In addition to school-wide and grade-level assemblies presented throughout the year, Sacred Heart School provides our students with a range of activities for their personal, spiritual, and academic enrichment. The entire student body joins in the Halloween parade through Mount Holly; collects canned goods for the needy; contributes to the missions and Holy Childhood Association, and prepares Christmas gifts and cards through the Adopt-A-Family Program for our less fortunate families and senior citizens.

All grades benefit from the generosity of our parents, local merchants, and parishioners, who offer their time and talents as guest speakers, craftspeople, and classroom assistants. Through the local police department DARE program, our fifth graders are made aware of the consequences of substance abuse. In addition to special awards presented to our students for their participation in contests such as the state-wide Spelling Bee and National Geography Bee, student academic achievement is recognized by the distribution of year-end honor roll certificates. One of six nationwide recipients of the 1999 NCEA Parent-Partnership Award, the Sacred Heart School PTA parent volunteers provide educational and social programs for our students and their families.

As an expression of their faith commitment, students in grades Pre-Kindergarten through eight are responsible for preparing liturgical and paraliturgical services for the entire school and parish communities. The Parent-Teacher Association funds a number of educational assemblies and related activities such as the Pen Pal Program, where our intermediate and middle students write to our older community members, and the school-wide Catholic Schools Week activities, including a series of Special Persons luncheons.

Our fifth, sixth, and junior high school students are also eligible to run for a position on the Student Council, which assists in the coordination of school activities, such as our reading and prayer buddies program and safety patrol. As a part of our parish-sponsored co-curricular program, Sacred Heart students are eligible to become members of the boys' and girls' basketball teams, the cheerleading squad, and the local chapter of the Boys/Girls Scouts of America. These programs together with other student community-service and parish-related projects constitute a sampling of the opportunities available to our children.

Student Policies and Practices

The disciplinary strategies and policies in place at Sacred Heart School are part of a proactive reinforcement program. Although under this policy, the classroom teacher is ultimately responsible for establishing an effective learning atmosphere, parents share in this responsibility. We intend to insure a learning environment based upon mutual respect in keeping with the Gospel message of love for oneself and one's neighbor. When an infraction of our disciplinary code or chronic misbehavior warrants a detention, suspension, or expulsion, parents are informed in writing by the administration.

All students in grades first through eighth are required to conform to the prescribed dress code. Parents are expected to cooperate with the Sacred Heart School staff in enforcing the student uniform policy on a daily basis. In recognition of the dignity and worth of every person the Diocesan Policy on Discrimination and Harassment promotes an environment in which all persons in the Diocese's schools shall be free from all forms of discrimination and harassment including immoral, unethical, unlawful and any other behavior which may be considered harassing, coercive, disruptive, or discriminatory. A Diocesan Acceptable Use Policy governs student access to all school-based technology resources, including the Internet. To remain eligible as users, students must restrict their activities to those which are in support of and consistent with the school's philosophy and goals.

School Administration

The daily operation of Sacred Heart School is under the direction of a lay principal in collaboration with the pastor. The principal is responsible for implementing the philosophy, policies and educational practices as approved by the Bishop of the Diocese and set forth in the Diocesan Handbook of Policies and Procedures issued by the Office of Catholic Education. Regular and systematic communication is maintained with the pastor on the educational status as well as on the spiritual and physical needs of the students and staff. The principal supervises the instructional program at all levels to assure optimum development of each child according to diocesan curriculum guides including a program of religious studies established by the Office of Religious Education. Continuing supervision and evaluation of each member of the staff is conducted annually by the principal who is charged with assigning current staff to grade level assignments that best fit the needs of the students and in the best interest of the school. While the pastor is primarily responsible for the preparation of a formal, long-range financial plan for the school, the principal initiates the budgetary process, making recommendations as to tuition/fee rates and staff salaries.

§ Section II - Proposed Project

Nature of the Project

In keeping with our ongoing efforts to integrate technology throughout the classroom curricula, the Sacred Heart School faculty will focus its attention in each of the upcoming years upon the use of technology as an instructional tool in a specific content area. For the first year of our project, the students and teachers collaborated on the development of science lessons dealing with astronomy, space exploration, seasons, and weather using technology as a means of information gathering and dissemination of content.

Adopted in September 2000, the diocesan science curriculum directs Catholic educators "to provide all students with the opportunity to become scientifically literate in order to understand their world and to make effective and responsible contributions to their communities. All students are encouraged to develop an appreciation for the great diversity of life found on Earth and commit themselves to respect and care for God's creation as we strive to produce a sustainable environment."

The diocesan science curriculum guidelines make note of the National Science Education Standards which views scientific inquiry as "a set of interrelated processes by which scientists and students pose questions about the natural world and investigate phenomenon; in doing so, student acquire knowledge and develop a rich understanding of concepts, principles, models, and theories." [see addendum] Our project will deal with New Jersey Core Curriculum Content Science Standards which call for students to gain an understanding of the structure, dynamics, and geophysical systems of the Earth (5.10) as well as the origin, evolution, and structure of the universe (5.11).

The seventh and eighth graders assisted the Kindergarten and Pre-Kindergarten students in their study of the seasons by preparing PowerPoint presentations using magnified images obtained from the Intel digital microscope of specimens, such as leaves, flowers, and insects collected by the Early Childhood students. The junior high students incorporated video clips recorded using the Sony digital camera, scans of photographs, and jpeg files selected from web searches in the design of their presentations. These students  prepared multimedia projects concerning various topics in astronomy specific to their grade level science curriculum.

