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The New York State Association of Independent Schools

Report of the Decennial Visiting Committee Fordham Preparatory School

441 East Fordham Road Bronx, NY 10458

Dates of Visit: March 8-11, 2015

Maureen Fonseca, Chair - Head, The Masters School Stephanie Becker - Notre Dame School of Manhattan

Doug Bessone - Ethical Culture Fieldston School Mary Schmid Combal - The Spence School

Brendan Doyle - The Calhoun School Robin Ingram - Horace Mann School Fr. Philip Judge - Regis High School

Glenn Lieberman - The Allen Stevenson School Victor Puccio - Columbia Grammar and Preparatory School

Jeremy Sambuca - The Hewitt School _____________________________________________________________________

Fordham Preparatory School’s Mission Statement:

As a Jesuit, college preparatory school, Fordham Prep’s mission is to inspire young men to reflect, to question, to learn, to pray, to love, to serve, and to lead. Since 1841,

we have based our challenging curriculum and pursuit of human and academic excellence on a foundation of Catholic faith and principles. We seek to be one

community created from a broad spectrum of ethnic, racial, geographic, and socio-economic backgrounds. We strive to include qualified students of limited financial

resources by providing substantial financial assistance. Our faculty and staff dedicate themselves to a caring and dynamic interaction with students both inside and outside the classroom, a characteristic of Jesuit education for over 450 years. We educate our

students to be men for others: spiritually motivated, intellectually accomplished and committed to promoting justice.

Section One – History, Mission, Culture and Equity and Justice History and Mission In 1841, Fordham Preparatory School and Fordham University were founded as St. John’s College by the Most Rev. John Hughes, then Bishop of New York. In 1846,

 

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Bishop Hughes invited members of the Society of Jesus from St. Mary’s College in Kentucky to take over the administration of St. John’s. Since then, Fordham Prep has focused on providing an academically rigorous education, rooted in the spirituality of St. Ignatius Loyola. The Prep currently serves 980 boys in grades 9-12 on the northeastern-most corner of Fordham University’s Rose Hill campus in the Bronx. The Prep is currently housed in Shea Hall, constructed in 1972 and Maloney Hall, constructed in 1991 which includes the Hall of Honor-- a beautiful connector space between the two buildings--a second gymnasium and the Leonard Theatre, which can house the entire student body. The state-of-the-art Boller Science Center was added in 2009. The cornerstone of this education is cura personalis, embodied in the personal concern of teachers for each of their students in all their dimensions. The Prep educates its students to be men for others, an aspect of school culture and life that is quite evident throughout campus--both inside and outside of the classroom. The Prep’s Ignatian motto, Ad Majorem Dei Gloriam (for the greater glory of God), permeates the school in word and deed, and is embraced by all members of the community. The school’s mission statement was last revised in 2004 and approved by The Prep’s Board of Trustees in 2005. Through conversations with students and teachers, as well as meetings with staff and administration, the Visiting Committee found the community at Fordham Prep to be engaged in the mission and entrenched in the pursuit of creating “men for others” across all subjects. Culture The Visiting Committee observed students and faculty arriving at the school in the morning; greeting one another at the school’s entryway; many made their way to share breakfast in the Commons, while others made their way to the library to study. Morning mass is also offered daily. The Visiting Committee witnessed the school’s mission during their observations of classes, student interactions throughout the building, and collegial nature of faculty and staff. The mission of creating “men for others” is taught throughout the entire school and across the curriculum, and is not viewed as a responsibility belonging solely to teachers of religion. Across grade levels and subjects, as one faculty member noted the theme of “whatever humanizes divinizes,” is embraced. The notion of the magis, ‘the more,’ is apparent in all lessons, activities and interactions with students.

 

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Equity and Justice The Prep educates “men for others” through fostering spiritual and intellectual growth, as well as preparing these young men to be advocates of social justice. The Visiting Committee engaged in meaningful conversations with both members of Campus Ministry and the subcommittee on Mission and Culture, as well as the Diversity Committee to learn more about the school’s efforts in this area. Through its summer enrichment program and Higher Achievement Program (HAP) for middle school students and the extended Saturday program, The Prep helps students develop the study habits necessary for being successful in high school, as well as addressing any educational deficiencies identified by their professional staff. The Prep ensures that these students, identified by the chair of the Diversity Committee as being “at risk,” receive support upon their transition into life at the school. They are closely monitored by a team of counselors and meet several times a cycle in advisory groups where they can receive a personal check-in. Issues of justice and diversity are also addressed school-wide by the Diversity Committee and the Social Justice Committee--two committees made up of students and faculty that meet and engage in dialogue and action to address various issues that arise in the school in a given week, month or year. Upon meeting with the Diversity Committee, the Visiting Committee learned that recent efforts to address racial tensions as well as matters of sexuality and gender were brought to the forefront of their agenda this year. When the need was identified, it was met and addressed through the Diversity Committee. While addressing a variety of complex and often controversial topics, the Diversity Committee did not shy away from these matters, but rather focused on educating the students first, and giving them the tools to engage in a meaningful dialogue about these issues. The Visiting Committee commends the school for:

• Keeping the mission central to all decision-making, and at its core ensuring cura personalis at all junctures of school life

• The creation of the Engagement, Development and Communications Office which affords the school the opportunity to communicate its mission in new and creative ways

• Promoting Ignatian Spirituality through its comprehensive retreat program, commitment to staffing and hiring in Campus Ministry, as well as expanding spiritual formation programs to include parents and alumni

 

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The Visiting Committee recommends that the school: • As stated in the self-study report, evaluate the effectiveness of continued and

enhanced recruiting outreach in the Bronx with the goal of increasing the number of Bronx-based students

• Continue to look for ways to support students brought in to The Prep through the Summer Academy

Section Two – Governance

As Fordham Prep prepares for its 175th anniversary, the word that emerges from the self-study and conversations with the school’s trustees and administration is “engagement.” This is not simply the new title for the typical development or advancement office but an attitude facing a future of seeking alumni support for a school with its footprint solidly in the Bronx. Both the President and the Board Chair are in the early years of their leadership roles. A Board of Trustees at 23 members, a majority of whom are alumni of the school, shares responsibility for safeguarding the mission of Fordham Prep as a Jesuit school. A five-person Board of Members, which includes the President and the Jesuit Provincial Assistant for Secondary Education who are both Trustees, has the ultimate responsibility regarding any change to the school’s mission, any alienation of property, appointing the President and new Trustees. As the chair noted, the Board addresses “strategic issues” and allows the President full scope on “tactical implementation.” The Board exercises its oversight by means of committees. Committees of the Board include Finance, Development, Education, Facilities, Nominating and Governance, and Investment. The chairs of those committees form an Executive Committee. Faculty representatives sit on each committee as non-voting members. The Investment Committee includes additional non-trustee members. When the Board selected the current President, it also established a Presidential Support Committee of three Trustees to aid the President. Last year the school experimented with an ad hoc committee, comprising primarily parents, to examine issues relating to Open House and admissions. Their recommendations to the President and Board have led to the decision to hire a full-time Director of Admissions. The variety of committee structures offers flexible and effective support to the school’s leadership. The recent search process for the current President involved wide communication with, and participation by, the full community. It was singled out as a model of collaboration. That kind of openness and communication is something the Trustees seek to embrace in three areas of engagement moving forward. They note the challenge of attracting and retaining qualified lower and middle class students, particularly from the Bronx. The

 

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school is faced with a declining Catholic grammar school feeder system and a stagnant income profile amidst necessarily rising tuitions. The Board and administration know that retaining the student mix it wants requires building its endowment and introducing and preparing boys for The Prep experience through Higher Achievement Program (HAP) and the Summer Academy. In order to stay true to its mission, it is noteworthy that within the past ten years The Prep rejected the opportunity to move its campus from the Bronx to the Fordham University campus in Tarrytown in Westchester County. Two additional areas of engagement moving forward include the opportunity of a capital campaign to coincide with the 175th anniversary. Raising significant funds for scholarship and financial aid is a goal, but so is moving away from a transactional type of fundraising to a more engaged series of relationships with alumni and parents. Efforts here include building affinity groups around athletics and other activities. A third area of engagement is preparing students for global competency. Here Fordham Prep looks to leverage the worldwide Jesuit network of schools and form relationships with other institutions. In this they are working with the Hyde Center, which has trail-blazed this work at Boston College High School. The trustees seem energized by the challenges ahead, even as they were real participants in creating this self-study. Each trustee served on one of the committees and the Board spent time reviewing the self-study and its conclusions. With a Board Chair and President just in the first years of their service and a recently hired Director of Engagement, Development and Communications the school’s governance seems poised to build the necessary relationships to garner expanded philanthropic support and to continue its mission of service to students in the Bronx and elsewhere from all economic backgrounds. The 175th Anniversary in 2016-2017 will serve as a rallying point to celebrate and support this mission. The Visiting Committee commends the school/Board for:

• Significantly improved communication and engagement with the varied constituencies of Fordham Prep’s community

• Clearly identifying challenges as it moves toward an anniversary milestone • Its desire to serve middle class and poorer communities, particularly in the Bronx

The Visiting Committee recommends that the school/Board:

• Continue to support the new Vice President of Engagement, Development and Communications in the revamped specifications of that role, ensuring effective coordination with the Development Committee

 

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Section Three – School Operations, Finance and Advancement Administrative Organization and Structure Fordham Prep relies on a clearly defined President/Principal administrative model. The President is the chief executive officer who is directly responsible to the Board of Trustees for the operation of the school. His direct reports include the Principal, CFO, and Chief Engagement (Development) Officer. The Director of Ignatian Formation and Ministry and the Director of Technology are joint reports to both the President and the Principal. The President is ultimately responsible for budgeting, fundraising, external relations, and ensuring the proper execution of the school’s academic mission. The Principal is the chief academic officer who oversees the day-to-day work of education. Through the structure of the Boards of Members and of Trustees, the USA Northeast Province of the Society of Jesus exercises an oversight role in regard to the school’s accomplishment of its Jesuit mission. The President works to ensure that “silos” are not allowed to develop among school offices. Primary tools in this regard include a “Strategic Plan for the Next Decade” that intends to cover all initiatives going forward (that plan will shortly be voted upon by the Board). The second tool is the establishment of a formal Leadership Team Meeting that brings leaders of varied offices together on a bi-weekly basis for a review and planning session. Included in the meeting are the President, Chief Engagement Officer, CFO, Principal, Assistant Principals, and Dean of Students. The group prays together, looks backward to the last meeting and forward to the next and then works through an agenda to which any member can contribute. This relatively new group has already had a major accomplishment in collaborating on planning for staff evaluation. That is itself an important step in creating a common Faculty and Staff Handbook. The collaboration is helpful, perhaps even in demonstrating where cooperation is already more prevalent than silos. As a group, administrators speak of building on initiatives in articulating the coming strategic goals for the next ten years. Highlights include providing additional financial assistance to lower and middle class families, implementing continuous physical improvements (including a “five year-five project” plan as funding is available), continuing the faculty integration of the 1:1 computing program, and pushing Ignatian identity to constituencies further out (to coaches, parents, and alumni). In this kind of strategic thinking administrators see possible threats as opportunities. For example, a declining feeder school system argues for a full-time admissions director; a less observant and educated Catholic population urges greater evangelization. Looking ahead to challenges and opportunities as a unified team holds promise as Fordham Prep moves into the future.

