St.

Mary’s Colgan Catholic Schools

2004 Strategic Plan
Revised May 1, 2009
First Updated April 1, 2007

Presented to
Faculty and Staff
Parents of SMC students
and
Our Lady of Lourdes Parishioners
 TABLE OF CONTENTS

Forward………………………………………………………………….i
Introduction……………………………………………………………..2
Vision 2014………………………………………………………………2
Mission/Catholic Identity……………………………………………….3
Leadership Plan…………………………………………………………7
Enrollment and Marketing Plan………………………………….........9
Educational Plan…………………………………….…………………12
Staffing Plan……………………………………………….………..….23
Facilities Plan…………………………………………………………..26
Financial Plan…………………………………………………….…....27
Summary…………………………………………………………….…28
 FORWARD

The School Advisory Council is responsible for periodically evaluating progress on the
long range plan created as a result of the Meitler Study in 2004. The first update was completed
in April 2007 and another update has occurred in spring 2009. We are pleased to report
continued progress in all areas of the Strategic Plan. It is our hope to make the parents of students
attending St. Mary’s Colgan Catholic Schools and parishioners at Our Lady of Lourdes Catholic
Church aware of the progress.
Many exciting things are happening in our schools and this Strategic Plan is just one way
to show you part of the developments. We are blessed by your support for the vision 2014 and
look forward to your continued prayers as we make our parish schools the best we can be.
Questions about the updated strategic plan should be directed to the school administrators
or members of the School Advisory Council.

Rev. Thomas J. Stroot, Pastor

John Kraus, President of Schools/Director of Administration
Tom Gorman, Junior High/High School Principal
Mike Martin, Elementary School Principal
Members of the School Advisory Council:
Frances Mitchelson, President
Duane Zerr, Vice President
Kelli Farha, Secretary
Linda Collar
Kathleen Flannery
Tim Flood
Mark Kolarik
Julie Richey

Members of 2004 Strategic Planning Committee

Connie Kays, Chairman
Melissa Cedeno
Mike Coltrane
Kathleen Flannery
Buddy Gorentz
Tom Hayes
Andy Klenke
Gary Lundy
Donna Maus
Nancy Miller
Bill Perry
Ray Ryan
Rev. Jerome Spexarth
Cathy Stockard
Rev. Tom Stroot
Terry Towner
Lauren Werner i
 St. Mary’s Colgan Catholic Schools
Strategic Plan 2004 - Executive Summary
PROGRESS REPORT
Updated again on May 1, 2009
First update on April 1, 2007
shown in italics below the goals

Introduction
The overall objective of the planning process was to develop a strategic long-range plan for St.
Mary’s Colgan School. The intent was to have a plan that is mission-driven, visionary, long-
range, comprehensive, achievable, and integrated.
The Strategic Plan for St. Mary’s Colgan School was a collaborative effort on the part of the
pastor, school administration, parish leadership, faculty and staff, the School Advisory Council,
Meitler Consultants, Inc., and the Strategic Planning Committee. The Strategic Planning
Committee provided leadership, insight and special expertise that insured the success of the
planning process.
This Executive Summary presents highlights from the complete plan document. We hope you
will share our excitement about the challenges and opportunities for the future and will join us as
we begin implementing our new plan.

Vision 2014
In looking to the year 2014, leadership of Our Lady of Lourdes Parish community and St. Mary’s
Colgan School envision a future of growth, change, and a blend of the school traditions with new
directions and innovation. These vision statements set the foundation for the strategic plan upon
which the objectives and strategies have been built.
As St. Mary’s Colgan School builds its future, it will:
• Be rooted as a ministry of education and formation in Our Lady of Lourdes Parish.
• Continue to provide a distinctly Catholic spiritual and educational environment grounded in
Gospel values where students can deepen their faith, expand their minds, and exercise their
leadership.
• Serve as a witness of the Catholic faith by means of Christian leadership and service, and by
the actions of each student, teacher, staff member, administrator, and parent.
• Enhance and introduce education programs that support an integrated and well-articulated
PreK to 12 programs so students are prepared for achievement and success in life-long
learning.
• Collaborate closely with parish leadership to foster an understanding of and support for a life
of stewardship to ensure financial viability for future generations.
• Ensure effective leadership is in place that understands, lives, and develops the Catholic
identity; develops a strong curriculum with innovation and best practices across the curriculum
from PreK to grade 12; builds a dedicated team to achieve the mission; and blends school
traditions with effective change for the future.
• Be mindful of the ever-changing cultural landscape and develop plans to adapt to and
accommodate these changes for the future.
Mission/Catholic Identity
The Mission Statement is clearly stated and its implementation is evident among the leadership,
faculty and staff. Family, faith and high educational expectations are key values.
1.St. Mary’s Colgan School will provide a Catholic education environment grounded in Gospel
values and the Pastoral Plan of Our Lady of Lourdes Parish as it becomes, with the parish, “the
Synod in action”.
•Develop and implement a periodic in-service program for faculty and staff to increase an
awareness and understanding of the Plan.
o 2007: Offer minimally an annual program during teacher’s meeting to review long
range plan implementation. Present revised long range plan on February 7, 2007.
Regan Institute—annual religious formation institute for teachers held for 2 days in
fall each year. Faculty Retreat annually—(scheduled this year with Michael John
Poirier on January 15 but cancelled due to snow and not able to be rescheduled this
year.)
 2009: Plan referenced during annual training for new School Advisory Council
members.
 Professional Learning Communities (PLC) teams are rooted in the Long Range
Plan.
 In-services specific to 1st and 2nd year teachers at beginning of employment.
 Input from administration, leadership of Parish Council and Finance Council,
faculty and staff in update.

•Devise ways to connect the PSR (Parish School of Religion) program with the school Religion
program in developing a “total Catholic education” program for Our Lady of Lourdes Parish.
o 2007: PSR program now has an official office in the new elementary school and all
educational resources for the parish are stored here so they can be shared between
PSR and SMC teachers. Two high school students and some school parents serve as
teachers in PSR. Use of Atrium in elementary school for school and PSR programs.
PSR Programs use elementary classrooms and students should develop an
appreciation and respect for our Catholic Schools properties. First Reconciliation and
First Communion is coordinated and celebrated together between Parish School of
Religion and St. Mary’s Elementary School teachers.
 2009: Promotion of parish events—GIFT, Feast of Our Lady of Guadalupe—to
PSR and school community to celebrate and learn together.
 Elementary students assist with set up for PSR events.
 High school students, high school principal, and some school parents serve as
teachers in PSR.

•Expand the Christian Service program.

o 2007: Committee formed in October 2006 to study stewardship service hours in
junior high and high school. All parties solicited; initial plan created, meeting not yet
set to finalize proposal for service program, but goal to have new service program
implemented in fall 2007. Christian service should be expanded to include component
for more student involvement in Masses.
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  2009: Formal Stewardship Service program begun in 2008, coordinated by
Associate Pastor/School Chaplain.
 Christian Service Hours program for 6th grade coordinated by 6th grade
teachers.
 Make A Difference Day celebrated each year in junior high, coordinated by
teachers.

•Actively engage students at all grade levels in learning the message and lifestyle of
stewardship.
o 2007: Teachers encouraged to incorporate stewardship into curriculum but need to
actively encourage students to take an ownership role in schools and campus by taking
care of our facilities and properties. Ask Stewardship Committee to consider some sort
of simple program next year in conjunction with parish stewardship renewal. After
Christian Service program begins, next step is to create student commitments similar
to those to which parishioners commit. Daily student prayer includes praying for the
benefactors of the school and parish.
 2009: Student Stewardship Sunday begun in 2008 as a way for students to
thank the parish for its gifts of support for the school. School children learned
about a life of stewardship by participating in Student Stewardship Sunday.
 Students took surveys and wrote essays about their practice of their faith and
stewardship in 2008-2009.
 Jr. /Sr. High has used morning prayer that is reflective of religious seasons,
saints of the day, and daily readings.
 Summer reading program for elementary school students was designed to
encourage students to use their stewardship of time and talent to complete their
summer book selections. Students were asked to place their reading cards in
the offertory as part of their offering of stewardship.

