St. Benedict Preparatory School Strategic Plan fileSt. Benedict Preparatory School Strategic Plan Developed with the assistance of: James Brandt, Regional Advisor ... Victoria Helander-Heiser,

St. Benedict Preparatory

School

Strategic Plan

Developed

with

the assistance of:

James Brandt, Regional Advisor

J. Kevin Donovan, Project Manager

James Neils, Consultant

Ted Lobman, Consultant

Victoria Helander-Heiser, Consultant

From

Executive Service Corps of Chicago

Project 6205

October 15, 2011

Table of Contents

Page

Forward ............................................................................................................... 1-2

Acknowledgement .............................................................................................. 2-3

Mission ....................................................................................................................3

Vision .................................................................................................................. 4-5

Key Issues ........................................................................................................... 5-8

Critical Issues .................................................................................................... 8-10

Communications ............................................................................................. 11-14

Board Development ........................................................................................ 15-18

Alumni/Development ...................................................................................... 19-22

Academics ....................................................................................................... 23-29

Finances .......................................................................................................... 30-33

Facilities .......................................................................................................... 34-38

Appendix ........................................................................................................ .39-68

Report on Interviews of parents that continued on for high school .... 39-41

Faculty, parents and stakeholder interviews ....................................... 41-55

Survey Monkey Results ...................................................................... 55-57

Focus Group Survey ........................................................................... 57-62

Diagnostic Report ............................................................................... 63-68

1

Foreword

St. Benedict is a parish preparatory school in a Northwest neighborhood of the

City of Chicago. The school has grades pre-k to 12. The school is 110 years old.

The pre-k through 8 serve members of the parish and surrounding families. The

high school draws students from the entire City of Chicago.

The elementary school and the high school have recently combined. The

composition of the school is: pre-school, kindergarten through fifth grade and

sixth grade through twelfth grade.

Rachel Gemo is Chief Executive Officer and she has four people reporting

directly to her.

Ericka Mickelburg is principal of sixth through twelfth grades.

Nancy Feely is principal of the kindergarten through fifth grade group.

Rachel Waldion is director of the pre-k group.

Joe Accardi is director of recruitment, development and alumni relations.

All of these people are new to their respective positions. Rachel Gemo reports

directly to Father Beaven, the pastor of St. Benedict. There is an advisory board

that will meet four times a year and is still in the development stage. This is a new

model for the Archdiocese of Chicago schools. Previously there were two boards;

an advisory board for grades pre-k to eighth grade and a high school board. The

high school board was a board of limited jurisdiction. The new board is in the

process of setting up by-laws under which the board and its functioning

committees will operate.

In the last decade the neighborhood surrounding St. Benedict has continued to see

―gentrification.‖ This and the decline in the real estate market have caused fewer

parents to move to the suburbs when their children reach school age. This has

resulted in growth in grades pre-k through the eighth grade. During the same

period the enrollment at the high school has declined. At one point at least half the

children attending what was the elementary school went on to the high school at

St. Benedict. In recent years this has declined to where there are five or fewer

students continuing on from eighth grade into grade nine at St. Benedict. This has

resulted in the majority of the students in the high school coming from other areas

of the city.

The general feeling is that pre-k and kindergarten through eighth grades are

profitable and the high school is not. However, that was not the scope of this

study.

2

Congratulations are in order:

We must congratulate the School for winning the ―2011 Catholic Teacher

Innovation in Catholic Education Award.‖ This is given in recognition of

implementing exemplary, innovative programs to improve the teaching and

learning of their students, faculty and staff. St. Benedict is one of only 12 schools

nationally to win this award.

Also, St. Benedict graduates tested into Chicago’s most prestigious schools,

which include Loyola Academy, St. Ignatius College Prep., Gordon Tech and

others.

Enrolment for school years 2010-2011 and 2011-2012 are as follows:

Fall 2010 2011

Grade

Pre-k 195 213

Kindergarten 78 79

1st 49 72

2nd

40 53

3rd

39 40

4th

30 37

5th

32 32

6th

32 31

7th

36 29

8th

21 32

9th

40 57

10th

32 43

11th

48 40

12th

52 47

Total 724 805

Acknowledgments:

Executive Service Corps (ESC) had a five person consultant team acting as

facilitators for the development of this Strategic Plan. This Strategic Plan is the

direct work of many individuals. Leading this group was Rachel Gemo assisted

by Susan Devane and Jennifer Russell. Their fervor and drive has made the

delivery of this document possible. We are grateful and wish to thank all who

contributed to the success of this project.

3

St. Benedict Preparatory School Board Members:

Adrienne Bell, Amy Gaylord, Dan Farris, David Wolke, Iris Hart, Jason Staley,

Jennifer Russell, Jenny Courtad, Jo Marie Yonkus, Mary Jo Hayes, Mary

Mangan, Mike Teolis, Rima Ports, Shannon Archer, Suzanne Devane, Timo

Rehbock, Todd McGovern, and Tony Couty.

St. Benedict Preparatory School Staff and Faculty:

Joe Accardi, Stephanee Balsley, Betty Blazek, Kellina Bruett, Anne Candioto,

Desiree Cyr, Chris Deakins, Frank DeAngelis, Nancy Feely, Julie Fox, Rachel

Gemo, Bill Gorgo, Yvonne Grabe, Jean Hybinette, Deborah Lee, Roy McLean,

Heidi Meyer, Erika Mickleburgh, Carrie Mocarski, Tresa Mueller, Dawn

O'Farrell, Janet Olson, and Paul Piekosz.

St. Benedict Preparatory School Parents and other Stakeholders:

John Lynch, Anne-Marie Peterson, Jennifer Russell, Stephanie Stecz, Gonzalo

Tinejero, and the Rev. Robert Beaven, Pastor St. Benedict Roman Catholic

Church.

Mission Statement:

St. Benedict Preparatory School on the north side of Chicago is a Catholic

Preschool-Grade 12 community that utilizes our unique educational resources to

provide an innovative and rigorous academic program. To achieve this mission,

we:

Excel in educating the whole individual in the Catholic tradition,

Challenge students to develop their God-given talents,

Create a Christian community by sharing our gifts,

Honor the gifts and diversity of the community, and

Serve the Lord and each other in an ever-changing world.

The St. Benedict Preparatory School Graduate:

The St. Benedict Preparatory School Graduate enters post-secondary life well-

rounded and prepared for learning, achievement and service in a 21st century

global society. Honoring the tradition of St. Benedict, our graduates possess the

knowledge, reason, diligence, and perseverance to grow in faith, wisdom and

spirit.

4

Vision Statement:

In order to be an exemplary Catholic school, St. Benedict Preparatory School will be a

place where:

Excel

Students are engaged in a challenging curriculum and achieve academic success.

Students grow through stewardship education, social justice teaching, creative and

expressive arts, academic competitions, leadership training, technology integration,

and community service projects.

Students will be able to communicate effectively in a global and technological

society.

School families actively participate in the education of their children in partnership

with the teachers and administrators.

Faculty and staff promote critical thinking, teamwork and ownership through

compelling and challenging work that builds on the fundamentals.

The Administration ensures that standards of excellence are implemented.

The Parish and school community sustain and support an exceptional faculty and

Administration.

Challenge

Students use 21st century skills to understand, discern and address global issues.

Students practice patience, perseverance and resilience to grow in both areas of

strength and weakness.

Students and Staff use technology to learn, problem solve, communicate and

create.

Families challenge their children to discover and develop their God-given

talents.

Faculty and staff encourage students to be innovative, creative, adaptable and

excellent in all they do.

The Administration and faculty commit to continual analysis and evaluation of

the programming to make curricular decisions based on up-to-date educational

best practices.

The Parish and school community ensure instruction in music, foreign language,

technology and physical education to provide a well-rounded educational

experience.

Create

Students use their gifts and talents for the betterment of the school and broader

community.

Families live out the Gospel values.

5

Faculty and staff witness to the Faith by their words and deeds, and through

prayer and example promote the ongoing formation and spiritual growth of their

students.

Faculty and staff support one another in the professional and catechetical

growth of the staff.

The Administration and faculty will maintain a safe, personal, student-centered

school community where we are able to know each individual student and

family by name.

The Administration and faculty collaborate with our parents, surrounding

Catholic schools and the entire parish community to enhance the experience for

all students.

The Parish and school community support the students in their spiritual, moral

and ethical growth.

Honors

Students learn the importance of and practice being a good neighbor in a global

society.

Students are seekers of justice.

Families of all faith backgrounds welcome others to share the blessing of a

Catholic school.

Faculty and staff are models of respect for the dignity of others.

The Parish and school community make judgments and decisions based on

Catholic values with empathy for others.

Serve

Students are stewards of God’s gifts and creation.

Students create peace in our school and broader community.

Families model involvement in their faith and community.

Faculty and staff prepare students for a life of service in society by integrating

opportunities for service learning with parish ministries and local community

organizations.

The parish and school community will be active participants in their faith life.

Key Issues:

Interviews of Stakeholders (Parents and Staff)

The findings of the twenty-three interviews of parents and staff at St. Benedict

overall seemed to be consistent with the findings of the earlier studies related to

St. Benedicts’ strategic plan by the Executive Service Corps with the Elementary

School in 2006, and the report by the Catholic School Management Inc. in its

6

review of the High School in 2008. We were impressed with the commitment of

almost all the people interviewed.

The following is a summary of the issues found from the interviews.

Administration

Faculty and parents while supportive of Rachel have little understanding of how

the administration functions.

Communication

Communication by the administration is generally rated low by teachers and

parents.

Parents and teachers do not understand and cannot explain the future plan for the

school and in particular the direction set for the high school.

Communication about funding campaigns is not consistent, is poorly organized

and/or is not properly carried out.

Roles and responsibility and expected performance of faculty and staff are not

clearly defined.

Governance

The Role of the new board is not well defined.

The people on the boards currently do not understand their role.

Parents do not understand the role of the board.

There appears to be little communication about and from the board(s) to parents.

Facility usage (space utilization)

The school is encountering difficulty scheduling common use space such as the

cafeteria or gym because of the number of programs.

The schedule of facility use is not up to date or sufficiently managed to alert

teachers and staff of upcoming programs and schedule issues.

The combination of the middle and high school classes in one area has caused

noisy hallways and scheduling issues for special programs and student activities.

Students with special needs

Students with special needs are not being served adequately and the school may

not be in compliance with the students’ IEP’s.

7

Faculty are poorly trained or not trained at all to cope with the students’ special

needs.

The number of students with special needs is increasing.

Faculty does not seem to have access to the IEP or be involved in the writing of

the IEP for their students.

Maintenance and facility management

Numerous people question why the school has failed to address the maintenance

needs of the school.

There is growing resentment regarding the maintenance, timeliness of service and

the lack of updating of the school buildings.

There appears to be no comprehensive planning to address the future needs of the

school.

We tried to interview the business manager who we were told the maintenance

people report to. Our numerous phone calls were not returned.

Faculty/Staff Development

The faculty is generally supportive of the educational mission.

Middle school teachers do like the new computer.

There is a growing issue regarding poor quality teachers that the administration

has not addressed.

Increasing numbers of good teachers feel they are being burdened by having to

cover for poor teachers.

Teacher evaluations are not conducted on a timely basis.

Faculty staff meetings are poorly managed.

Teacher development, particularly at the Middle and High School level, is

considered by staff to be non-existent.

High School

Recruitment of St. Ben’s middle school students to attend St. Ben’s high school is

nearly nonexistent, not focused and conducted in what was characterized as a

half-hearted and not caring way.

Regardless of whether students stayed or go to another school the marketing of

the high school can best be summed up as too little, too late.