 

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The Visiting Committee commends the administration for: • Engaging in strategic planning for the future and prioritizing collaborative

leadership activity to achieve those goals • Establishing a team approach to evaluating plans for the future and meeting on a

frequent basis • Expanding the vision of particular offices to include a holistic approach to The

Prep’s mission

The Visiting Committee recommends that the administration: • Follow through on the staff evaluation process and commit to addressing any

initial difficulties in implementation • Share the “Strategic Plan for the Next Decade” widely with all constituencies as

its basic outlines are approved and then expanded

Business and Financial Management The Visiting Committee met with four members of the Finance Office staff. Discussions focused on the office’s role in assisting Fordham Prep in carrying out its mission, with particular focus on the financial aspects of the institution.

The CFO and the staff of the Finance Office are responsible for overseeing the annual budgeting process. There are approximately 20 staff members throughout the school with budget responsibilities. Requests for funding and budget adjustments are forwarded to the Finance Office for consideration prior to the budget’s submission to the Board for approval and are decided based on available resources. There is a long-term financial plan in place that runs through fiscal year ending June 2021. Capital expenditures budgeting for current plant maintenance and renewal are incorporated into the budgeting process. There is a policy that extraordinary capital expenditures, such as significant expansion or renovation, must be significantly funded prior to inception. The President and CFO present the school’s budget to the Finance Committee for further approval by the full Board. The budget is sent to the Board of Trustees for approval at the June Board Meeting. Day-to-day budget review is the responsibility of the Finance Office. Budget reports are reviewed quarterly by the Finance Committee and internal budget reports are distributed twice a year. The President and the CFO meet as required and have frequent conversations on a less formal schedule. The school has adequate insurance coverage as evidenced by a recent review of policies by an independent insurance professional. The umbrella liability policy was shown to have an adequate coverage limit. There is a long-term liability related to Fordham Prep’s obligation to pay for certain retired and current employees’ health care premiums in retirement. While there is no

 

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legal obligation to fund this, the school has begun a long-term plan to reserve funds with the ultimate goal of covering this liability. The school has a solid financial foundation with adequate cash reserves, increasing net assets, a substantial and growing endowment and modest debt. With regard to the collection of tuition, there are good practices in place to ensure minimum outstanding receivables. Statements are sent and follow-up phone calls are made to the responsible party. If there is a balance remaining at the end of the school year, a statement is sent with a return envelope. Students are not eligible to begin school in September until all tuition balances are paid. A similar program is followed at mid-year and overdue balances may prevent registration for the spring semester. A graduating student will not receive a diploma, transcript or report card until all tuition balances have been settled. It is important to note that there is a Family Assistance Fund that addresses the non-tuition needs of financial aid students once they have been identified. This assistance can take the form of discounts on computer tablets, additional food service allowance, or other support as recommended by the committee that oversees the fund’s administration. Prior to its final draft, the annual audit report is reviewed and approved by the Business Manager, CFO, President and Board of Trustees. The auditor attends the Finance Committee meeting prior to Board audit approval to address any potential issues. The latest audit was completed in a timely manner and was published on September 3, 2014. A review of this audit (June 30, 2014) shows a clean opinion and reveals a financially healthy institution. Assets total about $55 million and liabilities total about $10 million. The most recent statement of activities shows a surplus in unrestricted net assets. Cash flow is positive. There is evidence that outstanding pledges are being paid based on the reduction of the receivable. The fact that there have been no derogatory comments in the management letter attests to the competence of the staff in the Finance Office. As the institution is a religious organization, it is exempt from filing the IRS Form 990. The CFO indicates that the level of staffing in the Finance office is adequate. In addition to the CFO, there is a Business Manager, an assistant Business Manager (Payroll and Disbursements) and the Bursar (Student Receivables). The Visiting Committee commends the school for:

• Creating and updating its long-term financial planning model which helps to identify financial issues and assists in institutional planning

 

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• Implementing a program to reserve funding for the long-term liability related to certain employees’ post-retirement health benefits

The Visiting Committee recommends that the school:

• Consider more frequent distribution of budget variance reports to internal stakeholders

Financial Assistance While Financial Assistance will be discussed in detail in the following section, it is important to note that the total amount of financial aid, about $3.5 million, plays a major role in long-term financial planning at the school. Fordham Prep’s endowment is able to support approximately 25% of the total financial aid awarded. The Prep’s mission calls for accessibility to rich and poor alike. The endowment would need substantial growth to support all of the financial aid that is currently awarded. Since Fordham Prep meets even now, on average, only half the demonstrated need, there is even more pressure for that growth in endowment assets. The mission to expand the recruitment of lower income and Bronx students while ensuring the retention of middle class and other students compounds the funding issue further. Under the present financial plan, the percentage increase of growth of financial aid outpaces the percentage increase in the growth of tuition revenue. While this helps to address the mission of accessibility, it raises the question of financial sustainability in the long run. The majority of the school’s budgeted expenses are personnel related. With increasing financial aid, there is pressure exerted on both personnel and program-related expenses. The long-term financial plan plays a key role in identifying these issues and it allows for the administration to look at all options in order to meet the mission of the school while maintaining financial viability well past Fordham Prep’s 175th anniversary year. The Visiting Committee commends the school for:

• Having a long-term financial plan that models the financial assumptions, including financial aid, well into the future

• Being cognizant that current decisions related to financial aid can have a significant financial impact over a multi-year timeline

The Visiting Committee recommends that the school:

• Use the long-term financial planning model to analyze alternate assumptions around tuition, financial aid, personnel and program expenses and discuss the implications of the assumptions with appropriate personnel

 

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• Continue to grow the school’s endowment, which will result in less pressure on the school’s operating budget

• Ensure that the staff of the Finance Office remains current on human resource issues through a more formal program of professional development

Development and Institutional Advancement Development/Advancement at Fordham Prep has been renamed Engagement, Development and Communication and has a new Vice President just two months on the scene. The Office raises some $5 million annually in a combination of Annual Fund proceeds, endowment giving, and capital giving. The major goal of the office is the life-long engagement of alumni and parents by improved communications (including an in-house Web Site redesign and a dedicated communications officer who oversees social networks and providing videos of Prep people and events) and by connecting to audiences where their interests lie (e.g., affinity groups tied to school activity). Looking ahead, the office will be building toward the 175th anniversary of the school. There is conversation with Fordham University on some possible sharing of anniversary events and branding for the “double rams.” School leadership is currently exploring the extent to which a new Admissions Director will be seen as part of the broader work of “engagement.” In any case, the EDC team is committed to keeping in touch with constituencies where they are, which is increasingly on electronic and social platforms, and working to provide everyone a point of entry (via athletics, history, Ignatian formation) to a simple and clearly articulated message for supporting Fordham Prep. The Visiting Committee commends the school for:

• Envisioning the 175th anniversary as a rallying point for substantial growth in endowment to support financial aid

• Committing to a program of “engagement with” and not just “asking from” constituencies

The Visiting Committee recommends that the school:

• Clarify the relationship of Admissions to the Office of Engagement • Maximize planning efforts for the 175th Anniversary in 2016-2017

Physical Plant The Facilities 5 Year Projection is part of the evolving “Fordham Prep: Strategic Plan for the Next Decade.” The protection and renewal of the physical plant is the concern of the Facilities Committee of the Board of Trustees. In addition to Board members, the committee includes the school’s President and representatives from the administration and faculty. This group evaluates and monitors the effectiveness of the facilities,

 

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assesses current and future needs, and sets priorities to ensure the facilities best serve the boys and the school’s mission. There is a schedule for the systematic maintenance of facilities and equipment. The buildings and grounds are well maintained by the Director of Physical Plant and his staff of eight school employees. Local and health and safety agencies make mandated inspections and certificates of compliance are on file. Projects and repairs requiring special skills or expertise are contracted out. The maintenance staff makes regular “walk-throughs” of the buildings and any issues are reported to the Director of Physical Plant for immediate, short-term, and long-term action. Faculty and staff also report facility issues to the Director of Physical Plant for prioritization. The love of and pride in a clean, safe, attractive and efficiently used space was obvious from the 7:00 AM greeting received from the 26-year maintenance staff veteran who was checking the commons, to the walk through of the kitchen and serving line by the head of food service, to the tour of the mechanical room by the head of the department. There was a heartfelt sentiment that they, as a staff, were embraced, and they embraced being members of this strong community in which they care about one another and the place they inhabit. Certificates of occupancy (plumbing, heating, air-conditioning, fire suppressant system) are all up to date and on file in the Director of Facilities Office. Volatile and hazardous chemicals such as paint thinner are stored in a secured area. Cleaning product solutions are purchased according to national and local safety codes. Products are selected to minimize the environmental impact. The School Nurse and Plant Manager are aware of and follow the OSHA and NYC Board of Health regulations with regard to communicable diseases and blood-borne pathogens The Visiting Committee commends the school for:

• Recent facilities expansions and upgrades to science and computer areas to meet current and near term academic program needs

• The careful, ongoing study of how to re-configure and make more effective use of current spaces such as the computer laboratories and the library to fit current and future programming needs

• Maintaining and nurturing the connection with the University in the sharing of facilities and critical services: facilities such as the ball fields and gyms, the theatre and services such as Security and EMT’s

 

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The Visiting Committee recommends that the school: • Continue its work in facing the longer range challenges of maintaining and

enhancing the physical plant by moving forward in consultation with faculty, staff and students on projects listed in the strategic plan

• In the short-term, address student and staff concerns about the condition of the locker rooms

• Continue to follow ecologically sound practices in maintaining and updating its physical plant

Records Welcomed by responsible staff members, the Visiting Committee observed complete, accurate and up-to-date records, whether in print or digitized form. Fireproof files with locked drawers are used for current documents with attention paid to locked office doors. Student records are being digitized, and historical, business and registrar records are, as well. There is a backup for health records in boxes. Guidance uses Naviance for its records. Health records are being moved to the computer, and present records are labeled in fireproof files. Archives, including realia, are scattered, and various closets are used to store files. The staff members are very conscious of the need to move to computerized records and obtain space. The Visiting Committee commends the school for:

• Its pursuit of digitization of documents • Maintaining conscientious attention to the security of all documents • Willingness to explore computerized storage solutions • Respect for the past by keeping pertinent realia

The Visiting Committee recommends that the school:

• Develop a plan to digitize and store records in a cloud platform • Study space needs in order to appropriately house files that are not online • Seek a consistent format for digitization in all departments

Safety Safety policies and guidelines are set and monitored by the Principal, Assistant Principal, Deans, and the Director of the Physical Plant and are reviewed each summer. The Crisis Management Plan was updated in August of 2014. The school made documents available to the Visiting Committee to show that facilities and personnel meet applicable local and state public safety requirements and health regulations in addition to maintaining a log of emergency drills and the most recent fire inspection report.

