homeroom, the students gather in the community area for discussion, the
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pledge, and to pray together before classes start. At the end of the day before
dismissal, the students gather to pray and state the school motto.
The Diocese of Venice’s theme for the 2010-2011 school year was
“Catholic Identity”. In the fall of 2010, Father Damian toured the facility
and met with the Principal and recommendations were made to increase the
references to our catholic identity throughout the dome. The motto, “May
God’s Love Shine Through All You Do” was added, along with displays of
scripture and each classroom selected a saint for their classroom. At the
Education Conference for the Diocese in March, 2010, teachers attended a
session on “Catholic Identity in the Classroom”. The suggestion to add a
religious table to display items in the classroom has begun in our dome.
Dreams Are Free Catholic School currently serves students from Grades
K-8 with special needs in the areas of learning disabilities, attention deficit
disorder, autism spectrum disorder, or Asperger’s Syndrome. Beginning in
the 2012-2013 school year, Dreams Are Free Catholic School plans to
expand to include the ninth grade. The school is currently updating the
technology in the dome to increase our ability to utilize the new curriculum
and improve student learning.
Dreams Are Free became an affiliate member of the Florida Catholic
Conference (FCC) and has followed the policies and procedures as set forth
by The Accreditation Committee of the Florida Catholic Conference. On
February 4, 2008 a written request for application was made to proceed with
“Candidate” status for FCC Accreditation.
In September 2009, Dr. Judith Dickinson, the director of Dreams Are
Free Catholic School began the Accreditation Process selecting two faculty
members to be on the steering committee. An overview was presented and
the FCC Standards and Procedures were reviewed. This is the first time
Dreams Are Free Catholic School is participating in the accreditation
process.
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Area 1: School Profile
Introduction
The Dreams are Free Institute was established in 2001 and became an
affiliate member of the Florida Catholic Conference. The Dreams Are Free
School has followed the policies and procedures as set forth by The
Accreditation Committee of the Florida Catholic Conference (FCC) since its
establishment in 2001. On February 4, 2008 a written request for application
was made to proceed with “Candidate” status for FCC accreditation. Our
program serves students with mild learning challenges which include
students with: specific learning disabilities, attention deficit disorder, autism
spectrum disorder and Asperger's syndrome.
On September 28, 2009 the Dreams Are Free School began planning for
the development of the Self Improvement Plan (SIP). Dr. Judy Dickinson,
Director, appointed two faculty members to serve as steering committee
chair. Katherine Lynn, Middle Level 1 teacher and Kelly McWilliams,
Middle Level 2 teacher are committee chair persons. Dr. Dickinson
provided the steering committee a timeline that would ultimately produce an
action plan with the purpose of improving student performance. The chair
persons and staff met as a faculty and reviewed the National Study of School
Evaluation (NSSE) indicators of school-wide indicators of quality.
Discussions included self-assessment of programs and curriculum. The
faculty members collaborated with the committee to determine the process.
Guidelines of the NSSE and the Florida Catholic Conference (FCC) School
Improvement Plan (SIP) were followed.
Currently all student data is collected through the Administrator Plus
Software Program. A series of fields have been structured to collect
necessary data for a variety of reports for the Diocese of Venice including:
demographic information, ethnicity, McKay Scholarship, tuition assistance,
religion, registered parish, sacraments received, birthplace, ESOL,
emergency contacts, etc. We are able to add fields as necessary when future
data collection requirements may be determined. All data is stored on the
network server along with backups completed daily.
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The Area I committee consisting of Dawn Gordon, Chair and members,
Sandy Caliendo, Caroline Cornelius, Debbie Hancock, Kathy Lynn, Melissa
McGrath, Kelly McWiliams and Laura Paolercio developed a timeline for
completion of the school demographic information and formulated a plan to
secure completed survey.
I. School and Analysis
a. Catholic Identity:
The Dreams Are Free School supports the academic needs of the students
in a caring faith community. We support the parents by educating their
children in a Catholic environment which takes into consideration the child’s
spiritual, academic, social and emotional needs. The goal is to educate each
child in a loving environment, with strong Catholic values and ideals. The
staff strives to meet the individual needs of each student with consideration
to diversity, social responsibility and good moral character.
Upon arrival, students are greeted individually at the door by Mary
Aksentis, Principal. After reporting to homeroom, students and staff gather
daily in the St. Francis of Assisi Community Area to discuss weekly
activities that involve academic and social skills. One student is selected
each week to lead the group in the Pledge of Allegiance and morning prayer.
Bulletin board displays, statues, and pictures throughout the school building
all help to show Catholic Identity in our surroundings. During the weekly
liturgy the Gospel word is read and the values are incorporated into the
social skills lessons and religion classes. Prior to dismissal, the principal
meets with students for a closing prayer and the students participate in the
stating of our school motto, May God’s Love Shine Through All You Do.
In October of 2009, a parent meeting was held for Dreams Are Free
Catholic School. This meeting was to inform the parents that the school was
going to begin the process of seeking accreditation from the Florida Catholic
Conference (F.C.C). The parents were told that this was an integral part of
being a Catholic School in the Diocese of Venice. The parents were
informed that their participation would be an important part of the process.
At the meeting the parents were also informed that their opinions would be
included as part of the process and would be asked to take part in various
surveys throughout the year.
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The relationships developed within the faculty and staff are based on
Catholic teachings which allows us to model Christian values for the
students. Relationships based on mutual respect, understanding and the
teachings of Christ’s love for each other can be witnessed through the
support of others during especially difficult times.
The Pflaum Gospel Weeklies are utilized throughout the school bringing
the truth of the Catholic faith alive for each student. This series challenges
young people to live out their faith and to share their faith with others.
The Dreams Are Free School students and staff participate in weekly
Mass, a symbol of Catholic identity. The students participate in the Mass as
altar servers and readers. The chapel is also available for quiet reflection.
Reconciliation is offered with St. Martha Catholic School four-times a year
with priests from St. Martha Church. On the first Friday of each month a
school-wide Mass is held for our students and the students at St. Martha
Catholic School.
A monthly birthday celebration “Thank God you were Born Day” is
celebrated on the third Friday of each month in honor of the children
celebrating a birthday that month.
The Student Council (students in grades 6 through 8) participate in
service projects which exemplify social justice and Catholic social teaching
by coordinating collections to support local community organizations, thrift
shops, families in need, and food banks. Student Council assists the
elementary age students in participating in these events and drives.
The faculty and staff participate in a retreat at Our Lady of Perpetual Help
with the faculty and staff at Incarnation School. This year’s theme centered
on “living” the Beatitudes. Teachers are made aware of spiritual
development opportunities through the Diocese of Venice. The faculty is
participating in the Into the Fields program which is a Diocesan
requirement. Into the Fields is from Twenty Third Publications, by Bill
Huebsch and Sr. Maureen Shaughnessy, SC. and based on the Catechism of
the Catholic Church. This is a program for catechists to further develop
their vocation within the Catholic School system. Into the Fields allows the
teachers to examine their own faith and growth as Catholics and learn how
to be able to communicate their faith more effectively in ministering to the
students. As Catholics we can better understand our commitment, and can
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also bring the word of God closer to our students. Parents are invited to
participate in the weekly Liturgy. Students show how they live their faith by
participating in prayer before classes in the morning, a prayer at dismissal,
and liturgical activities throughout the year.
b. Current Demographics:
Enrollment
The Dreams Are Free School enrollment is 40 students for the 2009-2010
school. Over the past four years enrollment has continued to increase until
this year with a 17% decrease in enrollment.
As of October 2, 2009 two students were withdrawn due to family
financial issues and the down turn in the economy. They returned to public
school.
At the end of the 2010-2011 school year, the enrollment was 46 students,
which is a 13% increase.
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Relationship with Feeder Parishes
As of September 30, 2009 there were forty families at the Dreams Are
Free School. Twenty of these families are Catholic. Our families are
members the following parishes: St. Martha, St. Jude, Our Lady Queen of
Martyrs, Church of the Incarnation, Sts. Peter and Paul, St. Joseph, St.
Michael the Archangel and St. Thomas More. Five of our Catholic families
are unaffiliated with a Catholic parish. Twenty families are non-Catholic.
We receive tuition assistance for students from two parishes, Our Lady
Queen of Martyrs and St. Michael the Archangel.
Parent Information
The Parent Opinion Inventory (POI) was created by the committee to
collect information needed to determine the goals of the School
Improvement Plan. The staff selected the AdvancED survey for parents and
questions that did not apply to Dreams were removed. At the time, the NSSE
survey was not accessible. Thirty-nine parents received a copy of the POI
and thirty-four were returned to the office in sealed envelopes. Based on the
returned POI’s, the following information was generated.
79% Female
21% Male
Ethnicity
85% White
12% Hispanic
3% Multi-Racial
Home Language
The Sarasota County School District’s Home Language Survey is used to
determine the language spoken in the home. 82% of the families indicated
that English was the language used in the student’s home. 18% indicated
English was used in the home as well as Spanish, Hebrew and Greek. A
copy of the survey is included in the Area 1 Appendix.
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Parent’s Level of Education
3% Less than High School
12% Completed High School
18% Completed some college
26% Associates Degrees
24% BA/BS Degrees
18% Graduate Degree or higher
50% of the Dreams Are Free School families receive tuition subsidy from
the Dreams Are Free Scholarship Fund. The FACTS Tuition Aide Program
is used to identify families needing assistance. Only two parishes do provide
subsidy for students from their parish.
73% of the students receive the Senator John McKay Scholarship for
Children with Disabilities from the State of Florida and 50% of the John
McKay Scholarship recipients also receive a subsidy from the Dreams Are
Free Scholarship Fund. 1% of the families pay full tuition.
Parent Professions
Two Parent Families
Professional 66%
Sales 0%
Self-Employed 26%
Trade 0%
Homemaker 11%
Unemployed 5%
Unknown 5%
Retired 3%
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One Parent Families
Professional 21%
Sales 8%
Self-Employee 8%
Trade 3%
Homemaker 3%
Unemployed 3%
Unknown 21%
Retired 0%
Marital Status
50% Two parent families
47% One parent families: divorce, death, other
3% Child being raised by grandparents
Religious Affiliation
50% Catholic families
50% non-Catholic families
Other religious affiliations include Baptist, Christian, Episcopal, Jewish,
Lutheran, Methodist, Presbyterian and those unaffiliated with a church.
A copy of the opinion and home language survey is provided in the Area I
Appendix
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Parent Involvement
Parent Association
The Parents Association is responsible for:
Welcoming new parents, encouraging new and existing families to
volunteer at school
Working with the Administration to raise funds to supplement
tuition
Communicating with parents and the community on school
achievements and events
Providing family social gatherings to enhance our sense of
community
Book Fair donations
Bake Sale fundraiser
Social and academic assistance
Assist the administrative staff with office/clerical duties
School sponsored events (Christmas program, gingerbread house
project, etc.)
The Parent Association includes parent volunteers and reports to the
Administration. The Parents Association consists of a President, Vice-
President, Secretary and Treasurer and committees with a number of parents
who provide service to the school such as: lunch room help, help with
special projects in the classroom, providing refreshments or lunch for the
faculty and staff in gratitude for their hard work and providing classroom
necessities throughout the year.
The Parents Association fundraising is used to supplement student tuition.
They raise funds through our annual BBQ, Box Tops for Education, Target
card program, and Knights on the Run jog-a-thon and Scholastic Book Fair.
The School Board
The School Board was established in conformity with Diocesan Policy
and is a consultative board. Its function is to assist the Principal by making
recommendations. The board cooperates in the policy-making process by
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formulating and adapting, but never enacting, policy. The Dreams Are Free
School Board is being developed and currently consists of seven board
members. The administration is strategically selecting individuals to serve
on the School Board in an effort to fulfill our mission. The Board will
operate under its constitution and has two scheduled meetings this year.
The school has been accepted into the Back-to-Basics-Fundraising
Training sponsored by The Community Foundation of Sarasota. This is part
of the Community Foundation of Sarasota County’s BOOST Initiative
(Building Organizations’ Operational Strength Today), which is focused on
helping local non-profit organizations achieve their peak potential in times
of economic hardship. Some of the objectives stressed in this training
include
Understanding the components of a comprehensive fund development
strategy
The importance of a fund development plan which has diversification
among the sources of income
Writing a case statement
Understanding the entire “individual donor” giving cycle
Understanding of a Table of Gifts
Significance of a donor database
Creating a draft of an annual fund development plan
The School Board will be involved in the development of a comprehensive
fund plan.
Academic Enrichment Programs
Students at the Dreams are Free School are involved in academic
enrichment programs which also enhance their understanding of social
responsibility. The students and staff have helped the following
organizations in our community:
Mayor’s Feed the Hungry Campaign
Operation Rice Bowls collection
Pen pals for overseas service men and women
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Pet food drive to support the Humane Society of Sarasota County
The purpose of these programs ties into our religion topics and our
Catholic identity. The students donate or collect items and box them up
or send the money to the diocese. We encourage the students to follow
Jesus’ example in giving to others.
Extracurricular Programs
Extra-curricular activities are offered to students at the Dreams Are Free
School through St. Martha Catholic School which is a member of the Florida
Gulf Coast League. Competitive sports programs which include soccer,
basketball, and golf for the boys, and soccer, volleyball, and basketball for
the girls are offered to middle school students. Students in grades 6 – 8 may
participate in any school sponsored sports programs. Eligibility is based on
the following areas:
Academics – Students must maintain an average above 70% in each
class
Conduct – Students are expected to follow all school rules. Coaches
and teachers have the right to request that a student be suspended for
unsatisfactory behavior
Effort – Students are expected to do their best in all classes
Attitude – Students are expected to respect teachers and peers
Tryouts are held for each sport and students are expected to follow all
school rules, do their best in all classes and respect teachers and peers at all
times. St. Martha Catholic School handbook addresses all issues regarding
the athletic program and students are given informational flyers to contact
the appropriate teacher sponsor at St. Martha Catholic School for more
information and to sign-up. In addition, students may participate in other
after-school activities such as gymnastics and karate which is sponsored by
community businesses.
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Family Support Services
Before-School Program
For the benefit of our Dreams Are Free School families, a child care
program is provided for our students beginning at 7 AM. This free service is
provided and staffed by St. Martha School. The program provides a safe
place for our children when parents must drop children off early.
After-School Program
A child care program is provided for our students until 6 PM on most
school days. The After-School Program is provided and staffed by St.
Martha School to provide an enjoyable atmosphere with varying activities,
including outside play, homework time and indoor games. The students are
served a snack and drink.
School Counselor
The spiritual, academic, social and psychological growth of each child is
paramount. The challenges, problems and difficulties faced by students are
typical for young people growing up in today’s society. St Martha School
employs a licensed mental health counselor to help children and parents
address these problems. The Dreams Are Free School shares the services
provided by this counselor. With parent permission, the counselor may meet
with a child, assist in conflict resolution and make referrals for outside
intervention if necessary. The Guidance curriculum is Faith, Family &
Friends (National Catholic Education Association). Guidance activities are
designed to help students succeed and get along in the classroom.
Parent Education Programs
The schools in the Diocese of Venice are committed to the well-being of
those who are served by the Church. The Diocese has developed the Safe
Environment Program to honor this commitment to provide an environment
which is safe and nurturing for all who participate in school or parish
activities. Safe Environment education is mandated for all employees
(clergy, religious and laity), volunteers and others regularly involved with
minors. Information on abuse of children, and detection, prevention and
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reporting of child abuse is included in the training. Training sessions are
offered several times per year.
Parents of students receiving Title I services are invited to participate in
workshops offered through Sarasota County and in Bishop Nevins Academy.
These workshops offer strategies to help parents work with their children on
various academic subjects.
All parents and other volunteers for Dreams Are Free must have passed
the fingerprint criminal background check and completed the safe
environment training prior to volunteering at the school. All other parents or
visitors must present their driver’s license in the front office of St. Martha
School and receive a visitor badge. Either the principal or administrative
assistant will come to the office and escort these individuals to the Dreams
Are Free Dome and office area.
Educational Programs
The academic program is a full curriculum emphasizing small group and
individualized instruction in reading, spelling, writing, grammar and math as
well as classes in science and social studies. Supplemental materials and
instructional approaches are designed to match the student’s learning style
and needs. Students are assessed in reading, writing and math when they
enter Dreams Are Free. They are also given placement tests in reading and
math to ensure their correct placement in these subjects. We continuously
assess the student’s needs to determine the appropriate approach to
remediation. In addition, students attend resource class daily in which they
receive remediation in math and reading in small group and individual
settings.
The Dreams are Free School offers an elementary and middle school
curriculum which focuses on the academic requirements of the Florida
Catholic Conference (FCC) and the Sunshine State Standards of Florida,
with the inclusion of religious teaching (infused across the curriculum) and
the development of strong values. Dreams Are Free’s goal is to provide
students with the skills necessary to succeed in today’s complex and
technologically sophisticated society.
Language Arts, Math, Science, and Social Studies are based on the
Sunshine State Standards and the Curriculum set forth by the Diocese of
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Venice. Our textbooks and supplemental materials support appropriate grade
level material and topics.