•Create an awareness of vocations within the Church among the students.

o 2007: Participate annually in vocations fair for 6th grade students. Continue to
utilize Priest and Religious Sisters in the classrooms and with students, the additional
time in 2006-07 school year has made an impact on the students. Ask Vocations
Committee to work on some annual program for students. All juniors and seniors take
a semester course on vocations. Incorporate student talk during parish stewardship
drive.
 2009: Vocations Committee, with Associate Pastor/Chaplain, hosts annual
retreat and vocations awareness sessions for high school students.
 Seminarians serve Masses and are involved in youth activities when back at
the parish.
 Vacation Bible School program begun for elementary students in the summer.
 Retreat for high school seniors begins in spring 2009.

•Research potential activities for greater parent involvement in the faith formation of their
children.
o 2007: School administrators and Priests talking about a multi-generational approach
to PSR and lifelong learning for parishioners. This comes from a presentation given to
the priests in the diocese in October. Team of volunteers from Our Lady of Lourdes
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 parish attended Generations of Faith training session in Wichita, February 9-10, 2007
to learn more about this program and incorporating it into our parish.
 2009: Generations In Faith Together (GIFT) program begun for the parish
and school families. Sessions have included “Mary”, “Paschal Mystery”, and
“Paul”.
 GIFT event in March 2009 was a four day Parish Mission led by Fr. John
Lanzreth, Director of Stewardship for Diocese of Wichita.
 Adult Education Committee formed to plan weekly adult faith sessions
 Mandatory Parent Meeting held for all school families in 2008-09 school year
and will continue to be offered every other year.
 Catholic Schools Week activities promote parent prayers and involvement in
schools.
 Perpetual Adoration Chapel built as part of renovation of convent and opening
in late spring 2009.

•Review the School Covenant and develop recommendations regarding its significance, its
place in the life and culture of the school, and its potential use in the future.
o 2007: School Advisory Council subcommittee and President of Schools/Director of
Administration to review in spring 2007 as part of Student Handbook review. Feedback
from faculty and staff will be utilized. Priority needs to be given by administration to
add action for accountability of parents who send students to our schools.
 2009: Students and parents are aware that failure to follow our covenant and
school policies can result in student no longer being able to attend our school.
 Ongoing follow-up with parents who are not involved in school life or not
active in their stewardship to parish.

2.The mission, purpose and expectations of St. Mary’s Colgan School will be clearly presented
and understood by all school families.
•Develop an orientation program for families joining the parish school.
o 2007: No specific plans developed but target for fall 2007 and would be part of
Schools/Director of Administration plan when full administrative staff gets in place.
Elementary school’s committee for New Family Support and Retention working on
ideas to incorporate into an orientation program for new families. Coordinate plans
with parish welcoming committee as many new families could also be new
parishioners and want to invite them to be involved in entire community. Home &
School offers a welcoming program at the first meeting for parents of elementary
students and this should be incorporated into the orientation program.
 2009: New families wishing to enroll visit with President of Schools/Director
of Administration to review parish commitment and core values of schools.
 New families will often then meet with pastor and all will then meet with
principal.
 All school families will attend periodic (every 2 years) mandatory meetings to
review school philosophy, direction, and needs. The meeting started in 2008
and will continue.

•Highlight the school mission and expectations, in each publication coming from the school.

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 o 2007: School mission is located in the Student Handbook, part of the website and
poster hanging in schools. Ongoing implementation needed to assure the high
expectations vocalized in our school mission are consistently followed through and
everyone is held accountable to these standards. Need to re-write/modify and include
belief statements. Feedback to be received from a K-12 faculty/staff committee and
presented to School Advisory Council.
 2009: Still need to do work to highlight school mission.
 Core Values document published, mailed to diocesan administrators, committee
chairman/organization presidents and posted on website.

•Create an interactive prayer utilizing the school mission statement.

o 2007: Use of “Let Us Remember We Are On Holy Ground” & “Our Lady of
Lourdes…Pray For Us” being used at schools. Other progress to follow once mission
statement is revised.
 2009: Daily morning prayer at elementary and daily and afternoon prayer at
jr/sr high reflect the values and mission of the parish and school, calling
students to be stewards and put their faith first.

•Investigate the possibility of introducing a Parent-to-Parent program.

o 2007: No investigation has been done into introducing a Parent-to-Parent program
intended for families with special needs and families with disabled children.
 2009: Work on this is being done at the diocesan level instead of the local
level but is in the initial stages. A faculty member represented our parish
school on the Diocesan Special Needs Task Force.
 Parish adult education program being developed to include “parenting
classes” where parents share experiences and learn together.

3.The school community, in collaboration with the parish, will understand, appreciate, and enact
its role in the evangelization of St. Mary’s Colgan families and the wider community.
•Identify opportunities for engaging students in the life of the parish and the community.

o 2007: Remind parents that they are the first teachers of faith formation. Elementary
students participating in the Wesley House/Salvation Army Food Drive at Christmas.
Junior High students participating in Make A Difference Day and going to
Cornerstone Village, students volunteering to serve dinner at alumni reunion and
adopting a family at Christmas. High School students volunteering time for Special
Olympics, United Way Make A Difference Day, Red Cross blood drive, Chamber of
Commerce painting of downtown windows, BRAVO missions trip, student
presentations regarding stem cell research, students teaching PSR, students serving
and singing at Mass, sundry youth group activities.
 2009: Participation by students in civic groups such as Rotary and Elks
Student Government Day as well as other ongoing projects.
 Group of high school students and parishioners did a spring break mission
trip for service project with families in Appalachian Mountains.

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  Policy being developed for teams or groups which use school facilities, to
ensure such groups represent the values and behaviors espoused by the school
mission.

Leadership Plan
4.Governance of the school will be inclusive, collaborative and effective in providing leadership,
support, vision and direction for the future.
•Discuss, clarify and approve the invitation and selection process for School Advisory
Council membership.
o 2007: Completed in 2005 by School Advisory Council and incorporated into the
Council Bylaws. Council members’ vacancies are presented in the parish bulletin and
school news notes; those interested submit names to Rectory; Pastor and existing
School Advisory Council members review names and select new members.
 2009: New members are recommended by the council and selected by Pastor
who personally invites them to membership.

•Clarify the specific areas of leadership and responsibility of the School Advisory Council.
o 2007: Addressed and clarified at annual training with Diocese of Wichita Catholic
Schools Office personnel each September. School Advisory Council is working
cooperatively with Parish Pastoral Council, Parish Finance Council and other
school organizations, such as Home & School Association, Booster Club and Fine
Arts Committee to support and assist these organizations as needed. Provide
opportunity for teachers and parents to address issues of concern with administration
and School Advisory Council.
 2009: Pattern established of Council members responding to parents by
referring them with their concerns to school administrators.
 Confidentiality of discussions stressed at each Council meeting.
 Each Council member serves on at least one standing committee and reports
at Council meetings on areas of work or recommendations for action.

5.Administration of the school will be efficient and effective in meeting the mission and goals of
St. Mary’s Colgan School.
•Structure the administration of the school to include: a President of Schools/Director of
Administration and two Principals, one for grades PreK to 6 and one for 7-12.

o 2007: Structure in place for 2006-07 school year with Elementary Principal (PK – 6)
and President of Schools/Director of Administration and a new Junior High/High
School principal to start in fall 2007. Establish clear responsibilities for the
administration team and inform the faculty/staff and parents so effective
communication can occur. Present written outline of administrative responsibilities to
faculty/staff and parents in August 2007 when full administrative team is in place.
 2009: Presented written outline of administrative responsibilities to
faculty/staff and parents in August 2007 when full administrative team was in
place.
 Administrative meetings are held often.