 

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The Director of the Physical Plant monitors safety issues, and his staff perform routine inspections throughout the year. An outside vendor tests all pull stations, tamper switches, flow alarms, and smoke and heat detectors semi-annually as per Fire Department regulations. Building personnel inspect sprinklers and standpipes monthly with certificates for fitness. Fire extinguishers are inspected annually by an outside company and inspected monthly internally. The Chairman of the Facilities Committee of the school’s board also does an annual inspection of the property to ensure the overall fitness of the physical plant. The Prep campus is located within the larger Fordham University campus and it benefits from the University’s security. The Visiting Committee observed that most students enter and exit from a gate on Southern Boulevard, near the Metro North stop, where a member of the University’s security team occupies a booth throughout the school day. There is a designated area on Southern Boulevard where parents drop off and pick up students. Accidents are reported to the school nurse, who follows up with administrators and parents, and files a report. Safety concerns are reported to the Principal, Assistant Principal, Dean’s Office, and Director of the Physical Plant. Fire drill and other emergency procedures are communicated to faculty at orientation and through “routine practice.” Procedures are also published in the faculty handbook. The last systematic review of safety issues and practices was conducted in the summer of 2014. Crisis and emergency plans are reviewed and updated as necessary each summer and are published in the faculty handbook. A fire drill was conducted during the visit. Noted was the absence of a procedure for attendance taking during the drill. Additionally while the Crisis Management plan outlines lockdown procedures there have been no practices. The Visiting Committee commends the school for:

• Its systematic and complete procedure for monitoring the physical plant The Visiting Committee recommends that the school:

• Develop and implement a formal attendance policy that accounts for students, faculty, and staff during emergency drills

 

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Non-Faculty/Non-Administration Staffing and Professional Development The support staff is an integral part of the community and has extensive contact with students, parents, and faculty. Support staff are generally organized by function and they are identified by their administrative responsibilities: attendance, business, alumni relations and development, engagement, kitchen, nurse, physical plant, principal's office, registrar, service, and technology. Each staff member reports to an administrator and has a variety of responsibilities. The school is fortunate to have a staff that clearly understands what is expected of them despite the absence of written job descriptions. The President or Principal is responsible, with the recommendation of the direct supervisor, for the hiring of qualified candidates. The Prep recently instituted a new evaluation protocol, The Annual Review Form, in which employees of the non-faculty/non-administrative staff list four goals (Ignatian Spirituality, professional development, and two around specific job responsibilities) for the coming school year. Currently there is no information for non-faculty/non-administration staff in The Prep faculty manual, but some stated that section is currently under review. Many members of the support staff have received adequate training in the primary areas of their job. While employees may pursue coursework or degrees at Fordham University, it was unclear what other professional development opportunities are available. Personnel are also well supported by the physical plant and technology departments if questions should arise. The Prep has an online ticket support system, yet employees continue to call when in need. This dual approach to providing support limits the department’s ability to analyze data. The Visiting Committee commends the school for:

• Fostering an inclusive atmosphere for the support staff that gives them an extensive knowledge of the school’s mission

• Tuition perquisites for Fordham Preparatory School and Fordham University The Visiting Committee recommends that the school:

• Formalize and publish written job descriptions and organizational department charts

• Complete the development of the non-faculty/non-administration handbook

 

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• Follow its own recommendation to improve communications about job expectations and professional growth

Section Four – Admissions and Financial Assistance Fordham Preparatory School admissions staff consists of a part-time Director of Admissions and a part-time Admissions Associate. This structure will change for the 2015-16 school year as The Prep is currently seeking a full-time Director of Admissions in hopes to establish new relationships, collaborate with NYSAIS member schools, and strengthen the process to attract students who will understand, embrace, and personify the school’s mission. The Prep’s admission process consists of three steps: online application (recently instituted), grades, and entrance exam. While The Prep accepts various entrance exams, the Archdiocese of New York (ADNY) Test for Admissions into Catholic High Schools (TACHS) remains the most popular. Generally, students who score above the 60% local percentile rank on the entrance exams are accepted. The Prep invites prospective families to their annual open house to tour the campus, hear about the Ignatian mission, program, and engage with students, faculty, parents, and alumni. The Prep can only hold one open house as per ADNY protocol. While this poses a challenge to the admission process, The Prep’s Spend-a-Day program allows prospective students to shadow a current freshman for a full day. Applications and grades are due in mid-December and decisions are mailed out in mid-January, a date set forth by the ADNY. In recent years, competitors have transitioned to electronic notification, resulting in prospective students receiving acceptances days before The Prep’s letters arrive. The alumni are considered to be an important part of The Prep’s community. The school has maintained a strong relationship and values its legacies and the input of alumni regarding admission decisions. The Prep does its best to admit the alumni recommended students, even if they fall below 60% LPR on the TACHS exams. The Prep recognizes the importance of welcoming both students and parents into the community. From accepted student events to welcoming calls from current parents, The Prep has developed effective programs to ensure that admitted students have the best chance for success. The Prep awards a large number of academic and need-based scholarships. Accepted students who score 90% LPR or higher are invited to The Prep’s annual Scholarship

 

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Night where they are provided an opportunity to compete, through an interview and written exam, for merit-based scholarships ranging from $2,000 to full tuition. In addition, there are more than 120 scholarship endowment funds that are used for students with financial needs. The Prep’s admission staff also continues to work diligently to attract candidates from a broad spectrum of ethnic, racial, geographic, and socio-economic backgrounds. For over 35 years, The Higher Achievement Program (HAP) has been a key component to The Prep’s admission process. To help improve scores on the Archdiocese of New York (ADNY) Test for Admissions into Catholic High Schools (TACHS), the summer program provides academic enrichment to rising eighth grade students in preparation for a rigorous high school workload. Of the 300 students that attend HAP, nearly 85% apply and, on average, 65% of those accepted students choose to enroll. In addition, The Prep has taken steps to provide opportunity for students from low-income families living in the New York metropolitan area to grow in academic and leadership skills. The Summer Academy (SA) was established to work with rising seventh grade boys who demonstrate financial need, intellectual potential, discipline and a good work ethic. Students who complete the SA program and apply to The Prep often get accepted. The Prep is currently looking to expand the SA program because the admission staff feels that it will help increase the number of diverse applicants from the larger community. The Prep recognizes the current and imminent challenges, which include consolidation of the Catholic grammar school feeder system, competition from charter, public, and private schools, and the rising cost of tuition to maintain the level of service the school provides. In 2014, the President assembled a Committee of Admissions to help identify opportunities for the school to further develop its admission efforts while holding true to its Ignatian values. The Prep understands well the importance of utilizing financial aid dollars to diversify the student body. Assistance may come in three forms: merit scholarships, tuition remission, and financial aid. Roughly $3.5 million of the operating budget, coming from a variety of sources including endowment draw, externally funded scholarships, and operating cash flow, provides assistance to approximately 46% of the students. This is a strength of the program and a real fulfillment of the mission of the school. Financial aid recommendations are made by a team comprised of the Chief Financial Officer and members of the Financial Aid Committee using the Financial Aid Independent Review and supporting financial documents (tax return, W-2’s, etc.). While The Prep takes pride in separating an admission decision from the family’s ability to pay

 

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tuition, the disconnect could pose challenges, even though it clearly supports the core mission of the school. The Visiting Committee commends the school for:

• Recruiting a full-time Admission Director for the 2015-16 school year in response to changing needs

• Implementing an online application process • The scholarship endowment funds which further the mission of the school

The Visiting Committee recommends that the school:

• Continue to prioritize the recruitment of students from diverse backgrounds • Establish and publicize a more formal process for evaluating and providing

financial aid students with assistance for clothing, field trips, lunch, and technology

Section Five - Educational Program Program Overview The Visiting Committee observed classes and interviewed administrators, department chairs and teachers to develop a full picture of the education program. Many aspects of the program reflected the mission of the school. The Committee found evidence of a rigorous study of humanities and sciences that is the foundation of a Jesuit education. The Committee further looked for examples of reflection, questioning, learning, praying, loving, serving and leading within the daily lessons and course content. Within academics there were many examples of questioning and learning; the retreats and service activities provided opportunities for prayer, reflection, loving and serving. As students progressed through the grades there were greater opportunities for leadership. Limited opportunities for reflection and leadership were observed in the classes. The basic tenet of cura personalis was evident throughout the program. The abundance of electives, the multiple levels of courses and the time and consideration given to course selection creates a very personalized path for each student through his years at The Prep. Instructional methods varied greatly during classroom visits. The use of 1:1 technology varied from blended learning assignments to simply using the laptop as a notebook. Additionally students took notes in paper binders. There was no particular evidence of differentiated instruction within classrooms, but the multiple levels of many courses met these needs broadly. In the more rigorous classes there was evidence of application of

 

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mathematical models to problems, higher-level questioning and use of abstract reasoning. Other courses had more traditional lessons with closed-ended questions and lectures by teachers rather than collaborative group inquiry and work. Many department members indicated a culture of collegiality that provided them with the opportunity to adapt and revise the curriculum and to add their own creative approaches and techniques. Some portions of final exams were common; other sections reflected the individual areas of instruction within a classroom. Faculty indicated that there are no opportunities for cross-departmental formal and informal conversations and no grade level meetings to discuss the educational program year by year. Teachers stated that they would like to talk across departments about writing across the curriculum, adoption of a consistent method of citation, and coordination of math and calculator skills, for example. The Prep receives data on individual graduates attending colleges from the National Student Clearinghouse but does not use collective data to evaluate its program. The Visiting Committee commends the school for:

