Exbd Self-Study Template 2014 58966 Repaired

MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS
COMMISSIONS ON ELEMENTARY AND SECONDARY SCHOOLS
EXCELLENCE BY DESIGN
A Self-Study for Accreditation by the Middle States
Association
Serra Catholic High School

McKeesport, Pennsylvania
03/28/2017 03/31/2017
Timothy J. Chirdon
Principal
Stefanie Corcoran
INTERNAL COORDINATOR
3624 Market Street 2 West Philadelphia, PA 19104

Telephone: (267) 284-5000 FAX: (215) 662-0957 Email: info@msa-cess.org
www.msa-cess.org
TABLE OF CONTENTS
Page
Description of the School 1
Organization for Self-Study 3
Internal Coordinators 3
The Planning Team 4
Role of the School's Leadership and Governance 6
Implementing a Planning Ethic 7
A Plan for Communication and Awareness 7
A Plan for Periodic Reviews of the Plan for Growth 7
The School's Mission, Beliefs, and Profile of Graduates 8
Mission 8
Beliefs 9
Profile of Graduates 10
Profile of the School 12
The Community 12
School Information 14
Student Performance 23
Profile of Organizational Capacity 38
Introduction 38
Mission Standard 40
Governance and Leadership Standard 44
School Improvement Planning Standard 51
Finances Standard 56
Facilities Standard 62
School Organization and Staff Standard 69
Health and Safety Standard 76
Educational Program Standard 86
Assessment and Evidence of Student Learning Standard 94
Student Services Standard 99
Student Life and Student Activities Standard 110
Information Resources Standard 115
Self-Assessment of Adherence to the Indicators of Quality for 120
Curriculum, Instruction and Assessment
Page
Introduction 121
Curricular Area 11 138
The Plan for Growth and Improvement 142
1 Include each curricular area included in the schools self-study.

DESCRIPTION OF THE SCHOOL
Official Name of the School Serra Catholic High School
Address of the Main Campus
200 Hershey Drive
(street address, city, state, zip
McKeesport, Pa 15132
code)
Telephone Number of Main
(412) 751-2020
Campus
Fax Number of Main
(412) 751-3488
Campus
Name and Title of Head of Timothy J. Chirdon
School Principal
E-mail Address of Head of
chirdont@serrahs.org
the School
Website Address for the
serrahs.org
School
Type of Organization (check Public
all that apply) X Independent
Not for Profit
Proprietary
X Religious
X Academic
Career and Technical
X Secondary Students
Postsecondary Students
Names and Addresses of All Name:
Branch Campuses Address:
Name:
Address:
Name:
Address:
Year School Began Operating September 1961

Date Charter/License to
Last accreditation was March 5th 2010
Operate Granted
Grade Levels Currently
9-12
Served
Number of students 359
Excellence by Design Self-Study (2014) Page 1
2014, Middle States Commissions on Elementary and Secondary Schools
Year of First Graduating
June 7, 1965
Class
State/Agency/Country
Pennsylvania/PDE/USA
Granting License to Operate
Diplomas/Certificates School High School Diploma
is Licensed to Grant
Calendar System (quarter,
semester, trimester, 12- 4 Quarter Calendar System
month, other)
Currently Accredited by Name of Agency Accredited Until
Middle States Association of Year of 2017
secondary schools
Other (Indicate):

ORGANIZATION FOR SELF-STUDY
In this section of the school's self-study, the school is asked to ensure it has the organizational
elements and processes that are necessary for the school to be successful in achieving its Plan
for Growth and Improvement. The school has or has developed the organizational elements and
processes described below:
Leadership
A. Internal Coordinators
The Internal Coordinators for the self-study and accreditation process are:
Name Role in the School

Stefanie Corcoran Dean of Students / Chemistry Teacher
How and why were the Internal Coordinators selected?
The internal coordinator was chosen based not only on their understanding of the schools
mission and beliefs but also due to their excellent professional demeanor, organization, and
leadership capabilities.
How did the Internal Coordinators fulfill their role and responsibilities?
The internal coordinator fulfilled their role by first transferring the parent, student, and faculty
surveys to Google Forms which were sent out to be completed. The surveys identified
strengths and weaknesses of the school based on the Middle States indicators. The internal
coordinator also reviewed the data comprised by the surveys and shared the results with the
various planning committees. Then, the internal coordinator collaborated with each
committee to develop school performance/organizational objectives and actions plans based
on the survey results. Lastly, the internal coordinator collaborated with the committees to
write the planning document and serves as a liaison between the school and the visiting team.
What kinds of support and assistance were provided to the Internal Coordinators to enable
them to fulfill their responsibilities?
The school administration supported the Internal coordinator by facilitating meetings for the
committees to work on the planning process.

B. The Planning Team
The members of the Planning Team are:
Name Role in the School

Tim Chirdon Principal/Parent
Bob Childs Vice Principal/ Coach
Stefanie Corcoran Dean of Students/Chemistry teacher/Internal Coordinator
Teresa Atkinson School Counselor
Jan Fox Foreign Language/Department Chair / Activity Moderator/ Union
Representative
Tim Crossen Religion/Department Chair / Activity Moderator/ Parent
Mike Palcsey Religion/English
Ryan Raible Social Studies/Department Chair/ Jazz Band Director
What charge was given to the Planning Team? What authority was it given to oversee,
monitor, and make decisions regarding the schools planning for growth and improvement
in student performance and organizational capacity?
The planning committee collaborated to develop performance/organizational objectives based

on the strength and weaknesses of the survey results. They also worked together to develop
an action plan for each objective, and will be responsible for updating the progress of these
action plans.
How does the membership of the Team reflect the diversity within the schools community
of stakeholders?
The planning team is comprised of parents, union representatives, teachers, counselors, and
administrators that have experience in their field. The teachers represent each academic
discipline that the school has to offer, with many of them being a coach or activity moderator.
The members of the planning team also intend to be here through the implementation of our
plan for growth. The diversity of our planning team and their familiarity with the school has
offered an accurate assessment with our Self Study and the goals of our action plan.
How were the members of the Planning Team selected?
They were chosen to include stakeholders from every discipline the school had to offer. This
not only reflects our diversity but ensured the school as a whole would be represented. They
were also chosen for their commitment to the school, their professionalism, and tenacity.

How does the Planning Team function and make its decisions?
All decisions were made in a collaborative way, keeping in mind the strengths and
weaknesses that the surveys offered. The decisions were then shared with the internal
coordinators.
How often did the Planning Team meet? (Provide a list of the Planning Teams meetings and
minutes in the Visiting Teams workroom.)
April: Full day of reviewing committees planning papers based on the 12 standards to
develop objectives
May: Discussed objectives based on surveys that were taken by parents, faculty, and students
August: Started to work on writing objectives
September: Finalized objectives and gathering data for the objectives
October: Completed objectives and put together the planning committee for the action plans
November: Sent in objectives to be reviewed by Middle States. We also started to meet as a
committee to start the actions plans for each objective.
December: Fixed the objectives sent back from Middle States and resent them for the technical
review. We also started working more on the action plans for each objective.
January: Continued working on action plans for the objectives that were sent in for technical
review.
February: Collected evidence for standards and continued to work on the action plans
March: Put finishing touches on self-study document and action plans, reviewed the self-
study, and send it to the evaluating team.
What is the Planning Teams relationship to any other groups in the school, if any,
responsible for planning for growth and improvement in student performance?
Because of the diversity of the Planning committee they are part of every group the school has
to offer. The planning team communicated with faculty in order to gather data and feedback
for the Self Study and action plans.
What is the Planning Teams plan for rotating membership and identifying new members?
What is the plan for training and orienting new members to the work of the Team?
Members will stay part of the process for as long as they can be, updating action plans as we
move throughout the school years. Any new members will be trained alongside veteran
members. This will help keep the process and plans consistent.

How will the Planning Team function after the visit of the Visiting Team and during the
implementation of the Plan for Growth and Improvement?
The planning team will remain part of the planning process, meeting regularly throughout
the school year to monitor the action plans. They will also collaborate on where the action
plan is improving and if steps need revisited for further improvement.
C. Role of the Schools Leadership and Governance
What role has the schools leadership and governance played in the self-study process and
the planning for growth and improvement in student performance?
Administration has supported the internal coordinator by facilitating meetings with both the
internal coordinator and the planning team. They have also helped to guide the internal
coordinator in the right direction as far as improvements for our continued growth as a school.
How has the leadership provided support for the self-study and accreditation processes?
The leadership helps instill a sense of motivation for the planning team and internal
coordinator that our work, through accreditation, is important to the overall success of the
school. This leadership was also important for guiding the internal coordinator and planning
committee to the necessary information needed for the planning document including
answering any questions we may have had.
If the school is part of a larger system of schools, what role did the leadership and governance
of the system play in the planning process? What kind of support did that leadership and
governance provide for the schools planning efforts?
Serra Catholic is an independent school that operates within the guidelines established by the
Diocese of Pittsburgh.

D. Implementing a Planning Ethic
The department or committee that is responsible for each objective will review the overall
success/failure of each objective every quarter of the year with the planning committee
and internal coordinator.
Data will be collected every year to measure the overall effectiveness of the objectives
The internal coordinator will create a spreadsheet of the data results
The planning committee will meet to go over these results to see if progress has been made
and our goal was met
If little progress has been made, we will collaborate on how to improve the plan for the
following school year
If progress has been made, then we will share our results with the stakeholders and
celebrate our accomplishments with a lunch-in to thank the faculty and staff for their hard
work and commitment.
This will be done year to year making sure we are monitoring each objective and the
effectiveness of the action plan.
E. A Plan for Communication and Awareness

Communication with the stakeholders including parents, teachers, and students is the
first step of the accreditation process by obtaining their feedback via a survey.
Once the surveys are completed and the committees go through the standards, the results
will be shared with the planning committee in order to design our objectives
These objectives will be shared with all stakeholders including the action plans required
to reach the success of these objectives. This will be done via Open House, emails, board
meetings, school websites and newsletters
The results of these objectives will then be shared with the school and other stakeholders
to celebrate success if the goals were met. This will be done via Open House, emails, board
meetings, school websites and newsletters
F. A Plan for Periodic Reviews of the Plan for Growth and Improvement
The objectives will be reviewed at the beginning of the year, the midpoint, and the end of
the year with the Planning Team.
During the beginning of the year we will put in place a schedule to implement our action
plan including setting dates for assessments needed to measure achievement
The planning team will review data that we obtained when measuring our objectives for
each of these review times.
The planning committee will collaborate to see if improvement was made or not and if
the implementation via our action plan needs improved.
The results will then be shared with our faculty, board, and stakeholders via emails,
newsletters, and school website

THE SCHOOLS MISSION,
BELIEFS, AND PROFILE OF GRADUATES
The first major task of the self-study process is establishing a preferred future for the school.
This is done by developing or reviewing/revising the school's Foundation Documents, which
include: Mission, Beliefs, and Profile of Graduates. These foundational documents answer the
following questions:
What is our vision for a better future for the children of our school?
What beliefs or core values will guide our journey?
What will our students have to know, be able to do, and to demonstrate for us to achieve our
mission?
These statements are the cornerstone the schools long-range planning and day-to-day decision-
making.
A. MISSION
What is the schools Mission?
It is the mission of Serra Catholic High School to immerse young men and women in the Catholic,
Franciscan tradition. We seek to form students spiritually, morally, academically and socially to
follow Christs command to Saint Francis to rebuild his Church.
How and by whom was the school's Mission developed/reviewed/revised?
The mission was reviewed at the end of the year last year (2016) by a committee consisting of
our teachers, administrators, and stakeholders. The religion department had a big hand in
fixing the mission based on our schools current status and hopes for future generations. Each
member of the committee made their individual changes to the mission and then came
together to create a final draft. This was then updated online, to the handbook, and other
publications in the school.
How does the school ensure that its community of stakeholders understands and supports its
Mission?
The Philosophy and Mission statement are outlined on the first page of the Serra Catholic
Student Handbook, which each student receives at the beginning of each academic year. Parents
and students sign a form, acknowledging that they have read the handbook. The Philosophy
and Mission are also listed on the website, posted in the classroom, and hung in the lobby.
What is the date of the most recent revision/adoption of the schools mission? Who approved
the most recent revision/adoption?
August of 2016 the mission was reviewed due to revisions being made at the end of the 2015-
2016 school year. It was reviewed one last time before placing it into the student handbook
for the 2016-2017 school year. The principal, campus ministry director, and head of the
religion department approved the final revisions of the mission.
Where the mission is formally published?
The mission is formally published to the Serra Catholic Website, student/parent handbook,
the lobby, and each of the classrooms to remind students, faculty, staff, parents, and
stakeholders what we stand for as a school.
B. BELIEFS
What are the schools Beliefs?
Operating in a Christ - Centered atmosphere we believe that:

1. Every student is a unique individual with inherent worth, talents and abilities.
2. Each person in the school should be respected and treated with dignity.
3. In keeping with the Franciscan Tradition, a students spiritual and moral growth are vital
components of his or her education.
4. Christ is the focus of our existence and, as part of the Universal Church, we have a vital role in the
mission of Evangelization of our youth.
5. The curriculum should provide the student with a solid foundation to lifelong learning and
conversion.
6. Teachers must be adult role models of Gospel values for students
7. We do not operate alone but collaborate with parents whom we acknowledge as the foremost
educators of our students.
How and by whom were the school's Beliefs developed/reviewed/revised?
The same committee that reviewed and revised the mission statement also reviewed and
revised the Belief statement. This was done as a committee where each individuals made
their changes and then came together to discuss a final draft of the belief statements.

How does the school ensure that its community of stakeholders understands and supports its
Beliefs?
Parents and students are expected to sign the handbook in which the belief statement is
present. We also put strict rules in place that upholds the mission, vision, and beliefs of our
school including treating others with respect, dignity, and as individuals with certain talents
and abilities. Our teachers put high emphasis on a rigorous curriculum where students are
taught the foundations of being a lifelong learner. We also put high emphasis on parent
communication including sending out newsletters, email blasts, and individual phone calls
about students academics or behavior to collaborate with the overall success of our
students. Lastly, we have mass as a school once a month to immerse our students in the
catholic teachings and foster their spiritual and moral growth.
C. PROFILE OF GRADUATES
What is the schools Profile of Graduates?

In keeping the Franciscan Tradition of educating the whole person, our students will:
S Strengthen their faith and deepen their understanding of Christ through a strong religious curriculum.
E Experience Christ through the Scriptures, Sacraments, Prayer and Service to the Community.
R Receive the necessary skills to become discerning adults through the development of critical thinking skills.
R Relate to their school, church, community and country through service and the sharing of their time and
talents.
A Achieve excellence in academics, the arts and athletics and strive to continue life-long learning
experiences.
How and by whom was the school's Profile of Graduates developed/reviewed/revised?
Individuals in the Serra Catholic High School community volunteered to review the Graduate
Profile. In keeping with the Mission, Philosophy, and Beliefs of the school, the group did not
feel that the Graduate Profile needed to be changed.

How does the school ensure that everyone understands and supports its Profile of Graduates?
The profile of graduates is in the student handbook which every student and parent needs to
sign. The curriculum book includes a rigorous variety of religion classes, some of which are
college in high school level. This proves that we want our students to leave here with a
strong understanding of Christ. With monthly mass, students can experience scriptures and
prayer along with so many required service hours to graduate. With a brand new student
chapel being built this year, we hope to have the opportunity for individual classes to attend
mass and grow in their faith.

THE PROFILE OF THE SCHOOL
The Profile of the School includes information and data that 1) describe the community(ies) the
school serves and in which it exists, 2) help to develop an understanding of the schools Mission,
and 3) and describe the opportunities & challenges the school faces as it seeks to achieve its
Mission.
A. THE COMMUNITY
Provide a description of the community. Describe its history and major characteristics,
including geographic location and socioeconomic and demographic makeup.
Serra Catholic High School is a private, Catholic high school that is located in McKeesport,
Pennsylvania, which is approximately 10 miles outside the city of Pittsburgh. The school was
founded on September 5, 1961, and it has served McKeesport and the surrounding areas for
over 50 years. The student population is comprised primarily of Caucasian/White Catholic
students, and they undergo a rigorous academic program as Serra Catholic High School is a
college-preparatory school. However, classes are leveled to accommodate the students of
different abilities. In terms of socioeconomic status, Serras students are generally from
middle class working families. Additionally, both parents generally work to support the
household in order to afford a Catholic education.
Describe any changes in the community occurring over the last five years that have had an
impact on the school. Indicate any changes that are expected to occur during the next five
years.
Last Five Years:
Recent economic struggles have affected families in our area. Many families are struggling to
make ends meet and simply cannot afford a Catholic education. Despite the recent downturn,
the school has recently been equipped with chrome books for all students to use in the
classroom and at home for school work. The school is running off Google Chrome and offers
a paperless classroom feature. In addition, 21 of 24 rooms were equipped with digital
presentation devices, in addition to an endowment to secure future tuition assistance of
approximately $219,000. We recently have been able to get a new cafeteria floor and tables,
carpet and tables for the library and business room, new locker rooms for both the girls and
the boys, added office spaces, and lastly the installment of air conditioning for all of the
classrooms. Enrollment has been steady with 355 in 2009 to 348 in 2015. As far as our capital
campaign projects, we have a new LED digital sign that sits at the bottom of the hill at the
intersection of Marshall. This sign not only provides us with marketing but also enhances the
schools image. Since we are tucked away in a residential community, the sign serves as a
guidepost for visitors to find our location. Another project that came to fruition is a new Boiler
system that has an 85% efficiency rating and will save our school $8,000 per year. Gymnasium
lighting was also redone by replacing our dated sodium vapor system to LED lights that
provide enhanced lighting that lasts 80,000 hours (10+ years) while also reducing our energy
costs. Cosmetic work was done to the building including taking down outdated wood
paneling and installing dry wall to provide a clean finish to areas such as the main office and
conference room. The latest project that is in production this year is expanding the chapel that
is located inside our school. The new chapel will fit an entire class where students can
celebrate mass and prayer services. The new chapel enhances our mission as a Catholic and
Franciscan school and celebrates our identity by featuring the missions of Junipero Serra.
Next Five Years:
In the next five years, we hope to see an increase in financial stability for the families in our
community. We also hope for higher enrollment that will become the result of this increased
stability. We wish to create a stronger alumni base where alumni can become more active and
supportive to their alma mater. As far as the school is concerned, we hope to introduce more
technology into the administrative offices and classrooms in order to innovate our daily duties
and classroom lessons. We also hope to fulfill some of our strategic planning including the
finishing of our student chapel. Lastly, we hope to secure more funds to increase our future
tuition assistance needs.
Describe the major challenges currently faced by the communitysocial, economic, political.
The city of McKeesport has been in a state of economic recovery ever since the steel mills
closed in the mid-1980's. Several of the school districts in and around McKeesport have been
identified as "failing" by the Pennsylvania Department of Education. This designation
qualifies eligible students from these districts access to tuition assistance through
Pennsylvania's Opportunity Scholarship Tax Credit program. Serra Catholic works hard to
secure funding to this program, as well as the Educational Improvement Tax Credit, which
has been in existence since 2000. The Diocese of Pittsburgh has been extremely supportive of
Serra by providing significant assistance to the school's EITC and OSTC eligible
students. Unfortunately, delays in the passing of the state's budget has caused a decrease in
these funds in the past two years.

List the major educational and cultural programs and facilities in the community that are
available for use by the schools and their students.
Program/Facility
Renzie Park-sports and annual Walk-a-Thon
McKeesport High school-Intersection
Other schools invite the students to their musicals
Rostraver Ice/Bethel Park Blade runners hockey games
South Allegheny swimming and wrestling
Local feeder (elementary) schools Junior Achievement
Local feeder (elementary) schools Jazz Band concerts
Westinghouse Science Honor Institute Gateway High School
B. SCHOOL INFORMATION
B.1. History of the School:
Provide a brief history of the school. Include key milestones and developments in the life of
the school.
It all began quite humbly in Holy Trinity Parish School in McKeesport when Serra High School came into being on
September 5, 1961 with an enrollment of 89 freshmen. Groundbreaking and laying of the cornerstone for the present
building occurred on April 13, 1962, with Bishop of Pittsburgh John J. Wright presiding. The first senior class of 96 boys
graduated on June 7, 1965
Apostle to California Franciscan friar Junipero Serra, who founded the 22 celebrated mission churches along the West
coast, became the spiritual patron of Serra Catholic when the Diocese of Pittsburgh awarded operation of the new high
school to Franciscan O.F.M.s in exchange for the Saint Peter Church which they administered in the Uptown area of
Pittsburgh.
A wise old friar once said, as the Headmaster goes, so goes the school, and first to hold the noble post was Fr. Luke
Ciampi who set everything in motion. He initiated the sports program with football, basketball, baseball, track and
wrestling. Extracurriculars like Spanish, French, German, forensics, Third Order and vocation clubs, the Brownfriars drama
troupe, and Marian Night were also his doing. Thanks to Fr. Luke, the bronze statue of Junipero was erected in front of
the school on April 16, 1964.
Our second Headmaster, Fr. Alexis Anania, introduced team teaching in junior and senior English classes and wore
many, many hats: athletic director, development director, golf and track coach, bus driver and notary public. A master
carpenter, Father built the altar on which all masses for the student body are offered in the auditorium. He also formed the
Service Organization of Serra (SOS) club a spirit of volunteerism and cooperation in the Serra community.
The scholarly Fr. Simeon DiStefano became our third Headmaster and assumed leadership during a tumultuous
time. St. Peter High School and Divine Redeemer Academy closed their doors in 1970 and joined with Mon-Yough girls
school in downtown McKeesport. In spite of this venture, enrollment continued to drop not only at Mon-Yough but at Serra
as well. As a solution, Fr. Simeon proposed a merger between the two and the result was phenomenal: one hundred of
the students from Mon-Yough were girls and Serra became coeducational in 1972! To celebrate the new institution, Fr.
Simeon introduced a six day rotating modular schedule and finalized the schools noble coat of arms.
By 1976, however, enrollment was again in decline when Fr. Kieran Monahan took over as our fourth Headmaster. He
promulgated his vision of Serra as a place where people cared about people. This caring and sharing attitude was quickly
embraced by area parents and the kids started coming back. Fr. Kieran was forced to place extra lockers in both the
downstairs back hallway and the space under the stairwells. He also found it necessary to set up portable classrooms
behind the school. By the end of the Kieran decade, enrollment at Serra had reached a high water mark of 620
students. Serra won two regional and 15 sectional athletic championships during Fr. Kierans time and in the last year of
his term, 1986, Pope John Paul II declared Junipero Serra venerable.
Our fifth Headmaster, Fr. Ronald Gliatta, had plans for the school that spanned great distances. He proposed an east
meets west connection with the only other high school in the US named after our patron: Junipero Serra High School in