The sixth grade students used elements from their Language Arts term paper in designing PowerPoint presentations combining their study of ancient civilizations in social studies with their exploration of astronomy and navigation in science. Internet searches and various software, including Encarta 2000, were among the primary sources of information concerning these topics and manned United States/Soviet space missions. The Physical Education/Health instructor collaborated with the sixth grade teachers in studying astronaut training requirements, physiological changes in space, and nutrition using various classroom technology resources.

The fifth graders collaborated with first grade students in exploring the moon and associated Apollo space explorations by preparing PowerPoint presentations using information researched via the Internet and related classroom software. The fourth grade students  explored weather phenomenon, the structure of the earth's atmosphere, and meteorology. In addition to graphically tracking daily weather conditions such as humidity, pressure, and temperature using an Excel spreadsheet, the students used various science software, the Internet, and other applications to prepare original reports and presentations both in English and in Spanish.

The third grade students investigated the inner and outer planets of our solar system using Internet searches and classroom software such as The Magic School Bus Explores the Solar System and the Super Science Show. In Language Arts, these students used word processing software to write letters to Martians, while in mathematics, spreadsheets were used to calculate an object's weight on various planets.

The second grade students studied the stars during different seasons in addition to selected constellations and their associated mythology. The students created their own constellation using KidPix as part of Science to be added to posters including their original myths typed using the AlphaSmarts and published on Creative Writer or Amazing Writing Machine within the Integrated Language Arts curriculum. First graders tracked the phases of the moon over several months by keeping a journal of drawings which will be incorporated into the final presentation.

Throughout this project, the faculty developed various assessment measures and tools to evaluate the student's knowledge of the content area as well as the integrated use of technology. Our teachers continued recording individual student use of technology through classroom logs in all subject areas referenced in their lesson plans which cite specific diocesan and/or New Jersey Core Content Curriculum Standards. As part of their professional improvement plans, the faculty documented their review of current research on technology education through written summaries of journal articles.

Perceived Needs

The mission of Sacred Heart School is to challenge our students in exciting and innovative ways to seek knowledge for its own sake, to develop critical-thinking and problem-solving strategies, and to appreciate the role of technology in their daily learning. We believe that the tools of technology provide the learner with a unique means of exploring and appreciating the presence of God in his everyday life. As professional Catholic educators, we understand that,"Technology must be at the service of the human person ... in conformity with the plan and the will of God ... [insofar as] ... This is a precious resource when placed at the service of [humankind] and promotes integral development for the benefit of all." (Catechism of the Catholic Church, #2293, #2294)

We appreciate that innovative technology-based models of teaching and learning can significantly enhance educational outcomes only as part of a broader framework of on-going systemic reform in curriculum integration, assessment, professional development, administration, resource management, and business-to-school-to-community partnerships. We further acknowledge that without changes in our overall approach to instructional methodologies, evaluation, and school organization, the installation of computers in the classroom will yield few genuine improvements. Our commitment to incorporate instructional technology recognizes the pitfalls of over-emphasizing presentation and motivation over that of skill-building and problem-solving.

Based upon our school mission and vision, we have identified three areas of need. First, educational technology can serve as a gateway for academic achievement providing a depth and richness of instructional approaches capable of reaching students of all learning modalities. Students must have the appropriate resources and skills to equitably access information, proficiently manipulate data, critically synthesize concepts, and creatively express their ideas as responsible architects of knowledge. Second, the effective use of technologies can not only assist school administrative personnel in management and assessment, but can also support teachers in efficiently tracking performance-based student progress. Third, an integrated system of telecommunications technology can provide a direct immediate connection between school, parents, and the communities at large as part of a global social network of learners.

Desired Outcomes

Engaged learning demands that the student attend, process, and transform information into stable and dynamic knowledge structures. The impact of technology rests upon the design and implementation of curriculum, instructional strategies, and assessment methods. Technological resources will be utilized by our students in accomplishing the following desired outcomes:

Students will use available age-appropriate technological resources including multimedia, word-processing, spreadsheet, and database applications as means for effectively and creatively communicating their solutions to problems.

Students will use the Internet, on-site electronic storage systems, and the school-wide LAN intranet to access and retrieve information.

Students will use various technologies, particularly the grade-level specific content area software installed on classroom computers, to develop and reinforce learning and process skills essential for critical-thinking and problem-solving.

Students will use technology independently and cooperatively in keeping with the moral, ethical, and legal standards expressed within our philosophy of Catholic education.

The role of the teacher is to structure learning tasks that address each student's individual level of intellectual development and personal interests. Instructors can enhance the learning process by placing higher-order cognitive demands upon the learner and by involving the student in activities which elicit reflective responses and focus upon comparing, interpreting, observing, summarizing, and classifying available information. Technological resources will be utilized by our instructional staff in accomplishing the following desired outcomes:

Instructional staff will use technology as a means to integrate multiple resources across existing and emerging curriculum by linking the isolated classroom with educational assets available within the school, community and world.

Instructional staff will use technology to enable the learner to communicate effectively, to access and process information efficiently, and to complete tasks productively within a student project-oriented collaborative learning environment.

Instructional staff will use technology to increase the motivation of students as active experiential learners dedicated to attaining educational outcomes.

Instructional staff will use technology to inform students and parents via self-maintained teacher webpages of daily homework assignments and other relevant information.

The equitable access to technology demands that every individual be provided with adequate training, opportunities for the practical application of acquired knowledge and skills, and substantive critical feedback. For these advancements to be considered as an integral component of the total learning experience, students, parents, teachers, administrators, and the community-at-large must have a vested interest in maintaining the availability of these emerging technologies. Technological resources will be utilized by the school in accomplishing the following desired outcomes:

The school will provide the entire learning community with increased opportunities for interaction, collaboration, and information exchange by promoting the equitable access to available technologies.