• Clear and abundant examples of the infusion of the mission in its curriculum and program

• The richness of academic opportunities • Continuing the effort to incorporate the use of technology into the school’s

student body and faculty, an effort that will require more funds and education, especially for the faculty as they endeavor to keep up with the students’ ever-increasing capabilities and interests

The Visiting Committee recommends that the school: • As stated in the self-study, “strive for cultural, gender, and ethnic” diversity in

hiring • Continue to develop its 1:1 tablet program and provide additional training for

faculty • Set aside time for cross-departmental and grade level curricular meetings

English The Visiting Committee observed English classes on all levels and found students and teachers engaged in thoughtful work surrounding a rich curriculum. While courses are thematically organized, teachers enjoy autonomy in choosing texts and designing lessons. The literature, in keeping with the school’s mission, engaged students on a moral level, asking them to “reflect,” “question,” and make connections to current events

 

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and ethical decisions in their own lives. Whether debating preemptive action in Julius Caesar or connecting Macbeth to gender in the twenty-first century, teachers challenged students to connect and question. Writing was in evidence throughout the classes, and teachers offered a nice mix of creative and expository assignments, ranging from traditional analytical essays to emulations and radio plays. Students were respectful, and the environment of classes was cordial and warm. Teachers were comfortable with their authority and were not afraid to use humor with students, which made the atmosphere of classes productive and pleasant. Some classes were arranged in circles, while others were more formally set up in rows; though in all situations, students were asked to contribute. Some teachers also used a mix of group work and whole class discussions, offering each student a chance to participate in his own way. Considering the large size of some classes, this seemed to be a useful approach. The use of technology varied substantially. While some classes used Surface Pros for all components of a lesson, in others technology did not play a major role. Most teachers also seemed to use turnitin.com, though some just for plagiarism checks and others to grade assignments. The Visiting Committee commends the English Department for:

• A strong, committed, and experienced faculty, who collaborate well, both formally and informally

• A curriculum that is well planned and serves the mission of the school thoughtfully

The Visiting Committee recommends that the English Department:

• Use turnitin.com consistently as a grading tool to allow students to have an easily accessible catalogue of their work and teacher comments

• Develop an approach with the administration to address writing across the curriculum and clarify the role of the department in teaching writing

Mathematics Visiting Committee members visited classes at various course levels and observed an educational program aligned with the school’s mission and developed to meet the needs of all students. Students receive the foundational knowledge and teacher support that is required to be successful in higher-level mathematics courses.

 

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The curriculum is carefully planned and well executed. Interviews with faculty members confirm the curriculum has been enhanced over time to foster and challenge student learners at all levels. The Visiting Committee observed the department’s dedication to fostering intellectual curiosity, creativity and critical thinking through the use of technology and collaborative processes in the classroom. The variety of course offerings at every grade level, combined with students’ ability to take multiple math courses in a given year, enable students to create their own “track” and maximize their experience in the program. A central focus of the department, as observed by the Visiting Committee, lies within the development of critical thinking and logical reasoning through in-depth mathematical problem solving. Students were asked to make sense of complex problems and persevere in solving them, reason abstractly and quantitatively, attend to precision and model with mathematics. In a variety of classes, students were asked to look for and make use of structure, as well as apply mathematical concepts to the real world. The department is most flexible in adapting teaching assignments and course offerings from year to year in an effort to meet both students’ needs and identified course preferences. The Visiting Committee commends the Mathematics Department for:

• The capability to teach different mathematical courses and adapt to student needs on a year-to-year basis

• Embracing technology in their individual courses in a way that enables students to take greater ownership and responsibility for their education

• Being reflective in their practice, creating meeting time to discuss departmental and individual goals, and updating these goals as the year progresses

• Utilizing The Prep’s consultation period to work extensively with students who require one-on-one support, as well as expanding extra help opportunities beyond this designated session

The Visiting Committee recommends that the Mathematics Department:

• As stated in the self-study, find ways to increase collaboration between department members who teach the most advanced track and those who teach at the introductory level

• Look for ways to stay relevant in a world in which math education is quickly changing, so that students are prepared for both future courses and jobs in math and science that do not yet exist

• Look for ways to balance the meeting of students’ course-specific needs against the equitable distribution of teaching assignments

 

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Social Studies The Visiting Committee observed social studies classes on a variety of levels from freshman courses to a number of advanced placement classes. The department curriculum “promotes a pluralistic worldview that is knowledgeable of social, economic and political systems in a global context.” The Visiting Committee observed a lesson in a sophomore class that connected Marxist ideology to contemporary labor practices using a news article about Costco and a lesson in a freshman class analyzing quotations from the Koran to help students understand the real meaning of “Jihad.” These were among several lessons that served the mission to ask boys to “reflect, to question, to learn,” and to consider topics of social justice. The advanced courses the Visiting Committee observed were faster paced in nature and did not offer opportunities for boys to fully reflect on the subject matter and its connection to the school’s mission. In general, class arrangements were formal with students organized in rows. In many classes the Visiting Committee observed that students were mainly asked to offer brief responses to questions. In one class, the students were asked to look at documents in small groups, which afforded each of them the chance to participate. This seemed an apt approach given the large size of some classes. There were some variations in the use of technology, but teachers generally incorporated it into their lessons in some form, and many students used OneNote for note taking. The Visiting Committee commends the Social Studies Department for:

• Experienced teachers who know their subject matter well • Using technology to enhance lessons

The Visiting Committee recommends that the Social Studies Department:

• Look for ways to allow students in larger classes the opportunity to participate and reflect more fully

• Consider whether an AP-heavy curriculum best meets the needs of The Prep’s students and offers teachers the opportunity to make the natural connections their subject offers to the mission of school

Science Visiting Committee members visited classes at various course levels and observed opportunities to reflect, question, design procedures, collect data, apply critical thinking and analyze results. The content of classes mirrored the mission of the school. The structure of each class varied greatly in terms of the use of technology and the opportunities for collaborative processes. Portions of lessons were inquiry-based, using

 

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both electronic and hands-on materials. Examples were presented that demonstrated real world connections to the content shared. In interviews with the chair and department members, teachers noted that the department as a whole was very collaborative. With the recent construction of the fourth floor, members had an opportunity to make suggestions on the design of spaces. Department members felt that they have freedom to design curriculum, including new electives, while making time to explore new opportunities, lab experiments and activities together. One challenge not identified in the report was the variation among students of algebraic and calculator skills. All indicated that the facilities and spaces were excellent and that they feel well supported in terms of the ability to purchase equipment and supplies as needed. The Visiting Committee commends the Science Department for:

• Aligning its program goals with the mission of the school • Continuing to integrate technology throughout the science courses and offerings • Developing electives that meet the needs and interests of the students

The Visiting Committee recommends that the Science Department:

• As stated in the self-study, work to foster more cross curricular connections • Create common meeting time with the Math Department to align math skills with

science courses Religious Studies The mission of the Religious Studies Department is to inspire students to find God in all things through study, reflection and action within the Roman Catholic tradition. The Visiting Committee observed a variety of Religious Studies courses across grade levels, and observed The Prep’s mission and philosophy fully alive in the classroom. As noted by a faculty member, a central goal is to help students become “men for, and with, others.” Throughout each class, students were inspired to question and reflect. Teachers in the department implement the curriculum from The Bishops’ Doctrinal Framework for People of High School Age. In a conversation with faculty members, it was emphasized that while the department follows the Bishops’ Framework, teachers are given the freedom to “be themselves” and teach the content in a way that is natural and comfortable. An element that sets the Religious Studies Department apart from others is that it houses the highest concentration of Ph.D.’s of any department in the school. This emphasizes teachers’ commitment to the subject. Each teacher brings a personality and

 

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experience that is unique to his or her course, and such is infused throughout each lesson. As faith, scholarship and service are pillars of The Prep community, members of the Religious Studies Department communicated to the Visiting Committee that their department plays a specific role in guiding the school to live this mission. The faculty feels a special connection to being the keepers and protectors of a spirit of kindness and community. The Visiting Committee observed that while there is constant collaboration and communication between the two, the Religious Studies Department and Campus Ministry are in fact separate entities. As a faculty member stated, “the Religious Studies Department communicates the mission, and Campus Ministry helps students live the mission in the world today.” The impact the collaboration between the Religious Studies Department and Campus Ministry has had on The Prep community is seen through the 150+ applicants they receive each year to be a part of the Campus Ministry Board; this program holds spots for only 80-90 of these applicants. All of these efforts require a steadfast commitment to the school’s mission, adaptability and flexibility in terms of curriculum planning and teaching, as well as the ability to collaborate across departments and divisions of the school. The Visiting Committee commends the Religious Studies Department for:

• Challenging students to grow in respect and appreciation for their own faith and values, as well as the faith and values of others

• Instilling tenets of faith through good works, specifically through comprehensive service programs and social justice action networks

• Their creativity in adapting and implementing The Bishops’ Curriculum The Visiting Committee recommends that the Religious Studies Department:

• As stated in the self-study, address issues of adequate classroom and meeting space in light of class sizes

• Continue discussing how the 1:1 program may best be utilized in the Religious Studies Department throughout its unique course offerings

Modern Language The Visiting Committee observed the teaching of six languages: Arabic, Mandarin, German, French, Italian, and Spanish. This promotes the Jesuit vision of serving and leading in communities, both local and global. The broad choice of commonly and less-commonly taught languages motivates students to explore a broad spectrum of ethnic and socio-economic groups, helping them to confirm their identities as they learn to

 

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communicate as “men for others.” The self-study addressed the strength of their faculty and how they implement the four skills, (listening, speaking, reading and writing) as well as the operation of the department and extracurricular activities.

Observations revealed a variety of levels in the approach to immersion and in the application of technology to instruction. Use of the target language among teachers varied from approximately 50 percent to 100 percent at the advanced levels. The implementation of technology was inconsistent when used with Rosetta Stone exercises, SMART boards and video projection. Due to the 1:1 program, the language lab will eventually be phased out. Classes were most often relaxed, teacher-centered, and relied on question/answer techniques rather than partnering or small group activities. Contrary to their immersion goals, teachers often requested translations into English.