San Mateo, California. To this end he arranged a student government exchange program where the principal in California
first played host to Fr. Ronald and our SSG officers; a few months later we welcomed their delegation to spend a week with
us. During Fr. Ronalds tenure, the pope moved Junipero Serra one step closer to sainthood in September of 1988. To
commemorate the event, Father sponsored a trip to Rome to mark Blessed Juniperos beatification, with Bishop Wuerl
serving the pilgrims as spiritual director. Fr. Ronald also initiated the tradition of the Serra Walk-a-Thon, an annual event
which benefits local charities and worthy causes.
During our sixth Headmasters administration, Mon Valley steel mill closings ushered in declining enrollment once again,
yet Fr. Steven Sysol brought Serras ledger into the black for the first time in its history and purchased two new yellow
busses for the school as well! It was he who introduced the beautiful tradition of the Communion Breakfast for graduating
seniors and their parents. Fr. Steven, moreover, led us into the educationally progressive 1990s by having Serra
participate in its very first Middle States accreditation, a rigorous three year process of self-study.
Fr. Michael Ledoux, our seventh Headmaster, devoted much time and energy to technology and the raising of computer
consciousness, putting us on the cyber map with our own website: serrahs.org He strongly encouraged a prayer
moment at the beginning of every class, remodeled our little chapel in a Southwest motif of oakwood and adobe, and
replaced the decaying wooden bleachers on the football field with sturdy aluminum stands. Father Michael took a select
group of students and teachers to visit the Franciscan missions in Guatemala and invited the T.O.R. friars to join the Serra
community in an effort to enhance the Franciscan presence in our building. The Serra Hockey team took its first of three
consecutive PIAA State championships in 2000.
Due to a decline in the number of O.F.M. friars available to administer Serra when Fr. Michael left, the Franciscan T.O.R.
order assumed leadership under our eighth Headmaster, Brother James Boyle. In Brother Boyles term of office, a liturgical
choral group known as The Electric Friars formed to sing at every school Mass, and for the first time a large Christmas
Nativity scene graced the main lobby and has reappeared every holiday season since. During Brothers last year, he and
Mr. Michael Luft served as co-Headmasters. It was Mr. Lufts idea to dedicate the school to the Most Sacred Heart of
Jesus and, on his invitation, Auxiliary Bishop Winter presided over the consecration ceremony.
Our ninth administrator and first principal, Michael Luft, retired our debt to the Diocese of Pittsburgh and once again led
Serra out of the red and into the black. Mr. Luft also brought stadium lighting, a new press box and a new scoreboard to
our football field and installed new bleachers in our gymnasium. During his tenure, sagging student numbers climbed from
298 (including a bare bones freshman class of 59) to 359, an increase which guaranteed that the school would stay
open. During his last year as principal, the boys varsity basketball team took the WPIAL Section and PIAA State
championships. (Two years later, Head Coach Bob Rozanski retired after 30 exciting seasons.)
The tenth and present administrator, and our second principal, Mr. Timothy Chirdon, made getting into Serra High easier
literally by widening the long driveway to the school. Every summer, Mr. Chirdon has organized a weeklong trip to
Appalachia where student volunteers wage a paint up, clean up, fix up campaign against poverty. During his tenure, music
and art classes have been moved to the old friary building across the road, and the former music room has been
transformed into a state of the art physical fitness center thanks to the generosity of an independent booster group named
the Golden Eagles. Mr. Chirdon also instituted SAT prep workshops for sophomores and juniors which realized a 30% gain
in Serra PSAT scores. Furthermore, students are able to earn between 15 and 20 college-in-high-school credits from
institutions like Seton Hill, Saint Vincent and the University of Pittsburgh.
In that Serra High is now a non-profit corporation under the baleful eye of the Diocese, Mr. Chirdon works in unison with
a Board of Directors and Assistant Principal, Robert Childs to continue to build the best Serra that can be. After receiving a
grant from the Highmark Foundation, Serra was able to construct a fitness trail; another grant from the Heinz Foundation
and the National Dairy Council helped the school promote fitness and nutrition awareness via a Fuel Up to Play 60
program.
The annual Serra Auction and Golf Outing continues to prosper and grow under the direction of the Department of
Development whose vision is to reshape Serra for the future. Generous alums have joined in this quest by completely
renovating the locker rooms, restrooms and physics lab, installing security cameras, a new PA system and digital
presentation equipment, and providing all students with Google Chromebook laptop computers. And as if to cap Serras
continued growth, Pope Francis canonized Junipero Serra last September at the National Cathedral of the Immaculate
Conception in Washington D.C. Serra administrators, board members and students made a pilgrimage to the auspicious
event led by Bishop David Zubic.
Thus, Serra High School jumped into a new century of religious, academic, social and athletic excellence. With the help
of dedicated personnel, devoted alumni/ae and members of our neighboring feeder communities, all things, in the words of
Saint Paul, work together for the good for those that love God, for those who are called according to his purpose.

B.2. SCHOOL INFORMATION: INDEPENDENT, RELIGIOUS, AND
PROPRIETARY SCHOOLS
This section is not applicable to our school.
Is the school incorporated? x Yes

No
If yes, Name of Corporation: Serra Catholic High School, Inc.
Is the school licensed to operate as an x Yes

educational school? No
If yes,
In what state(s) is the school licensed to Pa
operate?
In what country(ies) is the school licensed to Allegheny
operate?
If no, explain the schools authority to
operate:
Is the school licensed to grant diplomas or x Yes

certificates? No
If yes,
In what state(s) is the school licensed to Pennsylvania
grant diplomas or certificates?
Type(s) of diplomas or certificates offered High School Diploma
If no, explain the schools authority to grant
diplomas or certificates:
Religious Affiliation: Roman Catholic

B.4. SCHOOL INFORMATION: ALL SCHOOLS
B.4.a. Enrollment Trends
FOR THE ACADEMIC YEAR: 20 16 20 17
Grades PAST PRESENT PROJECTED

Included in BOYS/GIRLS BOYS/GIRLS BOYS/GIRLS BOYS/GIRLS
This School Two Years Ago One Year Ago This Year Next Year
Grade 9 52 46 47 40 42 46 48 43
Grade 10 47 44 44 52 43 47 42 46
Grade 11 38 38 44 49 48 40 43 47
Grade 12 56 36 36 38 47 43 48 40
Ungraded
Postsecondary
TOTALS 193 164 171 179 180 176 181 176
Explain any significant or unusual enrollment trends for this school.
Our enrollment has been steady with an increase in number of transfer students from public
schools. Most our students are predominantly from feeder schools.
B.4.b. Student Demographic Trends:
Percent of Student Body Percent of Student Body

Student Characteristic:
Now Two Years Ago
Asian/Chinese 2% 4%
Caucasian 86% 87%
Hispanic 1% 1%
African-American 9% 4%
Multi-Racial 2% 3%
American Indian 0% 1%
TOTAL 100% 100%

Explain any significant or unusual demographic trends for this school.
Our Cambridge partnership has resulted in an increase in the number of Asian students.
B.4.c. Size of the Professional and Support Staffs:
Full-Time Part-time2 Total Full-Time Equivalent

ADMINISTRATIVE STAFF:
Administrators 5
INSTRUCTIONAL STAFF:
Classroom teachers-
high school/upper 22 3 23.5
school
Special needs teachers
STUDENT SERVICES STAFF:
Guidance/college/
1
career counselors
Specialists and
2
consultants
Technology services
1
personnel
Information
resources/ library 1
personnel
Health services
1
personnel
SUPPORT STAFF:
Paraprofessionals and
4
aides
Secretaries and clerks 2
Custodial personnel 2
Maintenance
1
personnel
Food services
4
personnel
Other: Bussing 3
2Record using FTE. For example, if a staff member works one of five days, he/she would be considered 0.2.
Describe significant trends in size of the staff that have had or may have an impact on the
education program, provision of student services, personnel, facilities or finances.
In the past twelve years, the school has gone through two significant transitionary periods, primarily
driven by its financial status. From 2004 2007, the school was only staffed administratively by a
Principal and a Dean of Students. The Dean of Students was also charged with the coordination of
the schools Studies Office and Admissions Office. The school also had a Development Director
during that period, but that individual did not have a support staff. The school was understaffed
during this time because of debt that had accrued from 2000 to 2003. By 2007, the debt was retired
and money was available in the operational budget to begin to add staff. In the three years that
followed, the school was able to add an Assistant Principal, a Studies Office Coordinator, an
Admissions Director, and a Development Assistant. The teaching staff also increased during this
time; several part time positions were increased to full time positions.
Enrollment was on a steady incline until the financial downturn in 2009. The school was able to
sustain its operation with only making two constrictions of part time teaching positions. In 2012, the
school suffered a significant setback when it lost its substantial diocesan subsidy and enrollment
declined slightly. Two veteran faculty members retired and various school personnel picked up the
pieces in order to maintain the same level of program offerings without replacing two retirees.
From 2013 to 2016, the school has had unprecedented success in terms of its quality of program,
fiscal operation, and financial stability. Enrollment increased to 360 and financial support from the
diocese returned in the form of tuition assistance through the states EITC and OSTC
programs. That has proven to be a tremendous support to the school. Tuition collection rates have
also increased in the past three years and development income has been on the rise. All of these
factors combined have allowed the school to increase staff, provide capital improvements, and while
allotting substantial funding to its savings account at the Catholic Institute.
B.4.d. Experience of the Staff:
Years 0-1 2-5 6-10 11-20 over 20

Administrative Staff
Women 1 1 1
Men 2
Instructional Staff
Women 2 4 6 2
Men 1 5 2 1 2
Student Services Staff
Women 3
Men 1
Support Staff
Women 2 2 1
Men 2

Describe significant trends in experience of the staff that have had or may have an impact on
the education program, provision of student services, personnel, facilities or finances.
Recent transitions have occurred in the cafeteria and classrooms with the addition of two food
personnel and a new chemistry teacher. Staff mentoring and collaboration has been beneficial
in helping these transitions.
B.4.e. Academic Preparation of the Professional Staff:
Masters
Associates Bachelors
Bachelors Masters Degree
or No Degree Doctorate
Degree Degree plus
Degree plus hours
hours
Women 2 1
Men 2
Instructional Staff
Women 7 6
Men 5 6
Women 1
Men 1 1
Describe significant trends in the academic preparation of the staff that have had or may have
an impact on the education program, provision of student services, personnel, facilities or
finances.
There has been an increase in staff members holding degrees above their bachelor degrees
which provides the school with an increase in professional credentials and subject matter
expertise.

B.4.f. Professional Certifications of the Professional Staff:
Elementary Middle Secondary

No Emergency ECE Administrative
Level Level Level
Certificate Certificate Certificate Certificate
Certificate Certificate Certificate
Women 1 2 2
Men 1 2 2 2
Instructional Staff
Women 5 13 13
Men 2 11 11 2
Women 1 1 1
Men
Describe significant trends in the professional certification of the staff that have had or may
have an impact on the education program, provision of student services, personnel, facilities
or finances.
All of the staff members have the appropriate certification for their area of content that they
teach.
B.4.g. Staff Demographic Trends:
Percent of Staff in Percent of Staff Two

Race/Ethnicity
Current Year Years Ago
African-American 0% %
Asian 2% 2%
Caucasian/White 98% 98%
Hispanic 0% 0%
Native American Indian 0% 0%
Other: 0% 0%
Other: 0% 0%
TOTAL 100% 100%

Describe significant trends in the demographics of the staff that have had or may have an
impact on the education program, provision of student services, personnel, facilities or
finances.
With the addition of a Chinese language arts class, we have had the opportunity to hire a
Chinese teacher through the Cambridge Institute. A new Chinese Teacher is placed with us
every year and stays with a host family.
B.4.h. Staff Mobility:

Indicate the number of each category below that were new hires in the year indicated.
Number New Hires Number New Hires Number New Hires

Three Years Ago Two Years Ago One Year Ago
Instructional Staff 3 7 3
Student Services
2 1
Staff
Support Staff 1 2
TOTAL 4 11 4
Indicate the percentage of each category below of staff turnover in the year indicated.
Percent Changeover Percent Changeover Percent Changeover

Three Years Ago Two Years Ago One Year Ago
Instructional Staff 75% 64% 75%
Student Services
18% 25%
Staff
Support Staff 25% 18%
TOTAL 100% 100% 100%
Describe significant trends in staff turnover that have had or may have an impact on the
education program, provision of student services, personnel, facilities or finances.
With a number of teachers retiring we had increased new hires in the past three years. Pairing
these new hires with experienced teachers as mentors has helped with the consistency of our
policies, teaching methods, learning theories, and organizational structures.

C. STUDENT PERFORMANCE
This profile of Student Performance includes the following information and data that describe
the levels of student performance on assessments that are most respected by the members of the
schools community of stakeholders, valued by the schools professional staff, and/or required
by the state or federal governments.
C.1 ACADEMIC PERFORMANCE DATAPUBLIC SCHOOLS
C.1.a. Student Performance Data
Results of Assessments of Student PerformanceAll Schools

(Standardized Assessments, SAT/Advanced Placement, International Baccalaureate, MAP
testing, etc.)
FOR THE ACADEMIC YEAR 20 15 to 20 16
Sub-Group of Grade Percentage of Student

Name of Assessment
Students Level(s) Performance3
9th 86 100%
Iowa Assessments All
10th 95 100%
School Performance4 9th 10th

Reading 83 84
Written Expression 92 86
Vocabulary 86 87
ELA total 91 88
Math 76 75
Composition 71 72
Math Total 76 95
Core Composite 86 82
3 Insert the names of the appropriate terms used to designate levels of performance by your state.
4 Insert the names of the appropriate terms used to designate the levels of school performance by your state.
Schools Performance on This Assessment: Based on Percentile Rank
FOR THE ACADEMIC YEAR 20 15 To 20 16

Name of Assessment
10th 96.9% (93/96 students)
PSAT All
11th 96.8% (90/93 students)
5 Insert the names of the appropriate standards for each assessment (e.g., percentile, etc.)
PSAT/NMSQT 11th grade
Organization School
Organization ID 392495
Test Takers 90
Mean Total Score 1018
# Met both benchmarks 37
% met both benchmarks 41%
ERW 67
ERW 74%
ERW 5
ERW 6%
ERW 18
ERW 20%
Math 41
Math 46%
Math 17
Math 19%
Math 32
Math 36%
# Met No Benchmark 19
% Met No Benchmark 21%

PSAT/NMSQST 10th grade
Organization School
Test Takers 93
Met ERW 63
% Met ERW 68%
Met Math 5
% Met Math 6%
Met None 18
% Met None 20%
Total Score 320-590 0
600-790 5
800-990 60
1000-1190 24
1200-1390 1
1400-1520 0
Mean Score 918
Section Scores Evidence-Based Reading 469
and Writing
Math 449
Test Scores Writing and Language 23
Math 22
Cross-Test Scores Analysis in Science 24
Analysis in 24
History/Social Studies
Subscores Command of Evidence 8
Words in Context 8
Expression of Ideas 8
Standard English 8
Conventions
Heart of Algebra 7
Problem Solving and 8
Data Analysis
Passport to Advanced 7
Math


Name of Assessment
11th and
ACT All 25.7% (43/167 students)
12th
ACT: Juniors and Seniors 2015-2016
Five Year Trends-Average ACT Scores

Total Tested English Mathematics Reading Science Composite
Grad School State School State School State School State School State School State
Year
2012 16 25,426 17.4 22.0 18.5 22.7 19.1 22.7 18.4 21.9 18.4 22.4
2013 12 26,171 23.5 22.2 23.9 23.0 22.8 23.0 22.1 22.2 23.2 22.7
2014 22 27,136 21.2 22.1 20.9 22.8 22.5 23.0 21.8 22.2 21.8 22.7
2015 32 29,776 22.1 22.5 20.9 22.8 22.6 23.2 21.7 22.5 21.9 22.9
2016 43 31,342 21.1 22.6 21.7 23.0 22.6 23.6 22.1 22.8 22.0 23.1
Percent of ACT Tested Students Ready for College-Level Coursework

Benchmark School State
College English Composition
77 77
College Algebra
56 61
College Social Science
58 61
College Biology
44 52
Meeting All 4
33 42
A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of
obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing
college courses.
English Composition: 18 on ACT English Test
College Algebra: 22 on ACT Mathematics Test
Social Science: 22 on ACT Reading Test
Biology: 23 on ACT Science Test
Average ACT Mathematics Score by Course Sequence
Alg , Geo, Tric, Calc 24.6 24.8
Alg , Geo, Trig, Other 18.3 21.6
Alg , Geo, Trig 15.8 19.7
Alg , Geo 0 17.2
Less than 3 years 0 17.5
Average ACT Science Score by Course Sequence

Gen Sci, Bio, Chem, Phys 22.7 23.5
Bio, Chem, Phys 21.9 24.6
Gen Sci, Bio, Chem 21 20.7
Less than 3 years 18.5 19.1

Name of Assessment
All 11th and 12th 100% (69 students)
Caucasian 84% (58 students)
African-American 7% (5 students)
SAT
Hispanic 1% (1 students)
Male 49% (34 students)
Female 50% (35 students)
Provide a description of proposed improvements and/or corrective actions that need to be
taken for students performing below standard. Include a description of actions that have
been initiated or are formally planned.
Based on the data given, our students performed at or above standard which does not warrant
any proposed improvements or corrective actions. We do hope however that we will have a
25% increase in PSAT scores from sophomore to junior year by year 2022.
C.1.b Evidence of Student Learning- Assessments
Curricular
Grade Level(s) Evaluation of Most
Name of Assessment Area(s)
Administered Recent Results
Assessed
S NI U
9th and 10th Reading X
IOWA 9th and 10th Vocabulary X
Written
9th and 10th X
Expression
9th and 10th Math X
9th and 10th Computation X
Curricular
Assessed
S NI U
Critical
11th and 12th X
SAT Reading
11th and 12th Mathematics X
11th and 12th Writing X
Curricular
Assessed
S NI U
10th and 11th ERW X
PSAT 10th and 11th Math X

Curricular
Assessed
S NI U
11th and 12th English X
ACT 11th and 12th Mathematics X
11th and 12th Science X

taken if a rating of Needs Improvement or Unsatisfactory is assigned. Include a
description of actions that have been initiated or are formally planned.
No corrective actions need to be taken since our students performed satisfactory.
C.2 ACADEMIC PERFORMANCE DATAALL SCHOOLS
C.2.a. Retention in Grade:
Percentage Retained in
Grade Level
Grade
9 96.67%
10 91.75 %
11 93.81%
C.2.b Honor Roll:
Grade Level Percentage Earned Honor Roll

9th 30%
10th 17%
11th 33%
12th 34%
All grades 28%

C.2.c GRADE POINT AVERAGE:
Grade Level Average GPA

9th 3.514
10th 3.389
11th 3.635
12th 3.765
All grades 3.566
C.3. ACADEMIC PERFORMANCE DATA: FOR ALL DIPLOMA

GRANTING HIGH SCHOOLS
C.3.a Honors Course Enrollment and Performance:
Percentage Enrolling in and Passing Honors

Grade Level
Courses
9 51.09 % (47 out of 92 students)
10 86.86 % (86 out of 99 students)
11 74.49 % (73 out of 98 students)
12 100 % (75 out of 75 students)
Total: Whole School 77 % (281 out of 364)
C.3.b Graduation Rate:

FOR CLASS OF:
Class of Percentage Graduating Within Four Years

2016 100 %
2015 100 %
2014 100 %
2013 100 %

C.3.c. Graduate Intentions:
FOR THE CLASS OF: 2016 (73 graduates)
Percent of Total Senior

Intentions
Class
Attend 4 year college or university 93%
Attend junior or community college 3%
Attend another post-secondary, technical school or
2%
business college
Continue education but unsure of what type of school 0%
Enter military service 1%
Enter the workforce 1%
Other: 0%
Undecided 0%
TOTAL 100%
List the colleges, universities, and/or post-secondary schools where graduates of the last two
graduating classes were accepted for matriculation most frequently.
College/University Number Post-Secondary School Number

Albright College 1 Community College of Allegheny County 1
Allegheny College 1 Pittsburgh Technical College 1
Arizona State University 1 Universal Technical Institute, Charlotte 1
Bethany College 1 Vet Tech Institute of Pittsburgh 1
Bucknell University 1 Wake Technical Community College 1
Carlow University 4 Westmoreland Community College 1
Charleston Southern Universtiy 1 Robert Morris University 4
Chatham University 1 Seton Hill University 2
Clarion University 1 Slippery Rock University 3
Duquesne University 4 St. Francis University 1
Edinboro University 2 St. Vincent College 5
Grove City College 1 University of California, Davis Campus 1
Indiana University of Pennsylvania 1 University of Akron 1
John Carroll University 2 Westminster College 1
Loyola of Maryland 2 College of Wooster 1
Mercyhurst University 6 West Virginia University 1

Penn State, Greater Allegheny 4 University of Pittsburgh, Greensburg 2
Penn State, Behrend 1 University of Pittsburgh, Main Campus 3
Penn State, University Park 1 Point Park University 1
C.4. CITIZENSHIP PERFORMANCE DATAALL SCHOOLS
C.4.a. Attendance:
Grade Level Percentage Absent 10 or More Days8

9th 3.8%
10th 8.1%
11th 6.6%
12th 8.1%
Total 26.6%
C.4.b. Tardiness:
Grade Level Percentage Late to School 10 or More Days

9th 2.5%
10th 3.0%
11th 4.3%
12th 4.8%
Total 14.7%
8 The school may change this standard to meet the generally accepted standard for the school.
C.4.c. Suspensions from School:
Grade Level Percentage Suspended One or More Times

9th 2.0%
10th 3.5%
11th 1.5%
12th 0.5%
Total 7.5%
C.4.d. Expulsions:
Grade Level Percentage Expelled

9th 0%
10th 0%
11th 0%
12th 0%
Total 0%

THE PROFILE OF ORGANIZATIONAL CAPACITY
The Profile of Organizational Capacity provides information and data that portray the schools
capacity to produce the levels of student performance the school and its community of
stakeholders desire and expect. The Profile consists of the results of a self-assessment of the
schools adherence to the 12 Middle States Standards for Accreditation.
Method(s) Used to Conduct the Self-Assessment of Adherence to the Standards

for Accreditation
A. By Standards Surveys
The self-assessment was conducted using the surveys

X YES NO
provided by the Middle States Association.
Total Number of Surveys Returned 347

The results represent surveys completed by:
Students 257
Parents 71
Faculty and Staff 19
Administrators Factored into faculty/staff
Board Members Factored into parent survey
Business/Community Representative Factored into faculty/staff and parent survey
B. By a Committee
The self-assessment was conducted by a committee for all

YES X NO
the Standards.

The school must meet this Standard for Accreditation to be granted Accreditation by the
Middle States Association. The Indicators of Quality for the Standard identify the types of
evidence that, when taken together, indicate whether the school meets the Standard. The school
may indicate other types of evidence particular to the school in the Other section provided
below. Rate the degree to which the school meets each Indicator by using the following scale:
Rating of Adherence to the Indicator

1. Does Not Meet The evidence indicates the school does not meet the
expectations of this Indicator
2. Partially Meets/In Need The evidence indicates that the school partially meets the
of Improvement expectations of this Indicator and is in need of improvement
3. Meets The evidence indicates the school meets the expectations of this
Indicator
4. Exceeds The evidence indicates the school exceeds the expectations of
this Indicator

THE MISSION STANDARD FOR ACCREDITATION
A. Issues Related To This Standard
Not applicable in this section. See The Schools Mission, Beliefs, and Profile of
Graduates
B. Self-Assessment of Adherence to the Indicators of Quality
THE MISSION STANDARD FOR ACCREDITATION
The Standard: The school has a mission that conveys clearly and concisely the schools vision
of a preferred future for the schools students and its expectations for student learning. The
mission is consistent with ethical norms and demonstrates respect for persons of all races,
creeds, and cultures. The mission serves as the basis for daily operational and instructional
decision-making as well as strategic planning. It is developed using a process that considers
input by appropriate stakeholders of the school and is aligned with the needs of the
community(ies) the school serves.
Indicators of Quality for all schools
Indicator of Quality 1 2 3 4 N/A

The schools statement of mission:
Is communicated widely to the schools community of
1.1 stakeholders by inclusion in the schools publications and website X
and by being displayed prominently throughout the school.
Is reviewed periodically to determine its effectiveness in
1.2 X
communicating the schools purposes and vision.
Is understood and supported by the students, their families (if
1.3 X
appropriate), and the schools community of stakeholders.
Was developed using a process that considered input by
1.4 X
appropriate stakeholders of the school.

Indicators of Quality for faith-based schools9
These Indicators do not apply to our school.