The school will secure continuous financial support for the replacement and maintenance of technologies as part of the line-item annual budget after performing a yearly inventory.

The school will require instructional and administrative staff to demonstrate a level of familiarity and competency with relevant technologies by providing on-going opportunities for training and professional development.

The school will implement grade level technology goals as part of a integrated plan of assessment.

Resources

Category-5 cable connects all main building networked computers to a central hub which is linked by an underground multi-mode fiber optic cable to a second hub connected by category-5 wiring to the media/technology center workstations and the Kindergarten computers. This arrangement provides each location with a direct static-IP address connection to the Internet via the Windows 2000/MS Exchange RAID-compliant server housed in the principal's office which hosts the school's website (www.sacred-heart-school.org).

With regard to staffing, the Sacred Heart School faculty and staff continue to attend on an annual basis a wide range of workshops/courses funded either through budgeted monies for professional development or federal entitlements. Beginning in 1997, training opportunities have been made available to all staff members via Burlington County College adult non-credit courses, diocesan professional development technology workshops, and programs sponsored by the Education Technology Training Center of the Burlington County Institute of Technology. Teachers are required to attend at least one technology workshop per school year as part of their professional improvement and to implement computer-based instruction in all content areas whenever practical and appropriate in the classroom. During the 2000-2001 school year, arrangements have been made through ETTC for an on-site trainer to conduct a series of gratis small-group workshops for our instructional staff geared towards the design of multimedia presentations using MS PowerPoint and digital scanning/photography with the addition of elements from Excel spreadsheets and the Internet.

With respect to finances, the school has included a technology surcharge as part of the yearly family registration fee in addition to soliciting financial support through the diocesan educational endowment, private contributors, foundations, corporations, and local businesses. Funding in excess of $20,000 per year is obtained through the federal E-rate program and from state subsidies including the New Jersey Technology Initiative, IDEA funds, and textbook entitlements.

Degree of Implementation

In the fall of 2002, the emphasis of the project shifted from the science curriculum to an integration of technology in the classroom focusing upon mathematics. Materials developed by both the students and the teachers from PreKindergarten through eighth grade were available for review including teacher lesson plans highlighting the integration of technology across every major content area. Assessment measures and tools designed by our faculty, and in some cases developed with input from the students, supplemented lesson plans. Grade level projects were displayed, particularly those dealing with the study of astronomy, space exploration, seasons, and the weather, which used technology as a resource. Multimedia presentations prepared by the students and our instructional staff were a major component of each grade level project.

Log sheets maintained by each teacher documenting the time devoted to specific software or on-line resources by individuals or groups of students were included in the synopsis of the first phase of this project. Summaries of professional readings completed by each teacher throughout the 2001-2002 school year were also be available for inspection. The results of teacher, parent, and student surveys along with copies of publications distributed to the public as well as samples of teacher homework web pages were made available for examination. Selected portions of this project, including this proposal in its entirety, was posted on our school website.

The most significant example of this project in action can be seen by visiting the classrooms where the teachers integrate technology into lessons ranging from Integrated Language Arts to religion throughout the school day. Unlike the vast majority of schools where technology is taught once or twice each week by a separate computer lab instructor, at Sacred Heart School, the classroom teacher incorporates technology into the curriculum as one tool in conveying the course content.

March 2001-June 2001

Present Middle States Association accreditation options to staff at half-day faculty meeting for review and consideration

Select members of colloquium steering committee

Define major focus of project and discuss general aspects of implementation by grade level among teachers at half-day faculty meeting

Submit title of colloquium project to Middle States Association for review and approval

Request approval for school calendar including Middle States in-service days for 2001-2002 from Office of Catholic Education

Disseminate to parents as part of summer mailing a written overview of the history of our school accreditation as well as general description of our colloquium project on integrating technology across the curriculum

Replace MediaGX workstations in grade 1-3 classrooms with Pentium III computers

Update school webpage on a monthly basis by posting of newsletters, PTA Board minutes, summer reading list, and other relevant information

Submit updated school Technology Plan to Office of Catholic Education for review and approval

September 1, 2001 - November 30, 2001

Acquire/install additional grade-level instructional science software

Purchase Pentium IV multimedia computer for instructional use by music/art instructor with CD-RW

Purchase Sony digital video camera with USB connection to Pentium IV computer

Complete installation of network hubs in primary grade classrooms

Update Windows operating system including Internet Explorer on all networked classroom workstations

Purchase/install networked laser printer accessible by classrooms/computer lab

Install two computers for use by remedial services personnel

Complete E-rate funding application by filing FCC forms 470/471

Provide staff development in computer operation and additional opportunities for off-campus teacher training in integrating technology into the classroom through ETTC

Discuss revisions to philosophy/goals (Section I) and the operational standards (Section III) as part of the proposal due in December to the Middle States Association with faculty small/large groups facilitated by steering committee members at scheduled full-day September 19 in-service

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Discuss specifics of the colloquium project (Section II) as part of the proposal due in December to the Middle States Association with faculty at half-day in-services on October 17, October 31, and November 9

Provide training to teachers for electronically recording lesson plans and professional reading summaries using MS Word templates on server at October 31 faculty in-service

Submit for review by faculty, PTA Board members, and pastor the final draft of colloquium proposal due on December 1 to Middle States Association

Provide small group instruction in PowerPoint on-site for teachers by ETTC as part of November 30 full-day in-service devoted to preparation of lesson plans and professional reading summaries completed to date

Schedule Magic of Science assembly for grade K-8 students on October 1st with follow-up same-day small group workshops through Mobile Productions

Include overview of Middle States colloquium in PowerPoint presentation of diocesan curriculum during parent Back-to-School Night on September 18

