|
|
Holy Rosary Bi-parish Catholic School 161 9th Street, Idaho Falls, ID 83404 Main Office 522-7781 Cafeteria/Lunchroom 523-9188 YMCA Extended Daycare, Cafeteria Hours: 7:00-8:00AM; 11:AM-1:00PM; 3:00-6:00PM 523-9188 YMCA Extended Daycare, St. Nicholas Rm. Hours: 8:00-11:AM;1:00-2:45PM 535-0422 
Index
Site
Map
|
Effective Schools Needs Assessment Survey
Executive Summary
Survey Research
Survey research is a science. It has been used in a variety of very sophisticated and creative ways. The results of surveys have been used to accurately predict elections, project product markets, judge national trends, and shape public policy. The possibilities are virtually limitless. The school’s 2001-2002 Needs Assessment Survey will provide invaluable assistance in improving programs and creating higher student achievement at Holy Rosary.
Framework for the Survey Items
The research designed to identify the characteristics of effective schools began in the 1960's and has served as the basis for school improvement programs throughout the United States and other nations.
The database of survey items in the Effective Schools Profiler is organized around the Seven Correlates or Characteristics of Effective Schools that has been used as the framework for assisting schools since the early 1970's. In addition to the basic seven correlates, three additional domains of items have been incorporated in the database; effective instruction, planned change, and selected critical demographic factors.
Characteristics of Effective Schools
1.Instructional Leadership
In the effective school, the principal acts as an instructional leader, effectively and persistently communicating the mission to staff, students, and parents.
Holy Rosary Bi-parish School
Instructional Leadership
2001-2002
2.Climate of High Expectations for Success
In the effective school, there is a climate of expectation in which the staff believes and demonstrates that all students can attain mastery of the essential school skills and the staff has the capability to help all students do so.
Holy Rosary Bi-parish School
Climate of High Expectations For Success
2001-2002
3.Clear and Focused Mission
In the effective school, there is a clearly articulated mission through which the staff shares an understanding of and commitment to instructional goals, assessment procedures, and accountability for student learning. The staff accepts responsibility for the student's learning of the school's curricular goals.
Holy Rosary Bi-parish School
Clear and Focused Mission
2001-2002
4.Effective Instruction
Effective instruction in the classroom has been implied in many of the earlier characteristics of effective schools. The items in this section of the database are designed to assess the extent to which teacher behaviors in the classroom are consistent with the mission of Learning for All and consistent with the research on effective teaching practices.
Holy Rosary Bi-parish School
Effective Instruction
2001-2002
5.Safe and Orderly Environment
In the effective school, there is an orderly, purposeful, businesslike atmosphere that is free from the threat of physical harm. The school climate is not oppressive and is conducive to teaching and learning.
Holy Rosary Bi-parish School
Safe and Orderly Environment
2001-2002
6.Positive Home/School Relations
In the effective school, parents understand and support the basic mission of the school and are made to feel they have an important role to play in order for the schools to achieve that mission.
Holy Rosary Bi-parish School
Positive Home/School Relations
2001-2002
7.Opportunity to Learn and Time on Task
In the effective school, teachers allocate classroom time to instruction in the essential skills. For a high percentage of this time, students are actively engaged in whole class or small group, teacher-directed, planned learning activities.
Holy Rosary Bi-parish School
Opportunity to Learn and Time on Task
2001-2002
8.Successful Planned Organizational Change
This needs assessment was designed to be used primarily as a tool of school planning and school improvement. For that reason, a series of questions designed to assess attitudes and perceptions of staff and others relative to planned change have been included in the database.
Holy Rosary Bi-parish School
Planned Change
2001-2002
9.Frequent Monitoring of Student Progress
In the effective school, academic progress is measured frequently. A variety of assessment procedures are used and the results of the assessments are used to improve the instructional program and individual student performance.
Holy Rosary Bi-parish School
Frequent Monitoring of Student Progress
2001-2002
Conclusions and Actions
Every effort shall be made to make this document available to all who were asked to provide survey data. As a large number of parents were surveyed and the final report is lengthy, an "Executive Summary" will be prepared and sent home in the Family Envelopes no later than November 30, 2001. In addition, one copy of the entire document shall be available at the front office of the school, while the original shall be kept in the principal’s office, and eventually integrated into the Holy Rosary Bi-parish School Profile 2001-2002.
The School Improvement Leadership Team shall ensure that meetings aimed at discussing the findings and conclusions are the driving force for school improvement at Holy Rosary for the 2001-2002 and future school years.
Per a regularly scheduled School Improvement Leadership Team meeting on October 23, 2001, the areas of focused school improvement for the 2001-2002 school year shall be the areas of Planned Change and Frequent Monitoring of Student Progress. An Effective Schools Action Plan addressing this needs assessment shall be written and sent home in the family envelopes no later than December 18, 2001, and all improvement action items shall be implemented from January 1, 2002 through January 1, 2003. As a result, the team shall achieve quality school improvement in a timely and efficient manner.
Top
 |
Index