The schools religious identity is:
1.5 Articulated clearly in the schools mission and beliefs. X
1.6 Integrated into its school-wide goals and objectives. X
1.7 Visible in symbols and artifacts throughout the school. X
Stakeholders comments to support the ratings:
Source of
Comments
Comments
Administrators These comments are part of the teachers responses
Governing Body These responses are part of the parent responses
Need more artifacts in the lobby.
I believe our school has communicated all of the above on a consistent
basis.
I think the schools faith is clearly displayed throughout the halls and
classrooms.
Teachers
All teachers should recognize that the responsibility of the Catholic
school teacher is to first evangelize, and then teach. Therefore, access
to the sacraments and opportunities for conversion are paramount to
educational opportunities.
We have not reviewed the mission since the last Middle States review.
Support Staff These comments are part of the teachers responses
Not all students reflect the schools religion.
Serra is a really good, faith based school.
Serra Catholic establishes our mission and our faith on a daily basis
Students and exceeds expectations of making sure we as Catholics do what we
need to do.
Serra does great at fulfilling its ministry to everyone.
Serra is good.
9 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school system
such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-based
schools, if they desire, to include in their self-study and accreditation process Indicators of Quality that address
unique characteristics of and expectations for schools whose mission and educational program are defined wholly
or in part by their particular faith.
Source of
Comments
Comments
The faculty at Serra exceeds to meet all of my expectations of a
Catholic student.
Serras a nice school.
Serra is a great school.
Its a wonderful place.
Theres been a few incidences that my children have come home and
told me about. Specifically, about how some of the kids are treating
Parents each other. Some of this good happens in front of teachers also.
Sometimes things are done about it. Sometimes things are not done
about it.
The mission statement doesnt clearly dictate that it is a Catholic
school.
Community These were part of parent, faculty, governing body, and
Stakeholders administrator comments.
C. Self-Assessment of Adherence to the Standard for Accreditation
X Our self-assessment is that our school MEETS this Standard for Accreditation
Our self-assessment is that our school DOES NOT MEET this Standard for
Accreditation for the following reason(s):

D. Implications for Planning
List the schools significant strengths in meeting the Philosophy/Mission Standard.
The stakeholder comments have clearly identified that our schools faith is clearly displayed
and establishes our mission and faith on a daily basis.
Serra fulfills its ministry and ensures that our students exceed all of our expectations as
Catholic students.
Communication of the philosophy and mission are done on a consistent basis
List the schools significant areas in need of improvement in meeting the Philosophy/Mission
Standard.
The mission statement needs to be reviewed on a more regular basis.
Based on the strengths and areas for improvement identified, list any important next steps or
strategic priorities related to Philosophy/Mission that should be included in the action plan
in the Plan for Growth and Improvement.
The philosophy and mission will need to be reviewed before any type of strategic planning
takes place or new policies are created. This includes any action plans that are to be made in
light of this reaccreditation.
E. Evidence to Support the Assessment of This Standard
Evidence School
The schools philosophy/mission 1A
Samples of publications that communicate the mission/philosophy to the
1B
schools community of stakeholders
Marketing, recruitment, and admissions materials 1C
Address of the schools website 1D
Policies related to the philosophy/mission 1E

GOVERNANCE AND LEADERSHIP STANDARD FOR
ACCREDITATION
TO BE COMPLETED BY INDEPENDENT, RELIGIOUS, AND PROPRIETARY

SCHOOLS
1. Is the school incorporated? x Yes

No
If yes, Name of Corporation: Serra Catholic High School, Inc.
2. Is the school licensed to operate as an x Yes

educational school? No
If yes,
In what state(s) is the school licensed to PA
operate?
In what country(ies) is the school licensed to USA
operate?
If no, explain the schools authority to
operate:
3. Is the school licensed to grant diplomas x Yes

or certificates? No
If yes,
In what state(s) is the school licensed to PA
grant diplomas or certificates?
Type(s) of diplomas or certificates offered High School Diploma
If no, explain the schools authority to grant
diplomas or certificates:
For religious schools:
Religious Affiliation: Catholic

GOVERNANCE AND LEADERSHIP STANDARD FOR ACCREDITATION
The Standard: The school is chartered, licensed, or authorized by the appropriate civil
authority(ies) and is in compliance with all applicable statutes, ordinances, and regulations of
all civil authorities of the jurisdiction(s) in which the school operates. There are no legal or
proprietary ambiguities in the ownership and control of or responsibility for the school.
The schools governing body and leadership act ethically and consistently to ensure an
atmosphere of mutual respect, purposeful effort, and a productive environment for teaching
and learning while demonstrating adherence to the schools mission. The governing body and
leadership maintain timely and open communication with the schools community of
stakeholders. The governing body and leadership provide the vision that drives strategic
planning and day-to-day operations. They ensure the integrity, effectiveness, and reputation of
the school by establishing policies, providing necessary resources, and ensuring the quality of
the schools educational program.
Indicators of Quality for all schools not part of a larger system of schools,
diocese, or archdiocese
x These Indicators do not apply to our school.
Indicators of Quality for schools that are part of a larger system of schools,
diocese, or archdiocese

The governing body and the school systems/diocesan leadership ensure that the school:
Is in compliance with all applicable statutes, ordinances, and
2.30 regulations of all civil authorities of the jurisdiction in which the X
school are located.
Has no legal or proprietary ambiguities in ownership, control, or
2.31 X
responsibility.
Documents partnerships and any corporate linkages in
2.32 X
ownership/governance as enforceable agreements.

Is provided with effective leadership, support, and continuity,
2.33 including succession planning to ensure stability of the schools X
leadership.
Is provided with leaders that possess the appropriate
2.34 X
qualifications, experience, and competencies for their position.
Is provided with the sufficient qualified personnel to deliver its
2.35 X
educational program, services, and activities.
The governing body ensures that it:
Is focused on selecting, evaluating, and supporting the head of the
school, policy development, planning, assessing the schools
2.36 X
performance, and ensuring the availability of adequate resources
to accomplish the schools mission.
Thinks and acts strategically, reflecting on their decisions and the
2.37 X
consequences of their actions.
Refrains from undermining the authority of the schools
2.38 X
leadership to conduct the daily operation of the school.
Works cooperatively with the leadership of the school
system/diocese and school to establish and implement clear,
2.39 X
written policies and procedures that are consistent with the
mission of the school.
Has and implements written policies and procedures that define
for the governing body:
Its proper roles and responsibilities
Qualifications for its members;
2.40 X
The bodys composition, organization, and operation;
Terms of office for its members; and
Provisions for identifying and selecting new board members
when vacancies occur.
2.41 Implements a process for reviewing/revising its policies regularly X
Evaluates systematically and regularly its own effectiveness in
2.42 X
performing its duties.
Provides appropriate opportunities for education of the members
2.43 of the governing body, including orientation and training sessions X
so that all members understand their responsibilities and roles.
Conducts a regular schedule of meetings that is communicated to
2.44 X
the schools community of stakeholders.
Includes members that represent constituencies served by the
2.45 X
school.

Maintains appropriate and constructive relations with the
schools leadership, staff, and students, families, the community,
2.46 X
and with each other in the interest of serving the needs of the
students.
Adheres to appropriate guidelines concerning confidentiality in
2.47 X
communications.
2.48 Recognizes the accomplishments of staff members and students. X
The school systems/dioceses leadership:
Is accountable to the governing body and is responsible for
2.49 ensuring the schools students achieve the expected levels of X
achievement.
Maintains a relationship with the schools leadership that
2.50 X
evidences mutual trust and cooperation.
Ensures that all school programs and activities are adequately and
2.51
appropriately planned, supervised, resourced, and staffed with X
qualified personnel.
Provides a program of professional development based on the
2.52
needs of the school/school system and staff as identified in the X
school growth and improvement process.
2.53 Undertakes operational, long range, and strategic planning aimed X
at accomplishing the schools mission and goals.
Stays well informed of and implements best practices identified
2.54 X
in educational research and literature.
Maintains appropriate and constructive relations with families,
2.55 students, the staff, the community, and with each other in the X
interest of serving the needs of the students.
Adheres to appropriate guidelines concerning confidentiality in
2.56 X
communications.

Indicators of Quality for faith-based schools10

The schools governing body and leadership:
2.57 Articulate and model the religious tenets of the school. X
2.58 Maintain the religious identity of the school as a priority. X
Use the schools religious values and identity to inform its
2.59 X
policies, procedures and decisions.
2.60 Accept the authority of the sponsoring religious institution. X
Engage the schools community of stakeholders in setting
2.61 direction and planning for the future of the school as a faith-based X
institution.
Include an assessment of candidates understanding and
2.62 commitment to the religious beliefs and mission of the school X
when hiring the schools leadership and members of the staff.
Promote respect and collaboration among all members of the
2.63 X
school's "faith" community.
Give appropriate attention to building a respectful and
2.64 X
collaborative faith community among the faculty and staff.
Indicator of Quality for schools that deliver all or part of their educational
program by a distance modality
X This Indicator does not apply to our school.
Indicators of Quality for proprietary schools
X These Indicators do not apply to our school.
10The use of the Faith-Based Indicators for this and the other Standards for Accreditation by Catholic and other
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school such
as a Diocesan/Archdiocesan or a similar school of schools. The Faith-Based Indicators allow faith-based schools, if
they desire, to include in their self-study and accreditation process Indicators of Quality that address unique
characteristics of and expectations for schools whose mission and educational program are defined wholly or in
part by their particular faith.
Source of
Comments
Comments
Administrators These responses are part of the teachers responses
Governing Body These responses are part of the parents responses
School exceeds expectations
Teachers
Unaware of system to evaluate administration (2.74)
Support Staff These responses are part of the teachers responses
The faculty of this school are wonderful and are great leaders for my
education
The staff at this school are excellent
I feel proud to be a part of this school because of its religious identify
Leaders are sometimes preoccupied
Our principal and staff are so nice and welcoming to all students and
parents, especially to new families
Every teacher here is very faithful and they have very positive
Students
interactions with the students
They are always there when you need them
Theyre cool people
Serras faculty does a fantastic job at communicating and helping
students
Theyre good people
Everyone is such a great Catholic. They always carry a positive
attitude towards the students
Parents Great
Community These are part of the teacher, governing body, support staff, parent,
Stakeholders and student responses.
x Our self-assessment is that our school MEETS this Standard for Accreditation

List the schools significant strengths in meeting the Governance and Leadership Standard.
The schools leadership cultures an atmosphere of mutual respect and purposeful effort on
behalf of the students and their learning, along with maintaining positive relationships with
parents, students, and the community.
The religious identity of the school is of top priority to the administration.
List the schools significant areas in need of improvement in meeting the Governance and
Leadership Standard.
There are no significant areas in need of improvement based on survey responses.
strategic priorities related to Governance and Leadership that should be included in the
action plan in the Plan for Growth and Improvement.
Teachers need to made aware of any system in place to evaluate administrators job
performance.
Evidence School
Job descriptions for the head of the institution and other key administrative
2A
personnel
Appraisal tool and/or description of the process used to appraise the
2B
performance of the head of the institution
Chart of lines of authority/responsibilities 2C
Policies related to governance and leadership 2D
For independent, non-public, and proprietary institutions only
Names, addresses, and organizational position of the institutions owners 2E
Names, address, affiliation of the members of the board of governance 2F

SCHOOL IMPROVEMENT PLANNING STANDARD FOR
ACCREDITATION
SCHOOL PLANS
Year Last
Quality/Effectiveness
Type of Plan Yes/No Reviewed/
of Plan
Updated
X Satisfactory
Strategic Plan/Long-Range X January 2016 Needs Improvement
Plan Unsatisfactory
X Satisfactory
Financial Plan X April 2016 Needs Improvement
Unsatisfactory
X Satisfactory
Facilities Plan X June 2016 Needs Improvement
Unsatisfactory
X Satisfactory
Technology Plan X August 2016 Needs Improvement
Unsatisfactory
X Satisfactory
Professional Development
X July 2016 Needs Improvement
Plan
Unsatisfactory
X Satisfactory
Staffing Plan X March 2016 Needs Improvement
Unsatisfactory
X Satisfactory
Institutional Advancement
X August 2016 Needs Improvement
and Development Plan
Unsatisfactory
X Satisfactory
Curriculum Review/Revision
X January 2016 Needs Improvement
Plan
Unsatisfactory
Satisfactory
X Needs Improvement
Student Enrollment Plan X March 2016 Unsatisfactory
Needs Improvement
Unsatisfactory

Student Enrollment plan will be formally in place beginning in June, 2017.
SCHOOL IMPROVEMENT PLANNING STANDARD FOR

ACCREDITATION
The Standard: The school plans strategically and continuously to grow and improve its
students performance and the schools capacity to produce the levels of student performance
desired and expected by its community of stakeholders. The schools strategic plan is aligned
with and supports achievement of its mission. The school uses a collaborative process to develop
and implement its strategic plan for growth and improvement and ensures that the plan
includes professional development activities the staff needs to implement the plan and achieve
its goals.

The governing body and leadership ensure that the school:
Develops a strategic plan for growth and improvement that is
3.1 approved by the governing body (if appropriate) and supported X
by the schools community of stakeholders.
Bases its strategic plan on longitudinal data regarding the
achievement and performance of the schools students and the
3.2 X
schools capacity to produce the levels of student achievement
and performance expected by its community of stakeholders.
Communicates regularly to its community of stakeholders
3.3 information about the schools planning process, strategic plan, X
and the results being achieved by implementing the plan.
Provides members of its community of stakeholders with
3.4 appropriate opportunities to provide input into its strategic X
planning for growth and improvement.

Takes into consideration the schools capacities in terms of time,
3.5 energy, and resources when planning new initiatives, setting X
goals, and developing action plans.
Guarantees that its action plans address all areas of the schools
3.6 programs, services, operations, and resources that are relevant to X
the strategic plans goals.
Monitors implementation of its strategic plan and revises it as
3.7 X
needed to ensure it is producing the intended results.
Submits its strategic plan for periodic internal and external
3.8 reviews to validate the plan and its goals and planning process X
used to develop the plan.
Indicator of Quality for faith-based schools 11
This Indicator does not apply to our school.

Maintains as a priority in all planning activities the spiritual life of
3.9 X
the school and its community.
faith-based schools is voluntary and not required, unless their use is directed by the head of a parent school such
as a Diocesan/Archdiocesan or a similar school of schools. The Faith-Based Indicators allow faith-based schools, if
they desire, to include in their self-study and accreditation process Indicators of Quality that address unique
Source of
Comments
Comments
Teachers Sometimes, sacraments / or liturgies /prayer services are not given priority
Sometimes they will upgrade things without our consent and not talk to us
on what to improve
I don't know if Serra has plans or goals
I feel that we could be more informed.
Students Serra does a great job at pushing [in a reasonable] and encouraging
students to learn
They will help with your education no matter what
A/C etc
It's challenging
I feel like things I would like to have input on are not shared with the
parental community just because we're unable to make the extra financial
donation to it... Whether that's the reason, I'm not sure. Maybe there are
board meetings we could be invited to?
Parents
I've never gotten information on either of these things
I am not aware of any pending or future improvements, could possibly be
my fault
I don't recall the school inviting parents for this.
Community These responses are part of the teacher, governing body, and parent
Stakeholders responses

List the schools significant strengths in meeting the School Improvement Planning
Standard.
Significant strengths include developing, monitoring, and revising a strategic plan and
obtaining governing body approval of said plan.
List the schools significant areas in need of improvement in meeting the School
Improvement Planning Standard.
Areas for improvement include better communication with parents and students regarding
facility upgrades and providing parents with some forum for discussing proposed
upgrades.
strategic priorities related to School Improvement Planning that should be included in the
Consider ways to improve communication with students and parents regarding

improvements to the school.
Evidence School
Strategic and/or long-range plan 3A
Development/institutional advancement plan 3B
Enrollment plan 3C

FINANCES STANDARD FOR ACCREDITATION
A. Issues Related to this Standard
A.2. For Non-Public, Independent and Proprietary Schools
FINANCIAL RESOURCES:
INCOME SOURCE Current Year Last Year

% from tuition 63% 66%
% from fees 1% 1%
% from fund-raising and other special Activities 3% 4.5%
% from annual giving 3% 4%
% from grants 30% 24.5%
% from interest/investments/rental income 0% 0%
TOTAL 100% 100%
ANNUAL PER PUPIL COSTS:
PER PUPIL COSTS Current Academic Year Last Academic Year

Early Age School/Center NA $
Elementary School/Lower School NA $
Middle School NA $
Secondary/ Upper School $9,078.00 $8,824.00
INSURANCE FOR THE SCHOOL:
Adequacy of Coverage
Needs Not
TYPE OF INSURANCE Satisfactory Unsatisfactory
Improvement Applicable
General Liability X
Workers Compensation
and/or Long Term X
Disability
Director & Officers X
Liability and/or
Educators Legal
Liability
Property Insurance X

Adequacy of Coverage
Needs Not
TYPE OF INSURANCE Satisfactory Unsatisfactory
Business Interruption N/A
Theft/fraud/deceit X
Travel and field trip
X
insurance
School owned vehicle
X
insurance
Other (describe): Fire X
Other (describe):
X
Boiler/Water heater

No corrective actions need to be taken at this time.
Indicate any anticipated major capital expenditures within the next three years.
Chapel Renovations: $450,000
A.3. For All SchoolsFinancial Assurances
The financial viability and stability of a school is a primary requirement for accreditation by the
Middle States Association.
Therefore, if the school is not able to provide the results of a full external audit completed within
the last 18 months, the head of the school and the head of the governing body (if applicable)
must assure, by their electronic signatures below, that the financial information and data
reported in this Self-Study Report are true and accurate.
I give my assurance that the financial information and data in this Self-Study Report are true
and accurate.
Signed electronically by:
Printed Name of the Head of the School: Timothy Chirdon

Signed electronically by:
Printed Name of the Head of the Governing Body: Deacon Timothy Noca

FINANCES STANDARD FOR ACCREDITATION
The Standard: The school has financial resources that are sufficient to provide its students with
the educational program defined in the schools mission and strategic plan. Financial resources
are stable, and indications are they will continue to be stable for the foreseeable future. The
school uses business practices that are ethical and follow accepted budgeting and accounting
principles. The practices promote confidence in the schools ability to manage its fiscal and
material resources in a responsible manner. The school dedicates its financial resources to
implementing its educational program, services, activities, and operations.

Is free of any contingent financial liabilities or on-going litigations
4.1 X
that could affect the schools ability to continue operation.
Maintains levels of income and expenditures that are in
4.2 X
appropriate balance.
Has and implements written policies and procedures that require
4.3 the governing body and leadership to exercise prudent control X
over the schools finances and all financial operations.
Entrusts the overseeing and conducting of its financial and
4.4 business operations only to those who possess the appropriate X
qualifications.
Develops short- and long-range financial plans to ensure financial
4.5 resources are available to deliver its educational program and X
services.
Submits official financial records of the school such as periodic
financial audits, external reviews that are conducted by qualified
4.6 X
external agencies, or other evidence of financial viability and
stability.
Responds appropriately to the results and recommendations of
4.7 X
financial audits or reviews.
Gives stakeholders appropriate opportunities to provide input
4.8 X
into financial planning.

Provides the staff with appropriate opportunities to participate in
4.9 determining financial priorities for curriculum and instructional X
needs.
Informs families enrolling students in the school about any
4.10 X
financial obligations for attending the school.
Sets tuitions and fees, if applicable, that are related to the content
4.11 of the schools educational program, the length of study, and X
equipment and supplies required for learning.
Has and implements written, reasonable, and equitable tuition,
4.12 X
collection, and refund policies.
Carries appropriate insurance coverage that is adequate for
protecting the interests and operations of the school (e.g., business
4.13 X
interruption, casualty, property, liability insurance for employees
and the governing body/owner).
Makes prudent use of resources available through development
4.14 X
activities, grants, foundations, and other partnerships.
Indicators of Quality for faith-based schools 12

The schools governing body and leadership ensure that the school:
Has the financial resources necessary to support and enhance the
4.15 X
religious nature of the school.
Considers the religious values of the school when making
4.16 X
decisions regarding the use of its financial resources.
Conducts advancement efforts that are supported by the schools
4.17 X
leadership, staff, parents, and alumni.
Source of
Comments
Comments
It would be better if money was budgeted so that students did not
have to pay for retreats that are required of them
Teachers As you can see from the fact that I left most of this section blank, I do
not know anything about the finances or the procedures of the
finances of the school
The tuition is quite expensive
They inform us about everything
This school has sensationally helped me and my brother with
financial needs. I always feel very blessed that we have had this help.
Students
I was unaware of the parking fee.
This school is great with managing money.
The school handles money well.
Tuition is expensive, but doable.
List the schools significant strengths in meeting the Finances Standard.
Serra Catholic believes that the school is great with managing their money.
Students have expressed appreciation for all of the financial aid that they receive in order to
attend Serra Catholic.
Students also feel that they are always well informed about financial matters.

List the schools significant areas in need of improvement in meeting the Finances Standard.
The amount of tuition can be burdensome to some families.

At least one student was not aware of the parking fee that was associated with driving to
school.
Because retreats are mandatory for our students, some feel that they should be the
responsibility of the school versus that of the students.
strategic priorities related to Finances that should be included in the action plan in the Plan
for Growth and Improvement.
Since the release of these surveys, the cost of retreats has since been rectified by the school
making it part of their budget and their overall responsibility.
Serra Catholic already hosts several fundraising functions that support tuition assistance for
our students. The money we receive is depending on the number of people that come and
the economic status of those that help in its support.
Evidence School
Current operating budget (for main campus and each branch campus) 4A
Certified external audit letter conducted within the last two years (for main
4B
campus and each branch)
Schedule of student tuition and fees (for non-public and proprietary institutions) 4C
Evidence that the institution has no contingent liabilities or on-going litigations
4D
that potentially could affect the institutions ability to continue operation
List of grants and other funding sources obtained in the last calendar year 4E
Publications provided to students outlining students financial obligations 4F
Summary of the institutions insurance coverage (for main campus and each
4G
branch)
Policies related to finances, financial aid, and refunds 4H

FACILITIES STANDARD FOR ACCREDITATION
A.1. PHYSICAL FACILITIES.
Instruction: In the table below, list the schools physical facilities, including buildings and
grounds.
Year Most Recent

Facility Location Ownership
Constructed Renovation
School Building 200 Hershey Drive Chapel X Owned
1961
McKeesport Pa addition 2017 Leased
Friary 200 Hershey Drive New Art and X Owned
McKeesport Pa Music Leased
1961
Classrooms
2016
Driveway and 200 Hershey Drive Driveway X Owned
parking lot McKeesport Pa expanded and Leased
1961
added 45
spaces 2009
External Digital Rt. 48 and Marshall X Owned
2014
Message Board Drive Leased
Athletic Field Upper Campus Stadium X Owned
lights, Leased
1961 irrigation, and
press box
2007
School HVAC Main Building New Boiler X Owned
2014 and Leased
1961
classroom AC
2016
Gym and Storage Main Building New LED X Owned
gym lights, Leased
sound system,
1961
stage curtains,
and gym floor
2014-2015

A.2. ADEQUACY OF FACILITIES.
Needs Not
Facility Satisfactory Unsatisfactory
Furnishings X
Provisions for the Disabled X
Variety of Instructional
X
Spaces
Laboratories X
Counseling/Guidance
X
Space(s)
Health Services Space(s) X
Library/Learning Media
X
Center
Administrative and Support
X
Spaces
Offices and Planning Spaces
X
for the Faculty
Heating, Ventilation, Air
X
Conditioning
Electrical, Water, and
X
Sanitation Systems
Energy Conservation
X
System
Security System X
Storage Spaces X
Parking Spaces X
Athletic Fields X
Indoor Athletic Space(s) X
Cafeteria/Dining Space(s) X
Auditorium/Theater X
Dormitories X
Chapel X
Maintenance & Cleaning X

We are currently working to replace the Chemistry lab in the next 1-2 years; Bio and Physics
labs were both renovated in the past 5 years.
A.3. MAINTENANCE AND CLEANING STAFF:
Type of Facilities Personnel Number Adequacy of Type and Number
X Satisfactory
Maintenance 1 Needs Improvement
Unsatisfactory
Satisfactory
Clothing N/A Needs Improvement
Unsatisfactory
X Satisfactory
Grounds 1 (part time) Needs Improvement
Unsatisfactory
X Satisfactory
Other: Cleaning Crew 3 (part time) Needs Improvement
Unsatisfactory


FACILITIES STANDARD FOR ACCREDITATION
The Standard: The school provides facilities that are safe, clean, and well maintained and that
are appropriate and adequate to achieve the schools mission. The facilities provide a physical
environment that supports delivery of the schools educational program, services, and activities,
and the ability of students to achieve the levels of learning and performance expected of them.
The facilities are inspected regularly for effective operation and are in compliance with all
applicable health and safety codes of the civil jurisdiction(s) within which the school is located.