Beginning a modern language in sophomore year allows students to progress to a third year level, or beyond, if they are native or heritage speakers, or if they have been permitted to skip a year of a language. Though class sizes range from four students to a full classroom, competent and knowledgeable teachers ensured that everyone participated. Interviews indicated that “level” meetings were held regularly, and that the Department was composed of a “tightly-knit” group of members. The Visiting Committee commends the Modern Language Department for:

• Offering a choice of Western and non-Western languages which addresses 21st century needs

• The academic strength of their modern language teachers, many of whom can teach more than one language

• Its effort to incorporate technology into the curriculum • Its commitment to oral assessments and pre-registration tutorials for freshman • Its Interdisciplinary studies and promotion of language-related cultural activities

such as the Language Fair The Visiting Committee recommends that the Modern Language Department:

• Coordinate with the Classics Department in order to find a creative way of including a modern language in freshman year

• Practice full immersion, with questions in English limited to the end of class • Limit the use of translation in view of full immersion goals • Explore, in addition to Rosetta Stone, other online methods and blended learning • Encourage observation and technology exchanges between teachers of different

languages and attending technology workshops • Study the options for modern language trips abroad with home stays and classes

 

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Classical Language The Visiting Committee observed courses in Latin and Greek from beginning to advanced levels. The Ignatian mission of reflection was evident in prayers in the target language at the beginning of classes, and in the conduct of the students whose strong focus develops their awareness of history and language structures, thus enhancing their foundation in English, and language study in general. Teachers were animated and confident in their ability to reach every student, nurturing him in his responses and encouraging him to excel. Articulation and continuity based on the study of vocabulary, grammatical structures, literary analyses and translation culminate in the study of classical authors. The advanced classes demonstrate discipline and mastery, which provide the analytical skills required for lifelong learning. Most classes are characterized by traditional question/answer techniques and translation, and advanced seminar classes offer an opportunity for discussion. The present program, requiring Latin for freshmen, is working for the Classical Language program. Departmental collaboration is evidenced by the combined strength of the department members whose self-study report was complete and accurate. The curriculum is a model for other Jesuit schools. The Visiting Committee commends the Classics Department for:

• Communicating the importance of Western Civilization through studies of language and culture in the Greco-Roman world and Catholicism

• The competency and enthusiasm of all teachers • The use of computerized exercises • Offering advanced levels in Latin and Greek

The Visiting Committee recommends that the Classics Department:

• Coordinate with the Modern Language Department in order to find a creative way of including a modern language in freshman year

• Vary teaching techniques to include a more diverse set of computerized exercises

• Encourage group or partnered exercises in all classes Fine Arts Central to Fine Arts education at Fordham Prep is the objective that students understand what goes into a work of art from conceptual, technical, and cultural points of view; and how, in the spirit of cura personalis, these help contribute to the makeup of a well-rounded person. In interviews with members of the department, faculty spoke of striving to instill in each student an appreciation of fine art as a vehicle for “individual expression and discovery.” Additionally, they aimed for students to learn to appreciate

 

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art as an indicator of the culture from which it comes. To these ends, the school offers a variety of classes in the fine arts, including a required Introduction to Fine Arts in the freshman year that lays the foundation for subsequent fine art courses through the study of art criticism and principles, an examination of how the arts affect one’s daily life and, as observed by the Visiting Committee, the connection and similarities of structural characteristics among the various art forms. Further discussions with members of the department made clear a primary goal of the program: to support the Jesuit mission to cultivate “men for others.” In classes and at events, the Committee observed student musicians, visual artists, and videographers engaged with their work, actively taking part in the process or conversation, and in some way contributing to their standing as respectable citizens of the school. In one class, students created videos for special events shown at school assemblies. In another, students prepared for an exhibition by selecting work to be shown. Much of the selection process was a cooperative enterprise as students shared their work with their classmates who, respectfully and comfortably, offered advice and aid in order to make the choices. Here, as in other classes attended, students appeared to know and live the mission, and were happy to do so. Currently, elements of the Fine Arts program are in a state of transition. This can produce challenges. Members of the faculty are exploring ways to expand the program and attract a larger number of students. In contradiction to this are some curricular, facilities, and budgetary constraints. However, it is thought that some useful changes are taking place. Examples include increased interest in segments of the program by students, actual and proposed changes in the schedule from after school to during school for a number of classes, and facilities improvements that have occurred in recent years. The Visiting Committee commends the Fine Arts Department for:

• The mindful joining of fine arts with the mission of the school • The philosophy of openness vis-à-vis student needs and ad hoc projects • The investigation into ways to expand its program and include more courses

during the school day The Visiting Committee recommends that the Fine Arts Department:

• Find time in the schedule for periodic department meetings for open discussion and the sharing of ideas

• Articulate, and disseminate, a case for the benefits of fine arts study as a contributor to the intellectual and spiritual well-being of the whole person

 

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• Expand and implement its own recommendation to broaden opportunities for interdisciplinary projects and events

Ministry The Visiting Committee met with three members of the Ministry staff as a group and an additional member of the staff individually. These discussions focused on the Ministry staff’s offerings to the community that support the spiritual growth of the school’s students and staff. These offerings come in the form of events, activities and programs, which are designed to foster the sense of Catholic identity. Prayer, Preparation, Presence This alliterative trinity is useful as the committee confirms the accuracy of the self-study. Each day at Fordham Prep begins and ends with prayer. Mass is celebrated daily and for the whole school on holy days of obligation. In assisting the students to become “men for others,” the Ministry staff encourages prayer and reflection in all of the programs offered. Retreats are an important and integral part of the Ministry program. The freshman retreat is a requirement and includes an overnight stay at the school. So begins The Preparation of young men who can learn to recognize and begin to address issues of prayer and social justice in their community and in the world at large. These retreats continue through senior year and culminate in obtaining the characteristics outlined in the Grad at Grad: one who is religious, loving, open to growth, intellectually accomplished and committed to justice. Successful preparation ultimately allows for finding the presence of God in all things. This spiritual maturity often results in the formation of leadership qualities in these young men. As they begin the journey beyond Fordham Prep, they bring these gifts with them. While the retreat program plays a major role in campus ministry, other programs are important as well. National and international trips related to social justice and service are made each year. Leadership programs are attended and faculty and staff have the opportunity and are encouraged to foster the tenets of the Jesuit tradition in their everyday work. The Visiting Committee commends the Ministry for:

• Providing programs that assist the students in spiritual growth, leadership opportunities and deepening their faith in a collegial setting

• Exposing the students to events that highlight social justice issues in the community and in society at large

 

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The Visiting Committee recommends that the Ministry: • Continue to expand the ministry program to engage the broader community,

including alumni and parents. • Develop a more consistent system of evaluation of campus ministry programs

Service “It’s who we are; not something we do.” Essential to Fordham Prep’s philosophy is the idea of a “man for others.” The school affirms in its mission statement, “We educate our students to be men for others: spiritually motivated, intellectually accomplished, and committed to promoting justice.” These are the ideals of a Jesuit education–faith, scholarship, service–and they are prominently rooted in the halls, in the publications and, seemingly, in the makeup of everyone in the school. To help encourage and advance these ideals, a Fordham Prep student has the benefit of a required Service Program that provides support and offers opportunities for service in each of his four years at the school. Freshman and sophomores take part in group projects--e.g. a bake sale for the hungry in Bangladesh, or a coat drive for immigrants to our country. These are compiled by the Service Department, and selected, designed, and implemented by faculty mentors. Juniors, likewise mentored by Fordham Prep faculty members, are required to complete 15 hours of individual service, half of which is to be fulfilled at school. Juniors have help selecting in-school service--e.g. tutoring, classroom work, or assisting with a special event; and they are expected to seek out and shape their own out-of-school projects. Finally, as a requirement for graduation, seniors take part in a multifaceted program that includes 70 hours of individual service over the course of the school year. Seniors work with service agencies, pre-approved by the school, that provide direct contact with the poor, homeless, sick, or others in need. For part of the requirement, seniors may choose to earn service credit of up to 20 hours by engaging in non-direct service - e.g., clerical work or phone-a-thons, in-school projects; or they may earn 35 hours for a service trip--e.g. to help the poor in Ecuador, or build a house in Tennessee. As a companion to their service, seniors take an established academic class that wisely prepares them for the types of work in which they will be involved. The service class, meeting once a cycle and taught by a ‘service teacher’ (a volunteer faculty member) offers vital time for conversation and contemplation as an aid to tackling some of the tough issues of service, and the social, economic, and political forces that contribute to questions of social justice. Articles, videos, and other resources from a standardized curriculum are employed, and students keep journals from which they bring to class matters they would like the group to consider.

 

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The Visiting Committee observed students fully engaged in a series of discussions that began with a reading from Dostoevsky, and continued with thoughts on identity issues such as the difficulties of serving, personal aversions, and the care for those who are not like us. The mood was peaceful and composed, and the Committee noted the impressive degree of facility with which students were able to tackle difficult questions. The Visiting Committee commends the school for:

• The strong commitment to service and service education • The willingness of faculty members to take part in the Service Program

The Visiting Committee recommends that the school:

• Pursue its objective of increasing service opportunities in the local community • Pursue its objective of finding ways to connect freshman and sophomores more

directly with the programs they benefit Physical Education and Athletics The Physical Education and Athletics program is a vital part of the life of the school. It supports the mission of the school as the program recognizes and attends to the whole student and encourages him to be the best in body, mind and spirit - magis. From the initial introduction of freshmen to the fitness center and their first attempts at the overhand serve in intramural volleyball, students are introduced to the health benefits of life-long physical activity. In addition to the physical benefits students are expected to meet standards in teamwork, sportsmanship and leadership.