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  Evaluation processes established and followed for all faculty, staff and
administration.
 Specific duties/areas given to Assistant Principal of jr/sr high—first level
discipline referrals and security.
 More teachers engaged as school-leaders, e.g. English department coordinator
(6-12), elementary teams, PLC (Professional Learning Communities) teacher
leaders.

•Establish the process for an administrative search as needed, based on desirable leadership
qualities, faith-filled, qualified with appropriate degrees/credentials; curriculum leader;
collaborative leadership and management style, experience educator; visionary; interpersonal
and communications skills; agent for change; consistent in decision-making.
o 2007: Search Committees formed for each administration position and they
thoroughly review all materials on applicants for all administrative positions. A cross
section of the parish community involved in Search Committees including current
administrators, current faculty and/or staff members, parents, parishioners who had
students graduate from our Catholic schools and members of School Advisory
Council.
 2009: Administration has been stable and no search needed.

6.Communications throughout the school community will be regular, frequent, timely and
provide essential information and accountability for faculty and staff as well as other school
constituencies.
•Utilize the school’s on-line resources to enhance communications. Create a single website
for the parish and school.
o 2007: SMC Administrative Assistant sends school email reminders and posts notices
on Powerschool bulletin board as needed. Technology Committee appointed in fall
2006 to conduct review of all websites and make recommendations for change.
Report to be finalized in spring 2007 with plans for new website to debut in the
summer 2007. Investigate idea of teacher homepage as part of new website so
enhanced communication can occur and keep parents up to date on classroom
happenings.
 2009: Creation of user-friendly websites for the parish and school. Websites
went online in spring 2008 and have been updated periodically.
 School notices posted on PowerSchool bulletin board and website as needed,
at least weekly.
 Teacher homepage not feasible but teachers send home updates as needed to
parents on curriculum and classroom and school events.
 Every parent emailed weekly with calendar and grade updates for each of
their children.
 School calendar and special events on front page of website.

•Develop an annual communications/public relations plan, to coordinate all external

communications.
o 2007: No progress but development in future when complete administrative structure
in place. Suggest inclusion of academic highlights, fine arts and athletic
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 achievements, financial vision update on school finances and plans for the future.
Meetings with alumni newsletter committee: adding letter from President of
Schools/Director of Administration into mailings; including annual appeal mailing
3rd quarter.
 2009: All public communications not related to athletics and not including
teacher weekly updates to parents, reviewed by school administrators. Press
releases written by administrators for special items.
 Letter from President of Schools/Director of Administration included in
Alumni Newsletter.
 Annual financial report distributed to parents and parishioners, either in
conjunction with another event or by itself at year’s end.
 Core Values posted on website.
 Annual Alumni Appeal begun in 2008.
 Written communications to grandparents begun in 2008.

•Review all in-house methods of communication and expand or develop new ways to enhance
and improve communications.
o 2007: Will be part of development of annual communication plan. President of
Schools/Director of Administration should approve all in house communication.
Establish ways for better communication between faculty and staff members and
between faculty and administration.
 2009: Weekly faculty meetings take place at elementary and at jr/sr high.
 Department or teacher-group meetings taking place in both buildings.
 Policies and forms created for travel expenses and fundraising/philanthropy.
 Form being created for new ideas/suggestions from teachers or student
groups.

•Ensure that the school email system is operable and dependable.

o 2007: Parish Technology Coordinator maintains and updates system as needed.

Parents must be informed annually of email address that the system will not take.
Email tail purchased “@smcschools.org” and web site name “smcschools.org”
 2009: Email continues to enhance communication between the school,
students and parents but it does not replace personal contact.

Enrollment and Marketing Plan

1. Parish and school constituencies, with the general public, will have a realistic
knowledge and understanding of St. Mary’s Colgan School’s mission, experience, academic,
co-curricular, and extra-curricular program success.
•Centralize all public relations and communications efforts under a single individual or group.
o 2007: Information should go through the President of Schools/Director of
Administration. Administrative Assistant is handling much of the online
communications to school families. Information should go through the President of
Schools/Director of Administration. Administrative Assistant is handling much of the
online communications to school families.
 2009: Principals have authority to direct communications which is building-
specific but coordinate building events with campus calendar.
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  Letterhead and thank you cards established for consistency.

•Enhance current publications such as the Alumni Newsletter, the Annual Report, News notes
for Parents, etc.
o 2007: Alumni Newsletter editors meet with President of Schools/Director of
Administration to determine content and plans for alumni newsletter. No progress on
annual report but remains as key idea for President of Schools/Director of
Administration to address in 2007-08. Monthly news notes for Parents was revamped
in August 2006.
 2009: Monthly news notes for Parents ended in summer 2008; information is
now on website and can be updated daily by staff.
 President of Schools/Director of Administration will seek assistance from
Development Council to create annual reports.

•Involve students in leadership roles in parish liturgies.

o 2007: Students currently are altar servers and lectors at all school Masses but need
more junior high and high school girls and boys participating on a rotating basis
need to be involved in the school Masses. Students rarely utilized in the Sunday
parish liturgies except as altar servers and options should be pursued to incorporate
them periodically in various aspects such as having K-12 students sing at a Sunday
Mass during Catholic Schools Week. Elementary classes rotate for music during
Mass and junior high/high school have music on special occasions but need to find
way to incorporate music more regularly into the upper grades Masses. Teachers are
Eucharistic Ministers for school Masses but ongoing training of all interested faculty
and staff should take place to fulfill these roles.
 2009: Student Stewardship Sunday being made an annual event.
 Junior High held Stations of the Cross on Mondays during Lent and High
School conducted Stations on Friday during Lent in spring 2009.
 Plan being studied by school administration for lengthening one jr/sr high
weekly Mass to foster more participation, may reduce number of Masses per
week.
 Plan being studied by school administration for moving Mass times for
elementary school to better accommodate academic and teacher-
collaborative needs of the school.

2. St. Mary’s Colgan School will retain market share in the future by means of attracting
families and students to the school and enhancing retention of students from grade to grade
and level to level.
•Provide a professionally-facilitated in-service opportunity on marketing for enrollment, image
and resources.
o 2007: No progress on this goal.
 2009: No professionals have been consulted but progress on enrollment and
image has been made.
 Formal application for enrollment created.
 Letters, testing, process for preschool and kindergarten enrollment established.

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  Media contacted for school events/awards/celebrations.
 School administrators active in community—with other school administrator
groups, with athletic groups, with civic groups and foundations.

•Develop a marketing plan focusing on parents with newly-baptized children.

o 2007: No progress on this goal.
 2009: All newly baptized children are entered into parish database which
school uses when marketing for preschool enrollment.
 An introduction to the school is given to RCIA classes.

•Develop a process and instrument to conduct exit interviews for all students and parents
leaving St. Mary’s Colgan School prior to high school graduation.
o 2007: Exit Survey created in fall 2006 by President of Schools/Director of
Administration and plans being developed on how to utilize it for all students and
parents leaving SMC. Utilize information obtained from students leaving the school to
improve the schools operation. General information from exit interviews (without
names attached) to be presented by administration to School Advisory Council at least
annually for review and recommendations for improvement.
 2009: Pre-exit meetings are held between family and
pastor/principals/president when possible.

•Support student retention by assisting teachers to:

− Continue learning to identify and teach to various student learning styles;
o 2007: October 2006 teacher in-service on learning styles. Teacher meetings with
special services teacher regarding individual students. Individualized
accommodations plans for each class for a student—re-working of diocesan
system. Noting varying styles on teacher observations and ways teachers can
improve ways to help students. MAP assessments used to help identify which styles
to further develop. Establish a faculty/staff committee to annually investigate
options for different types of classes than those currently being offered in high
school. Utilize the DIBELS reports also help identify strengths and weaknesses.
 2009: Multi-Tiered System of Support (MTSS) adopted in 2008.
 Teaching Academy—Professional Learning Community style begun in 2008
following attendance by four teachers and two administrators at a national
conference.
 Stronger emphasis is being placed on engaging teachers as leaders.