Provides sufficient and appropriate facilities for all aspects of the
5.1 X
schools educational programs, activities, and services including:
5.1.a. Instructional areas/classrooms X
5.1.b. Administrative offices X
5.1.c. Conference rooms X
5.1.d. Student activities X
5.1.e. Student services X
Safe and secure storage of school property, equipment, and
5.1.f. X
materials (e.g., cleaning supplies and chemicals).
5.1.g. Safe and secure storage of student belongings X
Includes in its budget the resources needed for facilities,
5.2 equipment, and materials to support its educational program, X
services, and activities.
Conducts regular and systematic assessments of the adequacy of
5.3 X
its facilities, equipment, and materials.
Plans for, funds, and schedules regular preventative measures,
5.4 X
repairs, and maintenance of its facilities, equipment, and materials.
Includes considerations regarding the appropriateness and
5.5 X
adequacy of its facilities in its strategic planning.
Considers the capacities of its facilities and equipment before
5.6 X
adopting new programs.
Has sufficient systems in place to monitor and provide appropriate
5.7 X
air quality throughout its facilities.
5.8 Has adequate and appropriate lighting throughout its facilities. X

Has sufficient space for entering, exiting, and traffic flow within
5.9 X
its facilities.
Indicators of Quality for schools with early childhood education programs
Source of
Comments
Comments
Governing Body These responses are part of the teachers responses
Music rehearsal space and security of existing musical rehearsal space
needs to be improved
Teachers
There is a need for adequate space for the arts program including the
visual arts, music, band, and the production of the musical.
The bathrooms arent clean and a lot of stuff in them is broken
Students The school needs to get an elevator for special needs and injured
students
The use of the cafeteria for study hall is absurd. I call this my sons
recess. It is a Chromebook-chatting-free-for-all.
The school is dark and dingy, the parking lots and driveway are
poorly lit, the school and grounds are not very clean, equipment is
stored in stairwells, the field and track is in very poor condition.
Parents
There is a lack of air conditioners or fans in classrooms. All of this
reflects poorly on the school and the image it sends to students,
parents, guests, and the community.
It would be better if money was budgeted so that students did not
have to pay for retreats that are required of them.
Community These comments are part of the administrators, governing body,
Stakeholders teachers, staff, students, and parents.

List the schools significant strengths in meeting the Facilities Standard.
Since the release of these surveys, we have addressed the issue revolving around the
classrooms being too hot during the beginning and ending months of school. This caused a
negative learning environment for our students. We have since installed air conditioning in
all of the classrooms to rectify this situation.
List the schools significant areas in need of improvement in meeting the Facilities Standard.
Serra Catholic is in need of adequate space for musical programs as well as the visual arts.
The hallways, stairwells, and parking lots require better lighting.
The bathrooms are not always clean and an elevator is required for disabled or injured
students.
strategic priorities related to Facilities that should be included in the action plan in the Plan
for Growth and Improvement.
Even though facilities are not part of our objectives, we always strive to make our school the
best it can be through needed updates. The results of this survey will therefore go towards
our strategic plan versus our action plan. This includes a major renovation of space that is
required to upgrade spaces for the arts. The lighting will also be part of this plan in order to
produce better lighting in areas such as the driveway, stairwells, and hallways. An elevator
has been on our list for the past couple years, but we have insufficient funds at this time to
purchase one. We are hoping to get a grant in order to make this come to fruition. Lastly,
the bathrooms are due to students actions versus the actions of the school. Through a better
pass system, and less time spent outside of the classroom, the cleanliness of the bathroom
should improve.

Evidence School
Floor plan of facilities 5A
Long-range facilities plan 5B
Maintenance/repair schedules 5C
Plans for any facilities improvements 5D
Policies related to facilities 5E

SCHOOL ORGANIZATION AND STAFF STANDARD FOR
ACCREDITATION
A. Issues Related to This Standard
Not applicable in this section. See School Information in the Profile of the School.
SCHOOL ORGANIZATION AND STAFF STANDARD FOR

ACCREDITATION
The Standard: The schools organization facilitates achievement of its purposes and core values
as expressed in its mission and successful implementation of its educational program, services,
and activities. Members of the administrative, instructional, and support staffs are qualified,
competent, and sufficient in number to provide a high quality educational experience as defined
by the schools mission. Staff members possess the qualifications required by the civil authority
in which the institution operates to administer and teach the program(s) to which they are
assigned. Staff members are evaluated regularly based on clear expectations for performance
and are provided with professional development experiences that address areas in which staff
members need to grow and/or improve. The schools leaders and staff demonstrate collegial and
collaborative relationships.

The governing body and leadership ensure that the schools organization promotes in its
students:
An understanding and acceptance of the high expectations the
6.1 X
school holds for learning and citizenship.
A sense of being trusted, supported, and recognized for their
6.2 X
accomplishments and contributions.
6.3 Pride in their school. X
The governing body and leadership ensure that the schools organization promotes in its
staff:
A sense of collegiality, high expectations for performance, trust,
6.4 support, recognition for accomplishments and contributions, and X
pride in their school.
Commitment to the school, dedication to their work, and pride in
6.5 X
the outcome of their efforts.
6.6 Professional satisfaction and good general morale. X
The governing body and leadership ensure that the schools organization:
Is described by a logical and clear table of organization that
6.7 includes written job descriptions and that specifies levels of X
responsibility and reporting relationships.
Defines clearly in writing roles, responsibilities, expectations, and
6.8 reporting relationships of its staff that support a high quality X
educational program and experiences for the schools students.
The governing body and leadership ensure that the school has and implements written
policies and/or procedural guidelines for ensuring a positive work environment, including:
6.9 The day-to-day operation of the school. X
Determining adequate compensation, arriving at reasonable
6.10 workloads and acceptable working conditions, and defining just X
and fair treatment for all members of its staff.
6.11 Evaluating staff members performance. X
6.12 Handling complaints/ grievances by members of the staff. X
6.13 Orienting and mentoring of new staff members. X
Appropriate orientation and supervision for service providers not
6.14 X
employed by the school.
The governing body and leadership ensure that:
Due diligence is conducted in the hiring process to ensure that all
6.15 members of the staff are eligible and continue to be eligible to X
work with children.
Due diligence is conducted to ensure that employees of providers
6.16 of contracted services are eligible and continue to be eligible to X
work with children.
The governing body and leadership ensure that the schools staff:
Is led by designated and qualified leaders who provide
6.17 coordination, supervision, support, and direction for the schools X
educational program, services, and activities.
Is assigned to work based on the members education,
6.18 preparation, experience, expertise, and commitment to the X
schools success.
Is evaluated regularly based on professional standards and
6.19 X
expectations that have been communicated to the staff in advance.
Is evaluated with the knowledge of the staff member and reported
6.20 X
to the staff member in writing as well as verbally.

Is provided with an opportunity to discuss performance
evaluations with the evaluator(s) and the ability to appeal
6.21 X
evaluations to a designated level of leadership above the
evaluator(s).
Is provided opportunities to offer input into the content of
6.22 X
professional development experiences.
Is encouraged by the leadership to affiliate with professional
6.23 X
organizations.
6.24 Feels safe in the school. X
6.25 Enforces the student code of conduct fairly and uniformly. X
The governing body and leadership ensure that the schools students:
6.26 Understand and abide by the schools code of conduct. X
6.27 Feel safe in the school. X
The governing body and leadership ensure that schools families and community of
stakeholders:
6.28 Understand and support the schools code of student behavior. X
6.29 Feel safe in the school. X
Demonstrate a commitment to, pride in, and support for the
6.30 school by participating in its activities, promoting its mission, and X
ensuring the school has needed financial resources.
Indicators of Quality for schools with early childhood programs
Indicator of Quality for schools that provide all or part of their educational


The governing body and leadership ensure the school:
6.37 Portrays an identifiable integration of faith, life, and culture. X
The schools programs of study, activities, athletics, codes of
6.38 conduct, and discipline actions reflect the religious values X
expressed in the schools foundational documents.
Appropriate attention is given in all school programs and
6.39 activities to values and traditions that demonstrate and reinforce X
the schools religious nature.
Members of the faculty are provided with opportunities to
6.40 advance their understanding of the religious beliefs and X
foundational documents of the school.
Formal and informal opportunities are provided for the spiritual
6.41 X
development of the faculty and staff members.
Regular professional development opportunities are provided for
6.42 the spiritual development of the faculty and staff as spiritual X
leaders in the school community.
The religious studies program for students is consistent with the
6.43 X
mission of the school and the sponsoring institution.
Opportunities for prayer and/or expressions of faith are
6.44 X
integrated into its curriculums and daily activities.
Indicators of Quality for All Pennsylvania Public Schools, Private Schools and
Their Contractors Employees Who Work in Direct Contact with Children, and
Student Teacher Candidates.

The governing body and leadership ensure that the school has and implements written
policies and procedures that:
In accordance with Act 24 of 2011 and Section 111 of the
Pennsylvania School Code, require all applicants for employment
with the institution, including employees of independent
contractors but excluding employees who do not have direct
contact with students, and student teacher candidates to undergo
the following background checks prior to being hired or
6.45 contracted: X
a. Pennsylvania State Police Request for Criminal Records
Check. Applies to individuals hired as of January 1, 1986;
b. PA Department of Public Welfare Child Abuse History
Clearance; and
c. Federal Criminal History Record Information (CHRI) in a
manner required by the Department of Education.
In accordance with Act 24 of 2011, require all employees as of
September 29, 2011 who have not been subject to a previous
background check to:
a. provide assurances on form PDE-6004 that they have not
6.46 X
been previously arrested or convicted of a Section 111(e)
offense; or
b. if they refuse to submit form PDE-6004, are required to
submit a current background check under Section 111.
Require the institution to review applicants required background
check reports prior to their being hired or contracted to determine
6.47 X
the fitness of the individual to work in a position in which s/he
will have contact with children.
Require the institution to keep on file copies of the required
6.48 background check reports for all staff hired or contracted on or X
after April 1, 2007.

Source of
Comments
Comments
Teachers Every position needs to have a written list of their job assignment
Too much focus on dress code, takes away from education
Mostly every teacher pushes us into becoming a better student. Some
teachers, however, I feel do not meet that requirement.
Our religion is promoted greatly. Prayer services and masses are held
regularly
Students
The school and staff are very organized and create a good learning
environment
I love my school!!!
The teachers all help us with our education and prepare us for college.
They make sure that we are well prepared for life and adulthood.
Community These comments were part of the administration, teachers, staff, and
Stakeholders students.

List the schools significant strengths in meeting the School Organization and Staff Standard.
The school retains a safe environment coordinator to ensure clearances are up to date for every
employee and volunteer.
The same person ensures that no person has contact with students until the diocesan requirements
are met.
List the schools significant areas in need of improvement in meeting the School
Organization and Staff Standard.
The safe environment documents are currently separated as per diocesan request, volunteers on
site, employees in the central office.
strategic priorities related to School Organization and Staff that should be included in the
For the necessary documents to be accessible by both parties, they should be received and
maintained electronically via the existing electronic database. This would negate an antiquated
system and reduce paper waste.
Evidence School
Organizational chart for the school and school system 6A
Floor plan of facilities 6B
Salary schedules and descriptions of benefits packages for teachers, specialists,
6C
and support staff
Contracts (e.g. union, collective bargaining agreements) 6D
Results of any climate survey 6E
Instruments used for evaluating the performance of the staff 6F

HEALTH AND SAFETY STANDARD FOR ACCREDITATION

A.1. EMERGENCY AND CRISIS PLANS:
Effectiveness of
Type of Emergency/Crisis Plan
Plans
S NI U
Lockdown/Outside Threat X
Building Evacuation to Friary X
Lockdown/Inside Threat X
Severe Weather X
Reverse Evacuation X
Fire Drill X

A.2. EMERGENCY DRILLS:

Frequency of
Type of Emergency Drill Quality of Drills
Drills
S NI U
Semi-Monthly
Fire Monthly X
Annually
Semi-Monthly
Natural Disaster (Severe Weather,
Monthly
Flooding, etc.)
Annually X
Semi-Monthly
Bomb Threat Monthly
Annually X
Semi-Monthly
External Threat Monthly
Annually X
Semi-Monthly
Internal Threat
Monthly

Frequency of
Type of Emergency Drill Quality of Drills
Drills
S NI U
Annually X
Semi-Monthly
Bus Evacuation Monthly
Annually X
Semi-Monthly
Other: Reverse Evacuation Monthly
Annually X
Semi-Monthly
Other: Building Evacuation to Friary Monthly
Annually X

Bomb threat procedures exist; however, staff training currently needs to be improved. A
training plan will be discussed at the next safety meeting. A bus evacuation drill procedure
has been developed and implemented at the end of the 15-16 school year. This needs to be
implemented annually.
A.3. HEALTH AND SAFETY INSPECTION SCHEDULE:
Frequency
Type of Inspection Results of Inspections
S NI U
Semi-Monthly
Fire Alarm System Monthly
Annually X
Semi-Monthly
Food Services Monthly X
Annually X
Semi-Monthly
Elevator(s) Monthly N/A
Annually
Semi-Monthly
Internal Communications System Monthly X
Annually

Frequency
Type of Inspection Results of Inspections
S NI U
Semi-Monthly N/A
Technology Arts/Industrial Arts
Monthly
Equipment
Annually
Semi-Monthly X
Athletic Equipment Monthly
Annually
Semi-Monthly
Playground Equipment Monthly
Annually X
Semi-Monthly
Water Supply Monthly
Annually X
Semi-Monthly
Swimming Pool Water Monthly N/A
Annually
Semi-Monthly
Other: Laboratory Safety Equipment Monthly
Annually X
Semi-Monthly
Monthly
Other: Asbestos
As
Annually
needed

Fitness trail equipment has not been inspected since its installation in April 2012. We are
considering what the inspection requirements are for this equipment. The water supply is on
the annual maintenance list to be checked yearly but better documentation of this inspection
needs to be in place.

A.4. SUMMARY OF HEALTH SCREENINGS:
Screening For Conducted By Frequency
Semi-Monthly
School Nurse
Vision Monthly
Grades 9-12
X Annually
Semi-Monthly
School Nurse
Hearing Monthly
Grade 11
X Annually
Semi-Monthly
Dental ------- Monthly
Annually
Semi-Monthly
Private PCP or School Doctor
Physical Monthly
Grade 11
X Annually
Semi-Monthly
Tuberculosis --------- Monthly
Annually
Semi-Monthly
School Nurse Monthly
Other: Height and Weight
Grade 9-12
X Annually
Semi-Monthly
Other: Monthly
Annually
A.5. SUMMARY OF INNOCULATIONS:
Inoculation For In Grade Level

Immunizations must be completed by entrance into 9th grade including 9th
the following:
Varicella #2
Tdap
Menactra

A.6. PROVISIONS FOR HEALTH AND SAFETY:
Health and Safety Issue Quality and Adequacy

S NI U
Adequate health care services at all times. X
Health care at school functions that take place away from the
X
schools premises.
Means to communicate internally in event of power failure of
X
evacuation of building.
Means to communicate externally in event of power failure
X
of evacuation of building.
Place(s) to assemble during an evacuation X
Proper and safe storage of dangerous substances. X
Fire blankets and/or eye wash stations in required areas. X
Automatic external defibrillators available and staff
X
personnel trained to use them.
Panic buttons for dangerous equipment. X
Provisions for preventing the spread of infectious substances
X
and diseases.
Safety lines in required areas. X
Students and the staff wearing eye and ear protection in
X
dangerous areas.
Fire extinguishers available in all areas. X
Fire alarm pull stations in all areas. X
Evacuation notice and directions posted in all rooms and
X
spaces.
Other: Epinephrine Training (auto-injection)-All staff
X
members
Other: Staff and student training in CPR X

The nurse is not present full time but we do have a trained EMT and athletic trainer as part of
our faculty if needed for emergencies. The school is not aware of any dangerous equipment
it has that would require a panic button. The chemistry lab has a teacher shut off valve for
the gas in case of any emergency.

A.7. HEALTH AND SAFETY STAFF:
Type of Health and Safety Personnel Number Quality and Adequacy

S NI U
Certified Nurse 1 X
Nurses Assistant
School Security Officer
As
Local Police Security Officer X
needed
Athletic Trainer 1 X
Other: EMT/Fire Fighter 1 X
Other: 7 X
HEALTH AND SAFETY STANDARD FOR ACCREDITATION
The Standard: The school provides a safe, orderly, and healthy environment for teaching and
learning that meets the health and safety requirements of the civil jurisdiction(s) in which the
school operates. The school has and implements policies and/or procedural guidelines to ensure
the health and safety of students, the staff, and visitors to the school. The school has and
implements plans for responding to emergencies and crises.

Regularly reviews and updates its written policies and/or
7.1 procedural guidelines governing the schools provisions for the X
health and safety of its students, staff, and visitors.
Regularly reviews and updates its plans for responding to
7.2 X
emergencies and crises.
Has and implements written procedures and functional
equipment with which to communicate during fire and other
7.3 X
emergencies, to summon assistance, and to evacuate the schools
facilities.
Conducts drills of its emergency and crisis plans regularly,
maintains written records of drills, and based on the outcomes of
7.4 X
the drills, assesses the effectiveness of its plans and revises them
accordingly.
Provides appropriate and adequate health care for its students
during the school day and makes provisions for appropriate
7.5 X
health care at school functions that take place away from the
schools premises.
Provides appropriate training for all staff members on
implementing the schools emergency and crisis plans, handling
7.6 X
accidents and illnesses, and universal precautions for preventing
the spread of infectious diseases.
Has and implements written policies and/or procedural
7.7 guidelines to manage the storage and administration of student X
medications.
Has and implements a system to account for the whereabouts of
7.8 X
its students at all times.
Has and implements policies and/or procedural guidelines for
maintaining and sharing medical records and health information
7.9 X
of students and members of the staff in compliance with
applicable laws.
Provides to its staff upto-date on relevant health, wellness, and
7.10 safety information and practices pertaining to the schools X
students and staff.
Maintains positive working relationships with local health and
7.11 X
safety authorities and health service providers.
Includes in its educational program and activities opportunities
7.12 for students to develop knowledge, attitudes, and practices X
necessary for personal wellness and a healthy lifestyle.
Has an effective system to control access to the school by visitors
7.13 X
and other non-school personnel.
Has and implements expectations for members of the staff to
7.14 X
model positive health and safety practices.
Makes safe drinking water available for the students, the staff, and
7.15 X
visitors to the school.
Implements practices and/or programs to promote awareness,
7.16 prevention, and responsiveness to issues related to the social and X
emotional well-being of the students.

Source of
Comments
Comments
Our school recently formed a safety committee that will work to create a
uniform set of procedures for drills and other safety situations.
Nurse is not here enough.
I think we could improve our efforts to maintain accuracy in students'
"where-a bouts" at all times, not only for legal purposes but for safety as
well, not only by providing accurate study hall rosters, but also with the
Teachers enforcement of rules related to hall passes and student accountability.
We do not do much with emotional programs. Also, the back doors are
open often.
Our teachers need to do a better job of signing passes so they know where
their students are at all times. We also need a better way of providing
water since our water fountains are usually not working or not cleaned
well
It's most likely safe, but the water tastes like junk
The water fountains are all broken
they meet my needs
I feel like we could have a nurse on staff more.
There is only a nurse during school 1-2 days a week.
My school has to share a school nurse so on days she isn't here, we have
no nurse for those who become sick.
The water fountains are very old.
Water is horrible
Students
Do we even have a school nurse?
Healthier lunch options
The school takes many health and safety precautions.
The school is very clean and is very safe
I would be nice to have a health class this semester.
Our school has no plans to deal with some accidents and illnesses that Im
aware of. The nurse is here for like 3 hours a day sometimes
The water has film
The school nurse is sometimes not at school.
Security needs to be improved, the students are lack about letting others
Parents into the building and this can cause problems. We've been lucky so far but
this is a risk that should be addressed.

Source of
Comments
Comments
I am concerned about unlocked doors after school hours. If doors are open
to the public while students are in after-school activities and athletics
practices, there needs to be a security guard at the door.
Community These comments are part of the administration, staff, parent, and
Stakeholders student comments.

List the schools significant strengths in meeting the Health and Safety Standard.
The school has a safety committee that meets regularly to address safety concerns with the
administration.
The school has certified emergency services personnel in the building on typical school days who
often serve as liaisons to public emergency services that may need to be rendered.
The school has a newly installed water filtration system.
List the schools significant areas in need of improvement in meeting the Health and Safety
Standard.
Since the release of these surveys we have since gotten a filtered water station. Based on the
feedback from this year, our goal is to install more throughout the school as part of our
strategic plan in order to address the water issue.
The school needs to address accountability of students.
strategic priorities related to Health and Safety that should be included in the action plan in
the Plan for Growth and Improvement.
The school needs to unify discipline with regards to students in the hallways as well as teacher/coach
accountability on open and propped doors.
The school needs to continue to install filtration systems on water fountains.

Evidence School
Emergency and crisis plans 7A
Records of most recent health and safety inspections 7B
Record of emergency drills 7C
Emergency Procedures section of Faculty Handbook 7D

EDUCATIONAL PROGRAM STANDARD FOR ACCREDITATION
A.1. SUMMARY OF THE EDUCATIONAL PROGRAM:
Curriculum Area 9 10 11 12
English/Language Arts 120 120 120 120
Math 120 120 120 120
Science 120 120 120 120
Social Studies 120 120 120 120
The Arts 120 0-120 0-120 0-120
Other Languages 120 120 0-120 0-120
Health/P.E. 30 60 30 30
Technology 0 0 0-120 0-120
Catechesis 120 120 120 120
Business 0 0 120 0-120
990 The instructional hours are reported for one academic year
450 The instructional hours are reported for one academic semester

Describe the school's policy/procedure for developing, reviewing, and revising the
curriculum areas in the school's educational program.
The school has begun the process of streamlining its curriculum. In the past the curriculum
was developed by individual academic departments. The new curriculum that we are
currently designing will lead to an integrated curriculum that functions in the same manner.
Describe the school's policy/procedure for ensuring that the curriculum areas in the school's
educational program are aligned vertically and horizontally.
Since this process has just begun at the beginning of this school year, tools and functions to
ensure that the educational program are aligned vertically and horizontally will be
implemented at a later date.
Describe the school's policy/procedure for developing, reviewing, and revising curriculum
guides for the curriculum areas in the school's educational program.
The school employs an independent firm called the Tri-State Curriculum Development. The
organization is associated with the University of Pittsburgh. This organization provides
training to teachers as well as administrators.
Describe how and in which curriculum areas students receive instruction for developing
critical thinking, reasoning, problem-solving, and study skills.
Critical thinking, reasoning, problem-solving, and study skills are developed through-out the
curriculum. We have created and utilize a special program called High School Strategies that
help students to learn study skills while making the transition into High School.
Describe how and in which curriculum areas students receive instruction in the effective uses
of technology for learning and opportunities to apply that knowledge.
Students receive effective technology uses within the math curriculum. Four semesters of
electives in computer programming can be taken by students during their Junior and Senior
years.