Parents repeatedly commented that the School administration, teachers and others

exhibited little interest or efforts to even try to keep the student at St. Bens.

The curriculum at the high school needs to be stronger to attract more students

from the elementary school.

8

Fund Raising

The School and the Parish lack a focused and coordinated fund raising program.

The School and Parish end up competing for funds rather than enjoying the

benefits of what each uniquely has to offer.

The uncoordinated efforts frustrate donors.

There is a lack of a strategic effort to build/maintain a list of donors that would

support the ―Parish school.‖

Survey of Parents of 8th

Grade Students who Went Elsewhere for High

School

There were16 respondents to the survey. Eight came from Survey Monkey of

2009 and 2010 eighth grade graduates and eight phone surveys of 2011 eighth

grade parents.

In summary, the respondents felt the curriculum at St. Benedict was not as strong

in preparing students for college. Range and quality of courses offered and AP

courses need to improve. With some improvement in the quality of some courses

we do feel St. Benedict can attract more students. As with the stakeholder

interviews it is clear that St. Benedict does not do a good job in recruiting their

own students.

Interviews of Parents of Students Continuing at St. Benedict High School

There were four parents interviewed in person.

With so few interviews it was hard to draw any conclusions. They each had their

reasons. The only factor that was common was that St. Benedicts’ costs were

lower. The interview notes are attached and worth reading.

Critical Issues:

At the retreat, 6 categories of important issues for the school were presented and

the 44 attendees took the Key Issues from the Diagnostic Report and identified

and prioritized them under the appropriate category. Effectively, 8 Critical Issues

came from this process and were handed off to 6 Work Groups made up of board

and staff, each facilitated by a member of the ESC consulting team. These 8

Critical Issues are noted below:

9

Communications

Design and establish a coordinated system of communication to and from all

internal and external constituencies: (constituencies such as students, parents,

alumni, potential donors, neighbors, other schools and others relevant to

recruiting students, raising money, and building a favorable impression,

administrators, teachers, and other staff.

Board

Organize new, combined Board representing pre-k through High School,

communicating to those who need to know, the functions and purpose of the

board.

Alumni

Develop a functioning and active alumni organization.

Academics

Develop a comprehensive plan for supporting students and teachers in the

development and implementation of a more rigorous pre-k through Grade 12

academic program.

Finances/Development

Implement a fund raising program that will meet the short and long-term

needs of St. Benedict Preparatory School.

Finances/Management

Provide financial oversight for St. Benedict’s Preparatory School through a

budgeting/reporting process.

Facilities/Management and Maintenance

Develop a comprehensive facility management and maintenance program for

the campus: 1) to meet Diocesan, City, State and Federal safety and

maintenance guidelines and 2) that meets the schools’ needs as a result of

increased demand for additional classrooms, offices and activity space within

the existing campus facilities.

Facilities/Space Utilization

Develop and maintain an accurate and comprehensive scheduling system,

policies and procedures to: 1) be used by school and parish administrators to

schedule/reserve all classroom and activity space within the school's campus,

and 2) to insure the security and safety of the students, staff and visitors while

on the school’s campus.

10

Work Groups and Strategic Planning Action Plans:

The Work Groups held their initial meetings at the retreat, and then subsequently

as necessary to formulate the specific Action Plans to address these Critical

Issues. These Action Plans follow.

ST. BENEDICT PREPARATORY SCHOOL

STRATEGIC PLANNING ACTION PLAN – Vision of Excellence 2016

Critical Issue: Communications

Goal #1: Improve Communications, Public Relations Management and Planning

11

Design and establish a coordinated system of communication to and from all internal and external constituencies (students, parents,

alumni, potential donors, neighbors, other schools and others relevant to recruiting students, raising money, and building a favorable

impression, administrators, teachers, and other staff).

Objectives Measurable

Outcome

Resources Required Completion Date Persons Responsible

Compose a team, including Board

IAC and relevant staff, to write a

detailed comprehensive process to

reach all internal and external

constituencies and perform all

communications functions.

Plan to include budget, staffing and

job descriptions, action schedules,

cooperation among all relevant

administrative units, and reviewing

results and revising, as needed.

Identify staff and/or add resources

to implement the plan and

effectively manage all internal

communication and coordinate all

other communication efforts.

Involve them in planning.

Individual or team

identified and

published.

Process

memorialized and

approved by

Institutional

Advancement

Committee.

Followed by

administration and

stakeholders.

Individual or team

Resource(s) to manage

communications

12/11 to compose

team;

6 -12 months to

finish plan; on-

going afterward for

implementing,

review and revision.

CEO, MAO,

Institutional

Advancement

Committee

MAO, Institutional

Advancement

Committee



Critical Issue: Communications

Goal #1: Improve Communications, Public Relations Management and Planning

12

Promote the School’s image

internally and externally to attract

and maintain enrollment, increase

fundraising and volunteering, and

pride.

Identification of

programs and

memorialized plan.

Annual reports to

CEO and board on

effectiveness.


communications

6 -12 months MAO, Institutional

Advancement

Committee (this is an

identified duty and

responsibility of the

IA committee per the

bylaws)

Leadership promotes importance of

communication and accountability

for it, including cooperation across

units and solicitation of stakeholder

questions and suggestions.

Leadership effort

and stakeholder

perceptions.

Ongoing CEO, MAO, HEADS

OF SCHOOLS,

BOARD



Critical Issue: Communication

Goal #2: Create or Improve Tools and Relationships

13

Objectives Measurable

Outcome

Resources Required Date for

Completion

Person(s) Responsible

to Complete

Make website all-inclusive to

serve all internal and external

constituencies and functions.

Website used and

judged effective for

all constituencies.

IT proficiency 6 – 12 months MAO, IT

Create St. Ben content for

Facebook and Twitter. Invite

parents to join.

Existence of

accounts; Monitoring

web presence;

Updated information.

Proficiency in social

media; current and

accurate list of

families

12 – 24 months Communications

Coordinator

Increase dissemination of high-

quality visuals in school and

community: signage, banners, etc

Visuals judged to be

high quality, well-

placed and achieving

desired effects.

Budget 24 – 36 months Communications

Coordinator

Create e-commerce tool so Spirit

Shop becomes one-stop for

branded products.

Existence of

e-commerce site

IT proficiency 24 months Communications

Coordinator; IT

Integrate student, alumni, parent,

and other communication data

bases. Assure accuracy of content

and monitor use.

One integrated

database containing

data used and judged

favorably

Existing databases

contain accurate

information

12 – 24 months Communications

Coordinator; IT

Develop promotional kit for

traveling and off-site events

Existence of kit. 25 – 36 months Communications

coordinator; MAO



Critical Issue: Communication

Goal #2: Create or Improve Tools and Relationships

14

More frequent, focused, and

personal relations with St. Bens

lower schools, emphasizing HS

classroom and event attendance.

Designate two events

in 2011-12 and 2012-

13 school years for

ES and MS students

to attend HS event

and/or program.

12 – 24 months CEO, MAO,

Communications

Coordinator

Create partnerships with

administrators and teachers in

other schools, including

professional support groups.

Increased contact

with local Catholic

elementary and

middle school

administrators,

parents, and events to

motivate HS

applications.

Dedicated Resource 24 – 36 months Communications

Coordinator;

Institutional

Advancement

Committee; Advisory

Board

Ensure timely and complete

information to key constituents

concerned about board and

management interests and

decisions, notices of events and

results, celebrations of success.

Reviews of

communication

efforts and results.

24 - 36 months Communications

Coordinator; CEO;

Heads of Schools;

Institutional

Advancement

Committee

Establish internal process for

weekly updates to the website,

Facebook and Twitter and

scheduled reviews of other tools

and objectives.

Routine Updates;

Past events removed


communications

6 months MAO, IT



Critical Issue: Board Development

Goal #1: Effective Communication and Education About The Role and Purpose of the Board

15

Objective Measurable

Outcome

Resources

Required

Date for

Completion

Person(s)

Responsible to

Complete

1. Effective Communication

a. Define clearly the role of the board, board

members, officers and auxiliary members.

A public document

that defines roles

Time

examples

9/2011 Board Chair

b. Determine what needs to be communicated to

the various constituencies.

A list of what needs to

be communicated to

whom

Documents/Text to

publish

Time

Editors

Proofreaders

Media for

communication

10/2011 Vice Chair;

Institutional

Advancement

Committee

c. Set up a schedule/process for communicating

the purpose of the board to various constituencies

using a variety of media (newsletter, handbook,

website)

Written schedule,

process and guidelines

for board

bylaws/handbook

12/2011

Vice Chair;

Institutional

Advancement

Committee

d) Develop a common template for board reports

Written template for

all board members to

use

12/2011 Chair

2. Education/Training Board Members

a. Set up a process and schedule to train new

board members

Written guideline and

schedule for board

training

3/2012 Chair




Goal #1: Effective Communication and Education About The Role and Purpose of the Board

16

b. Set up a process and schedule to train

committee chairs

c. Set up procedures/practices to mentor board

leadership


schedule for training

comm. chairs


schedule for board

trainings

3/2012

9/2012

Chair

Chair

d. Promote board member attendance at board

development workshops (expectation to either

attend or present).

Written expectations

and written

role/responsibility for

board officer to

monitor

3/2012 Chair




Goal #2: Establish an effective board with diverse talents and perspectives

17

Objective Measurable Outcome Resources Required Date for

Completion

Person(s)

Responsible to

Complete

1. Board Member Recruiting Guidelines

a) Write clear recruiting guidelines for board

members, officers and auxiliary members.

A public document that

defines recruiting

process

Time

examples

5/2012 Board Officers

b) Determine what needs to be communicated to

the various constituencies.

A list of what needs to

be communicated to

whom

Documents/Text to

publish

Time

Editors

Proofreaders

Media for

communication

5/2012 Vice Chair,

Institutional

Advancement

Committee

c) Set up a schedule/process for communicating the

recruitment process for new board members.

c)Written schedule,

process and guidelines

for board

bylaws/handbook

d)Written template for

all board members to

use

5/2012

Board Officers

2. A Committee of the board that has a relationship

to the academic progress of the school.

a) Research various board committee models from

other schools

a) a written proposal

for a new board

committee, if supported

by research

10/2012

Vice Chair,

Strategic Planning

and Policy

Implementation

Committee




Goal #2: Establish an effective board with diverse talents and perspectives

18

b) Define an academic board committee

responsibilities that best meets the needs of the

school community

Vote on new proposed

committee

1/2013 Vice Chair,

Strategic Planning

and Policy

Implementation

Committee

c) If the new committee is passed, then seek board

committee members with the skill set to perform

said responsibilities

Written expectations

and written

role/responsibility for

board officer to

monitor

3/2013 Chair



Critical Issue: Grow Alumni Association & Fund Development

Goal #1: Effective Fundraising/Development Plan

19


Outcome

Resources

Required

Date for Completion Person(s)

Responsible to

Complete

1. Grow current appeal programs

(annual parent appeal, grandparent’s

appeal, ES alumni appeal, HS

alumni appeals/ phonathon, ES

scholarship appeal, HS scholarship

appeal.

$63,000 Annual

Parent Appeal,

$70,000 ES

Annual Fund;

$70,000 HS

Annual Fund

Staff and

Volunteer Time,

printing and

postage expense

June 2012 Mission

Advancement

Team

1. Train staff on Raisers Edge Department can

effectively use

Raisers Edge

Professional

development

expense; staff

time, outside

training

December 2011 Mission

Advancement

Team

2. Coordinate succession of

volunteer Ball & Auction Fundraiser

Chairs and Steering Committee.