− Develop effective motivational techniques and styles for students of diverse academic
abilities;
o 2007: Motivational factors listed on I.L.P. forms; teachers complete per their
individual class. Increased use of paraprofessionals in elementary and junior high
during 2006-07 school year. After school tutoring program in elementary school
started in fall 2006. Referrals for psycho educational testing/counseling to area
agencies. VPL courses and O hour classes offered at high school.
 2009: Summer school stressed for some students in elementary and junior
high; mandated for others.
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  High School added a summer school program to meet students’ needs
(those who failed classes).
 High School created “flex-time” for students in college courses, allowing
students some flexibility in their schedules when those students managed
their attendance and grades appropriately.

− Maintain consistent, school-wide expectations, standards, and enforcement of student

behavior and discipline;
o 2007: Discipline log book kept for junior high and high school. Principals
working together for some specific discipline issues. Administrators and teachers
must be diligent and continue to work on consistency in enforcement of all policies.
Develop some basic discipline policies that can be followed by all students.
 2009: Demerit system adopted for jr/sr high in 2008.
 Assistant Principal at jr/sr high has become the “first line” of disciplinary
referrals.

− Continue the development of Teacher Advisory Groups for grades K to 6. Consider

expanding this program to the other grade levels.
o 2007: Teacher Advisory Groups or subcommittees are established at elementary
school to complement the school’s counseling services and allow teachers to work
with specific students to ensure ongoing support or aid in early identification of
concerns that might arise during student’s time at school. Student Improvement
Team (SIT) functions in K-6 to work with I.L.P. forms; meetings with Special
Services Teacher, paraprofessionals in the school, and teachers/administration. SIT
being incorporated in some ways at Junior High but not incorporated into high
school.
 2009: PLC (Professional Learning Communities) Team to coordinate
activities within certain areas of the school and will communicate with
principal.

Educational Plan
1. St. Mary’s Colgan School will serve as a witness of the Catholic faith where school life
will create an environment that recognizes and respects the inherent value and dignity of
each person and allows each person to develop a genuine connection and sense of belonging
to the school, to one another, and to Our Lady of Lourdes Parish.
•Establish a character development program beginning with the PreK-6 students and continuing
through grade 12.
o 2007: Elementary School Counselor has worked on creation of character development
program starting in 2004-05 school year and continuing each year. Currently reviewing
other programs to enhance character development program. Some elementary social
studies textbooks incorporate character traits into the lesson plans for each chapter.
Teacher can use cross-curricular to tie the character trait to religion lesson also. No
formal character education program for junior high and high school—character/values
built in Religion classes by teachers and curriculum, and in co-curricular activities by
coaches and sponsors. Catholic moral teaching is being integrated into core scientific

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 studies such as reproductive technology, genetics, evolution, contraception, stem cell
research, genetic engineering, and environmental issues at the high school level.
 2009: Safe Environment Training in every classroom every year.
 Expanded religious youth program—Young Apostles for Junior High students.
 Learning for Life, a national Character Education Program developed by the Boy
Scouts of America is being utilized in the elementary school.

•Review and expand the Virtuous Reality Program to include grades 5 and 6 as well as grades
10, 11 and 12.
o 2007: No progress on expansion; program currently conducted in spring semester for
junior high students as part of health class.
 2009: High school students learning information as part of Religion
curriculum—Vocations class and Morality class.
 Freshmen also learning information through Health class.
 Parish Youth Groups also discuss/have presentations on the topics covered in
Virtuous Reality.
 Safe Environment curriculum as well covers some of this—taught through each
grade level.

•Institute more religious/spiritual activities and experiences for students.

o 2007: Wednesday night programs for High School youth developed in fall 2006 by
Associate Pastor and feature weekly faith filled fun programs. Must find a parish
support system to keep these programs going even after an Associate Pastor gets
transferred. Opportunities to participate in Diocesan programs, March for Life, etc…
Use of Commons in elementary school for community prayer has provided new
opportunity to pray but should be utilized even more often during Lent and Advent.
Use of Atrium in elementary school for all faculty gathered prayer. Faculty leading
school-wide prayers over intercom or in Commons and established rotation should
occur so each teacher is responsible for this activity.
 2009: Parish Youth Activities Director hired in 2007 to create a consistency in
programs and ongoing support system with the changing of Priests.
 Increased participation by youth in Steubenville South Catholic Youth
Conference for past three years.
 Hosting of Kansans For Life Oratory Contest at high school in 2008.
 Spring Break 2009 mission trip to Appalachian Mountains with parish youth.
 Attendance at regional and state CYO events for high school students.
 Expanded use of Catechesis of the Good Shepherd classes and teacher
training.
 Student participation of diocesan “Culture of Life” art contest.

•Implement the Catechesis of the Good Shepherd with the primary grades.
o 2007: Atrium opened in new school in fall 2006 and equipped with materials and
resources needed to teach this program. Currently being utilized by K – 3 grades and
some portions in upper grades. Level II training in 2007-08 for elementary teachers.
A couple of after school Catechesis classes were offered to 6th graders by our only

12
 trained level 3 teacher in 2007-08. Training program is very time intensive and could
consider one teacher to teach various grades.
 2009: PreKindergarten – 6 grades are all using the Atrium throughout the
school year.
 Starting in fall 2008 Catechesis classes are being offered as part of the school
day for the 2008-2009 school year.
 Grades 4-6 attend Catechesis of Good Shepherd once every two weeks.
 Training course for Catechesis of Good Shepherd is schedule to be held
starting in summer 2009.

•Hire teachers and staff of strong character and integrity, practicing Catholics/Christians
committed to/active in their faith.
o 2007: Key component being addressed in hiring of new teachers by principals.
Reference checks to include questions that access these values.
 2009: Catholic teachers must remain in good standing with regards to
following Catholic personal and social moral teachings.
 Interviews of prospective employees include parish administrator and school
principal with input of at least one faculty member.

2. Effective and innovative teaching techniques will be integrated into quality

educational programs to prepare students for success at each academic level, for college,
and/or other educational and life-long learning endeavors.
•Research the feasibility of introducing a full-day Kindergarten program.
o 2007: Process established for when Study Committee is appointed: Feedback from
current Kindergarten teacher, review various models, survey current parents and
potential families along with assuring budget will allow addition of another
Kindergarten teacher and addition of curricular materials.
o Propose Study Committee to begin in 2007-08 school year with target of 2008-09
school year to begin all day Kindergarten if feasible.
 2009: Full day Kindergarten adopted for 2008-2009.

•Implement a criteria-based screening and assessment process for all children being enrolled
for Kindergarten.
o 2007: Administration and early childhood teachers (Kindergarten and Preschool)
meeting to evaluate previous years’ assessment tools and create format best able to
give results we can use. Meeting held February 2007 and implementation of new
assessment at April 2007 Kindergarten screening.
 2009: All Preschool and Kindergarten children screened prior to enrollment.
 Following enrollment, development followed through use of assessments like,
DIBELS, MAP, MTSS, and STAR.

•Establish an appropriate accountability plan for the implementation of the QPA (Quality
Performance Accreditation) assessment, outcomes, strategies and implementation.
o 2007: Use of practice tests on computers but keep balanced with other class work.
Strategies in department meetings began in 2006-07at high school level but need
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 more time for this in 2007-08 for all K-12 classes. Bars are set for No Child Left
Behind. MAP results very helpful but need to assure teachers are using the
information to implement new strategies. Need to develop some system wide checks
and balances to show MAP results are being utilized.
 2009: Teachers, principals, SIT teams, and Special Services department, are
using the information to implement new strategies.
 ILP (Individual Learning Plan) in greater use across the campus.
 Appropriate testing preparations and post-testing celebrations are led by
teacher committee with principal.
 Charting of all scores accomplished (not just put into a file).
 Scores remain strong across the campus.