Describe how and in which curriculum areas students are provided with opportunities to
develop social skills such as self-control, working constructively in a group, accepting
individual and group responsibility, etc.
The catechetics curriculum, which was developed through a collaboration with other schools
in the Diocese of Pittsburgh, focuses on Christian fellowship, working with others and
individual responsibility. Also, the other disciplines are encouraged to promote self-reliance
as well as working together collaboratively. We as a school feel that every class incorporates
social skills through group work. During group work, students are required to work
constructively in a group, accepting individual and group responsibilities. At the same time,
students are expected to work diligently and respectfully with one another regardless of any
diversity that may be present. We at Serra Catholic feel that the more we incorporate group
work into our classes, the more prepared our students will be socially in order to work
through problems in their future careers.
Describe the school's policy/procedure for selecting, evaluating, and reviewing instructional
materials for the curriculum areas in the school's educational program.
The school continues to develop its curriculum and will determine the instructional materials
that will be used at a later date. Each academic department, in conjunction with the
administration, is asked to provide a list of needs, ie. supplies and/or books for the coming
school year. The administration determines the needs and purchases materials/books through
the Commonwealth.
Describe the school's policy/procedure for identifying and addressing different student
learning styles for the curriculum areas in the school's educational program.
Unit plans will be evaluated to ensure that a varying style of teaching techniques are being
deployed. This will address the varying amounts of different learning styles.
Describe the school's policy/procedure for identifying students with special needs (gifted,
ESL, special education, etc.) and how the curriculum areas are modified for these students.
Local districts as well as the local Intermediate Unit are utilized for testing students who may
be identified as ESL, gifted or special education. Accommodations are made where
appropriate and only when it is documented that the accommodation will benefit the student.
These accommodations will only be deployed when valid testing states that these
accommodations are appropriate and worthwhile.
EDUCATIONAL PROGRAM STANDARD FOR ACCREDITATION
The Standard: The schools educational program consists of carefully planned and well-
executed programs of study that are based on appropriate content and learning standards,
instructional methods, and assessments of student learning that reflect current research and best
practices in learning and teaching. The educational program is aligned with the schools mission,
approved by the governing body, and sufficiently financed and supported. The educational
program is designed so that all students can achieve at the levels desired by the schools
community of stakeholders.

Has and implements policies and/or procedural guidelines and
criteria for regularly reviewing and revising programs of
study/courses, developing new programs of study/courses, and
8.1 X
eliminating programs of study/courses that are determined to be
no longer effective or that no longer contribute effectively to
achieving the schools mission and goals for student learning.
Publishes for all students and their families an overview of the
8.2 X
schools educational program and its programs of study.
The governing body and leadership ensure that the schools educational program includes:
Programs of study that consist of a scope and sequence,
knowledge and skills to be learned, expectations for the levels of
8.3 X
student learning and performance, instructional methods, and
assessment methods.
Instruction in the subject areas of language arts and literature
(including early language development and literacy skills,
8.4 speaking, writing, and listening communication skills), X
mathematics, the sciences, social sciences, world languages, visual
and performing arts, health, and physical education.
Instruction in appropriate and effective uses of information
8.5 technology for learning and teaching and provides opportunities X
for application of knowledge and skills learned.
Experiences that promote students critical thinking, reasoning,
8.6 problem-solving skills, study skills, and the transfer of learning to X
other curricular areas and real-life issues.

Opportunities for students to develop social skills, such as self-
8.7 control and a sense of individual and group responsibility in X
interactions with adults and peers.
Opportunities that promote global awareness and understanding
8.8 X
of diverse cultures and lifestyles.
The governing body and leadership ensure that the schools educational program:
Is delivered using written curriculum guides that are current,
8.9 functional, available to and used by teachers, and that reflect X
current research and best practices.
Defines expected outcomes for student learning and performance
8.10 in terms of knowledge, understandings, attitudes, skills, and X
habits to be demonstrated.
Expresses expected student learning outcomes in terms that can
8.11 X
be understood by the students.
Is delivered in a variety of learning settings (e.g., individual, small
8.12 X
group, large group).
Considers the ages, cultures, and varying levels of ability of
8.13 students when setting levels of expected student learning and X
performance.
Is articulated both horizontally and vertically and coordinated
8.14 X
among all levels of the school.
Indicators if Quality for schools with elementary school programs
Indicators of Quality for schools with middle school programs

Indicators of Quality for schools with secondary school programs

The governing body and leadership ensure that the schools secondary-level educational
program provides:
Students with the knowledge, skills, and habits of mind required
8.45 X
for college and career readiness.
Experiences that prepare students for successful transition to
8.46 X
postsecondary education and/or the world of work.
Students with opportunities to apply the knowledge, skills, and
8.47 X
habits they have learned to real-life issues and problems.
Indicators of Quality for schools that deliver all or part of their educational


The governing body and leadership ensure that the schools religious educational program:
8.54 Reflects appropriately the religious nature of the school. X
Integrates religious teachings into all areas of the educational
8.55 X
program.
Includes teachings that are grounded in the beliefs, values, and
8.56 X
traditions of the sponsoring faith-community.
Defines clearly the objectives for faith development and
8.57 community service programs for students that reflect the mission X
of the school.
Makes religious education for students a priority in scheduling,
8.58 X
budgeting, and planning.
Is a central concern of all of the schools leaders, faculty members,
8.59 X
and staff.
8.60 Is age and developmentally appropriate. X
Includes health education that is consistent with the religious
8.61 X
beliefs and values of the sponsoring faith-community.
Includes opportunities for students to apply their learning beyond
8.62 the classroom (e.g., community service projects, internships, job X
shadowing).
Provides regular faith-based experiences that foster the religious
8.63 X
formation of the students.

Source of
Comments
Comments
It is my hope that all teachers can integrate the faith into their content,
but Im not certain every teacher has done that. We need to try and
Teachers
have an in-service about the way faith can be taught in every
classroom by every teacher.
Performing visual arts are not viewed as important. Emphasis is put
on science and math.
Lack of technology classes.
Sometimes not during sports.
Students
This school has a hands-on learning environment and I am confident
that it has prepared me for college.
The education at this school challenges me and that helps me succeed.
I would love to be offered more languages.
Community These comments are part of the teachers, staff, students, and
Stakeholders administration.

List the schools significant strengths in meeting the Educational Program Standard.
The school meets all state requirements as far as graduation requirements.

Our school offers a hands-on learning environment that prepares students for college.
The education at Serra Catholic is challenging and helps all students succeed.
List the schools significant areas in need of improvement in meeting the Educational
Program Standard.
An in-service could be provided to teach how the faith can be taught in every classroom by
every teacher.
An emphasis is placed on math and science which sometimes makes other classes seem
inferior.
strategic priorities related to Educational Program that should be included in the action plan
in the Plan for Growth and Improvement.
To maintain our challenging and rigorous curriculum, our goal is to have a pass rate of 80%
of students successfully completing our college in high school classes with a final grade of a B or
better.
Our next goal is to have a decrease in failure rate for all classes in which students are enrolled by 5%
Lastly, we hope that our math curriculum will result in an average student improvement on the
math section of the PSAT from sophomore to junior year by 25%.
E. Evidence to Support the Assessment of this Standard
Evidence School
Program of studies or other overview of the components of the educational
8A
program
Scope and sequence charts 8B
Written curriculum guides for each component of the educational program 8C
Master schedule 8D
Policies related to educational program 8E

ASSESSMENT AND EVIDENCE OF STUDENT LEARNING
STANDARD FOR ACCREDITATION
Not applicable in this section. See Academic Performance Data in the Profile of
the School.
B. Self-Assessment to Adherence to the Indicators Of Quality
ASSESSMENT AND EVIDENCE OF STUDENT LEARNING

The Standard: The school has a program for assessing student learning and performance that is
consistent with the schools mission. The program is based on current research and best practices
and is aligned with the schools educational and instructional programs. The assessment
program systematically collects and rigorously analyzes quantifiable and observable evidence
of student learning and performance and growth using multiple, valid, and reliable assessments
that are respected by the schools community of stakeholders. The school expects all students to
learn and demonstrate the knowledge, skills, and habits of mind required in the educational
program. Students are learning and performing at the levels expected, or the school has and is
implementing a plan to raise learning and performance to the expected levels.

Has and implements written policies or procedural guidelines
9.1 that govern the program for assessing student learning and X
performance.
Reports the results of its assessment of students learning and
9.2 performance regularly, accurately, and clearly to the schools X
Has leadership and a staff that are committed to and participate
9.3 X
and share in accountability for student learning and performance.
The governing body and leadership ensure that the staff analyzes the results of assessing
student learning with appropriate frequency and rigor for:

Evaluating the effectiveness of the schools curricula, instructional
9.4 methods, professional development program, and student X
services..
Monitoring learning by individual students as well as cohorts of
9.5 X
students as they move through the school.
Making appropriate comparisons regarding the learning of its
9.6 students and that of comparable local, state, and/or national X
groups of students.
Maintains appropriate records of students learning and
9.7 X
performance.
Uses generally accepted standards for the control, use of, and
access to records of student learning and performance that meet
9.8 X
the requirements of laws governing confidentiality of student
records.
Communicates its assessment policies and program to the schools
9.9 X
Communicates regularly and meaningfully with families
9.10 X
regarding students progress in learning.
Collaborates with families to develop, if necessary, appropriate
9.11 strategies to assist the student to learn and perform at the expected X
levels.
The governing body and leadership ensure that the school uses assessments to measure
student learning that:
Are based on current and reliable research on child development
9.12 X
and growth.
Provide data that can inform decisions regarding allocating
9.13 X
resources for the components of the schools educational program.
Can be used for making recommendations to families whose
9.14 X
children may benefit from further assessment/evaluation.
Enable students to monitor their own learning progress and
9.15 X
teachers to adapt their instruction to students learning styles.
9.16 Reflect understanding of different styles of learning. X
Enable the staff to identify students that might have special needs
9.17 for learning and performing at the expected levels as early as X
possible.
Are augmented by information and insights about students
9.18 X
learning and performance from students families.

Indicator for Quality for schools with early childhood programs

Includes in its assessments of students learning and performance
9.25 knowledge and application of the schools religious beliefs and X
values.
Source of
Comments
Comments
I think that at some points my classes move very slowly.
My teachers are very concerned about my performance and go to
Students
great lengths to help me reach my highest potential
The learning environment at this school is very well
A few of my sons teachers do not contact me when my son doesnt
Parents turn in his homework or his grade is lower than a C
There is little feedback
Community These comments are part of the students and parents.
Stakeholders
15The use of the Faith-Based Indicators for this and the other Standards for Accreditation by faith-based schools is
voluntary and not required, unless their use is directed by the head of a parent school system such as a
Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-based schools, if they
desire, to include in their self-study and accreditation process Indicators of Quality that address unique
List the schools significant strengths in meeting the Assessment and Evidence of Student
Learning Standard.
The faculty at Serra are concerned about the performance of their students and go to great
lengths to help them reach their highest potential.
Serra catholic offers a learning environment that fosters success.
Serra Catholic offers an online gradebook that helps students and parents be informed about
all grades and missing assignments.
List the schools significant areas in need of improvement in meeting the Assessment and
Evidence of Student Learning Standard.
Some parents mentioned not being told when their child was missing assignments or failed
to communicate feedback on assessments.
strategic priorities related to Assessment and Evidence of Student Learning that should be
included in the action plan in the Plan for Growth and Improvement.
To maintain our challenging and rigorous curriculum, our goal is to have a pass rate of 80%
of students successfully completing our college in high school classes with a final grade of a
B or better.
Our next goal is to have a decrease in failure rate for all classes in which students are
enrolled by 5%
Lastly, we hope that our math curriculum will result in an average student improvement on
the math section of the PSAT from sophomore to junior year by 25%.
We will also ensure that teachers are held accountable for updating their grades to the online
portal to communicate better with parents.

Evidence School
Example of student transcript 9A
Example student report card 9B
Reports of the results of assessments administered to students 9C
Policies related to assessment of student learning 9D

STUDENT SERVICES STANDARD FOR ACCREDITATION
A.1. STUDENT SERVICES STAFF:
Type of Student Services Adequacy of

Provided by
Personnel Type and Number
S NI U
Guidance and Counseling X School Staff X
Services X Outsourced X
School Staff
Child Study Team Services X
X Outsourced
School Staff
Special Education Services
X Outsourced X
X School Staff X
Instructional Aides
X Outsourced X
X School Staff
Food Services X
Outsourced
X School Staff
Transportation Services X
X Outsourced
X School Staff
Admissions X
Outsourced

All of the services that we provide are satisfactory. No action plan is required at this time.

A.2. Student Services
Describe the guidance and counseling services for students provided by the school (include
guidance counseling- personal, academic, college, and career-, substance abuse counselors,
social workers, etc).
We have a full-time school counselor and a part time counselor employed by the Allegheny
Intermediate Unit. Our full-time counselor handles college preparation while both counselors
assist students with their personal, social, academic, college, and career needs. External
resources may be referred if needs arise beyond the parameters of the counselor.
Describe the Child Study Team services provided for students identified as having special
needs (includes self-contained programs, resource centers, in-class support, therapies
including psychological, speech, physical, and occupational).
We have a Student Assistance Program Team (SAP) for all grade levels, where a specially
trained CORE group of teachers serve. These teachers have been especially trained through
the Allegheny Intermediate Unite to create and maintain a safe school environment for
students, and to provide critical assistance in identifying students who may be at risk with
issues ranging from academics, to social/emotional behavior needs and concerns, to substance
abuse or various addictions. The purpose of the SAP TEAM and PROGRAM, is to identify
such students and recommend that they receive the professional help they need to overcome
such concerns. The SAP TEAM does not diagnose nor treat. We only identify and refer the
student to determine if there is a need to seek professional help and support.
Describe the special education services provided.
There is a Saint Anthonys program that is offered but not provided through Serra Catholic.
The High School program encompasses grades 9-12 and focuses on inclusion, social skills,
and the students transition to vocational development which is tailored to each student in its
speed and direction. Resource Rooms are staffed by a certified special education teacher, job
coaches, and paraprofessional aides. Special services such as Behavioral Health, and Motor
Skills are provided every week. On average, 33% of the day is spent in vocational training,
33% inclusion, and 33% in Resource Room.
Describe the use of instructional aides in the school.
Serra Catholic offers reading support provided through the Allegheny Intermediate Unit.

Describe the food services for students provided by the school. If food services are not
provided by the school, describe the provisions for students to eat during the school day.
The food service follows the guidelines of the Federal lunch program. We offer breakfast
every day and lunch during full days only.
Describe the transportation services for students provided by the school. If transportation is
not provided by the school, describe how students travel to and from school.
Serra Catholic has 2 school busses that we lease and 3 mini vans that we own. 1 bus
transports 24 students to and from school from Murrysville/Plum. 1 bus transports 28
students to and from school from Munhall. 1 van transports 7 students to and from school
from Clairton and the Mon Valley. The other 2 vans are for any other school transportation
that we may need such as field trips. We also transport the Sport Teams, Cheerleaders, and
Band to their games and competitions. Lastly, we transport outside charters.
Describe any career awareness activities provided by the school.

Introduction to Naviance and learning styles inventory
Participation in PSAT 9
Career Interest Inventories
Lesson on report cards, graduation credits, transcripts, and what colleges look for in
applicants
One-on-one meeting for course selection for the following academic year
Meeting with school counselor to discuss individual needs related to academics, college, and
career readiness
Classroom lesson on College Entrance Exams (SAT & ACT)
Participation in PSAT/NMSQT 10th and 11th grades
Classroom lesson on PSAT Results
Participation in PRE-ACT 11th grades
Classroom lesson on PRE-ACT Results
Lesson and activity on post-secondary options
Career research, resume writing, and college searching on Naviance
College, military, and post-secondary visits to Serra
College Admissions Day at Serra Catholic High School
Classroom lesson and activity on What Are You Doing After Serra?
Individual one-on-one Junior Meetings to discuss post-secondary planning
Review of Naviance for college searches, applications, college essays, scholarship
opportunities, and career options
Classroom lesson on Using Naviance for Applying to Colleges
College Financial Aid Planning Night
Classroom lesson on Transitioning into College (review of college selection process, letters
of recommendation, college essays, and SAT/ACT)
FAFSA Completion Night
Self-Analysis Assessment
Job Analysis
Job search activities
Cover letter and resume writing
Preparing applications

Describe any school programs for the orientation of new students or the transitioning of
students between schools/levels.
Incoming Orientation
1) During the month of June, families meet with the Admission Director. Families should
have signed up at Freshmen Registration however, an email will be sent to all enrolled
families reminding them of the availability of the meeting. Families will receive a
reminder email about a week in advance. The meeting of 3-4 families lasts
approximately 45 minutes. Expectations of high school are discussed with students as
well as dress code and general policies and procedures. Families will meet privately
for about 5 minutes with the Admissions Director to discuss the final schedule and to
share any pertinent information that could impact the students academic and social
achievements. This is not a mandatory meeting however; attendance is about 80%.
Transfer Orientation
1)The new student and his/her family meet with the Admission Director to complete
enrollment paperwork. At that time the dress code and general policies and procedures
are reviewed.
2) If a student begins classes after the start of school, the Admissions Director will walk
him/her through the schedule and introduce teachers. He/She will then be paired with a
student who has the same schedule for the first day or two of classes-just till the student
feels comfortable.
3) The School Counselor will check in with the student within the first couple weeks of
school to make sure the transition is going well.
First Day of School for Freshmen and Transfer Students

1. Current Serra rising sophomores and seniors are recruited to help on the first day of
school. Information is shared with these students regarding what to stress for the new
students. For example, make sure the student knows where his/her locker and
homeroom is. Introduce students to their teachers. Answer any daily routine
questions etc.
2. New students are placed in small groups containing 3-4 students with the same
schedule based on home room, academic level, foreign language and elective. A rising
sophomore and a rising senior are paired with the group.
3. The freshmen class and transfer students are broken into 2 large groups. Half of the
students run their schedules/meet teachers while the other half will be participating in
an ice breaker in the gym. After 20 minutes the groups will switch.
4. Once everyone has found his/her locker (contains a map of the upper floor and a Class
of _____ t-shirt) they will meet with their teachers by walking through their schedule.
The mentors will help them through this process and then will leave so the students
can go through their schedule independently with the bells system on. There will be

Eagle Ambassadors (trained students who are recommended by faculty and
interviewed/selected by the Admissions Director to assist in recruiting activities and
assisting new students) in the hallways as well as in the front hallway, cafeteria and
friary to help direct students who get lost. By doing this the new students will have
went through the schedule twice before having to navigate the hallways with all
students in the building.
5. When Chromebooks are distributed, Eagle Ambassadors will go into the Freshmen
homerooms and review a PowerPoint outlying all the functions the Chromebook
offers.
Describe the school's admission practices.
Initial Contact: 8th grade/ Incoming Freshmen

1) Phone or email inquiry is received.
2) Pertinent information such as student name, parent name, address, phone, email
address, current grade and previous school is recorded on the Request for
Information form. Families are encouraged to take advantage of either a tour of the
campus and/or a shadow day. The tour of the campus can be for parents with or
without the student. The shadow experience is for the student. He or she is paired
with a current 9th grader with similar interests. The shadow follows the Serra
student through his/her schedule and is provided with a meal ticket. A shadow day
lasts from 8:15-1:45.
3) An information request letter is generated. Items included in the initial mailing
include, an application, course information booklet, College in High School fact
sheet, information about the Script program and Hosting an International Student.
Initial Contact: Transfer Student

1. Same as above
2. Same as above except parent/guardian is asked the reason for the transfer. Also, it
is explained that a release for records form will need to be signed and records will
be requested from the current school.
3. Same as above except the Release for Records form is included.
After the Application is Received: 8th grade/Incoming Freshmen

1. The application is processed and the student is included in the database and
registered for the placement test.
2. The application/registration fee is documented and given to the Business Office.
3. Families receive a confirmation letter that their child has been registered to take the
Placement Test and a spot is being held in the class. Final acceptance is based on
completing eighth grade successfully, clean disciplinary record and

recommendation of the sending school. A Reference Form to be filled out by a
current teacher is included with the letter.
4. In January, families receive a conditional acceptance letter and families are asked
to return an Intent to Attend form.
After the Application is Received: Transfer Student

1. The application is processed and the Request for Records is sent to the current
school.
2. The application/registration fee is documented and given to the Business Office.
3. Once records are received the family is contacted and an appointment with the
Assistant Principal is set up.
4. Once the meeting takes place and enrollment is offered the Assistant Principal will
formulate a schedule with the student and family.
5. The new student and his/her family met with the Admissions Director to complete
enrollment paperwork. At that time the dress code and general policy and
procedures are reviewed.
6. The School Counselor and Admissions Director will review and enter
courses/grades AdminPlus for the transfer student so that his/her transcript is up to
date.
General opportunities to tour the school are available during the following annual events:
1. Fall Open House in October- This is an evening for prospective families to allow
them to gather information. The administration, faculty, parents and students are
available to answer questions, discuss extracurricular offers and provide tours.
2. Spring Meet the Students Night in March- An evening for incoming students to
spend time with current students and think about their place in our clubs, activities
and sports. Parents attend mini workshops on topics including financial aid, school
counseling and technology in the classroom.
The Placement Test, for incoming freshmen, is offered in early December. Families receive a
copy of the placement test and a letter explaining the results as well as an initial level
recommendation. Families are asked to mail the first semester report card when they receive
it. For students who apply after the first placement test there is one offered in early March.
Families receive scores with an explanation as well an initial level recommendation.
Financial aid and scholarship information is available on our website and is also emailed to
families in January. Both incoming freshmen and transfer students are encouraged and
reminded to apply prior to the March/April deadlines. Financial Aid award letters go out in
midlate May.

Once the first semester report card is reviewed and conditional letter of acceptance (must
successfully complete 8th grade and have a clean disciplinary record) is sent; families are asked
to return the letter of intent form. This helps us gave an idea how many students are planning
on attending for the following fall.
In February, the sending elementary schools are sent a form and asked to make a level
recommendation for all their students enrolled at Serra. They are also asked to share any
information (growth plan, IEP etc.) that would be helpful in getting to know the student better.
Incoming Freshmen registration is held in April. After final review of the third quarter report
card, school recommendation and initial level recommendation the Assistant Principal, School
Counselor and Admission Director determine final level placement. The incoming student
and parent(s) are encouraged to attend registration to complete course selection and
enrollment paperwork. Families have the opportunity to sign up for a June meeting with the
Admissions Director. Meetings are available both during the day and on four evenings to
accommodate families schedules.
At the end of May, school records are requested and reviewed by the Admission Director.
B. Self-Assessment of Adherence to the Indicators Of Quality
STUDENT SERVICES STANDARD FOR ACCREDITATION
The Standard: The school provides student services that are effective, appropriate, and that
support student learning and achieving the schools mission. The services are well-planned and
well-delivered, and they are an integral part of and contribute to the schools educational
program. Services are delivered by qualified personnel, sufficiently financed, evaluated
periodically for their effectiveness. Services comply with any requirements of the civil
authorities of the jurisdiction(s) in which the school is located.

The governing body and leadership ensure the school provides student services that:
Address developing students academic and social skills, personal
10.1 X
attributes, and career awareness and planning skills.
Are the shared responsibility of the schools counselors,
10.2 X
leadership, teachers, and other staff members.
Address students emotional and social needs as well as academic
10.3 X
needs.

Use the results of assessing student learning to identify the need
10.4 X
to provide additional services or revise/eliminate current services.
Extend into and support services provided by community
10.5 X
agencies.
Are documented by maintaining appropriate records, including
10.6 student data that are current, comprehensive, and readily X
available for use by the staff.
Use the results of follow-up studies of graduates and other former
10.7 students to help determine the effectiveness of the schools X
educational program and student services.
Include an orientation program for new students and their
10.8 families to share the schools mission, educational program, X
services, policies, and expectations.
Make available to students families information about child
10.9 X
development and learning.
Transportation ServicesThe governing body and leadership ensure that the school:
Has and implements written policies or procedural guidelines to
10.10 ensure the safety of students when being transported to and from X
school and school events by means provided by the school.
Requires that all transportation personnel of the school or those
10.11 X
contracted by the school are appropriately trained.
Is in compliance with the safety requirements of all appropriate
civil authorities of the jurisdictions in which the school is located
10.12 X
for transportation services provided or contracted by the school
meet.
Has and implements procedures for the safe arrival and departure
10.13 X
of students from the school.
Food ServicesThe governing body and leadership ensure that:
10.14 Student dining areas are functional and hygienic. X
Meals provided by the school meet generally accepted nutritional
10.15 X
standards.
Information about nutritional values of the foods is available to
10.16 X
students and their families.
10.17 Appropriate training is provided to food services providers. X
Food services personnel meet the health requirements of all civil
10.18 X
authorities of the jurisdictions in which the school is located.
Food service facilities are inspected regularly and meet the health
10.19 and safety requirements of all of the jurisdictions in which the X
school is located.