Maintain /grow

event

Volunteer and

Staff Time

March 2012 Deb Bukovy

Mission

Advancement

Office

3. Create a calendar of supporting

events that build community at

SBPS (Parent Mixer, HSA events)

Approved calendar Staff Time October 2011 Pastor, CEO,

MA team

4. Establish a major donor program. 1. Past donors

identified.

2. Staff contacts

assigned.

3. Initiate

outreach.

Staff Time 2013 Joe Accardi

Mission

Advancement

Office



Critical Issue: Grow Alumni Association & Fund Development

Goal #1: Effective Fundraising/Development Plan

20

5. Establish a foundation/grant

outreach program.

1. Foundations /

grants identified.

2. Applications

for grants

completed.

Staff and

Volunteer Time

1) Spring 2012

2) September 2012

Mission

Advancement

Office /Volunteer



Critical Issue : Grow Alumni Association & Fund Development

Goal #2: Effective Alumni Association

21

Objective Measurable Outcome Resources Required Date for

Completion

Person(s) Responsible to

Complete

1. Establish an Alumni Association. 1. Initial members

2. First meeting

Staff Time July 2011 Joe Accardi

Deb Bukovy

Janet Olson

2. Create by-laws for an Alumni Association. Approved by-laws Volunteer Time October 2011 Tony Couty

3. Recruit officers for the Alumni Association

(President, Vice-President, Secretary, and

Treasurer).

Approved officers Volunteer Time October 2011 Tony Couty

4a. Scrub the current alumni database. Scrubbed List Outside vendor October 2011 Pat Woodhouse

Deb Bukovy

4b. Refine the process to collect alumni data

(occupations, emails, etc.)

Process finalized and

enacted

Staff Time January 2012 Pat Woodhouse

Deb Bukovy

Janet Olson

5a. Develop a comprehensive plan for alumni

communication, including electronic media.

Submission of Plan to

Alumni Association

Volunteer and Staff

Time

January 2012 Joe Accardi, Tony Couty,

Kate Schock-Williams

5b. Develop a class representative list (former

class officers).

Class representative list

for each year

Volunteer and Staff

Time

Nov. 2011 Tony Couty

Alumni Association

5c. Establish responsibilities for class

representatives.

Contact reps Volunteer Time Nov. 2011 Tony Couty

Alumni Association

6. Reconnect with specific year reunion groups

(10 year, 20 year, 50 year, etc.).

Establish contacts Volunteer and Staff

Time

2012 Alumni Association, MA

office

7. Determine transition from

I-Modules to a social media tool.

New Alumni site Developer Time,

Volunteer and Staff

Time

July 1, 2012 Joe Accardi (with Scott

Bell)

Deb Bukovy (with Alumni

Association)



Critical Issue : Grow Alumni Association & Fund Development

Goal #2: Effective Alumni Association

22

8. Develop a calendar of events to reconnect

alumni at all levels (PreK-12) supporting

established events.

Calendar of Events

Volunteer Time

2012 Tony Couty

Alumni Association

9. Connect with outgoing and current students. Written plan to teach

seniors how to be

alumni.

Volunteer and Staff

Time

May 2012 Janet Olson

Kevin Walsh

Alumni Association

10. Develop and implement an annual young

alumni reconnection program to coincide with the

release of the yearbook (during holiday/college

breaks, Thanksgiving Basketball Tournament.

Set-up event Staff time May 2012 Janet Olson, Julie Fox, and

Alumni Association

11. Develop a plan to connect with former

faculty.

Written plan Staff time Nov. 2012 Pat Woodhouse

Rachel Gemo

12. Develop a plan to highlight accomplishments

of alumni (Hall of Fame Dinner, Outstanding

Alumni Award, etc.).

Written plan Volunteer and Staff

Time

2013 Mission Advancement

Office, Alumni

Association,

13. Develop and implement a scholarship fund

for a graduating senior who will attend a Catholic

university.

Fundraising event/donor

appeal

Volunteer and Staff

Time

2016 Mission Advancement

Office, Alumni Association

14. Establish an alumni endowment fund. Complete charter with

AOC

Volunteer and Staff

Time

2016 Pastor, CEO, Mission

Advancement Office,

Alumni Association



Critical Issue: Continual Academic Improvement

Goal #1: Develop a comprehensive program for supporting teachers in an inclusive environment that serves the whole child.

23

Objective Measurable Outcomes Resources Required Date for Completion Person Responsible

to Complete

1. Develop a student

services department

that coordinates all

inclusion efforts on the

block

1. A defined process for

accessing any necessary

inclusive education services

is created and

communicated to teachers

& parents.

2. Serve 50% of identified

students by end of T2

2011/12; serve 75% of

identified students by end of

2011-12 school year; 100%

of identified students by end

of T1 2012/13.

3. Teachers, parents and/or

students who request

resources are

evaluated/consulted and/or

accommodated within 2

weeks of initial request and

tracked using google doc

instrument.

Ann Kulig, Belle

Center, United

Stand,

Sheila/Lesely-

Gust Foundation,

Title 1 services,

HS Guidance

Office,

Nurse Moore

Outside providers

1. Institute access

process and

communicate it to all

stakeholders by

November 7, 2011

2. SSD serves 50% of

students in need of

service by end of T2 in

2011-12 school year;

75% by end of 2011-

12 school year; 100%

by end of T1 2012-13

school.yr.

3. January 5, 2012

1. Nancy Feely, Erika

Mickelburgh, Ann

Kulig, Rachel

Waldron, Rachel

Gemo,

2. Ann Kulig and

appropriate teachers

3. Ann Kulig





24

4. A yearly analysis report is

created at the end of each

school year that tracks

services accessed by

students in the preceding

year for purposes of

forecasting upcoming needs

and instituting necessary

resource adjustments.

5. Determine percentage of

students in each grade level

that receive inclusion

services and redesign

admissions process

accordingly.

6. Develop a budget plan for

continued support.

4. Each year by July

15

5. 2/1/12, High School

5/1/12, preK-8

6. January 1, 2012

4. Counseling team

and administrative

team

5. Administrative team

6. Counseling team

and administrative

team





25

2. Coordinate

professional

development

opportunities that

support teachers and

administration on

effective learning

strategies for all

learners.

1. A matrix of on-the block

parent resources with skill

sets/experience that could be

utilized to support teachers on

implementing effective learning

strategies is created.

2. Learning differentiation

strategies on agenda at all grade

level meetings; this will result

in each grade level identifying

for the admin any necessary

next step action items that need

to be addressed based on the

group’s discussions.

3. Increase in student test

scores.

Inservice time,

Stipends,

Title II funds.

1. January 5, 2012;

updated annually

2. Define exact

numerical goal for

each of next 5 years .

3. Sept. 1, 2012

Board’s Strat Planning

Committee

Unit Leaders

Department Chairs

Nancy Feely

Erika Mickelburgh

Rachel Waldron

3. Expand Summer

Enrichment Camp for

Middle School to

include fine arts option

in addition to academic

enrichment offerings.

1. Review & report on other

school offerings to see what

competitor schools are offering

and/or best practice offerings.

2. Survey parents/students to

determine interests

3. Conduct research to see

what would be attractive to area

Teachers, Space,

Supplies, Curriculum

1. November 7, 2011.

2.Thanksgiving 2011

3. January 5, 2012,

July 2012

AB Strat Planning

Committee

Erika Mickelburgh

Nancy Feely





26

high schools in obtaining high

school credits

4. Add net-2 course options in

summer 2012; make

adjustments in status quo

offerings based on research

5. 10% Increase in student

achievement on standardized

test scores for enrichment

offerings.

6. 80% parent and student

satisfaction with each offering

based on course evaluations

completed at the end of the

Camp

7. Increased enrollment in SB

HS by enrichment camp

participants. SBPS

4. Summer program

2012

5.Track from 2012-13

school year.

6. Following summer

2012 course offerings

7. Defined percentage

(TBD) go on to SBHS

each year for Years 2

through 5





27

4. Enhance co-

curricular and extra-

curricular options for

Preschool through

grade 5

1. Survey parents on interests

2. Create matrix of

teacher/parent resources that

would be available to

teach/moderate various options

3. Identify & resolve

scheduling/staffing constraints

& challenges

4. Increase the variety of

programs offered each year and

reassess offering annually

5. Capacity enrollment in 50%

of offerings; minimum of 75%

of capacity enrollment in 50%

of offerings

Teachers, Outside

agencies, Space

1. Thanksgiving 2011

2. January 30, 2012

3. March 15, 2012

4. School Year 2012-

13 and forward: Add

broad cross-section of

programs in response

to student interests:

5. Year 1: 1 extra

program instituted,

Year 2: 2 extra

programs instituted,

etc.

1. AB Strat Planning

Committee

2. Nancy Feely

Rachel Waldron




Goal #2: Develop an innovative and rigorous PK-12 College Preparatory Academic Program

28

Objective Measurable Outcome Resources Required Date for Completion Person Responsible

1.Vertically align the

pre-k 12 curriculum.

1. Define essential

learning outcomes for

each grade and course

based on standards.

2. Publish learner

outcomes for each course

6-12 in curriculum guide

and make available

online.

3. Publish list of grade

level benchmarks for PK-

5.

Time, Professional

Development,

Curriculum Software

1. June 2014

2. June 2012

3. August 2012

Erika Mickelburgh

Nancy Feely

Rachel Waldron

Unit Leaders

Department Heads

2. Create common

authentic performance

assessments

1. Define common

assessments that are

aligned to learner

outcomes.

2. Expand portfolio

system into the high

school program.

Time, Professional

Development,

Curriculum, Software

1. June 2013 (6-12)

2. August 2012

Erika Mickelburgh

Nancy Feely

Rachel Waldron

Unit Leaders

Department Heads

3.Create and use a

secondary school

standards based report

card

1. Define a set of

standards

2. Configure report card

on PowerSchool

Standards documents,

Powerschool technology

and support

1. September 2013

2. June 2014

Erika Mickelburgh,

Department Chairs,

Scott Bell




Goal #2: Develop an innovative and rigorous PK-12 College Preparatory Academic Program

29

4.Develop a secondary

school internship

program that promotes

college readiness and

career planning what

year? Junior/senior?

1.Increase partnerships

with local businesses

2. Create a 6-12 career

exploration/mentor

curriculum

Local businesses,

School Board

connections Suzanne

Stone, Naviance

Software

1. 1st year completed in

June 2012

2. August 2013

Erika Mickelburgh

Suzanne Stone

Tresa Mueller

Rob Potempa

5. Create and define a

specialized graduation

program (pathways) for

6-12.

1. Define scope and

sequence for the

following pathways:

STEM Pathway

Humanities Pathway

Fine Arts Pathway.

2. Clearly articulate

admissions processes that

support pathway

selection.

Graduation

requirements,

Student credit checks.

1. January 2013

2. January 2013

Erika Mickelburgh

Tresa Mueller

Department Chairs

6. Develop a

professional

development program

that supports and

encourages teacher

growth.

1. Redesign teacher

performance program to

include a portfolio option.

August 2013 Rachel Waldron

Nancy Feely

Erika Mickelburgh



Critical Issue: School Finance

Goal #1: Strategic financial oversight for St. Benedict Preparatory School through budgeting/reporting process.

30


Outcome

Resources

Required

Date for

Completion

Person(s)

Responsible to

Complete

1. Realistic Budget to Meet Mission of the

School Program (pre-k-12)

a. Create a 2012 budget

Realistic budget Completed for

present year

Finance

Committee

members

CEO

Pastor

Business Manager

b. Create a budgeting process and schedule.