Initiate individual teacher time/application logs and lesson plan tracking by mid-September of student/faculty use of classroom technology in all content areas

Start posting of classroom assignments/testing schedule to individual teacher homework webpages as of September 10

Update school webpage with relevant information

Schedule parent Microsoft Technology Evening on October 18

December 1, 2001 - February 29, 2002

Submit project proposal to Middle States Association for review/approval on December 1 and post same to website for access by parents/general public

Provide staff development in integrating technology into the classroom

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Begin grade level science technology projects including full documentation by teachers as of December 1

Continue individual teacher time/application logs and lesson plan tracking of student/faculty use of classroom technology in all content areas

Continue posting of classroom assignments/testing schedule to individual teacher homework webpages

Schedule small-group training on-site for teachers during prep periods and/or students with ETTC consultant on December 18 and February 7 in PowerPoint/Excel plus other topics

Arrange for small-group training on-site for teachers with ETTC consultant during half-day in-services on January 18 and 21 on digital photography/scanning and other areas of interest

Schedule Alva Edison Science assembly for grade 1-8 students on December 19 and Chemistry Science Show on February 6 for grade K-6 students with follow-up same-day small group workshops through Mobile Productions

Meet with steering committee and teachers on half-day in-service on February 1 to discuss progress of colloquium project to date and plans for technology workshop slated as part of full-day in-service to be hosted at Sacred Heart School on March 1 for county parochial elementary school teachers

Distribute technology assessment survey to parents as part of re-registration materials in mid-February due March 8

Poll Quality Assurance Team members on technology and curriculum issues and compile survey results submitted on-line

Update school webpage with relevant information

March 1, 2002 - July 1, 2002

Provide staff development on integrating technology into the classroom

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Conclude grade level science technology projects including full documentation by teachers as of April 15

Continue individual teacher time/application logs and lesson plan tracking of student/faculty use of classroom technology in all content areas

Continue posting of classroom assignments/testing schedule to individual teacher homework webpages

Schedule small-group training on-site for teachers during prep periods and/or students with ETTC consultant as warranted in March and April

Schedule Science assembly for grade K-8 students on March 20 through Mobile Productions

Conduct technology workshop for area parochial elementary school teachers highlighting science curriculum grade level projects in progress with distribution of evaluative survey to participants

Distribute technology assessment survey to students and faculty by April 1st

Compile/analyze student, faculty, parent, and March 1st workshop participant survey results; complete drafts of summary reports of grade level technology science projects from each teacher; and collate professional readings and lesson plans processed to date as part of full-day in-service on April 22

Finalize plans for multimedia presentation of overall project plus arrangements for displaying student projects for Team visitation with faculty and staff

Discuss tentative agenda for Middle States Team visitation in fall 2002 with chairperson and confirm accommodations

Update school webpage with relevant information

File SLD BEAR Form for reimbursement for telecommunications services after July 1 for funding year 4

Investigate cost effectiveness of upgrading to full T1 connection

September 1, 2002 - November 30, 2002

Discuss specifics for grade level projects integrating technology into mathematics content area with reference to NJ Core Content Mathematics Standards and applicable diocesan curriculum guidelines during September faculty full-day in-service

Acquire/install additional grade-level instructional software

Complete application process for E-rate funding by filing of FCC forms 470/471

Provide staff development in integrating technology into the classroom

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Schedule assembly for grade K-8 students in October/November

Initiate individual teacher time/application logs and lesson plan tracking by mid-September of student/faculty use of classroom technology in all content areas

Start posting of classroom assignments/testing schedule to individual teacher homework webpages as of first full week of classes in September

Review final versions of Middle States colloquium presentation and summative school-wide science project portfolio prior to duplication on paper and on CD

Update school webpage with relevant information including highlights of planned colloquium PowerPoint presentation and samples of student projects

Confirm dates for Middle States Team visitation and extend invitations to all diocesan and local public schools, parents, parishioners, and community leaders

Present colloquium to Team on scheduled dates in October/November

Purchase/install DVD players for classrooms where necessary/appropriate

Replace Pentium II classroom computers with advanced network-ready workstations in grade 1-8 classrooms

Investigate options for replacement of server using Technology Initiative funds

Review NJ Core Content Standards and school-based objectives for technology integration to include possible mini-courses in MS Office applications in grades 6-8 as part of library skills and/or science curriculum

Schedule parent FANS Math Training Workshop in mid-October

Provide staff development in integrating technology into the classroom

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Begin grade level mathematics technology projects including full documentation by teachers as of December

Continue individual teacher time/application logs and lesson plan tracking of student/faculty use of classroom technology in all content areas

Continue posting of classroom assignments/testing schedule to individual teacher homework webpages

Schedule assembly for grade 1-8 students in December and February

Distribute assessment survey to parents as part of re-registration materials in mid-February

Update school webpage with relevant information

March 1, 2003 - July 1, 2003

Provide staff development in integrating technology into the classroom

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Conclude grade level mathematics technology projects including full documentation by teachers as of mid-April

Continue individual teacher time/application logs and lesson plan tracking of student/faculty use of classroom technology in all content areas

Continue posting of classroom assignments/testing schedule to individual teacher homework webpages

Schedule assembly for grade K-8 students in March/April through Mobile Productions or comparable vendor

Distribute assessment survey to students and faculty by June 1st

Compile/analyze student, faculty, and parents survey results; complete drafts of summary reports of grade level technology mathematics projects from each teacher; and collate professional readings and lesson plans processed to date

Revise format/layout of entire school website

File SLD BEAR Form for reimbursement for telecommunications services after July 1st for funding year 5

Investigate possible purchase of laptops for faculty use in the classroom and addition of wireless port to grade K-8 classrooms