Additional special subject courses are offered for a well-rounded
educational experience. All the students participate in physical education,
and art daily to enhance their gross motor, fine motor, and visual skills.
Occupational therapy is provided for students requiring additional assistance
with these skills or handwriting skills. Motor planning is essential to their
development. Music therapy, computer lab time, and library are provided on
a weekly basis for all grade levels. Every classroom has two computers for
the students to use for educational games and to research on the internet. An
increased emphasis on computer keyboarding skills is the focus of the
weekly computer lab time and technology skills are integrated into the
existing curriculum. Speech and language therapy is provided to students
whose individualized plan shows a need of these services. These small group
sessions target the individual needs of the student in the areas of articulation,
grammar, sentence structure, and language/vocabulary development.
In addition to the services provided as a special purpose school, Title I
services are provided to those students whose:
Residence is within the boundaries of a Title I public school
Their family income meets the income eligibility guidelines
determined by the E-rate Family Survey
Student’s standardized test scores are below grade level
For the 2010-2011 school year, six students qualified to participate in the
Title I Program for remediation in reading and math. Each student receives
forty minutes of instruction one time a week. Instruction is provided by a
Sarasota County approved certified teacher.
Sacrament Programs are offered to the Dreams Are Free School
students through their local parish community. The Sadlier Publishing series
“We Believe” assists in laying down the foundation of faith through
meaningful activities and helps prepare the students for the sacraments. The
program treats each sacrament individually and connects it to the life of the
student. In this way the student can draw from personal experience making
the sacrament come alive and have more meaning in their lives. This also
allows for a developmentally appropriate treatment of the personal
relationship between the student and the Lord.
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Field trips, music therapy and community time which focuses on
social skills training are activities that are integrated into the curriculum
which enables students to see the relationship between subject areas and life
in the community. Field trips were developed by the faculty and were based
on “The Essential 55” by Ron Clark. Field trips to museums and performing
arts provide several experiences and are overseen by our Principal, Mary
Aksentis, as well as faculty members. When out in public, students can
display social skills they are learning. They put into action their daily lessons;
whether it is greetings, behavior or purchasing an item with cash. Field trips
allow the children to engage in community. Their academics or social skills
become concrete as they learn different objectives. Students see for
themselves that school does apply to the “real world”. These field trips
provide understanding and opportunities that cannot be duplicated in the
classroom.
Music Therapy gives our students a chance to express themselves
through a different media. The board certified music therapist introduces and
encourages our students to learn about how music affects them and how it
can help them succeed academically. During music class, students are
exposed to new instruments where they can practice making music
themselves and are exposed to several genres of music. The therapist
correlates the music class to relate to classroom academics when possible.
Community time is a very special time of the day at Dreams Are Free.
Community time allows our school to come together as a group including
our youngest students age six through our oldest at age fifteen. During this
time the focus is on academic skills, life skills and character education, as
well as, encouraging students to take an active role in day to day learning.
Discussion includes the recalling and explaining of concepts they have
learned in their various classes. These are skills that will help students
become active and effective members of our community.
Reading Programs
S.P.I.R.E. – Specialized Program Individualizing Reading Excellence,
published by School Specialty is an intensive, multisensory reading
intervention program which integrates phonological awareness, phonics,
fluency, vocabulary, spelling and comprehension strategies. Placement tests
are given to place students in Levels one through six.
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Read for Real published by Zaner-Bloser is a non-fiction reading program
for those students who have completed Level six in S.P.I.R.E. The
instruction model teaches comprehension, vocabulary and fluency.
For those middle school students who have completed Read for Real, they
progress to novel studies. Several novels are presented throughout the year
to incorporate literary elements and sophisticated vocabulary that will
prepare the students for literature in high school.
Reading classes are held the first two periods of each day. While the
students are in reading class with the classroom teachers the others are in
Resource class. The second period the students switch classes.
The Resource Program is taught by two teachers. During the Resource
period, small groups are taken by one teacher to work on reading skills using
Making Connections published by School Specialty. Making Connections is
a scaffolded approach to comprehension. Each unit focuses on one
comprehension skill. In addition, the S.P.I.R.E. concepts are reinforced with
those students who are placed in the S.P.I.R.E. reading program. The
students that remain in the resource room work independently on Explode
the Code and SRA Multiple Skills Series. Explode the Code, published by
School Specialty, is a phonics program that correlates with the S.P.I.R.E.
concepts. It provides multi-sensory instruction in decoding and encoding
and writing skills. It also provides practice and reinforcement opportunities
for better retention. The SRA Multiple Sills Series is an individualized
reading program that reinforces reading skills and vocabulary. It is
diagnostic in that the teacher can identify specific types of reading skills that
might be causing difficulty for individual students. This program allows the
Resource teacher to work with small groups or individuals for specific
remediation.
The Math Program, Math Steps, teaches students at their competency
level rather than their age appropriate level. This truly allows teachers to
“close the gap,” with students and help them to feel successful and
competent. Throughout the year teachers reassess and evaluate each
student’s performance and adjust their math level as necessary.
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d. Personnel:
The Dreams Are Free School employs one Principal, one Registrar/
Administrative Assistant and one Marketing/Development Director. The
teaching staff consists of three Elementary teachers, one Middle school
teacher, two Resource teachers, one Counselor, one Physical Education
teacher, one Technology Coordinator and one Custodian. The Music
Therapist, Speech and Language Therapist and Occupational Therapist are
contracted positions. The teacher-student ratio is approximately 6:1. Class
sizes range from 4 to 11 students. The cap of the classroom size for a
special purpose school is twelve students. All members of the teaching staff
meet the requirements set forth by State of Florida certification code and the
Florida Catholic Conference Standards.
The years of experience of the current teaching staff range from three to
twenty five years with a mean of twelve years. The inventory reveals that 33%
of the teachers are below the age of 40 and 67% fall in the over 40 category.
The ethnicity of the staff is White and 89% of the staff is Catholic with 11%
non-Catholic.
Each staff member has a job description on file. Potential faculty
members seeking a position at Dreams Are Free complete and submit an
application to the Department of Education at the Diocese of Venice.
Candidates are interviewed and hired by the administration of the school.
Each teacher is formally observed bi-annually by the Principal. Observations
are reviewed with the staff member and kept on file. Walk-through
observations and review of plan books are also part of the observation
process. The full-time employees are offered health, dental, vision, critical
care and short-term disability insurance as well as participation in a 401K
retirement plan. Each teacher has an allowance of eight sick days and two
personal days per year.
23
Personnel: 2009-2010
Last Name,
First Name Assignment
Years of
Experience
Years
of
Service
Degree
Professional
Certification
and
Expiration
Religious
Certification
Religious
Affiliations
Caliendo,
Sandra Resource 15 6 MA
ESE K-12;
6/30/14 No Catholic
Cornelius,
Caroline E4 10 3 BA
Math 9-12,
ESE K-12;
6/30/15
No Catholic
Dickinson,
Judith Director 20 2 EDD SES K-12 No Catholic
Ferraro,
Marylou
Art,
Resource
E1
35 7 BA
Art K-12,
ESE K-12;
6/30/14
No Catholic
Gordon,
Dawn Registrar 20 13 - - No Catholic
Hancock,
Debbie
Admin.
Assistant 7 2 AA - No Catholic
Lynn,
Katherine M2 17 4 BA
Soc. Sci. 6-
12, ESE K-
12; 6/30/14
Yes Catholic
McGrath,
Melissa E4 3 3 BA - No Catholic
McWilliams,
Kelly M2 8 4 MA
Elem. Edu.
K-6, ESE
K-12;
6/30/14
No Catholic
Smith, Katie E2 7.5 2 BA ESE K-12;
6/30/14 No Catholic
24
Personnel: 2010-2011
Last Name,
First Name Assignment
Years of
Experience
Years
of
Service
Degree
Professional
Certification
and
Expiration
Religious
Certification
Religious
Affiliations
Aksentis,
Mary Principal 32 -
BS,
MA,
ED.S.
ESE, Elem.
Edu., ESOL,
Reading K-
12
No Catholic
Anderson,
Wayne Bookkeeper - - - - - Protestant
Bryan,
Rebecca
Admin.
Assist. 3 - - - - Protestant
Caliendo,
Sandra Resource 15 6 MA
ESE K-12;
6/30/14 No Catholic
Cornelius,
Caroline E4 10 3 BA
Math 9-12,
ESE K-12;
6/30/15
No Catholic
Ferraro,
Marylou
Art,
Resource
E1
35 7 BA
Art K-12,
ESE K-12;
6/30/14
No Catholic
Lynn,
Katherine M2 17 4 BA
Soc. Sci. 6-
12, ESE K-
12; 6/30/14
Yes Catholic
McGrath,
Melissa E4 3 3 BA - No Catholic
Piper,
Jeremy
Marketing
Director - - BS - - Protestant
Smith, Katie E2 7.5 2 BA ESE K-12;
6/30/14 No Catholic
Walker,
Patrick Parapro. - - - - No Protestant
e. Professional Growth & Development
The faculty is participating in the Into the Fields program which is a
Diocesan requirement. Into the Fields is from Twenty Third Publications,
by Bill Huebsch and Sr. Maureen Shaughnessy, SC. and based on the
Catechism of the Catholic Church. This is a program for catechists to
further develop their vocation within the Catholic School system. Into the
Fields allows the teachers to examine their own faith and growth as
Catholics and learn how to be able to communicate their faith more
effectively in ministering to the students. As Catholics we who can better
understand our commitment, can also bring the word of God closer to our
students. The faculty meets monthly to discuss a section of the program, and
to reflect on individuality as teachers. The program helps to extend our faith
25
by examining who we are as teachers and catechists. Each chapter has
specific examples that pertain to our own lives and beliefs.
Members of the faculty belong to professional organizations such as:
Sarasota Reading Council, Florida Reading Association, International
Reading Association and Learning Disabilities Association of America.
In-services are planned by the Department of Education Diocesan staff
development committees or the school administration. Technology,
integrated curriculum and religious education are among the topics covered
by school in-services. The Diocesan Education Conference focused on
Catholic Identify and the staff benefited from discussions on how we share
our Catholic Identity and demonstrate our differences with other Christian
faiths. Additionally, the staff is encouraged to attend workshops offered
through Sarasota County Public School system and the community at large
to enrich their education. Several of the faculty has participated in the Kagan
workshop offered through Sarasota County. The purpose of Kagan is to
engage students in their learning through cooperative learning. The structure
of the Kagan program provides opportunities for movement which is
especially beneficial for the students with attention issues.
f. Facility
The Dreams are Free School is located at Bishop Nevins Academy, a
nineteen acre tract of land that is also the home of St. Martha Catholic
School. The campus is shared by two independently operated schools.
Although the schools are separate entities of the Diocese of Venice,
personnel and space in the facility are shared. The campus is comprised of
four domed structures inter-connected by St. Anne’s Hall which is utilized
for school wide Liturgy, PE classes and school functions. The Chapel is
located in Dome “A”. The outer area of the school provides space for PE
fields, a playground, basketball court, parking and picnic areas. Fund-raising
for a new gymnasium is currently underway.
Dome “F” houses the Dreams Are Free School. It consists of six
classrooms, occupational therapy and speech and language therapy rooms,
one technology lab, one resource office, one resource room, one art room,
one community center and library; two administrative offices, faculty lounge
and storage. Dome “C” is the school cafeteria which is shared by both the
Dreams Are Free School and St. Martha School.
26
A school/facility map is provided in the Area 1 Appendix.
Any and all capital improvements are the responsibility of the St. Martha
School facilities committee of the Strategic Planning Team. The Dreams
Are Free School administration may be consulted in the decision making
process.
Student safety is addressed by monthly fire, tornado and Code red,
yellow and blue drills. All school doors, except the front office are locked at
all times, and all visitors must sign in at the office. Visitors must display an
identification badge at all times while on campus. The Diocese of Venice
also requires that all volunteers working with the students be fingerprinted in
accordance with the guidelines set forth by both of the Diocese of Venice
and the United States Council of Catholic Bishops. Every employee with
the Diocese of Venice in Florida is required to read and acknowledge receipt
of the “Code of Pastoral Conduct”, the policy related to the “Protection of
God’s Children” and “Attestation of Good Moral Character”. Safe
Environment education is mandated for all employees (clergy, religious and
laity), volunteers and others regularly involved with minors. Information on
abuse of children, and detection, prevention and reporting of child abuse is
included in the training. Training sessions are offered several times per year.
The school campus is also protected by a perimeter fence. The front desk
at St. Martha School which is the main entrance to the campus, utilizes
security cameras to monitor activity both inside and outside the school
buildings. The faculty has developed contingency plans for responding to
critical incidents and conducts emergency drill practice with the students.
The drills focus on the areas of code red: lockdown and tornado/fire drills.
Please see Appendix Area 1for the Emergency plan.
27
g. Budget and Finance
Each year’s budget is based on the prior year’s actual expenditures,
taking into account increases, new needs and a percentage of the Diocese of
Venice teacher salary schedule. Tuition and fees for the 2011 – 2012 school
year are as follows:
Tuition $13,150.00
Non Refundable Registration Fee $225.00
Textbook Fee $425.00
Parent Association Dues $25.00
Total expenses are divided by the project enrollment to determine the per
pupil cost. The cost per pupil during the 2009-2010 school year was
$19,392.45. The cost per pupil during the 2010-2011 school year was
$ 16,967.22. The current year cost per pupil (2011-2012) is $15,582.14. The
budget is prepared by the school CPA, reviewed by the director/principal
and submitted to the Director of Education at the Diocese of Venice for final
approval.
Parents complete a FACTS tuition assistance application which
determines their need. Financial Aid is distributed after the FACTS Tuition
application has been processed. The funds are allocated on an as needed
basis. Dreams are Free does not offer academic scholarships.
h. School –Parent Community Relationships
The school is constantly in communication with the parents in the following
ways:
Newsletter, weekly-Principal Newsletter provides news and
information regarding activities at school including Parent’s
Association information and updates regarding fundraising.
Calendar, monthly calendar indicating current events and
daily lunch specials.
Internet Website-Information for perspective parents,
monthly curriculum plans by teacher for current parents,
information from the principal, dress code, current events
and a list of resources.
28
New Parents Night - held the week prior to the opening day
of school. New parents have an opportunity to meet other
new parents, ask questions regarding the handbook and drop
student supplies off in the classroom.
Back to School Night - all parents meet the teachers and
staff and learn about the school programs and curriculum.
Parents have an opportunity to meet and network with other
parents in their child’s classroom
Student Demographic Information
a. Enrollment
The Dreams Are Free School has an enrollment of 40 students for the
2009 – 2010 school year. The following graphs provide a picture of the
gender and ethnicity of the school:
Elementary School
Gender
78% Male
22% Female
29
Ethnicity
Multi-Racial 6%
Hispanic 10%
White 67%
Other 17%
Middle School
Gender
80% Male
20% Female
30
Ethnicity
African American 6%
Multi-Racial 13%
Hispanic 7%
White 74%
i. Pupil Services
Needs of Students:
The Dreams Are Free School is a special purpose school for students
with special learning needs. During the enrollment process parents are
required to provide documentation of need including an IEP (Individual
Education Program), psychological evaluation, current report card,
Occupational Therapy evaluations, Speech and Language evaluations and
any other standardized testing that may have been administered privately or
through the public school system.
Placement for math and reading is based on the assessment instruments
provided by the publisher. All students are placed in their math and reading
groups by the level of their ability. Student evaluation is an on-going process
and adjustments to programming are based on the progress of each child.
Process to Determine Student Need:
The information collected in the enrollment process determines the needs
for each student. After reviewing the student’s documentation provided by
the parent, the homeroom teacher develops the student’s support plan.
31
The Dreams are Free School is a special purpose school which provides
Occupational Therapy and Speech and Language Therapy for all of our
students who require it during their school day. Often, these particular
therapies are sought out by parents as an after school activity. However,
when the therapies are conducted during the academic day the child’s
teacher can continue the lesson or approach used in therapy in the classroom.
This type of consistency allows the child to continue practicing the skill,
which in turn helps them to grow both as individuals and as successful
learners.
Dreams Are Free School Occupational Therapy (OT) Program
determines services as follows:
Previous records and IEP (Individual Education Plan)
IEP goals and objectives
Screening and testing using standardized testing materials
Grouping according to age and areas of difficulty
Services based on IEP and/or professional judgment regarding
(MPW) minutes per week
Children are seen individually and in groups
The following skill areas are addressed in occupational therapy:
a. Visual Motor/Visual Perceptual Skills
b. Fine Motor Skills
c. Handwriting
d. Self-Care Skills
e. Gross Motor Skills
f. Sensory Processing/Self-Regulation Skills
g. Consulting with teachers to adapt materials and or the
classroom
32
Dreams Are Free School Speech and Language Therapy (S&L)
Program determines services as follows:
Previous records and IEP
IEP goals and objectives
Screening and testing using standardized test materials
Grouping according to age and S&L disorder
Service is based on IEP and/or professional judgment about
minutes per week
Children with the following S&L disorders are seen
individually and in groups:
a. Expressive and receptive language
b. Fluency
c. Auditory processing
d. Articulation
e. Social/Pragmatic language
f. Voice
g. Word finding
School-Based Counseling Programs:
The Counseling program focuses on the development of the total person:
physical, emotional, social, cognitive, and spiritual. Growth in these areas is
achieved through experiences which are both educational and preventative in
nature. In addition, the counseling program provides intervention services
for students, parents, teachers, and administration. Once a month, the
counselor conducts a whole class counseling lesson. She uses the curriculum
“Skillstreaming the Elementary School Child”. This program’s goal is to
give the child more choices in how to handle problems. Skill lessons are:
how to stay out of trouble, how to deal with anger, how to get along with
others, and how to make friends. Teachers or the administrator may referral
a student or students to individual or small group counseling as needed.