Services for Students with Special NeedsThe governing body and leadership ensure that
the school:
Has and implements written policies or procedural guidelines to
10.20 X
identify and address the education of students with special needs.
Provides or refers families to appropriate related services and/or
10.21 X
accommodations to meet students special needs.
If applicable, is in compliance with all requirements of the
10.22 jurisdictions in which the school is located related to students with X
special needs.
Admissions and PlacementThe governing body and leadership ensure that the school has
and implements written policies or procedural guidelines governing:
10.23 Admission to the school. X
Placement of students in the appropriate components of the
10.24 X
educational program and at the appropriate levels.
Informs applicants for enrollment and their families of the mission
of the school, the nature and extent of the educational program
10.25 X
and services available, tuition and fees (if applicable), school
policies, and expectations for satisfactory student performance.
Employs only marketing materials, statements, and
representations related to the schools educational programs,
10.26 X
services, activities, and resources that are clear, accurate, and
current.


Provides student services that reflect the schools religious
10.31 X
identity and mission.
Provide student services that are aligned with the schools
10.32 mission, enrich the academic program, and support the X
development of student and family life.
Provides student services that are delivered cooperatively by
10.33 X
counseling and campus ministry personnel.
Provides services that support development of the faith-based
10.34 X
community of the school.
Has and implements written admissions and placement policies
10.35 or procedural guidelines that are consistent with the schools X
religious values and traditions.
Source of
Comments
Comments
Teachers I have never seen nutritional information
The cafeteria food isnt the best and the portions tend to be extremely
small
I dont normally eat the cafeteria food but my friends dont like it that
much
Students
The food here is nasty
The tables are always dirty and need to be cleaned
Wish the food tasted better
I do not think we are educated about possible occupations
Source of
Comments
Comments
I had to ride two different buses every day for the first 3 years that I
was here. The food is the same all the time and is not very healthy.
The amount of food received is not enough for the price.
C. Self-Assessment of Adherence to the Standard For Accreditation
List the schools significant strengths in meeting the Student Services Standard.
The school has qualified personnel for student services, provides appropriate resources for orienting
students to the school, and incorporates faith into the services provided to the students. In addition,
employees of the school work collaboratively to provide adequate services to the students.
List the schools significant areas in need of improvement in meeting the Student Services
Standard.
Although the employees work collaboratively with one another, better communication between
separate parties is needed.
strategic priorities related to Student Services that should be included in the action plan in
the Plan for Growth and Improvement.
In an effort to enhance the students academic experience, we will be focusing on attendance issues
in our action plan. The school personnel, including leadership, faculty, counselors, special education
teachers, and child study team members will work together to ensure an improvement in attendance.
Evidence School
Admissions criteria (if applicable 10A
Description of guidance and counseling services available 10B
Policies related to student services 10C

STUDENT LIFE AND STUDENT ACTIVITIES STANDARD FOR
ACCREDITATION
A.1. NON-ATHLETIC STUDENT ACTIVITIES.
Number of Adequacy and

Type of Student Activity Students Quality of the
Participating Activity
S NI U
Serra Student Government 18 X
FBLA (Future Business Leaders of America) 58 X
Pro-Life Club 45 X
Interact Club 32 X
Instruments of Peace 10 X
Yearbook Club 16 X
Robotics Club 11 X
Prom Committee 40 X
Semi-Formal Dance Committee 10 X
Newspaper 25 X
Catholic Schools Week Activity (Talent Show) 25 X
School Musical 25 X
TEAMS (test of engineering aptitude in math
31 X
and science)
Science Bowl Team 8 X
Homecoming/Walk-a-thon Whole school X
Math League 25 X
Jazz Band 15 X
Concert Band 26 X
Marching Band 35 X
Choir 30 X
Stage Crew (musical) 25 X
International Thespian Society 15 X
National Honor Society 80 X
Science National Honor Society 69 X
Spanish Honor Society 12 X
French Honor Society 12 X
Quill and Scroll 3 X

A.2. ATHLETIC STUDENT ACTIVITIES.
Adequacy and
Number of
Available for Quality of the
Type of Student Activity Students
Activity
Participating
Boys Girls S NI U
Football 32 32 X
Volleyball 20 20 X
Golf 12 2 14 X
Soccer 17 15 32 X
Cheerleading 20 20 X
Basketball 28 18 46 X
Hockey 15 15 X
Baseball 22 22 X
Softball 15 15 X
Track and Field 35 20 55 X
STUDENT LIFE AND STUDENT ACTIVITIES STANDARD FOR

ACCREDITATION
The Standard: The school provides non-discriminatory student activities that are age- and
developmentally appropriate and that supplement and enhance the schools educational
program. A balance of academic, social, co- or extra-curricular and service activities is
maintained. Student activities are designed to foster intellectual, cultural, and social growth and
physical health and wellness. Activities provide opportunities for student leadership and social
interaction, encourage development of student interests, and, when appropriate, family
involvement. Activities are adequately financed, periodically reviewed for their effectiveness,
and appropriate for the schools mission.

Students are offered opportunities through student activities to
11.1 build their skills in handling responsibility, taking initiative, X
leadership, cooperation, and self-direction.

Students, the staff, families, and the community are provided with
11.2 appropriate opportunities to offer input regarding the schools X
student activities.
Staff members, parents, and other volunteers who lead student
11.3 activities are approved by the schools leadership, suitably X
qualified, and provide appropriate supervision to students.
The school recognizes student accomplishments, contributions,
11.4 X
and responsibilities in meaningful ways.
Interactions among the students, staff, and volunteers are
11.5 X
characterized by respect, fairness, and understanding.
Indicators of Quality for schools with a residential program
Indicator of Quality for schools that deliver all or part of their educational
x This Indicator does not apply to our school.
Indicator of Quality for faith-based schools

All student activities and athletics include opportunities for the
11.11 X
faith formation of the students.
Source of
Comments
Comments
Administrators These responses were part of the teacher responses
For 11.11, I am not sure that ALL activities have faith formation
Teachers
opportunities.
Support Staff These responses were part of the teacher responses
Students I have one teacher who I do not get along with

Source of
Comments
Comments
This school is awesome
The school provides many activities and interest everyone
Different religion/personal beliefs
Community These comments were part of the student, staff, and teachers.
Stakeholders
List the schools significant strengths in meeting the Student Life and Student Activities
Standard.
The school offers a variety of clubs, activities, and sports in which the students can participate.
These extracurricular activities provide opportunities for faith formation.
List the schools significant areas in need of improvement in meeting the Student Life and
Student Activities Standard.
While the extracurricular activities are beneficial to the students, more communication between
moderators and the schools leadership is needed.
strategic priorities related to Student Life and Student Activities that should be included in
the action plan in the Plan for Growth and Improvement.
Part of our action plan is to create a more communicative relationship between moderators and the
schools leadership concerning attendance. In an effort to be consistently encouraging school
attendance, club moderators and coaches will be made aware of attendance policies and are
encouraged to enforce those policies.

Evidence School
Samples of student publicationse.g., yearbook, student newspaper, literary
11A
magazine
Budget for all athletic activities 11B
Budget for all non-athletic activities 11C
Policies on academic eligibility 11D
Policies related to student life and student activities 11E

INFORMATION RESOURCES
A.1. INFORMATION RESOURCES:
Type of Information Resource Quality and Adequacy

(list specific resources and add/delete rows as needed) of Resource
S NI U
Print Resources:
Most Department Texts are Current X
Kindle White E-Readers (60) (Grant) X
New Books to be awarded ($3,000) via Grant X
Online Subscriptions & Software:
Gale Virtual Reference Library (Grant) X
Britanica School (Grant) X
Redicker Software (SIS) (Grant) X
Computer Resources (desktops, laptops, computer labs, tablets,
etc):
Chrome Books X
Computer Programming Lab X
Main office computers X
Administration: Laptops X
Administration Support Staff: Laptops X
Other Instructional Technology Resources (LCD projectors,
wireless classrooms, video cameras, smart boards, etc):
Classroom Projectors/SmartBoards (20) X
Wireless Internet through school X
Security Cameras in every hall, gym, cafeteria X
Additional Cameras to be added to stairwells and exterior (grant) X

No corrective actions needs to be taken at this time.

A.2. FACILTIES FOR INFORMATION RESOURCES:
Quality and Adequacy

Type of Information Facility
of Facility
S NI I
Information Resources Center (library, media center) X
Technology Resource Center X
Storage for Information Resources X
Storage for Technology X
Facility for Electronic Production X
Office for Information Resources Staff X
Office for Technology Staff X

Storage for Information Resources, Technology, Facility for Electronic Production, and
Technology staff are areas for improvement. The schools former A/V storage room is
currently used for technology staff. Space is limited and is being reconfigured. The school
will have in place an A/V recording lab (thanks to a grant from the diocese). The Friary
building may be the best place for this currently under review by school administration.
A.3. INFORMATION RESOURCES STAFF:
Adequacy of Type and

Type of Information Resources Personnel Number
Number
S NI U
Credentialed Information Resources personnel
1 X
(library, media center)
Information Resources support personnel
(library, media center)
Technology Support 1 X

No corrective actions are needed at this time.

B. Self-Assessment of Adherence to the Indicators Of Quality
INFORMATION RESOURCES STANDARD FOR ACCREDITATION
The Standard: The schools information resources are appropriate and adequate in scope,
quantity, and quality to facilitate achieving the schools mission and delivery of its educational
program. The resources are accessible to all students and the staff for use in learning and
teaching and to broaden and extend their knowledge and skills. Appropriate instruction is
offered to the students and the staff on the appropriate, ethical, and most effective uses of the
information resources. Information resources are current and functional.

The school has and implements written policies or procedural
12.1 X
guidelines for acquiring and using information resources.
Members of the staff and students are provided with appropriate
12.2 opportunities to offer input into the types, quality, and format of X
the information resources provided.
The governing body and leadership ensure that information resources are:
12.3 Age- and developmentally-appropriate. X
Properly organized and maintained for ready access and use by
12.4 X
students and the staff.
Reviewed periodically for relevancy, currency, and alignment
12.5 X
with the schools curricula and instructional program.
12.6 Appropriately supported with funding from the schools budget. X
Managed by members of the staff who are sufficient in number
12.7 and appropriately qualified to provide effective services to X
students and the staff.
Supportive of the schools plan for growth and improvement of
12.8 X
student performance.

Source of
Comments
Comments
Governing Body These responses were part of the parent responses
Students The internet never works and the printers never work
The Chromebooks are a great tool but also a huge distraction. I can
see that they are being used constantly during the school day, WHILE
in class, for chatting, much of which is not appropriate. I wish that
teachers would not allow this.
Parents Computers are still running on Windows XP
They could be more instructional technology courses (programming,
office/business, networking, etc. offered)
Child doesnt know not to print homework/papers at home from
Chromebook.
Community These comments are part of the parent and students.
Stakeholders

List the schools significant strengths in meeting the Information Resources Standard.
Classrooms are equipped with computers and interactive whiteboards, and school administration has
current software for record-keeping needs. Students have textbooks and Chromebooks to enhance
their learning experience.
List the schools significant areas in need of improvement in meeting the Information
Resources Standard.
Facilities for storage of technology and information resources as well as offices for technology and
information resources staff are in need of improvement. Due to the small size of the school, rooms
have not yet been converted to accommodate these needs.
strategic priorities related to Information Resources that should be included in the action
plan in the Plan for Growth and Improvement.
Even though our facilities are not part of our action plan or objectives, we are putting
technology storage into our strategic plan for the future. We are hoping to utilize our friary
in order to store these resources which includes developing an auxiliary library.
Evidence School
The information resources and technology plan(s) 12A
Budget for information resources and technology 12B
Information skills curriculum 12C
Policies related to information resources and technology 12D

SELF-ASSESSMENT OF THE
INDICATORS OF QUALITY FOR
CURRICULUM, INSTRUCTION, AND ASSESSMENT
As part of its planning for growth and improvement, the school conducted an in-depth self-
examination of the curriculum, instructional program, and assessment practices for those
components of its educational program that are deemed essential to the areas of student
performance that have been identified as the priorities for growth and improvement. Using the
Middle States Indicators of Quality for Curriculum, Instruction, and Assessment, this self-
assessment required the school to look carefully at its written curriculum, how the curriculum
is delivered to the students, and the practices used to assess the degree to which the students
are achieving the learning goals of the curriculum.
The overall purpose of this self-assessment is to identify any aspects of the schools curriculum,
instructional pedagogy, and assessment practices that need to be developed or improved to
increase the likelihood that the school will be able to achieve the goals it set for growing and
improving student performance. Areas identified for development and/or improvement should
be included in the action plans for the measurable student performance and organizational
capacity goals that are the heart of the Plan for Growth and Improvement.
SELF-ASSESSMENT OF THE INDICATORS OF QUALITY

FOR CURRICULUM, INSTRUCTION, AND ASSESSMENT
X Survey of the schools stakeholders using the Middle States Survey:
Total Number of Surveys Returned 21

The results represent surveys completed by:
Students 0
Parents Some of our faculty are
parents of our students (5)
Faculty and Staff 21
Administrators Factored into faculty/staff

A. ISSUES RELATED TO THE INDICATORS OF QUALITY
The following requirements ask the school system to provide a self-assessment of expectations
for quality for curriculum, instruction, and assessment in this component of the school's
educational program. The information and data requested in this section are not for evaluation
purposes. Instead, the information and data will assist the system in making the determination
whether it meets the Standard and its Indicators of Quality.
1. CURRICULAR COMPONENT SUMMARY: On the chart below, summarize the

course/program offerings for this component of the education program by completing each column as
described.
Grade Level: Enter the grade level(s) at which each course/program in this curricular
component is taught.
Course Title: List the course/program titles or topics taught (e.g. Language Arts, English IV,
writing, journalism).
Hours per Indicate the number of hours of instructional time devoted to each program/
Semester/Year: course per semester/year.
Hours per
Grade Level(s) Course Title
Semester/Year
9 0111-8 Revelation: Jesus Christ in Scripture 60
9 0112-8 Who Is Jesus Christ? 60
10 0121-8 The Paschal Mystery: The Mission of Jesus Christ 60
10 0122-8 The Church: Jesus Christs Mission Continues 60
11 0131-8 Sacraments: Privileged Encounters with Jesus Christ 60
11 0132-8 Life in Christ 60
12 0141-8 Catholic Social Teaching: Disciples of Jesus Christ in Society 60
12 0142-8 Vocations: Sacraments at the Service of Communion 60
12 0145-7 Mercy and Justice * 60
12 0146-7 Philosophy * 60
9 0213 3-Literature 1 60
9 0214 3-Grammar, Speech & Essay Essentials 60
9 0215 5-Literature 1 60
9 0216 5-Grammar, Speech & Essay Essentials 60
10 0223 3-American Literature 60
10 0224 3-Novel 60
10 0225 5-American Literature 60
10 0226 5-Novel 60
11 0233 3-Early British Literature 60

Hours per
Semester/Year
11 0234 3-Late British Literature 60
11 0235 5-Early British Literature 60
11 0236 5-Late British Literature 60
12 0243 7-English Composition 60
12 0244 3-Contemporary Writers 60
12 0245 7-College Composition 60
12 0246 5-Modern Poetry 60
12 0247 7-Creative Writing * 60
12 0248 7-Tragedy * 60
9 0322 3-World History/Cultures 120
9 0323 5-World History/Cultures 120
10 0312 3-US /PA Studies Part 1 120
10 0313 5-US/PA Studies Part 1 120
11 0332 3-US/PA Studies, Part 2 120
12 0341 3-Government 60
12 0342 3-Economics 60
12 0344 7-Government 60
12 0381 7-Sociology 60
12 0382 7-Psychology 60
12 0387 7-European History 60
12 0389 7-20th Century Conflicts 60
12 0383 5-Pre-Law 60
12 0391 5-Antebellum America * 60
12 0388 7-The American Civil War 60
9 0411 1-Fundamentals of Algebra 120
9 0412 3-Algebra 1 120
9 0413 5-Algebra 1 120
9 0414 5-Algebra 2 120
10 0423 3-Geometry 120
10 0425 5-Geometry 120
10 0427 1-Basic Algebra 120
11 0430 1-Geometry 120
11 0431 3-Algebra 2 120
11 0475 5-Pre-Calculus Trigonometry 60
11 0477 7-Pre-Calculus Mathematics 120
11,12 0473 3-Trigonometry 60
Hours per
Semester/Year
11,12 0474 3-Advanced Algebra 60
11,12 0478 7-College Pre-Calculus 120
12 0482 1-Algebra 2/Trigonometry 120
12 0483 7-Statistics 120
12 0484 7-Business Calculus 120
12 0485 7-Calculus 120
11,12 0476 5-Computer Programming 1 60
9 0515 5-Biology 120
9 0523 3-Biology 120
10 0525 5-Chemistry 120
10 0531-1-Chemistry 120
10 0533 3-Chemistry 120
11 0534 5-Physics 120
11 0535 3-Physics 120
12 0529 5-Applied Engineering 120
12 0581 7-Anatomy/Physiology 120
12 0582 7-Advanced Biology 120
12 0583 7-Advanced Chemistry 120
12 0591 3/5-Astronomy 120
12 0592 3/5-Chemistry II 120
9 0611 3-Spanish 1 120
9 0614 5-Spanish 1 120
10 0612 3-Spanish 2 120
10 0613 5-Spanish 2 120
9 0621 3-French 1 120
10 0622 3-French 2 120
9 0624 5-French 1 120
10 0623 5-French 2 120
11 0661 5-Spanish 3 120
11 0662 5-French 3 120
12 0671 7-Spanish 4 120
12 0672 7-French 4 120
9 0681 3-Chinese 1 120
10 0682 3-Chinese 2 120
10 0684 5-Chinese 2 120
Hours per
Semester/Year
11 0685 5-Chinese 3 120
12 0686 5-Chinese 4 120
9,10 0712 8-Freshmen/Sophomore Physical Education 30
10 0725 8-Health 60
11,12 0734 8-Junior/Senior Physical Education 30
11 0882 3-Personal Financial Management 120
10,11 0883 5-Personal Financial Management 120
12 0873 5-Accounting 120
12 0884 3-Entrepreneurship 60
12 0885 7-Public Speaking 60
9-12 0913 3/5- Band 120
9 0922 3-Art 1 120
10 0923 5-Art 2 120
11 0924 5-Art 3 120
12 0925 5-Art 4 120
900 The instructional hours are reported for one academic year
450 The instructional hours are reported for one academic semester
2. Describe any gaps or omissions in the sequences of courses taught in this component of
the educational program. Provide a description of proposed improvements and/or
corrective actions that need to be taken. Include a description of actions that have been
initiated or are formally planned.
We are not aware of any gaps.
3. Describe any unnecessary repetitions in the sequences of courses taught in this

component of the educational program. Provide a description of proposed improvements
and/or corrective actions that need to be taken. Include a description of actions that have
been initiated or are formally planned.
We do not have any unnecessary repetitions.

4. ASSESSMENT RESULTS:
Schools Performance on This Assessment: Based on Percentile Rank

PSAT/NMSQT 11th grade
Organization School
Test Takers 90
Mean Total Score 1018
ERW 67
ERW 74%
ERW 5
ERW 6%
ERW 18
ERW 20%
Math 41
Math 46%
Math 17
Math 19%
Math 32
Math 36%
# Met No Benchmark 19
% Met No Benchmark 21%

PSAT/NMSQST 10th grade
Organization School
Test Takers 93
Met ERW 63
% Met ERW 68%
Met Math 5
% Met Math 6%
Met None 18
% Met None 20%
Total Score 320-590 0
600-790 5
800-990 60
1000-1190 24
1200-1390 1
1400-1520 0
Mean Score 918
Section Scores Evidence-Based Reading 469
and Writing
Math 449
Test Scores Writing and Language 23
Math 22
Cross-Test Scores Analysis in Science 24
Analysis in 24
History/Social Studies
Subscores Command of Evidence 8
Words in Context 8
Expression of Ideas 8
Standard English 8
Conventions
Heart of Algebra 7
Problem Solving and 8
Data Analysis
Passport to Advanced 7
Math

ACT: Juniors and Seniors 2015-2016
Five Year Trends-Average ACT Scores

Total Tested English Mathematics Reading Science Composite
Grad School State School State School State School State School State School State
Year
2012 16 25,426 17.4 22.0 18.5 22.7 19.1 22.7 18.4 21.9 18.4 22.4
2013 12 26,171 23.5 22.2 23.9 23.0 22.8 23.0 22.1 22.2 23.2 22.7
2014 22 27,136 21.2 22.1 20.9 22.8 22.5 23.0 21.8 22.2 21.8 22.7
2015 32 29,776 22.1 22.5 20.9 22.8 22.6 23.2 21.7 22.5 21.9 22.9
2016 43 31,342 21.1 22.6 21.7 23.0 22.6 23.6 22.1 22.8 22.0 23.1
Percent of ACT Tested Students Ready for College-Level Coursework

College English Composition
77 77
College Algebra
56 61
College Social Science
58 61
College Biology
44 52
Meeting All 4
33 42
A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of
obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing
college courses.
English Composition: 18 on ACT English Test
College Algebra: 22 on ACT Mathematics Test
Social Science: 22 on ACT Reading Test
Biology: 23 on ACT Science Test
Average ACT Mathematics Score by Course Sequence

Alg , Geo, Tric, Calc 24.6 24.8
Alg , Geo, Trig, Other 18.3 21.6
Alg , Geo, Trig 15.8 19.7
Alg , Geo 0 17.2
Less than 3 years 0 17.5
Average ACT Science Score by Course Sequence

Gen Sci, Bio, Chem, Phys 22.7 23.5
Bio, Chem, Phys 21.9 24.6
Gen Sci, Bio, Chem 21 20.7
Less than 3 years 18.5 19.1

Grade Level(s) Area(s) Level of Student
Name of Assessment
Administered Assessed Performance
S NI U
9 and 10
th th Reading X
IOWA 9th and 10th Vocabulary X
Written
9th and 10th X
Expression
9th and 10th Math X
9th and 10th Computation X
Curricular
Grade Level(s) Level of Student
Administered Performance
Assessed
S NI U
Critical
11th and 12th X
SAT Reading
11th and 12th Mathematics X
11th and 12th Writing X
Curricular
Assessed
S NI U
10th and 11th ERW X
PSAT 10th and 11th Math X
Curricular
Assessed
S NI U
11th and 12th English X
ACT 11th and 12th Mathematics X
11th and 12th Science X

Students performed satisfactory for all assessments so no corrective actions need to be taken
at this time.
B. SELF-ASSESSMENT OF THE INDICATORS OF QUALITY
The Indicators of Quality for Curriculum, Instruction and Assessment identify the types of
evidence that, when taken together, indicate whether the school meets the expectations for
quality in its educational program.
Rating of Adherence to the Indicator

1. Does Not Meet The evidence indicates the school system does not meet the
2. Partially Meets/In The evidence indicates that the school system partially meets
Need of Improvement the expectations of this Indicator and is in need of
improvement
3. Meets The evidence indicates the school system meets the
4. Exceeds The evidence indicates the school system exceeds the
INDICATORS OF QUALITY FOR CURRICULUM
Indicators of Quality for All Schools

The development of the curriculum is based on a thorough
CI.1 assessment of the basic concepts, skills, and knowledge required X
of all students to fulfill the stated goals of the program.
The curriculum has established priorities, objectives, and goals for
CI.2 all courses and units within the program that are based on clearly X
defined expectations for all students.
The curriculum is designed to ensure the alignment of teaching
CI.3 strategies, learning activities, instructional support, instructional X
resources, and assessment.
The curriculum defines desired student outcomes as expressed in
CI.4 terms of student understanding, knowledge, attitudes, skills, and X
habits.
The curriculum provides experiences that promote students
CI.5 critical thinking, reasoning, problem-solving skills, and study X
skills.
The learning expectations of the curriculum address the diverse
CI.6 learning needs of the students without compromising the X
essential knowledge and skills students are expected to learn.
Course objectives in the curriculum are simply stated and
CI.7 X
understandable to students.
The skills and knowledge of the curriculum are well-articulated
CI.8 and coordinated between all teachers at each grade level and by X
teachers across grade levels.
Elementary, middle level, and secondary level staff members
CI.9 work cooperatively to provide a meaningful, and logical X
progression of learning activities in the curriculum
The curriculum is designed to foster active involvement of
CI.10 X
students in the learning process.
Instructional activities in the curriculum provide opportunities
CI.11 X
for both exploration and specialization in the content
The curriculums objectives and expectations for learning are
CI.12 understood and supported by the school's communitys X
stakeholders.
Parents and students are provided appropriate opportunities to
CI.13 X
provide input into the development of curriculum.
Written curriculum guides identify objectives and define the
CI.14 scope and sequence of the curriculum. The guides are functional X
and in use.
Learning materials used in the curriculum are current and are
CI.15 X
selected to fulfill the goals and objectives of the curriculum.
Current best practices in, including the use of technology and
CI.16 other media, are considered in the selection of learning materials X
and media.
Decisions made regarding the curriculum are based on data about
student performance, knowledge about organizational
CI.17 X
development, and research about best practices in curriculum,
instruction, and assessment.