Train key stakeholders in the process

Process created 12/31/11 Finance Comm. w/

help as required

c. Create a forecasting template to use

throughout the school year

Fairly accurate

financial forecast to

guide decisions

10/19/11 Finance

Committee

CEO

Parish business

manager

d. Create a monthly budget Monthly budget

available

10/1/12 Finance Comm. w/

help as required

2. Effective Financial Reporting



Critical Issue: School Finance

Goal #1: Strategic financial oversight for St. Benedict Preparatory School through budgeting/reporting process.

31

a. Create an effective process for recording

income and expenses to ensure effective

reporting

Accurate data in

financial reports

Completed for

present year

Evaluation on-

going

Parish Manager

Bookkeeper

MAO

CEO

Finance

Committee

b. Establish a ―tuition tracker‖ model to ensure

realistic expected income from tuition

Process for

determining realistic

income from tuition

10/15/12 Finance

Committee

CEO

Tuition Officer

c. Establish a development tracker Process for

determining realistic

revenue from

development activity

11/15/11 Development Dir.

& staff

Finance

Committee

d. Establish an enrollment tracker Process for

determining school

enrollment

10/19/11 CEO

Finance

Committee

e. Establish a monthly routine to analyze

financial reports for both accrual and cash bases

Monthly routines

Completed for

present year

Evaluation on-

going

Finance Comm.

Parish Bus. Mgr.

f. Determine effective reporting

format/document for quarterly board meetings

Proper reports to

inform board

2-15-12 Finance Comm.

CEO

Parish Bus. Mgr.



Critical Issue: Long-Range Fiscal Stewardship

Goal #2: The school has a fiscally sound future in anticipation of future growth and related program needs.

32


Outcome

Resources

Required

Date for

Completion

Person(s)

Responsible to

Complete

1. FINANCIAL MANAGEMENT

a) Analyze and document duties to be fulfilled to

meet financial needs of the school.

List of job

responsibilities

NA

Completed

CEO

Board Chair

Finance

Committee

b) Allocate above duties, as needed, to Parish

Finance Committee, School Finance Committee,

CEO and others as needed. Determine any duties

unable to be performed.

Completion of RACI

Matrix

Template January

2012

Finance

Committee

members

CEO

Pastor

Business Manager

c) Evaluate staffing needs, and determine and/or

designate a principal financial officer for the

school, if necessary

Implementation of

RACI outcome

NA August

2012

Finance

Committee

CEO

Tuition Officer

d.) Train CEO how to manage financial

resources to the fullest capacity to ensure mission

of the school is fulfilled

Robust financial

management (budgets,

forecasts, etc.)

An accurate

financial forecast to

guide decisions

October

2012

Finance

Committee

CEO

Parish business

manager

2. Establish financial ―best practices‖ to use as a

guideline for decision making

(Financial Rule of the Road)

Financial Rules for

School

a. Prepare suggested ―best practice‖ document

for St. Bens using a variety of sources

Written document to

be used by the school

and the board

Oct. 2012



Critical Issue: Long-Range Fiscal Stewardship

Goal #2: The school has a fiscally sound future in anticipation of future growth and related program needs.

33

b. Review ―best practice‖ guidelines

Best practice

documents from

other sources

Aug. 2012 Parish Manager

Bookkeeper

MAO

CEO

Finance

Committee

c. Create a series of models to assist in planning

such as 1) Open New Class Rooms, 2) When to

raise tuition

Completed model(s) Oct. 2012 Finance Comm.

3. Long-Term Financial Plan Plan to strategically

allocate capital for

growth

Oct. 2013



Critical Issue: Facilities Maintenance

Goal #1 Improve the cleanliness and maintenance of St. Benedict facilities

34

Objective

Measurable

Outcome

Resources

Required

Date for

Completion

Person(s)

Responsible to

Complete

1. Create archival room

a. Identify room for archives

ID room Possible retrofit

Find file cabinets or

shelving

September

2012

Facilities

committee of the

board

b. Identify and begin to follow archival policies

set by the Archdiocese

Annual schedule for

archiving

Archiving duties in

job descriptions

October

2011

Christa O’Keefe

Kathy Moore

Pat Woodhouse

Rachel Waldron

c. Identify files, materials and locations of

stored items which need to been removed and

or shredded

Policy and schedule

for shredding

Consistent placement

and organization of

records

Shredding

appointment

September

2012

Christa O’Keefe

Kathy Moore

Pat Woodhouse

Rachel Waldron

Sister Mary

Marge Lawlor

Daralis Oliver

2. Create cleaning schedules – daily, weekly,

monthly, and annual

a. create cleaning schedule

b. determine who will supervise and enforce

c. determine protocol of non-compliance

Cleaning schedules

created and posted

Nov 2011 Facilities

committee of

board

John Eckhardt

Carla Miller

Father Beaven




Goal #1 Improve the cleanliness and maintenance of St. Benedict facilities

35

3. Create maintenance schedules – monthly,

quarterly, annual

a. create cleaning schedule

b. determine who will supervise and enforce

c. determine protocol of non-compliance

Maintenance

schedules created and

posted

May 2012 Facilities

committee of

board

John Eckhardt

Carla Miller

Father Beaven

4. Create a training program for cleaning,

maintenance and safety.

a. determine training program needs – review

videos or online trainings

b. determine who leads/organizes training

c. create schedule for trainings

An established

training program for

all maintenance and

custodial staff

Training Videos

Consultation

January

2012

Facilities

committee of

board

Carla Miller

John Eckhardt

5. Seek three proposals for outsourcing

maintenance and custodial work to determine

most cost effective way of cleaning and

maintaining buildings.

Three proposals/bids

to review

January

2012

Rachel Gemo



Critical Issue: Facilities Scheduling

Goal #2: Improved Scheduling of St. Benedict Facilities

36


Outcome

Resources

Required

Date for

Completion

Person(s)

Responsible to

Complete

1. Review low cost, easy to use scheduling

software options

A proposed program

to purchase

Time

Money

2/2012

Heads of Schools

Director of IT

2. Form a formal Master Scheduling committee

that would include the Parish personnel to

establish rules and procedures for scheduling

and use of all facilities at St. Bens

An identified

committee with a

clear purpose. This

will also be set forth

in writing

2/2012 Heads of Schools

Pastor

3. Review facilities contracts from other

schools to build a contract for all third party

users

A contract template 12/2011 Board Members

with legal skills

Business

Manager

Pastor

4. Review physical plant safety procedures

A written proposal of

safety improvements

and a plan for

implementation

9/2011 Paul Piekosz

Facilities

Committee

Pastor




Goal #3 A Stewarship ―Attitude‖ Among Constiuencies

37


Outcome

Resources Required Date for Completion Person(s)

Responsible to

Complete

1. Create an effective signage

campaign to help promote

stewardship of the facilities

Each room/facility

has a checklist to

instruct all how to

―close‖ a room.

Time

Signs/laminate

July 15, 2012

Facilities

committee

Christa

Paul

2. Create an ―stewardship

education plan‖ for teachers,

students and other ―users‖ of

our campus facilities and

resources

All stakeholders

know how to care

for our facilities

and resources

Time

Paper/copier

Computer/projection

equipment

August 15, 2012 for

teachers

September 15 for students

November 15, 2012 for

parents/parishioners

Facilities

committee

Paul

John E

Pastor

3. Create a ―stewardship

action plan‖ for our

maintenance and custodians

Maintenance and

custodians know

how to

communicate

growing facility

concerns or take

measures to

correct issues

Time

Paper/copier

May 2013 Facilities

Committee

John E

Pete K

Carla

Pastor

4. Educate stakeholders of

facilities ―stewardship‖

needs.

Stakeholders know

facilities ―status‖

of campus and

ways to assist in

both short and long

term needs.

Time

Paper/Copier

August 2014 Facilities

Committee

Pastor

CEO



Critical Issue: Facilities Usage

Goal #4: Improved Usage of St. Benedict Facilities to Maximize Curricular and Extra-Curricular Programs

38

Objective

Measurable Outcome Resources

Required

Date for

Completion

Person(s)

Responsible to

Complete

1 Anticipate future curricular needs to

determine room and space requirements

3-5 year plan for

future needs

10/2011

School Heads

Department

Chairs

2. Identify the current and future facilities

possibilities within the school for

programming needs

A list of proposed

facility use changes

and a suggested

timeline for

implementation.

General ―upgrades‖

suggestions should

also accompany list to

determine additional

costs.

5/2012 School Heads

Department

Chairs

Facilities

Committee

3. Identify where existing office space and

under-utilized offices, storage, unused space

could be improved for offices or other use

A list of proposed

facility use changes

and a suggested

timeline for

implementation.

General ―upgrades‖

suggestions should

also accompany list to

determine additional

costs.

5/2012 School Heads

Department

Chairs

Facilities

Committee

39

Appendix of Research and Other Reports

Summary Interviews of Parents that Continued at St. Ben’s Ted Lobman, ESC St. Benedict High School Team

1. What factors influenced your family’s decision for your eighth grade student to attend

St. Benedict High School?

Caring teachers

Dedicated teachers

Teachers monitor grades

Small class size (2)

Respect for Rachel Gemo

Good curriculum (especially accelerated courses)

Student test scores are rising

Good variety of non-academic activities, including sports

Cost, competition to get in, but decided to stay with closer school

Financially was the most important factor

Close location

Strong school community

―Catholicness‖

Other children attended and we were happy with the outcome.

2. Did you consider other high schools and what did you like and dislike?

St. Ignatius and Latin School due to academics, sports and friends

children go there

St. Pats and Gordon Tech

More sports elsewhere

Other schools have stronger academic reputations (2)

Tuition at other schools is higher (2)

Cost, competition to get in, but decided to stay with closer school

3. How did you arrive at your decision?

Trusted child’s judgment (2)

Both child and parent comfortable

Tuition cost an important factor

Financially was the most important factor

4. Were there any concerns you had about your student attending St. Benedict High School?

My child’s friends went elsewhere

Size of school seems small

Did not have a wrestling team

5. What do you or your student like about the school now that they attend St. Benedict High

School?

The best teachers motivated my child

40

Teachers do not act like authority figures

Teachers willing to help kids

The small school and classroom size

Accelerated courses

Tight-knit school climate and parent community

Safer place than public schools

Child didn’t have to adjust to new social group

Small classes

Good rapport with teachers

6. Are there courses or activities you wished St. Benedict High school offered to their students?

More Science Physics

More multi media

Audio activities

Track and cross country

Not enough computer courses.

7. How do you feel about St. Benedict High School now that your student has been there?

He has adjusted and made new friends seems to be a good fit

Teachers respond to parent concerns

Children seem to be doing well and like the teachers and have made friends and still

contact other friends at other schools.

Small size is worth trading away the wider range of activities elsewhere

High school students seem to be overlooked compared to St. Ben lower schools

High school needs improvement but parents don’t have the money

They are safe in the smaller school and like their classes.

8. How do you feel about the faculty and administration?

Very happy with Principal and CEO

Staff is caring

Academic standards should be raised

More students should be prepared for selective college admission

Maintenance and up-keep are not good or could be better

Feel maintenance and up keep on the facilities are not good

Competitors have a nicer appearance

Responsibility for some things isn’t clear

The school should be promoted better

9. Do you feel the school is meeting your student’s needs for their future life?

Yes, his intention is to go on to college

41

I think so and they realize that they are preparing for college and probably will be

able to get into a good school.

Yes. I’m happy about the way the school is preparing her children for life.

Not sure; I’m concerned that my son has not seen the college counselor yet

Faculty, parents and stakeholder Interviews

1. Please tell me your background and how you relate to the school (work, education,

family, connection to school).