33
Credential
Title I or Federal/State Programs
Title I services are available to students that qualify based on federal and
county guidelines. For the 2009-2010 school year, three students qualified
for Title I services. Additional instructional materials were ordered to assist
them academically in an effort to address their learning needs. The materials
were incorporated into their core classes as well as being used in the
student’s resource class. The supplemental materials reinforce those skills in
which the students show weakness, such as decoding skills, listening skills,
reading comprehension and fluency.
In 2010-2011, six students received additional reading instruction from a
reading coach provided by the Sarasota School District. The research-based
program, “Read Naturally” was purchased and used to work with students
one-on-one to improve fluency and comprehension skills.
Daily Attendance Records:
Homeroom teachers send an electronic attendance list daily to the
administrative assistant who records the student’s tardies and absences in the
school’s database. A school list is distributed electronically to all homeroom
teachers for review. Students that arrive late must obtain a tardy slip from
the office in order to be admitted into class. Notification must be made to the
school if a student will be absent. When a student returns to school, he/she
is required to bring a written note from parent/guardian that is kept on file in
the office.
Discipline Data:
Students are expected to follow all rules and comply with school and
diocesan policies. The Dreams Are Free School, in conjunction with the
Diocese of Venice, reserves the right to take disciplinary action in the best
interest of the student and school community. Violations of school rules
result in disciplinary consequences according to the gravity and frequency of
the violations as determined by the discipline policy. Consultation with the
counselor may also accompany any of these measures as an intervention to
avoid further problems. School rules are outlined and discussed in the
Dreams Are Free School Parent Student Handbook which is available to the
FCC visitation team.
34
Student misbehavior is documented and tracked by the student’s
classroom teacher. This allows the teacher to document the student’s
inappropriate behavior and write an explanation of the incident.
Health, Safety and Security Provisions:
The health, safety, and security of the school are top priorities in
providing the best environment for both teachers and students. In the area of
health awareness, the school follows the guidelines set forth from the
Sarasota County Health Department. The school clinic is available to assess
ill children and injuries. A Registered Nurse is on staff during school hours.
Emergency procedure cards, which include important contact information
and medical information, must be submitted by each family at the start of the
school year. Student immunizations must meet State requirements for
students to attend school.
The Bishop Nevins Academy campus is fenced with access during school
hours limited to the school front lobby. The school staff is required to wear
identification badges, and all visitors and volunteers must first check in at
the office and sign in before entering the campus. Students are to travel in
pairs around the school campus.
Crisis Management Plan:
The school helps to ensure the safety and security of the students and
teachers by following the Diocese of Venice Emergency Management Plan.
Tornado, evacuation, lock-down drills and monthly fire drills are conducted.
Emergency situations are categorized as Code Red, Yellow or Fire, and are
announced accordingly. Evacuation directions are posted at the doors in all
classrooms. Two-way radios facilitate contact between personnel during
these times. A copy of the Emergency Management Plan is provided in the
Visiting Team Workroom.
Cafeteria Program:
Each student has an account for lunch purchases set up through the
cafeteria. Parents have on-line access to their student’s account to track the
expenses and to make a deposit to the account. Students may purchase a hot
lunch on a daily basis. The cost of a cafeteria lunch is $4.00 which includes
35
a drink. St. Martha Catholic School employs one chef, one full- time
kitchen assistant and one part-time kitchen assistant.
c. Alumni Data
Children at the Dreams Are Free School typically return to public school
upon graduation:
2001-2002 0 graduates
2002-2003 9 graduates returning to public school
2003-2004 8 graduates returning to public school
2004-2005 3 graduates returning to public school
2005-2006 4 graduates, 3 returning to public school
1 to private Christian school
2006-2007 0 graduates
2007-2008 3 graduates returning to public school
2008-2009 4 graduates, 3 returning to public school
1 to private Christian school
2009-2010 1 to private school, 5 to public school
2010-2011 1 graduate returning to public school, 2 to private
Catholic school, 2 to private school
The office staff tracks this information based on requests for records that the
students attend after leaving Dreams Are Free. Informal visits and calls
occasionally take place between former students and the current staff at
Dreams Are Free. Students will call the office to request permission to visit
during one of their days off from public school.
d. Student Involvement
Students have opportunities to be involved in school as well as in the
larger community to give witness to their Catholic identity.
Student Council is comprised of students in the middle school grades.
The Student Council participates in charitable activities and planning special
events for the students at the Dreams Are Free School. Please refer to the
earlier section on Catholic Identity.
36
Student Performance Data
a. Standardized test data
The Brigance Test of Basic Skills, published by Riverside Publishers,
is used as an initial assessment for incoming students at the beginning
of the school year. It is also used to measure the growth of returning
students.
The Brigance is a standardized test that assesses readiness skills, word
recognition, vocabulary, reading comprehension, math computation
and math problem solving. Progress is measured on a yearly basis.
The Iowa Test of Basic Skills, published by Curriculum Associates,
was administered to the middle school students, for the first time in
October, 2009, in accordance with the Diocesan Fall testing program.
The ITBS is a nationally standardized assessment administered to our
students with allowable accomodations. The ITBS was administered
to expose our middle school students to standardize test before they
depart for high school. Their scores were not included in Diocesan
percentage results. In October 2010, the middle grade students
participated in the ITBS during the regular administration at Bishop
Nevins Academy. Five students participated with allowable
accommodations and three students participated with no
accommodations necessary.
b. Placement and/or Assessment Instruments
Each incoming student is given the Specialized Program
Individualizing Reading Excellence (S.P.I.R.E.) placement test which
is the reading program used by the school. Math Steps placement test
is also given to incoming students and is the math program used at the
school. The results help guide the teacher with placement in the
reading and math program as stipulated in the student support plan.
In addition, each teacher designs assessments to measure mastery of
the subjects they teach. Some assessments are provided by the
textbook and others are teacher-made. Accommodations are in place
for those students who require alternate forms of testing for mastery.
Some of the teachers use rubrics to grade a product so that students
are aware of how their final product will be graded. The rubric is
37
developed by the teacher and the rubric is returned to the student once
it has been graded by the teachers.
c. Academic Awards
All students at the Dreams Are Free School are honored and
celebrated for their academic successes. The Principal’s Award is
given to one student in each homeroom. The award signifies that the
school is a better place to learn because of the child’s actions and they
have made a difference in the school. Individual Achievement
Awards are also given to each student in the school. The
Achievement Awards are created by the homeroom teacher and it
acknowledges the personal achievement of the individual student.
d. Promotion and Retention Criteria/Data
Dreams Are Free is a special purpose school that does not retain
students. The basis of the program allows students to work at their
ability level and progress at their own rate. The grouping in reading
and math allows teachers to work to ensure mastery of the concepts in
those areas. Teachers use formative assessment in reading and math
to ensure that the student is progressing and enable the teacher to plan
accordingly. Accommodations and modifications are provided to
those students as required by the student support plan to ensure
success at their grade level. This pertains to the grade level subjects
including language arts, science and social studies. The grade level
subject standards are the basis for these subjects. Those students who
are reading or writing below grade level are provided with
accommodations or modifications to ensure they meet the standards.
4. School and Community Perceptions
The Dreams Are Free School Area 1 committee offered the
opportunity for parents to participate in the Parent Opinion Inventory.
This inventory, in conjunction with our School Improvement Plan was
developed by the Area 1 Committee based on the FCC Parent Opinion
Inventory to help the Dreams Are Free School better understand the
quality of the educational services provided. Thirty-four parents
responded.
The inventory was comprised of two parts. The first part of the
inventory was objective. Respondents chose 1 for strongly agreeing, 2 for
38
agreeing, 3 for I don’t know, 4 for disagree and 5 for strongly disagree.
The Area 1 Committee analyzed the objective portion of the data from
the inventory which follows, along with the response from the open-
ended questions.
The students at the Dreams Are Free School were also offered the
opportunity to participate in the Student Opinion Inventory. This
inventory was also developed by the Area 1 Committee based on the
FCC Student Opinion Inventory. Thirty-three students responded.
Survey Analysis
The Parent Opinion Inventory and the Student Opinion Inventory
utilized by the Dreams Are Free School were paper surveys that the
participants were asked to answer to the best of their ability. The surveys
were completed by the students from the 4th through the 8
th grade (33).
All of the school parents (38) were given a copy of the survey to
complete. Thirty-four surveys were returned (89%) A copy of the survey
is included in the Area 1 appendix
After compiling all the data, the Area 1 committee tallied the results
and spreadsheets were created to compared and analyze the data. The
committee then began to summarize the data and discuss how it reflected
the school as a whole and how it was performing in each of the major
areas of the surveys. The Area 1 committee met three separate times to
collate, analyze and discuss the data from the different surveys.
Elementary Student Option Surveys
The majority of the students at the elementary level agree that the
school does a good job teaching. They also agree that the education they
are receiving will help them in the future and they will be able to use
their learning outside the school. Students also agree that their teachers
care about the students and that they are treated fairly and rewarded for
work well done
The students also agree that they are safe and listened to by their
teachers. Bullying in their opinion is not a significant problem.
39
In the Open Ended Items the elementary students like a majority of the
activities at school as well as the small classes, food in the lunchroom,
and the special classes such as Art and Music.
The students liked least the following items: Starting time of school,
homework, and feel that their lunch time is too short. Certain classes are
disliked in general at the elementary level. Those classes are math,
reading and SRA.
Some suggestions for improvement were: More field trips, creating a
school store, more arts and crafts, a class pet, more kindness among
students and more time for specialized classes like art, music and
computers.
These were the opinions of the Elementary Level students at the
Dreams Are Free School.
Elementary Student Opinion Inventory
Name of School: Dreams Are Free School at Bishop Nevins Academy
The following statements are to find out how you feel about your
school. This is not a test. There are no right or wrong answers. I agree
I'm not
sure
Don't
Agree
1. Our school does a good job in teaching students. 89% 11% 0%
2. I have a chance to learn many subjects in my school. 83% 17% 0%
3. I am learning things at school that I will use in the future. 83% 6% 11%
4. I am learning things at school that can be used when I am away from
school. 89% 6% 6%
5. My teachers want students to learn. 100% 0% 0%
6. I am given homework that helps me learn in school. 83% 0% 17%
7. My school has many places where I can learn, such as a library. 83% 17% 0%
8. My teachers give me extra help when it is needed. 89% 11% 0%
40
9. Students are rewarded when they do a good job in my school. 72% 11% 17%
10. I use a computer at school to help me learn. 78% 17% 6%
11. My school does not allow cheating. 89% 0% 11%
12. I am treated fairly by my teachers. 78% 6% 17%
13. The principal and teachers at my school care about the students. 94% 6% 0%
14. I am happy with my school. 83% 6% 11%
15. There are no problems with bullies at our school. 56% 28% 17%
16. My family feels welcome at my school. 94% 0% 6%
17. I am able to take part in things at school, such as music, plays, and
sports. 83% 6% 11%
18. I am happy with the different things that the school plans for us to do. 83% 0% 17%
19. My teachers tell us the school rules. 67% 17% 17%
20. My teachers listen to my ideas. 78% 6% 17%
41
Elementary Student Survey - Open Ended Items
Like Best Like Least Suggestions for Improvement
Get to see friends Getting up early Would like to do more arts and crafts
Recess Lunches are too short Have a school store
Teachers are nice Having to be tutored A class pet for every homeroom
Homework Playground time Less verbal fights between students
Computers, Music and PE Computers Better desks
Nice, friendly kids Homework Kids volunteer to keep the school clean
Art SPIRE classes No mean words spoken
Lunchtime Not enough music classes More recess
Fun & activities Math, reading and SRA Would like more art, music and computers every day
Food in the lunchroom More math
Being in a small class More field trips
Two recesses
42
Middle School Opinion Inventory Survey
Quality of the Instructional Program
The majority of the students agree that the education they are receiving is
important, and they are learning things that will help them in the future in
their everyday lives. They feel that they are being motivated and have high
expectations of them by their teachers. As most middle school students they
are divided on the subject of homework.
Support for Student Learning
The students agree that the teachers provide opportunity for help on an
individual basis. They also feel that they are given proper feedback and
recognition of their achievements, as well as different ways to show that
they are learning. There is also agreement that the school provides adequate
supplementary materials such as books, library access and technology.
School Climate/Environment for Learning
The students feel in this area that the school and teachers treat them fairly,
and with respect. The school rules are applied equally to everyone and the
students feel that it is a safe place.
Student/School Relationships
The students feel that their opinions are considered and are allowed to
participate in school decisions and activities. The students feel that they are
given the rules and are provided with the use of technology to have better
access to information.
In the Open Ended items the middle school students like a majority of the
activities at school as well as the computer lab, teachers willingness to help,
PE and Art.
The students least liked the following items: collared uniform shirts,
resource class, homework, math, not having enough time during class, PE
and lunch.
43
Some suggestions for improvement were: fundraisers, more field trips and no uniforms. These were the opinions
of the Middle School students at the Dreams Are Free School.
MIDDLE SCHOOL STUDENT OPINION INVENTORY
Name of School: Dreams Are Free School at Bishop Nevins Academy
INSTRUCTIONS: The purpose of this survey is to find out your opinions about your
school. This is not a test. Please answer each question honestly. Your answers will
be completely confidential. Read each statement about your school. Decide to what
extent you agree or disagree with each statement, and blacken the corresponding
circle.
Quality of the Instructional Program Strongl
y Agree
Agre
e
I
Don't
Kno
w
Disagre
e
Strongl
y
Disagre
e
1. The education offered to students at our school is of high quality. 27% 27% 13% 27% 7%
2. Students are learning important knowledge and skills in each subject. 13% 53% 13% 13% 7%
3. Our school is preparing students to deal with issues and problems they will face in
the future. 47% 7% 20% 7% 20%
4. Students see a relationship between what they are studying and their everyday
lives. 13% 33% 27% 13% 13%
5. My teachers use a variety of teaching strategies and learning activities to help me
learn. 33% 40% 13% 7% 7%
6. My teachers challenge me to do my best work. 47% 27% 20% 0% 7%
7. Teachers hold high expectations for student learning. 40% 53% 0% 0% 7%
44
8. Students are motivated to do their best work. 20% 33% 27% 13% 7%
9. The amount of homework I am given helps me succeed in my studies. 20% 20% 27% 13% 20%
Support for Student Learning
10. Teachers give me extra help in class when it is needed. 53% 33% 0% 7% 7%
11. Teachers are willing to give me individual help outside of class time. 0% 40% 33% 13% 13%
12. My school recognizes the achievements of students for all types of
accomplishments. 60% 13% 13% 7% 7%
13. I receive feedback from my teachers that helps me improve my learning. 27% 47% 0% 20% 7%
14. In addition to written tests, I am provided with a variety of ways to show my
learning (e.g., projects, presentations, portfolios). 33% 27% 27% 7% 7%
15. The grading and evaluation of my schoolwork is fair. 27% 40% 0% 20% 13%
16. A counselor/advisor is available to help me select classes and provide guidance in
planning for the future. 0% 13% 47% 7% 33%
17. If I have a personal problem, I can talk with a staff member (e.g., counselor,
teacher) at our school. 27% 20% 27% 7% 20%
18. In our school, students have access to a variety of resources to help them succeed
in their learning, such as technology, media centers, and libraries. 20% 53% 0% 0% 27%
19. Up-to-date computers and other technologies are used in our school to help
students learn. 33% 27% 7% 13% 20%
20. My school provides textbooks and supplies that are current and in good
condition. 33% 20% 20% 7% 20%
21. Our school's facilities are adequate to support students' learning needs. 13% 53% 20% 0% 13%
22. I am encouraged to use school and community resources (e.g., library, Internet)
to help me with my school work. 47% 13% 20% 7% 13%
School Climate/Environment for Learning Strongly
Agree
Agre
e
I
Don't
Kno
w
Disagre
e
Strongl
y
Disagre
e
23. My teachers treat me fairly. 33% 27% 13% 0% 27%
45
24. Staff in our school display a caring attitude toward students. 47% 33% 7% 7% 7%
25. All students and staff at our school are treated with respect, regardless of race,
religion, or gender. 40% 20% 20% 7% 13%
26. Cheating is strongly discouraged at our school. 27% 27% 20% 7% 20%
27. School rules apply equally to all students. 40% 20% 7% 20% 13%
28. Substance abuse (e.g., drug/alcohol) is not a
problem at our school.