The content and instructional activities in the curriculum are
CI.18 X
consistent with the schools philosophy/mission.
Administrative leadership and support are provided in the
CI.19 X
coordination and articulation of the curriculum.
The curriculum is reviewed and evaluated regularly and
systematically. The curriculum review/evaluation process
CI.20 includes safeguards to ensure that the written curriculum is X
actually taught. The review process focuses on what is to be
deleted from the curriculum as well as what is to be added.
Indicators for school systems that deliver all or part of their educational
Only the math department and Spanish has a written curriculum.

All of the curriculum is based on what a student needs in order to complete and fully understands the course of
study.
Departments meet to discuss and implement protocols to this end.
That mathematics department has met to ensure the curriculum meets our goals.
Curriculum is being developed under the guidance of a trained curriculum developer.
Departments coordinate fully and completely to determine curriculum for each subject, class, and grade. Each
level has certain standards that students are expected to have mastered by the end of the course.
The level 3 math curriculum has been aligned to the Keystone Anchors and the Common Core. We are in our first
year with this newly outlined curriculum and are documenting our results as we progress through the year. We
plan to do the same alignment for the level 5 courses this summer.
we have used the common core and keystone anchors as our guidelines.
Courses are geared to the level as to which to student can achieve to their potential.
These are determined by departments composed of new to veteran teachers
Faculty are taking professional responsibility to develop curricula based on experience of student performance.
State standards and performance outcomes are utilized to determine student objectives and goals.
The level 3 curriculum alignment is documented and in binder form. All members of the math department have a
copy that includes the curriculum for all level 3 math courses.
As of right now our level 3 curriculum is laid out in such a way that shows established priorities, objectives and
goals for the course. We are still developing feel 1 and 5. However, both of these levels do have priorities, objects
and goals, they are not just as explicitly stated and laid out like the level 3 curriculum.
All of the departments are coordinated in such a way as to the students will see a natural progression as they
move on to the next level of study.
Faculty have been introduced to multiple teaching strategies via In-service.
Departments work together to determine the best resources, assessments, and expected outcomes.
We have collaborated as a department to discuss teaching strategies, learning activities, etc... that would be
appropriate for the curriculum.
All course objectives describe all of these items.
Departmental collaboration and teacher evaluation
We used the common core and keystone anchors, which lay out what the students should know.
All of our courses are designed to make the students think critically.
Through the combination of various courses, students get a balance of these experiences.
Our curriculum and teaching styles highlight methods of teaching that give the students the opportunity to work
through word problems or activities that allow the students to delve deeper into the concepts.
All of our courses of study have levels to meet the needs of students where they can achieve.
While the needs are the same, the expectations vary depending on the student level from standard to honors.
By having instruction on three different levels students with diverse learning needs can learn at their own pace
with support as needed.
The curriculum that has been drafted currently addresses level 3 only. Our goal is to complete the level 5
curriculum this summer. Level 1 math curriculum will then follow. It is our goal to complete level 1 by the end of
next school year.
Our curriculum is designed to meet the needs of the students depending on the 3 levels.
Syllabi are provided to all students which states the course objectives.
Work in progress and is being designed for transparency and clarity for both students and parents.
Students receive a syllabus at the beginning of each semester.
Faculty have paid great attention to making course objectives intelligible to students.
For the level 3 curriculum; Objectives for each unit are clearly stated and provided to students at the start of each
unit.
The course objectives are listed in the syllabus and most of the students read it and understand, but there are a few
students who may not.
All departments work in coordination.
Teacher teamwork and collaboration is exceptional.
Teachers are familiar with the curriculum in their respective departments.
The level 3 curriculum was documented by our team of math instructors. Through our discussions of each course
we shared concerns, student perceptions, activities, and assessment methods. It was very valuable to do this as a
"team". It is our goal to take the same approach with both level 5 and level 1.
The teachers in our department meet regularly to discuss curriculum and teaching methods.
Unaware of a current collaborated effort taking place as was done in the past
We really don't communicate with all of our grade schools.
All departments work in coordination as students progress to the next course of study.
There is not much communication from our feeder schools.
We do have come coordination with our feeder school regarding the algebra I and algebra 2 courses. I think a lot
more work needs to be done in this area, beginning at the elementary level.
Our department has no connection with elementary and middle level staff since we have students from many
different schools, however, our department does work on providing students with a progressive, cohesive
curriculum from grade to grade.
Some courses encourage more than others student involvement.
This can be seen across the board in hands on activities from art to foreign language to science labs.
Learning outcomes, assessments, and even content is centered around student engagement.
For the level 3 curriculum that has been drafted.
Our curriculum involves student participation and involvement. The students are to be producing so that the
teacher as well as the student can evaluate the learning.
Many of our courses make students work on activities to enhance the learning and understanding of the subject.
This can be seen across the board in hands on activities from art to foreign language to science labs.
Research opportunities for students abound.
Application problems are part of each unit in the level 3 math curriculum. When practical, exploration activities
are incorporated that involve group work, hands on activities, and computer investigations on dynamic geometry
software.

The curriculum provides opportunities for the students to delve deeper into the concepts either with hands-on
activities like Barbie bungie or a complex word problem that would cause the students to think deeply.
All course objectives are easily accessed by students and parents.
It is my understanding that we are a transparent institution.
There are many opportunities including Meet the Teachers Night that make the curriculum available to parents.
The school overall does an amazing job of expressing the school's beliefs, goals and expectations through our
website, at school events and in the handbook.
I've personally never asked a student for curriculum input.
Most of our curriculum is teacher/administration driven designed to meet the students needs.
I honestly do not know this aspect is currently treated but feedback is always welcome and taken with the highest
regard.
If there is a medium through which students and parents can contribute, I have not been exposed to it.
Students and parents are welcome to make suggestions to how their child or how the child him or herself should
be taught. Not all recommendations are appropriate but they are noted.
The math department has created an organized progressive curriculum book that sequences and defines the
curriculum.
Also our budget limits our resources
Current materials and resources are sometimes lacking
Textbooks and materials are current.
Materials are up to date with technology integrated.
Instructional materials and assessments frequently use technology, but some reading materials could be replaced.
For the level 3 curriculum
Learning materials are always changing and depends on the students.
An evaluation of student achievement directly related to technology was initially to be conducted, but has not
been completed
All classrooms are technology enhanced.
All students have Chrome books and classrooms are fitted with projectors with smart-board capabilities.
The Chromebooks have allowed for total access of technology in the learning process.
There has been a major drive to make technology available and the faculty often share best practices.
The level 3 math curriculum includes the use of graphing calculators, interactive white boards, instruction
delivery on google classroom, and investigative learning on dynamic geometry software.
Each child or group of children learn differently and their needs plays a role in which materials are used. A lot of
technology is used in the math curriculum from calculators, to smart boards to Google Classroom.
Lack of professional development to know what best practices of today.
Currently being evaluated and addressed.
Our curriculum used the common core and keystone as anchors, which incorporate instruction, assessment, etc...
Every class strives to mold its students into responsible, accountable, young adults with a sense of community
and charity.
Our Catholic faith is always at the center of what we teach.
We are a Catholic educational facility and are very conscious of this when developing curriculum.
The school overall is cohesive in regards to the mission and how the teachers teach to it.
Administration provided professional development for the process of writing a curriculum.
Additional communication and support would be welcome
The administration is extremely accessible in providing help to instructors.
Leadership is constant and accommodating.
Our administration spared no expense in hiring a curriculum expert to train the faculty in curriculum
development.
The curriculum model was provided by consultants from the University of Pittsburgh. The Serra Administration
has allotted time for the development through Act 80 days, and through the provision of Act 48 hours during the
summer.

Administration provide their input and suggestions in regards to the curriculum.
Not sure what safeguards we have in place to ensure it is being taught.
Current project. Have not had to review our work yet.
Teachers are provided with an opportunity to be evaluated regularly.
Currently under development however teacher evaluation practices are currently implemented.
Since this is the first school year with this documented level 3 math curriculum, this is a work in progress. We do
periodic reviews within our department, but the curriculum is not periodically reviewed outside of our
department.
The math department meets regularly to discuss curriculum but over the summer, we meet to review the
curriculum and make changes as needed.
INDICATORS OF QUALITY FOR INSTRUCTION
Indicators for All Schools

A variety of teaching strategies and techniques is used to meet the
II.1 X
needs of individual students in the curriculum.
The scope and pacing of lessons in the curriculum are appropriate
II.2 X
for the students.
Provision is made for appropriate amounts of learning time for all
II.3 X
aspects of the curriculum.
Students are provided with additional assistance to address
II.4 X
specific learning challenges in the curriculum when needed.
Students and teachers demonstrate mutual respect toward each
II.5 X
other in classes.
Students demonstrate an understanding of cultural differences by
II.6 X
maintaining respect for each other in classes.
Class sizes promote and allow for varied instructional strategies
II.7 X
to be used.
Meaningful and frequent communications with parents are used
II.8 X
to promote student learning in the curriculum.
Members of the faculty are qualified, competent, and dedicated to
II.9 X
the objectives of the curriculum.
Members of the faculty maintain safe, positive, and supportive
II.10 X
classroom environments.
The faculty is provided with continuing professional growth
activities that support the effective fulfillment of curriculum
II.11 X
objectives. Support for effective use of research-based
instructional practices is provided to teachers.

We provide accommodations when necessary. I also see teachers lecturing, doing projects, activities, and labs
during class to offer enough variety.
Staff uses a variety of methods in classroom instruction.
Audio, visual, and hands-on approaches are implemented through discussion, writing, video, and ind./grp.
projects.
Our curriculum offers honors, college preparatory, and basic level courses. Within those courses, teaching
strategies and techniques vary and may include direct instruction, investigative learning, and flipped instruction,
or a combination of all.
The teaching strategies differ between the three levels. Level 5 is more advanced and student centered while level
1 has the most support and one on one teaching.
The scope and sequence of each class provide a scaffold for students to learn where prior knowledge of past
topics are needed for future topics.
Students are pre-assessed upon entering the school to determine pacing into a range of distinct levels
Our experience as a team of instructors has helped us define the boundaries between courses. We have been
mindful of this pacing for the past three years and our documented level 3 curriculum reflects what we have
learned.
Different paces are determined by different levels and the students themselves.
35 minute periods are not enough to get through enough information for the year.
Students requiring additional help or time on assignments or assessments are provided.
The curriculum is set up that adjustments are able to be made if necessary.
Teachers are good at offering time before or after class for extra help.
There are many opportunities for students to receive tutoring and extra help.
Students requiring additional help or time on assignments or assessments are provided.
One piece of evidence is math lab.
The AIU program and the Math Lab during lunches are good examples of this.
Support staff are available and teachers spend a significant amount of time supporting student learning.
As a department, we offer a daily tutoring service we call "math lab". Open to all students, three of our math
instructors tutor across the curriculum. It has been very popular and well received by the students.
Students are provided with the appropriate support depending on how involved or complicated the material is.
Students are motivated properly and show respect for teachers.
The school strives itself on charity and kindness. Rigorous enforcement of this policy is implemented.
Our students are overall incredibly respectful.
This is a goal that can always be advanced in a high school but the atmosphere is very respectful.
The overall classroom environment of the school is respectful and the students feel comfortable speaking their
minds.
Our school is becoming more multicultural and students respect each other with no visible problems.
The school strives itself on charity and kindness. Rigorous enforcement of this policy is implemented.
Although we do not have a wide range of cultures, students respect our foreign exchange students.
This could be developed more fully. Our students in general do not have many opportunities to pursue cultural
awareness
The students respect each other and care about one another.
Our class sizes are very manageable.
Class size is generally equal to or fewer than the standard appropriate public class size.
My class sizes are all ideal (less than 25 students).
Some classes are very large.
I feel our basic, or level 1 courses are too big. Students in these classes are not able to be given the individual
attention they need due to class size.
Class size is appropriate. The level 1 and level 5 class size is smaller to promote more appropriate instruction.
grades are posted on the portal and teachers have access to parent email addresses

By online grading progress easily accessed by parents and periodic phone calls or emails to parents keep all
informed.
Midpoint grade checks are performed every quarter and parents are informed when their child is performing
below a passing level.
Parents are actively involved in their child's learning and academic success through support staff and
communication with teachers.
Parent contact is frequent.
I email parents frequently about their student learning.
Faculty is extremely professional.
State requirements ensure qualification and competency is demonstrated through department input and
collaboration.
I feel that the math department faculty is a cohesive group all dedicated to the same goal of educating our
students in an effective, exciting way. Our dedication to the development of our current curriculum, and our plans
for continued development through this coming summer are indicators of our dedication.
Our department helped modify the math curriculum so the members of the faculty are on board and present their
ideas.
Classrooms are controlled and safe.
Faculty rigorously enforce the school's policy of charity and kindness.
The faculty at Serra is amazing and genuinely care about student success.
We do not offer a lot of professional development
Not much has been offered last several years, until the Middle States process began again
Many in service days provide professional enhancements.
Generally, several opportunities for continued education activities are provided.
Professional days are provided to the teachers to help them grow and allow them to share ideas with other
teachers.
INDICATORS OF QUALITY FOR ASSESSMENT
Indicators for All Schools

Assessment of student learning and performance is aligned with
AI.1 X
curriculum and instruction in the curriculum
A variety of methods for assessing student learning is used in the
AI.2 X
curriculum.
Assessment results in the curriculum are analyzed with
AI.3 X
appropriate frequency and rigor for:
a. individual students as they move through courses in the
X
curriculum
b. cohorts of students as they move through courses in the
X
curriculum

c. comparable (local, state, and national) groups outside of the
X
school.
The assessment of student learning and performance in the
curriculum enables students to monitor their own learning
AI.4 X
progress and teachers to adapt their instruction to students
specific learning needs.
Records of students learning and performance are maintained in
AI.5 X
the curriculum.
Timely and useful evaluative information and feedback regarding
AI.6 learning in the curriculum is provided to students and parents (as X
appropriate).
Assessment data on student learning are used to measure the
AI.7 X
presence or absence of achievement in the curriculum.
Since not all teachers have a written curriculum, the assessments are not aligned
Assessments are adapted to student's pacing/performance level.
As a department, we have outlined a variety of assessments for each set of courses for a given level. We are
consistent with homework quiz assessments, and unit exams in an effort to maintain consistency for our students.
We continue to discuss as a group how we assess, as well as our results so as to determine if and how changes
should be made.
Assessments follow directly with the notes and practice provided to the students.
Tests, quizzes, research projects all are used.
Some examples are paper tests, speaking exercises (foreign language), and project activities.
This is evident in the three levels of instruction.
Tests, quizzes, projects and oral questions have been used to assess the students.
It's hard to assess students against local, state, and national standards based on our individual test scores. This is
because they are not the same tests that are used nationally.
We usually exceed normal standards.
Individual and cohorts - yes; outside groups I do not have information on.
Students are not compared to students from local state and national groups as often.
Teachers may have to adapt their teaching practices to meet the needs of the students.
Students have constant access to their grades via online dashboard and instruction is adapted with regard to entry
level placement and students with special needs.
Students are very much involved in their own learning.
Students can look from week to week to see how they are progressing or not progressing.
Progress is reported daily in the online gradebook.
Paper and digital grade books are used.
Students reflect on their leaning from week to week by writing math journals.
Through transparent online grade book and mid-point check feedback.
Yes. Portals Plus gives quick feedback.
Each week the students are assessed with homework and a homework quiz, which they receive feedback on.
Parents do not get as much feedback as the students.

There are programs in plus portals that allow teachers to view charts and records on class achieving on
assignments and assessments.
THE PLAN FOR GROWTH AND IMPROVEMENT
MIDDLE STATES COMMISSIONS ON

ELEMENTARY AND SECONDARY SCHOOLS
TECHNICAL REVIEW OF OBJECTIVES
Date of Review 1/10/2017

School Name Serra Catholic
Review Number 1
Staff Reviewer Cathy Jakubowski
Projected Visit Dates March 28-31, 2017
Protocol Excellence by Design
Next Steps:
Objectives are approved as submitted. This approval denotes that the

objective(s) meet the technical criteria. The Visiting Team will conduct the
X
Second Level of Review (see the Guide for Self-Study and Accreditation for
the criteria) during the Teams visit.
General Comments about All Objectives
Yes No
Has the school identified three, four, or five objectives for
1 X
accreditation purposes?
Comments:
Yes No
Do at least two of the objectives focus on growing and improving
2 X
areas of student performance as expressed in the schools Mission?
Comments:

Technical Review of Student Performance Objectives
Student Performance Objective #1: As submitted by the school:
By the year 2022, Serra Catholic students will promote behavior that fosters a safe and orderly learning
environment as measured by the following:
An increase of at least 3% improvement in attendance by the year 2022.
o Baseline data: Attendance records from 2014-2016
Students absent more than 15 Days
9th 10th 11th 12th Total
2014-2015 7 9 9 14 39
2015-2016 10 16 11 13 50
Average 8.5 12.5 10 13.5 44.5
GOAL 2022 6 9 7 9 31
Students absent more than 30 Days

2014-2015 1* 0 1* 2* 4
2015-2016 1* 3* 3* 3* 10
Average 1 1.5 2 2.5 7
GOAL 2022 1 1 1 2 5
* Medical excuse was given for absences
Attendance Baseline (3% increase)

9th 10th 11th 12th Whole
School
2014-2015 95.92% 95.42 94.46 94.92 95.39
2015-2016 95.76 94.72 94.53 93.62 94.75
Average 95.84 95.07 94.495 94.27 95.07
GOAL 2022 98.72 97.92 97.33 97.10 97.92
A 30% decrease in the number of students who were late to school 10 or more days in an
academic year by the year 2022.
o Baseline: Attendance Record from 2014-2015 and 2015-2016
Students with more than 10 Tardies (30% decrease)
9th 10th 11th 12th Average
2014-2015 9 14 22 30 75
2015-2016 12 14 21 21 68
Average 10.5 14 21.5 25.5 71.5
GOAL 2022 7 10 15 18 50
A 20% decrease in the number of major disciplinary infractions as identified below:

o Baseline: Discipline Record from 2014-2015 and 2015-2016
Assault/Battery to 1 2 0 0 3
another student

Cell Phone Use 12 15 1 5 33
Cheating 0 3 0 0 3
Cutting Class 1 4 4 7 16
Disrespect of Staff 4 9 3 3 19
Member
Disrupting Class 12 19 4 2 37
Falsifying Records 0 0 3 1 4
Fighting 1 0 1 0 2
Harassment 1 1 4 0 6
Internet AUP 5 7 1 0 13
Violation
Parking/Vehicle 0 0 0 1 1
Violation
Perpetual 2 3 0 1 6
tardiness to class
Public Display of 0 3 3 3 9
Affection
Theft 0 1 0 0 1
Throwing 1 1 1 0 3
Objects/Food
Fight
Vulgar 1 1 2 0 4
language/gestures
Total Infractions 40 68 27 23 158

Goal 2022 32 54.4 21.6 18.4 126.4
Discipline Report 2015-2016

th
9 10th 11th 12th Total
Assault/Battery to 1 2 0 0 3
another student
Cell Phone Use 11 10 6 2 29
Cheating 3 3 0 0 6
Cutting Class 0 4 7 3 14
Disrespect of Staff 6 7 3 2 18
Member
Disrupting Class 14 4 0 0 18
Decorum 5 1 2 0 8
Falsifying Records 0 1 0 0 1
Fighting 0 0 0 0 0
Harassment 1 2 0 0 3
Horseplay 3 7 4 2 16
Internet AUP 1 0 0 0 1
Violation

Out of Bounds/In 2 3 0 0 5
off-limit area
Parking/Vehicle 0 0 2 1 3
Violation
Perpetual 4 0 0 0 4
tardiness to class
Possession of 0 0 3 0 3
drugs in school
Public Display of 0 0 2 0 2
Affection
Throwing 0 1 2 0 3
Objects/Food
Fight
Vulgar 3 0 5 0 8
language/gestures
Total Infractions 54 45 36 10 145

Goal 43 36 29 8 116
2014-2015 40 68 27 23 158
2015-2016 54 45 36 10 145
Student Performance Objective #1: Technical Review Criteria
Yes No
Is the objective stated as a desired end result in student
performance? (What do we expect our students to know? What do
1 X
we expect them to do with what they know? And/or What qualities
or characteristics do we want them to demonstrate?)
Comments:
Yes No

Does the objective address expectations for as many of the schools
2 X
students as possible?
Comments:
Yes No
Does the objective relate to culminating expectations for students at
3 X
or near the end of their experiences in the school?
Comments:
Yes No
Is the objective related to improvement in an area of academics?
(Note: If none of the student performance objectives relate to
4 X
academics, the school needs to be prepared to explain why
academics are not a priority for growth over the next seven years.
Comments: While the objective does not focus on an area of academics, an orderly
environment would have a positive effect on all academics.
Yes No
Is the realization of the objective stated as seven years from the year
5 X
of the teams visit?
Comments:

Yes No
Has the school identified how it will measure progress toward the objective over
the next seven years, i.e.:
1) Have measures been identified to determine achievement of X
the objective?
2) Are baseline data included for each assessment? (MSA
6 requires that at least one measure has baseline data in place X
by the time the team arrives.)
3) Is the baseline year in which the data for each assessment
X
were collected included?
4) Are challenging and appropriate seven-year performance
targets set for each assessment used to measure achievement X
of the objective?
Comments:
Yes No
Has the school identified multiple forms of assessment to measure
7 X
accomplishment of this objective when appropriate and available?
Comments:
Yes No
Is the objective measured by both external and internal assessments
8 X
when appropriate and available?
Comments: External measures would not be appropriate for this objective.
Suggestions for Revising Student Performance Objective #1:
Objective is accepted.
While this objective is not related to an area of academics, it is clearly rooted in your Mission
to nurture students in spiritual, moral, academic and social growth