•Investigate and implement effective training and resources for faculty to address student
educational challenges, behavior and discipline.
o 2007: Crossroads Counseling Center to assist in creating program for bullying
prevention and faculty training, possible student training and more proactive
approach taken at school to minimize these activities so more classroom time is
devoted to teaching and not addressing these issues. School Counselors need to have
more available time in schedules for student interaction. Administrators need to
compile list of services in community for hurting families and make them available to
them.
 2009: Faculty in-services held on a wide variety of academic and teaching
methods as well as total-school improvements (PLC (Professional Learning
Communities), MTSS (Multi-Tiered System of Support).
 Faculty discussions during in-service time on being more proactive with
student misbehavior and bullying in order to minimize these activities so more
classroom time is devoted to teaching and not addressing these issues.
 School Counselor Pk-8 into each class to discuss Safe Environment during
2007-2008 and meeting with individuals and groups of students needing
assistance. Individual teachers teaching Safe Environment during 2008-2009.
 List of services in community for hurting families compiled by School
Advisory Council member and SMC school counselor.
 Mike Ehling from Community Mental Health spoke to teachers during their
retreat day in 2008 on the services offered in the county for hurting families
and children.
 All teachers attended a “Ruby Payne” workshop on teaching students in
poverty.
 Stronger, more consistent discipline enforced, e.g. use of drug screening,
meetings with parents.

•Investigate potential school year models.

o 2007: Review of modified block programs of schools our size and re-design of hourly
schedule being done by high school principal and high school counselor. Creating
more faculty meeting time prior to start of school in August and meeting time by
grade level or department meetings. Obtain feedback from faculty, staff and parents
and various options.

14
  2009: No changes regarding the addition of block programs will be made for
the 2009-2010 school year.
 Creating more faculty meeting time prior to start of school in August and
meeting time by grade level or department meetings should be accomplished
with a change in the school start date (diocesan-wide) and through
adjustments in the school Mass-day schedules (currently being discussed by
administration).
 SMC administrators have met with administrators from area schools to
discuss collaborations, no changes have been made but discussions are
continuing.
 English Department meetings with 6th-12th grade teachers have produced a
better alignment of items taught.
 Teachers solicited for new course possibilities. Students surveyed for classes
they would like to take. No parent survey for possibilities for classes has been
done, though a couple parents on a general survey indicated a desire for AP
classes to be developed; this possibility is being studied by high school
administration.
 Individual instructors attend accredited in-service trainings on academic,
social, religious and behavioral topics.

3. Programs and resources will be researched and integrated to support, motivate, and
challenge students in need of specific academic skills (basic reading, writing, and math
skills, as well as additional accelerated or honors courses) in order to succeed at St. Mary’s
Colgan School.
•Research in-service opportunities to help teachers identify student academic challenges and
provide accommodations as needed.
o 2007: Only in-service being offered is done in-house at this time. Some work has
been done in the special services area to assist student in need of academic
assistance but more work needs to be done and progress needs to be made with
successful students. Some teachers doing web based research to assist students with
special needs but being done by all. Increased paraprofessional in special services
areas have helped some but still difficult for classroom teacher to meet the needs of
all students in one class. Need more progress to make accommodations.
 2009: In-services and classes attended by Special Services director, locally
and out of state.
 Much work has been done in the special services area to assist students in
need of academic assistant. Work includes individual assistance, some for
small groups, and for students on ILPS (Individual Learning Plans) and IEPS
(Individual Educational Plans) and those identified as at risk.
 Increased paraprofessional in special services areas have helped.
 Teacher training being sought on Differentiated Instruction.
 Teacher training begun on Professional Learning Communities.
 LOCAN and SOI (Structures of Intellect) methods being used by Special
Services department.
 YES tutors utilized.
 Collaborations with Interlocal and PSU’s CARRD (to identify students with
possible academic needs). Both are strong programs.

15
  Speech therapy being held on campus.
 Tutoring program seeing 20+ students each session.
 Professional Learning Communities model begun in 2008.
 Differentiated Instruction being studied across the Diocese, part of each
school’s teacher development for 2009-2010 year.

•Continue support for the Resource teachers.

o 2007: Additional Paraprofessionals hired to provide support to special services
teacher and direct support for students with special academic needs. Grant obtained
to purchase laptop computers to enhance special learning for resource teachers.
 2009: Workshops attended (see above)
 SMC representation on Diocesan Special Services Task Force.

•Assess student performance in progressing from level to level to determine admission and
student placement within that level’s curriculum.
o 2007: New MAP Testing program implemented 2006-07 school year to provide
better assessment. Kindergarten admissions test being re-designed to include
readiness in both areas of academics and social interactions. Assessment will be
utilized in April 2007. Application for enrollment re-designed to give better
information pre-enrollment. Next year’s class schedule not set; hope to have more
elective classes & honors classes in high school. Need to develop more programs and
classes to challenge our more academically gifted students.
 2009: MTSS (Multi-Tiered System of Support) begun in 2008.
 Other measures of assessing student performance include tests are various
age levels, such as: PLAN, PSAT, DIBELS, STAR, KCA. All used to help
identify, place, and design accommodations to ensure student learning needs
are met.

•Develop a process at each academic level to identify students who are struggling
academically and provide appropriate intervention.
o 2007: Testing Scores and grades used to make determination of students in need.
Parent Letter utilized for explanation but must be ongoing process as well as
encouragement and accountability from parents at home in working with students.
The elementary Student Improvement Team (SIT) utilizes a document designed for all
teachers to see overall how each student has scored on many different standardized
tests. Color codes easily allow teachers to see student scores at various grade levels.
All teachers receive this document and it follows the student through all elementary
years and allows teachers to utilize test data more easily.
 2009: ILPS (Individual Learning Plans) and IEPS (Individual Educational
Plans) used more frequently to best identify needs of students and to chart
what has and has not worked to assist individual students.
 MAP testing allows educators to see what has been mastered and what skills
need to be explored for more individualized instruction.

•Enhance the Student Improvement Team (SIT) to continue its leadership role.

16
 o 2007: Elementary school teachers currently actively involved with SIT. At junior
high/high school level, individual accommodations are made through the counselor
and principal’s office; Individual meetings held with teachers (or groups of teachers,
including Special Services teacher and paraprofessionals, as needed).
 2009: SIT membership is on a two cycle for membership. Bev Pommier is
leading the group and many new criteria and remediation techniques have
been added to this program.
 SIT is not a leadership group, but instead a group which meets to assist
teachers and students with academic, social and behavioral challenges. This
group makes referrals to the Special Education Interlocal for continued
testing or placement. It is a group which takes shared ownership in the well-
being of students, but I am not sure it fits a leadership role. I think this part of
the plan may be outdated to the current situations our schools.

•Implement an ACT preparation program for the high school.

o 2007: No formal preparation program held but high school library offers a computer
program to provide online preparation; however, very few students utilize it to
prepare for ACT. Counselor offered 0 hour classes for PSAT and ACT prep this year,
a small handful took advantage; possible subject for elective class. Despite an ACT
preparation class, SMC students continue to do well on the national test.
 2009: Research being done on advantages and scheduling possibilities of AP
(Advanced Placement) classes.

•Continue the VPL (Virtual Perspective Learning) and Careerports programs.

o 2007: Teacher hired to develop these programs and additional funding through
Pritchett grant in 2005 to support new program materials. Possibly limit VPL choices
to offer more business classes. Grant in for materials to offer materials and
communications classes.
 2009: Use of VPL for summer school programs has been beneficial.
 Expanded Communications Technology classes have allowed more students to
pursue this interest.
 Business classes now using up-to-date software programs within curriculum.