47% 27% 13% 0% 13%
29. Our school provides a safe and orderly environment for learning. 33% 53% 7% 0% 7%
30. Class sizes at our school are appropriate for effective learning. 53% 27% 7% 0% 13%
31. Security measures at my school help me feel safe. 47% 33% 7% 7% 7%
32. There are no problems with bullies at our school. 7% 27% 33% 13% 20%
33. I look forward to going to school each day. 13% 20% 20% 13% 33%
34. For the most part, I am satisfied with our school. 27% 27% 13% 20% 13%
Student/School Relationships
35 Students' opinions are considered when important school decisions are made. 27% 20% 20% 7% 27%
36. Students help plan our school activities. 47% 13% 7% 13% 20%
37. I have the opportunity to participate in the activities that interest me (e.g.,
clubs, sports, music). 27% 40% 13% 0% 20%
38. I am satisfied with the quality of our school's student activities. 27% 33% 0% 20% 20%
39. School rules are clearly communicated to
students. 33% 27% 27% 7% 7%
40. Our school uses technology to provide students with information about our
school. 20% 27% 20% 20% 13%
41. My family members feel welcome at my school. 27% 13% 47% 0% 13%
46
Middle School Student Survey - Open Ended Items
Like Best Like Least Suggestions for Improvement
Computer Lab PE Fundraisers
Everything Not enough field trips Have a huge pool and a big water park
Dismissal Collared uniform shirts More money for field trips
Art, SPIRE, PE Resource No uniforms/dress code
Teachers willingness to
help Homework Longer Occupational Therapy time
Staff & Teachers Math Use of books on tape/CD
Not enough time in each class
Not enough homework, PE time, lunch
time
Language Arts
47
Summary of Results of the Parent Opinion Surveys
Opinion surveys were distributed for the Dreams Are Free School. The
following are the summaries of the results of each of the following surveys.
In the area of Quality of the Instructional Program a majority of the
parents agree that in the Core subject area the school is doing a good job
teaching in the subject areas with few parents if any disagreeing. In the
areas of the Fine Arts and Special area subjects such as Art and Physical
Education the agreement among the parents of the Quality of these programs
although good is not as strong. In the areas of teaching Social Skills and
preparing the students for the future, the parents also agreed that the school
is doing a good job, and that teachers hold high expectations of their
students.
In the area of Support for Student Learning, the parents are in strong
agreement that the school provides all the necessary support in the areas of
opportunities for those who are struggling, as well as being fair and
cognizant of student progress.
The parents also are of the opinion that the school’s facilities, resources,
textbooks computers and technologies are adequate and support student
learning.
In the area of School Climate/Environment for Learning the parents are
of the opinion that the school does provide a safe, fair, respectful and just
environment for student learning. The majority of the parents believe that
safety measures adequate. The results show that the majority of the parents
are satisfied with the school.
In the area of Parent/School Relationships the survey shows that the parents
agree that their opinions are considered and are given opportunities to be
involved in the school community. Parents feel welcome and have the
ability to use the technology available to communicate with the
administration and faculty.
In the area of Resource Management the survey shows that the parents
agree that the school grounds are well maintained and effective use is made
of the facilities. The parents are in agreement that the school has a positive
impact on the community’s property values.
48
In the areas where the parents were able to make open ended statements
on what they liked, disliked, or had suggestions for improvement the parents
had many different comments. The parents would like to see the school
create a High School. They would like a stronger Fine Arts program. The
cost of the school is also a concern for the parents. The parents seem to be
of the opinion that Resource class is unnecessary. One of the important
areas of improvement for parents is that the students feel a part of both
schools, and not separated or different from St. Martha’s.
These are the results of the Parent Opinion Survey for the Dreams Are Free
School.
49
PARENT OPINION INVENTORY
Name of School: Dreams Are Free School at Bishop Nevins
Academy
INSTRUCTIONS: The purpose of this survey is to find out your opinions
about your child's school. This is not a test. Please answer each question
honestly. Your answers will be completely confidential. Respond to each
statement based on the experience of your oldest child in this school, unless
otherwise instructed. Decide to what extent you agree or disagree with each
statement, and blacken the corresponding circle.
Quality of the Instructional Program Strongly
Agree Agree
I Don't
Know Disagree
Strongly
Disagree
1. The education offered to students at our school is of high quality. 50% 41% 3% 6% 0%
2. Our school is doing a good job teaching language arts (reading, writing,
speaking, listening). 53% 38% 3% 6% 0%
3. Our school is doing a good job teaching mathematics. 53% 32% 9% 6% 0%
4. Our school is doing a good job teaching science. 44% 41% 9% 6% 0%
5. Our school is doing a good job teaching social studies. 47% 44% 6% 3% 0%
6. Our school is doing a good job teaching fine arts (music, visual arts,
dance, drama). 35% 24% 26% 6% 9%
7. Our school is doing a good job teaching physical education. 32% 44% 15% 6% 3%
8. Our school is doing a good job teaching health education. 35% 26% 26% 6% 6%
9. Our school is doing a good job teaching social skills. 53% 35% 3% 6% 3%
10. Our school is preparing students to deal with issues and problems they 29% 47% 12% 9% 3%
50
will face in the future.
11. Students see a relationship between what they are studying and their
everyday lives. 29% 47% 21% 3% 0%
12. Teachers use a variety of teaching strategies and learning activities to
help students learn. 44% 38% 12% 6% 0%
13. Teachers challenge my student to do his/her best work. 41% 35% 12% 12% 0%
14. Teachers provide a reasonable and appropriate amount of homework to
help students 44% 38% 3% 12% 3%
succeed in their studies.
15. Teachers hold high expectations for student learning. 50% 32% 12% 6% 0%
Support for Student Learning
16. Teachers give students extra help in class when it is needed. 53% 35% 6% 6% 0%
17. Teachers are willing to give students individual help outside class time. 41% 29% 26% 3% 0%
18. Our school offers learning opportunities that support the full range of
student abilities. 47% 41% 9% 3% 0%
19. Our school recognizes the achievements of students for all types of
accomplishments. 47% 47% 3% 3% 0%
20. The grading and evaluation of my child's schoolwork is fair. 56% 41% 3% 0% 0%
21. Reports on my child's progress are clear and easy to understand. 44% 47% 3% 6% 0%
22. A counselor is available to help provide guidance in planning for the
future. 24% 32% 38% 6% 0%
23. Effective procedures are in place to support my communication with
teachers. 44% 44% 3% 6% 3%
Support for Student Learning Strongly
Agree Agree
I Don't
Know Disagree
Strongly
Disagree
24. In our school, students have access to a variety of resources to
help them succeed in 32% 50% 12% 6% 0%
51
their learning, such as technology, media centers, and libraries.
25. Our school's facilities are adequate to support students' learning
needs. 47% 41% 6% 6% 0%
26. Our school provides textbooks and supplies that are current and
good condition. 53% 32% 6% 6% 3%
27. Up-to-date computers and other technologies are used in our
school to help students learn. 41% 38% 15% 6% 0%
School Climate/Environment for Learning
28. Teachers at our school treat my child fairly. 59% 35% 6% 0% 0%
29. Class sizes at our school are appropriate for effective learning. 68% 26% 3% 3% 0%
30. All students and staff at our school are treated with respect,
regardless of race, religion,
or gender. 62% 35% 3% 0% 0%
31. Adequate security measures are in place at our school. 56% 32% 6% 3% 3%
32. Cheating is strongly discouraged at our school. 53% 32% 12% 3% 0%
33. School rules apply equally to all students. 59% 29% 9% 3% 0%
34. Substance abuse (e.g. drug/alcohol) is not a problem at our
school. 59% 26% 15% 0% 0%
35. Our school provides a safe and orderly environment for
learning. 65% 32% 0% 3% 0%
36. Students are taught to take responsibility for personal actions
and to act ethically. 65% 29% 6% 0% 0%
37. For the most part, I am satisfied with our school. 59% 29% 9% 3% 0%
Parent/School Relationships
38. Parent opinions are considered when important school
decisions are made. 27% 45% 21% 3% 3%
39. I am satisfied with the quality of our school's student activities. 35% 44% 6% 15% 0%
40. School rules are clearly communicated to parents. 65% 32% 3% 0% 0%
41. Our school provides sufficient opportunities for parent 38% 47% 6% 6% 3%
52
involvement.
42. Our school uses technology to provide parents with information
about our school. 38% 53% 0% 6% 3%
43. Parents feel welcome at our school. 47% 44% 6% 3% 0%
Resource Management
44. Our school makes effective use of the financial resources
available. 44% 38% 19% 0% 0%
45. The quality of schools influenced my decision to live in this
community. 29% 42% 10% 13% 6%
46. Our school and grounds are clean and well maintained. 66% 34% 0% 0% 0%
47. Adequate time, space, and facilities are provided for student
activities. 38% 47% 6% 6% 3%
48. Our schools have a positive impact on the community's
properties values. 38% 44% 19% 0% 0%
53
Parent Survey - Open Ended Items
Like Best Like Least Suggestions for Improvement
Great teachers The cost
More monitoring of people/adults
entering school in morning
Teachers & Staff are approachable and
very nice Lack of communication
Better communication with staff and
parents
Staff, Prayers, music, quality of
everything Preparing kids for High School
Would like to see a rotation schedule
with an additional teacher
Nice facility
Not enough diversity and integration with
St. Martha's School
so "resource time" is not needed, feel
that "resource time" is a
Child loves the school Lack of athletic and after school activities
"holding tank" to effectively
complete S.P.I.R.E.
Small class size
Feel that "resource time" is an ineffective
use of time
Use the same schedule as St. Martha's
so that kids don't feel so
Calm environment Weak fine arts program different
"Outsourcing" PE time to the St. Martha's
PE teacher
Music teacher does not prepare students
to "perform" for
Provide opportunities for the Middle
school kids to engage in
Taking time each day for social skills
training
parents at Christmas and end of school
year social events, i.e., clubs, dances
Occupational Therapy No drama and dance teacher No homework
Child's academic growth
The complete separation from St.
Martha's school Add High School classes
Know that child is safe
Lack of opportunities for parents to help
in school
Use weekly letter from administration
for better communication
Small student to teacher ratio No higher education post 8th grade Smaller class sizes for better results
Happy with previous experience at school Located too far from home Move start time up
54
Busing Very short lunch period Tutoring in reading after school
Teachers willingness to accommodate
child's needs E-3 class size More dress-down days
Individualized attention child gets
School is not on same schedule as
Manatee county school
Check ID's of adults picking child up
from school
Good student activities schedule More parent participation
Price of school lunch
Lack of security when picking up child
from school
Entrance to parking lot, lack of parking
Not enough field trips
55
STAFF OPINION INVENTORY
Name of School: Dreams Are Free School at Bishop Nevins
Academy
INSTRUCTIONS: The purpose of this survey is to find out your opinions about
your child's school. This is not a test. Please answer each question honestly.
Your answers will be completely confidential. Respond to each statement based
on the experience of your oldest child in this school, unless otherwise instructed.
Decide to what extent you agree or disagree with each statement, and blacken the
corresponding circle.
Quality of the Instructional Program
SA A IDK D SD
1. The education offered to students at our school is of high quality. 60% 40% 0% 0% 0%
2. The curriculum at our school is based on clearly defined learning
standards. 18% 64% 18% 0% 0%
3. Our school is doing a good job teaching language arts (reading, writing,
speaking, listening. 27% 45% 18% 9% 0%
4. Our school is doing a good job teaching mathematics.
5. Our school is doing a good job teaching science. 9% 64% 18% 9% 0%
6. Our school is doing a good job teaching social studies. 9% 64% 27% 0% 0%
7. Our school is doing a good job teaching fine arts (music, visual arts, dance,
drama). 9% 45% 27% 18% 0%
8. Our school is doing a good job teaching physical education. 9% 55% 27% 9% 0%
9. Our school is doing a good job teaching health education. 0% 45% 36% 18% 0%
56
10. Our school is doing a good job teaching social skills. 9% 82% 9% 0% 0%
11. Our school is preparing students to deal with issues and problems they
will face in the future. 0% 82% 18% 0% 0%
12. Students see a relationship between what they are studying and their
everyday lives. 0% 55% 27% 18% 0%
13. Teachers use a variety of teaching strategies and learning activities to
help students learn. 18% 73% 9% 0% 0%
14. Teachers provide instructional activities that involve students in their
learning. 9% 82% 9% 0% 0%
15. Teachers collaboratively develop instructional activities to help students
learn across different subject areas. 0% 64% 18% 18% 0%
16. Teachers hold high expectations for student learning. 18% 82% 0% 0% 0%
17. Students are motivated to do their best work. 9% 82% 9% 0% 0%
18. Teachers provide a reasonable and appropriate amount of
homework to help students succeed. 20% 40% 40% 0% 0%
Support for Student Learning
19. In addition to written tests, students are provided with a variety of ways
to show their learning. 27% 73% 0% 0% 0%
20. Teachers are willing to give students individual help outside of class time. 10% 50% 20% 20% 0%
21. Students who are struggling receive additional support. 36% 55% 0% 9% 0%
22. Our school encourages the use of school and community resources
(library, Internet) to help students. 18% 64% 9% 9% 0%
23. Our school offers learning opportunities that support the full range of the
students ability. 36% 64% 0% 0% 0%
24. Our school recognized the achievements of students for all types of
accomplishments. 55% 36% 0% 9% 0%
25. Effective procedures are in place to support my communication with
parents. 18% 82% 0% 0% 0%
26. In our school, students have access to a variety of resources to help them
succeed in their learning, such as technology, media centers, and libraries. 9% 82% 0% 9% 0%
57
27. Up-to-date computers and other technologies are used in our school to
help students learn. 18% 64% 0% 18% 0%
Support for Student Learning Continued
SA A IDK D SD
28. Our school provides teaching materials and supplies that are
current and in good condition. 0% 45% 18% 36% 0%
29. Our school's facilities are adequate to support students'
learning needs. 9% 82% 9% 0% 0%
School Climate/Environment for Learning
30. Class sizes at our school are appropriate for effective learning. 64% 36% 0% 0% 0%
31. All students and staff at our school are treated with respect,
regardless of race, religion, or gender.
50% 50% 0% 0% 0%
32. Students are respectful of school and community property. 18% 73% 0% 9% 0%
33. Cheating is strongly discouraged at our school. 64% 27% 9% 0% 0%
34. Adequate security measures are in place at our school. 55% 45% 0% 0% 0%
35. School rules apply equally to all students. 45% 27% 9% 18% 0%
36. Our school provides a safe and orderly environment for
learning. 73% 27% 0% 0% 0%
37. Substance abuse (e.g., drug/alcohol) is not a problem at our
school. 55% 36% 9% 0% 0%
38. There are no problems with bullies at our school. 0% 45% 27% 27% 0%
39. School discipline is appropriately maintained at our school. 18% 55% 9% 18% 0%
40. Our students' family members feel welcome in our school. 27% 64% 0% 9% 0%
41. For the most part, I am satisfied with our school. 18% 73% 9% 0% 0%
School Organization and Administration
58
42. Our school has a clear mission and goals that provide our staff with a
common purpose and sense of direction. 27% 73% 0% 0% 0%
43. Our school is committed to continuous improvement focused on
improving student learning. 36% 64% 0% 0% 0%
44. A culture of accountability is evident in ur school. 10% 70% 10% 10% 0%
45. Our school uses data and research to make informed decisions. 0% 55% 45% 0% 0%
46. The expenditure of funds is aligned with our school's goals and priorities. 18% 18% 45% 18% 0%
47. Teachers are involved in making important decisions that impact the
quality of the teaching and learning process. 9% 55% 18% 18% 0%
48. Positive working relationships between teachers and administrators are
supported in our school through mutual respect and effective communication. 20% 50% 20% 10% 0%
49. The administration of our school provides teachers with adequate support. 20% 60% 20% 0% 0%
59
Staff Survey - Open Ended Items
Like Best Like Least Suggestions for Improvement
We make a difference in a child's
life
No staff prayer or ministering to each
other Morning prayer for staff
Awesome teachers, great kids,
friendly co-workers
Behavioral/emotional needs ill
equipped to handle those problems
Better communication between
administration, faculty & families
Open communication, mutual
respect; student centered
environment Small enrollment
Only 1 teacher provides help for
student outside of classroom
Small classes, communication with
students parents
Unclear communication/decisions are
not made or open ended
More streamlined behavioral plan,
less objective /more uniform
Identifying & addressing each
child's needs Discipline procedures
Lack of communication and respect
between staff
Catholic community
More uniformity with curriculum;
students should be engaged
Open to change; communicate
clearly before an event comes up
Safe-nurturing environment;
students feel comfortable
in their learning; white boards &
technology
Teacher workshops to keep current
with methods of teaching
60
Area 1 Appendix
61
Critical Incident Response Codes
62
Primary and Secondary Egress Routes
1
Area: 2 Mission and Beliefs Statement
Dreams Are Free Catholic School at Bishop Nevins Academy
Florida Catholic Conference
School Improvement Plan
2010/2011
Committee Chairperson
Katherine Lynn, Middle School Teacher
Committee Members
Caroline Cornelius, Elementary School Teacher
Dawn Gordon, Registrar
Debbie Hancock, Administrative Assistant
Sandy Caliendo, Resource Teacher
Mary Aksentis, Principal
Fr. Damian Amathia, TOR
2
Area 2
MISSION AND BELIEFS STATEMENTS
Introduction
The Area 2 orientation was held in September of 2009. The Administration ,
teachers, support staff, parents, and community members, in a collaborative
process with the committee members, Chairperson, Katherine Lynn, 6th
grade
teacher, Caroline Cornelius, 5th
grade teacher, and Dawn Gordon, the Registrar,
undertook the task of defining the Mission Statement and Beliefs of the Dreams
Are Free School.