2. Tell me what you see as the overall strengths of St. Benedict Preparatory Schools from

pre-school through grade 12.

Strong sense of community 8 respondents

There is a strong sense of community although that feeling is not necessarily as strong

with students today as when I went to school here. Community is beginning to recognize

what schools have to offer, and they are choosing to ―stay and pay.‖

Additionally, the school community is very strong and welcoming which helps to retain

families from preschool to elementary school.

Reputation of pre-school is that the school is the best of all schools in the area. This is

attracting parents who can pay full tuition.

Small class sizes 6 respondents

Small class sizes enable good community; students know each other and every student

can be a leader in something. St. Benedict has a good program considering its size.

We use to have a motto ―Size is our strength‖. The small size of the school leads to a

more personalized approach to catholic education.

The curriculum and class size are additional strengths of the elementary school.

Small class size makes it great to teach and assist students.

Dedicated teachers 3 respondents

There is a core group (of teachers) who are committed to Ms. Gemo’s goals. Not every

teachers is, but enough of us are so that we have a great camaraderie which strengthens

our teaching teams.

Progressive elementary school program 2 respondents

Young teachers are obsessed with bringing in different instructional styles. We have

instituted many of Ms. Gemo’s initiatives (i.e. returned music to the curriculum, added 20

new course offerings, went to a trimester, lengthened school day, developed integrated

technology, etc.)

Staff commitment 10 respondents

CEO Rachel Gemo is very good and very dedicated. Rachel has a good team of

principals and teachers.

Good staff development, high energy level by staff and curriculum makes school on top

of many parents considering a pre-school.

42

Staff has bought into Ms. Gemo’s plan for the future

Academics or curriculum 5 respondents

Performance measures and objectives which are easy to teach to new teachers

Good staff development, high energy level by staff and curriculum makes school on top

of many parents considering a pre-school.

Learning environment in the school 4 respondents

It is a safe environment where students could focus on studies. We were not concerned

about what would happen at school.

The high school provided good religious and well-rounded education, experienced

diversity, developed close friends and seems to have been well prepared for self-selected

small college

Atmosphere among students is good

Technology and programs 4 respondents

There are some real benefits which St. Bens has over other schools, particularly in the

lower grades. Their use of technology for instruction and student use is one example.

Teachers are dedicated and technology is improving.

Activities and programs 3 respondents

The high school provided child with lots of activities

The school has tried to provide a variety of programs, including for students who parents

work

3. How about weaknesses or areas of challenge for the school? 2 respondents

Disconnected teachers with little or no allegiance to the school

Some teachers have no school spirit or loyalty to the school

The high school faculty is not totally committed to the high school or the students, and

the kids can feel this.

Teachers underpaid and overworked 1 respondent

Teachers feel underpaid and overworked and some have conveyed that to the children

Lack of financial support from parish 3 respondents

The parish doesn’t support the school financially so emphasis is heavily on finances

rather than academics.

School and parish doing a poor job with fund raising with no consistency in the effort.

No financial/marketing goals set 1 respondent

The school financial goals are not set high enough to bring in sufficient money so it feels

like we’re always playing catch-up

43

Limited high school curriculum 1 respondent

Basically the high school only offers a core program, and art and music programs have

been virtually eliminated.

Changing economic demographics of student body 1 respondent

Demographics of the schools are changing, and we are experiencing a flux of low-income

students. Not sure how the schools can support them all. That change is felt mostly at the

high school level.

Parents of elementary students speak poorly of high school 1 respondent

Elementary parents seem happy with the lower grade programs but they do not send their

children to St. Benedict High School and even speak negatively about the high school.

Maintenance of buildings is very poor, creating unsafe environment 7 respondents

Custodians do not do their jobs. Recently a mother carrying her baby fell on the ice, and

we were totally to blame. Maintenance people had not cleared sidewalks. Students and

parents actually volunteer to assist the maintenance staff, and we have eight full-time

maintenance employees.

One teacher only has one window in her classroom that will open. The administration has

known this for years. This room gets almost uninhabitable when it’s hot outside. There

are also broken tiles and desks.

Maintenance of the buildings. The same people that maintain the church do the cleaning

and maintenance of the school. They have not done a good job in maintaining the school.

They don’t have the technical expertise to handle the equipment in the school. Repairs

are not done on a timely basis. Parents have had to come into the school to do basic

cleaning.

Staff is demoralized over condition of building 1 respondent

Special education and enrollment 1 respondent

Special needs students have increased in number in recent years but there are not enough

resources to give them what they need. Teachers aren’t trained, for example, in

differentiated instruction. St. Benedict is not honoring IEP’s some students received in a

previous public school

Partnership with DePaul is one-sided and no vouchers 1 respondent

We talk about our partnership with DePaul but it is a very one-sided partnership. St.

Benedict teachers were promised (tuition) vouchers for the pre-service work we do with

the college students, but they were taken away from us so no professional development

opportunities are available to us through the university. It’s frustrating that we get

nothing in return for working with the DePaul students.

Lack of Curriculum planning and consistency 1 respondent

Nothing is consistent among teachers in the same grade level. This also prevents us from

scaffolding curriculum so there is no consistency in instruction as students move up a

44

grade. I have tried to do this on my own, but things got very heated between me and the

teachers I reached out to.

Communication by administration is poor and untimely 6 respondents

The administration sometimes sends key information to teachers late, after the fact or not

at all.

Teachers know nothing about the budget and how money is spent and why.

Unanswered complaints about maintenance are not explained.

What will happen next year is uncertain and not planned as yet.

Communication about how the school and administration should function is poor and the

most critical issue.

There is insufficient information about daily affairs as to who handles what and who staff

should go to when immediate supervisor is not available.

Student classroom and school behavior management is poor 1 respondent

Teachers met with Ms. Mekelburgh about the hallway noise but the problem has not

abated.

Break time among teachers is not equal 1 respondent

Professional development is minimal and inadequate 1 respondent

The professional development at the school is minimal and inadequate. Teachers do not

get good data from the administration on student performance and standards. Teachers

informally talk about some issues but not systematically. Some teachers have not been

trained to deliver new curriculum. With respect to planning, there is almost no attention

to expectations for what students know and can do as they move to middle and high

school.

No alumni relations program established 1 respondent

Alumni are an untapped resource. No consistent person or usable data or website exists

for alumni relations. Teachers can’t access alums to speak in classes or display photos of

successful alums. This impedes fundraising not to have communication with alumni,

most of whom have fond memories of St. Benedict.

External communication and publicity 2 respondents

The Identity of the school keeps changing. When changes are made they don’t change

logos, signs, stationary and other elements that set the identity of the school.

School Administration function 1 respondent

Systems for administration of paper work are not up to date

Finances 6 respondents

School does not have good financial records or a detailed budget with a view of the

future. Some people could not or did not pay $9,000 tuition and school wrote off losses.

45

Changes in administrative structure 5 respondents

Changes in the administrative structure caused board members to leave and has created

some bad feelings and increased work on remaining members.

There are some communication issues because of the changes which have occurred in the

past two years.

New administrators are all young and all are in graduate school at this time. Therefore,

Ms.Gemo has to spend a great deal of time doing aspects of their jobs and hers. Rachel

can’t delegate much to them. Ms. Gemo also has the history of the organization that she

has not had time to share.

Staff retention 1 respondent

Technology use by high school staff 1 respondents

H. S. teachers are unprepared to implement in their lessons and programs on-line and

some unwilling to change.

There is push back from high school teachers regarding using technology as much as is

being used in lower grades where it is fully integrated.

Role of the pastor in running the school 5 respondents

Not sure what the role of the pastor is or should be

Maintenance people report to the priest but the school is poorly maintained

Students/parents never see pastor in the school or in the classrooms.

The control of the maintenance staff is under the parish business manager.

Board(s) and role 4 respondents

Is unclear regarding the roles of the Board(s) and how they all function together. Has

heard some things in the past were not handled as well as could be but each school is

trying to resolve its issues.

Students 3 respondents

Students are somewhat unsure of how they fit in to the new model of K-6 and 6-12 as it is

implemented.

8th

graders feel like they are still in the middle. They graduate and are still in the same

system and same place.

4. Are there some important trends or critical issues – such as demographic, economic,

environmental issues, etc.) that you feel St. Benedict’s needs to monitor and adapt to

moving forward and in planning for the future?

Continue with melding of two schools 1 respondent

Critical that the two schools meld together in order for both schools to survive. The wall

has to come down. This year’s restructuring is a good move toward that. Students and

teachers move between buildings. More sharing is taking place.

46

Improved business procedures needed 3 respondents

We need a grant writer. We may consider ourselves as moving forward but we also need

to be forward thinking. And not just in technology. There is money out there and people

who can help us shape our ideas. We do very little innovative planning.

Ms. Gemo and pastor need to share vision of school’s direction 1 respondent

The pastor and Ms. Gemo must share ideas and a vision of where the schools are heading.

We want to expand the high school but where will we put all of these added students?

Originally, it took the St. Benedict community nine years to decide to open the high

school. Fundraising for our planned expansion needs to start now.

Need for stronger teacher assessment program 2 respondents

Teacher accountability needs to be strengthened. Too many of our teachers slide under

the radar. We do no data assessment of student performance. We don’t have tenure or a

teacher union so it should be easier to move out teachers who do not do their job. This

year we began a more formalized teacher assessment but I did not receive my rubric until

second semester. It didn’t do me much good half way through the school year!

Better communication between teachers and administration 1 respondent

Stronger attention to academic achievement 1 respondent

Enrollment issues at elementary level 7 respondents

Trend is to see more students in the lower grades.

Figuring out what will happen next year with enrollment of the preschool and elementary

school is critical because it affects how space for classrooms and staff are allocated. If

the trend continues it will force the school to make choices it has never had to make.

Space and its use 7 respondents

Space is becoming an issue after adding one first grade and second grade classes last year

and no drop off expected this year.

Where is the space to accommodate future growth?

Student diversity 2 respondents

School is getting more students with LD issues; don’t have the staff or recourses to

accommodate their needs. Trends in the junior and senior classes too many at risk

students. Staff has little to no training or much assistance for dealing with the special

education students who are in classrooms. Does not feel the combining of the middle

school and the HS are good. The HS has lost its identity.

There is a difference between the freshman sophomore and junior, senior classes. Junior

and seniors seem to have more at risk students. At risk involves academics, single parent

household and gang influence.

More parents who want more 4 respondents

47

There are more parents with a sense of entitlement and that every student deserves an

award or equal chance is affecting programs and activities.

Moving to the suburbs, if not would keep kids in the school but not high school. Want

more challenging high school to prepare students for Big Ten, Ivy League or other ―big

name‖ school.

Parents of applicants and enrolled students are increasingly demanding improvement of

St. Benedict’s academic standards. The income of some families in the neighborhood is

rising and they have higher expectations of the schools.

Need for stronger Catholic identity 1 respondent

More people staying in neighborhood 4 respondents

People staying and keeping children in school longer. If the trend continues it will force

the school to make choices it has never had to make, defining who the school is for and

its role in the parish. What will happen at the upper levels is also unclear.

Effect of housing values causing people to stay in city and keep students in St. Bens.

Staff retention 2 respondents

Lack of manpower… concerned with the demands that are put on administrators and

staff… worry about burnout.

Worries about training existing teachers, adding quality staff (includes teachers),

maintaining good staff.

Board involvement 3 respondents

There is not enough board and staff involvement.

As more families are held captive in the city by the declining real estate market, St. Ben’s

will need to consider how it will adapt to growing enrollments.