4. A sense of value and balance among the school programs and activities
will be achieved by means of appropriate allocation of leadership, resources,
time and support.
•Develop or enhance public recognition and award opportunities in a public forum for the
broad spectrum of student activities.
o 2007: No action.
 2009: Student art hangs on walls in SMC.
 Non-athletic programs emphasized in school and parish promotions, e.g.
Scholar’s Bowl, Kansans For Life Contest, Debate, school plays, service of
students.

17
  Press releases sent by school to media regarding academic performance, e.g.
skit by elementary teachers to prepare students for assessment, Governor’s
award.
 Emphasis on spiritual and academic successes during Parent Meeting, talks
in front of parish, on website, and in Core Values.
 Achievement and Celebration Team established to develop public celebrations
of the excellent work of students. Part of the PLC (Professional Learning
Communities) program

•Review the daily instructional schedule to determine additional options to provide time for
more offerings.
o 2007: Class periods adjusting slightly 2007-08; schedule being created. Elementary
faculty meet in grade-level curriculum meetings to discuss what if offered in the
classroom. Time in teacher schedules during school day will be set aside in 2007-08
school year where teachers in same grade level or department can work together and
coordinate plans to provide best academic instruction for all students. Aggressively
pursue opportunities to offer additional art in elementary school and all fine arts in
junior high and high school including music and other courses such as technology or
hands on training.
 2009: More needs to be done to assure this—revisions of calendar and class
day being studied Spring 2009.
 Band program begun in 2009. Orchestra program continues growth, now
more than 20 students participating.
 More electives classes being offered during 2008-2009 year, including
electives for junior high.
 Open computer lab created at high school to better accommodate class’
needs.

•Provide equity and balance for all student programs and activities. Reflect this balance
through appropriate allocation of funding, purchase of equipment and materials, securing and
sharing resources, and providing public recognition.
o 2007: Additional student programs and activities occurring in the high school: fine
arts production in spring. STUCO activity increased; Field trips up slightly; Youth
group activity highlighted; March for Life bus this year with large delegation from
SMC; Scholar’s Bowl team trying to be created in spring 2007. Emphasis needs to be
placed on a balance between sports and other co-curricular activities so everyone can
feel a part of the system and valued for their area of talent. School Advisory Council to
convene a committee in late spring/early summer 2007 to review the school funding
and fundraising efforts for all student organizations. Equitably allocate monies from
student fees in all grade levels, including elementary classrooms, for experiment
materials and other hands on projects to take place with students.
 2009: Donations secured for academic and technology upgrades for 2008-
2009—computers, ELMOs, Smartboards.
 Catechesis of the Good Shepherd program expanded for all students Pk-6th.

•Identify and develop leadership experiences, expectations, and skills with all faculty.
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 o 2007: Skills/leadership development has not taken place. On campus, there are 45
total supplemental duties. Those not related to athletics include: 8th grade sponsor (2),
high school yearbook, PK-8 yearbook, National Honor Society, PDC (Professional
Development Credit) coordinator (2), elementary lead teacher, debate/forensics,
Spanish Club, Student Council, pep clubs (2), homecoming sponsor, prom, counseling,
assistant principal. Elementary lead teacher enrolled in Leadership Academy through
Greenbush. Consider making available to other teachers interested periodically based
on schedule and process for selection. Elementary teachers given opportunities to lead
school prayers.
 2009: Faculty members being trained in developing our campus as a
Professional Learning Community. Initially trained teachers helping to
train/lead others.
 Better academic collaboration among 6th-12th English teachers.

5. Counseling services will be available for students at all grade levels and to meet specific
needs (personal, academic, college, career, crisis, etc).
•Expand the on-campus counseling program by providing additional staff time or a full-time
counselor.
o 2007: High School Counselor does not teach afternoon classes in spring 2007 so has
greater availability, especially to be used by seniors for college counseling.
Elementary School Counselor working at least two hours a day in the school.
Investigating options in spring 2007 to expand services. Pursing options of resource
material for parents to be located in easily accessed location in schools.
 2009: High School Counselor continues to only teach part time so other hours
can be devoted to counseling and testing duties.
 Investigation of options in spring 2007 to expand services did not result in
expanded services being offered.
 College counselors visit students during Activity Period in the high school.
 Career Day held annually.

•Research the feasibility of other counseling resources or potential contracted counseling

services within the community to supplement the on-campus counseling program.
o 2007: Discuss as part of spring 2007 program review for school. Need to develop a
list of services available in the Pittsburg area.
 2009: Member of School Advisory Council with SMC counselor developed a
list of services available in the Pittsburg area.

6. Technology and its use will be integrated throughout the curriculum to support and
complement the school academic goals and objectives.
•Establish an integrated technology group or committee of knowledgeable and qualified people
to provide leadership and direction.
o 2007: Technology Committee composed of faculty and staff members including
librarians, technology coordinator and administrators created in fall 2006 and
meeting regularly. Consider adding equipment for additional technology to be utilized
in the classrooms such as projection devices, computer writing boards (blackboard),
etc…
19
  2009: Committee is now represented through two groups, 1) elementary
teachers and librarian meet as a PLC (Professional Learning Communities)
group, 2) jr/sr high technology teachers, librarian, and administration review
technology needs.
 Smartboards added in both school buildings.
 ELMOs added in elementary school.
 Business Tech and Communications Tech classes added in jr/sr high.
 Open computer lab added in jr/sr high.

•Continue to update the school’s technology plan.

o 2007: Technology Committee addressing school’s plan as part of their charge.
 2009: Technology Use Agreement expanded, posted on website and in Faculty
Handbook.
 Diocesan policy on employee use of technology being revised Spring 2009

•Upgrade the school and parish network system to ensure its dependability and accessibility.
o 2007: Ongoing process by technology coordinator..
 2009: School Administration works closely with technology coordinator to
oversee needs for network system.

•Continue to implement the Power School program and expand it to include all grades.
o 2007: Power school working for all grades available through the diocese. On going
educational program for parents on use of powerschool offered annually in the early
fall.
 2009: All parents receive weekly updates and grades through a PowerSchool-
generated email.
 Access to PowerSchool available through school website.

7. Curriculum articulation and alignment between the program levels will provide a
seamless and successful transition of students from one grade and academic level to the next.

•Conduct curriculum planning meetings by level and content areas twice each year.
o 2007: No action at this point but will be made a priority in 2007-08 school year to
give teachers time in schedule for curriculum planning at all levels.
 2009: Added time available during 2007-08 school year to give teachers more
availability to collaborate. This was not sustainable but other options are
being sought.
 English department (6-12) does meet regularly; this is possible as one teacher
has an extra planning time to organize these meetings.
 Review of early reading program to be done in teacher collaborative groups
during the 2009-2010 school year.
 College courses being offered on SMC campus.
 Electives for every junior high student offered for 2008-2009.

20
  New course offerings each year and process established for teachers to
submit ideas for new courses.

•Build accountability for curriculum standards (state and diocesan) through regular assessment
of all teachers.
o 2007: Classroom teacher evaluation should include assessment of goals to meet the
curriculum standards. Build accountability into the curriculum planning meeting to
start in 2007-08.
 2009: Schools doing very well by curricular goals.
 Goals being developed for Physical Education, Music, and Social Studies.

•Continue to build on the QPA (Quality Performance Accreditation) and AYP (Annual Yearly
Progress) programs as priorities.
o 2007: Continue to seek AYP and hold accreditation through the state department. We
are not building on programs, but much of what our schools do is to further our testing
scores (the “mark” of AYP/QPA).
 2009: SMC schools are moving the focus from total school progress to each
individual student’s progress.
 Study at the diocesan level of whether or not to pursue North Central
Accreditation (NCA).
 MTSS used in elementary with grades K- 3 for reading.
 Special Services
 After school tutoring for students at Academic Warning and Approaching
Standards on the state assessments.