Through all four years, students of all ability levels are expected to maintain an involvement in healthy physical activities by participation in the once a cycle PE class and/or their six days/per week commitment to inter-scholastic athletics. The PE program is developed and taught by one full-time and one part-time teacher. In the same spirit, the Athletics program is well planned and encourages all students to participate to the best of their abilities and to strive for excellence in spirit, mind and body. There is a high degree of student participation in Athletics, as approximately 65 percent of the student body plays one or more sports. The students who wish to participate must have medical clearance and permission to play. The school recruits qualified coaches from the PE staff, the academic and support staff, alumni, parents and outside sources. The coaches are trained in CPR and First Aid. Strong efforts are being made to ensure coaches are aware of how Prep Athletics supports the mission of the school and that it is not just about the wins and losses. The message that came through loud and clear from everyone involved in The Prep Athletics Program was, ‘Sure it is nice to win, but we want our athletes to work hard,

 

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cooperate with teammates, compete vigorously and fairly and be leaders in finding the best that athletic participation has to offer.’ Under the primary guidance of the Athletic Director, who is also the only full-time member of the PE Department, The Prep fields 38 teams in 17 different sports that compete in the NYC Catholic High School Athletic Association. Should The Prep wish to participate in NYSAIS Athletic Association events, it will have to comply with the Athletic Association’s guidelines, which are somewhat different from those of the Catholic High School Association. The Athletic Director is responsible for the myriad of logistics that are required of such an extensive program: facility scheduling, league and team scheduling, hiring officials, arranging transportation, hiring and evaluating coaches, communicating with the school, and parents, as well as recruiting new students. The students play on well-maintained school facilities: a main gymnasium, fitness center, intramural gym, outdoor track and turf field. The school is also fortunate to have the use of University facilities such as, turf fields, tennis courts, pool, and indoor track for practices and competitions. The Athletics Director and School Nurse have a well laid out plan for dealing with and following up on athletic injuries. A part-time Athletic Trainer deals with injuries two times per week. There is a physician covering football games. The school relies on the University EMT system to care for acute athletic injuries. The Prep Athletic Program is a great source of well-deserved school pride and generates a good deal of spirit for students, faculty, parents and alumni. Information is readily accessed on the active Athletics Website. The Visiting Committee commends the school for:

• Offering a strong athletic program that supports the mission of the school and adds to the health, well-being and spirit of its students and the entire school community

• Allotting the fiscal and physical resources necessary to support such an extensive and well run program

The Visiting Committee recommends that the school:

• Reassess the time allotted to the PE program to ensure that all students, not just athletes, have enough time in their weekly schedules to achieve the health benefits of regular participation in physical activity

 

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• As mentioned in the self-study, the workload of the Athletic Director and only full-time PE teacher must be assessed to ensure that he has the time necessary to sustain the quantity and quality of these important Prep programs

• Address the student and staff concern about the size and condition of the locker rooms

Section Six – Students and Student Services The Visiting Committee met with students, teachers and support personnel to review the programs of the Guidance Office, the School Nurse, student clubs and activities, and additional services to students. Students reported a great deal of satisfaction with the Guidance programs and especially the close relationships with the junior-senior year counselors. They felt that they were well prepared for the college selection process. The students also reported that while they often have to wait in line to see the Nurse, they feel well cared for when ill or injured. They could not reference any classes devoted to nutrition education, but they felt that Cater to You provided a good selection of healthy foods, including the newly introduced freshly made pizza. There is an adequate number of clubs according to the students, with the opportunity to propose new clubs or engage in club sports. They named several new clubs created this year and were well aware of the Ignatian spirituality component required in club activities next year. They joked about how to make Ignatian connections for some of the television show or pop culture clubs. The students were able to identify available financial assistance for non-tuition needs. Coaches ask students to come to them when there is a need. Teams fund equipment through dinners. Money is credited toward copying fees. Teachers provide money to students who need it for lunch or other small expenses through the Family Assistance Fund. Technical support for the 1:1 program has been effective. The Help Desk is valued and the tech orientation at the beginning of the year was useful for students who had never owned a tablet. Chargers can be borrowed from the Library. Students felt that the 1:1 program has presented some challenges to the classroom environment but many liked the type of homework tasks, such as informational videos, that are now assigned. Students reported that they are generally happy. The retreats and the service opportunities are the strengths of the program. If students could strengthen any other part of the program they would wish for more space, more opportunities for the arts and lower student to teacher ratios.

 

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Information on graduates attending colleges is collected through the National Student Clearinghouse. It is uploaded into Naviance and counselors have access to information on individual students. The Guidance Department does not currently have global statistics and information nor does it share information with the faculty for reflection about the effectiveness of the program. The Guidance Department does host an annual panel of alumni who are college freshmen who make a presentation to current seniors about the college selection process and college transition issues. The Visiting Committee commends the school for:

• The richness of opportunities for engagement beyond the classroom and the creation of a school culture that encourages student participation

• Engaging the alums as resources for current students The Visiting Committee recommends that the school:

• Make students aware of the formalized support offered for non-tuition needs • Use available post-graduation data to help evaluate the effectiveness of current

programs

Guidance The Visiting Committee observed that the Guidance Department is comprehensive. Department members teach a structured curriculum, serve as personal counselors, college counselors and support group leaders. In the ninth and tenth grades they assist students with adjustment to the school, time management, anti-bullying and character building as well as course selection. Eleventh and twelfth grade students have a counselor who works with them on course selection as well as the college process. In addition the department offers a variety of assemblies and programs to deal with adolescent issues. Parent nights are held several times a year and might include course selection information as well as curricular examples to help the parents better understand Ignatian content and applications of the mission. Guidance Department members are collaborative, highly skilled and reliable, and are often called upon to explain their guidance model to other Jesuit schools. The curriculum is reviewed every year. Every department member expressed the need for a full-time social worker to allow for continuity in dealing with situations and crises as they arise. Caseloads varied from 70 to 120 students. Students with learning differences are identified by self-reporting, parent-supplied information or teacher anecdotes. Some are referred by the social worker to outside evaluators. Students do not receive regular academic support nor is there an academic

 

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center or learning specialist on the staff. Students report that teachers make themselves available during the consultation period and some offer extra time to students on assessments. The Visiting Committee commends the Guidance Department for:

• The comprehensive and collaborative model of the Guidance program • The scheduling of support groups during the school day so that students can

easily attend The Visiting Committee recommends that the Guidance Department:

• Review staffing to determine the level of social work personnel needed • Determine whether additional academic support for students with learning

differences might come from release time from proctoring duties by interested/qualified faculty members

Health and Nutrition The School employs a full-time nurse whose office is located in the Guidance spaces. There is space for one cot and one chair, so confidentiality and privacy are not possible. The nurse deals with normal wellness issues and daytime gym injuries. As information is presented about students the nurse may share this with the guidance counselors, the part-time social worker and the Assistant Principal. The nurse is not included in Guidance meetings so follow-up must be done individually as cases present. Instruction about nutrition takes place in health class, with a particular focus on training and athletic fitness. The cafeteria offers a variety of food choices, with emphasis on local and fresh ingredients. Reports differed on whether students of limited financial means are identified and offered financial assistance to receive breakfast and lunch. Some thought the Mothers’ Club might provide resources; others stated that funds are available through the Bursar’s Office. The Visiting Committee commends the school for:

• Modeling the mission of the school by caring for the whole young man, and understanding that physical complaints might mask underlying personal and emotional issues

The Visiting Committee recommends that the school: • Evaluate the space needs of the Health Office with an eye to partitioning an area

to provide privacy for infirm students. • Include the nurse in Guidance meetings

 

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• Clarify and publish the process by which students of limited financial means can obtain assistance for meals

Auxiliary and Extra-Curricular Student clubs and activities take place as part of a special schedule on Day E. Freshmen are introduced to clubs during a fair at the beginning of the year. Students can join one or two clubs. There are over sixty clubs; all are student run with a faculty advisor present. Starting next year, each club is required to identify an Ignatian component. This is already a natural part of many clubs. For clubs, such as the ski club, members will have to find ways to embody Ignatian principles in what they do, such as raising money to take less advantaged students on trips. Student leaders commented that their roles begin as freshmen who manage events for their class, and grow to serving as liaisons to the Administration as well as working on all-school issues. The Visiting Committee met with student life representatives, who are nominated by the faculty to serve and meet regularly with the Principal and Assistant Principal to offer student input. In addition to student government, the student life committee is active. Other opportunities for student leadership include the dean’s council, which deals more with disciplinary issues. The Prep also offers leadership workshops for freshmen and athletes. There are opportunities other than clubs. Students can work as peer mentors with students who are struggling in a particular subject during a mutual free period if extra help is needed. Members of the National Honor Society are required to be mentors/tutors. An additional support program is the Academic Support Group for freshmen identified as experiencing academic difficulty. Twenty to thirty freshmen are identified each year. Ten to fifteen sessions are held after school with several faculty and student peer tutors who help the young men with executive function skills. The program does not continue beyond the ninth grade. The Visiting Committee commends the school for:

• Creating a designated period within the school day to allow for maximum participation by students in clubs

• Modeling of “men for others” by the faculty and staff who serve as moderators for the clubs

The Visiting Committee recommends that the school:

• As suggested by the students, hold a once-per-quarter or once-per-semester meeting of club leaders to discuss common issues and share initiatives

 

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• Evaluate the content of the Academic Support Group program to determine whether it might be expanded into tenth grade or offer more sessions in the ninth grade

Section Seven – Faculty, Administrators, and Non-teaching Personnel The Visiting Committee learned through its interviews and meetings with faculty, administrators and non-teaching personnel that all employees realize that their role in a Jesuit high school is greater than just teaching or completing the tasks in their job description. Employees stated that all who are successful here are closely involved with the students. Additional responsibilities might include travel, participation in and mentoring clubs, staying connected with graduates, and caring about their students as people. They feel the school community operates like a second family for the young men. Faculty members believe that the school allows and promotes initiatives. New teachers are primarily recruited for their Jesuit commitment and curricular expertise, and the C-4 non-tenured meeting supports them once per cycle. There are limited opportunities for movement to a leadership position internally, but a chair rotation process has recently been announced. Tenured teachers set professional development goals annually and funds are available to support attendance at conferences. There are limited opportunities, however, for cross-departmental meetings, horizontal planning and grade level teacher meetings and faculty would like to know what is going on in other subjects on their grade level. The Teacher Representative Body deals with salary negotiations; it has been told that it gets to review items like the faculty handbook but that has not happened. The Visiting Committee asked about the low response to the School Working Environment Survey presented last June. It was reported that it was one of several surveys last spring and it was distributed during final exam grading so many faculty and staff just did not respond. Non-teaching personnel think they are well respected at the school. Most do not seem to have a job description, and no handbook exists. Many talked about how their jobs have evolved as technology has changed and most felt well prepared for technological changes. All knew to whom they should report, and felt supported when there were technical or maintenance issues in the daily job. Although workdays have increased in recent years, they have adequate sick time as needed. An evaluation system was created in the last year that includes setting a personal development goal. Personnel

 

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stated there were funds available for training to meet these goals or to attend Jesuit conferences. The Visiting Committee commends the school for:

• The recognition by the faculty and staff that a significant portion of their jobs is more than just teaching in the classroom or working in an office

• The staff’s support of a family environment within the school • The generous Fordham Prep and Fordham University tuition perquisites

The Visiting Committee recommends that the school:

• Create job descriptions for non-teaching personnel • Create a staff handbook • Continue to provide financial support for professional development goals • Explore opportunities for grade-level or cross-departmental meetings