Purchase/install additional network laser printers for classroom use

September 1, 2003 - November 30, 2003

Discuss specifics for grade level projects integrating technology into mathematics content area with reference to NJ Core Content Mathematics Standards and applicable diocesan curriculum guidelines during September faculty full-day in-service

Acquire/install additional grade-level instructional software

Complete application process for E-rate funding by filing of FCC forms 470/471

Provide staff development in integrating technology into the classroom

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Schedule assembly for grade K-8 students in November

Initiate individual teacher time/application logs and lesson plan tracking by mid-September of student/faculty use of classroom technology in all content areas

Start posting of classroom assignments/testing schedule to individual teacher homework webpages as of first full week of classes in September

Update school webpage with relevant information

Investigate possibility for including e-mail access to teachers by parents through school website

December 1, 2003 - February 29, 2004

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Continue individual teacher time/application logs and lesson plan tracking of student/faculty use of classroom technology in all content areas

Provide staff development in integrating technology into the classroom

Begin grade level mathematics technology projects including full documentation by teachers as of December

Schedule assembly for grade 1-8 students in December and February

Distribute assessment survey to parents as part of re-registration materials in mid-February

Continue posting of classroom assignments/testing schedule to individual teacher homework webpages

Update school webpage with relevant information

March 1, 2004 - July 1, 2004

Provide staff development and additional opportunities for off-campus teacher training in integrating technology into the classroom

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Conclude grade level mathematics technology projects including full documentation by teachers as of mid-April

Continue individual teacher time/application logs and lesson plan tracking of student/faculty use of classroom technology in all content areas

Continue posting of classroom assignments/testing schedule to individual teacher homework webpages

Schedule assembly for grade K-8 students in March/April through Mobile Productions or comparable vendor

Distribute assessment survey to students and faculty by June 1st

Compile/analyze student, faculty, and parents survey results; complete summary reports of grade level technology mathematics projects from each teacher; and collate professional readings and lesson plans processed to date

Update school webpage with relevant information

File BEAR Form for reimbursement for telecommunications services for year 5

Investigate possible purchase of additional AlphaSmart units for grade 2-5 students and/or laptops for grade 6-8 students for classroom use

Purchase/install new workstations for faculty use in staff lounge

Submit updated school Technology Plan to Office of Catholic Education for review/approval

September 1, 2004 - November 30, 2004

Discuss specifics for grade level projects integrating technology into Language Arts content area with reference to NJ Core Content Language Arts Standards and applicable diocesan curriculum guidelines during September faculty full-day in-service

Investigate possibility of posting student grades to school website through SSL password-protected connection accessible by parents

Acquire/install additional grade-level instructional software

Update Windows operating system on all networked classroom workstations

Provide staff development in integrating technology into the classroom

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Schedule assembly for grade K-8 students in October/November

Initiate individual teacher time/application logs and lesson plan tracking by mid-September of student/faculty use of classroom technology in all content areas

Start posting of classroom assignments/testing schedule to individual teacher homework webpages as of first full week of classes in September

Update school webpage with relevant information

Complete application process for E-rate funding by filing of FCC forms 470/471

Purchase/install new workstations for principal and administrative staff

Upgrade library circulation software with possible replacement/expansion of peer-to-peer electronic card catalog networked computers

December 1, 2004 - February 29, 2005

Begin grade level Language Arts technology projects including full documentation by teachers as of December

Continue individual teacher time/application logs and lesson plan tracking of student/faculty use of classroom technology in all content areas

Continue posting of classroom assignments/testing schedule to individual teacher homework webpages

Schedule assembly for grade 1-8 students in December and February

Provide staff development in computer operation and additional opportunities for off-campus teacher training in integrating technology into the classroom through ETTC

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Distribute assessment survey to parents as part of re-registration materials in mid-February

Update school webpage with relevant information

Investigate possibility of installation of satellite dish to facilitate distance learning

March 1, 2005 - July 1, 2005

Provide staff development and additional opportunities for off-campus teacher training in integrating technology into the classroom through ETTC

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Conclude grade level Language Arts technology projects including full documentation by teachers as of mid-April

Continue individual teacher time/application logs and lesson plan tracking of student/faculty use of classroom technology in all content areas

Continue posting of classroom assignments/testing schedule to individual teacher homework webpages

Schedule assembly for grade K-8 students in March/April

Distribute assessment survey to students and faculty by June 1st

Compile/analyze student, faculty, and parents survey results; complete drafts of summary reports of grade level technology Language Arts projects from each teacher; and collate professional readings and lesson plans processed to date

Update school webpage with relevant information

File BEAR Form for reimbursement for telecommunications services for year 6

September 1, 2005 - November 30, 2005

Discuss any needed modifications for second year of grade level projects integrating technology into Language Arts content area with reference to NJ Core Content Language Arts Standards and applicable diocesan curriculum guidelines during September faculty full-day in-service

Acquire/install additional grade-level instructional software

Replace Pentium III classroom computers with advanced network-ready workstations or wireless laptops in grade 1-8 classrooms as warranted

Provide staff development in computer operation and additional opportunities for off-campus teacher training in integrating technology into the classroom

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Schedule assembly for grade K-8 students in October/November

Initiate individual teacher time/application logs and lesson plan tracking by mid-September of student/faculty use of classroom technology in all content areas

Start posting of classroom assignments/testing schedule to individual teacher homework webpages as of first full week of classes in September

Update school webpage with relevant information

Complete application process for E-rate funding by filing of FCC forms 470/471

Discuss revisions to school philosophy/goals and the operational standards as part of update to the Middle States Association with faculty small/large groups at a scheduled full-day September in-service

December 1, 2005 - February 29, 2006

Begin grade level Language Arts technology projects including full documentation by teachers as of December