•Effectively utilize available resources such as the Greenbush Service Center, diocesan offices
and resources, etc.
o 2007: Purchased entry into Greenbush consortiums: Science Center, Superintendent’s
Forum, Transportation, and Blackboard. Pursue other opportunities available through
Greenbush to streamline work being done by teachers and to expand coursework
offering to students.
 2009: Researching with area administrators for possible school
collaborations; this may be made easier with Pittsburg High School moving to
a 7-period day (away from block scheduling) for the 2009-2010 school year.
 Switched to tracking Professional Development points through the Greenbush
PDC (Professional Development Credit) system.

8. Class sizes will be effectively planned for the future.

•Maintain maximum class sizes of 23 to 28 for grades Kindergarten to 8 and 25 to 30 for high
school students.

o 2007: Class sizes fall within this range with average class size in elementary school of
23 students. Junior High and High School class size varies depending on the subject
but size ranges from 4 – 24 students in a class.
 2009: Developed a procedure for developing new high school classes that is
more efficient.
21
  After review, the ideal class sizes for St. Mary’s Colgan Catholic Schools is:
• Preschool 3-year-old = 16
• Preschool 4-year-old = 18
• Kindergarten = 22
• 1st-6th = 24
• 7th-8th = 24
• 9th – 12th = varies by course
 Increases to these class capacities are made by the pastor.

9. Textbooks, time-sensitive instructional materials and equipment in all content areas will
be evaluated for updating on a regular basis.
•Establish a textbook and equipment review schedule for selecting/purchasing new materials.
o 2007: Elementary school purchased new Social Studies texts and Science texts for
2006-2007. High School text purchases for 2007-2008 likely will include Old
Testament, Physical Science and Biology. No current replacement schedule exists for
selecting/purchasing materials (textbooks and equipment) but plans to be developed
and implemented in 2007-08 to create a review schedule and incorporate findings into
budget plans.
 2009: Business software was also purchased in 2008.
 Evaluation of texts must meet ongoing or changing needs; textbook purchases
and funding are directed to meet these needs.
 Process for textbook replacement:
• Teacher justifies a replacement or addition.
• The principal consults with the president about funding possibilities
• Teacher researches options, gathers samples and costs, consults with
principal
• President is consulted regarding budget again
• Decision made

•Utilize faculty in the review and selection of textbooks and instructional materials.
o 2007: Faculty responsible for reviewing sample texts for curriculum alignment, use,
readability, etc… but Administration responsible for ordering samples and final
decision.
 2009: Faculty continue to provide input in selection of instructional materials.

Staffing Plan
1. Teacher, staff, and administrative compensation will attempt to remain competitive in
the wider market to attract and retain qualified and experienced staff and allow for balanced
annual budgets.
•Develop a salary schedule or consistency in initial salary assignments for faculty and staff
that is equitable and provides a realistic increase factor.
o 2007: Parish Finance Council and administration currently reviewing salaries
annually and adjustments to be made again in spring 2007 to create alignment with
public schools salary scale. Parish Finance Council also reviewing initial salary for
new hires to provide equitable pay. No formal salary schedule developed at this point
22
 but topic being discussed in Finance Council meetings. Administration needs to
develop clear expectations for faculty and staff so they know what must be achieved
in order to receive a merit based pay increase.
 2009: Parish salary scale reviewed again in spring 2009 for alignment with
public schools salary scale.
 Minimum expectations for faculty and staff are illustrated in the Faculty
Handbook and in diocesan requirements.
 Merit pay (pay that is given on top of a minimum-percentage raise) is based
on meeting professional and religious-training standards plus demonstrating
leadership and initiative and a commitment to the community. Merit pay in
this form is given only as funds are available and at the discretion of parish
administration in consultation with school administration.

•Establish a five-year projection for possible salary increases.

o 2007: Finance Council began work on this and will continue during 2007 to develop
salary increases for each fiscal year.
 2009: A ten-year total budget including salaries is maintained by the
President/Director and is adjusted as actual budget items are allocated and
as funding is available.

2. Well-planned professional development for faculty at each level will emphasize effective
instructional strategies and resources to expand teaching methodologies and access current
learning research
and best teaching practices.
•Provide adequate scheduled time to faculty for curriculum planning and development by
academic and content levels.
o 2007: Monthly half day faculty meetings have been used but this has proven
inadequate time for curriculum planning and academic preparation by grade levels.
Administration reviewing various time options in 2007-08 schedules to provide
scheduled time for faculty for curriculum planning and development by academic
levels.
 2009: Administration continues to review various options to provide time for
faculty for curriculum planning and development by academic levels.
 Guest experts have been utilized during in-service times to guide faculty
academic planning, especially at the elementary level.
 More mandatory meetings prior to and after the school year may be
implemented beginning in the 2009-2010 school year.

•Continue support for professional in-service opportunities.

o 2007: Use of Greenbush and area resources. Parish providing funding for teacher
workshops/travel.
 2009: Many teachers seeking to further their professional knowledge and are
eager to help create a Professional Learning Community.

23
 3. The roles and responsibilities of all administration, faculty, and staff members will be
clearly delineated and appropriate accountability measures defined and implemented.
•Prepare written job descriptions for all administrative, faculty and staff positions.
o 2007: Written job descriptions exist for all administrator positions (President of
Schools/Director of Administration, Elementary Principal and Junior High/High
School Principal) with clearly defined reporting structure. Need to create job
descriptions for all support staff positions. Completion to be summer 2007.
 2009: Information Technology Director position description finished.
Paraprofessional position descriptions finished (part of advertising when
seeking applicants). Secretarial positions ongoing. Maintenance and
Cafeteria staff yet to begin.

•Create opportunities and events for faculty and staff recognition and appreciation.
o 2007: Faculty and Staff receive appreciation gift at Christmas, Epiphany Party
hosted by Pastor provides annual appreciation and fellowship. Home & School
Association hosts Appreciation Luncheon annually in spring for elementary faculty
and staff. Teacher nominated annually for Anna Fintel Award in Pittsburg and other
diocesan teacher recognition. Encourage parents to recognize and appreciate job
being done on daily basis by the faculty and staff.
 2009: School Advisory Council began hosting Epiphany Party in 2008 to
show their appreciation to faculty and staff. Other events continue.

•Enhance and implement effective administrator and teacher performance evaluations on a

regular basis each year.
o 2007: Principals conducting teacher evaluations based on scheduled diocesan
timeline. School Advisory Council conducting annual evaluation of administrative
positions (President of Schools/Director of Administration and Principals.) Pastor to
conduct annual evaluation of President of Schools/Director of Administration.
 2009: Pastor, president/director, faculty, and diocesan Catholic Schools
Office evaluate principals mid-year.
 Pastor conducts summative evaluation of principals and President of
Schools/Director of Administration.

•Review the current substitution practices and policies.

o 2007: Increased advertising to create list of qualified substitutes and raised
substitute pay per day during 2005-06 school year.
 2009: All substitutes meet minimum criteria including education level and
VIRTUS training.

•Create a process to partner new teachers (new to teaching and new to the school) with
appropriate “veteran” teachers.
o 2007: All new teachers have informal mentors or support from veteran teachers, but
formal process not documented.
 2009: Initiated teacher visits to other high schools to observe teaching,
schedules, and PLC (Professional Learning Communities).
24
 4. Collaboration and leadership in planning and decision-making among the
administration, faculty and staff will be a priority.
•Enhance consultation with the faculty and staff in the areas of planning and scheduling of
school events and activities.
o 2007: Informing faculty of events via regular email communications. Faculty
members inform principal of wishes, programs, etc… for approval. Encourage
timeliness of information to provide for better planning and preparation.
 2009: Calendar updated on web and internal campus calendar each week.