Process of Defining the School’s Mission and Belief’s Statement
The committee reviewed the FCC Principles and Standards, including the
background sources consisting of the Catholic Church documents on education and
the importance of faith formation.
The FCC School Belief Inventory was made available to teachers, parents, and
community members. The paper survey along with a letter asking the parents, staff
and stakeholders to answer the survey questions was distributed. The information
gathered helped us to obtain a more concise picture of how we are perceived in the
community, and to effectively develop and improve the mission and beliefs
statement of our school. Blank copies of the FCC school inventory surveys are
included in the appendix to Area 2.
The committee studied the results of the survey to determine the similarities and
differences. It also took into account the special nature of the school and the
students that we are blessed to educate. When an agreement was reached, the
committee, faculty, staff and stakeholders reviewed and offered comments and
suggestions. The final draft was presented to the teachers and administration for
its review. Upon which, a consensus was reached.
3
Survey Results
The Area 2 committee sent 46 letters to the parents, staff and community members
asking them to complete the paper copy of the FCC School Belief Inventory and
return it to the committee. A total of 35 responses were received from the
participants.
Results of the beliefs inventory showed that the majority of the respondents agree
that students learn in a variety of ways:
Student learning is a priority in this school
A safe and comfortable learning environment promotes learning and success
Meeting student learning styles and special needs is primary in the
development of programs, curriculum and instruction
Pastors, principals, teachers, parent organizations, and members of the
community share the responsibility for the mission of the school, as well as
the belief that each student is a unique child of God
Twenty-four parents participated in the survey representing 68.57% of the total 35
respondents. Nine teachers and staff members participated representing 25.71%.
Two Community members represented the other 5.71% of all survey respondents.
A complete summary is provided in the appendix.
4
Table 1 – Top Six Parent Response Results
#6 Each student is a unique child of God.
#8 Students learn in a variety of different ways.
#4 Parents are the primary educators of their children.
#7 Student learning is a priority in this school.
#12 Each student is recognized and valued as a unique child of God in
his/her social, emotional, and academic needs.
#13 Meeting student learning styles and special needs is primary in the
development of programs, curriculum, and instruction.
4.955
4.96
4.965
4.97
4.975
4.98
4.985
4.99
4.995
5
5.005
Item #6 Item #8 Item # 4 Item #7 Item # 12 Item # 13
5
Table 2 – Top Seven Response Results for Teachers
#4 Parents are the primary educators of their children.
#6 Each student is a unique child of God.
#7 Students learning is a priority in this school.
#8 Students learn in a variety of different ways.
#19 A safe and comfortable learning environment promotes learning and
success.
#13 Meeting student learning styles and special needs is primary in the
development of programs, curriculum, and instructions.
#14 A variety of instructional approaches challenge students to demonstrate
their full potential and individuality
4.955
4.96
4.965
4.97
4.975
4.98
4.985
4.99
4.995
5
5.005
Item # 4 Item #6 Item #7 Item #8 Item #19 Item #13 Item #14
6
Mission Statement and Beliefs Statements
The mission and beliefs statements were created from a consensus of the
administration, steering committee, faculty, and community members. The
statements were composed from the results of the FCC School Belief Inventory
and the Dreams Are Free School unique mission and obligations to meet the needs
of their students.
Mission Statement
Dreams are Free Catholic School develops a strong foundation of faith, values and
learning for students with special learning needs while aspiring to challenge each
student to achieve their learning potential. In this way we ensure our students
become faithful, responsible and respected members of our community.
Beliefs Statements
The faculty, staff and school community of Dreams Are Free School believe:
Each student is a unique child of God having his/her own unique intellectual,
physical, social, and emotional needs.
Teaching according to Jesus’ example will deepen and kindle the student’s
relationship with God through prayer and worship.
Student learning is a priority, along with developing a strong sense of self
esteem.
Students with Specific Learning Disabilities learn in different ways and
should be provided with the opportunity to learn according to their own
strengths and abilities, with a variety of instructional approaches.
Assessments of student’s achievement should also be individualized
according to the student’s disability and learning needs.
A safe learning environment is essential for student learning.
Effective communication between parents, teachers, and the school
administration is essential for a student’s learning.
The curriculum and textbooks must be reviewed and improved in order to
insure the student’s receiving current and accurate direction for learning.
Every student no matter what the disability, should believe, that he/she can
be a competent, productive, and important member of his / her community.
7
AREA 2
APPENDIX
8
Area 2 Appendix Table of Contents
Table 1 FCC School Beliefs Inventory – PARENT RESULTS 9
Table 2 FCC School Beliefs Inventory- TEACHER RESULTS 10
Table 3 FCC School Beliefs Inventory – COMMUNITY RESULTS 11
9
Table 1 – FCC School Beliefs Inventory – Parent Results
Table 1 FCC School Beliefs Inventory - PARENT RESULTS
Results of 24 parent responses to the beliefs inventory on a scale of 1- 5.
(5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree)
Item Survey Question Average Item Survey Question Average
1 Catholic education is an integral part of the Church's mission to proclaim 4.62 14 A variety of instructional approaches challenge students to demonstrate 4.84
the gospel message of Jesus, to build faith communities, to celebrate their full potential and individuality.
through worship and to serve others without distinction.
15 A healthy learning environment is everyone's responsibility. 4.62
2 A Catholic school reflect the integration of a Catholic faith and values with 4.76
learning and life. 16 The opportunity for success is an important component of student 4.82
learning.
3 Christian formation is at the heart of Catholic education. 4.79
17 Cultural diversity increases the student's understanding of different 4.55
4 Parents are the primary educators of their children. 4.97 religions, people, and cultures.
5 Students experience faith-based traditions as part of their educational 4.76 18 A supportive and challenging learning environment increases a student's 4.84
formation in Catholic Schools. potential for responsible decision making.
6 Each student is a unique child of God. 5.00 19 A safe and comfortable learning environment promotes learning and success. 4.86
7 Student learning is a priority in this school. 4.97 20 Ongoing evaluation and improvement of the curriculum is crucial to 4.84
the development of a sound educational program.
8 Students learn in a variety of different ways. 5.00
21 The curriculum furnishes instruction in Catholic truths and moral values 4.71
9 Students are actively involved in the learning process. 4.84 that are an integral part of the school program.
10 Students apply their learning in meaningful ways. 4.55 22 The school program reflects Christian values of social justice and peace. 4.86
11 Students are challenged to demonstrate an understanding of 4.62 23 The success of a school is measured by the participation and ownership 4.55
essential knowledge and skills with evidence of active problem-solving of the stakeholders.
and quality work ethic.
24 Pastors, principals, teachers, parent organizations, and members of the 4.84
12 Each student is recognized and valued as a unique child of God in his/her 4.97 community share the responsibility for the mission of the school.
social, emotional, and academic needs.
25 Mutual respect among and between the students and staff creates a wholesome 4.86
13 Meeting student learning styles and special needs is primary in the 4.97 learning environment.
development of programs, curriculum, instruction.
Overall Parent Response Average 4.80
10
Table 2 – FCC School Beliefs Inventory – Teacher Results
Table 2 FCC School Beliefs Inventory - STAFF RESULTS
Results of 24 parent responses to the beliefs inventory on a scale of 1- 5.
(5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree)
Item Survey Question Average Item Survey Question Average
1 Catholic education is an integral part of the Church's mission to proclaim 4.97 14 A variety of instructional approaches challenge students to demonstrate 4.97
the gospel message of Jesus, to build faith communities, to celebrate their full potential and individuality.
through worship and to serve others without distinction.
15 A healthy learning environment is everyone's responsibility. 4.86
2 A Catholic school reflect the integration of a Catholic faith and values with 4.97
learning and life. 16 The opportunity for success is an important component of student 4.86
learning.
3 Christian formation is at the heart of Catholic education. 4.83
17 Cultural diversity increases the student's understanding of different 4.74
4 Parents are the primary educators of their children. 5.00 religions, people, and cultures.
5 Students experience faith-based traditions as part of their educational 4.86 18 A supportive and challenging learning environment increases a student's 4.86
formation in Catholic Schools. potential for responsible decision making.
6 Each student is a unique child of God. 5.00 19 A safe and comfortable learning environment promotes learning and success. 4.97
7 Student learning is a priority in this school. 5.00 20 Ongoing evaluation and improvement of the curriculum is crucial to 4.84
the development of a sound educational program.
8 Students learn in a variety of different ways. 5.00
21 The curriculum furnishes instruction in Catholic truths and moral values 4.84
9 Students are actively involved in the learning process. 4.97 that are an integral part of the school program.
10 Students apply their learning in meaningful ways. 4.74 22 The school program reflects Christian values of social justice and peace. 4.86
11 Students are challenged to demonstrate an understanding of 4.83 23 The success of a school is measured by the participation and ownership 4.50
essential knowledge and skills with evidence of active problem-solving of the stakeholders.
and quality work ethic.
24 Pastors, principals, teachers, parent organizations, and members of the 4.97
12 Each student is recognized and valued as a unique child of God in his/her 4.97 community share the responsibility for the mission of the school.
social, emotional, and academic needs.
25 Mutual respect among and between the students and staff creates a wholesome 4.97
13 Meeting student learning styles and special needs is primary in the 4.97 learning environment.
development of programs, curriculum, instruction.
Overall STAFF Response Average 4.89
11
Table 3 – FCC School Beliefs Inventory – Community Results
Table 3 FCC School Beliefs Inventory - COMMUNITY RESULTS
Results of 24 parent responses to the beliefs inventory on a scale of 1- 5.
(5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree)
Item Survey Question Average Item Survey Question Average
1 Catholic education is an integral part of the Church's mission to proclaim 5.00 14 A variety of instructional approaches challenge students to demonstrate 4.50
the gospel message of Jesus, to build faith communities, to celebrate their full potential and individuality.
through worship and to serve others without distinction.
15 A healthy learning environment is everyone's responsibility. 5.00
2 A Catholic school reflect the integration of a Catholic faith and values with 5.00
learning and life. 16 The opportunity for success is an important component of student 4.50
learning.
3 Christian formation is at the heart of Catholic education. 5.00
17 Cultural diversity increases the student's understanding of different 4.50
4 Parents are the primary educators of their children. 5.00 religions, people, and cultures.
5 Students experience faith-based traditions as part of their educational 4.50 18 A supportive and challenging learning environment increases a student's 4.50
formation in Catholic Schools. potential for responsible decision making.
6 Each student is a unique child of God. 5.00 19 A safe and comfortable learning environment promotes learning and success. 5.00
7 Student learning is a priority in this school. 5.00 20 Ongoing evaluation and improvement of the curriculum is crucial to 4.50
the development of a sound educational program.
8 Students learn in a variety of different ways. 5.00
21 The curriculum furnishes instruction in Catholic truths and moral values 4.50
9 Students are actively involved in the learning process. 4.50 that are an integral part of the school program.
10 Students apply their learning in meaningful ways. 4.50 22 The school program reflects Christian values of social justice and peace. 5.00
11 Students are challenged to demonstrate an understanding of 4.50 23 The success of a school is measured by the participation and ownership 4.50
essential knowledge and skills with evidence of active problem-solving of the stakeholders.
and quality work ethic.
24 Pastors, principals, teachers, parent organizations, and members of the 4.50
12 Each student is recognized and valued as a unique child of God in his/her 5.00 community share the responsibility for the mission of the school.
social, emotional, and academic needs.
25 Mutual respect among and between the students and staff creates a wholesome 5.00
13 Meeting student learning styles and special needs is primary in the 5.00 learning environment.
development of programs, curriculum, instruction.
Overall Community Response Average 4.76
12
1
Area 3: Desired Results for Student Learning
Committee Chairperson:
Kellyann McWilliams (Middle School ESE Teacher) – 2009-2010
Katie Smith (Grade 3 ESE Teacher) – 2010-2011
Committee Members:
Melissa McGrath (Grade 4 ESE Teacher)
Sarah Sweet (Parent)
Marylou Ferraro (Art Teacher) – 2010-2011
Mary Aksentis (Principal) – 2010-2011
2
An orientation of Area 3 was held in March, 2010. The Area 3 Committee of
The Dreams Are Free School at Bishop Nevins Academy worked together with the
faculty, staff, administrators and parent representative to develop an appropriate
plan and create goals to enhance student learning based on the positive feedback
evident in the analysis of current student performance and learning.
The committee began this process by reviewing Area 1 and 2, which includes
the history of the school, the beliefs it is based upon, as well as the newly written
mission statement. The committee then reviewed the FCC Principles and
Standards. Faculty members researched the latest finding in educational strategies
and procedures based on the “Schoolwide Goals for Student Learning” created by
the National Study of School Evaluation (N.S.S.E.). Upon completing the research
the committee reviewed the Sunshine State Standards and the curriculum written
and required by the Diocese of Venice. Based on the “Schoolwide Goals for
Student Learning,” the current research, state education standards and the
curriculum utilized at The Dreams Are Free School, a survey was created to review
the level to which our students currently exhibit achievement of the seven
identified goals and the level of priority for improvement for each goal area.
The survey was administered to three separate groups. The first group
consisted of fourteen parents who volunteered to attend a power point presentation
that identified, explained, and illustrated each of the “Schoolwide Goals for
Student Learning.” Immediately following, the parents were given both oral and
written directions to help them successfully complete the survey. Unfortunately
upon analysis of these surveys it became evident, based on the contradicting data,
that many parents failed to complete the survey correctly. As a result a control
group, made up of eight parents who attended college, was created. The same
presentation and survey was then administered to the control group as well as 90%
3
of the staff at The Dreams Are Free School. A copy of the survey is found in the
Area 3 appendix found on pages 20 and 21.
The results of the surveys, based on all three groups, illustrate both strengths
and weaknesses in the area of Student Performance for The Dreams Are Free
School. The strengths identified included: Faith Formation, Interpersonal Skills,
and Personal and Social Responsibility. These areas were rated the highest in
terms of student achievement and also had the lowest priority for improvement.
The following are graphic representations of the survey results. As evident the
three goal areas were rated the highest in their level of achievement as well as the
least priority for improvement.
Faith Formation
**1. Student understands God’s role in their life.
Overall the results show that 58% of parents and staff feel that the students are
fully competent or show exemplary level of achievement in this goal area.
0 10 20 30 40 50 60
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
4
**2. Student demonstrates Knowledge of the Catholic faith and traditions.
Overall the results show that 38% of parents and staff feel that the students are
fully competent or show exemplary level of achievement in this goal area.
**3. Student applies their faith and Christian values in their lives.
Overall the results show that 45% of parents and staff feel that the students are
fully competent or show exemplary level of achievement in this goal area.
0 20 40 60 80 100
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
0 20 40 60 80
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
5
Faith Formation—Priority for Improvement
In the area of Priority for Improvement the goal area of Faith Formation was given
a medium to no priority by 54% of those surveyed.
0 10 20 30 40 50
Essential
High
Medium
Low
No
Contol Group
Teacher Survey
Parent Opinion
6
Interpersonal Skills
**16. Students work with others in a variety of situations to set and achieve
goals
Overall the results show that 45% of parents and staff feel that the students are
fully competent or show exemplary level of achievement in this goal area.
**17. Students manage and evaluate their behavior as a group member.
0 20 40 60 80
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
0 20 40 60 80 100
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
7
Overall the results show that 54% of parents and staff feel that the students are
fully competent or show exemplary level of achievement in this goal area.
**18. Students deal with disagreements and conflicts caused by different
opinions successfully.
Overall the results show that 41% of parents and staff feel that the students are
fully competent or show exemplary level of achievement in this goal area.
0 10 20 30 40 50 60
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
8
Interpersonal Skills—Priority for Improvement
In the area of Priority for Improvement the goal area of Interpersonal Skills was
given a medium to no priority by 31% of those surveyed.
Personal and Social Responsibility
**19. Students take responsibility for personal actions.
0 20 40 60 80
Essential
High
Medium
Low
No
Teacher Survey
Parent Opinion
Contol Group
0 20 40 60 80
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
9
Overall the results show that 58% of parents and staff feel that the students are
fully competent or show exemplary level of achievement in this goal area.
**20. Students demonstrate honesty, fairness, and integrity.
Overall the results show that 77% of parents and staff feel that the students are
fully competent or show exemplary level of achievement in this goal area.
**21. Students respect themselves and others.
0 10 20 30 40 50 60
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
0 20 40 60 80
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
10
Overall the results show that 70% of parents and staff feel that the students are
fully competent or show exemplary level of achievement in this goal area.