Continue individual teacher time/application logs and lesson plan tracking of student/faculty use of classroom technology in all content areas

Continue posting of classroom assignments/testing schedule to individual teacher homework webpages

Schedule assembly for grade 1-8 students in December and February

Provide staff development in technology integration

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Distribute assessment survey to parents as part of re-registration materials in mid-February

Update school webpage with relevant information

Prepare required update for Middle States Accreditation

March 1, 2006 - July 1, 2006

Provide staff development and additional opportunities for off-campus teacher training

Provide in-school time and resources for the reading and the documentation of professional journals in the area of technology curricular integration

Conclude grade level Language Arts technology projects including full documentation by teachers as of mid-April

Continue individual teacher time/application logs and lesson plan tracking of student/faculty use of classroom technology in all content areas

Continue posting of classroom assignments/testing schedule to individual teacher homework webpages

Schedule assembly for grade K-8 students in March/April

Distribute assessment survey to students and faculty by June 1st

Compile/analyze student, faculty, and parents survey results; complete drafts of summary reports of grade level technology Language Arts projects from each teacher; and collate professional readings and lesson plans processed to date

Update school webpage with relevant information

File BEAR Form for reimbursement for telecommunications services for year 7

Evaluation

Through direct observation; review of teacher lesson plans; analysis of student grade reports; surveys of parents, staff, and other publics; and interpretation of appropriate student assessments (tests, quizzes, homework/class assignments, and projects), we will determine the extent to which students have utilized available age-appropriate technologies to:

effectively and creatively communicate their solutions to emergent problems;

access and retrieve visual and auditory information;

develop learning and process skills that will reinforce their critical-thinking and problem-solving strategies; and

adhere to the moral, ethical, and legal standards expressed within our philosophy of Catholic education and Acceptable Use Policy.

Through peer-to-peer training, discussions during faculty in-services, and reviews of teacher workshop reports, we will determine the level to which teacher have used technology to:

integrate multiple resources across the curriculum;

enable the learner to communicate effectively, to access and process information efficiently, and to complete tasks productively;

increase the motivation of students; and

assess the performance-based achievement of students and to communicate the same electronically to parents.

Through meetings with members of the diocesan technology committee, Sacred Heart School staff, the pastor, and the principal, we will determine the extent to which specific groups and individuals have:

complied with established minimum standards and specifications for the acquisition of instructional and administrative technologies;

increased opportunities for the entire learning community for interaction, collaboration, and information exchange; and

secured continuous financial support for the replacement and maintenance of technologies as part of the line-item annual budget after performing a yearly inventory.

Description of the School Plans to Develop Project

Our project seeks to integrate technology across the curriculum with an emphasis upon the recently revised diocesan content area guidelines for science, mathematics, and language arts. Arrangements have been made to provide support for this initiative in terms of hardware/software and ongoing professional development for all faculty/staff to the extent possible given anticipated financial resources during the next three years. To this end, the school will make every effort through marketing/development strategies to insure that all interested parties are committed to supporting investment in not only emerging technologies, but also in staff training. The school will continue to require that instructional and administrative staff demonstrate a minimum level of proficiency with relevant technologies necessary to fulfill the goals of this project. In this regard, Sacred Heart School will develop and implement grade level technology objectives as part of its annual assessment process for faculty and students.

Students on every grade level will have access to age-appropriate technological resources including multimedia, word-processing, spreadsheet, and database applications as a component of daily instruction in all content areas. Further, each learner will be afforded the opportunity to perform Internet-based searches to retrieve current information in completing content area assignments. Insofar as our instructional staff has been using technology in the classroom beginning in 1996, we will continue to extensively integrate these resources throughout the curriculum thereby enabling each learner to effectively express him/herself and to complete learning tasks efficiently. These various technologies, including grade-level specific content area software, will allow the students to develop higher-order cognitive critical-thinking and problem-solving skills.

§ Section III - Operational Standards

3.1 The governance of the school establishes policies, and has instituted consistent procedures and regulations to implement policies. It maintains the continuity of school events, and demonstrates an effective grasp of problems that may arise.

By virtue of their signature upon registration, all parents/guardians enter into a binding legal contract whereupon they agree to abide by all published policies and practices established by Sacred Heart School and the Diocese of Trenton as outlined in the school Calendar/Handbook and available in its entirety on our website. As part of our philosophy and goals, Sacred Heart School reserves the right to require a parent to withdraw from a working partnership with the school for failure to comply with stated policies. Additionally, at the start of each school year, every staff member acknowledges in writing their contractual obligation to implement the educational mission of Sacred Heart School and to abide by all guidelines and directives set forth by the school administration and the Office of Catholic Education as described in the staff handbook. All staff understand that any unprofessional conduct which adversely affects the mental, physical, psychological, and/or emotional well-being of any Sacred Heart School student or result in a decline in enrollment is considered as grounds for non-renewal or immediate termination of employment.

Our local policies and procedures have been designed to insure every individual an equitable access to a quality Catholic education in a safe and effective learning environment. In addition to diocesan guidelines regarding such matters as harassment and discrimination, acceptable use of technology, academic assessment, and content area curricula, Sacred Heart School annually solicits formal input from faculty/staff, parents, and students in developing policies governing student discipline, uniform dress, security, co-curriculars, financial obligations, and other daily operating procedures. Parents are informed of revisions in school/diocesan policies/practices as well as other pertinent information, such as student achievements and school-wide programs/activities, through our quarterly newsletters and regular bimonthly announcements circulated via the mail envelope. A separate abridged version of these publications is distributed to the church community on a monthly basis through parish bulletin inserts. The administration additionally informs the school staff and the pastor regarding routine internal matters and concerns through weekly memoranda.