•Provide and/or enhance leadership opportunities among school personnel.

o 2007: Leadership Academy participation began in 2006-07 school year by
elementary lead teacher. Faculty leadership at prayer. Faculty leadership at in-
service meetings. Long-range planning committees in elementary school. Develop
other opportunities based on interest from school personnel.
 2009: PLC (Professional Learning Communities) team work ongoing.
 Lead English teacher to organize department meetings.

•Maintain awareness and sensitivity to diversity (gender, experience, etc.) in appointing

school leaders.
o 2007: No Action.
 2009: Team/Committee leaders a blend of female-to-male teachers and a
blend of new-to-veteran teachers.

•Continue to train and actively involve faculty leaders in the screening, interviewing, and
recommendation for hiring of new teachers.
o 2007: No Action.
 2009: Assignment of appropriate faculty members—at least one—for each
position being interviewed for. This team of faculty and administration (and
possibly parishioners, depending on the position) meets prior to the scheduled
interviews to train members and review the process, and decide upon the
questions to be asked during the interview.

•Establish an “Administrative Council” to assist the administrator(s) in operational leadership.

o 2007: No action but administrative team plans to utilize an Administrative Council,

made up of faculty members on a rotating basis, starting in 2007-08 to provide
feedback and support to administrators. Plans should be developed in summer 2007
for administrative team to utilize an Administrative Council and their role and
responsibilities must be defined.
 2009: No action on creation of a Council. Administration meets regularly,
formally and informally, but these meetings do not include faculty members at
this time.

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  At the elementary, the principal meets with individual teachers or committees
of teachers regarding specific topics or tasks. All of the teachers at the
elementary are involved in at least one of these committees, some on more
than one.
 At the jr/sr high, the principal meets regularly with the assistant principal and
athletic director on topics directly under their supervision, and also meets
with department teachers, as well as with groups of teachers having a like
planning time to gain their input.
 Jr./Sr. High principal organized a program for professional networking and
development between the Crawford County High School and Jr. High/Middle
School principals to collaborate on future planning.

Facilities Plan
1. The facilities and equipment of St. Mary’s Colgan School will be maintained in quality
condition.
•Provide sufficient custodial staff as new facilities are added to the campus.
o 2007: Hired three part time custodial staff to maintain the elementary school. Hired
one part time custodial staff to maintain the fieldhouse. Hired part time staff person to
assist Maintenance Supervisor is all areas of parish and schools.
 2009: Hired part-time help for custodial duties at the high school.
 Hired part-time dishwasher for lunchroom.

•Continue the work and efforts of the current maintenance staff and the planning support of the
Facilities Maintenance group.
o 2007: Facilities and Maintenance Committee being revamped during 2007 to provide
ongoing support on areas needed to be covered and volunteers being recruited in
spring to help with committee work. High School expansion will increase
administrative area and add a student commons area but parts of building still need
upgrades, including the stage if theatrical performances are to be increased. On going
maintenance schedule for facilities needs to be developed by Facilities committee.
 2009: Facilities and Maintenance Committee includes staff, administration,
and volunteers reviewing building and grounds needs.
 Additional volunteers are recruited or part-time employees hired to assist
seasonally or as needed.
 Area experts are solicited to be part of committees to advise on special
projects, i.e. church roof
 High School upgrades continue. Seven classroom upgrades during summer
2008, another four scheduled for summer 2009. Small upgrades to the theatre
space were made during 2008, more to be done in 2009.
 On going maintenance schedule for facilities developed Maintenance Director
in consultation with Building Control Systems.
 Projects not on maintenance schedule are directed to maintenance department
by pastor and/or president/director.

Financial Plan
1. Parish and school families will understand the total and true cost to operate the school
and the role stewardship plays in providing for parish ministries.
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•Continue to share the financial status of the school and the true cost of education with parish
and school families.
o 2007: As part of Century of Hope for the Next Generation Campaign in 2006, all
parish families were invited to in home or public presentations to hear about the
financial status of school and parish. Information was mailed out to any families not
attending. Financial update distributed to all parishioners, parents and faculty
2/1/2007. Finance Council and Administrators to review tuition paid by the non-
Catholic families to assure adequate amount paid for education costs. Constantly
remind families in positive way to be active stewards and that a large portion of the
financial support to parish goes directly to support our Catholic education system.
 2009: Annual financial updates distributed to all parishioners, parents and
faculty/staff.
 Tuition for non-Catholic families increases annually.
 Constantly remind families in positive way to be active stewards and that a
large portion of the financial support to parish goes directly to support our
Catholic education system. This was part of the message during mandatory
parent meetings and during talks given during weekend Masses in Fall 2008.
This is also part of the message new families receive upon interviewing for
enrollment.

2. Long-term investment in St. Mary’s Colgan School will continue to be developed

through stewardship, major donors, etc.
•Link school leadership in a collaborative effort with the Parish Stewardship Committee to
provide ongoing information and motivation for the parish’s stewardship efforts.
o 2007: President of Schools/Director of Administration participated in meetings of new
Stewardship Committee in fall 2006 and ongoing plans to be developed in 2007.
 2009: Plans developed annually.

•Continue to build the relationship of giving with alumni no longer living in the area.
o 2007: All School Alumni Reunion held in October 2006 and provided first step in
cultivation. Meetings held with diocese development director; alumni / donor software
identified to be utilized in the future with alumni development plans. Additional
progress in 2007-08 by President of Schools/Director of Administration.
 2009: Alumni Gatherings outside of Pittsburg begun, Wichita held in 2008
and Kansas City metro area target for 2009.
 Alumni Annual Appeal begun 2008.
 Personal visits to alums by President/Director and designees.
 Additional progress in 2007-08 by President of Schools/Director of
Administration.

•Investigate options for researching and approaching foundations and grant providers.
o 2007: Some grant proposals currently submitted during school year (Pritchett Trust,
Community Foundation of Southeast Kansas, Diocese Office of Development) and
more to be investigated by President of Schools/Director of Administration in 2007-
08 after all administrative positions in place.

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  2009: Grants received from national and state agencies for technology
software, environmental protection, and the arts, and from family and
community foundations.

3. The Memorial Fund will be replenished and promoted to provide a viable long-term
future for St. Mary’s Colgan School.
•Establish a major gifts component as part of the long-term investment in St. Mary’s Colgan
School.
o 2007: A major gift component was included in part of the Century of Hope during the
Next Generation Campaign conducted in 2006.
 2009: Major gifts have been pledged through 2012.
 An endowment for SMC schools was opened in 2008.
 An increase in the number of estate gifts was seen in 2008.
 Plans are underway in the development of major gifts.

•Include the Memorial Fund as an opportunity for giving during the capital campaign.
o 2007: Financial gifts to enhance the Memorial Fund were the focus of the Century of
Hope campaign in 2006 and over 5 million dollars was pledged.
 2009: A review of asset allocation for the Memorial Fund is being conducted
in 2009.
 The Memorial Fund has so far weathered the current economic crisis well due
to lower-than-average percentage of equity holdings.
SUMMARY
The Pastor, Strategic Planning Committee, the Pastoral Council, and the School Advisory
Council approved the Strategic Plan in January 2005. Our Lady of Lourdes Parish and St. Mary’s
Colgan School leadership believe the plan is necessary and achievable. Many of the objectives
and strategies can only be achieved through the commitment of leadership, teachers, parents,
school and parish staff, alumni, and the parish/school community. It is our hope and prayer that
the Strategic Plan provides a vehicle around which our community can unite to make St. Mary’s
Colgan School even better, and where our children can achieve their full potential and grow in
their faith and commitment to Jesus Christ.

Revised Strategic Plan: May 1, 2009 and April 1, 2007

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