**22. Students act as responsible citizens in the community, state, and nation.
Overall the results show that 77% of parents and staff feel that the students are
fully competent or show exemplary level of achievement in this goal area.
0 10 20 30 40 50 60
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
11
Personal and Social Responsibility—Priority for Improvement
In the area of Priority for Improvement the goal area of Personal and Social
Responsibility was given a medium to no priority by 32% of those surveyed.
Strengths
(Based on parent, staff, and control group survey results as well as faculty
discussions)
Strengths Evidence
Formation of Faith
Student understands God’s role in their
life. 58% fully competent or show
exemplary achievement.
Students are engaged in daily
prayer and reflections. They
apply these skills in their lives
both at school and at home.
Students are encourages to
participate in Lenten traditions
0 10 20 30 40 50 60
Essential
High
Medium
Low
No
Teacher Survey
Parent Opinion
Contol Group
12
and experience the season
through prayer and mass.
Students write/create Prayers of
the Faithful to be used in our
weekly Mass
Homerooms take turns
completing the readings during
our weekly \Masses
Interpersonal Skills
Students work with others in a variety of
situations to set and achieve goals. 45%
fully competent or show exemplary
achievement.
Students work in cooperative
learning groups to set and achieve
goals as well as complete a
project or task.
Students learn to pair and
complete a task successfully
using a Think, Pair, and Share
format in all academic
classrooms.
Students complete several “long-
term” projects throughout the
school year. These include both
in class and at home projects.
Personal and Social Responsibility
Students demonstrate honesty, fairness,
and integrity. Students act as
responsible citizens in the community,
Students are rewarded with
“angel wings” for demonstrating
honesty, fairness, and integrity
throughout the day.
The same traits are rewarded in
13
state and nation. 77% fully competent or
show exemplary achievement.
individual academic classrooms at
the discretion of the grade level
teacher.
Students participate in several
school wide community service
projects as well as Diocesan
Catholic Charity events. These
include an annual food drive for
All Faiths Food Bank, a pet food
drive for the Humane Society and
Operation Rice Bowls to benefit
Catholic Charities.
Students wear proper uniform in
order to be a positive role-model
and appropriately represent
Dreams Are Free
The results of the surveys indicated that three goal areas, Learning to Learn
Skills, Expanding and Integrating Knowledge, and Thinking and Reasoning Skills,
were rated lowest in terms of student performance based on the indicators written
into the survey, and were also considered the highest priority for improvement. A
graphic analysis of the survey results are provided below. It is evident that the
three goal areas were rated as having the highest priority of improvement as well
as the lowest achievement levels. Based on this information as well as quarterly
14
assessment and grades the staff decided on three goals to aide in the improvement
of student learning.
Learning to learn skills
**4. Students commit to create quality work and strive for excellence.
Overall the results show that 58% of parents and staff feel that the students show
no, low, or little level of achievement in this particular goal area.
0 20 40 60 80 100
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
15
**5. Students use a variety of learning strategies and personal skills to
enhance learning.
Overall the results show that 41% of parents and staff feel that the students show
no, low, or little level of achievement in this particular goal area.
**6. Students reflect and evaluate work for the purpose of improvement.
0 20 40 60 80
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
0 10 20 30 40 50 60
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
16
Overall the results show that 64% of parents and staff feel that the students show
no, low, or little level of achievement in this particular goal area.
Learning to Learn Skills—Priority for Improvement
In the area of Priority for Improvement the goal area of Learning to Learn Skills
was given a high to essential level of priority by 85% of those surveyed.
0 10 20 30 40 50 60
Essential
High
Medium
Low
No
Teacher Survey
Parent Opinion
Contol Group
17
Expanding and Integrating Knowledge
**7. Students connect knowledge and experience from different subjects.
Overall the results show that 54% of parents and staff feel that the students show
no, low, or little level of achievement in this particular goal area
**8. Students use what they already know to help them acquire new
knowledge and skills.
0 20 40 60 80
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
0 20 40 60 80
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
18
Overall the results show that 45% of parents and staff feel that the students show
no, low, or little level of achievement in this particular goal area.
**9. Students demonstrate integrated knowledge and skills to help them solve
problems in all classes.
Overall the results show that 61% of parents and staff feel that the students show
no, low, or little level of achievement in this particular goal area.
0 20 40 60 80
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
19
Expanding and Integrating Knowledge—Priority for Improvement
In the area of Priority for Improvement the goal area of Expanding and Integrating
Knowledge was given a high to essential level of priority by 77% of those
surveyed.
0 10 20 30 40 50 60
Essential
High
Medium
Low
No
Teacher Survey
Parent Opinion
Contol Group
20
Thinking and Reasoning Skills
**13. Students gather and use information effectively to gain new
information and justify conclusions.
Overall the results show that 58% of parents and staff feel that the students show
no, low, or little level of achievement in this particular goal area.
0 10 20 30 40 50 60
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
21
**14. Students utilize, evaluate, and refine the use of multiple strategies to
solve problems.
Overall the results show that 67% of parents and staff feel that the students show
no, low, or little level of achievement in this particular goal area.
**15. Students generate new and creative ideas by taking considered risks in
a variety of contexts.
0 10 20 30 40 50 60
Exemplary
Fully
Progress
Low
Teacher Survey
Parent Opinion
Contol Group
0 10 20 30 40 50
Exemplary
Fully
Progress
Low
No Evidence
Teacher Survey
Parent Opinion
Contol Group
22
Overall the results show that 58% of parents and staff feel that the students show
no, low, or little level of achievement in this particular goal area.
Thinking and Reasoning Skills—Priority for Improvement
In the area of Priority for Improvement the goal area of Thinking and Reasoning
Skills was given a high to essential level of priority by 64% of those surveyed.
Weaknesses
(Based on parent, staff, and control group survey results as well as faculty
discussions)
Weakness Evidence
Learning to Learn Skills
4. Students commit to create quality
work and strive for excellence. 58%
low, no or little level of achievement.
Students are resistant to writing
assignments because of OT issues
and academic deficits.
Students have difficulty
understanding grading scales,
0 10 20 30 40 50 60
Essential
High
Medium
Low
No
Teacher Survey
Parent Opinion
Contol Group
23
6. Students reflect and evaluate work
for the purpose of improvement. 64%
low, no or little level of achievement.
rubrics and check-lists.
Students lack the motivation to do
their work
Students have had little expected
of them in the past
Expanding and Integrating
knowledge
9. Students demonstrate integrated
knowledge and skills to help them solve
problems in all classes. 61% low, no or
little level of achievement.
Students struggle to apply problem
solving skills as well as using higher
order thinking
Students have difficulty generalizing
Students have difficulty generalizing
when concrete material is no being
presented
Thinking and Reasoning Skills
15. Students generate new and creative
ideas by taking considered risks in a
variety of contexts. 58% low, no or little
level of achievement.
Students do not assess what they already
know to help them grow in all academic
subjects
Due to negative past experiences
students show anxiety when introduced
to new materials and have difficulty
“thinking outside the box”
Based on aforementioned analysis, discussion, and performance indicators, the
staff agreed to focus on the three following goals to enhance student learning.
1. The students will use a variety of strategies to create quality work and strive
for excellence by showing a mastery of 80% or higher in academic areas.
24
2. The students will reflect and evaluate their own work for the purpose of
increasing their ability to be successful, responsible and independent readers.
3. The students will demonstrate knowledge and skills to help them solve
problems with the use of technology in all academic areas.
Goals Performance Indicators
Learning to Learn Skills
FCC survey results
Teacher prepared assessments
across content areas based on
Diocesan standards
Use of agenda for assignments
Expanding and Integrating Knowledge
FCC survey results
Journal responses
Cooperative learning groups
Thinking and Reasoning Skills
FCC survey results
Journal responses
Oral responses in group
25
Area 3 Appendix
26
27
28
Area 3: Research
Committee Members:
Title: Pages:
Effective Communication Skills in Teaching – Ms. Cornelius (Elementary Teacher) 29 – 31
Personal and Social Responsibility - Ms. Ferraro (Art Teacher) 32 - 33
Faith Formation Summary - Mrs. Lynn (Middle School Teacher) 34 - 36
Thinking and Teaching - Ms. McGrath (Elementary Teacher) 37 - 38
Learning to Learn Skills - Mrs. Smith (Elementary Teacher) 39 -40
29
Effective Communication Skills in Teaching – Ms. Cornelius
Dreams Are Free is a Catholic School established to educate students with learning
disabilities. Our primary goal as educators is to provide academic excellence along with
social skills to enrich and promote happy, educated, productive young members to our
community. We embrace each child who enters our school and we modify their curriculum
based on each student’s individual needs and IEP modification plan. It is estimated that there
are 15 million school aged children in the United States alone that have some form of a
learning disability. Dreams Are Free School is a warm caring environment that embraces each
child with open arms no matter what their learning obstacle may be.
Education and social skills are best learned using a variety of communication strategies. It
is stated that there are three styles of communication: 1) passive; 2) aggressive and 3)
assertive. The third style is the ideal style of communication that we as educators strive to
achieve in the classroom setting. Assertive communication implies that the child is actively
engaged in the classroom lesson and comprehending the information being discussed through
initiating dialogue to reinforce the lesson.
At Dreams Are Free School we work with a variety of students with varing exceptionalities.
We utilize a wide range of teaching strategies in the classroom. It is stated that students who
experience failure and frustration in the classroom learn to dislike school and often times this
can impact their success and achievement level through the college years. It is critical that
each child experiences levels of success and positive reinforcement throughout their day in
the classroom.
Communication is such an integral piece to each child’s learning and understanding in
school. Dreams Are Free School facilitates a positive learning environment through multi
level instructional methods. We use a reading program SPIRE beginning with basic sounds and
escalating to short novels. Students are tested upon entering our school and placed in an
appropriate level of SPIRE where they review sounds, vocabulary, read aloud and answer
short response questions. This program helps each student expand their vocabulary along
with reading comprehension and writing skills. The SPIRE program is very structured,
following a 10 step lesson plan and a scripted teacher’s manual. This program uses a very
30
consistent model of building on each concept and thus, has proven to be an effective
teaching strategy. The SPIRE program helps to lay the foundation for higher level skills.
Listening skills is another piece to effective communication. Students with learning
disabilities often have difficulty following directions skipping key words and do not hear the
full sentence or phrase just bits and pieces. At Dreams Are Free School we use auditory tapes
in the classroom. Students can hear stories on tape and follow along in their book. Students
pay attention to not only the story but vocabulary, phonetics and sentence structure. Another
example of listening skills is in the classroom when students are asked to summarize or
rephrase what was discussed in the lesson.
The area of communication that the Dreams Are Free School students need to work on
would be their oral speaking and presentation skills. It is stated that the ability to
communicate effectively can reduce depression, social alienation and bullying. Students with
learning disabilities are often easy targets for being picked on. Students are often self
conscious and insecure as it is and then to compound this with a learning disability intensifies
their insecurities. We need to work on each student’s self confidence and reinforce their
social skills. The classrooms do provide the opportunity for students to present oral projects
and in our community student s can present activities in front of the entire school. This is a
great platform for students to begin feeling comfortable in front of groups.
In conclusion, our own President Barack Obama is urging parents to become more involved
in their child’s education. It is stated that there is a direct link between a child’s success in
school and a parent’s communication and interaction in their child’s education. We at
Dreams Are Free are very fortunate to have wonderful parents that are very active and
supportive in their child’s education. Parents and teachers have very open communication
and dialogue which in turn has a positive impact on the quality of education their child
receives.
Bibliography
Deily, Mary-Ellen, Joyce L. Epstein and Larry Ferlazzo. "Engaging Schools, Engaging Parents:
The School-Community Partnership ." Education Week 15 September 2010: 1.
Kolb, Sharon M and Amy C Stevens Griffith. ""I'll Repeat Myself, "Again?!"" Empowering
Students Through Assertive Communication Strategies ." ERIC (2009): 32-36.
31
Miller, Kari Dr. www.edarticle.com. 9 November 2009. 8 February 2010
<http://www.edarticle.com/view/printview-6105.html>.
Smith, Barbara. www.brighthub.com . 24 December 2009. 8 February 2010
<http://www.brighthub.com/education/special/articles/60065.aspx>.
32
Personal and Social Responsibility – Ms. Ferraro
“Good social skills are critical to successful functioning in life. These skills enable us to
know what to say, how to make good choices, and how to behave in diverse situations. The
extent to which children and adolescents possess good social skills can influence their
academic performance, behavior, social and family relationships, and involvement in
extracurricular activities. Social skills are also linked to the quality of the school
environment and school safety.” www.nasponline.org
“Everything we do matters and makes either a positive or a negative impact on everything
around us.” - Arvind Devalia
“We can provide assistance to students with mild disabilities by increasing their
opportunity to succeed academically and providing a basis for developing leadership skills. In
nurturing these students, we can develop leaders. Consider people such as Helen Keller,
Thomas Edison, and Winston Churchill, all of whom had disabilities. “ Council for
Exceptional Children : TEACHING EXCEPTIONAL CHILDREN Sept/Oct 2002
Students at The Dreams Are Free School, a sheltered environment, are being prepared to
lead and succeed in a very real and unsheltered world environment. Personal and social
responsibilities are taught daily in a community setting. Behavioral lessons to promote
positive self-esteem and social skills are discussed, modeled, and practiced each day during
this Community time. Greeting staff and peers appropriately, pride in appearance, eye
contact, faith in God, honesty, being the best you can be, learning strategies (SLANT),
respect , random acts of kindness, are among goals we reinforce daily. We take pride in our
differences.
The lessons of our Community are a part of each classroom setting and academic being
taught. How we live our lives as individuals and groups can only improve who we are.
Gandhi: “Be the Change you wish to see in the world.”
The best way to prepare our children for their futures is to make them aware of their
surroundings, more than just themselves. We must correct behaviors that are inappropriate
33
by explaining rather than judging them. Rick Lavoie explained, “The Social Skill Autopsy
strategy can be a very effective and responsive technique if used properly. It is critical to be
mindful that an Autopsy should be conducted as an instructional, supportive, and
nonjudgmental intervention.” Children must meet with their personal success, own it and
model it. Academics follow and are absorbed by the student in control of him or herself.
The Essential 55 by Ron Clark has been a large part of this school’s social curriculum. In
some classrooms evidence of improvement in learning scores is the results of changed
behaviors. Self-esteem has become contagious. Hopefully, we will reach 100% in the near
future.
The Essential 55, Ron Clark, Hyperion, August 2004
The Excellent 11, Ron Clark, Hyperion, 2005
LDonline: Social Skill Autopsies: A Strategy to Promote and Develop Social Compentencies
Rick Lavoie (2005)
34
Faith Formation Summary – Ms. Lynn
The research on Faith Formation created many questions to be asked. The first question
is: What is Faith Formation? How is Faith Formation implemented in the Catholic Schools and
at Dreams Are Free specifically? Who is involved in Faith Formation? And What would be the
source of this research? In our discussions the staff came to realize that the first and foremost
source of Faith come from our Lord Jesus Christ. It is Jesus that taught us by the example of
His life, death, and resurrection what the answers to our question would be. We are a
Sacramental people asked to live the Beatitudes that Jesus gave us, in everything that we say
and do in our lives. We become members of the Church at Baptism and are called to spread
the Good News of God. The Church gives us important documents of Faith to help us direct
and build this Kingdom. The following statements are what we chose as important
statements of Faith to help guide us on our way.
The importance of religious teaching.
The highest importance we have as teachers is the vocation to help parents in carrying out
their duties and act in the name of the community by undertaking a teaching career. This
unique vocation requires special qualities of both mind and heart, and must carefully prepare
and always be ready to accept new ideas and to adapt old ones. This is especially important
for the students that we minister to.
We as teachers must remember that it depends mainly upon us whether or not a Catholic
school achieves its purpose. We should be prepared to work with special care, and have the
appropriate qualifications and learning in both religious and secular areas. Teachers should
be skilled in education in accordance with modern times and methods of teaching. We must
possess charity and understanding towards each other and our pupils. Teachers should be
inspired by an apostolic spirit, and through the examples of our lives and our teaching give
testimony to the original teacher, who is Christ.
One should teach Christianity, not just in the school setting but as a way of life.
35
The success of the Church’s educational mission will also be judged by how well it assists
the Catholic community in seeing the dignity of ALL human life with Jesus’ vision, as well as
being involved in searching for solutions to problems in the world.
The Church’s educational mission is a ministry that is integrated by three related
dimensions: The message that has been revealed by God which the Church must proclaim; the
fellowship of the Holy Spirit; and service not only to the Christian community but the entire
human race.
The community is the heart of a Christian education, not just as a concept to be taught in
a room, but as a living reality every day.
Jesus Christ is the foundation of Catholic education; the people in the Catholic school
should model Christ.
The foundation of a Catholic education in a Catholic school is Jesus Christ. His Good News
gives new meaning to life and helps man to direct his thoughts, actions and will according to
the Gospel. In this way, making the beatitudes the norm of life.