Section Eight – Parents The parents at Fordham Preparatory School attest to a warm, nurturing atmosphere that welcomes them as members of the community. There is a great sense of school pride shared by the families who care deeply about their sons’ education. Parents commended the school’s balance and commitment to academics, athletics, service, and spirituality. There is also great regard for the administration and the teachers who work with their sons. The Mothers’ Club is highly welcoming and makes great efforts to provide generous support to The Prep community. With the school’s commitment to technology and the new 1:1 laptop initiative, the Club recently hosted a fundraiser to help purchase tablets for students with financial needs. In addition, the Club organizes a yearly event that provides students with gently used school uniform clothing. This has been instrumental in providing an environment where every boy feels supported. Responding to the recent survey, parents expressed great satisfaction with communication from the school. The school recently instituted a 24-hour window for response to parent emails along with a daily email of announcements. This has led to more frequent and meaningful conversations with parents. The Visiting Committee commends the parents and school for:

• The two-way communication, which is clear and thorough, as well as ongoing efforts to streamline information

 

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• The Mothers’ Club, which makes great efforts to support the school community The Visiting Committee recommends that the parents and school:

• Continue to find new ways for the Fathers’ Club to improve participation to help support its mission

• Continue efforts to attract more diversity within the Mothers’ Club

Section Nine – The School in Its Community

The school has a unique position in the midst of two communities: Fordham University and the Bronx. The Prep shares facilities with the university, approximately 20 seniors take classes at the university each semester, and university students work on The Prep’s campus supervising the computer center and helping with intramural sports. With 30-40 graduates attending Fordham University each year, there’s also a strong alumni connection. The connection to the larger community is more complicated. With a majority of students coming from outside the Bronx (75%), The Prep desires to be more deliberate in its efforts to connect to the community. Nonetheless, the school is committed to its home, and, in keeping with its mission, The Prep and its students serve the borough in a variety of ways from working with the soup kitchen, POTS, to their relationship with St. Ignatius School in Hunts Point. In fact, The Prep has over 70 approved service sites, many in the Bronx. Both HAP (the Higher Achievement Program) and The Summer Academy also serve less privileged students from the Bronx, the latter taking place on campus and acting as a recruitment mechanism as well. The Visiting Committee commends the school for:

• The sustained and fruitful relationship with the University • The efforts to serve its larger community—the Bronx—in ways that reflect its

strong mission of developing “men for others” • The goal of having 30% of its students come from the Bronx

The Visiting Committee recommends that the school:

• Continue to find new ways to recruit students from the Bronx in the face of a declining number of “feeder” schools

 

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Section Ten – Internal and External Communication The Prep engages a variety of constituencies, both internal and external, in meaningful ways. From the school’s use of electronic communications to the targeted production of print publications, a strategy is in place that seeks to share The Prep’s identity and values externally, as well as keep internal constituencies informed. Internal communication among the Principal, teachers, staff and students is maintained primarily through school email accounts. Teachers also use Moodle to communicate information about homework assignments and dates of assessment, to name two among a variety of communication tools. The Visiting Committee also observed that much of the internal communication takes place in an in-person, “face-to-face,” manner. This enables the school community to engage in meaningful dialogue and foster a sense of community. For instance, the Visiting Committee observed morning mentor groups, grade-level meetings, as well as after-school advisory groups. Within this format, students were empowered to take ownership of communicating information about events, service opportunities, and opportunities for educational enrichment. With the newly created Engagement, Development and Communications (EDC) Office, the school is able to increase its presence on social media and engage external constituencies in creative ways. In a meeting with EDC office staff, the Visiting Committee was informed of their use of social media platforms like YouTube, Instagram, Twitter and Facebook. Social media features range from student and faculty accomplishments to the latest events happening on campus. The staff is beginning to craft a system of metrics by which they can gauge the effectiveness of these advances. While daily emails with important announcements are sent to parents, faculty members communicated to the Visiting Committee that the use of PowerSchool has also facilitated parent communications. When discussing the use of PowerSchool in a meeting with parents, parents conveyed this platform has enhanced the school’s transparency as well as improved its communication channels. The Visiting Committee commends the school for:

• The creation of the EDC Office, which affords the school the ability to engage in long-term, strategic communication planning

• The use of a variety of social media, giving all constituencies an entry point to engage in the school’s mission

 

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• Creating a new online registration form that streamlines the process for admission

The Visiting Committee recommends that the school: • As noted in the self-study, continue efforts to streamline and integrate external

communication across a variety of platforms and audiences • Continue to look for ways to enhance internal communication, keeping faculty

and staff up to date on current initiatives or projects • Continue to pursue improvements in paperless attendance taking and

communicating, especially during school-wide emergencies

Conclusion The Visiting Committee was warmly received by members of the Fordham Prep community, passionate about their school and deeply committed to the fulfillment of its mission. We appreciated the opportunity to meet with so many trustees, parents, alumni, faculty, staff and students at the welcoming reception. The large number in attendance at this voluntary event speaks to the enthusiasm and love of The Prep by all constituent groups. The Visiting Committee was impressed by the outstanding self-study in which every faculty member, administrator, and non-teaching staff member had the opportunity to participate. The inclusive process, excellent organization and hard work of the steering committee and subcommittees, as well as the use of the OneNote Binder resulted in the production of a thorough, thoughtful and honest self-study. The Visiting Committee appreciated the commitment, generosity and strategic thinking of the Board of Trustees and administration. Classroom visits, meetings with faculty and staff, and opportunities to talk to students confirmed our first impressions of the excellence of the faculty, in particular their selfless dedication to cura personalis. This is indeed a community where all adults--faculty and administration alike--live the Ignatian ideal of faith, scholarship and service. We very much enjoyed both observing and interacting with students who seem to fully understand the call to become “men for others” and value their dedicated teachers and mentors. Their pride in their school and the sense of brotherhood towards each other were admirable. The Visiting Committee commends the school for:

• The centrality of the mission which is lived throughout the school, in particular through an exemplary commitment to service (criterion 1.1)

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• Faculty who embody the mission, believing in the holistic development of eachyoung man, and demonstrating magis in their willingness to do more (criterion1.4)

• The commitment to Financial Aid and to the Bronx (criterion 1.5)• The instructional integration of a 1:1 computing program (criterion 5:12)• Adopting an engagement model for development and affinity outreach to alumni

and parents (criterion 10.1)• Development of a draft strategic plan (criterion 2.4)

The Visiting Committee recommends that the school: • Develop and implement consistently an evaluation program for faculty and staff

that corresponds to the school’s mission, philosophy and strategic goals (criteria 7.2 and 7.13)

• Develop opportunities for interdisciplinary and cross-grade discussions ofcurriculum and educational outcomes (criterion 5.3)

• Continue the integration of technology throughout the curriculum and develop asystematized plan for professional development to support faculty growth in thisarea (criterion 7.2)

• Continue to develop the work started on engagement, and ensure that theseefforts are understood and embraced by all constituencies (criterion 3.13)

The Visiting Committee would like to thank the community of Fordham Prep for the hospitality and kindness shown to us during our stay. We were impressed by the vision, aspirations and hard work of all those we met, and by the positive momentum and generosity of spirit evident throughout the school. It was truly inspiring to be a part of this vibrant and loving community for a few days. We wish Fordham Preparatory School success as you continue to fulfill your noble mission and strategic vision.

# CriterionSchool'sRating

Committee'sRating Brief Comments

Section I: Mission and Culture1.1 The mission statement is clearly articulated and understood by all constituencies of the school community. 5 51.2 The mission statement is reviewed at minimum every five years. 6 61.3 The mission statement informs all decisions and programs. 5 51.4 The school’s culture is a reflection of its intended values and fosters mutual respect among all constituencies. 5 51.5 In keeping with its mission and culture, the school promotes an equitable, just, and inclusive community. 5 5

Section 2: Governance2.1 The governance of the school is clearly defined, transparent, and understood by all constituents. 5 52.2 The governing body provides for the continuity of mission. 6 62.3 The governing body provides stability in transitions of leadership for itself and its head of school. 6 62.4 The governing body provides strategic planning for the school. 6 52.5 The governing body ensures that adequate financial resources are provided for the school. 5 52.6 The governing body has appropriate policies to support the creation, review and approval of an annual operating and

capital budget as well as a multi-year financial plan. 6 62.7 The governing body ensures appropriate administrative follow up as a result of an outside, annual professional audit and

the corresponding management letter. 6 62.8 The governing body ensures that the school has in place adequate provision for risk assessment and management

including the transfer of risk through appropriate insurance coverage. 6 62.9 The governing body understands its central role in institutional advancement and actively supports these efforts. 6 6

2.10 The governing body delegates responsibility for the operations of the school to the head of school and ensures that thehead of school receives appropriate support, evaluation, and compensation. 6 6

2.11 The governing body reviews and maintains appropriate by-laws that conform to legal requirements while assuring thatthe school and governing body operate in compliance with applicable laws and regulations. 6 6

2.12 The governing body creates a conflict of interest policy that is reviewed annually with, and signed by, individual trustees. 6 62.13 The governing body keeps full and accurate records of its meetings, committees, and policies and widely communicates

its decisions. 6 62.14 The governing body is responsible for establishing school policies and the administration is responsible for establishing

administrative practices. 6 62.15 Members of the governing body put aside any special interest when fulfilling their responsibilities. 6 62.16 The governing body avoids sharing negative perceptions with non-trustees and ensures the confidentiality of all

conversations that are conducted by the governing body and its committees. 6 6

NYSAIS Criteria for Accreditation • Fordham Preparatory School • March 2015

A school is evaluated in terms of its own mission and the NYSAIS Criteria for Accreditation. First the school, and later the visiting committee, will assign ratings to each of the Criteria. Any rating of 3or lower by the school should be accompanied by an explanation, or referenced to the school's self-study report.