New board will need to develop a comprehensive plan for the future.

H.S. student discipline or issues 2 respondents

Discipline of students is affected by two things, reluctance of the school to remove

students who consistently adversely impact other students or classroom and growing

numbers of helicopter parents

5. How do you feel about the school’s facilities? How about the programs and services

offered – educational, extracurricular, family-oriented, spiritual, etc.? Can you provide

some examples of ones that are very successful, and perhaps some that are not meeting

your expectations?

Technology at the high school level is lacking 1 respondent

Technology at the elementary level seems OK, but it is lacking at the high school. We

need more laptops, but also need wireless capability, access to smart boards, and

enhanced AV applications.

School needs more physed activity, especially for HS 1 respondent

48

Only one semester of physical education and one semester of health are offered at the

high school level. With obesity among children being so high, the school is remiss in not

offering more physical activity for high school age students.

Does good job with religious education 1 respondent

We recognize religion on a worldwide basis and not just Catholic theology.

Needs greater participation of older students in retreats 1 respondent

Part of poor attendance at retreats is result of school spirit issue.

Mechanicals of building need revamping 1 respondent

Electricals are OK thanks to a parishioner. Heating – in all buildings – is covered by one

aging plant. The roof needs work and brick needs tuck-pointing. Windows in the older

building are original – dating from the 1920’s – and need replacement.

Many St. Benedict families are not ―church-goers;‖ need development of Catholic Identity

program 1 respondent

Program could help us make a better connection with non-church-attending parents.

Religion has taken a back seat because our focus is on literacy and math development.

High school students need a stronger connection with their religion.

Facility usage is not good; parish needs to spend money on school improvement and not

bell tower and social center enhancements 1 respondent

Parish has decided to spend money on the bell tower and social center but this contributes

nothing to school improvement.

Parent group series very good; need more of these offerings 1 respondent

Fortunately we have a strong home/school committee who does this. School doesn’t

provide this kind of outreach to parents.

Maintenance needs improvement 1 respondent

School buildings are not maintained well. Bathrooms are old and very dirty. It is

embarrassing when parents go into the bathrooms and see what their children must use

every day.

Extra curricular programs are good 4 respondents

Guitar, Boy and Girl scouts, arts and science projects

Good diversity of athletic programs 4 respondents

Special opportunities available 2 respondents

For students who can afford it. High school currently has students in Beijing on class trip

Activities due to two working parents 2 respondents

Challenges for use of space 5 respondents

The challenge for the administrators is to coordinate individual programs and the totality

of all the programs into a single schedule.

We could use our space better.

Facility maintenance issues 6 respondents

Maintenance and custodial services are very poor and some instances create a liability for

the school.

Maintenance of the facilities is poor. Bathrooms are often dirty. It takes forever to get

anything fixed.

49

5. How would you assess the effectiveness of the St. Benedict Board? How about its

relationship with staff and administration? What do you consider when you evaluate the

performance/success of St. Benedict Preparatory Schools as an educational institution?

Administration ignores Board’s bylaws/duties/responsibilities 1 respondent

Board does not understand faculty instructional goals 1 respondent

The Boards need to better understand faculty goals so everyone can buy into them.

Academic programs are good because test scores continue to rise and students seem

prepared to move to the next level of education. I believe my daughter received an

adequate education at St. Benedict High School but the scope of her studies was limited. I

have always been a hands-on Mom so I made sure she was prepared for college by hiring

tutors and enrolling her in enrichment programs to be sure she could compete.

Board development is critical since schools have combined 1 respondent

As the combined board begins its duties, Board development will be critical to its

eventual success. Right now we do not provide any orientation for Board members nor do

we offer any Board mentoring. We need to help the new Board be successful.

No orientation/mentoring is provided to board members 1 respondent

Teachers do not know who is on the board 1 respondent

I teach here and have no idea who is on the boards. I don’t know whether they are elected

or appointed. I think the elementary board members are a bit more active than the high

school people, but I really don’t know much about any of them.

Board members are not problem solvers 1 respondent

The elementary board has bought into Ms. Gemo’s mission. They are her cheerleaders.

The high school board is not as good. The president is OK but the others are weak. They

make little or no effort in interacting between meetings or looking at high school issues in

depth.

Role of board 7 respondents

Ms. Gemo greatly values the board and thinks it is important that she has a group of

engaged parents she can turn to for advice and strategic leadership.

Have no idea how they work with Rachel and what they should be doing. Assumes they

have a policy role while administration deals with curriculum.

Appears to be effective but have many challenges.

Unsure how effective they are but seem committed to working with Rachel and other

administrators to improve the school.

Has become board of ―specific jurisdiction;‖ needs to broaden its influence

50

Board needs to be stronger influence in school community; only advisory at this point

Fund Raising 4 respondents

High school board did fundraising for the general campaign.

General campaign is for the church and school.

Board structure 5 respondents

Is not sure about combining the two boards and feels the HS will lose in that proposition.

High school use to have more say in the operation of the high school. Not quite sure how

one board will function.

New structure in place; need to establish a new governance model

Communication about board’s role 7 respondents

Role of the board in the process needs to be better communicated. Information must tell

parents and teachers how the process works between board, administration, teachers and

parents. Roles and expectations are not well understood.

Big school supporters have walked away because no one is listened to by administration

and pastor.

Evaluating success 7 respondents

Feels the elementary board is good. Does not know much about the HS board. Is unsure

how the new board structure works.

Elementary board committees are not well used

High school board, at times is not very effective, does not have a succession plan.

Does not feel board is as effective as it could be. Feel there is a lot of potential with

parent involvement that is not realized.

Would not know a board person if they met in the hallway or at a school activity.

For a parent they also want to know the child is happy, liking school and demonstrates

they are learning as well as likes the teachers. Parents want to trust the teacher has high

energy is organized and cares about each child.

Need more leaders to carry the work needed to be completed

6. How would you assess the staff of St. Benedict’s school? Do you (or they) have

sufficient resources and talent to meet the needs of the school community? Are there any

areas of concern in terms of staff issues that you feel need to be addressed?

Schools do not have sufficient resources 4 respondents

Science and language labs need upgrading 1 respondent

51

Teachers need to be required to pursue a master’s degree 1 respondent

Teacher staff development needs to improve 1 respondent

Faculty uses resources with great skill and success 1 respondent

Teaching teams need to expand 1 respondent

It is not made clear how important teaching teams are to the educational mission of St.

Benedict.

It is important that we keep trying to get teachers to buy into them. St. Benedict sets no

standards regarding student progress.

Not all new teachers ―buy into‖ our educational mission 1 respondent

Classroom management needs significant improvement 1 respondent

Classroom management, at the high school level, needs immediate improvement. We

have to monitor halls better. Many teachers simply ignore school’s request to monitor

halls and hold students accountable for their actions.

We have no consistent message regarding student behavior 1 respondent

Right now we express an off and on message. Students are not held accountable for their

behavior in a consistent manner.

Articulation between grade levels is weak 1 respondent

Relationship between pastor and teachers is problematic 1 respondent

The Christmas compensation bonus is not helpful. The pastor awards a Christmas bonus

of $50 but after taxes are removed, the amount seems trivial, if not insulting. Teachers

spend a lot of their own money on their classrooms. On top of that the pastor sends a

message literally saying, ―…take it or leave it…. You should just be glad your teaching

here.‖ This attitude takes a toll on teacher morale. In previous years teachers accepted

low pay and long hours because they felt supported by the administration but not this

year. Teachers seem to believe that the board and administration are devoting all

marginal resources to the high school on the false assumption that the elementary school

is good and not in need. Teachers feel like hired help rather than professionals. Several

teachers are either looking for new jobs or have said they will unless conditions improve.

Elementary school staff excellent 2 respondents

Staff in the elementary school (especially the primary grades) is outstanding! They are a

talented and energetic group of educators who go above and beyond expectations.

Believes they are grossly underpaid for the amount of work which they do to support the

students/school.

Teacher retention 3 respondents

52

Biggest challenge is the money, as it eventually becomes an issue for every teacher as

experience increases.

Not familiar with high school staff 3 respondents

Communication about structure 1 respondent

Dedicated and want to stay but are challenged by the uncertainty of the new structure,

lack of effective and timely communication and curriculum software issues has taken its

toll.

Technology issues 3 respondents

Middle school software is not running properly and apparently there is no one really

addressing the issue.

Staff is good 4 respondents

Size of staff 1 respondent

The staff is small… feel they could accomplish more with more support. Meeting

schedules are not maintained… when they do meet, meetings are longer than they should

be to handle all the issues that have come up.

Improve teacher evaluation 2 respondents

Need mentor/master teacher program 1 respondent

Not versed in teaching catechism 1 respondent

7. Looking forward, what is your view of the five most important strategic issues for St.

Benedict Preparatory Schools to address?

Outside funding 1 respondent

Enrollment growth 3 respondents

Expansion of curriculum 1 respondent

More cohesive school spirit 1 respondent

―Buy in‖ from outside constituents 1 respondent

Professional development for teachers 3 respondents

Maintenance of building 2 respondents

Maintenance of accurate financial records 2 respondents

53

Plan for facility expansion and update 4 respondents

Pastor to take more responsible role toward school 2 respondents

Enhanced marketing effort 2 respondents

Better communication between teachers and administration 1 respondent

Enhanced academic standards 3 respondent

Establishment of a more meaningful purpose for Board 1 respondent

Maintaining class size 1 respondent

Space use 4 respondents

Increase high school enrollment 1 respondent

Increase high school extra/co-curriculars 1 respondent

Building community at upper levels 1 respondent

Improve tech in all classrooms/admin 5 respondents

Engaged staff/curriculum 1 respondent

Limit students with special needs 2 respondents

Teacher retention/salaries 4 respondents

Resolving financial issues 3 respondents

Attract full paying students 1 respondent

Improve all communications 5 respondents

Need good working board 1 respondent

Working strategic plan 3 respondents

Defining school’s role/competition 5 respondents

Will new system maintain advantages 1 respondent

Provide assistant to Rachel 2 respondents

54

Better co-ordination with archdiocese 1 respondent

8. What do you see as major risks or impediments to tackling these strategic issues

(e.g., finances, staff, facilities, church support)?

Not enough outside financial support 6 respondents

Without a buy in and financial support from outside, all of the schools’ initiatives will go

no where. This has happened in the past. We talk about change, plan programs, but

nothing ever comes of our efforts.

No follow through by administration on recommendations 1 respondent

from faculty and parents

Loss of good teachers due to low pay 1 respondent

We need to be aware of the quality of our faculty. We lose good teachers due to low pay.

Weak direction and support from pastor 4 respondents

We need a business plan, and the pastor needs to network more with other schools and

businesses and serve as an advocate for the schools.

Finances 5 respondents

Get parents/parish to buy into the program in working for the school and financial

support

Coordination of fund raising with parish 2 respondents

They are not part of the parish and do not know how well the church and others support

the school.

New board and how it will function 1 respondent

Roles, responsibilities, communication and facilities are all facing issues that need to be

resolved in the short term and somehow with long range planning.

Improve communication

Need to get finances in order and determine how boards will combine and then

communicate to the staff and parents and the church

Roles, responsibilities, communication and facilities are all facing issues that need to be

resolved in the short term and somehow with long range planning

Continuity of school leadership 1 respondent

Improve facilities 3 respondents

Plan for growth of facilities and develop an effect maintenance program.