These beliefs indicate the duties and the content of the Catholic school. In this way, the
schools task is a synthesis of culture and faith as well as faith and life.
The achievement of this goal of the Catholic school does not depend on the specific
subject matter or methodology, but it depends on the people who work there. It depends on
the teachers. The integration of culture and faith is determined by the faith and life of the
teacher who demonstrates it. By imitating Christ who is the only Teacher, we reveal the
Christian message not just by our words but by how we behave. This is what makes the
difference between a school whose education is alive in the Christian spirit, and one in which
religion is only another academic subject.
If the Catholic school does not have a constant reference to the Gospel and Christ it will
lose its purpose.
At the very first moment the student sets foot in a Catholic school, he or she should have
the impression of entering an environment in the light of faith that has its own unique
characteristics.
36
A Catholic school should be an extension of the student’s own home and pleasant family
atmosphere.
As a Catholic school teacher you must be able to combine culture and Faith to all
children as well as being able to teach in a Christian way.
The Catholic school is at the heart of the Church.
In the Catholic school, “prime responsibility for creating this unique Christian school
climate rests with the teachers as individuals and as a community. Teaching has an
extraordinary moral depth and is one of man’s most creative activities. A teacher writes on
the very spirits of human beings,
The Catholic school can be of such service in developing the mission of the People of God
that is of vital importance in our times.
BIBLIOGRAPHY
U.S. Catholic Bishops. To Teach As Jesus Did: A Pastoral Message on Catholic Education. :
USCCB. (1972).
Engebretson, K. (2009). Called to be holy: the transformative potential of Christian service
programs in Catholic schools. Journal of Beliefs and Values. (In press)
Engebretson, K. (2008). The Catholic school called to dialogue: a reflection on unity of the
Catholic school. Journal of Beliefs and Values, 29(2): 151-160.
William Cardinal Baum, Prefect. “The Religious Dimension of Education in a Catholic School.”
Sacred Congregation for Catholic Education, Rome. Italy. April 1988.
Pio Cardinal Laghi. Prefect. “The Catholic School; On the Threshold of the New Millennium.”
Sacred Congregation for Catholic Education, Rome. Italy. January 1998.
Gabriel-Marie Cardinal Garrone, Prefect. “The Catholic School,” The Sacred Congregation for
Catholic Education, Rome , Italy. March 1977.
Committee: Katherine Lynn, Caroline Cornelius
37
Thinking and Teaching – Ms. McGrath
Thinking is a powerful skill we are all given when provided with the tools to learn. The
first step to thinking is the understanding the information presented. The second step is the
ability to manipulate the given information. Lastly, the student should be given the
opportunity to create new information. As a teacher it is our responsibility to teach our
students the information, empower students to question the information and encourage the
formation of new ideas.
There are many studies to help teachers understand education and its role in thinking.
Studies by Jean Piaget, Lev Vygotsky, and Jerome Bruner provide a better understanding of
thinking. They express what teachers and schools need to offer their students. All three
psychologists give a powerful basis for the structure of thinking.
Piaget, Vygotsky, and Bruner all believe thinking is best taught through social interaction.
Piaget’s theory of cognitive development explains how children think. Piaget reminds
teachers thinking is not telling but doing. Vygotsky emphasizes the importance of providing
information today so a student has the tools for tomorrow. Bruner takes the knowledge from
Piaget and Vygotsky but he formulates a new idea that focuses on language. Bruner says
language is the bridge between understanding and manipulating. In order to accomplish these
goals teachers must use social teaching and interaction.
Our school, Dreams Are Free, we understand that much of what we teach must be done
through interaction with teachers, specialists, and peers. Our students have deficits in
language so it is important to create a learning environment that is language based. All of our
teachers provide students with knowledge through interaction socially and professionally. We
even have a time block for teaching social skills to give students tools to use outside of
school. As a staff we come together to role play, implement think-pair-share, and use peer
buddies. Language is used to fill gaps and the activities give opportunities to think and do.
38
If we continue to look at the research of thinking, we find three more very important
theories. These three ways of thinking are metacognition which is found in the information
processing theory, constructivism, and multiple intelligence theory by Howard Gardner. These
all reflect the student’s ability to formulate their own building blocks for thinking.
Metacognition is the process by which students actively participate in acquiring, monitoring,
and accessing information. Constructivism recognizes the teacher only as a facilitator in the
classroom to push students to think for themselves. Howard Gardner echoes both
metacognition and constructivism by helping teachers create a learning environment that
provides students to solve and create their own solutions.
At Dreams Are Free we encourage students to think for themselves, the teacher is the
facilitator. We present information and give students extended time to actively participate in
their learning. This is what provides the skill for thinking. In many subject areas we
encourage individual thought and help students further their understanding with additional
resources. Students are provided the opportunity to share through language and
demonstration what new ideas they have constructed. This may be done in front of their peer
group, other teachers and staff members or their parents. Our school promotes individual
thinking and learning.
If all teachers apply the knowledge we learn from Paiget, Vygotsky, and Bruner along with
the theories of metacognition, constructivism and Gardner, no child should be left behind.
Thinking and reasoning can be facilitated in all types of classrooms, even if the learner has
exceptionalities. At our school, no child is without exceptionalities. However, every child is
given an individual education through our staff. We understand thinking is about useful
knowledge explored to encourage the possibilities and success in the future.
Bibliography
Arends, Richard I. Learning to Teach. New York: (December 2009), 2004.
Assaf, Mohammad Ahmad. Teaching and Thinking: A Literature Review of the Teaching of
Thinking Skills. 00 04 2009. 30 12 2009
39
<http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/44/
01/be.pdf>.
Learning to Learn Skills – Mrs. Smith
Dreams Are Free School at Bishop Nevins Academy has a strong foundation on Learning
Skills. At Dreams, each student has an individual plan. Students are leveled in Reading and
Mathematics according to their ability level. Upon entry, each students’ academic history
(IEP’s, psychological and academic testing, report cards and other professional
examinations)help discern their placement in Reading and Mathematics. Our expectation is
our students will gain skills not only in academics and in social skills but in their Catholic faith
as well. Students learn skills they can apply in their community. They learn to become a
leader in their educational process. Educators at Dreams incorporate several different
techniques in their teaching styles. In our classrooms, teachers use learning centers, brain
based learning, differentiated curriculum, and alternative assessments.
Each classroom is set up accordingly to the class make up. Teaching students with special
needs, an educator must change their environment based on the students’ learning style and
skills. In the lower grades, teacher use the technique of centers for reinforcement. Centers
provide a student the opportunity to reinforce skills that has been previously introduced.
This skill engages the student to increase their spatial (autobiographical) and rote (taxon
memory) learning.
Brain Based Learning consists of three instructional techniques orchestrated immersion,
relaxed alertness, and active processing. At Dreams the teachers designs the curriculum and
learning skills to the student’s interests and makes it contextual. We create environments
where the learning is an experience they can relate to or apply too (orchestrated immersion).
In our classroom environments students feel relaxed and safe. In return the child has opened
up emotionally to take on tasks or objectives that are difficult to master. Once you create
alertness he or she can then become actively engaged in the learning process.
40
Dreams educators differentiate curriculum by assessing the needs of the class. As
professionals it is imperative for the students’ growth, to be able to reach them in multiple
ways. Responding to interventions that have successful worked or have failed is key to the
child’s mastery of an objective. Creating a lesson designed to reach the individual helps
connect the student to their lesson and their performance. Educators use supplemental
resources such as visual and/or audio aides, graphic organizers and leveled resources for
reading and mathematical levels to assist the student in their lesson.
Alternative Assessments play an immense role in our assessment processes. Students at
Dreams not only have cognitive difficulties but they have Speech/Language and Occupational
struggles as well. When assess them on content it is crucial we factor in all of their needs.
Not all children can perform on a paper and pencil test. Some of our students benefit from
the following modifications: oral, scribe, extended time, chunking, paraphrasing and
nonverbal assessments. Each assessment at Dreams is individualized to mold to the students
needs and strengths they may contain.
BIBLIOGRAPHY
Caine, Geoffrey Making Connections: Teaching and the Human Brain New Horizons December
2004
Connell, Diane The Global Aspects of Brain-Based Learning Fall 2009
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/00000
19b/80/46/48/5a.pdf
National Joint Committee on Learning Disabilities (2005) Responsiveness to Intervention and
Learning Disabilities http://www.ldonline.org/article/11498
1
Area 4: Analysis of Instructional and Organizational Effectiveness
Committee Chairperson:
Katie Smith, Grade 3 ESE Teacher
Committee Members:
Mary Aksentis, Principal
Sandy Caliendo, Resource Teacher
Marylou Ferraro, Art Teacher
2
Area 4
Surveyed Strengths and Weaknesses
Introduction:
Area 4 committee created surveys for completion from faculty and staff. The
survey was constructed to measure the strengths and weaknesses of Dreams are
Free Catholic School instructional and organizational effectiveness. Survey
questions were constructed with previously collected data from Area 3 of our
School Improvement Plan. Work was done with the collaboration of our faculty,
staff and committee chairperson during the 2009-2010 school year.
The Area 4 committee began with the research on the FCC Principals and
Standards. Each of the standards was examined, discussed and a review of the
impact from previous sections was addressed by the committee. The survey was
administered with eight surveys being returned from “teachers” and six surveys
being returned by individuals categorized by “staff.” Overall, a total of fourteen
surveys were completed and analyzed to create the subsequent strengths and
weaknesses table.
Respondents completed a total of twenty-eight Likert-scaled questions ranging
from “4” (highly agree) to a “0” (not applicable) and two total open-ended
questions for a total of thirty questions. Questions ranked the quality of curriculum,
instructional design, assessment, climate/environment, structure, communication,
professional development and open-ended questions. A blank copy of the survey is
provided in the appendix to Area 4.
After analysis and review for redundancies and discrepancies, the results allowed
the committee to clearly distinguish the strengths and weaknesses of the
instructional organizational effectiveness of Dreams are Free Catholic School.
Analysis showed that scores on items ranged from a low of 1.80 to a high of 3.33
revealing that 71 percent of the indicators of performance were in the low level of
development and implementation and limited level of development or partial
implementation. Strengths and weaknesses are reported in the charts below.
3
FCC Survey Items Identified as Strengths during 2009-2010
Item #2 The school’s curriculum is based on clearly defined standards for
student learning and is focused on supporting and challenging all
students to excel in their learning.
Item #16 The school develops a shared vision, beliefs and mission that define a
compelling purpose and direction for the school.
Item #23 The school provides a skillful stewardship by ensuring management
of the organization, operations and resources of the school for a safe,
efficient and effective learning environment.
FCC Survey Results during 2009-2010
3.33
3.13
3.07
NSSE Survey Items Identified as Strengths
Item #23 Item #16 Item #2
4
FCC Survey Items Identified as Weaknesses during 2009-2010
Item #21 The school employs effective decision-making that is data-driven,
researched and is based and collaborative.
Item #24 The school fosters a community-building conditions and working
relationship within the school, the parish and the broader community.
Item #27 The school builds skills and capacity for improving through
comprehensive and ongoing professional development programs
focused on the school’s goals for improvement.
FCC Survey Results during 2009-2010
2.75
2.13
2.07
NSSE Survey Items Identified as Weaknesses
Item #27 Item #24 Item #21
5
Areas Identified as Strengths – 2009-2010
Curriculum Supporting Evidence
2. The school’s curriculum is based on
clearly defined standards for student
learning and is focused on supporting
and challenging all students to excel in
their learning. (3.13)
Student curriculum is developed and
based on the Diocese of Venice and the
Sunshine State Standards. Staff at
Dreams individualize each child’s
program according to the ability and
goal level of the student to meet
success.
Climate/ Environment Supporting Evidence
16. The school develops a shared vision,
beliefs, and mission that defines a
compelling purpose and direction for the
school. (3.07)
In Area 2 Dreams Are Free staff
contributed in the development of a
mission statement. This allowed each
staff member to share their personal
philosophies, vision, and goals.
Structure Supporting Evidence
23. The school provides a skillful
stewardship by ensuring management of
the organization, operations and
resources of the school for a safe,
efficient and effective Catholic learning
environment. (3.33)
Faculty has been participating in the
Diocese of Venice’s Into the Fields
professional development to continued
growth spiritually. From this we hope
to ensure the student growth of the
Catholic faith.
6
Areas Identified as Needing Improvement – 2009-2010
Structure (Curriculum) Supporting Evidence
21. The school employs effective
decision making that is data-driven,
researched based and collaborative.
(1.80)
Placement tests are given for
both S.P.I.R.E., reading and
math steps curriculum.
Students practiced taking
standardized testing (DRA’s,
IOWA, Fox-In-The-Box).
All students are given the
Brigance at the end of the school
year to compare with pre-testing.
Communication Supporting Evidence
24. The school fosters community-
building and working relationships
within the school, the parish and the
broader community. (2.13)
The Principal meets monthly
with St. Martha Catholic
School’s administration and Fr.
Fausto to discuss collaborative
school activities, shared services
and upcoming events
Dreams are Free students meet
every morning in the community
area before classes begin to
discuss events, review what they
are learning and to have
morning prayer
Dreams are Free students,
faculty and staff participate in
First Friday Mass held with St.
Martha Catholic School in St.
Anne Hall at Bishop Nevins
Academy
Upper-grade students assist
younger students during classes
and school-wide events
Student Council coordinates
events throughout the school
year to benefit entire student
7
body
Students actively carry-out daily
duties (removal of trash from
classrooms) and weekly duties
(removal of recyclable items)
Parishioners, parents, students
and the public are invited to
participate in community-
building fund raising events held
throughout the school year
All students participate in
collecting dry, non-perishable
foodstuffs for local shelters
Professional Development Supporting Evidence
27. The school builds skills and capacity
for improvement through
comprehensive and ongoing
professional development programs
focused on the school’s goals for
improvement. (2.07)
Dreams are Free takes
advantage of Diocese of Venice
and Sarasota County trainings
and workshops
The Dreams are Free staff
attended monthly faculty
meetings and “team” meetings to
encourage collaboration and
consistency.
With the recent administration change of a new principal and the addition of
marketing staff, the committee recommended that a new Area 4 survey be
administered for the 2010-2011 school year to adequately measure the current
results. The committee met to review and complete an analysis of the new survey
results. Analysis showed that scores on items this year ranged from a low of 2.56
to a high of 3.56, revealing improvement in all the indicators. Evaluation of the
data noted no indicators remained in level one with low level of development and
implementation. In addition, the number of indicators in level two with limited
development and partial implementation decreased from 71 percent to 21 percent.
Strengths and weaknesses are reported in the charts below.
8
FCC Survey Items Identified as Strengths during 2010-2011
Item #17 The school’s mission is to proclaim the gospel message of Jesus, to
build faith communities, to celebrate through worship and to serve
others without distinction.
Item #18 The school defines measurable goals focused on improving student
learning.
Item #25 The school leadership pastors, principal, teachers, parent advisory
group, share responsibility for the mission of the school.
FCC Survey Results during 2010-2011
3.5
3.56
3.56
NSSE Survey Items Identified as Strengths
Item #17 Item #18 Item #25
9
FCC Survey Items Identified as Weaknesses during 2010-2011
Item #13 The student learning assessment system provides for the collection of
a comprehensive and representative sample of student performance
that is sufficient in scope to permit confident conclusions about
student achievement and yield generalizeable results.
Item #15 The school facilitates a collaborative process in developing the
school’s vision, beliefs, mission and goals that engages the school
community in an in-depth study and assessment of important
information sources (e.g. student assessment data, demographic data,
environmental scanning, future trend information, workplace
expectations, etc.)
Item #27 The school builds skills and capacity for improvement through
comprehensive and ongoing professional development programs
focused on the school’s goals for improvement.
FCC Survey Results during 2010-2011
2.63
2.56
2.56
NSSE Survey Items Identified as Weaknesses
Item #13 Item #15 Item #27
10
Areas Identified as Strengths – 2010-2011
Curriculum Supporting Evidence
17. The school’s mission is to proclaim
the gospel message of Jesus, to build
faith communities, to celebrate through
worship and to serve others without
distinction. (3.56)
The new Principal created
“community time” in the
morning and prior to dismissal,
emphasizing the gospel message
and the learning of prayers.
The Dreams Are Free staff meet
before school to pray.
Climate/ Environment Supporting Evidence
18. The school defines measureable
goals focused on improving student
learning. (3.56)
The Dreams are Free principal and
staff created a quarterly intervention
plan to target individual goals for all
students.
Structure Supporting Evidence
25. The schools leadership- pastors,
principal, teachers, parent advisory
group-share responsibility for the
mission of the school. (3.50)
Parent Advisory was created in
September, 2010 and has met
four times to review and advise
the Principal for Dreams are
Free and communicate to
parents the mission of the
school.
The new Principal met with staff
and the pastor and through
collaboration determined a new
emphasis regarding the mission
for Dreams are Free.
11
Areas Identified as Needing Improvement – 2010-2011
Structure (Curriculum) Supporting Evidence
13. The student learning assessment
system provides for the collection of a
comprehensive and representative
sample of student performance that is
sufficient in scope to permit confident
conclusions about student achievement
and yield generalizable results. (2.56)
The students participated in
standardized testing (I.T.B.S.) in
the fall of 2010.