6 = criterion fully and completely met

5 = criterion substantially met

4 = criterion generally met

3 = criterion generally not met

2 = criterion not met in significant respects

1 = criterion not met in any respect

n/a = criterion not applicable

2.17 The governing body participates in an effective program of board development that includes annual new trusteeorientation, ongoing trustee education, evaluation and self-evaluation, and board leadership succession planning. 6 6

2.18 When appropriate within its mission, the governing body ensures that issues of gender, diversity, and multiculturalism areappropriately considered in policymaking and governing body membership. 6 5

2.19 The governing body operates effectively and has developed policies and procedures to guide the governing body andthe school leadership in the implementation of the NYSAIS Criteria for Accreditation. 6 5

Section 3: School Operations, Finance, and Advancement3.1 The administration understands and promotes the mission, standards, and policies of the school, and provides

leadership as these evolve and when they are evaluated. 4 53.2 The business officer works strategically with the head of school and the governing body to ensure the development and

implementation of appropriate policies for the long-term management of the school. 5 53.3 The business officer provides important assistance to the head of school in administering the school and to the governing

body in meeting its fiduciary responsibilities. 5 53.4 The administration manages the school’s resources in a prudent manner, consistent with the mission, safeguarding the

value of those assets for the use of future generations of students by establishing appropriate financial controls andprocedures. 5 5

3.5 The administration ensures that the human resource policies and practices are clearly articulated, consistently applied,and conform to legal requirements 4 3

Deveop staff job descriptions andhandbook

3.6 The administration participates in ongoing professional development that might include participation in local, regional,and national associations that offer personal support and professional assistance and development. 4 5

3.7 To protect the school’s financial resources, the administration and board employ sound financial planning andmanagement practices and procedures, including the development of an annual operating and capital budget, multi-yearbudget projections, appropriate governing body oversight, and an annual audit. 6 6

3.8 There is appropriate administrative follow up as a result of the annual audit of all financial records and its correspondingmanagement letter. 5 6

3.9 The school has appropriate procedures and personnel in place for accounting for all assets and liabilities in accordancewith GAAP, including management of accounts receivable. 5 5

3.10 The school adheres to non-discriminatory practices in the administration of its financial assistance policies. 6 63.11 The school provides guidance to students and families on its financial assistance process and options. 6 53.12 The school enacts documented procedures that ensure a fair, consistent, and equitable assessment of each family’s

ability to contribute toward educational expenses while safeguarding the confidentiality of financial assistanceapplications, records, and decisions. 6 5

3.13 The school has a clear picture of its long and short-term development needs and the organization, resources, andstaffing to carry out its efforts. 5 5

3.14 The physical facilities and equipment are adequately maintained, and a plan is in place for their long-term protection andrenewal. 5 5

3.15 If the school has an early childhood program, all instructional and play spaces, as well as supporting resources (e.g.lavatories, eating areas) are adequate and maintained to meet the needs of the children in this program. N/A N/A

3.16 The school maintains complete and accurate records for every aspect of the school including financial, students,personnel, legal, corporate, health and safety, etc. 6 6

3.17 The school has policies and procedures that govern the retention, maintenance, and use of past personnel, financial,corporate, and student records, including print and digital records, and such records are protected against catastrophicloss. 5 5

3.18 All records are current and maintained in a secure fashion. 5 53.19 Materials, routines, and procedures (on and off campus) and the physical plant are so organized as to provide a safe

environment for all members of the school community. 5 4Emergency drills need attendance

policy

Section 4: Admissions and Financial Assistance4.1 Consistent with the stated mission of the school, the admission process operates under a clear set of practices for

gathering, disseminating, and maintaining prospective student information, and respects the confidentiality of students,families, and documents in the admission process. Schools will ensure that the admission process and/or transcriptshave provided sufficient documentation of an appropriate match before offering admission to a student. 5 5

4.2 The school has in place policies and procedures to insure nondiscrimination in recruitment and enrollment. 6 6

4.3 The school maintains an admission process that respects the needs of students and families to learn about schoolprograms and activities, by communicating before an enrollment commitment is required, in user-friendly formats: clearinformation, dates, and timeframes for all aspects of the admission process, including total cost of attending the schooland other financial expectations as well as expectations around financial aid applications and acceptance of anenrollment offer. 5 4

4.4 The school determines eligibility for admission based on the merits of the application and then determines how toallocate financial aid resources to meet student needs and fulfill the mission of the school. 5 6

4.5 Throughout the admission process, school representatives apply the same high standards of integrity whether talkingabout their own school or other institutions. 6 6

4.6 School representatives ensure that all recruitment arrangements support the best interests of the student and do notresult in a conflict of interest on the part of the school, individual, or firms representing the school. 6 6

4.7 The numbers of the total school population, of grade and administrative groupings, and of instructional classes areappropriate to the stated mission of the school. 6 6

4.8 The admissions staff participates in ongoing professional development that might include participation in local, regional,and national associations that offer personal support and professional assistance and development. 4 4

Section 5: Educational Program5.1 The formal educational program is consistent with the mission and culture of the school. 5 55.2 The school demonstrates that its educational programs and practices are informed by relevant, well-documented

research regarding how students learn and the knowledge and capacities they will need to lead purposeful andconstructive lives and these programs and practices are regularly reviewed and articulated. 4 4

5.3 The educational program is periodically evaluated by the members of the faculty, and, where appropriate, by othermembers of the school community, and the results of the evaluation contribute to the analysis and modification of theschool’s educational program. 5 4

5.4 The performance of individual students is regularly assessed by developmentally appropriate measures consistent withthe school’s mission and meaningful to those who have a legitimate interest in that performance (viz., students, faculty,parents, admissions officers, evaluators) and effectively communicated to those constituencies. 5 5

5.5 The school provides evidence of a thoughtful process, respectful of its mission, for using the collective results of studentassessment to analyze and modify its educational program. 5 4

5.6 The school has in place a procedure for follow-up on the success of its graduates, and uses that information to assessand modify its educational program. 3 3

5.7 All school programs demonstrate consideration for the appropriate intellectual, social, physical, aesthetic, and emotionaldevelopment of students in all aspects of school and student life. 5 5

5.8 The issues of equity and justice and anti-bias are addressed in the educational program, the library holdings and otherresources to support the program. 5 6

5.9 If the school has an early childhood program, all instructional and play spaces, as well as supporting resources (e.g.lavatories, eating areas) are adequate and maintained to meet the needs of the children in this program. (This criteriaalso appears in Section Three, Business Operations and needs to be addressed in this section from a programviewpoint) N/A N/A

5.10 Instructional materials, equipment, and student work/learning spaces are of sufficient quality, quantity, and variety toprovide effective support to the goals and methods of the program. 5 4

5.11 The various resource, learning, and support centers are organized, supplied, and staffed to provide for the program ofthe school and the needs of the students and the faculty. 4 4

5.12 Resources, including digital technology, are used appropriately to support the educational program of the school and areassessed regularly for effectiveness. 5 5

Section 6: Students and Student Services6.1 The composition of the student body is consistent with the mission of the school. 4 46.2 Where appropriate, the school has established a program for orienting and mentoring students new to the school. 5 66.3 The guidance, counseling, and learning services/support programs of the school meet the needs of the students and are

consistent with the educational program and the stated mission of the school. 5 56.4 The school recognizes the right of currently enrolled students and families to consider other educational options, and if a

transfer is initiated by the family, the school provides appropriate follow up and documentation in a timely manner. 5 56.5 The school makes provisions for the nutritional needs of its students. 5 5

6.6 The program for health care is adequate to meet the needs of the student body and includes the prevention and care ofillness and injury. 5 5

6.7 If applicable, the school has a program of auxiliary or off-campus activities that is appropriate to the mission of the schooland carefully planned and supervised. 5 6

6.8 The purpose of the extracurricular activities and the breadth, supervision, and resources allocated to studentextracurricular activities are in keeping with the mission of the school. 5 5

(6.9 through 6.11 pertain to schools with boarding programs.)6.9 The school has an intentional boarding program that is a unified part of the total life of the school for both boarding and

day students. N/A N/A6.10 Students are supported in developing respectful, cooperative and meaningful relationships with those with whom they

live–their fellow students, and the adults and families who care for them. N/A N/A6.11 The evening, weekend and, if appropriate, vacation offerings are intentional and meet the needs of the students. N/A N/A

Section 7: Faculty, Administrators, and Non-teaching Personnel7.1 Consistent with its mission, the school has appropriate practices to insure nondiscrimination in hiring. 5 57.2 The school promotes a culture of continued, sustained professional growth, offering in-service and outside professional

development opportunities to all administrators, faculty, and non-teaching personnel members, for which there isadequate funding. Staff members are aware of, and understand, the program. 6 4

7.3 The school has a program for the systematic evaluation of all staff members and staff members are aware of, andunderstand, the program. 5 4

7.4 Salaries and benefits for administrators, faculty, and non-teaching personnel members reflect independent and localschool standards. Retirement provisions and other benefits are understood by the staff members, and meet all legalrequirements. 5 5

7.5 There are a sufficient number of administrators, faculty, and non-teaching personnel members to carry out the programof the school, provide for the needs of the students, and insure the supervision, safety, and health of the students. 5 5

7.6 Staff members successfully carry out the mission via the program of the school. 6 67.7 Faculty and non-teaching personnel assignments are appropriate in terms of teaching conditions, methods, and total

load in both teaching and other assignments. 5 57.8 Staff members are qualified by education, training, and experience for the responsibilities they are assigned. 5 57.9 The school personnel apply the same high standards of integrity when they are discussing their own school or other

institutions. 5 5

Section 8: Parents8.1 The school provides channels of communication with parents that are sufficient and consistent with the purposes and

objectives of the school. 5 58.2 The enrollment agreement between the school and the parents/guardian and all financial responsibilities are clearly

stated in writing. 6 68.3 The school provides clear expectations regarding parental participation in the school community. 4 48.4 The involvement of the parent body in the school community is mission-appropriate. 6 6

Section 9: The School in Its Community9.1 The school interacts with the larger community in ways consonant with the mission and culture of the school, and these

interactions enhance the larger community. 5 5

Section 10: Internal and External Communication10.1 The school employs methods of communicating with its community members that are appropriate to the school’s size,

means, culture and mission. 5 5

Section 11: Conclusion11.1 The school has completed a thorough self-evaluation at all levels in accordance with the procedures outlined by NYSAIS. 5.5 6

12.1 The school provides a program of instruction substantially equivalent to that afforded in the local public schools. Yes Yes

New York State and Local Law, Rules and Regulations: Use Yes, No or N/A. If the response is No or N/A, the school should provide an explanation.

12.2 Courses are offered in mandated subjects. Yes Yes12.3 The school day and year are substantially equivalent to those in public schools. Yes Yes12.4 School vehicles are in compliance with transportation laws. Yes Yes12.5 The school observes local and state health regulations as they pertain to service personnel and facilities. Records are

on file. Yes Yes12.6 The most recent fire inspection report gives evidence that the school is free from fire code violations Yes Yes12.7 The school complies with emergency drill requirements. Yes Yes12.8 Appropriate attendance records are kept and are on file. Yes Yes12.9 If the school has a secondary program, the school is registered by the State Education Department. Yes Yes

12.10 If the school has an early childhood program, it complies with all applicable local and state requirements and regulations,including licensing and training of staff. N/A N/A

12.11 Requirements for pupil immunization have been met and records are available. Yes Yes12.12 When required by ordinance, a certificate of occupancy is on file. Yes Yes12.13 The school endorses the Statement of Regents Goals for Elementary and Secondary School Students. Judith Sheridan

or George Swain ask that if the answer is not Yes, please call) Yes Yes