Space and allocation 1 respondent

55

Space issue because of increased enrollment at lower grade levels; way space is allocated

for programs; competing use of space by various activities by the various schools

Enrollment 1 respondent

Parents don’t see the school as a total school. Pre-k to 12

Being able to compete academically 3 respondents

Teacher retention/turnover 2 respondents

Tuition affordable 1 respondent

Changing perception of high school 1 respondent

10. Are there any other issues we haven’t covered that you would like to see addressed in the

Strategic Planning process?

Principal must be given freedom to do the job she was hired to do 1 respondent

Feels the HS is losing its identity 1 respondent

Declining/uncoordinated contributions 2 respondents

Combining the middle with high school 1 respondent

Long range planning 1 respondent

Update communication/technology 1 respondent

Plan cannot depend on the archdiocese 1 respondent

Need to ease the tension among Board, parents, and faculty regarding how much the schools

should change 1 respondent

Survey Monkey Summary

1. What is the name of the high school your child will be attending in the fall?

The decision on selecting a high school is very individual. Three high schools had two

former St. Benedict students attending.

2. Who made the selection decision regarding the high school your child will be attending?

In the selection process the student played a significant role in the decision process. There

is an opportunity to influence students while they are at St Benedicts.

56

3. What gender is your child who recently graduated from St. Benedict Elementary School?

There were nine male and seven female respondents.

Athletic programs offered: 31% of respondents said athletic programs offered at the high

school selected were a major factor in their decision of where to go to high school.

AP courses offered: 31% did say it was influential but in very few instances was it the

major factor in the decision. Overall they rated St. Benedict lower.

Catholic identity: Did not seem to be a major factor in the decision process. For those that

rated it as a factor St. Benedict was the same or slightly lower.

College placement record of graduating seniors: 25% rated this as most important, 50%

rated it as a major factor in their decision. In each incident St. Benedict was lower. An

interesting side note, only two respondents listed top tier schools for college. Some listed

second tier with many colleges below that. There may be an opportunity to show that St.

Benedict has been successful in getting students into those schools.

College Prep curriculum is strong: 50% rated this as very important. 19% rated as being a

major influence. St. Benedict came out, except for one instance, slightly lower overall.

Co-curricular offered (quality and/or breadth): Does not seem to be a factor.

College curriculum partnership: Is not a factor in the decision.

Commuting distance from your home: Does not seem to be a factor.

Extracurricular programs (quality and/or breadth): Some respondents did mention it but

not a serious factor.

Family member attended selected school: Did apply in some cases. One did mention older

sister did attend St. Benedict and was not happy with the results.

Friends of my child are attending the selected school: Not a factor considering out of three

years of graduates three schools have tow student from St. Benedict.

Faculty quality 31% rated it as a major factor, 31% saying it played a role in the decision.

They viewed St. Benedict faculty as not as good.

New or different school environment (we wanted a change): 19% rated it as important,

with 19% saying it was a factor.

Quality of administration: It was a factor for some respondents, however, St Benedict

didn’t come out that much lower.

Range and quality of courses offered: It was important to 25% of the cases most of that

coming from phone interviews who could give unlimited 1s. Overall it made a difference

in 44% of the cases.

Ranking of the high school selected: 31% felt this was important with 13% feeling it was

part of the decision. St. Benedict came out lower when rated by the respondents.

57

Reputation of high school selected: 19% of respondents felt it was important, 19% felt it

was a factor in the decision. Of the respondents the rated St. Benedict lower.

Single Gender: Was not a major factor in the decision.

Size of School: To a few people it was a major factor. To others it didn’t seem to matter.

Standardized test scores at selected school: Did factor in on some decisions. They

generally felt St Benedict did not do as well.

Student aid or scholarship offered: Was not significant in the process.

Student/Teacher Ratio: It was perceived as close between St. Benedict and the other

schools.

4. Please rank how satisfied you were with your child’s St. Benedict Elementary School

experience, with 1 being very disappointed and 10 being very pleased.

Everyone was very pleased with the K through 8 educations at St. Benedict’s.

It is unfortunate that we used Survey Monkey, with such a small universe. The survey of 09

and 10 eighth grade graduates should have been done by phone. After the phone interviews of

the current eighth grade parents, I do feel we have some viable information.

College Prep curriculum is strong, College placement record of graduating seniors and

Ranking of the high school selected are the major reason why eighth grade graduates are

choosing to go elsewhere. In a sense they all say the same thing. If combined together, it is

evident that St. Benedict high school needs to improve in those areas. I think it would be a

mistake to say it is just a matter of perception. Range and quality of courses offered and AP

courses offered indicate St. Benedict needs to improve in those areas.

In most cases where athletics are involved there is not much St. Benedict can do. In one case

there was a possibility, if the coach had been more involved, the student might have chosen to

continue on at St. Benedict.

I picked up comments directly from Survey Monkey and phone interviews I did not correct

Spelling and English. I think St. Benedict can put together a program to do a better job of

recruiting 6th

through 8th

grade students.

SUMMARY FINDINGS FROM ST. BENEDICT PREPARATORY SCHOOL (SBPS) SIXTH

GRADE PARENT FOCUS GROUP DISCUSSIONS

MAY 25, 2011

As part of the Consulting Agreement between St. Benedict Preparatory School and the Executive

Service Corps of Chicago (ESC) to develop a Strategic Plan, Step Two called for ESC to conduct

Focus Groups.

58

FOCUS GROUP OBJECTIVES

The objective of the Focus Groups was to assess the opinions of St. Benedict Preparatory School

parents just beginning the high school selection process for their sixth grade students to better

understand the emotional driver issues related to selecting a high school:

1. What do participants consider key issues to consider during the high school selection

process;

2. What are the general views of the high school options available to them and to what

extent these options meet their needs;

3. What are the participants’ opinions on St. Benedict High School (SBHS) – what they

―know‖ about the school; its strengths and weaknesses; whether it is an option they

are considering for their child; and

4. Brainstorming the options SBPS should consider to strengthen its high school

programs and its ability to draw students from within the current pre-k through

middle school community, as well as the larger Chicago community.

Note: This Summary includes comments from the interactive conversation during the

Focus Groups as well as notes made in the Handbooks used by the participants during

the discussion.

BACKGROUND

FOCUS GROUP COMPOSITION

Parents of sixth grade at SBPS

Total of 15 participants

PARTICIPANTS REFLECTION OF THEIR CHILDREN’S ACADEMIC ABILITY

Wide range of academic abilities from academically gifted to academically

challenged.

Most parents believed their children ―easily masters most/all sixth grade subject

matter‖ or ―is able to make the honor roll but has to work hard to achieve that

distinction.‖

HOW CHILDREN’S ACADEMIC ABILITY WILL IMPACT ON HIGH SCHOOL OPTIONS

Most parents believed their children are ―likely to be accepted at any school he/she

applies to and will do well‖ or ―don’t expect that my child will be able to test into the

area’s most academically elite public or private high schools but will do well at a

good school.‖

1. KEY ISSUES IN HIGH SCHOOL SELECTION PROCESS

PARENTS HAVE A WIDE RANGE OF EXPECTATIONS FOR THEIR CHILDREN THAT A HIGH SCHOOL

SHOULD ADDRESS. GENERALLY, A HIGH SCHOOL SHOULD:

Be academically challenging within a nurturing environment

Have a wide variety of courses—including advanced placement and honors classes

59

Provide access to a variety of athletic and extra-curricular experiences, and provide a

setting where students can develop lasting friendships

Instill a sense of community/purpose

2. GENERAL OPINIONS OF HIGH SCHOOL OPTIONS

HIGH SCHOOL OPTIONS

Parents do not see SBHS as a high school option for their children.

Most likely options are: St. Ignatius, Loyola.

Other options: Whitney Young, Peyton, St. Patrick’s, Lane, and Northside College

Prep.

General characteristics of above schools

St. Ignatius: is a big school, offers good courses, college prep, provides a Catholic

option

Loyola and St. Pats: are good schools, all boys and have good sports

North Shore is academically challenging.

Payton: math and science. Language classes and still have smaller classes

Lane: has 25 advanced placement classes; its big and has lots of classes

3. OPINIONS ON ST. BENEDICT’S HIGH SCHOOL

PERCEPTION OF SBHS

Perceived as a small, mediocre, non-challenging school with limited class and extra-

curricular options.

PERCEIVED SBHC “FAIR MARKET VALUE”

The perceived ―fair market value‖ (tuition) for SBHS—as it performs TODAY—is

between $7,000 and $9,000—although it could stretch to $11,000.

IF ―improvements were made in the next three to five years‖—parents would

generally be comfortable paying up to $13,000.

As a ―benchmark‖, tuition for St. Ignatius and Loyola—the two high schools most

mentioned as schools parents would most like their children to attend and ranked

highly—are between $13,000 and $15,000.

WHAT PARENTS “KNOW” ABOUT SBHS

Small/Personalized—only ~170 students

Dreary

Limited number of options (academics, athletics)

Higher percentage of disadvantaged students that go to high school compared with

middle school

SBHS an afterthought

Getting better—but will it survive? Won’t improve enough by the time my 6th

grader

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is ready for high school.

Don’t want to be a ―guinea pig‖

SB is NOT differentiated; no distinction

SBHC STRENGTHS

Student-Teacher ratio good

Miss Gemo—she can turn around

school but will take 4-5 years

Catholic school on north side

Northwestern affiliation for

enrichment classes

Small and intimate (personal;

comfort; familiarity)

Location and proximity

Tied to church and local

community

Teacher’s caring for students

Price

Recognition that school wants to

be more committed to

improvement

SBHC WEAKNESSES

Size (may not be able to relate to

large colleges0

Lack of diversity/lack of white

population

College choices not impressive

for past graduates (focus on 2

year colleges)

Not enough AP/honors classes

Lack of inter-mural sports

Up graduation requirements

I don’t think about SB’s high

school

Change of scenery (have been at

SB for a long time—since grade

school

Lack of value

Small, limited in activities and

academics

No identity—What does the

Archdiocese want it to be?

Perception: no/little student

motivation; no/lack of energy

Lack of financial resources and

limited physical plant might limit

investments in future programs

Stagnant

Lack of active

marketing/recruiting

What is the high school to be?

What will it offer? (Identity)

Need children’s input (e.g., ask

―What high school do I want to

attend? Why?)

No/Little interaction between

middle school and high school

Strong competition

Lack of high school activities;

limited options and funding

limits.

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CATHOLIC IDENTITY

HOW IMPORTANT IT IS THAT THE HIGH SCHOOL MAINTAINS A STRONG CATHOLIC

IDENTITY?

There was a general sentiment that SBHS retain its Catholic identity and this identity was an

important factor. There was, however, an issue raised about where one should get a Catholic

education.

Very important to have Catholic identity (values; discipline…)

Need to be educated as Catholic in formative years (many students in other schools

can’t articulate ―what it means to be Catholic).‖

It is important that Catholic teaching (classes) should be an integral part of the

educational experience.

SBHC should reinforce the ―Catholic identity‖ (values, discipline, etc).

An issue was raised: Where should one get a Catholic education?—grammar school?

middle school? high school? college?

4. BRAINSTORMING OPTIONS TO STRENGTHEN HS PROGRAMS

THERE WERE A NUMBER OF IDEAS ABOUT WHAT THE SCHOOL SHOULD/COULD DO TO ATTRACT

CURRENT SB MIDDLE SCHOOL PARENTS AND OTHER SIXTH GRADE PEER PARENTS TO ENROLL

THEIR CHILDREN IN THE HIGH SCHOOL.

Market to younger SB kids---start with grammar school (4TH

grade for example) and

have them make a commitment to high school.

Incentivize current middle school parents to attend SBHS (for example, get grammar

school price for high school) because they may be the ―guinea pigs‖

Focus on academics. SBHS needs a focus or niche—an elite, boutique high school.