The Dreams are Free Principal
and staff created a quarterly
intervention plan to target
individual goals for all students.
Communication Supporting Evidence
15. The school facilitates a collaborative
process in the developing in the school’s
beliefs, mission, and goals that engages
the school community in an in-depth
study and assessment of important
information sources. (2.56)
Dreams are Free met at faculty
meetings and reviewed and
collaborated on the beliefs. A new
mission statement was developed based
on these discussions.
Professional Development Supporting Evidence
27. The school builds skills and capacity
for improvement through
comprehensive and ongoing
professional development programs
focused on the school’s goals for
improvement. (2.63)
Dreams are Free takes
advantage of Diocese of Venice
and Sarasota County trainings
and workshops
The Dreams Are Free staff
attended monthly faculty
meetings and “team” meetings to
encourage collaboration and
consistency.
12
The faculty and staff collaborated to set goals for measurable improvement of
the FCC survey items identified from the most recent survey and listed on the
previous chart as weaknesses. Using baseline data, survey results, and faculty and
staff committee discussions, the following goals were developed:
Goal 1 Dreams are Free will enhance and expand standardized testing
instruments to monitor student achievement.
Goal 2 Dreams are Free will promote in-school community communication of
beliefs, mission, and goals.
Goal 3 Dreams are Free will increase opportunities for comprehensive and
ongoing professional development for faculty and staff.
13
Area 4 Appendix
14
15
16
17
1
Area 5: Action Plans
Committee Chairperson
Mary Aksentis, Principal
Committee Members
Sandy Caliendo
Katie Smith
Kathy Lynn
Melissa McGrath
Caroline Cornelius
Marylou Ferraro
2
Introduction:
The Dreams Are Free School faculty participated in an overview presentation of
Area 5 in May 2011. The staff and committee chairs reviewed the goal statements
as determined by the Area 4 Committee, the Florida Catholic Conference “Seven
Goals for Student Learning”, and the tasks necessary for the Action Plan
Committee. A summary of the results of Area 3 parent and student inventory
surveys and research outlined as priority areas of improvement were discussed
during the Area 5 committee meetings.
The Area 5 committee met on three separate occasions during May through August
2011 to collaborate on the action plan goals and the steps necessary to ensure
communication, curriculum, organizational needs, and professional development
that could be utilized to support these action plan steps.
The entire staff met on August 10, 2011 to review these action plans and discussed
and collaborated on necessary changes. With staff consensus, the action plans were
completed.
Action Plan 1
3
Goal: Given a writing assignment, the student will complete the assignment using a variety of strategies to obtain a score of 80% or higher. SSE/FCC Goal: Learning-to-Learn Skill
Action Steps Timeline Estimated Resources
Person(s) Responsible
Evaluation Plan
I-A. School Structure (climate): The school will create rubrics based on the Diocese of Venice content standards in language arts.
December 2012
Updated content standards in language arts
Teachers
Monthly faculty meetings will be held to create rubrics based on the content standards.
I-B. Communication: a. The Principal will email parents. b. The Marketing Director will upload teacher newsletters to school web site. c. The Principal will hold Parent Advisory board committee meetings to discuss the school improvement plan. d. The faculty will hold Parent School Association meetings to review the rubric.
a. Weekly (2011-2012) b. Monthly (2011-2012) c. Quarterly (2011-2012) d. Quarterly (2011-2012)
a. E-mail
b. Dreams Are Free website c. No cost d. $100
a. Principal b. Teachers and Marketing Director c. Principal and Parents d. Principal and Teachers
a. Parents will be e-mailed input and surveys at the end of the school year. b. Parent surveys about teacher newsletter web site will be issued and completed during scheduled conferences with teachers. c. Parent Advisory Surveys will be issued and collected during quarterly meetings. d. Parents will be issued surveys about the rubric at the end of the year with a stamped envelope to return survey to the school.
Action Plan 1
4
I-C. Professional Development: a. An Inservice day for teachers will be reserved for training by Loyola Press for our Language Arts program. b. The staff will be trained on use of the selected rubric. c. A committee of two to three teachers will review of portfolio assessments and compare rubric scores.
a. Pre-planning August 2011 – Ongoing b. Feb.2012 – Mar. 2012 c. January 2012 through May 2012
a. No cost b. $100.00 stipend c. No cost
a. Principal and Trainer from Loyola Press b. Select Committee Members c. Principal
a. A sign-in sheet will be created to document attendance at the trainings. b. The Principal will collect a completed rubric of a student writing sample from each teacher by March 30, 2012. c. A formal student written assessment will be evaluated by 2-3 teachers at the end of May 2013 to determine consistent use of the rubric.
Action Steps Timeline Estimated Resources
Person(s) Responsible
Evaluation Plan
II-A. Curriculum Development: The school will purchase new language arts curriculum “Voyages in English” by Loyola Press
August 2011
$2,778.41
Principal
The bookkeeper will track the inventory of books received.
II-B. Curriculum Implementation: a. Loyola Press will hold an initial training for the Voyages language arts program. b. The school will
a. Pre-planning August 2011 b. Pre-planning
a. No cost Teacher time 1-2 hours b. No cost
a. Principal Trainer from Loyola Press b. Principal and
a. A sign-in sheet will be utilized to document the attendance of teachers. b. Monthly teacher meetings will be held to discuss
Action Plan 1
5
establish student groups based on instructional reading level. c. Teachers will begin the using the Voyages language arts program textbook and the practice book. d. The Principal will create a committee to review rubrics and the state-wide writing assessment criteria. e. The committee will select or create a rubric to be utilized. f. The teacher committee will train staff on the use of the selected rubric. g. The school will initially pilot the rubric grading system with middle grades 6-8.
August 2011 c. August 18, 2011 – Ongoing d. Sept.2011 – Oct. 2011 e. Nov. 2011 – January 2012 f. Feb.2012 – March 2012 g. April 2012 – May 2012
c. No cost d. No cost e. No cost f. No cost g. No cost
Teachers c. Principal and Teachers d. Teachers e. Teacher Committee f. Teacher Committee and Loyola Press g. 6th-8th Grade Teachers
student progress. c. Lesson plans and monthly meetings with the faculty will be utilized to monitor the use of the new language arts curriculum. d. A list of committee members will be provided to all staff and Parent Advisory by September 30, 2011. e. The rubric will be turned-in to the Principal and Parent Advisory by January 2012 f. The Principal will collect a completed rubric of a student writing sample from each teacher by March 30, 2012. g. During post-planning, teachers will meet to review the results and evaluate the rubric design.
II-C. Curriculum Assessment: a. The Principal will hold teacher observations in each classroom. b. The teachers will evaluate the portfolio assessment.
a. Ongoing b. January 2012 – May 2012
a. Principal time b. Teacher time
a. Principal b. Teacher
a. The Principal will observe and review with the teachers the level of student engagement. b. The portfolio will contain samples of classroom student writing, journal writing and computer writing. The teachers will evaluate the portfolio and
Action Plan 1
6
c. Student progress will be evaluated through a formal written assessment.
c. January 2012 – May 2012
c. Teacher time
c. Teacher
conferences will be held with students. c. A committee of 2-3 teachers using the rubric will evaluate the formal written assessment to determine student growth throughout the year.
Action Plan 2
7
Goal: The students will independently “read to self” and “read to others” while following the rules to demonstrate a successful, responsible and independent reader for 15 minutes. SSE/FCC Goal: Learning-to-Learn Skill
Action Steps Timeline Estimated Resources
Person(s) Responsible
Evaluation Plan
I-A. School Structure (climate): a. The Resource classroom will be refurnished and reorganized while following the guidelines for creating an independent and successful reading environment. b. Teachers will be re-assigned to create a team with a new paraprofessional who will assist with classroom activities.
a. August 2011 – Ongoing b. August 2011 – Ongoing
a. $250 and 6 hours moving and re-organizing b. $9,975
a. Resource Teacher and Principal b. Principal
a. The bookkeeper will total purchases of supplies allotted to the classroom. b. The Principal will hold observations and conferences with the teachers.
I-B. Communication: a. The staff will create a flyer and teacher presentation for open house regarding the new resource program design. b. A letter will be sent to parents in our Friday envelope explaining the design
a. August 2011 – Ongoing b. August 2011 – Ongoing
a. No cost
b. No cost
a. Resource Teacher and Marketing Director b. Principal
a. A questionnaire about the program design will be given to parents and collected at the end of the year. b. A checklist will be created to ensure each student will receive a letter in their Friday envelope.
Action Plan 2
8
with examples of “The Daily 5”. c. The Principal will e-mail parents information about the skills being taught in the resource class. d. Information about the resource program will be posted on the Dreams are Free web site. e. Teachers will receive an overview training of the research and “The Daily 5” books. f. The school will hold Parent workshops and conferences about “The Daily 5”
c. August 2011 –Spring 2012, Weekly d. August 2011 – Spring 2012, Monthly e. August 2011 -- Ongoing f. Fall 2011 – Spring 2012
c. No cost d. No cost e. No cost f. $150.00
c. Principal d. Teachers and Marketing Director e. Mrs. Caliendo, Resource teacher f. Principal, Teachers and admin. assistant
c. A checklist of each parent’s email address will be created to monitor that each parent receives the weekly e-mail. d. A print-out of the school’s web site, with resource program information, will be provided to the Principal. e. A sign-in sheet will be created to document attendance at the training. f. A sign-in sheet will be created to document the attendance of parents who attend the workshops or conference.
I-C. Professional Development: a. A training will be held to present an overview and the research for “The Daily 5” books to all faculty. b. Two teachers will attend “The Daily 5” and “Café Book” workshop in Orlando, Florida with the “2 Sisters”.
a. August 12, 2011 b. September 29 & 30, 2011
a. No cost b. $1,269.76
a. Mrs. Caliendo Resource teacher b. Principal, two Teachers, Bookkeeper
a. A checklist will be created to document who receives copies of “The Daily 5” book. b. Teachers will create and present a 50-minute PowerPoint presentation on what they learned at the Orlando workshop.
Action Plan 2
9
c. The conference teachers will present a PowerPoint to faculty about strategies learned at the Orlando workshop with “The 2 Sisters”.
c. October 14, 2011 c. No cost c. Principal and conference Teachers
c. The Principal will document that the PowerPoint presentation was held.
Action Steps Timeline Estimated Resources
Person(s) Responsible
Evaluation Plan
II-A. Curriculum Development: The Teachers will read the books “Daily 5” and “Café” by by Gail Boushey and Joan Mose.
August 2011 – November 2011
$26.00
Teachers
A group discussion will be held during faculty meetings to discuss “The Daily 5” and “Café” strategies.
II-B. Curriculum Implementation: The Teachers will utilize the same process for “read to self” and “read to others” in their classrooms. The strategies outlined in “The Daily 5” and “Café Book” will be used throughout the school day.
August 2011 – May 2012
No cost
Principal and Teachers
The Principal will conduct an observation in each classroom and a survey/questionnaire will be completed by each teacher.
Action Plan 2
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II-C. Curriculum Assessment: a. The students will increase independent “read to self” up to 15-minutes in a period. b. Students will increase independent “read to others” up to 15-minutes in a period. c. The resource teachers will hold teacher-led small group strategy lessons.
a. August 2011 – Spring 2012 b. August 2011 – Spring 2012 c. August 2011 – Spring 2012
a. No cost b. No cost c. No cost
a. Teachers b. Teachers c. Teacher
a. The Principal will conduct an observation in each classroom monthly. b. The Principal will conduct an observation each classroom monthly. c. The teachers will document small group strategy lessons with the students.
Action Plan 3
11
Goal: Students will utilize state-of-the-art technology to develop and increase academic skills as demonstrated through 80% accuracy of assignments. SSE/FCC Goal: Expanding and integrating knowledge
Action Steps Timeline Estimated Resources
Person(s) Responsible
Evaluation Plan
I-A. School Structure (climate): a. Students will utilize the computer lab daily. b. The school will upgrade school-wide technology, including: teacher laptops, projectors and Smart Boards.
a. August 2011 – Ongoing b. August 2011 – Ongoing
a. Teacher time b. $5,500
a. Teachers b. Principal, bookkeeper and IT
a. Teachers will document skills utilized during the daily lab time in their lesson plans. b. Upgraded technology will be tracked through purchase orders and the budget by the bookkeeper. IT will coordinate the installation of upgraded technology.
I-B. Communication: a. The letter will be sent to parents in the student’s Friday envelope explaining upgraded technology and new purchases. b. Principal will e-mail parents information about technology skills are being taught c. The information about technology programs will be posted on the Dreams are Free web site.
a. August 2011 – Ongoing b. August 2011 – 2012, weekly c. August 2011 – Spring 2012, Monthly
a. No cost b. No cost c. No cost
a. Principal b. Principal c. Principal and Marketing Director
a. A checklist will be created to ensure that each student will receive a letter in their Friday envelope. b. A checklist of each parent’s e-mail address will be created to monitor that each parent receives weekly e-mails. c. A printout of the schools website with technology information will be provided to the Principal.
Action Plan 3
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d. Parent workshops and conferences will be held by staff.
d. Fall 2011 – Spring 2012
d. $150.00 d. Principal, teachers and admin. assistant
d. A signup sheet will be created to document parents who attend workshops and conferences.
I-C. Professional Development: a. IT will hold a training session on upgraded technology, accessing server and use of projector and laptops. b. E-book vendor will host training session on new e-book use and application for curriculum implementation. c. Faculty will be train on the Write: Out Loud and Envision Math software programs to improve academic skills.
a. Fall 2011 – Spring 2012 b. Fall 2011 – Ongoing c. Fall 2011
a. No cost b. No cost c. No cost
a. IT and Principal b. E-book vendor and Principal c. Principal, Dave Butler and Jim Evans
a. A signup sheet will be created to document teachers who attend training sessions. b. A signup sheet will be created to document teachers who attend training sessions. c. A signup sheet will be created to document teachers who attend training sessions.
Action Steps Timeline Estimated Resources
Person(s) Responsible
Evaluation Plan
Action Plan 3
13
II-A. Curriculum Development: a. Purchase e-books for novel studies. b. Purchase Write: Out Loud software, Envision Math software and online spelling games through Zaner-Blozer.
a. Fall 2011 – Ongoing b. Fall 2011 – Ongoing
a. $7,000 b. $800
a. Principal b. Principal
a. Bookkeeper will track inventory per classroom. b. Bookkeeper will track inventory.
II-B. Curriculum Implementation: a. A letter from Envision Math will be sent to parents in the student’s Friday envelope explaining the log-in and password for math assignments. b. Teachers and students will utilize online spelling, games and activities to reinforce spelling concepts. c. Students will use e-books daily in their novel study group d. Staff will implement the Write: Out Loud and Envision Math software programs in computer classes.
a. Fall 2011 – Ongoing b. Fall 2011 – Spring 2012 c. Fall 2011 – Spring 2012 d. Fall 2011 – Spring 2012
a. No cost b. No cost c. $680 d. No cost
a. Teachers b. Teachers c. Principal d. Principal and Teachers
a. Assignments and games for students will be monitored monthly by the classroom teacher. b. Lesson plans will be evaluated for documentation for bi-monthly activities in the computer lab. c. The Principal will conduct observations to document the use of e-books in the novel studies classes. d. The Principal will conduct observations in the computer lab to document the use of the Write: Out Loud and Envision Math software programs.
Action Plan 3
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II-C. Curriculum Assessment: a. Teachers will monitor student’s online assignment progress on a monthly basis. b. Student writing samples will be saved to individual folders and tracked with the Write: Out Loud evaluation system. c. Students will complete a reading interest inventory prior to the use of the e-books and again at the end of the year after using e-books. d. Teachers will create a pre-test for selected spelling words and re-administer a post-test of the same words.
a. Fall 2011 – Spring 2012 b. Fall 2011 – Spring 2012 c. Fall 2011 – Spring 2012 d. Fall 2011 – Spring 2012
a. No cost b. No cost c. Teacher time d. Teacher time
a. Teachers b. Teachers c. Teachers d. Teachers
a. Printed progress reports will be printed monthly for each student. b. Four student writing samples will be saved to individual folders and tracked with the Write: Out Loud evaluation system during the year to monitor student progress. c. The results of the interest inventory will be analyzed at the end of the year. d. Teachers will compare the pre-test to the post-test of the selected words each semester to monitor student progress.
Area 6: ARCA
Committee Chairperson:
Mary Aksentis, Principal
Area 6
ARCA
I. The 2010-2011 ARCA was completed by Mary Aksentis, Principal.
Dreams are Free Catholic School is in compliance with all standards.
II. Implementation of School Improvement Plan
The members of the Implementation Team will include: Sandy Caliendo, Kathy
Lynn, Melissa McGrath and Mary Aksentis. This committee will study the
recommendations as defined by the visiting team. The implementation team will
develop a detailed plan to achieve these specific recommendations, the Action Plan
and any suggestions to meet accreditation standards compliance. The plan will
include specific resources and a timeline for imitation and completion of its
components.