Student Performance Objective #2: As submitted by the school:
By the year 2022, Serra Catholic High School will demonstrate improved academic proficiency as
measured by:
a. Increase in the average student improvement on the math section of the PSAT from sophomore
to junior year by 25%.
School Year Average PSAT performance (math section

only)
2019-20 571
2018-19 537
2017-18 487
2016-17 457
Baseline average 2011 - 2016 449 (2015)
2015-16 449
2014-15 45 (old PSAT)
2013-14 43 (old PSAT)
2012-13 43 (old PSAT)
2011-12 42 (old PSAT)
a. There will be a pass rate of 80% of students successfully completing our college in high school
classes with a final grade of a B or better.
a. No baseline data has been calculated thus far for grades
i. Base line data will begin for the year 2016-2017
CHS 2016-
Enrollment 17
7-Mercy &
Justice 0145
7-Philosophy 0150
7-Tragedy 0247
7-Creative
Writing 0248
7-Creative
Writing 0248
7-Government 0344
7- US History 0345
7-Sociology 0381
7-Sociology 0381
7-Psychology 0382
7-Psychology 0382

7-20th Century
History 0389
7-College
Algebra 0472
7-Pre-Calculus 0477
7-Business
Calculus 0484
7-Statistics
7-Statistics
7-Calculus 0485
7-Anatomy &
Physiology 0580
7-Adv.
Biology 0582
7-Adv.
Chemistry 0583
7-Spanish 4 0671
7-Public
Speaking 0885
Total
Goal for 2022
b. Baseline data for college in high school enrollment for 2014-2017
CHS Enrollment 2014-15 2015-16 2016-17
7-Mercy & Justice 0145 5.3% 4.3% 6.2%

7-Philosophy 0150 1.7% 4.8% 5.1%
7-Tragedy 0247 3.9% 3.7% 3.4%
7-Creative Writing 0248 5% 4.3% 2.8%
7-Creative Writing 0248 3.7% 3.4% 4.0%

7-Government 0344 3.7% 2.0% 5.7%
7- US History 0345 5.4% 4.6% 3.1%

7-Sociology 0381 6.5% 4.3% 6.8%
7-Sociology 0381 3.9% 4.3% 4.5%

7-Psychology 0382 5.9% 5.4% 7.4%
7-Psychology 0382 3.7% 1.4% 4.5%
7-European History 0387 3.4%

7-Civil War 0388 6.5% 3.4%
7-20th Century History 0389 3.9% 3.7% 5.1%
7-College Algebra 0472 3.7% 5.1% 5.9%
7-College Algebra 0472 5.6% 6.0%
7-Pre-Calculus 0477 7.9% 6.3% 5.1%
7-Business Calculus 0484 4.8% 5.1% 4.2%
7-Statistics 4.0%
7-Statistics 4.5%
7-Calculus 0485 2.0% 2.3% 3.1%
7-Anatomy & Physiology 0580 10.4% 6.6% 9.6%
7-Adv. Biology 0582 6.7% 2.6% 6.8%
7-Adv. Chemistry 0583 2.0% 2.6% 4.2%
7-Spanish 4 0671 0.8% 1.1% 2.0%
7-Public Speaking 0885 4.5% 7.4% 7.4%
Total 395/356 students 332/351 students 408/353 students
Goal for 2022 429 students enrolled
b. There will be a decrease in failure rate for all classes in which students are enrolled by 5%
a. Baseline data: Failure rates for the 2014-2016 school year.
i. This data is the percentage of students failing at least one class for the year based
on total enrollment
2014-2015 2015-2016 GOAL

Failure Rate 2.5% 3.7% 2.9%
a. Base line data will begin for the year 2016-2017
Student Performance Objective #2: Technical Review Criteria
Yes No
Is the objective stated as a desired result in student performance?
(What do we expect our students to know? What do we expect them
1 X
to do with what they know? And/or What qualities or
characteristics do we want them to demonstrate?)
Comments:

Yes No
Does the objective address expectations for as many of the schools
2 X
students as possible?
Comments:
Yes No
Does the objective relate to culminating expectations for students at

3 X
or near the end of their experiences in the school?
Comments:
Yes No
Is the objective related to improvement in an area of academics?
(Note: If none of the student performance objectives relate to
4 academics, the school needs to be prepared to explain why X
academics are not a priority for growth over the next seven years.
Comments: While not addressing ONE area, the objective addresses academic
performance.
Yes No
5 X
of the teams visit?
Comments:
Yes No
the next five years, i.e.:
the objective?
2) Are baseline data included for each assessment? (MSA
6 requires that at least one measure has baseline data in place X
by the time the team arrives.)
3) Is the baseline year in which the data for each assessment
X
of the objective?
Comments:

Yes No
7 X
Comments:
Yes No
8 X
Comments:
Suggestions for Revising Student Performance Objective #2:
One of your belief statements recognizes the unique talents and abilities of each student.
This objective effectively models that value as it addresses both the success rate in College in
High School and failure rates in all courses. Action plans could include identifying those
disciplines that are most in need of attention and focusing on them for improvement.

Technical Review for Organizational Capacity Objectives
Organizational Capacity Objective #1: As submitted by the school:
To improve the quality and structure of the educational program, Serra Catholic High
School will have a written curriculum in place for each academic department by the year
2022.
This objective will be measured by department over the next six years.
A. Religion Department
Baseline Year: 2016-17
100% of courses have established a written curriculum.
B. English Department
C. Social Studies Department

D. Mathematics Department
E. Science Department
F. Foreign Language Department

33% of courses have established a written curriculum (Spanish only)
Organizational Capacity Objective #1: Technical Review Criteria
Yes No
Is the objective stated as a desired end result in organizational
capacity? (What does the school system have to do better or
1 X
differently in its programs, services, activities, and/or operations to
produce the levels of student performance desired?)
Comments:

Yes No
Does the objective address one or more areas addressed by the
Middle States Standards for Accreditation in need of growth and/or
2 X
improvement in order for the school system to be able to achieve
the desired levels of student performance?
Comments:
Yes No
3 X
of the teams visit?
Comments:
Yes No
the next seven years, i.e.:
the objective?
2) Are baseline data included for each measure? (MSA requires
4 that at least one measure has baseline data in place by the X
time the team arrives.)
3) Is a baseline year in which the data sets for each assessment
X
of the objective?
Comments:
Yes No
5 X
Comments:
Yes No
6 X
Comments:
Suggestions for Revising Organizational Capacity Objective #1:


STUDENT PERFORMANCE OBJECTIVES AND ACTION PLANS
Student Performance Objective #1:
By the year 2022, Serra Catholic students will demonstrate behavior that fosters a safe and
orderly learning environment as measured by the following:
Show an increase of at least 3% improvement from the previous years attendance
data
A 30% decrease in the number of students who were late to school 10 or more days in
an academic year
A 20% decrease in the number of major disciplinary infractions as identified in our
discipline records from 2014 -2016.
Describe the evidence that led the school to determine that the area of student performance
on which this objective is focused as a priority for growth and improvement.
Based on the attendance/tardy reports from the previous years data, we felt that our students were
taking advantage of the attendance/tardy policy that we have in place. There were several students
that were above the allotted amount of absences and tardies that are allowed based on our school
policy. We also felt that our discipline could be better based on the disciplinary reports from the
previous years. With discipline having a direct correlation with academics, we felt that we should
include it in this objective as well.
Action Plan for Student Performance Objective #1
Who participated in developing the action plan for Student Performance Objective #1?
Name Role in the School17

Stefanie Corcoran Dean of Students/ Chemistry Teacher/
Internal Coordinator
Michael Palcsey Religion/English Teacher
Timothy Crossen Religion teacher / Parent
Ryan Raible Social Studies Teacher/ Jazz Band moderator
Janice Fox Spanish/ Psychology teacher/Union
representative
Timothy Chirdon Principal / Parent
Robert Childs Assistant Principal
17For example, student, teacher, parent, administrator, central office staff, governing body, community member,
etc.
Objective One: By the year 2022, Serra Catholic students will demonstrate behavior that fosters a safe and orderly learning environment as
measured by the following:
Show an increase of at least 3% improvement from the previous years attendance data
A 30% decrease in the number of students who were late to school 10 or more days in an academic year.
Strategy: Identify and develop specific interventions for students with egregious attendance offenses through the implementation of the
Truancy Reduction Program. We also wish to develop partnerships with parents/guardians, coaches, teachers, and activity moderators to
support attendance in school.
Activity Responsibility Timeline Resources Indicators of Success Status
Identify students at risk for attendance issues SAP team Beginning of the Attendance records List of students at risk August
from previous years data school year from previous year given to main office 2017
(within first week) and Dean of Students
Weekly attendance reports will be printed out Dean of Every Friday Attendance reports Highlighted students Every
to alert the Dean of Students for students who Students that are to be called Friday
are approaching excessive absences during the down to Dean of year long
school year. Students and warned
about their attendance
or given discipline
Letters get sent out automatically after Dean of Dependent on Computer and Email responses from Year long
unexcused absence (every day) Students attendance Rediker software parents indicating
attendance offenses
Letters get sent out automatically after three Dean of Dependent on Computer and Parent recognition and Year long
unexcused absences to warn parents and students Students attendance Rediker software support in getting their
of demerits and detentions. child here on time
Hold regular (monthly meetings) with teachers Faculty and Monthly Computer Completed forms from Year long
and the AIU counselor to discuss any students Administration Google Form faculty and advisor
that may be of concern with tardy/attendance Rediker Software sheets indicating
Form will be sent out to the faculty to list any attendance
students of concern
Attendance and tardiness will also be
included in our quarterly advisor meetings
with students

Set up rewards and consequences for Faculty and End of the year to Awards Less tardies and Year long
good/poor attendance Administration put into place for Detention Papers absents on the weekly
first day of school print out reports.
Develop partnerships with parents to support Administration/ Put in place at Attendance Less number of Year long
attendance in school. Dean of beginning of the Acknowledgement absents from students
Attendance meetings with parents and Students year on monthly reports.
students should be convened following initial
contact with the parents when a students
attendance is of concern to the school.
o The purpose of the meeting is to develop
attendance improvement strategies
(attendance agreement) to support the
student and to examine why non-
attendance continues to be a problem.
Develop partnerships with Coaches/Activity Administration/ Put in place at Attendance report Less number of Year long
Moderators Dean of beginning of the absents from students
Students are unable to participate in sports Students/ year on monthly reports.
or after school activities if they are absent Athletic
Director
(need to attend at least 5/9 periods)
Develop partnerships with teachers regarding o Administratio Put in place at the Attendance report Less number of Year long
truancy and attendance n/ Dean of beginning of the Google Form absents from students
Field trips/activities will be permitted Students/ year on monthly reports.
depending on student attendance o Teachers
o Per quarter at teacher discretion

Objective One: By the year 2022, Serra Catholic students will demonstrate behavior that fosters a safe and orderly learning environment as measured
by the following:
A 20% decrease in the number of major disciplinary infractions as identified in our discipline records from 2014-2016.
Strategy: To reduce unsupervised discipline incidents, we will develop strategies to encourage consistent enforcement of policies. With these
policies, we hope to unify teacher implementation of common school wide behavior expectations in the classroom.
Activity Responsibility Timeline Resources Needed Indicators of Success Status
Meet every other week with Faculty/Admin Every other None Less students leaving Year long
teachers to find patterns of students istration Thursday of the classrooms and teachers
leaving classes. school year more vigilant of the
frequency of students losing
time on learning.
Develop detailed explanation of Administration By the beginning of Computer Administrations increased Year long
expectations of responsibility for all the 2017 school Contract attention to professionalism
duties of a teacher year Teacher on teacher evaluations.
evaluation Observable uniformity of
Walk through discipline and instruction
checklist during administrative walk
through.
Need more accountability and Administration Before the start of Computer Detailed list of expectations Beginning of
communication between the the school year Contract and responsibilities for August 2017
administration and faculty teachers including time
(separation of powers) spent in the classroom and
Need detailed explanation of during coverages
expectations/ responsibility
o Homeroom teachers
o Cafeteria moderators
o Classroom teacher

Consistency in student write-ups via Faculty and Start of school and Rediker software Discipline Reports of Year long
the Portal by teachers implementing Dean of year long Computer Infractions
expected behaviors. Students
Cell phones (committee of
faculty and students about new
policy)
Tardies (automatic demerits
after three warnings)
Dress code (automatic demerit after
one warning)
Teacher training on expectations on Faculty and Before start of Computer Success of the teachers Training is to
what they can do in terms of Dean of school in August Power Point during the Professional be completed
discipline. Students Copy of Development that in August
Give demerits for being late (after expectations and correctly identified rules
three warnings) rules that were broken during
case studies. Evaluation of
Give out their own detentions if
responsibilitie
applicable (Dean can proctor Performance evaluation s will be year
Detention) for each teacher long
Teachers in the hall between
classes
Give out demerits for dress code
after warning has been made
Dress code check after prayer during Faculty and Implemented before PA system Decrease in confiscated Year long
homeroom, before lunch, and after Administration the start of school material in the Dean of
lunch and year long Students mailbox
Homeroom is for warnings only Better marks in teacher
Demerits will be given after evaluations
homeroom for any offenses Fewer discipline incidents

Assistant Principal will meet with Principal Meetings will occur Teacher evaluation Increase in teacher Year long
faculty to encourage universal as needed enforcement of rules and
enforcement of rules. accountability.
This is based off teacher Also, a decrease in
observations and walk-throughs. violations during walk
throughs.
What major findings for strengths and areas in need of improvement learned from the self-study were incorporated into this action
plan?
Our areas of strength include our commitment to our mission by ensuring our students follow the Catholic teachings that give them good morals
and character. Our area of improvement is being consistent with all the rules and policies that govern this mission. Tardiness and Absenteeism
are part of these policies that must be monitored more closely.

By the year 2022, Serra Catholic High School will demonstrate improved academic
proficiency as measured by:
An increase in the average student improvement on the math section of the PSAT
from sophomore to junior year by 25%
There will be a pass rate of 80% of students successfully completing our college in
high school classes with a final grade of a B (80%) or better based on the college
grading scale.
There will be a decrease in failure rate for all classes in which students are enrolled by
5%.
With our school being a college preparatory school, we offer a rigorous and challenging curriculum
that gets students ready for college and beyond. Because of this, some students have a difficult time
performing at the level we believe they are capable of. In 2014-2015 we had nine failures and in
2015-2016 we had 13. This means that we need to be more consistent with monitoring students
grades and offering them more help before they start to fail. We also intend to keep our standards
high by increasing our PSAT scores and having a higher pass rate for our college in high school
classes.

Stefanie Corcoran Dean of Students/ Chemistry Teacher/
Internal Coordinator
Timothy Crossen Religion teacher
Janice Fox Spanish/ Psychology teacher
Timothy Chirdon Principal
etc.
Objective Two: By the year 2022, Serra Catholic High School will demonstrate improved academic proficiency as measured by:
Strategy: Increase in the average student improvement on the math section of the PSAT from sophomore to junior year by 25%.
The math department will Math department Beginning of the Math curriculum Increase in math grades Year long
provide tutoring during year across the board for all
their lunch periods to grades along with fewer
deepen math skills learned math deficiencies
in class
Khan Academy will be Math department Beginning of the Math curriculum An increase in math grades, Year Long
utilized to help students year especially at the lower
practice the fundamentals level, for all grades. There
of math and build on that will also be fewer math
knowledge through senior deficiencies and an
year. Khan academy also increase in PSAT/SAT
has a test prep section that scores due to the test prep
helps to prepare students
for the PSAT and SAT.
Objective Two: By the year 2022, Serra Catholic High School will demonstrate improved academic proficiency as measured by:
Strategy: There will be a decrease in failure rate for all classes in which students are enrolled by 5%
Academic reports will be Dean of Students/ Weekly starting Rediker Assessing more students at Year long
printed out weekly to AIU counselor/ at beginning of Computer risk which will create
identify at risk students School Counselor the school year increased grades and lower
deficiencies
At risk students will be SAP team Monthly starting Referal forms Interventions for students at Year long
discussed in SAP to see if at the beginning Academic risk due to learning
they need to be referred of the school year reports disabilities, mental health,
problems at home, or
drug/alcohol abuse

At risk students will be Faculty/Members Daily starting at Rosters of More camaraderie Year long
paired up with an honor of Honor beginning of the Honor Students between students
society tutor for extra help Schedule of
Societies/ Activity school year Higher grades and less
In homeroom, study moderators students at risk
hall, lunch, deficiencies
etc. based on Service hours for honor
student schedules students
At risk students will not be Athletic Director/ Every other week Academic Higher grades during Year long
able to participate in sports Coaches/ Faculty/ a grade check reports sports seasons
or activities if they are moderators will be done for Sport Rosters Less deficiencies
failing more than 2 classes.
School counselor who is able to Higher accountability for
Students/ Parents/ participate.
Coaches/ moderators
student grades and
will be notified that they teachers entering grades.
are on the failure list.
They have until the two-
week mark to get their
grades up.
Juniors and Seniors will not Dean of Students Weekly Academic More time spent studying Year long
be allowed to leave early if Faculty reports to bring grades up.
they are failing more than Student
one class.
schedules
Attendance and discipline Dean of Students Weekly starting Rediker More SAP referrals based Year long
records will be printed to at the beginning Computer on attendance rates
identify reasons behind of the school year Decrease in absences
academic failure
Increase in grades and
decrease in deficiencies
A new criterion will be Studies office/ Beginning of the Computer Less time going through Four times a
created for deficiencies in Faculty school year Deficiency advisors year (once
order to include more template More information every quarter)
details as to why students
regarding failures
are not succeeding in their
classes

Separate columns will be Faculty and Studies Once per quarter Deficiency Concise list of students to Year long
revised to include Office template be tutored
attendance, missing Computer Better communication
work, low quiz/test
between
scores, and tutor
recommended.
teachers/advisors/students
on reason behind failures
Objective Two: By the year 2022, Serra Catholic High School improved academic proficiency as measured by:
Strategy: There will be a pass rate of 80% of students successfully completing our college in high school classes with a final grade of
a B (80%) or better based on the college grading scale.
Academic reports will be printed out Studies Office Start at the Computer Less deficiencies and Year long
every two weeks to review college in beginning of the Rediker higher grades for
high school grades across the board. school year College in students enrolled in these
high school classes
rosters
A separate column in the deficiency Studies Office Start at the Computer Less deficiencies on the Year long
spreadsheet will be made specifically Faculty beginning of the Online overall list over the
for college in high school classes to school year Gradebook course of the year. This
ensure these grades are being College in will mean higher overall
reached. high school grades.
rosters
Stricter standards will be made for College in high Before the Computer More eligible students January of
admission into college in high school school teachers course Course that can meet that every year
classes. Prerequisites will need to be Administration curriculum book curriculum standard. Increase of before course
made for each college in high school is sent out (By book teacher recommendation curriculum
class to ensure student success. January 2022). Class for enrollment. book goes
Syllabus out.
Provide reading and study skills Faculty At the start of Classroom Comradery between Year long
support for college in high school Moderators the school year rosters students along with
courses along with providing space based on student higher grades in each
for peer study groups. performance. course.

What major findings for strengths and areas in need of improvement learned from the self-
study were incorporated into this action plan?
Our strengths from the self-study conclude that the curriculum is a central concern of all the schools
leaders, faculty members, and staff. This means that we genuinely care about the success of our
students. Our area of improvement is to maintain those high standards and concern for our students
by monitoring their grades more consistently. By printing out their grades weekly we have a better
chance at saving a student before they start failing a class. This is also helpful in recognizing if any
problems are occurring with the student such as problems at home or in school. By intervening
early, we have an increased chance at helping our students succeed.

To improve the quality and structure of the educational program, Serra Catholic High School will
have a written curriculum in place for each academic department by the year 2022.
Strategy: Teachers will be trained on how to effectively write a syllabus and curriculum for
each component of our educational programs. They will also collaborate within their
department (and cross curricular if applicable) to put this curriculum in place per the schools
timeline.
With our school having a fairly high rate of turnover in recent years, it became increasingly apparent
that our academic program could be more enhanced and aligned if a written curriculum was in
place. Academic departments and individual instructors were expected to design their own
curriculum that would exceed state standards. This approach however lacked consistency because
of the great onus placed on each individual.

Stefanie Corcoran Dean of Students/ Chemistry Teacher/ Internal Coordinator
Timothy Crossen Religion teacher
Janice Fox Spanish/ Psychology teacher
Timothy Chirdon Principal
etc.
Objective Three: To improve the quality and structure of the educational program, Serra Catholic High School will have a written curriculum
in place for each academic department by the year 2022.
Strategy: Teachers will be trained on how to effectively write a syllabus and curriculum for each component of our educational
programs. They will also collaborate within their department (and cross curricular if applicable) in order to put this curriculum in
place according to the schools timeline.
Professional Development with Administration One day: TPS Utilizing the templates Year long with an
University of Pittsburgh and faculty Beginning of the curriculum provided by the established
consultant about syllabus and school year writing guide consultant, teachers will curriculum in effect
curriculum writing Computers effectively produce syllabi starting in August
and curricula in 2017. This
accordance with the state curriculum will be
and Diocesan standards. reviewed every
year.
Department meetings will be Faculty One day Computer Completed scope and Year long
scheduled to set up scope and School sequence for each
sequence for the classes Calendar department.
offered from freshmen to Due dates established
senior year. A tentative by department based on
timeline for curricula goals will the timeline that was
also be determined. created.
Professional Development days Administration Year long Computer Progress and completion Year long
will be scheduled into the and faculty TPS of the documents along
school year to design curriculum with meeting department
curriculum writing writing guide goals in terms of the
timeline.
Have cross curricular Faculty Year long as Computer
departments meet to go over needed Curricula
curriculum overlap (English rough drafts
with Social Studies and Science State/Diocesan
with Math). standards

What major findings for strengths and areas in need of improvement learned from the self-study were incorporated into this
action plan?
Our strength is having a faculty that is dedicated to the success of their students by teaching them a rigorous curriculum. We also have a
very friendly faculty that collaborate together well in order to achieve school goals. Our area of need is that we do not have a written
curriculum, only plans made by each individual teacher. We need to work together by department in order to have a written curriculum for
each of the courses that we offer to ensure that they are scaffolded between each grade and in consideration of academic level.


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MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS

COMMISSIONS ON ELEMENTARY AND SECONDARY SCHOOLS

Serra Catholic High School

3624 Market Street 2 West Philadelphia, PA 19104

1 Include each curricular area included in the schools self-study.

Year School Began Operating September 1961

Excellence by Design Self-Study (2014) Page 2

Name Role in the School

How and why were the Internal Coordinators selected?

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The members of the Planning Team are:

Name Role in the School

The planning committee collaborated to develop performance/organizational objectives based

How were the members of the Planning Team selected?

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C. Role of the Schools Leadership and Governance

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E. A Plan for Communication and Awareness

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What is the schools Mission?

How and by whom was the school's Mission developed/reviewed/revised?

Where the mission is formally published?

What are the schools Beliefs?

Operating in a Christ - Centered atmosphere we believe that:

How and by whom were the school's Beliefs developed/reviewed/revised?

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What is the schools Profile of Graduates?

How and by whom was the school's Profile of Graduates developed/reviewed/revised?

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Last Five Years:

Next Five Years:

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B.1. History of the School:

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This section is not applicable to our school.

Is the school incorporated? x Yes

Is the school licensed to operate as an x Yes

Is the school licensed to grant diplomas or x Yes

Religious Affiliation: Roman Catholic

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B.4.a. Enrollment Trends

FOR THE ACADEMIC YEAR: 20 16 20 17

Grades PAST PRESENT PROJECTED

Explain any significant or unusual enrollment trends for this school.

B.4.b. Student Demographic Trends:

FOR THE ACADEMIC YEAR: 20 16 20 17

Percent of Student Body Percent of Student Body

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B.4.c. Size of the Professional and Support Staffs:

FOR THE ACADEMIC YEAR: 20 16 20 17

Full-Time Part-time2 Total Full-Time Equivalent

B.4.d. Experience of the Staff:

FOR THE ACADEMIC YEAR: 20 16 20 17

Years 0-1 2-5 6-10 11-20 over 20

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B.4.e. Academic Preparation of the Professional Staff:

FOR THE ACADEMIC YEAR: 20 16 20 17

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FOR THE ACADEMIC YEAR: 20 16 20 17

Elementary Middle Secondary