Emergent problem areas are discussed by parents and the administration in an open forum included in every scheduled public PTA Executive Board meeting. Individual concerns and confidential matters may be addressed directly to the principal via a personal/phone conference and written correspondence or by electronic mail for an immediate response. Staff members are highly encouraged to offer constructive criticisms and suggestions and to bring attention to potential/actual problem areas during every faculty meeting, through individual conferences with the principal, or in writing. The students are also welcome to express their concerns regarding school policies and practices as part of Student Council meetings and by discussing matters directly with their teachers or with the administration. The principal and the pastor meet formally on a weekly basis to review specific operational matters, including ongoing student enrollment/retention, school finances/budgeting, plant facilities, staff management, curriculum, spiritual programs, and diocesan concerns. Issues specific to local parochial elementary and secondary schools are further addressed at county-wide monthly principal gatherings, regional PTA meetings, as well as at diocesan conferences and advisory board meetings.

3.2 The school is clearly self-defined and its self-definition is accepted by both the faculty and the policy-making authority.

Despite changing priorities, Sacred Heart School in Mount Holly remains a testimony to the spirit of giving and commitment of our parents to a better future for their sons and daughters. The Declaration on Christian Education acknowledges that every child has an undeniable right to a quality Catholic education by "virtue of their dignity as human persons." Although the Decree on the Apostolate of the Laity reminds parents that they are "the first to communicate the faith to their children and to educate them," families have nonetheless relied upon parochial schools and parish religious education programs to spread the Good News.

Along with parochial elementary and secondary schools throughout the United States, in the years ahead, Sacred Heart School will face the task of staying true to its philosophy and mission, while maintaining affordable tuition rates and retaining qualified teachers/administrators. The director of the Institute for Catholic Leadership observed that "...if Catholic schools are to be continued to be staffed by prepared personnel, the bishops, superintendents, [and others] will have to cooperate in working on this apostolic challenge." With this in mind, the attention of both the Catholic laity and religious leaders has focused upon the need for responsible stewardship to insure the continued academic and financial viability of parochial schools.

While recognizing these economic priorities, our Sacred Heart School mission statement continues to clearly define the expectations and responsibilities of our teachers, parents, and administrators as true representatives of Jesus Christ. Embraced by all concerned, our philosophy and goals are a reflection of our ongoing commitment to the basic tenets of our faith. "Catholic education is an expression of the mission entrusted by Jesus to the Church He founded (To Teach as Jesus Did)."

3.3 Evaluation (both formal and informal) is an effective and continuing aspect of school experience.

The philosophy of Catholic education holds that individualized grading should be considered as one means of encouraging students to learn by building upon their particular strengths, while recognizing their own weaknesses. When assessment is concerned with the development of the whole student, the reporting of student progress supports the threefold aim of parochial schools, namely, teaching doctrine, building community and serving others.

In addition to regular classroom tests, each learner is responsible for completing class/homework assignments, projects, and reports following a prescribed format by stated deadlines. The standardized Terra Nova test of math and verbal skill achievement is also administered to all students in grades 2-7 throughout the diocese during the spring of each school year. At the midpoint of each marking period, every parent receives an interim notice of academic progress prior to the distribution of report cards. Sacred Heart School is among a select group of diocesan elementary schools piloting the revised Report Card for Grades 4-8 during the 2001-2002 academic year. Achievement in all major content areas is reported on a trimester basis using a letter grade equivalent scale. The design affords teachers the opportunity to inform parents if any skill is an area of strength or needing growth for the student within a particular subject.

A four-point grading rubrics is used as part of the pilot report card to reflect the student's progress in the enrichment courses of Physical Education/Health, Music, Art, and World Language (Spanish). Every instructor has input into reporting any areas in need of attention in the student's personal development. Overall student conduct is separately indicated as either satisfactory or unsatisfactory based upon the extent of the individual's consistent compliance with all school policies. Academic progress for Early Childhood level students enrolled in first through third grade is reported three times per year using descriptive progress indicators. PreKindergarten and Kindergarten students receive a developmental progress report based upon current research on multiple intelligences during each trimester.

During the first two full weeks at the start of the school year, our PreKindergarten and Kindergarten instructional staff assess each student's level of social, emotional, physical, and intellectual development to determine his/her potential success as a member of our Early Childhood Program. Parents may schedule an appointment to personally discuss with the instructor and/or the principal the academic and social progress of their child during the fall conferences and throughout the year as warranted. As a proactive measure, the principal addresses letters at the half-way point of the academic calendar to those parents of students in danger of possibly failing one or more content areas for the year.

The Mount Holly School District additionally provides a full range of assessment and auxiliary educational support programs to Sacred Heart School including remedial and preventive service available to eligible students in communication (reading and/or writing) and computational (mathematics) areas (Compensatory Education/Basic Skills); identification of students with educational disabilities for the purpose of developing individualized educational plans (IEPs) through a child study team evaluation; speech correction; and supplemental instruction.

Beyond the final summative evaluation, every full-time Sacred Heart School teacher receives a written review of his/her performance by the principal based upon observations made during a pre-arranged classroom visit and feedback from student surveys. Each teacher also files a report on the instructional strategies employed by a colleague as part of the peer-to-peer observation process. All staff members submit an annual written critique of the administration's governance of the school which the principal and pastor review when completing a professional leadership assessment of their individual managerial responsibilities. Parents are also encouraged to participate in our ongoing school assessment either as a member of our on-line electronic quality assurance team or by completing our annual year-end questionnaire. A monthly review of the school budget is also conducted by the parish finance team in consultation with the pastor and the principal.

3.4 The physical and personnel resources of the school are representative of good elementary/middle school practice and are sufficient and so deployed as to implement the purposes of the school and assure the health and safety of its students.