Needs to be a student’s 1ST

or 2ND

choice

Reach out to 10 Catholic grammar schools for SBHS—lots turned away from St.

Ignatius and Loyola

Make SB a St. Ignatius N or Loyola S; partner/affiliate with St Ignatius or Loyola—

or even DePaul

Offer scholarships to SB middle school students

Introduce baccalaureate programs to differentiate SBHS

Provide more AP/honors classes

Change name & develop an identity to differentiate SBHS (for example, St. Ben’s

College Prep)

Have a different entry level exam (current standards low?)

Develop and communicate a Mission statement and develop 5 year plan; What will be

my return on investment? (i.e., What will my child get for the $ I spend?). What will

be the core courses offered?

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Define our brand identity and then roll-out a measurable implementation plan that

shows significant progress

Introduce the high school and its students into activities on a regular basis—set them

up as leaders (mentors)—give the students a celebrity status among the kids and

parents. Exposure to the great things that are happening

PARENTS WERE ASKED TO IDENTIFY THE ONE THING THAT NEEDS TO BE DONE NEXT YEAR FOR THEM

TO CONSIDER ST. BEN’S HIGH SCHOOL MORE FAVORABLY AS AN OPTION FOR YOUR SIXTH GRADER.

Market to kids in grammar school 4TH

graders (focus on) and educate parents

Add 20 AP classes

Start to get university/high school affiliation or change name

Reduce tuition to incentivize 6TH

graders to go to SBHC

Increase appeal to students by communicating ―what is the school’s direction in

student terms

Set definitive goals and communicate

Demonstrate academic achievement

Determine what SBHS wants to be and how to distinguish itself from competition

Give middle school students and parents idea of what’s happening in high school

Define identity and get rid of scheduling SNAFUs—If school can’t fix these

transition problems, will not be successful in tackling bigger issues

Teach more catholic religion classes

Keep parents informed as to what’s happening in high school.

Recommendations

It is important that this information be discussed at the SBPS Retreat scheduled for

Saturday, June 4, 2011, and that Work Groups be assigned the task of analysis for

input to the Strategic Plan. There are several obvious short and long range issues that

stand out:

Short Range

o Need for communication with students, parents and the community about

SBHS.

o Repair the class scheduling issues

o Concentrate on Catholic identity

Long Range

o Answer the demands for advanced academic offerings and achievement

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DIAGNOSTIC REPORT

St. Benedict Preparatory School

EXECUTIVE SUMMARY

Overview of Strategic Planning Project

St. Benedict is a parish preparatory school in a Northwest neighborhood of Chicago. The

school has grades pre-k to 12. The school is approximately 110 years old. The pre-k and

grades 1 through 8 serve members of the parish and surrounding families. The high school

draws students from the entire city of Chicago. In recent years the number of neighborhood

students attending the high school has declined.

In the last decade the neighborhood has experienced ―gentrification‖. This and the decline

in the real estate market have resulted in growth in the pre-k though 8 section of the school.

Fewer parents are moving to the suburbs when their children enter school.

Executive Service Corps of Chicago assisted St. Benedict Elementary School I developing

a strategic plan in 2006.

Mission Statement St. Benedict Preparatory School on the north side of Chicago is a Catholic Preschool-Grade

12 community that utilizes our unique educational resources to provide an innovative and

rigorous academic program. To achieve this mission, we

Excel in educating the whole individual in the Catholic tradition

Challenge students to develop their God-given talents

Create a Christian community by sharing our gifts

Honor the gifts and diversity of the community, and

Serve the Lord and each other in an ever-changing world.

The St. Benedict Preparatory School Graduate

The St. Benedict Preparatory School Graduate enters post-secondary life well-rounded and

prepared for learning, achievement and service in a 21st century global society. Honoring the

tradition of St. Benedict, our graduates possess the knowledge, reason, diligence, and

perseverance to grow in faith, wisdom and spirit.

.

Vision Statement In order to be an exemplary Catholic school, Saint Benedict Preparatory School will be a place

where

Excel

Students are engaged in challenging curriculum and achieve academic success.

Students grow through stewardship education, social justice teaching, creative and

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expressive arts, academic competitions, leadership training, technology integration, and

community service projects.

Students will be able to communicate effectively in a global and technological society.

School families actively participate in the education of their children in partnership with the

teachers and administrators

Faculty and staff will promote critical thinking, teamwork and ownership through compelling

and challenging work that builds on the fundamentals.

The administration ensures that standards of excellence are implemented

The parish and school community will sustain and support an exceptional faculty and

Administration

Challenge

Students use 21st century skills to understand, discern and address global issues.

Students practice patience, perseverance and resilience to grow in both areas of strength

and weakness

Students and staff use technology to learn, problem solve, communicate and create

Families challenge their children to discover and develop their God-given talents

Faculty and staff encourage students to be innovative, creative, adaptable and excellent

in all they do

The administration and faculty commit to continual analysis and evaluation of the

programming to make curricular decisions based on up-to-date educational best

practices

The parish and school community ensure instruction in music, foreign language,

technology and physical education as to provide a well-rounded educational experience.

Create

Students use their gifts and talents for the betterment of the school and broader

community

Families live out the Gospel values

Faculty and staff witness to the Faith by their words and deeds, and through prayer and

example promote the ongoing formation and spiritual growth of their students.

Faculty and staff support one another in the professional and catechetical growth of the

staff.

The administration and faculty will maintain a safe, personal, student-centered school

community where we are able to know each individual student and family by name.

The administration and faculty collaborate with our parents, surrounding Catholic

schools and entire parish community to enhance the experience for all students.

The parish and school community support the students in their spiritual, moral and

ethical growth.

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Honor

Students learn the importance of and practice being a good neighbor in a global society

Students are seekers of justice

Families of all faith backgrounds welcome others to share the blessing of a Catholic

school

Faculty and staff are models of respect for the dignity of others

The parish and school community make judgments and decisions based on Catholic

values with empathy for others

Serve

Students are stewards of God’s gifts and creation

Students create peace in our school and broader community

Families model involvement in their faith and community

Faculty and staff prepare students for a life of service in society by integrating

opportunities for service learning with parish ministries and local community

organizations

The parish and school community will be active participants in their faith life

ESC’s work with St. Benedict Preparatory School will have three objectives:

1) Building upon St. Benedict’s core values, ESC will work with St. Benedict to develop

a strategic plan for the next three to five years. This work will include:

A) St. Benedict own vision of what it wants to become as an education

institution

B) The identification of the critical issues that need to be addressed by the St.

Benedict board and staff that will allow this vision to be implemented

successfully

C) A guide for implementation to attain these objectives

2) ESC will seek to have broad involvement of St. Benedict’s board and staff in the

design of this plan so as to insure a high probability of acceptance and implementation.

3) ESC will work with St. Benedict’s board members and staff to provide an ongoing

process by which St. Benedict can both measure its progress in implementing the plan

and in updating it.

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Project Plan Time Line:

We will meet with Rachel Gemo, Father Beaven and Suzanne Devane on Wednesday May 4th

.

The following week we will meet with the entire strategic planning committee. Depending on

how much gets done at that meeting, we may need to meet the week of the 23rd

. The retreat

will be on Saturday June 4th

. If the committees can finish up their goals and objectives by June

30th

, we can deliver the final plan by July 15th

.

Methodology:

ESC conducted interview of stakeholders. St. Benedict sent out letters to get parents of eighth

grade graduates of 2009 and 2010 parents whose students went elsewhere for high school to

take a survey on Survey Monkey. ESC did a phone survey of eighth parents whose students

have indicated they will attend another school for high school. Esc interviewed parents who

students chose to go to St. Benedict high schools.

Key Issues:

Interviews of Stakeholders

The findings of the twenty-three interviews of parents and staff at St. Benedict overall seemed

to be consistent with the findings of the earlier studies of St. Benedict strategic plan by the

Executive Service Corps’ with the Elementary School in 2006 and the report by the Catholic

School Management Inc., in its review of the High School in 2008. We were impressed with

the commitment of almost all the people interviewed

The following is a summary of the issues found from the interviews.

Administration

Faculty and parents while supportive of Rachel but have little understanding of how the

administration functions.

Communication

Communication by the administration is generally rated low by teachers and parents.

Parents and teachers do not understand and cannot explain the future plan for the school

and in particular the direction set for the high school.

Communication about funding campaigns is not consistent, poorly organized and/or are

not properly carried out.

Roles and responsibility and expected performance of faculty and staff are not clearly

defined.

Governance

The Role of the new board is not well defined.

The people on the boards currently do not understand their role.

Parents do not understand the role of the board.

There appears to be little communication about and from the board(s) to parents.

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Facility usage (Space Utilization)

The school is encountering difficulty scheduling common use space such as the

cafeteria or gym because of the number of programs.

The schedule of facility use is not up to date or sufficiently managed to alert teachers

and staff of upcoming programs and schedule issues.

The combination of the middle and high school classes in one area has caused noisy

hallways and scheduling issues for special programs and student activities.

Students with special needs

Students with special needs are not being served adequately and the school may not be

in compliance with the students IEP’s

Faculty are poorly trained or not trained at all to cope with the student’s special needs.

The number of students with special needs is increasing.

Faculty does not seem to have access to the IEP or be involved in the writing of the IEP

for their students.

Maintenance and facility management

Numerous people question the why the school has failed to address the maintenances

needs of the school.

There is growing resentment regarding the maintenance, timeliness of service and the

lack of updating of the school buildings.

There appears to be no comprehensive planning to address the future needs of the

school.

We tried to interview the business manager who we were told the maintenance people

report to. Our numerous phone calls were not returned.

Faculty/Staff Development

The faculty is generally supportive of the educational mission.

Middle school teachers do like the new computer.

There is a growing issue regarding poor quality teachers that the administration has not

addressed.

Increasing number of good teachers feel they are being burdened by having to cover for

poor teachers.

Teacher evaluations are not conducted on a timely basis.

Faculty staff meetings are poorly managed.

Teacher development, particularly at the Middle and High School level, is considered

by staff to be non-existent.

High School

Recruitment of St. Ben’s middle school students to attend St. Ben’s high school is

nearly nonexistent, not focused and conducted in what was characterized as half-

hearted and not caring way.

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Regardless of whether students stayed or go to another school the marketing of the high

school can best be summed up as too little, too late.

Parents repeatedly commented that the School administration, teachers and others

exhibited little interest or efforts to even try to keep the student at St. Bens.

The curriculum at the high school need to be stronger to attract more students from the

elementary school

Fund Raising

The School and the Parish lack a focused and coordinated fund raising program.

The School and Parish end up competing for funds rather than enjoying the benefits of

what each uniquely has to offer.

The uncoordinated efforts frustrate donors.

There is a lack of a strategic effort to build/maintain a list of donors that would support

the ―Parish school‖.

Survey of Parents who Went Elsewhere for High School

There were16 respondents to the survey. Eight came from Survey Monkey of 2009 and 2010

eighth grade graduates and eight phone surveys of 2011 eighth grade parents.

In summary the respondents felt the curriculum at St. Benedict was not as strong in preparing

students for college. Range and quality of courses offered and AP courses needs to improve.

With some improvement in the quality of the some course we do feel St. Benedict can attract

more students. As with the stakeholder interviews it is clear that St. Benedict’s does not do a

good job in recruiting their own students.

Interviews of Parents of Students continuing at St. Benedict high school

There were four in person parents interviewed.

With so few interviews it hard to draw any conclusions. They each had their reason the only

factor that was common was that St. Benedict’s cost were lower. Would recommend you read.