Our school facilities include a fifty-five-year-old three-story brick main building housing first through eighth grades in addition to administrative offices, the nursing suite, and the office of the Director of Religious Education. Immediately adjacent are separate buildings for our PreK/Kindergarten, the Extended Day after-school program, our library/computer center, and the multi-purpose parish center which serves as gymnasium, cafeteria, and auditorium. The buildings border a parking lot area with a single entrance to a residential street which services both school and parish activities. Each classroom is carpeted, air-conditioned, and adequate in size to accommodate individual desks/chairs, small-group learning areas, and student work displays, plus three CIPA-compliant Internet-filtered networked computers and peripherals, including a VCR and wall-mounted cable television monitor. Sixth through eighth grade classrooms are furnished with lockers for student personal belongings and textbooks. Each school year, every teacher may requisition instructional materials as well as general classroom supplies and grade-specific items for each student including paperback books, magazine subscriptions, notebooks, and other merchandise. Teachers have access to a private faculty lounge complete with professional journals, two workstations with a flatbed scanner and color inkjet printer, a wide selection of videotapes, a high speed photocopier, phone, microwave, and refrigerator.

With the exception of the library, all recently-installed school building doors are equipped with panic bars. Visitors to the school are recognized via closed-circuit video before the electronic main door lock is released by the office staff and thereafter must sign a log sheet to receive an authorized school pass. Every newly-hired staff member undergoes a NJ state criminal background check prior to being issued a picture ID badge. Students are under constant supervision by our school personnel during lunch/outdoor recess periods; when moving between buildings; during morning arrival/afternoon dismissal times; and when attending the after-school Extended Day program. With the cooperation of local crossing guards and township bus drivers, a strictly-enforced pattern of drop-off/pick-up insures the safety of all students. Every parent is issued a windshield identification tag to be displayed in their vehicle while on school grounds and is required to submit a change of transportation form whenever there is an adjustment in the customary dismissal of their child.

Our student population is served by sixteen classroom teachers, four instructional aides, a reading specialist/librarian, a music/art instructor, a world language (Spanish) teacher, and a physical education/health teacher plus a full-time state-provided nurse and remedial services personnel. A nutritious daily lunch program is available for all students/staff through a contracted on-site food service. In addition to a full-time day custodian, a private contractor provides general year-round facilities maintenance and cleaning services. Several outside vendors are responsible for maintaining the surrounding school/parish grounds, snow removal, refuse/recycling collection, and exterior repairs. A seven-passenger van and a pick-up truck is available for parish/school use by all staff members. Annual inspections are performed of fire detection/suppression systems by outside agents and local officials. Crisis procedures have been established for the immediate evacuation or lock-down of the facilities in cases of fire or other threats. Owing to our proximity to downtown Mount Holly, police and emergency medical personnel/ambulance services are readily available to the school.

3.5 Relationships are professional, productive, and conducive to cooperative action.

As responsible stewards of the various available resources, the pastor and the principal fully cooperate in the overall management of Sacred Heart School. Both share in the development and the implementation of immediate and long-term goals for the school. Constructive ideas and suggestions from students, parents, and staff are constantly sought, highly valued, and put into practice whenever practical. Monthly faculty and grade level meetings are scheduled to discuss matters of mutual concern through open and meaningful dialogue. The pastor and the principal are approachable and willing to accept constructive criticism. Each is knowledgeable about individual staff problems and supports all personnel in dealings with the community. Within the framework of their respective roles as school leaders, the pastor and the principal are honest in their dealings with faculty, staff, parents, and the community.

The climate of Sacred Heart School can best be described as one of belonging, service, and mutual respect wherein the responsibility for productive learning is shared by the administration, faculty, students, and parents. A democratic-participative environment has been established in which decisions are collaboratively developed by the professional staff and support personnel whenever possible. The faculty exhibits a strong commitment to the philosophy, policies, and practices of the school. By encouraging and supporting individual initiative, the principal and teachers insure that every child has the greatest opportunity for success. Cross-curricula programs and inter-grade activities, particularly those exemplifying our faith commitment, such as prayer buddies, are widely evident throughout our school.

The pastor and the principal have made concerted efforts to create optimal conditions for a productive workplace. By constructing a master schedule of classes, nearly every teacher has at least one full preparation period per school day which frequently coincides with that of his grade level partner. In recognition of the vital role each teacher plays in the Catholic education of our young people, the pastor has increased the salaries of all full-time instructors above the recommended diocesan wage scale. Through their generosity of time, energy, and talents, members of our staff continue to demonstrate a commitment to the children of Sacred Heart School.

3.6 Communications are accurate and convey information to all parties.

Pertinent information concerning the educational programs, policies, practices, and accomplishments of Sacred Heart School are regularly communicated to parents and the wider community via various school/parish publications and local newspapers. Detailed reports are distributed for example to parents and parishioners each fall concerning the financial state of Sacred Heart School and the following spring describing the overall achievement of our students as measured by the standardized TerraNova test. Our complete school profile is available on our website, including the text of newsletters, PTA Board minutes, and grade level homework assignments.

Communication is open and free-flowing among staff members, the pastor, the principal, and the community-at-large. The school and the PTA Board members collaborate in publicizing the various programs and activities available to our students and parents during and after school hours. The principal is aware of educational trends in addition to those laws and diocesan guidelines concerning the operation of the school and relates any pertinent information to the staff and to parents on a timely basis. Positive feedback is welcomed from all interested parties and is given due consideration whenever a decision is made affecting the entire school community. Practices are in place to inform parents of a student's success as well as areas in need of improvement, while promoting responsibility on the part of teachers, parents, and students.